Tribal-focused Mental Health First Aid and Community-defined Approaches to Suicide Prevention in Native American Youth

Tuesday, July 22, 2025, 12:00 AM - Friday, July 21, 2028, 11:59 PM

A Continuing Medical Education activity presented by the Stanford Center for Youth Mental Health and Wellbeing. This Native American Youth Mental Health ECHO didactic session features a presentation by Teresa Gomez, MA and Jennifer Nanez, LMSW as they explore Representation and Relevance - Adapting Youth Mental Health First Aid for Tribal Communities and Indigenous Peoples, followed by a presentation by Jeremiah Simmons, PhD on Community-defined Approached to Suicide Prevention in Native American Youth.

The information provided in the first presentation will help learners examine how the YMHFA for Tribal Communities and Indigenous Peoples better aligns with the unique history, challenges and resilience of Indigenous Youth, their families, Tribes and communities, understand the importance of the role culture plays in helping protect and heal Indigenous youth and their families, and acquire new knowledge in understanding suicidality in youth within the Native cultural context. The information provided in the second presentation will help learners identify three American Indian/Alaska Native specific resources to promote culturally relevant care, define at least three strength-based and culturally-adapted approaches to suicide prevention, and identify at least 3 strength-based or culturally-adapted practices that can be applied within individual, family, and/or community contexts.

Release Date: July 22, 2025

Expiration Date: July 21, 2028

Estimated Time to Complete: 44 minutes

Registration Fee: FREE

Activity and Learning Materials
Click Begin (at the top) to launch the activity. This session is part of The Native American Youth Mental Health ECHO Project. To learn more about this project and find additional resources, please visit the NAYMH ECHO Project Website.

AMA PRA Category 1 Credits™ (0.75 hours), AAPA Category 1 CME credits (0.75 hours), ACPE Contact Hours (0.75 hours), ANCC Contact Hours (0.75 hours), APA Continuing Education credits (0.75 hours), Non-Physician Participation Credit (0.75 hours)

1. Examine the unique mental health challenges, strengths, and cultural needs of American Indian and Alaska Native (AIAN) youth, families, and communities, including the role of family structure and dynamics in youth suicidality.
2. Discuss the protective role of culture and resilience in healing Indigenous youth and how the YMHFA for Tribal Communities aligns with their histories, experiences, and values.
3. Identify and apply at least three strength-based and culturally adapted suicide prevention practices relevant to individual, family, and community contexts.
4. Select and utilize culturally appropriate resources, including AIAN-specific and California-based suicide prevention tools, to support Native youth and their communities.
5. Describe the function of the 988 Tribal Response and list three practical, family-centered approaches for supporting Indigenous youth experiencing suicidality.

In support of improving patient care, Stanford Medicine is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. 

Credit Designation 
American Medical Association (AMA) 
Stanford Medicine designates this Enduring Material for a maximum of 0.75 AMA PRA Category 1 Credits^TM.  Physicians should claim only the credit commensurate with the extent of their participation in the activity. 

Accreditation Council of Pharmacy Education (ACPE) 
Stanford Medicine designates this knowledge-based activity for a maximum of 0.75 hours. Credit will be provided to NABP CPE Monitor within 60 days after the activity completion. UAN: JA0000751-0000-25-007-H04-P.

For Pharmacists to Claim ACPE Credit: Pharmacists must submit to us their NABP e-Profile ID and Date of Birth for credit to be reported to CPE Monitor. If you wish to claim ACPE credit, please enter your NABP ePID# and Date of Birth in your CE Profile. Log in to Stanford's CME portal > My CE > Profile tile > Credentials > Select NABP ePID# from the drop down and enter your ID number. Please also enter your Date of Birth (month and day) in your profile under Basic Information.  The field will appear when you select your Profession as Pharmacist.

American Nurses Credentialing Center (ANCC) 
Stanford Medicine designates this Enduring Material for a maximum of 0.75 ANCC contact hours. 

American Academy of Physician Associates (AAPA) - Enduring Materials 
Stanford Medicine has been authorized by the American Academy of PAs (AAPA) to award AAPA Category 1 CME credit for activities planned in accordance with AAPA CME Criteria. This enduring activity is designated for 0.75 AAPA Category 1 CME credits. Approval is valid until 06.11.28. PAs should only claim credit commensurate with the extent of their participation. 

