A basket of resources at your fingertips!
This section provides quick tips, published resources, successful programs and curricula in the following topic areas for youth:
Resources are also provided to plan and implement programs involving these topics.
Many of these tools are PDF files; viewing them requires Adobe’s Reader software. To download and install the latest Adobe Reader, click here and follow the instructions.
Help us fill The Resource Basket! Do you have specific programs, resources, or services to share? Contact us or call 1-800-478-7227, extension 7399.
Community Wellness and Healing
Alaska Healing Programs Summary
This document is a table summarizing and describing key concepts of primary and current (2013-2014) Alaska Native Healing Programs available to rural communities. This table may bring awareness to healing processes and “development” programs available in Alaska to address historical and intergenerational trauma, andsupport healthy, thriving, culturally-connected communities. The holistic well-being of a community impacts the health and success of the community’s youth. Reviewing the summary of these processes may help a community member or wellness team determine if a process is a good fit for their community.
Citation: The Resource Basket for Alaska Native Youth Success. (2014). Alaska Healing Programs Summary.
All programs included in this table also have individual program summaries with further descriptions and information:
These guidelines address issues of concern in the application of traditional child-rearing and parenting practices in nurturing culturally-healthy youth in the contemporary world. The guidelines are organized around various roles related to childrearing, including those of Elders, parents, communities, educators and the youth themselves.
Citation: Assembly of Alaska Native Educators.(2001). Guidelines for Nurturing Culturally-Healthy Youth. Alaska Native Knowledge Network.
Moving Toward Cultural Competence
Key considerations to explore to increase your own cultural competence.
Citation: Moving Toward Cultural Competence. Adoption Exchange Association.
Online Resources: Alaska Native Languages
The Alaska Native Heritage Center currently provides Yup’ik and Sm’algyax classes monthly. They are free and open to anyone who wishes to learn. They focus on conversational fluency and are for learners of all fluency levels. The program has provided a list of resources for all Alaska Native languages. For more information on the classes and/or resources, please contact Ember Thomas email@example.com.
Citation: Thomas, Ember. 2014. Online Resources: Alaska Native Language. Alaska Native Heritage Center
Partnering with Parents
Partnering with Parents Web Brochure
Presentation Part 1, Part 2, Part 3
Healthy brain development through family violence assessment and positive parenting strategies.
Citation: Chamberlain, L. PhD, MPH. (2011). Partnering for Parents . Philadelphia, PA: Institute for Safe Families, The Barra Foundation, and The Thomas Scattergood Behavioral Health Foundation.
Prevention Principles List
This list identifies the prevention principles from research that may be used to guide the thinking, planning, selection, and delivery of your program and community efforts.
Citation: Judd. B. (2012). Prevention Principles. Alaska Division of Behavioral Health.
A toolbox for promoting youth sobriety and reasons for living in Yup’ik/Cup’ik communities.
Citation: Center for Alaska Native Health Research, The People Awakening Resilience Project & Ellangzeq Project. (2012). QUNGASVIK Toolbox. Fairbanks, AK: University of Alaska.
The Village Wellness Workbook
This workbook was created to help service providers, parents, elders, village leaders and youth come together in the most effective way to foster wellness in our communities. Included in the workbook are sample participant agreements, recognition awards, activities, agendas and other items useful to a Village Wellness Team.
Citation: The Bristol Bay Family Resource Partnership. (2012). Village Wellness Team Workbook. Sponsored by Bristol Bay Native Association. Supported by Alaska Federation of Natives and The Administration for Native Americans.
Yu’pik Culture and Context: Community Member Perspectives of Tradition, Social Change, and Prevention
This article is written by Yup’ik community collaborators who were central to the development of the community intervention described in the Qungasvik (Toolbox) manual. Paula Ayunerak took the lead on writing this article and she shares her words and her wisdom in this way with new generations of Yup’ik youth. The article helps to preserve the legacy of her exceptional contributions that effectively and collectively helped move her community towards wellness.
