AMERICAN INDIAN AND ALASKA NATIVE
SOCIETY OF INDIAN PSYCHOLOGIST
By Anita Mihecoby, PhD
Comanche Tribal Member
SIP Mentorship Program Chair
Last edited October 1, 2017
2
Table of Contents
Introduction
2
Welcome Letter
3
Native-Centered Philosophy
Program Goals
4
5
Program Expectations
6
Program Agenda
9
Video Chat Resource Guide
10
Introductory Meeting Guide
11
Evaluation Methods
12
Contact List
13
References
14
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Introduction
The Society of Indian Psychologist (SIP) Mentorship Program 2017-2018 is the first
formal yearlong program developed by and for our members. The development of this
program was intended to align with the organization’s main goal of coming together as
Native psychologists who work in support of professionals, researchers, graduate
students, and undergraduate students. SIP is an organization for Native American
indigenous people with a mission to advocate for the mental well-being of Native
peoples by increasing the knowledge and awareness of issues impacting Native mental
health. For more information about SIP, visit the website at aiansip.org
Mentorship enrollment and participation required completion of the application
available at the SIP website mentoring tab, https://www.aiansip.org/mentoring.html.
The deadline to apply was September 8, 2017. Eligibility for mentorship participation is
SIP membership. Mentorship was available to any SIP member who self identified as
benefitting from a mentorship relationship with a SIP professional member and who
applied. The program requires availability for 3-video chats between October 2017 and
May 2018. Mentees will participate in 2-webinars. Mentors and mentees will have the
opportunity to meet and participate in mentorship program activities at the SIP Annual
Retreat & Conference 2018.
This handbook is designed for use by mentors and mentees to assist in understanding
the goals and expectations of the program. It provides resources for methods of
communication, and guides for mentorship meetings in order to accomplish the goals of
the mentorship program. This handbook was developed by the mentorship program
chair, Anita Mihecoby, PhD with the support of the mentorship professional committee,
Jacque Gray, PhD, Jamie Ramsey, PhD, Melissa Tehee, PhD, JD and Melissa Wheeler,
MA, and the student committee Tamara Barrett, Erica Ficklin, Devon Isaacs, Candice
Keyes, and Amanda Young. This mentorship program is sure to grow with the passion
for mentorship this committee has expressed through their efforts and commitment to
the development and initiation of this program. Thanks to the support of our web-
master Wendy Peters, PhD, we were able to initiate recruitment through the SIP website
and application mechanism she designed for the program.
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Welcome
Marúaweka! Hello all! Welcome to the 2017-2018 Society of Indian Psychologist
Mentorship Program. Thank you for your support in developing this mentorship
program for the Society of Indian Psychologist community. It is only with your interest
and participation that we are able to launch the first formal year long Society of Indian
Psychologist Mentorship Program. Together we will contribute to our society’s mission
of advocating for the mental well-being of Native peoples. That support starts here
within our SIP community. As mental health professionals and members of a cultural
group distinguished from the academic field of psychology and mainstream culture,
support is vital to our well being as we aspire to groom and become Native American
psychologists.
The SIP Mentorship Program is designed to connect Native American mentees with SIP
professional mentors. It is my hope that this program helps strengthen our SIP
community through positive and close relationships. The limited number of Native
American psychologists and our widespread locations across this land creates barriers
for connecting with our Native American psychology community. The use of video
communication is used to create a more personalized connection for each mentor-
mentee pair. If you are not familiar or have issues with video technologies please email
the Video Chat Resource Manager, Melissa Wheeler, MA at melissa.wheeler@und.edu.
One of my favorite things to do is to connect people! I am looking forward to meeting you all at
the Annual SIP Retreat & Conference. The mentorship program committee is planning
mentorship activities for you all at the 2018 Retreat & Conference. For more information about
the Retreat & Conference visit https://sipconvention.org/index.cfm. Again, the purpose of this
program is to get better acquainted and develop life long relationships as Native American
psychologist. With that said, we encourage each one of you to plan on attending the 2018 Retreat
& Conference. Attendance to the Retreat & Conference is not mandatory, however, it is an
opportunity to support the society as a whole, contribute to forming a positive SIP culture, and
spend time with your mentor/mentee. For questions regarding the 2018 Retreat & Conference
see the FAQ’s on the SIP website. For further information email the director, Melissa Tehee, PhD,
JD, at melissa.tehee@usu.edu.
