scholarly journals Considerations for psychedelic therapists when working with Native American people and communities

2019 ◽  
Vol 4 (1) ◽  
pp. 69-71 ◽  
Author(s):  
Belinda Eriacho

Although Native American communities are unique in their beliefs, traditions, and languages, there are some fundamental common belief systems shared by most Native American cultures. Therapists and other practitioners engaging in a healing relationship with Native Peoples should be aware of these fundamental aspects of the Native American culture. This includes trust/respect, confidentiality outside of the context therapeutic setting, culturally based therapy that is inclusive of Native American traditions, and culture, and making efforts to gain an understanding of the culture with which one will be interacting.

1996 ◽  
Vol 27 (4) ◽  
pp. 373-384 ◽  
Author(s):  
Carol Robinson-Zañartu

As a group, Native American people are perhaps the least understood and most underserved populations in schools. Native American is a collective term, representing a large variety of cultures, language groups, customs, traditions, levels of acculturation, and levels of traditional language use. In the context of this variation, I raise and discuss a number of common patterns in their traditions and histories: world view and belief systems, acculturation stress, school-home discontinuity, learning styles, and communication patterns, which are useful reference points from which to develop more culturally compatible evaluation approaches. The ecosystems and dynamic/mediational approaches are suggested as promising.


2008 ◽  
pp. 2546-2550
Author(s):  
John L. Capinera ◽  
Marjorie A. Hoy ◽  
Paul W. Paré ◽  
Mohamed A. Farag ◽  
John T. Trumble ◽  
...  

1997 ◽  
Vol 18 (5) ◽  
pp. 270-284 ◽  
Author(s):  
Jacqueline Thousand ◽  
Richard L. Rosenberg ◽  
Kathryn D. Bishop ◽  
Richard A. Villa

This article offers an alternative “Circle of Courage” paradigm of education, derived from Native American culture, for creating inclusive high schools that welcome, value, support, and facilitate the learning of adolescents with differing abilities. From this perspective, we examine (a) ways to reorganize the structure of secondary schools; (b) emerging best practices for improving curriculum, instruction, assessment, and student social life on campus; and (c) a process and set of communication tools to ensure needed supports for individual students. We conclude by discussing the application of the Circle of Courage paradigm of education.


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