ADVANCING STUDENT
UNDERSTANDING OF
AMERICAN INDIAN
COMMUNITIES USING
DEVELOPMENTAL
ASSETS
Dr. Monica Roth Day
Teaching Scholar, WTFS 2012-13
University of Wisconsin Superior
Thank you to Provost Faith Hensrud and OPID for
supporting my research.
Scholarship of teaching and learning
• Research question: Does teaching about developmental assets have
an effect on social work students’ knowledge and skills necessary
to work with American Indian peoples?
• Research impetus: Students continue to believe general
stereotypes and apply deficit-based thinking, even after being
provided with strengths-based information on the positive aspects
and resources of American Indian communities.
Understanding the impact of assignments
• Content analysis: Secondary data analysis (from previous
semesters) was utilized to understand students’ perspectives
(baseline), and create assignments related to developmental
assets.
• Research intervention: The project implemented developmental
assets content and assignments in a “Social Work Practice with
American Indian Communities” course.
• Final Analysis and Findings: Analysis will take place of Spring 2013
assignments in June once course is completed. A comparison will
be made between the assignments from previous semesters
(before developmental asset content was added) and upon
intervention in Spring 2013.
Understanding strengths-based social work and
its importance when working with American
Indian communities
• The philosophy of strengths-based practice is “out of struggle,
humans can rise to find news ways of being” (Saleeby, 2006, page
9). It is in contrast to a deficit-focused approach.
• All people – individuals, groups, families and communities – have
strengths.
• There are resources in all environments.
• Struggles can also be sources of challenge and opportunities.
• Social workers do best by collaborating with
clients/consumers/communities.
Conceptualizing strengths-based practice using
developmental assets in American Indian
communities
Developmental assets:
• Apply the strengths-based approach and reframe the way social
workers approach working with communities.
• Focus on the strengths of the community in raising children and
supporting growth into meaningful roles in the community.
1. External assets are the needs of young people.
2. Internal assets are the values the guide kids’ behaviors.
• Provide a framework to develop activities to support the
development of specific assets in children, families and
communities.
• Provide a framework to determine if students can learn and apply
strengths to working with American Indian communities.
What are developmental assets?
• “Developmental assets” is a term used to describe “40
common sense, positive experiences and qualities that help
influence choices young people make and help them become
caring, responsible, successful adults” (Search Institute,
2003).
What do these assets mean for preventing high
risk behaviors in American Indian youth?
If a significant number of these external and internal assets are
present, the youth is less likely to engage in at-risk behaviors
(Search Institute, 2003)
• Support (external)
• Boundaries and expectations (external)
• Commitment to learning (internal)
• Positive values (internal)
• Social competencies (internal)
What assets help American Indian youth thrive?
Developmental assets can also support youth to thrive, or to
grow and develop in a positive way.
If a significant number of these external and internal assets
are present, the youth is more likely to thrive (Search
Institute, 2003).
• Support (external)
• Boundaries and expectations (external)
• Positive values (internal)
• Social competencies (internal)
• Positive identity (internal)
Understanding students’ skills (baseline)
• Content analysis: Secondary data analysis was completed of a
course assignment from 2011 and 2012. The assignment was
related to the Indian Child Welfare Act and application in a case
study.
• Purpose: It was thought that students had difficulty applying a
strengths-based approach to social work practice with
American Indian communities. The content analysis provided
evidence-based understanding regarding this belief.
• Process: A coding sheet was established using the key terms
and phrases for each developmental asset. Assignments were
then coded. Information for each code was placed in a Excel
document, then reviewed for themes.
Initial findings
Themes indicating a strengths-based approach
The following assets were reflected in student assignments:
• “Support” (external asset)
1. It is important to be raised within a family (extended family).
2. Family provides the foundation for cultural identity.
3. Safety and stability promote a child’s development.
• “Empowerment” (external asset)
1. A child must grow up in his/her own culture.
2. It is important for a child to participate in his/her own culture.
• “Positive Values” and “Positive Identity”
1. Values and traditions of the culture are important.
2. A child must know the values and traditions of his/her culture in
order to develop a strong positive identity.
Initial findings
Themes indicating a deficit approach
• Only four developmental assets were reflected, and those were
limited.
• Students’ beliefs regarding the motivation of the tribe to follow
the Indian Child Welfare Act reflected deficit thinking. A
significant number of students believed that the tribe was only
trying to maintain its enrollment numbers, and not promote the
mental health and well-being of the child.
• Stereotypes were in place regarding alcoholism and drug abuse.
Students stated the biological family and the tribe were unable to
care for the child.
• Students focused on the child as an individual, rather than as a
member of a family and community.
Intervention
Assignments reflecting developmental assets
• Interventions: First, content on developmental assets was
formally inserted into the course during the fourth week.
Following, major course assignments required students to apply
developmental assets content.
1. Article reviews
2. Case studies
3. Discussion of concepts and issues
• Content analysis: Analysis of the same assignment, related to
the Indian Child Welfare Act and application in a case study
will take place in May/June 2013 once the course is
completed and grades have been submitted.
Resources
• Saleebey, D. (2006). The Strengths Perspective in Social Work
Practice. New Jersey: Pearson/Allyn and Bacon.
• Search Institute. (2003). Únique Strengths, Shared Strengths:
Developmental Assets Among Youth of Color. Insights and
Evidence, 1, 2. Accessed at http://www.searchinstitute.org/research/insights-evidence/november-2003.
• University of Minnesota Duluth Department of Social Work.
(2009). Using the Seven Traditional Teachings to Raise Healthy
Anishinaabe Children. Duluth, MN: University of Minnesota
Duluth Department of Social Work. Accessed at
http://www.d.umn.edu/sw/cw/anish_child/index.html.
• University of Minnesota Duluth Department of Social Work.
(2009). Raising Healthy American Indian Children in Grand
Portage. Duluth, MN: University of Minnesota Duluth
Department of Social Work.