We are all in this together! I will look to each one of our participants, committee
members, SIP executive board members, and SIP members to support the development
of this program. The success of this program is dependent on your participation.
Following the schedule, guidelines, and keeping the goals of this program in mind as we
journey through this year will be helpful. The mentorship program committee looks
forward to hearing about your experience and suggestions. You will hear from the
evaluation committee throughout the year, Jamie Ramsey, PhD and Melissa Wheeler,
MA. To provide program suggestions, email Jamie.Ramsey@ihs.gov. Communication is
key in providing positive experiences for all. I look forward to meeting you all!
Onward,
Anita L. Mihecoby, PhD
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A Native-Centered Mentorship Program
Mentorship as Sacred Work
“Our ancestors had the spiritual understanding that it is sacred work to evoke the gifts
in our children; that each child is irreplaceable and has meaning and purpose to and for
the community. They taught us that interdependence is part of the natural system of
life; and that each person is precious. Our natural systems are steeped in the teachings
of elders who have instructed us to carry a love for one another and a respect for all
things.
Mentoring from an indigenous point of view is based on abundance found in our
teachings rather than the lack that is found in our grim statistics. Mentoring was part of
the natural systems found in communal life to awaken the sleeping gifts in our most
precious resource – our children. Upon awakening, these gifts would be given to the
community so that it would thrive and the children would once again remind us that
they are the heartbeat in our lives. The children are our center and we must once again
give them a place and meaning within the community by honoring ancient knowledge.
Today more than ever, we are being asked to become conscious of ourselves and our
communities and to help our youth develop their gifts so that we might all survive as a
people and a race. It comes from the understanding and belief that when people stop
respecting and showing gratitude, then all life will be destroyed and human life will
come to an end.”
By Anna M. Latimer
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Mentorship Program Goals
Five primary goals of the Society of Indian Psychologist Mentorship Program are:
(1) Support
(2) Well-being
(3) Positive Space
(4) Cultural Empowerment
(5) Leadership
The main goal of the mentorship program is to support Native Americans in their
careers as psychologist. The intention of this program is to facilitate the development of
positive relationships within our SIP community to promote a sense of support during
the academic journey and throughout ones’ career. Mentorship is associated with
academic retention, commitment, and career benefits.
The second goal of the mentorship program is to offer an opportunity to be active in our
mission as a society to support the mental-well being of Native peoples. Native
American ideologies of well-being recognize the importance of a holistic perspective of
health. The health of our Native American psychologist community and those in training
is of vital importance. One way to communicate support in the mentorship relationship
is to consider the mentee as a whole person and prioritize health. This may require
discussions involving balance in the many roles we play as students and professionals.
The third goal of this program is to provide a space to come together as Native American
psychologists who work in support of professionals, researchers, graduate students, and
undergraduate students. Due to the scarce number of Native American psychologist we
encourage higher education and leadership within our field. Given the historical and
current oppression of Native Americans, a safe, supportive, and culturally sensitive
environment is important for our SIP community.
The fourth goal is to nurture cultural empowerment through knowledge and awareness
of issues impacting Native mental health. In consideration of the socio-political
variables that influence Native American experiences in education and career, mentors
should be aware of and address topics related to the effects of historical trauma,
intergenerational trauma, being a first generation college student, and socio-economic
difficulties. The effects can present as higher levels of stress, perceived obstacles, and
psychological symptoms such as depression and anxiety and lower levels of motivation,
self efficacy, support, and sense of belonging (Torres Campos et al., 2009). Addressing
these issues with a strengths-based perspective can offer opportunities, hope, and
solutions.
Finally, our goal is to enhance leadership among our Native American psychology
community. Mentors can offer support, guidance, and resources for mentee’s higher
education, career promotions, advocacy for Native American cultural values, community
engagement, organizational involvement, and social justice efforts toward equity for
Native Americans.