Citation: Anyunerak P. , Alstrom D., Moses C., Charlie Sr. J, Rasmus S. (2014). Yup’ik Culture and Context in Southwest Alaska: Community Member Perspectives of Tradition. Center for Alaska Native Health Research , University of Alaska Fairbanks. American Journal of Community Psychology.
Youth Development and Prevention
A Change Maker’s Guide to Storytelling: How to Engage Heads, Hearts and Hands to Drive Change
A guide from Ashoka’s Change Maker, this document helps you define your story in a way that will engage heads, hearts and hands to drive change. As a changemaker, you have to be comfortable telling four main types of stories to engage the hearts, heads, and hands of your audience to help give wings to your project. New media and online distribution channels make sharing our stories easier than ever. What makes great stories so powerful is their “stickiness,” their ability to draw our attention and engage our hearts and minds. The best stories spread good ideas like wildfire and inspire us to take action. And that’s precisely what makes storytelling such a powerful tool for social innovators. Everyone has a story. This guide from Ashoka will help you tell yours.
This First Edition Toolkit was adapted for Alaska by The Resource Basket to summarize and support positive youth group development and activities. The inspiration for this toolkit came from Beyond the Bell’s own toolkit; A Toolkit for Creating Effective Afterschool and Expanded Learning Programs. The research and information in the Alaska Positive Youth Development Toolkit came from a variety of sources including the Beyond the Bell Toolkit. The main content and subsequent worksheets are from Beyond the Bell Toolkit. The main content can be used by youth workers who work with youth of all backgrounds. The worksheets have been modified for use for youth workers in rural Alaska.
Alaska Peer Education Guidebook
Designed with urban and rural Alaska in mind, this guidebook provides suggestions on how to develop, maintain and support a peer education program in any of the prevention areas.
Citation: Herman, L., (Eds.) Harris H., Azzarella T. (2013.) The Alaska Peer Education Program Guide Book. (1st ed). Office of Adolescent Health the U.S. Department of Health and Human Services, State of Alaska’s Division of Public Health.
The Amazing Brain: Trauma and the Potential for Healing
Six basic facts that can help you to understand brain development in children who experience trauma.
Citation: Chamberlain, L. PhD, MPH. (2008). The Amazing Brain: Trauma and the Potential for Healing. Philadelphia, PA: Institute for Safe Families and Multiplying Connections of the Health Federation of Philadelphia.
The Amazing Brain: What Every Parent and Caregiver Needs to Know
Six simple steps to help children grow healthy brains.
Citation: Chamberlain, L. PhD, MPH. (2008). The Amazing Brain: What Every Parent and Caregiver Needs to Know. Philadelphia, PA: Institute for Safe Families and Multiplying Connections of the Health Federation of Philadelphia and Advocates for Youth.
The Amazing Teen Brain
A guide for parents and other caring adults to help teens to grow healthy, strong brains.
Citation: Chamberlain, L. PhD, MPH. (2009). The Amazing Teen Brain: What Parents Need to Know. Philadelphia, PA: Institute for Safe Families and Multiplying Connections of the Health Federation of Philadelphia and Advocates for Youth.
American Indian Life Skills Development Curriculum Synopsis
American Indian Life Skills Development Curriculum (AILSDC) is a Native American based framework for life skills development and suicide prevention. Generalized to be accessible to all tribes, it aims to instill self‐respect and self‐esteem, and teach communication, conflict management, goal setting and future planning skills.
Citation: LaFromboise, Ph.D. 2009. American Indian Life Skills Development Curriculum Description. Idaho Suicide Prevention Research Project. Benchmark Research & Safety, Inc.
