b'sudden or traumatic. When youth suffer a Traditionally and historically in the Lakotaloss, the expectation upon returning to worldview, no one was left behind; if a warriorschool is that they will resume an academic fell in battle or in a buffalo hunt, the otherposture, i.e., be ready to learn and pick up warriors carried him home. If someone neededwhere they left off before the loss. The food, shelter or clothing, the other members ofreality is that grief and loss have great the camp looked out for them and providedimpact, particularly on a child. How can we what they could for them. So, when children andrespond to children who have had a loss in youth have mental health wellness needs,a culturally responsive way?consider calling on cultural knowledge holders tohelp respond so that the childs whole self canA cultural response, for example, is the be strengthened. Drawing on the strengths ofIstamni Wicakicipakinta Pi (Lakota Wiping of different approaches to address mental healthTears ceremony); this has been used to wellbeing is encouraged while having a strongaddress grief and loss among Lakota people cultural foundation to support the child. for hundreds of years. This ceremonyinvolves extended family and communitymembers coming together to bring food,prayers, song and encouraging words to the Some questions to consider about culturalmourners as a way of acknowledging a mental health in your community:familys loss of a loved one, providingcomfort and encouragement for adjusting What are some cultural beliefs specificto the physical absence of their loved one. to your Tribal Nation and/or VillageThis ceremony, when done with love and that are relevant to maintainingcomfort, helps to transition the child back wellness as individuals?into school by attending to the childs How can we use our respectivefeelings of loss and giving them comfort cultures as the foundation from whichspace to be among caring staff, teachers, to build, restore and strengthenand other students. This has the potential of wellness in our communities? decreasing the risk of the child disengagingfrom the academic world and increasingthe potential of strengthening the bondamong students, teachers, and staff. In the Lakota worldview, acknowledging theloss, providing spirit medicine for thewound created by the loss and making surethe child has support upon returning toschool, are features of a Lakota concepttermed Ihakta; which means to look outfor. 14'