The relationship between internalizing and externalizing symptoms and cultural resilience factors in Indigenous Sami youth from Arctic Norway.

OBJECTIVES: To examine whether enculturation factors, like cultural activities, ethnic pride and native language competence, are related to decreased internalizing and externalizing symptoms in Indigenous Sami youth from Arctic Norway. The impact of self-efficacy on the relationship between enculturation factors and mental health problems was also examined. STUDY DESIGN: Population-based, cross-sectional questionnaire study. METHODS: The Norwegian Arctic Adolescent Health Study was conducted among 10th graders in junior high schools in north Norway during 2003-2005. The study sample consisted of 450 Indigenous Sami youth, aged 15-16 years. Internalizing symptoms were measured with the Hopkins Symptom Check List-10 (HSCL-10), while externalizing symptoms were measured by two subscales of the Strengths and Difficulties Questionnaire (SDQ). RESULTS: For boys, self-efficacy and participation in cultural activities were associated with decreased internalizing symptoms. Additionally, self-efficacy interacted with Sami language competence and cultural activities: when self-efficacy increased, these enculturation factors were related to symptom reduction. For girls, self-efficacy had an independent effect on internalizing symptoms and also strengthened the relationship between participation in cultural activities and reduced externalizing symptoms. Sami language competence was related to the reduction of both internalizing and externalizing symptoms in girls. CONCLUSIONS: In the present study, several enculturation factors as well as self-efficacy were identified as potential protective factors against mental health problems. In order to develop theoretical models that explain the mechanisms between cultural resilience and mental health, there is a need for both qualitative studies and longitudinal studies.

Self-reported internalization symptoms and family factors in indigenous Sami and non-Sami adolescents in North Norway.

Through differences in family socialization between indigenous and non-indigenous youth, there may be cultural differences in the impact of family factors on mental health outcome. Using structural equation modelling, this population-based study explored the relationship between symptoms of anxiety and depression and family factors in indigenous Sami and non-Sami boys and girls in North Norway. The findings show that family income was to a lesser degree related to internalization symptoms for Sami youth than non-Sami youth. For all groups except for Sami girls, family conflict and moving was associated with increasing symptoms. Sami boys differed from the other three groups with regard to the relationship between family connectedness and symptom level. These interaction effects were discussed in light of traditional Sami values and gender socialization. The present study has indicated that in the family socialization context, culture may be related to internalization symptoms in youth.

Internalization symptoms, perceived discrimination, and ethnic identity in indigenous Sami and non-Sami youth in Arctic Norway.

OBJECTIVE: The aim of the present study was to compare symptoms of anxiety and depression among indigenous Sami and non-Sami youth in the Arctic part of Norway, and to examine the influence of perceived discrimination and ethnic identity on these symptoms. The relationship between ethnic self-labeling and native language competence on internalization symptoms was explored for Sami adolescents. DESIGN: The Norwegian Arctic Adolescent Health Study was conducted among 10th graders in junior high schools in North Norway in 2003-2005. The sample consisted of 4449 adolescents, of whom 450 (10%) were indigenous Sami and 3999 (90%) were non-Sami. Anxiety and depressive symptoms were assessed using a short version of the Hopkins Symptom Checklist-10. Participants also completed The Multigroup Ethnic Identity Measure (MEIM) and a measure of perceived discrimination. RESULTS: No differences were found among ethnic groups in internalization symptoms. Sami youth reported more discrimination than the non-Sami. Both MEIM and perceived discrimination were positively associated with internalization symptoms. Moreover, Sami youth who had not learned their native language at home were more vulnerable to experiencing internalization symptoms compared to Sami youth who had learned their native language at home. CONCLUSION: Culture-specific protective factors were discussed as potential explanations for the similarities between Sami and non-Sami youth. The present study documented a relationship between internalization symptoms and ethnic identity, perceived discrimination, and language loss. These findings could be understood as consequences of the recent colonial history and oppression of the indigenous Sami.

Health service use in indigenous Sami and non-indigenous youth in North Norway: a population based survey.

BACKGROUND: This is the first population based study exploring health service use and ethno-cultural factors in indigenous Sami and non-Sami youth in North Norway. The first aim of the present study was to compare the frequency of health service use between Sami adolescents and their non-indigenous peers. The second aim was to explore the relationships between health service use and ethno-cultural factors, such as ethnic context, Sami self-identification, perceived discrimination and Sami language competence. Finally, we wanted to explore the relationship between use of health services and emotional and behavioural problems. METHOD: The Norwegian Arctic Adolescent Health Study was conducted among 10th graders (15-16 years old) in junior high schools in North Norway. The sample consisted of 4,449 adolescents, of whom 450 (10.1%) were indigenous Sami and 3,999 (89.9%) were non-Sami. RESULTS: Sami and non-Sami youth used all health services with equal frequency. However, several ethno-cultural factors were found to influence health service use. Sami youth in more assimilated ethnic contexts used general practitioners more than non-Sami youth. Youth with Sami self-identification had a higher probability of using the school health service compared with other youth. Ethnic barriers to health service use were also identified. Sami speaking youth with a high degree of perceived discrimination had lower probability of using school health services than non-Sami speaking youth. Sami youth with conduct problems were less likely than non-Sami to use psychologist/psychiatrist. The present study demonstrated a relationship between health need and actual health service use. CONCLUSION: Culture-specific factors influenced the help-seeking process in indigenous youth; some factors acted as barriers against health service use and other factors increased the probability of health service use.

Are students' beliefs about knowledge and learning associated with their reported use of learning strategies?

BACKGROUND: Although considerable research has examined beliefs and learning outcomes (e.g. Schommer, 1990, 1993a, 1993b; Schommer & Dunnell, 1997), little has looked at the relationship between beliefs and the actual learning process. AIMS: This research examines the relationship between beliefs about learning and knowledge, and reports of learning strategy-use relevant for successful text comprehension. SAMPLE: Participants were 81 Norwegian university students who had studied from 1 to 4 years in a range of disciplines. METHOD: Students' beliefs about knowledge and learning were measured with the Schommer Epistemological Questionnaire (SEQ; Schommer, 1998b). Learning strategies particularly useful for text-based learning were measured with the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia, & McKeachie, 1991). A correlational analysis between measures and full regression analyses of how beliefs influence strategy selection were performed. RESULTS: Beliefs about how thoroughly knowledge is integrated in networks (simple) and how fixed the ability to learn is from birth (fixed) contributed significantly to reported strategy use: Simple to rehearsal and organizational strategies, fixed to elaboration and critical thinking strategies, and a combination of simple and fixed to strategies relevant to the thoughtful monitoring of learning tasks. Beliefs about how certain knowledge is (certain) and how quickly learning can be expected to occur (quick) were not found to contribute to reported learning- strategy use in any significant way. CONCLUSION: Some, but not all, beliefs about knowledge and learning offer insight into students' reported use of learning strategies relevant for reading course literature.