Educationally-Based, Culturally-Sensitive, Theory-Driven Mentorship Intervention with At-risk Native American Youth in South Dakota: A Narrative Review

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• 作者：Crystal Aschenbrener ; Sherry Johnson
• 关键词：Native American youth ; At ; risk youth ; Mentorship programs ; Strengths perspective ; Social learning theory
• 刊名：Journal of Child and Family Studies
• 出版年：2017
• 出版时间：January 2017
• 年：2017
• 卷：26
• 期：1
• 页码：14-27
• 全文大小：
• 刊物类别：Behavioral Science
• 刊物主题：Child and School Psychology; Social Sciences, general; Sociology, general;
• 出版者：Springer US
• ISSN：1573-2843
• 卷排序：26

文摘

Native American youth struggle with many social issues such as poverty, drug and alcohol abuse, teen pregnancy, and dropping out of high school, as a result of historical trauma and the current conditions on the reservation. This narrative review found that existing mentorship programs lack adequate research, particularly with Native American youth and youth from rural settings, yet the limited research does demonstrate potential promise. Available research findings suggest that mentorship programs are supporting at-risk youth generally, particularly with increasing their self-worth as well as having educational benefit for the youth. Two theoretical frameworks, strengths perspective and social learning theory, have been determined to offer support to increase the value of mentorship programs for Native American youth. This narrative review concludes that by understanding the social issues and the impact of historical trauma as well as understanding the use of applied theories, strong programming, and helpful factors or considerations, a culturally-sensitive, educationally-based mentorship intervention has potential to support at-risk Native American youth feel motivated to move forward with their educational futures.