Psychoeducational Group Curriculum to Address American Indian Marginalization

Jesse A. Steinfeldt¹, Brad D. Foltz², Rex A. Stockton¹

¹Indiana University, Bloomington, USA.
²Southern Illinois University, Edwardsville, USA.

DOI: 10.4236/ce.2014.520199                

Abstract

As a mechanism for collaborative group learning, we have designed a psychoeducational group curriculum that utilizes social justice principles within a liberation framework to address societal marginalization of American Indian communities. The curriculum within this proposed psychoeducational group format helps educators facilitate student exploration of societal portrayals of American Indians with the intent of developing action plans to address social injustice. Students exposed to the curriculum within this psychoeducational group will be equipped with critical thinking skills to transform their emerging social justice awareness and knowledge into social justice skills. Additionally, educators who lead this group can become social justice role models for others by using this experience to address issues of oppression and marginalization that are manifest in other forms in society.

Keywords

Stereotypes, Native-Themed Mascots, Nicknames, and Logos, American Indians, Marginalization Psychoeducational Group Counseling

Conflicts of Interest

The authors declare no conflicts of interest.

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