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Alive for the Wake
No full textIn the year 2046, bacteria strain B. bibitor has rendered all petroleum hydrocarbon compounds unrefinable. Paramedic Amanda Bailey finds hope in the resilience of humanity but struggles when she learns the powers that be would rather concentrate their efforts on fighting B. bibitor—restoring infected hydrocarbons to their previously refinable (and profitable) nature—rather than investing in already-developed clean firm energies and renewable material manufacture
INCREASING NATURE CONNECTION AND DECREASING CLIMATE CHANGE DISTRESS IN AN INDIGENOUS POPULATION: THE DEVELOPMENT OF A TRADITIONAL ECOLOGICAL KNOWLEDGE INTERVENTION FRAMEWORK
No full textResearch suggests that nature connection is positively correlated with pro-environmental behaviors, concern for the climate, general wellbeing, and subjective levels of climate change distress. Few research studies have examined how to increase nature connectedness without increasing psychological distress. Such research is especially important for those who are disproportionately affected by climate change such as Indigenous Peoples. To address this discrepancy, we developed a culturally-grounded psychological intervention framework based in traditional ecological knowledge (TEK) for Indigenous populations and offered an adapted example for a Navajo population. The intervention was created in collaboration with TEK experts to conceptualize key psychologically-relevant TEK principles, and a Navajo knowledge holder who provided suggestions of cultural practices that support the benefits of those principles. Rooted in Indigenous knowledge and perspectives, the developed intervention is intended to address climate change distress in a culturally-relevant manner and community-specific context
A PILOT TRAINING PROGRAM FOR THE CULTURAL FORMULATION INTERVIEW IN SCHOOL-BASED ASSESSMENT
No full textSchool psychologists are responsible for promoting and maintaining an equitable, inclusive environment for all students to learn. For those who work in school settings, assessment of a student’s academic, mental health, and behavioral difficulties are often a significant component of school psychological practices. However, for various reasons, the assessment process can be flawed, and can unintentionally perpetuate systems of oppression in school-settings; this is especially true when working with children from culturally and linguistically diverse (CLD) backgrounds. Within culturally responsive assessment, conducting interviews is necessary for connecting with and effectively supporting the student and family. The Cultural Formulation Interview (CFI) is known to be a useful tool for this process in clinical settings. However, there is minimal research on the training and use of the CFI in school psychology practice. The aim of this study was to conduct a pilot CFI training for school psychologists and examine their perspectives of this CFI training’s content and process. In this qualitative study, data were collected by interviewing 11 participating school psychologists, and transcripts were analyzed using thematic content analyses. The results presented five major themes: 1) there are multiple gaps between cultural knowledge, awareness, and skills, which are foundational for conducting culturally responsive assessments, 2) considerations for the application and relevance of the CFI in school-based practices, 3) the CFI was perceived as a valuable tool for enhancing the overall psychoeducational evaluation process, 4) participants sought an engaging and supportive CFI training program, 5) further professional development and ongoing coaching is needed to support the effective implementation of the CFI. These findings directly inform researchers of adaptations needed for future trainings on culturally responsive assessment and use of the CFI in school-based practice
GROO V. MONTANA ELEVENTH JUDICIAL DISTRICT COURT: MONTANA’S LONG-ARM OVERREACHES INTO CYBERSPACE
No full textSelf-Determination in the Implementation of Treaty Reserved Rights
No full textAfter fifty years of implementing tribal treaty reserved rights, this article will examine how tribal courts are determining cases involving treaty reserved rights and resources and to the extent tribal courts are recognizing and utilizing tribal customary law. This analysis will include a summary of tribal treaty harvest management systems and the how in the recognition of treaty reserved rights, federal courts have often limited tribes in their ability to fully implement and utilize tribal customary law. In response, I argue that as tribes enter the next fifty years of treaty rights implementation that the presumption of primary management should shift to the tribes away from states thereby allowing tribes with the ability to fully implement their duties and responsibilities associated with their treaty reserved obligations pursuant to tribal customary law
Montana Resident Report: Participation in Outfitted and Guided Outdoor Recreation and Sports Tourism Within Montana
No full textWhile nonresidents play a significant role in outdoor recreation and travel across the state, the contribution of residents is not to be underestimated. This report sheds light on two important topics from the Montana resident perspective: 1) their participation in outfitted or guided outdoor recreation activities in Montana, and 2) their participation in travel for sport across Montana
MSW Portfolio
No full textThe Master of Social Work (MSW) Portfolio is a sample of the essays, presentations, projects, and experiences completed as part of my online MSW curriculum at the University of Montana (UM) School of Social Work (SSW) from 2022-2025. Throughout this narrative, I’ll describe the skills, values, theories, and frameworks I’ve learned during my three years working toward my master\u27s degree in social work. Each of the appendices will demonstrate an understanding of the nine Council on Social Work Education, or CSWE, competencies (Texas College, n.d.) that all social workers are expected to meet, along with a tenth competency added by UM that prioritizes leadership skills. Additionally, the Five Elements of Advanced Integrated Practice, which serve as universal skills needed across all levels of social work, will be explored (Finn & Molloy, 2021).
Some of the pieces in the portfolio will be under my preferred name, “Lennon,” while others will use my legal name, “Jennifer.” Over the last three years, I’ve completed two practicums across three organizational locations working at the macro, mezzo, and micro levels; twenty-five courses; several hundred assignments and discussion posts; four changes in paid positions; and a move across three states from rural Montana to the Greater Seattle Area to reach this point in my social work career. I am grateful for the growth provided by each experience.https://scholarworks.umt.edu/grad_portfolios/1502/thumbnail.jp