Browsing by Author "Wenger-Nabigon, Annie"

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    The Cree Medicine Wheel as an Organizing Paradigm of Theories of Human Development
    (2010-11) Wenger-Nabigon, Annie
    This paper explores the Cree Medicine Wheel as an organizing construct for examining some contemporary theories of human development. Various aspects of Medicine Wheel concepts are discussed along with aspects of knowledge about human development from the mainstream paradigm (Eurocentric) that is dominant in the academy. Perspectives on indigenous wisdom and ways of knowing are presented from an ecological position linking human development concerns to a wholistic view of human development through the Cree Medicine Wheel. The article highlights aspects of the teachings which deepen understandings of parallels in human development theories. Medicine Wheel teachings support development that maintains positive adaptation to a natural world, and can provide a description of contemporary human developmental theory from the perspective of traditional Aboriginal knowledge. Theories about different stages of human development and knowledge about assets that facilitate positive development at each stage are presented, illuminating current concerns in human development theoretical perspectives.
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    "Wise Practices": Integrating traditional teachins with mainstream treatment approaches
    (2012-12-03) Nabigon, Herbert; Wenger-Nabigon, Annie
    This article addresses the integration of traditional wisdom with “mainstream” (medical model) approaches to healing in First Nations communities, and with Aboriginal peoples in offreserve settings. The “wise practices” concept that emerged from the Canadian Aboriginal Aids Network (Thomas, 2007 as cited in Wesley-Esquimaux & Snowball, 2010, pp. 390-391) is a “best practices” model for integration of approaches. A wise practices approach facilitates good clinical judgement in complex cases (O’Sullivan, 2005). The Seven Grandfather Teachings and the Cree Medicine Wheel are presented in brief, not as the main focus, but as examples of traditional teachings which can be integrated into some contemporary mainstream theoretical approaches. Cognitive Behaviour Theory and General Systems Theory are used as examples.