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The “Assets Assessment” report identifies resources that are available to systems-involved Native Hawaiian kamaliʻi who have a history of involvement in the foster care or the juvenile justice systems, or who are experiencing houselessness.  

The reportʻs findings and research align with the Trust’s 2045 Vision statement and honor Queen Lili’uokalani’s legacy by focusing on the holistic well-being of youth in Hawaiʻi.

Over seven months, researchers worked with a total of eight kīpuka to create this report. They focused on three goals: 

1)        To continue the Trust’s work in identifying developmental assets for the benefit of systems-involved kamali’i

2)        To survey the availability and accessibility of assets

3)        To help connect the youth to assets, including those that already exist, or are in need of improvements and changes

Researchers also identified existing assets vs. those that will be necessary to guide strategic priorities and programs.

The team also developed processes to improve existing assets and identify resources to better serve kīpuka. They include: applying the Kūkulu Kumuhana model; taking inventory of assets in the kīpuka; using the Gaps & Opportunities Assessment

This report was a partnership with the Trust, and Native Hawaiian community-based consultants Ward Research and Solutions Pacific.

See report.

This report is a collaboration between Liliʻuokalani Trust (LT) and the Myron B. Thompson School of Social Work. Native Hawaiians are a resilient nation with a rich history and culture with specific health and wellbeing needs and disparities, particularly for youth. This study presents a review of published literature focusing on culturally focused interventions for Native Hawaiian youth to better understand key components, service gaps, and concerns that may improve future health interventions tailored to Native Hawaiian youth that protect and promote positive health outcomes, a sense of agency, and self-determination. The purpose of this article is to (a) present a review of the literature focusing on culturally focused interventions as it relates to health and wellbeing of Native Hawaiian youth and (b) identify limitations and gaps to promote future research.

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This report is a collaboration between Liliʻuokalani Trust (LT) and the Myron B. Thompson School of Social Work. The moʻolelo or story of this report is about changing the story of the past, the present, and the future - starting with the story of the present [Perpetual Pa‘ahao], moving toward the story for the future [guiding youth to success], then returning to the story from the past [knowig our strengths], and ending with the story to be told [thoughts for future action and opportunities]. Contributing to this report were the voices of community members as told through LT's Systems Map, data from GIS mapping, and a comprehensive review of the literature on youth interventions.

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This report provides an overview of the Liliʻuokalani Trust’s Youth Services Center (YSC) project origins and the processes employed for preliminary planning. It covers planning work conducted between March 2019 through June 2019. It is important to note there were dual concurrent planning processes: one focused on the design of services and one focused on the design of physical environment. This report is concerned with the design of services. 

Liliʻuokalani Trust’s vision is of thriving Hawaiian children (e nā kamalei lupalupa). The organization is intentionally building pathways to facilitate thriving by addressing root causes of inter-generational poverty across the ecosystem (e.g., micro, mezzo, and macro levels). Expanding reach and impact requires innovative services and programs. This requires strategies that are both expansionary and customized to the specific needs of vulnerable target populations. 

Data reveal that Native Hawaiian youth and young adults are disproportionately represented within Hawaiʻi’s child welfare and juvenile justice systems. Research has found these youth are highly vulnerable and benefit from long-term, stable housing with supportive services to prepare them for the workforce and adulthood. Furthermore, youth transitioning out of foster care or the juvenile justice system benefit from occasional drop-in services, educational and workforce programs, and interaction with caring, supportive adults. 

A systematic review of literature, data, and environmental scan provided understanding of the problems facing this population. Using human-centered design, Liliʻuokalani Trust’s Youth Services Center is taking a collective community approach to visioning, developing, implementing, and evaluating future programs to best meet the special needs of Native Hawaiian youth and young adults with a history of child welfare services or juvenile justice system involvement. The goal is for the Youth Services Center to begin programming by the end of 2020.

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Our first report, the proceedings of the 2017 Kūkulu Kumuhana: Creating Radical and New Knowledge to Improve Native Hawaiian Wellbeing, was co-sponsored by Kamehameha Schools, the Office of Hawaiian Affairs, the Consuelo Foundation, Culturally Responsive Evaluation and Assessment Hawaiʻi, the Department of Native Hawaiian Health-John A. Burns School of Medicine, and the Kualoa-Heʻeia Ecumenical Youth (KEY) Project.

Learn more about Kūkulu Kumuhana

The Culturally Responsive Evaluation and Assessment-Hawaiʻi (CREA-HI) hui began meeting in 2014 as a group of evaluation professionals and other community practitioners seeking to uplift indigenous paradigms in evaluation.

The Aloha Framework is humbly and respectfully offered to evaluators, those who commission evaluation services, and those who participate in or are otherwise stakeholders in evaluations conducted in Native Hawaiian contexts. It is our hope that evaluators will use this document to reflect on their practice and be inspired to share their successes and challenges, that evalua­tion funders will use this document to guide the solicitation and selection of evaluators, and that the communities and organiza­tions who are impacted by and who are (ideally) participants in evaluations will use this document to ensure their voices are fully and fairly represented. (Note, communities is used in this docu­ment as comprising regions or locales or social or affinity groups.)

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