We are currently in the process of developing a therapeutic curriculum designed for individualized and group therapy with juveniles in South Dakota who are involved in the justice system for gun-related offenses. As part of this work, we are intentionally building a culturally responsive track specifically for Native American youth participants. Our goal is to ensure that this portion of the curriculum is guided by Native voices and grounded in cultural strengths. We believe that connecting youth with their cultural identity, traditional teachings, and community leadership can serve as a powerful motivator for positive change and long-term resilience.
The Native cohort track is intended to include elements such as:
• Tribal cultural identity building through story circles and values teachings
• Opportunities for traditional healing practices, where appropriate and requested by the community
• Indigenous leadership involvement and mentorship from respected community elders
• Education on historical trauma paired with resilience and strength-based mapping
• Opportunities for traditional healing practices, where appropriate and requested by the community
• Indigenous leadership involvement and mentorship from respected community elders
• Education on historical trauma paired with resilience and strength-based mapping
A core emphasis of the curriculum is reframing the concept of being a “protector.” Rather than associating protection with violence or self-defense through firearms, we aim to guide youth toward understanding protection as responsibility to family, community, and future generations. Restorative practices rooted in tribal teachings will be central to this approach.
Given that American Indian/Alaska Native populations in South Dakota experience some of the highest firearm death rates nationally, and Native youth are disproportionately represented in youth gun violence statistics, we believe it is essential that this work be culturally informed and community-guided. For this reason, we are hoping to connect with a cultural liaison, tribal educator, or community partner who may be willing to help guide this effort or collaborate with us in shaping this component of the program. If you are able to assist, recommend someone, or point us toward the appropriate tribal resources or contacts, we would be very grateful.
