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IntroductionAlthough approximately 70% of American Indian/Alaska Native (AI/AN) people reside in urban areas, very few opioid prevention interventions exist for urban AI/AN emerging adults. The study team conducted this study to develop Traditions and Connections for Urban Native Americans (TACUNA), a new opioid prevention intervention for urban AI/AN emerging adults ages 18-25. TACUNA comprises three 2-hour virtual workshops.MethodsWe conducted thirteen focus groups in three urban communities in northern, central, and southern California (six with urban AI/AN emerging adults ages 18-25 [n = 32], four with parents [n = 26], and three with providers [n = 33]) to identify relevant intervention domains. We then incorporated the results of a rapid analysis of the focus groups to develop intervention workshops followed by a pilot test (n = 15) to further refine the intervention and assess feasibility.ResultsFour major domains emerged from focus groups: 1) historical trauma/cultural identity, 2) AI/AN traditional practices, 3) social networks, and 4) substance use. We incorporated all feedback relating to each theme to enhance content of the TACUNA intervention. Pilot test participants felt that TACUNA content was interesting, addressed their issues and concerns as urban AI/AN emerging adults, and believed that the program could help them to establish cultural and social connections to live healthier lives.ConclusionsResearch activities demonstrate how a community-informed and culturally grounded opioid prevention intervention can be developed for urban AI/AN emerging adults. Addressing issues and challenges with culturally and developmentally relevant intervention content can help to build resilience and hopefully decrease opioid use among this underserved population.

Mental health problems contribute significantly to the global burden of disease. Driven in part by family stressors and insufficient sleep, mental health disproportionately affects low SES urban adolescents. In the United States, American Indian/Alaska Native (AI/AN) youth exhibit excessively high rates of mental health problems. Family functioning is strongly associated with adolescent mental health, and sleep problems may serve as a pathway between family functioning and mental health. Using mixed methods we examine the associations among family functioning, subjective- and actigraphy-measured sleep, mental health (depressive and anxiety symptoms), and cultural identity in a sample of urban AI/AN youth. All participants (N = 142) completed surveys; a random subsample (n = 26) completed qualitative interviews to assess family and cultural dynamics related to sleep, which informed hypothesized direct and indirect effects that were tested using survey data. Narratives identified mechanisms of family cohesion (e.g., daily interactions that build perceived family togetherness and family-centered traditional activities) and the role that family cohesion plays in sleep (e.g., ensuring stability of sleep environments). Path analysis showed direct effects of improved family functioning on fewer depressive and anxiety symptoms, and indirect effects through lower self-reported sleep disturbance (but not through greater actigraphy-measured sleep duration or efficiency). Cultural identity did not moderate effects in quantitative tests. Our findings illustrate the complex associations among family functioning, sleep, and mental health in AI/AN youth. Family-based interventions to improve adolescent mental health should address modifiable intervention targets such as sleep, and address sources of both risk and resilience relevant to urban AI/AN families, including extended family and cultural practices.

BackgroundNonmedical use of prescription opioids (defined as taking opioid medications for hedonic effects or in a manner other than prescribed) and the use of heroin have emerged in recent years as major public health concerns in the United States. Of particular concern is the prevalence of opioid use among emerging adults (ages 18-25), as this is a developmental period of heightened vulnerability and critical social, neurological, and psychological development. Data from 2015 show that American Indian/Alaska Native (AI/AN) people have the highest rates of diagnosis for opioid use disorders (OUDs). One recent study found that the overdose death rate among urban-dwelling AI/AN individuals was 1.4 times higher compared to those living in rural areas. To date, there are no evidence-based prevention programs addressing opioid use among urban AI/AN emerging adults that integrate culturally-appropriate strategies with evidence-based treatment. Traditions and Connections for Urban Native Americans (TACUNA) builds on our prior work with AI/AN communities across California to develop and evaluate culturally appropriate programming to address opioid, alcohol, and cannabis use among urban AI/AN emerging adults.Methods/designIn a randomized controlled trial, 18-25 year old urban AI/AN emerging adults will receive either TACUNA (n = 185), which comprises three virtual workshops utilizing motivational interviewing, social network visualization, and integrating traditional practices and a wellness circle, or one virtual culturally sensitive opioid education workshop (n = 185). We will evaluate intervention effects on primary outcomes of frequency of opioid, alcohol, and cannabis use, as well as secondary outcomes of social network characteristics and cultural connectedness, over a 12-month period.DiscussionThis project has the potential to expand the range and effectiveness of opioid, alcohol, and cannabis services for urban AI/AN emerging adults by addressing the opioid epidemic and use of other substances at both the community and individual level. In addition, it provides important culturally grounded conceptual and practical information to advance the field of substance use interventions and enhance resiliency among this population.Trial registrationClinicalTrials.gov Identifier: NCT04617938. Registered October 26, 2020 https://clinicaltrials.gov/ct2/show/record/NCT04617938 .