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Mentorship Program Expectations
Commitment: Participation assumes interest and time commitment to the mentorship
program and your assigned mentor/mentee. Participants are expected to make
themselves available at minimum through email for scheduling the 3-video chat
meetings and for the 3 video chats scheduled on the agenda. Video chats are to be
scheduled within the month designated in the agenda. Video chats are recommended at
90-minute durations. It is encouraged to have brief follow-up contact in between
scheduled video chats through any modality agreed upon. Mentees are to attend
webinars and planned activities at the SIP Retreat & Conference. Participants are
expected to provide feedback to program evaluations throughout the year.
Mentee-Focused: It is expected that mentors and mentees get acquainted with each
other. Use the mentorship introductory guide (pp. 11) to comprehensively address the
goals of the mentorship relationship. Mentors are encouraged to share information
about their personal experiences related to the Native American experience in the field
of psychology, while being mindful to spend most of the time learning about the mentee
and their goals.
Authentic Relationships: The mentorship program consists of mentor-mentee pairs who
are committed to forming authentic relationships. Authentic relationships are “sincere,
enduring and based upon mutual trust and respect” (Straits et al., 2012). Engage in your
mentorship relationship “with the intention of building and sustaining a long term
commitment” to the SIP community (Straits et al., 2012).
Positive Regard: Mentors are to approach the mentorship relationship with positive
regard and attention to the current goals and life situation of the mentee. Be mindful of
the words used to offer advice or feedback as they can have a significant impact on the
emotional well being of the mentee, the mentorship relationship, and the decisions your
mentee makes in their education and/or career.
Native-Centered: It is expected that mentors are aware and knowledgeable of Native
American culture especially as it relates to student and early career experiences in the
field of psychology. It is expected that the mentee will benefit from this program by
engaging in a relationship with a mentor that can reinforce Native culture, knowledge
and values in decision making processes, research, psychological practice and
navigating one’s career. Outcomes should not focus solely on the success of the mentee
as an individual, but rather towards a strong Native American professional identity and
restoration of a sense of interconnectedness, responsibility, and purpose (Native
Americans in Philanthropy, 2016). A Native-Centered Mentoring Program is unique…
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Differences between Western and Native American viewpoints on mentoring should be
considered and are compared below as a general overview for reference (Boys & Girls
Club of America, 2007).
Western Mentoring
Native American Mentoring
Diagnostic listening
Listening for understanding
Focus on outcomes
Focus on the journey
Focus on the experts
Focus on inner wisdom
Focus on action
Focus on reflection
Cultural Sensitivity: It is expected that mentors are culturally sensitive to the unique
diversity issues of Native Americans. It is expected that these issues be addressed within
the mentorship relationship. The Indigenous Lifecourse: Strengthening the Health and
Well Being of Native Youth is a great read for understanding diversity variables related
to the development of Native American peoples.
A short list of challenges that Native Americans may face, by Melissa Wheeler.
x Family obligations. Some of us are obligated to care for younger siblings,
children, and/or family members.
x Financial obligations. Some of us have to learn to balance school and work to
help family financially. Financial burdens can affect stress levels throughout
one’s career.
¾ First generation college students. It is not only hard to be the first to leave the
reservation/home but also harder to try and explain to family members the issues
of college life and living off the “rez” or away from home. Being a first generation
college student means exploring the unknown without the wisdom of family
members to help navigate the educational and career journey. If you are
unfamiliar with the first generation college student experience refer to First
Generation College Students: A Literature Review as many Native Americans are
the first in their families to attend college.
x Isolation. Sometimes it is hard to find support especially in a new town, state,
and school/job. It can be difficult to find balance in the challenge of living in two
worlds (i.e., your cultural norm and professional role).
x Lack of access to cultural events. Being away from your home, language, people,
& ceremonies can be spiritually hard for a traditionally raised student. This is
especially important when stressors arise and there is limited access to tribal
customs to help cope.
Mentors are encouraged to identify situations involving first generation college
experiences, culture clashes, discrimination, oppression, and/or internal conflict and
bring this to awareness for discussion.
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Strengths-Based: It is expected that discussions involving the experiential realities of
members from a historically marginalized group be approached with a strengths-based
perspective. Hardships are important to discuss and the way we discuss them can make
the difference. Mentors are encouraged to review Principles of Strength-Based Practice.
