ABSTRACT
This paper documents the process of implementing an Aboriginal-guided research approach to examining the lived experiences of Métis and First Nations peoples with diabetes in Winnipeg, Manitoba, Canada. A newly developed Aboriginal-oriented process framework for decolonizing research includes, in order of application, the six processes of rationalizing, enabling, facilitating, experiencing, accepting, and enacting decolonizing research. We review the key methodological elements of our research as a basis for discussing this decolonizing process framework that challenges traditional western ways of doing research, and requires the reformulation of underlying assumptions and methods. Aboriginal-grounded decolonizing research processes have implications for health researchers and health service providers who work with Indigenous peoples worldwide and are particularly useful for developing culturally grounded, community-based health promotion programs for Indigenous peoples suffering from health-related problems, including diabetes.
Subject(s)
Acculturation , Anthropology, Cultural/methods , Diabetes Mellitus/psychology , Indians, North American/psychology , Research Design , Adaptation, Psychological , Diabetes Mellitus/ethnology , Humans , Interviews as Topic , Manitoba , Stress, Psychological/ethnology , Stress, Psychological/psychologyABSTRACT
OBJECTIVE: The goal was to develop an empirically derived typology for sexually abused children exhibiting sexual behavior problems to assist practitioners in differential assessment, treatment, and case planning. METHOD: Data were systematically gathered from the clinical records of 100 sexually abused children, aged 3 years to 7 years, enrolled in two treatment programs. Twelve indexes were created corresponding to major areas of child and family history, functioning, and treatment response. After initial sorting into subgroups based on the presence or absence of interpersonal sexual behavior problems, further subdivision was based on hierarchical cluster analysis. RESULTS: Five distinctive sexual behavior profiles emerged: (1) developmentally expected; and developmentally problematic (2) interpersonal, unplanned, (3) self-focused, (4) interpersonal, planned (noncoercive), and (5) interpersonal, planned (coercive). Elements of the child's sexual abuse experience, opportunities to learn/practice problematic sexual behavior, and familial variables best differentiated between the types. CONCLUSIONS: The five types differed not only in child sexual behavior but in most areas of child and family functioning, including treatment outcome. The findings offer support for the development of an empirically-based typology for children with sexual behavior problems utilizing a range of variables which go beyond typical classification systems based on offender and victim characteristics.
