Stephens, Lancer, PhD, MS, BS, AA
Determinism and its effect on Health literacy in regards to
diabetes and renal disease in urban and reservation-based American Indians.
Pre-Eclampsia biomarkers in Native Women with Dysglycemia Tobacco Sessation in
Primarily my focus is on future disease prevention through
increasing health literacy in Native Youth.
Stolle, Darrell, EdD
Thomas, Lisa, PhD
Alcohol and Drug Abuse Institute, University of Washington
PI, Native Pathways to Sobriety, NIDA (1R01DA029002-01); PI, Native Healing and Wellness Conference NCMHD (2R13MD002247-02); Co-I, Healing of the Canoe NCMHD (5R24MD001764-05)
Health Research with Native and Tribal Communities using Community Based and Tribally Based Participatory Research approaches
Thompson, Nicole, PhD
American Indian and Alaska Native Early Childhood Education; American Indian and Alaska Native Teacher Preparation; Professional Development for Teachers of American Indian and Alaska Native Young Children; Middle Level Education; Middle Level Teacher Preparation; Middle Level Preservice Teachers and their Understandings of Diverse Issues; and for both American Indian and Alaska Native Students and Middle Level Students--The Formation of Relationships with their Teachers.
Treharne, Gareth, PhD
Department of Psychology, University of Otago
I am currently
co-supervising a Master's student's research into the views on hauora (health
and well-being) held by children who identify as Māori (native people of
Aotearoa/New Zealand). The project involves photo-elicitation interviews.
My research interests are
in health psychology, health inequalities relating to sexual orientation and
ethnicity, the role of causal attributions for health and illness, qualitative
research, and researcher reflexivity (awareness of our roles in research).
Tsethlikai, Monica, PhD
Department of Psychology, University of Utah
Cognitive mechanisms of self-regulation and memory in children.
Constructive memory processes and social cognition; individual differences; cultural aspects of cognitive development.
Twemlow, Stuart, MD
Menninger Department of Psychiatry and Behavioral Sciences, Baylor College of Medicine
123Mystery for Teachers; Upper St. Croix River Watershed Environmental (USWE) Charter School Initiative
Currently I am working with teachers in the local public and tribal schools at the primary and elementary school levels, in terms of "dualizing" classroom teaching methods, using my 123Mystery process and materials. The relevant core constructs in this approach I have termed 'paired-learning', 'paired-cognition', 'dyadic intelligence' and 'entangled cognition', all embedded in a "pairing-into-partnering" process of forming highly efficient small learning groups within classrooms by pairing students and shifting who is paired with whom over time. We have field-tested training materials for teachers and materials for students over the past several years at increasingly earlier grade levels.
Walkup, John, MD
Center for American Indian Health, Johns Hopkins
Walls, Melissa, PhD, MA
Couchiching First Nation, Bois Forte Band of Ojibwe
Associate Professor, University of Minnesota Medical School-Duluthalls@d.umn.edu
Indigenous Health, Mental Health & Translational Community-Based Participatory Research
Watson, Malcolm, PhD
Phychology Department, Brandeis University
West, Amy, PhD
University of Illinois at Chicagoawest@psych.uic.edu
1. Psychosocial Treatment for Pediatric Bipolar Disorder, funded by a K23 from NIMH: a randomized clinical trial of a family-based psychosocial intervention for children with bipolar disorder. 2. American Indian Center of Chicago Circles of Care, funded by SAMHSA: an infrastructure development grant to support the development of a community-based, culturally-relevant model system of mental health service delivery for Native youth and families in Chicago
The prevention and treatment of mood and anxiety disorders in children, culturally-based intervention development, suicide prevention.
Wexler, Lisa, PhD
NSF: Collaborative Research: Investigating Indigenous Circumpolar Pathways into Adulthood Suicide Prevention with Alaska Native Communities in Northwest Alaska
Cultural identity and wellbeing/resilience Qualitative research-Community Based Participatory Suicide Prevention in Tribal Communities
Whitesell, Nancy Rumbaugh, PhD
Centers for American Indian and Alaska Native Health (CAIANH), Colorado School of Public Health (CSPH), University of Colorado Denver (UCD)firstname.lastname@example.org
adolescent substance use prevention, early childhood prevention in the context
of tribal home visiting and Head Start/Early Head Start programs, culture and
development (especially identity development), effects of stress and
trauma on development
Whitmore, Corrie, PhD
Wilhelms, Sarah, MSW
Differential diagnosis and cultural considerations in children with complex trauma histories. Understanding family systems and the role of language, culture, and spirtuality.
The role of early head injuries and possible TBI in pre-school and school-aged children. Considerations for special education and accommodations. Cultural
competence for practitioners as an essential function of undertanding mental health. Resiliency
factors in Native American children of military veterans.
Yazzie-Mintz, Tarajean, EdD
American Indian College Fund
OELA administers the Title III Native American and Alaska Native Children in Schools Program (NAM) that provide funding for tribal schools, public schools that serve Native American children, higher education institutions that train native language teachers or training teachers who work with NAAN children, promote family and community engagement in schools and education of children in their communities, to provide instructional service in English and native languages to improve NAAN English learners education achievement in both English and their native languages and be college and career ready.
Theory and practice in the teaching and learning of NAAN students, parental/family engagement in the education from children of NAAN communities, culturally, linguistically and age appropriate curriculum development for NAAN children in schools, integration of native culture and language into regular education programs; other related to the improvement of educational outcomes for NAAN children.