American Psychological Association (APA) 
Continuing Education (CE) credits for psychologists are provided through the co-sponsorship of the American Psychological Association (APA) Office of Continuing Education in Psychology (CEP). The APA CEP Office maintains responsibility for the content of the programs. 

Accessibility Statement
 Stanford University School of Medicine is committed to ensuring that its programs, services, goods and facilities are accessible to individuals with disabilities as specified under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Amendments Act of 2008.  If you have needs that require special accommodations, including dietary concerns, please contact the CME.

Cultural and Linguistic Competency
The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area for the purpose of complying with California Assembly Bill 1195. Moreover, the Stanford University School of Medicine Multicultural Health Portal contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws.  You are encouraged to visit the Multicultural Health Portal: https://laneguides.stanford.edu/multicultural-health

References

1. Centers for Disease Control and Prevention (CDC), Youth Risk Behavior Surveillance System. (2021). 1991-2019 High School

2. Youth Risk Behavior Survey Data [Data file]. Retrieved from http://nccd.cdc.gov/youthonline/

3. Goodkind, J. R., LaNoue, M. D., & Milford, J. (2010). Adaptation and implementation of cognitive behavioral intervention for trauma in schools with American Indian youth. Journal of Clinical Child & Adolescent Psychology, 39(6), 858-872.

4. Goodkind, J., LaNoue, M., Lee, C., Freeland, L., & Freund, R. (2012). Feasibility, acceptability, and initial findings from a community-based cultural mental health intervention for American Indian youth and their families. Journal of community psychology, 40(4), 381-405.

5. LaFromboise, T. D., & Fatemi, A. S. (2011). American Indian life skills: A community-based intervention for indigenous mental health. American Indian and Alaska Native children and mental health: Development, context, prevention, and treatment, 309-336.

6. Masotti, P., Dennem, J., Bañuelos, K., Seneca, C., Valerio-Leonce, G., Inong, C. T., & King, J. (2023). The Culture is Prevention Project: measuring cultural connectedness and providing evidence that culture is a social determinant of health for Native Americans. BMC Public Health, 23(1), 741.

7. U.S. Department of Health and Human Services. To Live To See the Great Day That Dawns: Preventing Suicide by American Indian and Alaska Native Youth and Young Adults. DHHS Publication SMA (10)-4480, CMHS-NSPL-0196, Printed 2010.

8. Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, 2010.

Resources

1. Webinar: Transforming Tribal Communities: Indigenous Perspectives on Suicide Prevention: https://sprc.org/online-library/transforming-tribal-communities-indigenous-perspectives-on-suicide-prevention/

2. To Live to See the Great Day That Dawns: Preventing Suicide by American Indian and Alaska Native Youth and Young Adults: https://store.samhsa.gov/product/To-Live-To-See-the-Great-Day-That-Dawns-Preventing-Suicide-by-American--Indian-and-Alaska-Native-Youth-and-Young-Adults/SMA10-4480

3. Video: Walking Softly to Heal: The Importance of Community Readiness: https://sprc.org/online-library/walking-softly-to-heal-the-importance-of-community-readiness/

4. Healthy Indian Country Initiative Promising Prevention Practices Resource Guide: https://sprc.org/online-library/healthy-indian-country-initiative-promising-prevention-practices-resource-guide/

5. Adolescent Suicide Prevention Program Manual: A Public Health Model for Native American Communities: https://sprc.org/online-library/adolescent-suicide-prevention-program-manual-a-public-health-model-for-native-american-communities/

6. Native American Youth Mental Health ECHO: https://med.stanford.edu/cme/echos/echomentalhealth.html

7. Indigenous Youth Wellbeing Listserv: https://stanforduniversity.qualtrics.com/jfe/form/SV_dmaFFZSTfmwyfeS

For Native American Youth Mental Health ECHO Project Team question, please contact
     Email: [email protected]

For CME general questions, please contact 
     Email: [email protected]

Mitigation of Relevant Financial Relationships

Stanford Medicine adheres to the Standards for Integrity and Independence in Accredited Continuing Education.

There are no relevant financial relationships with ACCME-defined ineligible companies for anyone who was in control of the content of this activity.

Speakers
Teresa Gomez, MA - Nothing to disclose
Jennifer Nanez, MSW - Nothing to disclose

Planners (see table below)