Author: Gerry RainingBird, Tribal Youth Resource Center Consultant
In our efforts to engage with Native youth, we are guided by the four levels of human growth and responsibility, which are inspired by Native traditions and found in the Gathering of Native Americans (GONA) curriculum. This model of positive youth development integrates Native philosophies of parenting and mentoring and is based in the four universal growth needs of our children: belonging, mastery, independence, and generosity. This wisdom comes from our ancestors, who raised courageous, respectful, and competent children without the need for harsh, coercive controls. Nevertheless, Europeans colonizers attempted to “civilize” Indigenous children in punitive boarding schools, unaware of the sophisticated Indigenous philosophy that treats children with deep respect and teaches by modeling desired behavior. These values are represented by the medicine wheel, an ancient symbol used by many Natives of Turtle Island, which reminds us of our interconnectedness with all of creation. I offer a brief description of the four components of the GONA curriculum and techniques for engaging our youth through culturally informed prevention efforts.
Belonging
In our Native communities, connectedness is nurtured from the beginning. Special “name-giving” ceremonies and welcome celebrations at birth where we share stories and connect as relatives create powerful social bonds that bring all together in mutual respect and caring. Further, throughout our histories, tribes would take steps to ensure the survival of culture. For example, if anything happens to a child’s caretakers, the tribe is there to nourish and protect the child and the next seven generations.
Our youth need to know they are cared about and to feel a sense of connection to others in the group. Whether it’s the family, clan, tribe or nation, our youth need the opportunity to feel physically and emotionally safe while actively participating in a group. We can help our youth get to know each other through culturally appropriate introductions, games, mixers, and small group activities. We can create opportunities for our young relatives to interact with each other through small project work and group tasks. Developing traditions to welcome new members and celebrate individuals will go a long way in making our young people feel that sense of belonging. We can then find other ways to involve family and community members in as many activities as possible. All youth deserve a caring, supportive relationship in their lives. We can be that someone by showing interest in, actively listening to, and fostering their unique gifts.
Mastery
Achieving a sense of mastery and competence in tribal traditions and practices is ensured by providing opportunities for our young relatives to participate in teachings. Children are taught to observe carefully and listen to those with more experience. A person with greater knowledge or ability is encouraged to assist the younger ones become comfortable with gentle correction and modeling. The goal is for each person to strive for personal growth and to help others who may be struggling. Our young people have an innate drive to become competent and solve problems – success in overcoming challenges strengthens the desire to achieve. Our youth need to feel and believe they are capable at solving problems and overcoming challenges to develop their self-confidence. Through culturally appropriate interactive projects and activities, youth have the tools to make positive life choices.
We need to engage our youth in discussions that increase their understanding of the purpose behind planned activities and learning opportunities. We need to model and teach that failure or frustration is temporary and is a part of the learning experience. Mentors and teachers need to be fair and consistent when giving feedback. Youth rely on the joy they receive from interests, hobbies, and group participation to balance disappointments in other parts of their lives.
It is key that we offer youth opportunities to take on new challenges and learn new skills. We can help youth succeed and master new skills by actively engaging them in the entire process, sharing what happened, reflecting on what was important, relating the experience to the real world, and applying what was learned to new and emerging situations.
Independence
Power in tribal traditions means respecting the right for independence. In contrast to obedience models of discipline, traditional teaching principles were designed to build respect and develop inner discipline. From earliest childhood, Indigenous children are encouraged to make decisions, solve problems, and demonstrate personal responsibility. Adults model, nurture, demonstrate values, and give feedback, and children are provided with abundant opportunities to make choices without coercion.
Our youth need to know that they can influence people and events through decision-making and action. By exercising independence through leadership opportunities, youth mature in self-discipline and responsibility and learn to better understand themselves. Within that realm, it’s important that we provide our youth opportunities to lead simple tasks and then progress to more difficult ones. Recruit, train and support young people who are ready for more responsibility. As much as adults really wish to take control, we need to avoid jumping in to help unless we are really needed. This encourages our young people to overcome obstacles on their own. We should also remember to encourage, motivate, praise and acknowledge youth who complete leadership roles. We need to support young people in recognizing connection between independence and responsibility. Independence means greater power and influence and is linked with responsibility for decisions made and actions taken.
Generosity
Finally, virtue is reflected in the pre-eminent value of generosity. The central goal in Indigenous child-raising is to learn the importance of being generous. This value is reflected most dramatically and clearly in the willingness of Native people to share their knowledge with those who wish to learn valuable tribal wisdom. Tribal leaders and elders are expected to give of their time, wisdom, and related resources whenever needed, thus demonstrating the highly respected value of generosity.
Our youth need to feel their lives have meaning and purpose and can do so by following the example of their elders. By exploring and learning different ways of giving back to the community, youth can connect to their tribe and learn to give back to others. This can be done through adopting a specific service project that fits their interests and abilities and meets a community need. For example, arranging care of local sacred sites and providing opportunities to get involved within the community. Encourage youth to develop and implement tribal action plans. Be willing to set up mentoring opportunities where youth learn from older peers or culturally connected adults. We need to assist our young people in developing concern for others and empower them to take action to demonstrate that concern. Being of service forges bonds between youth and the community and doing something valued by others raises their feelings of self-worth and competence.
By integrating these traditional values into our prevention efforts, we can cultivate environments where youth feel connected, confident, responsible, and purposeful. This approach not only strengthens their individual growth but also reinforces the well-being of the entire community. By guiding our young relatives through culturally informed practices, we empower them to become leaders who will continue to honor and sustain the traditions of their ancestors for generations to come.