To date, few programs that integrate traditional practices with evidence-based practices have been developed, implemented, and evaluated with urban American Indians/Alaska Natives (AI/ANs) using a strong research design. The current study recruited urban AI/AN teens across northern, central, and southern California during 2014-2017 to participate in a randomized controlled trial testing two cultural interventions that addressed alcohol and other drug (AOD) use. Adolescents were 14-18 years old (inclusive), and either verbally self-identified as AI/AN or were identified as AI/AN by a parent or community member. We tested the added benefit of MICUNAY (Motivational Interviewing and Culture for Urban Native American Youth) to a CWG (Community Wellness Gathering). MICUNAY was a group intervention with three workshops that integrated traditional practices with motivational interviewing. CWGs were cultural events held monthly in each city. AI/AN urban adolescents (N = 185) completed a baseline survey, were randomized to MICUNAY + CWG or CWG only, and then completed a three- and six-month follow-up. We compared outcomes on AOD use, spirituality, and cultural identification. Overall, AOD use remained stable over the course of the study, and we did not find significant differences between these two groups over time. It may be that connecting urban AI/AN adolescents to culturally centered activities and resources is protective, which has been shown in other work with this population. Given that little work has been conducted in this area, longer term studies of AOD interventions with urban AI/AN youth throughout the U.S. are suggested to test the potential benefits of culturally centered interventions.

American Indians and Alaska Natives suffer disproportionately from poverty and other inequities and are vulnerable to adverse health and socioeconomic effects of COVID-19. Using surveys and interviews (May–July 2020), we examined urban American Indian/Alaska Native adolescents’ (N=50) health and behaviors, family dynamics, community cohesion, and traditional practice participation during COVID-19. About 20% of teens reported clinically significant anxiety and depression, 25% reported food insecurity, and 40% reported poor sleep. Teens also reported high family and community cohesion, and many engaged in traditional practices during this time. Although many teens reported problems, they also emphasized resilience strategies.

American Indian and Alaska Native (AI/AN) youth exhibit multiple health disparities, including high rates of alcohol and other drug (AOD) use, violence and delinquency, and mental health problems. Approximately 70% of AI/AN youth reside in urban areas, where negative outcomes on behavioral health and well-being are often high. Identity development may be particularly complex in urban settings, where youth may face more fragmented and lower density AI/AN communities, as well as mixed racial-ethnic ancestry and decreased familiarity with AI/AN lifeways. This study examines racial-ethnic and cultural identity among AI/AN adolescents and associations with behavioral health and well-being by analyzing quantitative data collected from a baseline assessment of 185 AI/AN urban adolescents from California who were part of a substance use intervention study. Adolescents who identified as AI/AN on their survey reported better mental health, less alcohol and marijuana use, lower rates of delinquency, and increased happiness and spiritual health.

This fact sheet describes a range of behavioral health issues that affect American Indian and Alaska Native populations in disproportionate numbers relative to the general population. Using data from the 2009 California Health Interview Survey (CHIS), the authors provide statistics on psychological distress, depression, suicide ideation, physical or sexual violence, binge drinking and use of alcohol or drugs and smoking status. They also report on the need for behavioral treatments, the type of behavioral health provider used most often by native populations, as well as the need for culturally appropriate treatments.

This study investigated deference to scientific authority [Brossard, D., & Nisbet, M. C. (2007). "Deference to scientific authority among a low information public: Understanding U.S. opinion on agricultural biotechnology." "International Journal of Public Opinion Research," 19, 24-52] as it relates to support for science across eight sociocultural domains: the economy, the environment, epistemology, science education for all, public health, race and gender, public policy, and science and religion [Cobern, W. W., & Loving, C. C. (2002). "Investigation of preservice elementary teachers' thinking about science." "Journal of Research in Science Teaching," 39, 1016-1031]. Results revealed that both increased deference to scientific authority and increased support for science were associated with greater science education and lower religious attendance and revealed two underlying dimensions: an epistemic dimension, combining the deference, epistemology, and science and religion scales, and differing based on religious attendance; and a socioscientific dimension, combining science education for all, economy, environment, and public policy scales, and differing based on science education. In summary, this study suggested that low religious attendance was most strongly associated with support for the value of scientific knowledge and authority, while greater science education was most strongly associated with support for science in schools and society. The effect size for religious attendance was substantially larger than that for science education.

Creativity can and should play a role in students' science experiences. Beghetto ("Roeper Review" 29(4):265-270, 2007) suggested a framework for teachers to assist students in transforming their creative ideas into creative products. This framework involves taking time to listen to students' ideas, helping them recognize the constraints of a task, and giving them multiple opportunities to think through and try their ideas. Ill-structured problems, such as those found in inquiry and engineering design activities, provide excellent opportunities for students to experience creative processing and express their creativity through product creation. These types of problems are typically challenging, but the use of appropriate questioning has been shown to assist students in solving problems. This multiple case study investigated the use of inquiry-based questioning as a means of supporting creativity within a design-based science, technology, engineering, and mathematics (STEM) activity. Findings suggest that groups facilitated by inquiry-based questioning strategies were better able to solve an ill-structured problem and achieved a more linear progression toward creative products than groups who were not facilitated by inquiry-based questions.

