Native American families, schools, and communities foster resilience among their youth who experience significant mental health disparities. To increase equity in mental health services for Native American students, it is essential that researchers employ culturally responsive community engagement when developing programs in schools. Guided by the Indigenous Evaluation Framework and Tribal Critical Race Theory, the aim of the current study was to examine our process of community engagement in the development of a culturally responsive school-based mental health program for students attending public school on the land of the Confederated Salish and Kootenai Tribes. University-affiliated members of the research team who were engaged in the community-based participatory action research analyzed the process through individual reflexivity and collaborative discussions. Findings include themes of Centrality of Context and Relationships, Immersion into Community, Authentic Partnership, Storytelling and Metaphors, Community Liaison as Teacher, Cultural Broker, and Confidant, and Honoring Tribal Sovereignty. Implications for researchers and practitioners emphasize the importance of using decolonizing practices and community engagement in developing and implementing culturally responsive school-based mental health programs to increase equity for Native American youth.

中文翻译：

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将土著评估框架纳入文化响应社区参与

美国原住民家庭、学校和社区培养了经历重大心理健康差异的青年的复原力。为了增加美洲原住民学生心理健康服务的公平性，研究人员在学校开发项目时必须采用文化响应社区参与。在土著评估框架和部落批判种族理论的指导下，本研究的目的是检查我们社区参与为在联邦土地上就读公立学校的学生制定文化响应型学校心理健康计划的过程萨利希和库特奈部落。参与基于社区的参与性行动研究的大学附属研究团队成员通过个人反思和协作讨论分析了该过程。调查结果包括背景和关系的中心性、融入社区、真实的伙伴关系、讲故事和隐喻、作为教师的社区联络、文化经纪人和知己以及尊重部落主权等主题。对研究人员和从业者的启示强调了利用非殖民化实践和社区参与制定和实施文化响应型学校心理健康计划以增加美国原住民青年的公平性的重要性。讲故事和隐喻，作为教师的社区联络，文化经纪人和知己，以及尊重部落主权。对研究人员和从业者的启示强调了利用非殖民化实践和社区参与制定和实施文化响应型学校心理健康计划以增加美国原住民青年的公平性的重要性。讲故事和隐喻，作为教师的社区联络，文化经纪人和知己，以及尊重部落主权。对研究人员和从业者的启示强调了利用非殖民化实践和社区参与制定和实施文化响应型学校心理健康计划以增加美国原住民青年的公平性的重要性。