Indigenous Intelligence (Parts 1 & 2)
Presented by Joyce Frey, Ph.D.
PART 1: Friday, January 31, 2025 | PART 2: Friday, February 7, 2025
9-11:30am PT / 11am-1:30pm CT / 12-2:30pm ET
Event held online via Zoom, link to access provided upon registration.
The realities of Indigenous Peoples are often misunderstood, misdirected, and misrepresented by the mainstream cultures they are embedded within. More often than not, they are generally thought of as outcasts, miscreants, and misfits in long-held negative stereotypical representations. After centuries of cultural and physical genocide attempts made by colonizing invaders, their continued presence around the world serves as a testament to their resilience and tenacity. According to the United Nations they currently comprise 6.2% of the world’s total population, or about 476 million people representing 5,000 distinct groups, and speak the majority of the 7,000 languages spoken worldwide.
The last of the series is a two-part presentation that explores the role of human intelligence from ancient to the contemporary. It highlights several indigenous cultures from around the world, culminating with the Plains Cree Peoples of Canada.
Participants will engage in a virtual journey through time in an imaginary time machine stopping to visit with ancient Indigenous and Natural Wisdom concepts and on through the Greek, and Egyptian beliefs for starters. The “time machine” will continue to transport participants on to the early modern historical perceptions; ultimately arriving at its destination in our current time frame where theories and ideas of what and how human intelligence is constructed and perceived will be reviewed.
The final section of this virtual adventure of exploration will be completed in Part 2 that will reveal research conducted with the Plains Cree First Nations in Saskatchewan, Canada. Their culture, history, and beliefs are shared through the voices of thirteen (13) Elders as they tell their stories and build a model for their ideas on the topic of intelligence, a word that ironically has no direct translation into the Cree language.
Welcome to a journey and stories told in the manner prescribed by indigenous protocols and processes as this series of cultural revelations explores the deeply rooted world from the ancient to the contemporary of Indigenous Peoples.
Zoom link will be available on course page in “My Courses” upon event registration.
This program, when attended in its entirety in both parts, offers 5.0 CEs for Psychologists, 5.0 IL CEUS for Counselors and Social Workers, or 5.0 BBS California CEUs for LPCCs, LPSWs, and LMFTs.
The last of the series is a two-part presentation that explores the role of human intelligence from ancient to the contemporary. It highlights several indigenous cultures from around the world, culminating with the Plains Cree Peoples of Canada.
Participants will engage in a virtual journey through time in an imaginary time machine stopping to visit with ancient Indigenous and Natural Wisdom concepts and on through the Greek, and Egyptian beliefs for starters. The “time machine” will continue to transport participants on to the early modern historical perceptions; ultimately arriving at its destination in our current time frame where theories and ideas of what and how human intelligence is constructed and perceived will be reviewed.
The final section of this virtual adventure of exploration will be completed in Part 2 that will reveal research conducted with the Plains Cree First Nations in Saskatchewan, Canada. Their culture, history, and beliefs are shared through the voices of thirteen (13) Elders as they tell their stories and build a model for their ideas on the topic of intelligence, a word that ironically has no direct translation into the Cree language.
Welcome to a journey and stories told in the manner prescribed by indigenous protocols and processes as this series of cultural revelations explores the deeply rooted world from the ancient to the contemporary of Indigenous Peoples.
After attending this introductory-level program, participants will be able to:
- Discuss the historical concepts of intelligence.
- Identify the commonalities and differences found in current models of intelligence.
- Identify current theories and paradigms of intelligence and identify each of the main tenets found in each.
- Explain indigenous cultural beliefs surrounding intelligence and be able to identify common threads as well as unique aspects of each.
- Identify the specific Plains Cree ideas and worldviews surrounding the concept of intelligence and how it relates to their rights of self-determination.
- Define the 10 aspects of Indigenous Intelligence as per the Plains Cree definitions.
- Define the specific requirements of being acknowledged and honored as an “Elder” according to Indigenous standards of their community.
This program meets APA’s continuing education STANDARD 1.3: Program content focuses on topics related to psychological practice, education, or research other than application of psychological assessment and/or intervention methods that are supported by contemporary scholarship grounded in established research procedures.
This program meets APA’s continuing education GOAL 3: Program will allow psychologists to maintain, develop, and increase competencies in order to improve services to the public and enhance contributions to the profession.
Program pricing includes access to both Parts 1 and 2.
General Admission: $60
Chicago School Faculty, Staff, Alumni, and Site Supervisors*: $40
Students: $30*
(*Please email [email protected] for coupon code)
Refund Policy: 100% of tuition is refundable up to 48 hours before the program. Within 48 hours of the program, and at any point in Homestudy format, tuition is nonrefundable.
Joyce Frey, Ph.D.
Dr. Joyce Frey is a 2016 graduate of The Chicago School of Professional Psychology and holds her Ph.D. in International Psychology in the Systems and Organizations track. She describes her degree as, “The study and application of psychological principles and how they influence and shape the world we live in with a primary focus on – inclusion of – and respect for – the unique diversities found in all cultures.” She views her work as an exploration into cultural relevancies, taking a step past the scope of traditional psychology and reaching beyond the hegemony of Western paradigms. Her primary interest is concentrated on the cultures of Indigenous Peoples.