Culture-Based Interventions: The Native Aspirations Project
Interventions for youth suicide, violence, and substance abuse in Indian Country are conducted in a tribal environment in which “culture-based” interventions are valued whereas the federal, state, and insurance industry emphasizes “evidence-based” interventions. The purpose of this manual is to translate culture based interventions into the language and scientific framework used by evidence based intervention and to apply the existing scientific knowledge base on youth suicide, violence, and substance abuse to culture based intervention. The goal is to facilitate communication, particularly when preparing grant applications or seeking reimbursement.
Citation: One Sky Center. (2008). Culture-Based Interventions: The Native Aspirations Project. Oregon Health & Science University.
Culture Camp Directory and Resource Guide
Leadership Development is one of the First Alaskans Institute’s top priorities, and spirit camps help to produce the next generation of Native leaders. They teach traditional knowledge and encourage our youth to become strong, healthy adults and who lead strong, healthy communities.
Citation: First Alaskans Institute. Culture Camp Directory and Resource Guide.
Cultural Practices in American Indian Prevention Programs
This article explains how proven prevention strategies enhance protective factors and mitigate risk factors in the lives of American Indian youth.
Citation: Sanchez-Way, R. and Johnson S. (2000). Cultural Practices in American Indian Prevention Programs. Juvenile Justice – Challenges Facing American Indian Youth. VII (2).
Developing and Evaluating Cultural Approaches in Positive Youth Development
TYP Webinar: Recording and PDF available
Tribal Nations and communities have cultural strengths that can be relied on and expanded on to create opportunities for positive youth development. This webinar showed how cultural approaches are being developed and evaluated using examples from Tribal OJJDP grantees and/or Tribal communities.
Citation: Presented by Mary Cwik, PhD. (2014). Developing and Evaluating Cultural Approaches in Positive Youth Development. EDC Tribal Youth Training and Technical Assistance Center.
Forty Youth Developmental Assets
Asset building ideas from across Alaska.
Citation: Youth Developmental Assets. Helping Kids Succeed~Alaska Style. Alaska-ICE.
How to Hold a Youth Summit
This planning guide represents the Search Institute’s best learning about how to develop and hold an effective Youth Summit, based on the experience of adults and young people from across the country.
Citation: Probst, K. (2004), How to Hold A Youth Summit Planning Guide. Minneapolis, MN: Search Institute.
Meaningful Roles for Youth
Examples of how youth can be meaningfully engaged in their community.
Citation: Judd, B.(2006). Meaningful Roles for Youth. Association of Alaska School Boards Institute for Community Engagement.
Organizational Assessment Checklist
Fourteen points to successfully involving youth in decision making.
Citation: Organizational Assessment Checklist. Somerville, MA: Youth on Board.
Power of an Untapped Resource
This booklet was created by an Alaskan student for any board that is interested in expanding the representation of their board, “growing their own” board members for tomorrow and/or empowering the youth in their community.
Citation: Bernard, H. (2005). The Power of an Untapped Resource. Association of Alaska School Boards.
Project Venture (PV) is an outdoors experiential youth development program
designed for high-risk American Indian youth.
Citation: SAMHSA Model Programs. Project Venture. U.S. Department of Health and Human Services.
Putting Positive Youth Development into Practice
Positive Youth Development (PYD) is based on the belief that, given guidance and support from caring adults, all youth can grow up healthy and happy, making positive contributions to their families, schools, and communities. The approach favors leadership and skill-building opportunities.
Citation: Putting Positive Youth Development Into Practice. (2007). Silver Spring, MD: National Clearinghouse on Families & Youth for the Family and Youth Services Bureau.
Safety Poster: A Resource Basket publication
A poster reminding staff and supportive adults to talk about safety when working with youth in rural Alaska. Print it out and post it wherever your youth program meets to make safety your first priority.
Seventh Generation National Tribal Mentoring Program (PowerPoint)
The 7th Generation National Tribal Mentoring Program is designed to address high rates of juvenile delinquency in American Indian and Alaska Native communities by connecting youth with healthy adults, strengthening cultural identity, and building self-esteem.
