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Guided- Non-Clafsroom Use (055) Training Appropriate DOCUMENT RESUME RC 013 655 ED 223 390 AUTHOR LaFromboise, Teresa Davis , TITLE Assertion Training With AmericanIndians: Cultural/Behavioral Issues for Trainers. Education and Small INSTtTUTION ERIC Clearinghouse on Rural 'Schooks, Lap Cruces, N. Mex. SPONS AGENCY NatiorW. Inst. of Education(ED), Washington, DC. PUB DATE Dec 82 CONTRACT 400-78-0023 NOTE 123p. KIMILABLE FROMNew Mexico Center for RuralEducation, Publication Department C-1, Box 3-AP - NMSU,Las Cruces, NM 88003 ($11.25 each; price includeP postageand handling; 10 or more, 5% discount;20 or more, 10% discount). PUB TYPE Information Analyses ERIC Information Analysis Products (071) Guided- Non-Clafsroom Use(055) Branch Around (888) EDRS PRICE MF01/PC05 Plus Postage. Indian Education; DESCRIPTORS *American Indian Culture; *American *Assertiveness; Behavior; BehavioralObjectives; *Communication (Thought Transfer);Cultural Influences; PostsecondaryEducation; *Role Perception; Role Playing; SecondaryEducation; Self Determination; Self Esteem -ABSTAACT Assertiveness training, a currentpreferred method of training appropriate communicationskills, strives to teach a behavior which enablesa person toact in his/her wninterests, to rights expreds honest feeling§comfortably, Or to exercise one's own without denying the rights ofothers. Assertion trainingcould be envisioned as an intervention strategyfor Indians to create conditions for a new era inwhich their future is determinedby Indian acts and Indian decirdionsin pursuit of entitlement to services 'rather than theirneed for,services. Designed toaid educators, human developmentspecialists, and mental health professionals in developing assertiontraining programs with American Indian people, the manualdiscusses'assertive behavior; elementsof Indian culture and Indianthinking; a selected; assertiontraining model composed of instruction,modeling, behavior rehearsal and feedback; application of assertiontraining to express Indianrights and responsibilities; aspectsof communicating messagesinvolving combined influences, perceptions,and interpretations of mutualrole expectations of Indian and whiteand cultural differences.Other chapters discuss Indian non-verbalcommunications; assertion training with Indian adults; practical andethical considerations for trainers; and assessment ofIndian asskrtive behavior.Appendicéb for provide references,.a workshopagenda, and suggested exercises assertion training.(Author/ERB) . , ... ********************************)*************************************** * the best that can be made Reproductions supplied brEbRS are * * from the original document. ***********************************************************************. Assertionraining With AmericanIndians U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION f' ITLA-h()NA: RFSOURCES INFORMATION . i,ENTER ERIC Th,Ii,,mitt has been eeprnducodat; Thelietsi iior organization ;t iih,Ihges h,IQP neer, lull,' to nlprove rpr,), 41L.doty Aotliorls statt.d ii this docu fr.o,t bio, bitt essd,tly opt 05051 offictalNIE pitir:5 ./IP".A0c7 '11111' . dor 474044A:01 ASSERTION TRAINING WITH AMERICAN INDIANS: CULTURAL/BEHAVIORAL ISSUES FOR TRAINERS TERESA DAVIS LaFROMBOISE University of Nebraska Decem6er1982 Educational Resources Information Center (ERIC) ClearinghouSe on Rural Education and Small Schools (CRESS) New Mexico State University, Las Cruces, NewMexico 88003 The National III Institute of Education U.S. Department of Education Washington D.C. 207.OS The ERIC Clearinghouse on RuralEducation and Small Schools is funded by the NationalInstitute of Education. The material in this publication waspreparedpursuant to contract Education, U. S. no. 400-78-0023with the National Institute of Department of Education. Contractors undertaking suchprojects under-government sponsorship areencouraged to express freely Prior to their judgment in professionaland technical matters. publication', the manuscript wascritically reviewed for deter- mination of professional quality. Points of view or opinions, however, do not necessary representthe official view or opinions of either theClearinghousel's parent organization or the National Institute ofEducation. Felipe Pueblo Cover designed by: Leroy Sandoval, member San Color enhancement by: .DebraAnn Guerrero This document isavailable for $11.25 From the New Mexico.Centerfor Rural Education Publications DepartmentC-1 Box 3AP, NMSU Las Cruces,NM 88003 and Prepayment or purchase orderrequired. Prices include postag title, 52; 20 or more of handling. Discount rates: 10 or more of each each title, 10%. --To Ceiszati.e. Lot Useand heft Gitandmoth en B e ACKNOWLEDGEMENTS participated in the development My heart goes out to myfellow Anishinabegs who of this training manual: Native American