Her dissertation came to life on the Canadian plains of Saskatchewan, with the Plains Cree bands who honored her with their voices and stories of First Nations People after over a decade of communication, study, and cultural immersion.
Dr. Frey, not of Indigenous ancestry herself, has spent over a decade learning from Indigenous mentors and teachers, particularly Wes Fineday, highly respected Elder, Scholar, and Knowledge Keeper in the Cree Sweetgrass Band. She was also fortunate to be acquainted with the people’s warrior, Russell Means of the American Indian Movement (AIM) of the 1970’s and 80’s.
One of the things conveyed to Dr. Frey by Fineday is that there is a “voice at the table for all.” He mentored Dr. Frey and assisted in giving her access to the Cree people for her research because of his belief that “the doors needed to be opened in both directions.” This is echoed in the work of Dr. Margaret Kovach, the Indigenous scholar of Nêhiyaw and Saulteaux ancestry and an enrolled member of Pasqua First Nation: “Indigenous people must suspend distrust and non-Indigenous people must suspend disbelief” (Kovach, 2009). It is from this place and blessing that Dr. Frey, as a non-Indigenous person, comes to her work.
Through the personal teachings from these Elders, Dr. Frey has become an ally and advocate for the people she has been so privileged to learn from.
Dr. Frey introduces her scholarly work according to Indigenous Protocols as she was taught to do by her Cree mentors. She is honored to have been given a Cree Spirit Name in a special ceremony that speaks to her history with Indigenous people and her special bond with Appaloosa horses of the Nez Perce Tribe of the Pacific Northwest: Tcha Tchak Astim Iskwew (Spotted Horse Woman).
Retired from 21 years of teaching college psychology and communication courses, she currently devotes her time and energy with a grassroots approach to research, writing, consulting, and speaking engagements. She remains a steadfast supporter of Indigenous Peoples around the globe, and for the health and well-being of all entities who share this precious planet we call home. “Everything is more than the sum of its parts, and the more diverse they are the more they bring to the table and the stronger the foundation becomes.”
Anaya, J. (2014). Report of the Special Rapporteur on the rights of indigenous peoples. Retrieved from http://www.ohchr.org/Documents/Issues/IPeoples/SR/A.HRC.27.52.Add.2-MissionCanada_AUV.pdf
Bellegarde E. (2015). Address to the Special Chiefs Assembly. National Chief Perry Bellegarde. Retrieved from https://www.documentcloud.org/documents/2543565-Bellegarde-speech-to-SCA-Dec-8-2015.html
Cocodia, E.A. (2014). Cultural perceptions of human intelligence. Journal of Intelligence. 2,180-196; doi: 10.3390/jintelligence 2040180
Frey, J. (2016). Exploring Intelligence from a Plains Cree Perspective: A Qualitative Study (Unpublished doctoral dissertation). The Chicago School of Professional Psychology, Chicago, IL., U.S.A.
Sisk, D. A. (2015). Spiritual intelligence: Developing higher consciousness revisited. Gifted Education International.1-15. Retrieved from http://gei.sagepub.com Vulnerable groups: Indigenous Peoples. (n.d.). un.org. https://www.un.org/en/fight-racism/vulnerable-groups/indigenous-peoples
Walter, M., & Anderson, C. (2016). Indigenous statistics. (2nd Ed.). Routledge.
Wanuskewin Heritage Park. (n.d.) Our Story. Retrieved from http://www.wanuskewin.com/about-us/our-story/
Target Audience: Mental health professionals and students interested in indigenous cultural explorations.
Psychologists. This program, when attended in its entirety, is available for 5.0 continuing education credits. The Chicago School of Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Chicago School of Professional Psychology maintains responsibility for this program and its content. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods.
Counselors/Clinical Counselors. This program, when attended in its entirety, is available for 5.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for counselors and clinical counselors. License Number: 197.000159
Social Workers. This program, when attended in its entirety, is available for 5.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for social workers. License Number: 159.001036
MFTs, LPCCs, and LCSWs. Course meets the qualifications for 5.0 hours of continuing education credit for MFTs, LPCCs, and/or LCSWs as required by the California Board of Behavioral Sciences. If you are licensed outside of California please check with your local licensing agency to to determine if they will accept these CEUs. The Chicago School of Professional Psychology is approved by the California Board of Behavioral Sciences (BBS) to offer continuing education programming for MFTs, LPCCs, LEPs, and/or LCSWs. The Chicago School of Professional Psychology is an accredited or approved postsecondary institution that meets the requirements set forth in Sections 4980.54(f)(1), 4989.34, 4996.22(d)(1), or 4999.76(d) of the Code.
Non-Psychologists. Most licensing boards accept Continuing Education Credits sponsored by the American Psychological Association but non-psychologists are recommended to consult with their specific state-licensing board to ensure that APA-sponsored CE is acceptable.
*Participants must attend 100% of the program in order to obtain a Certificate of Attendance.
If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to [email protected]. There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.