Nothing about us without us: First Nation teams culturally adapt a parenting programme based on the medicine wheel for increased retention and child well-being outcomes

OBJECTIVES: Two Calgary teams with First Nation parents culturally adapted an evidence-based parenting programme to increase retention and child, family, school and community outcomes. METHODS: Eight weekly 2.5-hour,... [ view full abstract ]

OBJECTIVES: Two Calgary teams with First Nation parents culturally adapted an evidence-based parenting programme to increase retention and child, family, school and community outcomes.
METHODS: Eight weekly 2.5-hour, multi-family group sessions were implemented at two sites with First Nation participants (followed by 22 monthly booster sessions). Based on the Medicine Wheel which reflects the balance of the four directions, each component of the program was adapted: the family welcome, the family craft activity, singing, a family meal, table-based coaching of parents to lead family communication activities, parent groups based on Freire empowerment strategies; coached parents doing 1-to-1 responsive play with their young child, a ‘fixed’ family prize and a final closing circle. At Piitoayis, one adaptation was drumming along with singing the F&ST song. At an early childhood F&ST with their families at Little Turtle, the Medicine Wheel shield was the family craft to represent each family, instead of a family flag.
Certified trainers trained and supervised the implementation with checklists for program integrity. Pre and post data were collected from teachers and parents by team members on a range of child and family outcomes, and then analysed with paired t-tests.
RESULTS: Aggregated F&ST data from 2012-2014 included Piitoayis Family School (alternative program for K-6) with subjects taught through First Nation, Metis, and Inuit perspectives. The average retention rate in the program: 78%
• Parents reported statistically significant pre-post increases in
o family cohesion (p<.05)
o child’s functioning, interpersonal, intrapersonal and affective strengths (p<.01)
o participation in neighborhoods and schools, e.g. parent contacts with schools, schools contact with parents, and parental involvement in schools (p<.01).
• Teachers reported statistically significant (p<.05) increases in the child’s interpersonal and intrapersonal strengths and school functioning.
CONCLUSIONS: If culturally representative teams include parents to adapt the processes of evidence-based parenting programs, retention rates improve.