Centerstaff, Oklahoma City, Oklahoma committee members, Bridge Between Two Worlds,Title IV, Part A, parent Grand Rapids,.Michiganand Benton Harbor, Michigan trainees, Sault Ste. Michigan Indian ChildWelfare Agency counselor Marie, Michigan committee members, Johnson O'Malley teachers,administrators, and parent Seneca Nation, Salamanca,New York Keshena, Wisconsin Unified Health Board.counselors, Menominee County, Lansing, Michigan Indian Homemaker Aides,Department of Social Services, Wayne Rowe, Marlene Echohawk,and Phil Lujan, Oklahoma University, Norman, Oklahoma Raleigh, North Carolina Commission onIndian Affairs administrators, North Carolina Tribe, Mt. Indian Education Committeemembers, Saginaw Chippewa Pleasant, MicKigan Massachusetts Boston Indian Council parentcommittee members, Boston, Mt. Pleasant, Michigan,who freely contributed .Saginaw Chippewa friends, typed and ideas and support, especiallyRuth Moses who laboriously compiled. Salamanca, New York,and Jeff Snow, Seneca NationGraphics Department, Nebraska Jose Sanchez, FreeLance Artist, Lincoln, models through video- Friends who unselfishlydemonstrated Indian role of this trainingmanual could be carrfed to taping so that the message Lujan, Cliff Winona Simms, Paul andLouise Dauphinais, Phil others: Julia Gibson,1 Barbara Shilling, Harold and LeslieBarse, Sharon Pipestem, Stewart Walkingstick, Chibon Marks, SusanWeryackeve, Scott and Cook, Linda Poolau, Tho pson Tonemah, Anita Chilsom,Tom De Haas, Alan Sifford, Leland arrow, Williams, Monroe Pohoscucut,Violet Tsosie, Rich and Anne Ballard.' American Women staff,aidvisory Valerie Shangreaux,Professionalization of boand and participants. Migwetch TABLE OF CONTENTS PAGE CHAPTER 1 I. ASSERTIVE BEHAVIOR 1 An Nerview' , 2 What Is Assertiveness? 3 What Is Assertion Training? 4 Expectations of Training 6 II. INDIAN BEHAVIOR 6 Cultural Diversity Traditional Role Models 7 8 Extended Family System 9 Traditional Values 14 III. ASSERTION TRAINING MODEL. Group Formation and Composition 14 Training Rationale and Goals 15 Criteria for Trainee Selection 15 15 Instructions Types of Assertions 17 18 Modeling 20 Behavior Rehearsal Script Writing 21 Evaluation of Consequences 21 22 Role-Play Procedures Cognitive Restructuring Procedures 22 23 Feedback 26 Homework Assignments 28 IV. INDIAN RIGHTS AND RESPONSIBILITIES Techniques for Sabotaging IndianRights 29 Developing an Assertive Belief System 32 35 V. MESSAGE MATCHING 37 Context Indian-White Language Comparison 38 40 Message 41 Sender 43 Target Person 47 VI. INDIAN NON-VERBAL COMMUNICATION 48 Training Non-Verbal Componenttof Assertiveness CHAPTER PAGE Non-Verbal Issues in Assertion Training 49 Perception Checks 54 56 VII. ASSERTION TRAINING WITH IfiDIAN ADULTS Phases of Assertion Training with AmericanIndians. 56 Workshop 58 Exercise 1. Intr ions 58 Exercise 2. Self-assessment of Assertiveness . 59 Exercise 3. Consciousness Razors 60 Exercise 4. Stimulus Demonstration 60 Exercise 5. Indian Bill of Rights 61 Exercise 6. Testimonials of Indian Assertive Behavior 62 Exercise 7. Assertive, Aggressive and Nonassertive Definitions 62 Exercise 8. Behavior Attitude Cycle 63 Exercise 9. Expressing Positive Feelings 63 Exercise 10. I-Messages 64 Exercise 11. Group Awareness Profile 65 Exercise 12. Response Videotape 65 Exercise 13. Indian-White Language Comparison . 66 Exercise 14. Message Matching 66 Exercise 15. Assertive Indian Messages 67 Exercise 16. Message Matching with FiveTargets . 67 Exercise 17. Counter Assertions 68 Exercise 18. Wrap-up and Evaluation of Training . 69 Supplementary Non-Verbal Exercises 70 73 VIII. PRACTICAL AND ETHICAL CONSIDERATIONS FORTRAINERS Paraprofessionals 73 Non-Indian Trainers 75 Cultural Simulation 76 Ethical .Considerations 80 82 IX. ASSESSMENT OF INDIAN ASSERTIVE BEHAVIOR In vivo Measures 84 Training Simulations 84 Self-report Measures 85 Summary 87 88 REFERENCES APPENDICES 97 I. Behavior-Attitude Cycle PAGE APPENDICES 98 II. Indian Rights and Responsibilities 99 III. Survival Ladder 100 IV. Scripts for Indian BehaviorRehearsals 103 V. Assertion Training--ReinforcesOestionnaire 104 VI. Workshop Agenda 106 VII. Consciousness Razors 107 VIII. Definitions Activity--Role-PlayScript Behaviors 108 IX. Verbal and Non-Verbal Assertive a 109 X. Group Awareness Profile 110 XI. Message Matching 111 XII. Workshop Evaluation Training 112 XIII: Presenting Problems for Assertion CHAPTER-I ASSERTIVE BEHAVIOR An Overview aid educa- This Assertion Training withAmerid&I Indians manual is cisigned to professionals in develop- tors, human developmentspecialists, and mental health ing assertion training programswith American Indian people. The . American Indians are the mostisolated minority group in this country. for all other Americans average life expectancyof the American Indian
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