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Resiliency in Male Southern Tutchone Youth

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Resiliency in Male Southern Tutchone Youth Dän K’e: Resiliency in Male Southern Tutchone Youth by Christopher Gleason Bachelor of Sport & Fitness Leadership, Camosun College, 2015. A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCE in the School of Exercise Science, Physical & Health Education Christopher Gleason, 2018 University of Victoria All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. ii Supervisory Committee Dän K’e: Resiliency in Male Southern Tutchone Youth by Christopher Gleason Bachelor of Sport & Fitness Leadership, Camosun College, 2015. Supervisory Committee Patti-Jean Naylor, School of Exercise Science, Physical & Health Education Co-Supervisor Paul Whitinui, School of Exercise Science, Physical & Health Education Co-Supervisor Nevin Harper, School of Child and Youth Care Outside Committee Member iii Abstract It is commonly understood that loss of lands, forced relocation, residential schools as well as, an over-representation of Indigenous peoples in the child welfare and justice system due to the past 150 years of colonization has adversely affected the mental health and wellbeing of Indigenous peoples across Canada. As a result, the link between intergenerational trauma, colonization, and its impact on Indigenous peoples suggests that conducting research in this area may reveal several experiences, reflections and insights about the resilience of Indigenous peoples. Research about the inclusion of tribal Indigenous practices and land-based practices have been found to support positive mental health and build resilience. This study explored the concept of resilience as it pertained to the lived experiences of different generations of Southern Tutchone males living within a Yukon community. This study employed a case study approach underpinned by an Indigenous heuristic framework and informed by Indigenous ways of doing, knowing and being. Semi-structured interviews were used with Elders and youth to consider the relationship between land-based practices (LBP) and how to build resilient Southern Tutchone men. This study highlighted the importance of land as a teacher, and the need for Southern Tutchone male youth to reconnect with Elders on the land and to learn what it means to thrive as a Southern Tutchone man. Moreover, resilience was seen through a community lens rather than an individual one by these Southern Tutchone peoples. iv Table of Contents Supervisory Committee ...................................................................................................... ii Abstract .............................................................................................................................. iii Table of Contents ............................................................................................................... iv List of Tables .................................................................................................................... vii List of Figures .................................................................................................................. viii Acknowledgments.............................................................................................................. ix Dedication ........................................................................................................................... x Chapter 1 – Introduction ..................................................................................................... 1 Purpose ............................................................................................................................ 4 Research Questions ......................................................................................................... 4 Operational Definitions ................................................................................................... 5 Chapter 2 - Literature Review ............................................................................................. 7 Introduction ..................................................................................................................... 7 Resiliency and Indigenous Perspectives ......................................................................... 8 Culture-based Interventions for Mental Health ............................................................ 11 Outdoor Education Through the Indigenous Perspective ............................................. 14 Mental health measures for Indigenous Youth ............................................................. 17 Chapter 3 – Methods ......................................................................................................... 20 Overview ....................................................................................................................... 20 Self-Location................................................................................................................. 21 Community History and Context .................................................................................. 22 v Case Study .................................................................................................................... 24 Indigenous Heuristic Research ..................................................................................... 24 Indigenous Theorizing .................................................................................................. 25 Participant Recruitment ................................................................................................ 26 Research Design and Data Gathering ........................................................................... 26 Procedures ..................................................................................................................... 28 Data Analysis ................................................................................................................ 28 Chapter 4 - Findings.......................................................................................................... 30 Elders Themes ............................................................................................................... 30 K’ánanaghwát (Many bends in the river) ................................................................. 30 Dákeyi (Our country) ................................................................................................ 33 Kánádän (Teacher) .................................................................................................... 36 Youth Themes ............................................................................................................... 38 K’énathät (Thinking) ................................................................................................ 38 K’áshakwäda (Returning trail) .................................................................................. 40 Kingha ̨̈̄r ächʼį (Having a spirit helper) ...................................................................... 41 Kinghru ̨̈̄ kų̨̈̄̀ʼį (Self-reflection) ................................................................................... 44 Chapter 5 - Discussion ...................................................................................................... 48 Limitations .................................................................................................................... 52 Conclusions ................................................................................................................... 53 References ......................................................................................................................... 55 Appendices ........................................................................................................................ 69 Appendix A: Participant Recruitment Phone Script ..................................................... 69 vi Appendix B: Interview Questions ................................................................................. 70 Appendix C: Paricipant Consent Form ......................................................................... 72 Appendix D: Elder and Youth Theme Table ................................................................ 75 Appendix E: Elder and Youth Word Counts ................................................................ 79 Appendix F: Elder Themes and Categories Web .......................................................... 80 Appendix G: Youth Themes and Categories Web. ....................................................... 81 vii List of Tables Table 1. Elder and Youth Theme Table ............................................................................ 75 viii List of Figures Figure 1. Elder Word Map ................................................................................................ 79 Figure 2. Youth Word Map ............................................................................................... 79 Figure 3. Elder Theme map .............................................................................................. 80 Figure 4. Youth Theme map ............................................................................................. 81 ix Acknowledgments I am extremely thankful for the community and people that provided me the opportunity to conduct this research. Without the partnerships with the community this study would not be possible. I am grateful for the stories and life experience
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