Question one
In a bid to undertake an educational health program among the Native Americans, it is necessary for an expert to understanding the value of the Native American culture and its relationships to educational health to improve the outcome of the program. Professionals should have respect and create a sense of compassion for the culture in order to achieve cultural competency. Culturally competent service provider should consider various factors that influence how a Native American behaves and communicates. This way, he will establish cultural congruency with the behavior, beliefs and practices of the Native Americans.
The health educational program will target the extended family and the neighborhood. According to studies conducted by the UC Center for Reducing Health Disparities, CRHD, most Native Americans, have disconnected their socio-cultural ties, and family values and this explain the high rates of family violence’s within them (UC Center for Reducing Health Disparities, 2009).
Since, 45% of Native Americans families live below the poverty line because of evictions from their ancestral land, some have engaged in antisocial behaviors while others have developed mental health problems. The disconnection of their societal ties and family values arose because of the disintegration during colonialism. The US department of Justice indicates that, by 2004, at least 35% of Native American women have encountered family violence like rape and sexual assault. Additionally, 96% of rape victims suffered other physical assault cases (Gary, 2005). Focusing on Native American families and its neighborhood will be beneficial in addressing some of these problems. A health educationist will address people, who will have a direct effect on the positive change of the entire community.
Native Americans are inherently caring and acknowledge the value of others in the community. The health educator will use this platform to relate with the community in an effort to educate them. In addition, the cultural roles of teaching the youth, assumed by elders, will form a ground for eliminating any suspicion. Empowering the Native American family leader will be beneficial because he will prepare his people prior to the educational training on health. Since, this group has a culture of not “opening up” for any stranger because of the historical trauma and injustices they have gone through, a health educationist would use his expertise in guiding and counseling to restore their confidence and self-esteem (Rowley & Rehfeldt, 2002).
Lack of strict community and societal values causes family violence, which goes unreported like rape. Since, many have a notion that the authorities have been against their wellbeing; they have developed a low self-esteem. This condition has increased rates of psychological disorders and antisocial evils. High rates of depression and suicide among members emanate from the isolation of the cultural and family ties (Tami & Jessiline, 2003). Firstly, the health educationist will use the highest authority in the family or the neighborhood to revive the lost cultural ties. Then, he will change the negative perception of the Native Americans by explaining what the authorities are doing, and they seek to do for them in an effort to improve their lifestyle. The health educator can also encourage family and societal heads to strengthen cultural identity in order to cement the family relationship. This initiative will help in reducing anxiety disorders among the Native Americans and will reduce crime rates among the community. This will also provide a good environment for the health educator to disseminate knowledge. The knowledge acquired might reduce causes of family violence like rape, suicide, depression, and stress among others.
The health educationist will acknowledge the Native American’s culture of appreciating other people culture. Through acculturation, many Native Americans have been able to co-exist with other communities especially Europeans. This way, the health educationist, knows that the community, which he seeks to educate, will not reject him.
Question two
The deeply entrenched attitude of the Native Americans emanating from historical injustices, where women were raped, and none was supposed to report, will hamper the outcome of the program in the future. Additionally, the doctrines and beliefs of the natives Americans especially those regarding socialization will hinder the process of information sharing. Their low self-esteem nature may create a rift between them and the health educationist in the future (Willging, Goodkind, Lamphere, 2012). Many may consider the health educationist as a person, who is after changing their cultural beliefs and practices. This perception may hinder the dissemination of information in the future (UC Center for Reducing Health Disparities, 2009). Considering that, the colonial government perpetuated impunity and injustices on this community chances are that they may not listen to anyone like the health educationist because he is a government agent.
Following the orientation of the Native American’s culture through family heads or elders, the health educationist may share health information with this group. It may prove difficult to convince other members of the society to listen and acquire health knowledge. This is because of cultural disconnection and loses of family values brought about by acculturation and colonization. Additionally, the targeted extended families and the neighborhood may fail to accept and exercise the health knowledge acquired (Rowley & Rehfeldt, 2002). They may continue going by their beliefs and practices unless the health educationist extends the program period.
References
UC Center for Reducing Health Disparities, (2009). Building Partnerships: Conversations with Native Americans about mental health needs and community strengths. California: UCRHD. Retrieved on 25th January from: www.dhcs.ca.gov/services/MH//BP_Native_American.pdf
Gary, R. (2005). Cultural competence: a systematic review of health care provider educational interventions. Medical Care, 43(4), 356-73.
Rowley, D., Rehfeldt, R. (2002). Delivering Human Services to Native Americans with Disabilities: Cultural Variables & Service Recommendations North American Journal of Psychology. 2002, Vol. 4 Issue 2, p309-308
Tami, H., & Jessiline, A. (2003). Anxiety, Stress, and Health in Northern Plains Native Americans. Behavior Therapy, 34(2), 365-399.
Willging, C., Goodkind, J., Lamphere, L., (2012). The Impact of State Behavioral Health Reform on Native American Individuals, Families, and Communities. Qualitative Health Research. Vol. 22 Issue 7, p880-896.
