This Intervention model is based on the fundamental role that culture and Indigenous knowledge plays in community intervention in American Indian and Alaska Native (AIAN) communities. The intervention starts by first defining community or complex interventions and then critically examining ways culture is translated into health interventions addressing AIAN disparities in existing programs and research initiatives. By describing an Indigenous intervention based in the cultural logic of its contexts, as developed by Alaska Native communities, the Yup’ik co-authors and knowledge keepers provide critical and theoretical perspectives and understandings to the overall narrative, constructing from their Indigenous knowledge system, an argument that culture is, in itself, prevention.
This course is based on the reading-based online, The Qasgiq Model As an Indigenous Intervention: created by Stacy M. Rasmus, PhD, et al. in 2019.
Publication Date:
Cultur Divers Ethnic Minor Psychol. 2019 January ; 25(1): 44–54. January, 2019
Course Material Authors
Course Material Authors authored the material only, and were not involved in creating this CE course. They are identified here for your own evaluation of the relevancy of the material this course is based on.
Stacy M. Rasmus, PhD
Dr. Rasmus is the director of the Center for Alaska Native Health Research, and a research associate professor at the University of Alaska Fairbanks. Rasmus’ research focuses on understanding the intersections between culture, health, and well-being, and the role of resilience and protective factors in reducing health disparities among American Indian/Alaska Native peoples. Her expertise is in social and behavioral sciences and she has a broad background in medical anthropology and psychology with specific expertise in the translation of cultural knowledge and practice into health interventions. She utilizes tribal participatory and collaborative approaches to engage AI/AN communities in quantitative, quasi-experimental, and mixed-method research designs while remaining responsive and respectful to cultural and social norms and practices. She has had multiple articles published in peer reviewed journals.
Edison Tricket, PhD
Dr. Tricket died in 2022. During his career he held faculty positions at Yale University and the University of Maryland before joining UIC from 2000 until 2015, alongside his wife, Dr. Dina Birman. Ed was known for bringing complex and elegant insights with unassuming style and great sense of humor to articulating a social ecological approach to psychology. He published over 150 academic papers over the course of his career. He had served as President of the Community Psychology Division of the American Psychological Association/Society for Community Research and Action, Editor of its flagship journal, the American Journal of Community Psychology and received awards for distinguished contributions. Together with James G. Kelly, he articulated the ecological metaphor for understanding people in context.
Billy Charles
Billy Charles is an Emmonak member and a field researcher for the Center for Alaska Native Health Research. He works to prevent health problems, such as drug abuse and suicide, in native communities.
David Lutkemeier holds a BA degree in psychology, a master’s degree in developmental psychology, and a doctorate degree from the University of Cincinnati in Special Education and Psychology. He is certified as a psychologist by the Arizona Board of Psychologist Examiners, as well as holding public school superintendent certification in Arizona and California. Dr. Lutkemeier has worked as an assistant professor at Arizona State University, a school psychologist, special education director, assistant superintendent, and superintendent in both Arizona and California. David, working as a consultant with a national curriculum management group (CMSi) has completed over two dozen comprehensive district-wide curriculum audits in 15 states over the past 20 years and has worked as a test developer for CE Learning Systems for the past ten years.
Recommended For:
Counselors, marriage and family therapists, psychologists, and social workers. This course is appropriate for all levels of knowledge.
Course Objectives:
After taking this course, you should be able to:
Describe the role culture and Indigenous knowledge (IK) occupy within community intervention in American Indian and Alaska Native (AIAN) communities.
Discuss the concept of culture, with a particular emphasis on the foundational role of Indigenous knowledge (IK) within community intervention in AIAN communities.
Examine ways culture is translated into health interventions addressing AIAN disparities through a review of existing programs and research initiatives.
Describe an Indigenous intervention based in the cultural logic of its contexts, as developed by one group of Alaska Native communities
Disclosure to Learners
Disclosure of Relevant Financial Relationships
CE Learning Systems adheres to the ACCME's Standards for Integrity and Independence in Accredited
Continuing Medical Education. Any individuals in a position to control the content of a CE activity –
including faculty, planners, reviewers, or others ― are required to disclose all relevant financial
relationships with ineligible entities (formerly known as commercial interests).
The following relevant financial relationships have been disclosed by this activity's planners, faculty, and
the reviewer:
Planners and Reviewers
The planners of this activity have reported that they have no relevant financial relationships.
Commercial support
There is no commercial support for this distance-learning course.
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