Self-Reflection: Strive for self-awareness and have a respectful and humble attitude
toward the mentorship relationship and mentorship program. Be mindful of one’s
biases, limitations, and areas of weakness in regards to your interactions in the
mentorship relationship. Be mindful of your expectations to maintain realistic goals and
expectancies. As a mentor, mindfulness of your experiences and level of disclosure is
important in order to refrain from assuming, insisting, and/or unintentionally sending
the message that your mentees experience and outcomes will be similar to yours. Use
the resources provided to enhance program experience, mentorship relationships and
mentor skills. Consult the SIP community when necessary. Consider your level of
involvement in the SIP community. Increased engagement may help familiarize yourself
with SIP resources available to you within the community.
Respect: Engage in this relationship as a practice of mutual respect. This is not a one-
way relationship. Both mentors and mentees benefit from a mentorship relationship.
Remember that each one of you come together with your own resources of knowledge,
wisdom, experience, and expertise. It is important to refrain from exploiting your
mentor/mentee in any way. Remember not to assume and ask before obligating one
another beyond the expectations outlined in the program expectations.
Summary of Resources:
¾ Principles of Strength-Based Practice
¾ First Generation College Students: A Literature Review
¾ The Indigenous Lifecourse: Strengthening the Health and Well Being of Native
Youth
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Mentorship Program Agenda
Timeline
August:
Recruitment
September:
Mentorship Matches & Handbook Disbursement
Early
E-mail to schedule October Introductory Video Chat Meeting
October:
Mid/late
Introductory Video Chat Meeting
October:
November:
“In between” follow up contact
December:
“In between” follow up contact
January:
2nd Video Chat Meeting
February:
* Mentee Webinar
March:
“In between” follow up contact
April:
3rd Mentorship Video Chat Meeting
May:
Mentors follow up with mentees regarding SIP travel plans
* Mentee Webinar
June:
SIP Retreat & Conference Mentorship Activities
¾ Meet & Greet
¾ Social Hour
¾ Mentorship Round Tables
¾ Mentorship Program Closing Ceremony
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Video Chat Resource Guide
By Melissa Wheeler, MA
There are various video chat programs available for use. You and your mentor/mentee
can decide which program works best for you based on availability and familiarity. The
following are free programs you can use with instructions for use. Be sure you know how
to use the video chat program of choice before your scheduled video chat.
Skype
What do you need?
You can make conference calls using Skype, but the number of participants depends if
you are using a free or paid version. Just make sure you have the following:
¾ latest version of Skype
¾ webcam
¾ mic and speakers or a headset
¾ high-speed broadband connection (the faster, the better for more participants)
How do you start a video conference?
¾ Find the person or group you want to call from your contact list, or use Search.
¾ Select the contact you want to call, and then...
¾ Make a video call: Select the video call button
.
¾ At the end of your call, select the end call
button to hang up.
How do I answer a Skype call?
If you are signed in to Skype, you can receive calls. You'll see an incoming call
notification screen, tap or click the call button
to answer the call. If you don't
want to answer it, tap the end call button
to decline. If you are offline and you
have Voice Messaging activated, the caller will be able to leave a message, or you can
set up call forwarding to another number.
Zoom
¾ Once you have the Zoom app installed, tap the zoom application icon on your
device to open.
¾ Once the Zoom app is open, you can choose to Sign In or Join a Meeting (Meeting
ID is usually given by the person who scheduled the meeting).
¾ Once you are signed in, you will be able to host, schedule, and join meetings.
¾ Selecting "Join a Meeting" will prompt you to enter the Meeting Id of the meeting
you are trying to join.
o (If you received an invitation link, tap on the link to join or type meeting ID to
join)
¾ Add or View Contacts, click Contacts icon to view your contacts. Click (+) sign to
add contacts.
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Mentorship Introductory Meeting Guide
As your video chat meeting date approaches be sure you are familiar with the agreed
upon video chat application. Make sure your Internet connection is stable at the location
you will be during the agreed upon date and time, as to not disrupt the limited time you
have with your mentor/mentee. The following is a guide of topics for both, mentee and
mentor, to share. Topics are intended to help the of two you get acquainted personally
and professionally as well as help meet the goals of the program. If there are additional
topics that may not be included in this guide, please be sure to bring them up during
your meeting with your mentee/mentor and to the program committee as suggestions.
Introductions
Preferred name to be called. (First name/Dr./nickname)
Origins/current living status.
Tribal Affiliations.
Family history/dynamics.
School/Work.
