ERIC Number: EJ1431871
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0279-6015
EISSN: EISSN-2372-966X
Cultural Adaptation of an Educator Social-Emotional Learning Program to Support Indigenous Students
Anisa N. Goforth; Lindsey M. Nichols; Jingjing Sun; Amy E. Violante; Emily Brooke; Sisila Kusumaningsih; Ronda Howlett; Debbie Hogenson; Niki Graham
School Psychology Review, v53 n4 p365-381 2024
Supporting Indigenous students' social-emotional learning (SEL) is important given the systemic impact of colonialism that has contributed to their higher mental health and academic disparities compared to White students. One way to promote SEL is through professional development for educators, yet there has been little research on the development of SEL programs that are culturally responsive to Indigenous people and contexts. The purpose of this study is to highlight the process of culturally adapting a social-emotional program, "Educators Navigating and Generating Approaches for Genuine Empowerment" (ENGAGE), for educators at a school located in a tribal nation in the Rocky Mountain region. Driven by transformative SEL and tribal critical race theory, we coadapted ENGAGE with community members through community-based participatory research. Through thematic analysis, we examined the unique values and culturally responsive considerations that arose during the research process. Five themes emerged from the data: (1) Understanding resilience in the face of trauma; (2) Fostering culture and traditions; (3) Building Relationships, respect, and reciprocity; (4) Highlighting the core role of educators in SEL; and (5) Educators supporting each other. Implications for school psychologists, including considerations for decolonizing research and practice, are discussed.
Descriptors: Indigenous Populations, Indigenous Personnel, Elementary Schools, Middle Schools, High Schools, Professional Development Schools, Social Emotional Learning, Achievement Gap, Mental Health, Participatory Research, Resilience (Psychology), Trauma Informed Approach, Teacher Student Relationship, School Psychology, School Psychologists
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: National Institute of General Medical Sciences (NIGMS) (DHHS/NIH)
Authoring Institution: N/A
Grant or Contract Numbers: U54GM115371