Citation: 7th Generation National Tribal Mentoring Program. 2012. Education Development Center. Waltham, MA.
Sources of Strength
Sources of Strength is a best practice youth suicide prevention project that utilizes the power of peer social networks to change unhealthy norms and culture and ultimately prevent suicide, bullying and substance abuse. The program is designed to prevent suicide by increasing help seeking behaviors and connections between peers and caring adults with a focus on Hope, Help and Strength.
Citation: General Program Handout. Sources of Strength: Beyond Suicide Prevention. Retrieved from www.sourcesofstrength.org.
Suicide Prevention: Inuit Traditional Practices that Encouraged Resilience and Coping
This document incorporates the knowledge of Inuit Elders in all attempts to change suicide patterns. Focus groups with Elders were held in each Inuit region of Canada, to gather information about the values and methods that have helped Inuit overcome problems and survive even when life was very difficult.
Citation: Korhonen, M. of the Ajunnginiq Centre. (2006). Suicide Prevention: Inuit Traditional Practices that Encouraged Resilience and Coping. Ottawa, Ontario: National Aboriginal Health.
Talk now Talk often AK
This statewide effort was developed by parents and caregivers to help increase conversations with teens around healthy relationships. Domestic violence and sexual assault in Alaska rank among the highest in the country, and many of the behaviors develop in adolescence. Fostering healthy relationship conversations and skills begin with trusted adults. This website provides resources such as conversation cards to guide these sometimes difficult, yet always important, discussions. The cards available for download focus on strengthening relationships and connections.
Ten Reasons Why Youth Focused Organizations Need a Youth Decision-Making Group
Youth involvement can lead to reduced conflict and mistrust of young people by adults through reducing negative stereotypes. This list gives information on why young people should be involved in organizational decision-making.
Citation: “Ten Reasons Why Youth Focused Organizations Need a Youth Decision-Making Group.” Adapted from: Zeldin, S., et. al. (2000). Youth In Decision-Making: A Study on the Impacts of Youth on Adults and Organizations. Madison, WI: National 4-H Council, University of Wisconsin Extension.
The Fourth R
The Fourth R is a comprehensive school-based program designed to include students, teachers, parents, and the community in reducing violence and many of today’s risk behaviors including substance abuse, dating violence bullying, etc. The Fourth R (R = Relationships) focuses on healthy relationships and decision-making relevant to adolescents.
Citation: Adopting and Adapting the Fourth R in Alaska. Retrieved from http://www.eed.state.ak.us/tls/schoolhealth/fourth.html
Tips for Connecting Elders and Youth
The Chilkoot Indian Association created thoughtful and helpful tips for incorporating inter-generational connections within its tribal youth activities. These tips were shared during the August 2015 webinar, “Supporting Youth Webinar Series: Connecting Generations through Culture.” The tips provide simple and important considerations for utilizing elders’ time, stories, talents and skills. It’s a beautiful and short document for youth programs wanting to involve their elders, summarized by The Resource Basket.
To Live To See the Great Day That Dawns
The purpose of this guide is to support American Indian and Alaska Native communities and those who serve them in developing effective, culturally appropriate suicide prevention plans.
Citation: U.S. Department of Health and Human Services. (2010). To Live To See the Great Day That Dawns: Preventing Suicide by American Indian and Alaska Native Youth and Young Adults. Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration.
Voices of Native Youth Report
The Voices of Native Youth Report Volume 2 summarizes the key themes, concerns, and ideas generated from ongoing roundtable conversations with the Center for Native American Youth and young Native Americans from across the nation. The purpose of the report is to help inform Native youth and Indian Country advocates and other key stakeholders about the diverse concerns, priorities, and ideas raised directly by young people in Indian Country. Citation: Center for Native American Youth at the Aspen Institute. (2013). Voices of Native Youth Report. Vol. 2. Washington, DC: The Aspen Institute.
