Feasibility, acceptability and effectiveness of a culturally informed intervention to decrease stress and promote...

Area of Science:

• Public Health
• Mental Health
• Indigenous Studies

Background:

• Native Americans on reservations experience psychological distress 2.5 times higher than the general population.
• Low utilization of mental health services is linked to a lack of culturally appropriate care.
• Native Americans prefer mental health treatments that align with their cultural perspectives on well-being.

Purpose of the Study:

• To adapt and implement a culturally-focused intervention for tribal Head Start teachers to reduce stress and enhance well-being.
• To assess the feasibility, acceptability, and appropriateness of the adapted intervention within a community-based participatory research framework.

Main Methods:

• A mixed-methods approach was used, including a single-arm intervention study with 18 teachers on the Fort Peck Reservation.
• A 5-session culturally-informed curriculum was delivered, with quantitative surveys (baseline and post-intervention) and qualitative data from observations and focus groups.
• Implementation outcomes were measured using standardized scales for acceptability, appropriateness, and feasibility.

Main Results:

• The intervention demonstrated high attendance (93%) and no dropouts.
• While self-perceived stress slightly increased, depression decreased, and tribal identity and resilience showed positive effects.
• Qualitative data indicated lifetime traumas influenced stress levels, but participants found the sessions beneficial for psychological health and well-being.

Conclusions:

• A culturally-based intervention shows promise in supporting the well-being of reservation-based teachers by leveraging cultural strengths.
• The intervention is deemed acceptable, appropriate, and feasible for implementation.
• Findings support the potential for scaling out this intervention to provide ongoing support for teachers' mental health needs.