The Silent Struggle: Understanding the Impacts of Grief and Loss on Indigenous Youth
Emma Elizabeth Lewis
Tesuque Pueblo/ Tohono O'odham/ Akimel O'odham/ Wailaki
Tesuque Pueblo/ Tohono O'odham/ Akimel O'odham/ Wailaki
“Pueblo of Tesuque Flag.” Infobase, Facts On File. American Indian History, online.infobase.com/Auth/Index?aid=18626&itemid=WE43&iid=244853. Accessed 20 Sept. 2024.
“Gila River Indian Community Flag.” Infobase, Facts On File. American Indian History, online.infobase.com/Auth/Index?aid=18626&itemid=WE43&iid=202299. Accessed 20 Sept. 2024.
Lewis, Emma. "First Place" (Personal Photo)
“Tohono O’odham Nation of Arizona Flag.” Infobase, Facts On File. American Indian History, online.infobase.com/Auth/Index?aid=18626&itemid=WE43&iid=202470. Accessed 20 Sept. 2024.
“Round Valley Indian Tribes Flag.” Infobase, Facts On File. American Indian History, online.infobase.com/Auth/Index?aid=18626&itemid=WE43&iid=244857. Accessed 20 Sept. 2024.
Research Log #1 - Identity
As Native people we heal through our traditional teachings and our connections to the land, people, and animals. In the article, “Sharing One Skin,” by Jeanette Armstrong she illustrates the Okanagan teachings of human beings and how that connects us to the land. It’s explained as the 4 selves and she explains how those are connected within someone as well as with the land. It’s a teaching of life. Armstrong highlights the impacts of the 4 selves and why they’re there. “...the capacity to know we are everything that surrounds us; to experience our humanness in relation to all else and in consequence to know how we affect the world around us.” (465) She connects these teachings to the land and universe, explaining that these teachings remind us of our place in the world. She illustrates that these 4 selves all have different connections to the land that allows us to feel whole. She explains how these are significant to our Indigenous identities and ways of life. Armstrong explains how our perception of ourselves is important and how it contributes to the sense of self. Towards the end she highlights the importance of community and impacts of not having one. Explaining that community is essential to our humanity, and without it “we are truly not human.” She also mentions that we as people all belong and are born with a place in the world.
Memories and stories are connected to our land as described by, B. Toastie in the article, “How place names impact the way we see landscape.” Stories and land are something very central to Indigenous ways and the past. They both hold heavy significance for Indigenous peoples and Toastie capitalizes on this. They explain the idea of place identity and how it contributes to the Indigenous storytelling of our lands. They compare Indigenous teachings of naming landscapes to the Western ways and how the Western naming takes away all meaning of the land. With it the identity and story. They also explain how the stories that are tied to landscapes are what allow us to connect to the land and remind ourselves of our place in relation to the land. The lands that we live on hold memories and are only unlocked through our stories, Toastie voices this and debates the colonized ways of naming things after men who “didn’t do anything significant.” They express that this goes completely against Indigenous teachings and strips the land of its history, identity, and meaning. It gives power to the dead white men if we continue to use the western names. Toastie wishes to retake the power by continuing to speak the traditional names and tell the land’s stories.
Suina explains his personal experiences of maintaining his Pueblo identity while going to western school. He starts off with telling readers about his Pueblo upbringing and the life he lived at that time. He emphasized his contentment of that life and the significance it held for him. They were his life teachings that he held dear. When he started his western education he had a hard time adjusting. He explains how he was made to feel ashamed of his Pueblo ways and that whiteman’s ways were “better.” He highlights the concept of “walking two worlds,” something that a lot of native kids deal with today. Suina emphasizes the change that was happening for Cochiti as well as other pueblos. The shift where pueblo people began to incorporate more western ways. He explains the harsh realities of those changes and how hard it is for Native youth. They have the hard job of maintaining their pueblo ways while integrating western ways. He explains how for a bit of time it felt as though he had lost his identity, he no longer knew where he fit in the world. This is a harsh reality that Native children deal with now, and Suina illustrates a beginning of it for him and his community.
Research Log #2 - Connections Through History
Our history is something that plays a big part in shaping who we are as Native people. In his article, “Indians of North America: Conflict and Survival,” Frank W. Porter discusses the history of Indigenous peoples and sheds some light on the truth of it all. He goes back to the “discovery” of Americans and how we had different values from the White Man. We are stewards of the land and saw the land as this beautiful being we were made to protect. Porter emphasizes that Europeans saw the land in a materialistic way and only saw it as a way to gain. That is where our values and perspectives clashed with Europeans. Porter also highlights the different ways the different waves of colonizers affected the Native people. “Spanish colonization rushed the Indian; English colonization scorned and neglected him; French colonization embraced and cherished him.” (Francis Parkman) He then goes on to mention the different myths and misconceptions that have come about pertaining to our origins as Indigenous people. To start, the most common was that the land was “undiscovered.” But also that we were a primitive people that needed saving; that we came from the “Lost Tribes of Israel”; or that we came from Atlantis; or from Noah’s Ark. The biggest myth being that Indigenous people went extinct. Porter uses all of this information to transition to the truth of it all. He mentions how time and time again, the Natives were tricked, manipulated, and cheated for the White Man’s personal gain. Their land was stolen right from under them because they didn’t understand the consequences of the Treaties; they just wanted to protect their people. Porter states that this isn’t taught in schools and it should be. He explains that despite all of these attempts of erasure, we have prevailed. Porter finishes with a claim that if we hold onto our cultures, languages, and land, that we will continue to prevail as Indigenous people.
