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Positive Indian Parenting Workshops
by: Paulita Hopper


Introduction
POSITIVE INDIAN PARENTING CURRICULUM (PIP)- is an eight-session parenting program developed in 1986 by the Northwest Indian Child Welfare Institute (NWICWI) based in Portland, Oregon. The PIP program focuses on its subtitle, Honoring Our Children by Honoring Our Traditions as the base foundation for its curriculum. Traditional American Indian child rearing practices are introduced as a means to help Indian parents to approach their children in very positive and culturally knowledgeable manner by focusing on their strengths. Northwest Indian Child Welfare Institute consulted with various tribal elders, Indian professionals, and Native American parents from across the country in developing this curriculum (Alvy p.210).

Statement of Need
The need for Positive Indian Parenting classes arises from the breakdown of the Native American family structure. For hundreds of years, Indian parents were guided by traditions that never left parenting to chance. These traditions were passed from one generation to the next. Traditions may have varied from one tribe to the next, but they all had the same purpose-to insure the tribe's future through its children. Unfortunately, many Native communities are experiencing a disruption of traditional family values. Incidences of domestic violence/sexual assault have plagued Native communities and are rising. Many Native American women are reluctant to participate in domestic violence based curriculum workshops. One method of addressing the seriousness of domestic violence and sexual assault is to slowly integrate the materials through Positive Indian Parenting classes. The PIP sessions subtly address the impact domestic violence has on children. The children are our future, as parents we need to teach them beliefs and values, and the skills they will need as adults. PIP recognizes that in order to parent and to give children what they need. The parents must first be able to receive what they need.

Description of the Intervention
Intervention is the actual implementation of the PIP curriculum in Native American communities. A series of classes will provide parents of Indian children, grandparents, and teens with skills to enhance child rearing. The course totals 16 hours over an eight-week period. The curriculum is offered through a series of classes scheduled to meet weekly. The sessions include the following: Session I-Traditional Parenting, Session II-Lessons in Storytelling, Session III-Lessons of the Cradleboard, Session IV-Harmony in Child Rearing, Lessons V- Traditional Behavior Management, Session VI-Lessons of Mother Nature, Session VII-Praise in Traditional Parenting, Session VIII-Choices in Indian Parenting. Positive Indian Parenting curriculum is designed to provide a brief, practical culturally specific training program for Indian parents. Acknowledging the variations of Native traditions from tribe to tribe, this curriculum is designed for modifications to meet the needs of a specified community. This project also included elements of domestic violence and sexual assault. The importance of including these two dynamics into the PIP sessions was to introduce an awareness of how violence impacts the children.

Evaluation of the Intervention
The evaluation component of the intervention process is basically discretionary on the part of the trainer/facilitator. Taking into consideration that Positive Indian Parenting classes are voluntary, success of the program relies heavily on attendance and participation. The evaluation method used at the conclusion of the PIP sessions included a series of questions relating to the topic sessions such as; what was your favorite/least favorite session topic? The feedback was overwhelmingly positive. Many of the participants would like to have PIP an ongoing workshop. I believe that PIP provided a safe environment, which enabled participants to explore and feel emotions without judgment.

Reflections on the Project
Recommendations for further action would include networking with county agencies on implementing PIP as an alternative program for Native Americans who would otherwise be mandated to attend parenting classes. Incentives for teen parents may include credit/units to fulfill a requirement for school.

I enjoyed co-facilitating Positive Indian Parenting sessions for my community project. I found the experience to be not only educational, but filled with heart- warming emotion. I enjoyed the process of researching local traditional stories, which we modified into our sessions. I valued the participants input. What I admired most about PIP sessions is that the emphasis is placed on individuals strengths, and not on weaknesses. I felt the atmosphere was non-threatening and without judgment. I would invite not only Native American students, but students who plan to work with families to explore the curriculum PIP has to offer. The experience will be rewarding.

References
Alvy, Kerby T. (1994). Parenting Today, A Social Necessity. Studio City, Ca: CICC.

Binder, David M.(1992). The Way We Lived. Lexington, Mass: D.C. Heath and Co.

Hill, Dorothy J. (1978). The Indians of Chico Rancheria. Chico, Ca: Ka Ca Ma Press.

Resource List
The National Indian Child Welfare Association
3611 S. W. Hood St. Suite 201
Portland, Or 97201

Interviews

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