Objective: This study examined the association between neighborhood social environment and sleep among urban American Indian and Alaska Native (AI/AN) adolescents as well as the moderating role of cultural factors in this association. Method: The analytic sample included 133 urban AI/AN adolescents (age 12-16, 57.1% female, Mage = 14.03, SDage = 1.35). Perceived neighborhood social environment included safety and cohesion. Cultural factors included AI/AN cultural identification and historical loss. Sleep duration, efficiency, and wake after sleep onset (WASO) were measured via actigraphy. Sleep disturbance was measured via a questionnaire. Results: Greater neighborhood safety was significantly associated with lower sleep disturbance (b=-2.17, SE= 0.8, p=.008), higher sleep efficiency (b =1.75, SE =0.64, p =.006), and lower WASO (b=-8.60, SE=3.34, p= .01). Neighborhood cohesion was not associated with any sleep outcomes. Cultural factors moderated the association between neighborhood social environment and sleep outcomes (p,.05). Specifically, both neighborhood safety and cohesion were associated with lower sleep disturbance, only among individuals reporting higher levels of AI/AN cultural identification. Further, neighborhood safety was associated with greater sleep efficiency and lower WASO (i.e., better sleep) only among adolescents with higher contemplation of historical loss. Conclusions: Findings highlight the importance of considering cultural factors in addressing sleep and health disparities. AI/AN cultural identification and a sense of historical loss may be important targets for identifying adolescents who might benefit the most from policies and interventions focused on improving the social environment in order to improve sleep and other health outcomes. [ABSTRACT FROM AUTHOR]

The purpose of this study is to determine whether a pullout STEM program (STARBASE) makes reading and math scores decrease and examine its impact on urban fourth, fifth, and sixth grade students' attitudes and perceptions regarding STEM education and careers. We employed a mixed-methods, case study approach that involved two published and one indigenous instrument composed of Likert scales, semantic differential scales, and open-ended items, along with structured interviews. Results indicate that it is possible for reading, math, and social studies scores to be unaffected when implementing a STEM pullout program, as adjusted trends (for ethnicity and socioeconomic status) are not statistically different from those of non-STARBASE school divisions in the area. Additionally, the Black/White achievement gap, as measured by standardized test scores, was substantially closed over the last decade within STARBASE schools. Quantitative measures revealed few differences in student attitudes from pre- to posttest. Student qualitative responses were overwhelmingly positive. Students wanted more STARBASE time in the regular school year. Students, particularly Black students, also wanted an increase in career education opportunities. Implications regarding curricular changes aimed at STEM education and model adoption are addressed.

The purpose of the study was to examine what science views were accepted or rejected by the Chinese university students. We administered the Thinking about Science Survey Instrument (TSSI) to 75 Chinese students in the Sichuan province who were enrolled in Science and Technology English classes. The TSSI focuses on nine key areas of science and aims at identifying whether an individual agrees or disagrees with a model science view. Chi-square tests were applied to the data. Three idealized science views were found to be accepted regarding Science and the Economy, Science for All, and Science and Public Health. The same three science views were also found to be accepted in prior U.S. studies. Directions for further research are discussed including the examining views held by diverse populations and the potential development of a global view of science. (Contains 1 figure and 11 tables.)

Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g. church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings of science and its relationship to faith for them, their colleagues, and their congregations.

Content knowledge and pedagogical practices are of particular concern to middle school science instructors teaching density. First introduced in elementary grades with the ideas of floating and sinking, density taught in middle school is geared toward understanding through the use of mathematical formulas. Using a lesson-plan study design, the authors identified preservice teachers' content understandings regarding density and how those understandings influenced their teaching practices. The results indicated that, although teacher candidates had developed reasonable, intuitive understandings of density, many experienced difficulty connecting those understandings to the mathematical relationships involved. Therefore, university science educators must carefully examine the levels at which their students understand density so that these future educators have the necessary conceptual knowledge to teach this concept effectively. (Contains 1 table and 1 figure.)

Although clean, potable groundwater constitutes one of our most valuable resources, few students or science educators hold complete and appropriate understandings regarding the concept. Recent studies that focus on secondary students' and preservice science teachers' understandings of groundwater found little difference between the groups' conceptualizations of subsurface hydrology. This article discusses possible reasons for the apparent lack of appropriate understanding regarding the complex concept of groundwater. Specifically, we concentrate on the lack of emphasis concerning groundwater content in standards documents, the need for increased attention to students' spatial reasoning abilities, inadequate formal instruction for science teachers concerning groundwater, and difficulty in designing appropriate assessment of groundwater concepts. We conclude by offering suggestions for enhancing the teaching and learning of groundwater.