There is a section about Historical Grief in the documentary, “Sacred Spirit: the Lakota Sioux, Past and Present.” Although it’s not super long, it covers what the Lakota went through and how those past traumatic events continue to plague the young people. One of the men interviewed described how angry he felt for his people at a young age for years. That the rage he felt blinded him and how his need for revenge led him down the wrong path. But he also goes on to say that a “healthy revenge” he discovered was by learning his ways and keeping those traditions alive in spite of the attempted assimilation. One of the women describes the impacts of the land loss and how the government has contributed to that. “I want people to say they’re sorry. And that takes an admittance from your heart. Because you can give me money, and all I can do with your money is going to buy things. It’s not going to heal the rift in my heart or in my mind.” She mentions what she thinks is needed to step forward in healing that past hurt.
In Maria YellowHorse Brave Heart’s book, “The American Indian Holocaust,” she discusses different traumatic events the American Indian people of the U.S. have had to endure in our history. But in the specific chapter, Healing Historical Unresolved Grief, she gets more specific and dives into how these traumatic events have led to unresolved grief, historical trauma, as well as intergenerational trauma and grief. She addresses the mass genocide and assimilation that was forced on native people and how that force of separation impacted them. In the genocide we had mass numvers of our people being killed, and it left a heavy burden to grieve that loss. When paired with the forced assimilation, our people were not given the chance to traditionally grieve the losses we suffered. And if the hurt and anger is not confronted it is held inside and will be passed down onto future generations. In the present day it manifests into unhealthy coping: alcohol and drug abuse, violence, depression, anxiety, PTSD, survivors child-complex, etc. But Brave Heart also goes on to conclude the importance of going back to traditional grieving practices. “We need only heed the traditional American Indian wisdom that in decisions made today, we must consider the impact on the next seven generations.” That by doing so, by going back to the traditions that our ancestors at the time were not allowed, we are paving the way for healing. It’s not only for us, but for the sake of future generations.
Yun Jun Li, Wallace Chi Ho Chan, and Tish Marrable discuss how expressing your grief verbally is vital to the healing process. In the article, “The not disclosing grief experiences of parentally bereaved adolescents and young adults in Chinese families,” also dives deeper into how this is represented as an issue in Chinese culture. Through this the authors discuss the issues that arise in communications, one of them being different grieving cultures. Through their research they discovered that because grief and death was such a taboo topic, it led the participants to suppress those emotions. But in further findings it was that they didn’t want to burden their families, so by being “strong” it was how they are “protecting” their families. But by doing so they present as numb and never actually feel the hurt. “Mom was crying…You couldn't cry in front of your younger brothers. If I was strong, how should they live when they already lost Father?” This is a mindset that was common among participants. They felt the need to be “strong” in order to maintain calm without triggering anyone. In the conclusion, the authors express the deep need to break the stigma among cultures.
Research Log #3 - Current State of the Issue
In the KRQE Podcast, Gabrielle Burkhurst interviews the new director of Education for the Grief Center in Albuquerque, Mickey Kivitz. In the podcast they dive into the impacts that grief has had on the New Mexico youth and how their programs navigate that to provide the best support they can for bereaved youth. Kivitz highlights a lot of good points of the factors that impact the youth in New Mexico. He mentions that New Mexico is ranked highest for violent crime and one of the lowest in education which can severely impact the youth’ mental health and well being. Kivitz also mentions the statistic that one in seven youth experience grief before they graduate high school and more than half of those kids deal with the loss of a father. The biggest things he notices in these children is that they end up having trouble focusing, increase in complex emotions, and loneliness. Burkhurst and Kivitz then transition into how to approach youth who deal with grief. One of the most important factors that they mention is the truth. That kids can handle the truth, and by concealing the truth it does more harm than good. “Kids understand a lot more than adults give them credit for, losing trust through dishonesty is a serious thing to consider.” They spend a lot of time explaining why this is important for different ages, but for the simple fact that by trying to shield a child tends to do more harm than good and often confuses them. This leads to the more negative reactions we see from youth. But, Kivitz also highlights that peer-to-peer groups have been proven to be extremely beneficial for bereavement youth because they are able to support and understand on a deeper level that adults may not be able to reach with their kids. Kivitz ends the podcast by emphasizing that in person interactions are always best when looking at resources for grief because it helps us tap into our humanity and create deeper connections.
