Volume 4, December 2003: Aboriginal Children & Youth, Issues & Challenges

Permanent URI for this collectionhttps://laurentian.scholaris.ca/handle/10219/429

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    "A generative curriculum model of Child and Youth Care Training through First Nations - University partnerships"
    (School of Native Human Services, 2003-12) Ball, Jessica
    This article describes an initiative involving over 50 First Nations communities in Canada to strengthen their capacities to meet the developmental needs of children and families. Working through their respective tribal or band councils, these communities initiated partnerships with the School of Child and Youth Care at the University of Victoria in order to co-deliver university-accredited, career-laddered, community-based training that has enabled them to introduce and operate new programs for children and families.
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    "Native and mainstream parenting: A comparative study"
    (School of Native Human Services, 2003-12) van de Sande, Adje; Menzies, Peter
    It has long been known that Native parenting practices are different than those of mainstream parents. A review of the literature on parenting practices shows that substantial differences existed particularly in looking at Native parenting practices before contact (van de Sande, 1995). Traditional Native parents taught by example and use teasing and ignoring to discipline children as opposed to hitting or scolding (Trigger, 1985). Traditional European parents viewed children as the property of the father and the sole responsibility of the parents (Martens, 1988) while Native parents believed that children were gifts from the Creator (The Northwest Indian Child Welfare Institute, 1986). Raising children was a community responsibility as opposed to the individual families responsibility (The Northwest Indian Child Welfare Institute, 1986).
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    "Whispered gently through time: First Nations qualilty child care"
    (School of Native Human Services, 2003-12) Greenwood, Margo; Shawana, Perry
    We must look to our past for the lessons our grandmothers and grandfathers have taught, and to the future for our children. Customs and traditions that manifest the unique beliefs and values of Aboriginal peoples are passed on from generation to generation-through child-rearing practices. Children are the heart of the family and community. Child-rearing is a sacred and valued responsibility.
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    "Aboriginal Youth Vision Committee"
    (School of Native Human Services, 2003-12) Native Child and Family, Centre; Sudbury Metis Youth, Centre; Shkagamik-Kwe Health, Centre; Wahnapitae First, Nation; Lemieux, Debbie
    The Aboriginal Youth Vision Committee began in August 2000. Three agencies and one First Nation came together to plan a traditional camping experience for the youth of these agencies/organizations. The three agencies were Sudbury Metis Youth Centre, Native Child and Family Centre, Shkagamik-Kwe Health Centre and the First Nation was Wahnapitae First Nations.
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    "Aboriginal Children and Youth, Issues and Challenges"
    (School of Native Human Services, 2003-12) School of Native Human Services
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    "Integration of Program and services for First Nations Communities: Thoughts for Consideration?"
    (School of Native Human Services, 2003-12) Greenwood, Margo
    Integration of programs and services for Aboriginal people (status and non-status Indian, Metis and Inuit peoples) is often regarded as a way for the government to reduce it's funding and in many cases abdicate its fiduciary obligations. While there is a great need for the effective delivery of early childhood services in Aboriginal communities, safeguarding against processes that promote the assimilation of Aboriginal peoples is even more critical.
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    "Residential schools and Aboriginal parenting: Voice of parents"
    (School of Native Human Services, 2003-12) Lafrance, Jean; Collins, Don
    One of the authors participated in a series of talking circles in a First Nation community in northern Canada in which Aboriginal adults explored their experiences with the child welfare system. As the participants shared their concerns about this system, the theme shifted over time to the effect that residential schools had on their parenting. We have taken this opportunity to share the written word of their voices.
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    "A formative evaluation of the Customary Care Program: Native Child and Family Services of Toronto"
    (School of Native Human Services, 2003-12) Menzies, Peter; van de Sande, Adje
    Across Canada, the percentage of First Nations children in care of child welfare authorities is estimated to be six times that of the general population (Royal Commission on Aboriginal Peoples, Volume 3: Gathering Strength, 1996). Research into the impact of removing children from their homes due to child welfare issues has contributed to our understanding of the significant negative consequences on both the child and family (Bowlby, 1982; Johnson, 1983; Olsen, 1982). Further studies into the impact of government policies on Native people have clearly demonstrated that Native children face additional trauma; not only is the child removed from their home, they are removed from their community and culture (Andres, 1981; Bagley, 1985; Hudson, 1981; Johnston, 1983; Richard, 1989).