Research & Special Projects
Native American Children & Families
The Kmihqitahasultipon Project
"We remember"
- Project Evaluation Directors:
Gail Werrbach, Ph.D. & Winston Turner, Ph.D.
- Funded by: US Department of
Health & Human Services, Center for Mental Health Services
Administration ($500,000)
- Project Timeframe: September
1, 1998 to August 30, 2003
The Kmihqitahasultipon Project was
submitted by the Passamaquoddy Tribe of Indian Township, Maine in
response to GFA No. SM 97-007, Comprehensive Community Mental Health
Services for Children and Their Families. The five year project
addresses significant and critical needs for Passamaquoddy children,
youth, and families through the development, implementation, evaluation,
and ongoing sustainability of a comprehensive, individualized,
culturally competent, family driven, community based system of care for
children with severe emotional and behavioral disorders. The project
expands case management/care coordination services, intensive in-home
services, "reculturation" activities, interagency collaboration efforts,
and consolidation of child mental health policies and funding. The
University of Maine School of Social provides the Project Evaluation
Team, as well as professional education opportunities for Passamaquoddy
staff in order to increase the numbers of professionally educated
bi-lingual providers at Indian Township. The project also provides
yearly financial assistance to several graduate students who are
employed to assist with evaluation activities.
The major goal of the Kmihqitahasultipon Project is to renew
Passamaquoddy culture and traditions to the daily life of Indian
Township families and children for the purpose of improving overall
community well-being. The name of the project, Kmihqitahasultipon, is
Passamaquoddy for "we remember." The name was chosen by Tribal elders
because of the belief of the community that the program reflects a
renewal of the values and beliefs that are inherent to the Passamaquoddy
Tribe. The Kmihqitahasultipon Project is a "bringing back what was once
here." The name is a derivative of the phonetic spelling found on the
wood carvings of Tomah Joseph, a chief and artisan who lived 100 years
ago. Tribal elders have translated and written down Chief Tomah Joseph's
words as meaning "I remember" and "remember me." Thus,
Kmihqitahasultipon means "we remember."
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Mawamkapasine Program
- Project Evaluation Coordinator:
Winston Turner, Ph.D.
- Funded by: US Department of
Health and Human Services, Center for Substance Abuse Treatment
($150,000)
- Project Timeframe: September
1, 1999 to August 31, 2002
The Expanded Substance Abuse Treatment
Project proposal (the Mawamkapasine Program), was submitted by the
Passamaquoddy Tribe of Indian Township. A collaborative link with the
University of Maine School of Social will provide for the Project
Evaluation Team, as well as professional education opportunities for
Passamaquoddy staff in order to increase the numbers of professionally
educated bilingual and bicultural providers at Indian Township. The
three year project addresses significant and critical needs for
Passamaquoddy members through the development, implementation,
evaluation, and ongoing sustainability of a comprehensive,
individualized, culturally competent, family driven, community based
system of care for adults with substance abuse problems. The project
builds on the current Children's System of Care initiative,
Kmihqitahasultipon (We Remember), in order to expand existing substance
abuse services. The project also provides yearly financial assistance to
graduate students who are employed to assist with evaluation activities.
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Professional Social Work Education
for Native American Students in the State of Maine
- Project Directors: Gail
Werrbach, Ph.D. & Kim-Anne Perkins, M.S.W.
- Funded by: U.S. Department of
Health and Human Services; Administration for Children, Youth and
Families ($225,000)
- Timeframe: October 1, 2000 to
September 30, 2003
This is a collaborative project between
the University of Maine (UM) School of Social Work and the University of
Maine at Presque Isle (UMPI) Department of Social Work.
Using innovative and targeted
recruitment strategies, a total of seven American Indian students will
be selected for the baccalaureate social work program at either the UM
School of Social Work or the UMPI Department of Social Work. The seven
Indian Child Welfare (ICWA) trainees will be supported through the
junior and senior year of their respective program. The existing
Baccalaureate social work programs will be revised to provide ICWA
trainees, as well as other BSW students, with the knowledge and skill
necessary to achieve excellence in child welfare services in the state.
The purpose of this project is to expand services to Native American
children and families by increasing the number of professionally
educated Native American social work students seeking employment in
Indian Child Welfare.
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Professional Social Work Education
for American Indian Students at the University of Maine
- Project Directors: Gail
Werrbach, Ph.D. & Diane Haslett, Ph.D.
- Funded by: U.S. Department of
Health and Human Services; Administration for Children, Youth and
Families ($150,000)
- Project Timeframe: October 1,
1998 to September 30, 2000
This project addresses a significant
and critical training need both in the State of Maine and nationally
through the development, implementation, evaluation, and
institutionalization of competency-based Tribal Child Welfare curriculum
for the professional education of child welfare staff. Using innovative
and targeted recruitment strategies, five American Indian students will
be selected for the BA in Social Work Program at the University of
Maine. The five Indian Child Welfare (ICW) trainees will be supported
through their junior and senior year of the program. The existing BASW
program will be revised to provide ICW trainees, as well as other BASW
students, with the knowledge and skill necessary to achieve excellence
in child welfare services in the state. Native American BASW and MSW
graduates will provide curriculum input, act as field instructors,
support recruitment and mentoring activities for new students, and
assist in development of field internships.
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