PSP Partners With Federated Indians of Graton Rancheria
Parent Services Project (PSP) is helping to strengthen and promote the leadership skills of Native American parents receiving services from the Federated Indians of Graton Rancheria Tribal Temporary Assistance for Needy Families (TANF). As part of PSP's Vision and Voice: Parent Leadership Institute (PLI), parents developed children's books in two Native languages, tip sheets for parents in schools, and plans for an event to bring Native communities together.
Collaboration Between PSP and Graton Rancheria
Lara Walker, TANF Youth and Family Program Manager for the Federated Indians of Graton Rancheria, recommended PSP's programs to the Tribal Council based on previous attendance at a PLI. The Tribal TANF program includes people receiving cash assistance grants as well as families up to 300% above income guidelines. "Graton Rancheria is committed to bringing the larger tribal community together, so youngsters know their community," she adds.
PSP worked with an advisory team that included case managers and tribal representatives to "modify the [Parent Leadership Institute] curriculum to make sure it is culturally appropriate for families," says Jenny Ocon, PSP's Executive Director. For example, during an I-messages activity, participants showed the trainers it is more important and relevant to families to use "we" versus "I" when solving conflict so that the needs of all family members are included. Decisions and plans are made for the benefit of the whole family versus only the self. These lessons for PSP are instrumental in allowing the organization's non-Native staff to serve as allies to Native families and follow the PSP Principles of Family Support. Ocón shared "We are honored to have been asked back for a second year."
Shared Power and Trust
From the beginning of the Parent Leadership Institute training, "parents appreciated…the feeling of shared power that Amy and Lorena, the PSP trainers, created," says Walker. "Participants were reflecting how safe they felt, that a family formed amongst the group." Parents developed trust when they talked about the principles of family support and each person's visions and goals, she adds.
Around 15 families participated in the training, says Walker. The group included many family relationships—three sisters, two mother/daughter pairs, and one father/son pair—as well as tribal relationships. Parents attended the training with their case managers as supportive mentors.
"I liked it all, a lot of it touched home," says Laurie Smith (Southeastern Pomo) of her experience at the training. She is one of three sisters who attended the training and have four children. At the training, she learned to help motivate the children to do homework by setting up a reward system. Now when they do chores or homework they get a ticket. At the end of the month, the child whose ticket is drawn is able to go to the movies. Smith and her sisters had already been active before the training, serving on the board and volunteering at their children's preschool and were vital sources of information and insight for other parents in the training.
Tina Lanzavecchia (Coast Miwok) took the training because "of the family support and the heads-up on how to participate in the community." She is the mother of two boys, ages six and four. "Only five to eight years ago did I really get to know my Native heritage and embrace the Native community. I want to move forward in teaching my children traditions [from all the parts of their heritage]. I got empowered by listening to other people's personal experiences." she adds.
Action Through Community Projects
"Our parents have a lot of passion and energy, wisdom and life experience," says Walker. "The training helped channel that energy and they created a space where parents could share their emotions and personal experiences, sometimes in relation to historical trauma. It let parents know they can take action with community projects that can build the community and help one another heal." Parents brainstormed and voted on ideas for projects to take on in small groups. "The parents all did an amazing job in their groups. Their final community projects reflected their collective leadership and larger visions for the Native community" she adds.
One group of parents with young children focused on the need for early education programs for Native youth. Smith was interested in this topic, she says, because she recalls how the children of her elder brother and sister benefitted when the family read to them. "Parents [also] wanted to make sure the languages of the represented tribes were preserved," adds Ocon.
Parents discussed a Native preschool and it is their long term goal to create a center at Tribal TANF. To start with, says Lanzavecchia. "We said, 'There are tons of children's books, with numbers, letters, body parts—but not one that shows English versus our local Native languages."
The group created two children's books: an ABC book in Coast Miwok and English, and a book with numbers and body parts in Southeastern Pomo and English. Smith consulted with elders for the book in Pomo and her family helped color each page's illustrations by hand. Every PLI parent received a copy of the books when they graduated. Parents and Tribal TANF staff also planned an upcoming playgroup to provide more opportunities to share activities and books.
A second group of parents focused on Native parents helping other Native parents navigate the school system and understanding their rights. They created tools that will make it easier for parents to inform schools about their family's cultural traditions that sometimes require children to be absent from a school day and make sure these absences are excused. This group is committed to educating the schools about their tribal traditions and also created a tip sheet for parents as a handy starting tool.
The third group focused on bringing the Native community together. Parents want to create ceremony with other Native families and expand the community circle. They are planning to invite members of different tribes to the Sunrise Ceremony at Ya-Ka-Ama on Thanksgiving Day.
Parents Strengthen Involvement
"Because of this leadership class, I made an appointment with my son's principal to create a Native American day [at the school]," says Lanzavecchia. She envisions that people from the tribe would come to speak, and share about basket weaving and language—an event similar to the school's other celebrations. "The school is on Coast Miwok land, and maybe some kids don't know about their heritage either. [The training] really empowered me to speak up and get involved in kids' academics and in the community."
“As a result of the training, "some parents found more confidence, and some already knew the direction they were headed in but all supported one another," says Walker. Several participants have already volunteered to be peer coaches for the next PLI session including Smith and Lanzavecchia.
“Lanzavecchia shared she participates in more tribal events now, such as Back to School night, and will be taking language classes. "Prior to this…I never would have gotten involved. I'm grateful to the tribe. The kids love going to the events. They are so excited!" Her three and four year old children regularly ask to go to what they call "tribal class" to be with their friends and learn new vocabulary words.