The KidsHealth article breaks down bereavement reactions in the different ages of youth. The article lays it out for the adults by demonstrating the common reactions you see from those age groups and what they can do to help. Although general, it gives a thorough explanation of why different age groups may react the way they do. It mentions that these reactions depend on: age, gender, developmental stage, personality, how they usually react to stress and emotion, relationship with deceased, earlier experiences, family circumstances, how others around are grieving, and the amount of support around them. The article emphasizes the developmental stage and the importance of honesty. At different stages of their life, youth are able to comprehend different things and it’s important not to confuse them. “Bereaved children and teenagers will need ongoing attention, reassurance, and support.” This was an important point that most adults forget when dealing with grieving children.
Research Log #4 - Global Connections
Grief is a very broad concept and the approach differs from culture to culture. Despite these differences we can find some similarities. The uniqueness of Tibetan Buddhism is described in Robert Goss’, “Tibetan Buddhism and the resolution of grief.” One important aspect to grasp is that Buddhism believes in reincarnation which contributes to how they deal with grief. They teach from the Bardo-Thodol which is like the Book of Dead. It teaches the individual what to expect and how to guide their soul after they die. This is a very important part that Goss spends a lot of time discussing. The Bardo-Thodol gives clear instructions for the deceased as well as the bereaved. It’s important to note that the journey of the soul takes 49 days which means that’s how long the family typically has to mourn. At this time the funeral process begins. There are four different types of burials discussed; sky burial, cremation, ground burial, and water burial. In these times the bereaved have no negative feelings associated with the dead otherwise it will hold them back from moving on. Tibetan Buddhism greatly stresses the importance of teaching the concept of “Impermanence.” By learning this concept they can heal by transforming their grief to energy for spiritual practices. “The Bardo-Thodol helps the living to resolve their grief by focusing on their providing spiritual assistance to the deceased.” The teachings of Tibetan Buddhism are meant to guide the dead to the next step of the journey of life while guiding the living to healing.
The Māori funeral is a simple yet highly impactful event for the Māori people. It’s a three day process described in Raqinia Higgins’ article, “Tangihanga.” In the process the people pray over the body and prepare it for the burial. The bereaved mourn outwardly in different forms including laceration of the body. Unlike other cultures they highly encourage the outpour of emotion. The Tangihanga (funeral) is meant to promote healing for the people and encourages the acceptance of death. The children are a major aspect who aren’t forgotten, as discussed in Juanita Jacobs’, “Māori children and death.” Tangihanga is so embraced by the people that children don’t view it as a negative. Māori children associate positives with the idea of funerals. They don’t fear it and see it as a family gathering to honor the deceased. This is partly due to the environment that Māori parents have cultivated by being so open about death with their children. “...in agreement about the need to be honest and open with children about death and Tangi.” This culture has shifted the lens of the children to promote healthy environments for grieving properly. By allowing themselves to openly grieve and communicate healthily, parents have taught their children that it’s okay to show feelings and how to communicate those feelings effectively. It teaches the children emotional maturity that improves their mental health and stays with them into adulthood.
The Muscogee Creek are another native tribe in America, yet they still have very similar practices to other cultures. We get insight into the funeral process in Andrea Walker’s, “Bereavement Rituals in the Muscogee Creek Tribe.” The Muscogee have very set instructions on how the funeral is supposed to go. The family must stay with the body and pray for the deceased. They wait four days before the burial because they believe it takes time for the spirit to leave the body. It’s important to note that the Muscogee believe death is simply another step in the journey of life. “The participants did not see death as the end of a journey but merely a transition.” This is a teaching that helps the people grieve, cope, and heal. During the burial they dig the graves by hand and cover the grave by hand as a final farewell. They then build a small house over so the spirit can return home. After the funeral the family is cleansed with traditional medicines like tea or smudging (smoking of sage over one’s body). Muscogee people have a short period of mourning but also show grief in different ways up to a year later. Although these grieving practices have been passed down for thousands of years, the Muscogee people are still struggling with the effects of colonization and the attempt to eradicate their culture. The implementation of westernization has made it difficult to maintain traditions and culture especially with younger generations.
Personal Connection
I have seen the young children of my community witness the passing of parents, siblings, and other family members, and the needs that came with grief are often overlooked. I see the adults and community members console the other adults of the one who passed but rarely the kids. They just tell them to be strong for the rest of the family. Families don’t talk enough about grief with their children in hopes that they are protecting them, but those kids still feel that. They can feel what everyone else around them is feeling and if we don’t talk about it with them then we can’t help them heal. I want to help families become aware of this issue and to help create an opportunity for healing because I wasn’t given those same opportunities.
Action Plan
Research Citations
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Li, Yunjun, et al. “‘I Never Told My Family I Was Grieving for My Mom’: The Not-Disclosing-Grief Experiences of Parentally Bereaved
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Lissienko, Katherine. “Bereavement Reactions of Children and Young People by Age Group.” KidsHealth NZ, www.kidshealth.org.nz/bereavement-reactions-children-young-people-age-group.
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http://www.TeAra.govt.nz/en/tangihanga-death-customs/print (accessed 22 February
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