This toolkit from the U.S. Department of Health and Human Services, Administration for Children and Families provides resources on trauma-informed care that are tailored to the needs of AI/AN communities. The resources are divided into sections based on the different stages of the process of implementing trauma-informed human services. For example, an agency in the beginning phases could use the resources in the “What do we mean by trauma-informed services and why is such an approach important?” section. An agency that has already started implementing trauma-informed services could find resources in the “We’ve begun working on theses, issues, but are trying to decide what to tackle next. How can I figure out next steps?” section. The toolkit also includes examples of treatments for trauma that have been adapted specifically for AI/AN communities.

These webinar slides from the Indian Health Service provide an overview of historical trauma and trauma-informed care in health and behavioral health systems. Historical trauma is prevalent among AI/AN individuals, and it can be transferred across generations. The webinar provides case examples of historical trauma, and discusses the secondary trauma or compassion fatigue that providers can experience when working with clients who have experienced trauma. The presenters also included examples of trauma-informed interventions specifically targeted to AI/AN populations.

American Indian and Alaska Native youth are 2.5 times more likely to experience trauma than their non-native peers, and this trauma can result in mental health disorders, substance abuse, violence, and suicide if not treated. This Mathematica Policy Research report, sponsored by the U.S. Department of Health and Human Services, Assistant Secretary for Planning and Evaluation, contains the results of an environmental scan of trauma-informed programs for AI/AN youth. The authors summarize three interventions that help AI/AN youth address traumatic stress and behavioral health concerns: Cognitive Behavioral Intervention for Trauma in Schools; Honoring Children, Mending the Circle; and Pathway to Hope. The report concludes with a discussion of the challenges of conducting research in tribal communities, including the need to bridge the gap between mainstream and Native conceptions of mental health and wellness.

This report presents a first-of-its-kind collaborative tribal-federal blueprint for improving the behavioral health of American Indians and Alaska Natives. This was developed in response to calls from tribal leaders for improved collaboration with federal agencies to address the behavioral health of their communities.

Some AI/AN communities have experienced suicide clusters, in which a group of suicides or suicide attempts happen close together in time and space. These suicide clusters are rare and occur almost exclusively among teenagers. This report from the Substance Abuse and Mental Health Services Administration provides information about suicide clusters and responses in tribal communities and identifies strength-based approaches to prevention and response. The authors begin with background information on the prevalence of suicide among AI/AN populations, a description of suicide clusters, and a discussion of the risk and protective factors for suicide. Next, the authors describe the results of a qualitative study of two communities that experienced suicide clusters: a tribal reservation near Albuquerque, New Mexico and three villages on the Bering Sea coast of Western Alaska. Those communities also provide their perspectives on the resources necessary to prevent and respond to suicide clusters and the barriers to effective response.

This newsletter from the National Indian Child Welfare Association describes the secondary traumatic stress that may occur among providers who work with AI/AN youth and adults. Also known as vicarious trauma, compassion fatigue, or burnout, secondary traumatic stress is the emotional duress that comes from hearing another person’s traumatic experiences firsthand. Left unchecked, this secondary trauma can lead to burnout and turnover among social workers. To combat secondary trauma, the authors suggest a strategy of relationship-based prevention. Building trust and safety among coworkers and allowing staff members to practice self-care will help prevent secondary trauma symptoms from escalating to burnout. The newsletter also provides self-care tips and resources for social services professionals who are concerned about secondary traumatic stress.

Language assessment and proficiency tools are often the best gauges of language acquisition. There are a variety of tools that language projects can use, such as the American Council on the Teaching of Foreign Languages or ACTFL. Choosing the right assessment tools and providing staff training and support in their use can be difficult. Ku Kahakalau is the Project Director of the Institute for Native Pacific Education & Culture or INPEACE’s Administration for Native Americans (ANA) Funded Project located in Kapolei, Hawaii. The webinar was presented by ANA's Alaska Region Training and Technical Assistance Center on the Indigenous Language Proficiency Scale and other language assessment tools.

This report from the Office of Planning, Research and Evaluation describes the implementation of the Tribal Home Visiting Program, which utilizes an evidence-based, two-generation approach. The report includes information about the technical assistance provided to support grantees, recommendations for legislative or administrative action to improve services, and more aspects of the program.

The U.S. Department of Health and Human Services (HHS), Administration for Children and Families (ACF), Office of Family Assistance (OFA), Regions IX and X hosted the Tribal Technical Assistance Meeting on July 25‐27, 2016 at the Isleta Resort and Casino in Albuquerque, New Mexico. The meeting brought together Tribal Temporary Assistance for Needy Families (TANF) stakeholders to discuss innovative strategies and collaborations to promote economic and social well‐being for individuals, families, and tribal communities. During the meeting, tribal representatives engaged in listening sessions, shared best practices, and participated in workshops in order to more successfully serve the program participants in their communities.

This blog post discusses the recently announced $600,000 in awards to six tribal entities for a new round of Tribal Early Learning Initiative (TELI) grants. These grants allow tribal communities to coordinate their early learning and development programs and enhance the services offered to children and families from pregnancy through kindergarten.