Mentorship Program
Inspiration for participation in this mentorship program.
Previous experience with mentorship.
Discuss time commitments/availability.
Options for “in between” contact and frequency.
Best method for “in between” communication (e.g., email, text, phone).
Discuss goals of this mentorship program and how they may align with
mentor/mentee experiences, expectations and mentor expertise. (Refer to pg. 5
Mentorship Program Goals)
Identify goals
Mentee upcoming milestones. (e.g., Comps, dissertation/research, EPPP,
graduate school/career plans, tenure)
Current difficulties/stressors.
Anticipated stressors.
Identify at least 3 goals to follow up on with mentee.
Something you’re both looking forward to.
Closing
Set a date for the next formal video-chat meeting.
Agree on the form of “in between” communication. (e.g., phone, text, email).
Summarize the main topics to follow up on.
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Program Evaluation Methods
The success of the SIP Mentorship Program is important to us! So we are expecting to
hear from you regarding your mentorship experience as a mentee and mentor. We
would appreciate honest and critical feedback through program evaluations and by
email throughout the year.
Success of the program will be measured by the accomplishment of the stated program
goals: (1) Support, (2) Well-being, (3) Positive Space, (4) Cultural Empowerment, and
(5) Leadership. Your feedback is important for setting priorities, goals, and improving
the development of this program. We will want to hear about your experiences with
mentorship video chats, “in between” follow up contacts, and webinars provided by the
SIP Mentorship Committee as well as the quality of relationships formed, opportunities
and challenges of mentorship, and suggestions for feature consideration.
The SIP Mentorship Program Evaluation Committee will be in touch with you soon.
Please expect to hear from Jamie Ramsey, PhD and Melissa Wheeler, MA. Please feel
free to send them an email with suggestions and or concerns at any time throughout the
year. We’ll be in contact soon!
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Contact list
Mentorship Chair: Anita Mihecoby, PhD
E-mail: drmihecoby@gmail.com
Video Chat Resource Manager: Melissa Wheeler, MA
For help or questions with video chat programs.
E-mail: melissa.wheeler@und.edu
Program Evaluation Coordinator: Jamie Ramsey, PhD
For program suggestions or concerns.
E-mail: Jamie.Ramsey@ihs.gov
SIP Retreat & Conference Director: Melissa Tehee, PhD, JD
For questions about the SIP retreat and/or conference.
E-mail: melissa.tehee@usu.edu
2017-2018 Society of Indian Psychologist President: Gayle Morse, PhD
For questions or concerns for the Society of Indian Psychologist organization.
Email: morseg@sage.edu
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References
Boys & Girls Club of America. (2007). Best practices: Mentoring Native youth. Found at
http://www.naclubs.org/images/stories/PDF/BestPractices_MentoringNativeYo
uth.pdf
Latimer, A.M. (2011). Ya’Ta’L’whet (Giver of self). Introduction in Strengthening Native
Community Commitment through Mentoring Guidebook. Found at
http://www.mentorconsultinggroup.com/pub/native_mentoring.pdf
Native Americans in Philanthropy. (2016). The Indigenous lifecourse: Strengthening the
health and well-being of Native youth. Found at
http://www.nativephilanthropy.org/wp-content/uploads/2015/11/Indigenous-
Lifecourse-NAP-Report.pdf
Straits, K.J.E., Bird, D.M., Tsinajinnie, E., Espinoza, J., Goodkind, J., Spencer, O.,
Tafoya, N. Willging, C. & the Guiding Principles Workgroup. (2012). Guiding
Principles for Engaging in Research with Native American Communities, Version
1. UNM Center for Rural and Community Behavioral Health & Albuquerque Area
Southwest Tribal Epidemiology Center.
Torres Campos, C.M., Phinney, J.S., Perez-Brena, N., Kim, C. Ornelas, B., Nemanim, L.,
Padilla Kellemeyn, D.M., Mihecoby, A., Ramirez, C. (2009). A Mentor-Based
Targeted Intervention for High Risk Latino College Freshmen: A Pilot Study.
Journal of Hispanic Higher Education, 8(2).
Featured Resources
¾ Principles of Strength-Based Practice
¾ First Generation College Students: A Literature Review
¾ The Indigenous Lifecourse: Strengthening the Health and Well Being of Native
Youth