What is Working What is Hopeful
In developing this publication, six meetings were held across Canada with
representatives from a number of Indigenous communities. These meetings provided an opportunity to share stories and comments about what was working and hopeful in their communities. Topics involve how suicide impacted the community, those situations and events that contributed to suicidal behavior, and how the community recovered, is recovering, or will recover.
Citation: Masecar, D. M.A. (2006). What is Working What is Hopeful: Supporting Suicide Prevention Strategies Within Indigenous Communities. First Nations Inuit Health Branch, Health Canada.
Youth in Governance-4H
This manual is designed to guide adults who are working in partnership with young people on boards, committees, and other governing bodies.
Citation: Mantooth, L.J. Youth in Governance. 4-H Youth Development. The Agricultural Extension Service: The University of Tennessee.
Youth Suicide Prevention Toolkit
The purpose of this toolkit is to help tribal child welfare workers and care providers play an effective role in the prevention of suicide among the children and youth they serve.
Citation: Ensuring the Seventh Generation: A Youth Suicide Prevention Toolkit for Tribal Welfare Programs. Portland, OR: The National Indian Child Welfare Association.
Washington Youth Voice Handbook
Youth Voice is the active, distinct, and concentrated ways young people represent themselves throughout society. Engaging young people requires being aware, acknowledging, and infusing diversity throughout every activity. This Handbook summarizes what young people and adults in Washington have learned about Youth Voice. This publication can help those who are new to Youth Voice learn about it, and encourage those who are more experienced to learn more.
Citation: Fletcher, Adam. (2006). Washington Youth Voice Handbook. Olympia, WA: CommonAction.
Early Intervention and Diversion
Circle sentencing is a form of restorative justice, one of a number that have emerged over the past decade in response to demands for community and victim involvement in the justice process. These community-based projects are value-based, seeking to repair harm done and to transform communities. A Justice Center research team working in Kake was able to observe the community’s adoption of the circle sentence process. This example of the selective incorporation of the global, “circle peacemaking” demonstrates the benefit of exposing communities to a variety of ideas that can combine with local readiness and a sense of identity in meaningful ways.
Citation: Rieger, Lisa. (Winter 2001). “Circle Peacemaking”. Alaska Justice Forum. 17(4). Justice Center, University of Alaska Anchorage.
Division of Juvenile Justice Community Diversion Interest Letter 2016
Tribal courts in Alaska are encouraged to enter into a community diversion program with the State of Alaska Division of Juvenile Justice (DJJ). DJJ (through the Department of Health and Human Services) would like to partner with rural communities to support local youth from further involvement with the juvenile justice system, and to share legal jurisdiction. This letter of interest introduces this intention, and provides contact information for samples of a Memorandum of Understanding (MOU) and a diversion packet.
KIT Tribal Circle Handbook
The Kenaitze Indian Tribe developed a handbook as a general guide to the process followed for Tribal Circles as conducted in Kenai. The Tribal Circle process is responsive and preventive, reactive and proactive, as it uses painful situations to identify areas of need and to strengthen relationships. This comprehensive handbook details role of participants, Diversion agreements, stages of Circle gatherings, forms, resources and more.
National Child Welfare Resource Center for Tribes-Training and Technical Assistance Resource Guide
This guide provides you with the information and tools that will help you to request technical assistance as well as consider how this T/TA can provide long term, sustainable change within your tribal child welfare system.
Citation: Training & Technical Assistance Resource Guide. Hollywood, CA: National Child Welfare Resource Center for Tribes.
Reforming Justice for Alaska Natives: The Time is Now
These recommendations are intended to make Native American and Alaska Native nations safer. This report reflects one of the most comprehensive assessments ever undertaken of criminal justice systems servicing Native American and Alaska Native communities. This chapter addresses the public safety issues in Alaska—and the law and policy at the root of those problems.
Citation: The Indian Law and Order Commission. (2013). Reforming Justice for Alaska Natives: The Time is Now. In A Roadmap for Making Native America Safer (pp. 33-61).