LaFromboise T D, Bigfoot D S
School of Education, Stanford University, California 94305.
J Adolesc. 1988 Jun;11(2):139-53. doi: 10.1016/s0140-1971(88)80049-6.
A description of cultural considerations associated with American Indian adolescent coping is presented within a transactional, cognitive-phenomenological framework. Select cultural values and cultural beliefs of American Indians associated with death are discussed in terms of person variables and situational demand characteristics that interplay in the transactional coping process. Three situational demand characteristics (ambiguity of identity, frequency of loss, and pervasiveness of hardships) are then presented to illustrate the reciprocal relationship between environmental contingencies and American Indian individual and community efforts at coping. The dynamic interdependence between person and environmental variables is emphasized and considered essential for inclusion in the design of interventions to prevent suicide. Existing intervention efforts with American Indian adolescent suicide attempters are reviewed and a school-wide cognitive behavioural approach based on the transactional model of coping with suicide is described. It is suggested that on-going cognitive restructuring, social skills training, and peer counselling training activities be culturally adapted and integrated into relevant areas of the school curricula in order that coping be enhanced and suicide ameliorated.
本文在一个交互认知现象学框架内，描述了与美国印第安青少年应对方式相关的文化考量因素。从在交互应对过程中相互作用的个人变量和情境需求特征方面，讨论了与死亡相关的美国印第安人的特定文化价值观和文化信仰。接着介绍了三个情境需求特征（身份的模糊性、损失的频率和困难的普遍性），以说明环境突发事件与美国印第安个人及社区应对努力之间的相互关系。强调了个人与环境变量之间的动态相互依存关系，并认为这对于纳入预防自杀干预措施的设计至关重要。回顾了针对美国印第安青少年自杀未遂者的现有干预措施，并描述了一种基于应对自杀的交互模型的全校范围认知行为方法。建议持续进行的认知重构、社交技能培训和同伴辅导培训活动要进行文化调适，并融入学校课程的相关领域，以增强应对能力并减少自杀行为。
