FASD MENTORING PROJECT

Northern Family Health Society

FASD Resource Toolkit Second Edition

Written By: Tricia Wright and Caitlin Mischki Prince George, BC

April 2009

Funded By:

The FASD Resource Toolkit 2nd ed. is a revision of the 2007 FASD Resource Toolkit. It is a collection of information and resources designed to assist those who have an interest in preventing FASD and supporting families who are living with FASD. The resources mentioned within this toolkit were all recommended by individuals from the FASD Mentoring Project Network and other likeminded professionals who have experience in the field of FASD and who wish to share their knowledge. Please forward any questions/concerns/comments about the FASD Resource Toolkit 2nd ed. to: Northern Family Health Society 2666 Queensway Street Prince George. BC V2L 1N2 250-561-2689 [email protected] Production of the FASD Resource Toolkit 2nd ed. has been made possible through a financial contribution from the Community Action Program for Children, Public Health Agency of Canada. The views expressed herein do not necessarily represent the views of the Public Health Agency of Canada.

Index Acknowledgements Northern Family Health Society: The Host Agency Projects: CAPC/CPNP/AHS CAPC/FADER Coalition FASD Mentoring Project History: Phase I, II, III, IV Provincial Advisory Committee A Note about Language Glossary of Terms Introduction How to use this Toolkit Legend for Icons Fetal Alcohol Spectrum Disorder Prevention and Awareness Toolbox of Resources (Target Audience): Children Youth Preconception Pregnancy Hands-on Tools (any audience) Service Providers Support Toolbox of Resources (Target Audience): Children Parents/Caregivers with FASD Parents/Caregivers who have children with FASD Service Providers Teachers Building Community Capacity Toolbox of Resources (Target Audience): Public Awareness Public Awareness – Experiential Activities Health System Justice System Training Opportunities Shining Examples – Promising Practices Courtenay/Comox Valley AHS: Friday’s Child Burns Lake College of New Caledonia Healthier Babies – Brighter Futures (CPNP) Kids Edge (CAPC) and ‘The Real Room’ References Appendix 1: Website List Appendix 2: FASD Mentors’ Contact Information Appendix 3: CAPC/CPNP/AHS Projects in British Columbia Contacts Appendix 4: Complex Developmental Behavioural Conditions Network

FASD Resource Toolkit

1 2 3 5 6 8 10 11 13 15 16 17 22 26 28 34 40 48 50 58 61 70 74 86 90 93 94 103 105 107 110 114 114 115 115 115 120 125 136 137 138

Index

Overview

1

Acknowledgements This toolkit would not have been possible without the dedication and commitment of the following individuals: All NFHS Staff: Stephanie Curtis – thank you for your advice and guidance along the way. Healthiest Babies Possible staff – thank you to Frances Quick, Sandra Sasaki, and Ashley Doherty for your patience and support through this process. Your humour and understanding have been so helpful. Marie DeBow, Elle Ambrosi, Karla Carr, Samantha Wurtak (“The upstairs staff”) – thank you for listening, giving advice, lending resources and laughing with us every day. Marnie Lamoreux – thank you for taking the time to help with the Toolkit. Your editing and ideas really helped us pull it all together.

FASD Mentoring Project Advisory Committee: thank you for your vision and focus. The knowledge in this group is amazing. Robin Hendriksen Joni Conlon Corrine Swenson Judi Calhoun Teresia Louden Shelley Wintrup Susanne Miskelly Mentors – thank you for sharing your resources, experience, contact information, time, and ideas. It is your input that makes this Toolkit unique, without it, the Toolkit would not have been possible. Our partners (Scott and Glen) - thank you for helping us stay focused on our goal and for always believing in us.

FASD Resource Toolkit

Acknowledgments

2

Northern Family Health Society The Host Agency

The Northern Family Health Society is a nonprofit society incorporated in Prince George, BC in 1989. The purposes of the Northern Family Health Society are: o

o

o

o o

To educate the community in family health issues that promote healthier pregnancies, children, families and communities. To provide educational opportunities that will enhance individual, family, and community health. To participate in and provide leadership for community planning to coordinate health and social services and create a supportive environment. To promote equitable access and participation in activities. To incorporate processes of evaluation in activities to determine effectiveness.

coordination of the CAPC/FADER coalition, the Northern Employment Solutions program (funded by Human Resources and Social Development Canada) and the Complex Developmental Behavioural Conditions (CDBC) program (funded by Ministry for Children and Family Development and Northern Health). In addition, parents and professionals in Prince George and the surrounding community, access our FASD Resource centre for books, videos, pamphlets and recent research in the field of FASD. The Northern Family Health Society greatly appreciated the opportunity to take the lead in this project and looks forward to the continued success of this network of individuals striving to collectively increase capacity in the prevention and intervention of FASD.

Objectives:

Mission Statement:

The Society pursues its mission in the context of family and community by:

To provide individuals, families and communities with:

o o o o

Advocating for social improvement and a healthy community, Providing alternate services which maintain a client focus, Developing services that consider the multiple facets of family wellness, Encouraging community wellness through partnerships within the community and with other health and social service agencies.

o

Information to promote healthy lifestyle choices

o

Support, education and increased awareness for a positive future

o

A caring, safe and respectful place that encourages personal growth

o

A Fun Place to Grow!

Current programs at NFHS include: Healthiest Babies Possible(funded by Northern Health, Gaming, CAPC and CPNP); Regional

FASD Resource Toolkit

NFHS

3

Projects: CAPC/CPNP/AHS “Public Health Agency of Canada's Community Based Programs, Community Action Program for Children (CAPC), Canada Prenatal Nutrition Program (CPNP), and Aboriginal Head Start (AHS) hold great potential in reducing the harms associated with substance use during pregnancy because of their concern for the overall health of pregnant women, families and young children. Whether an individual child will have FAS or related effects appears to depend on a number of factors in addition to alcohol exposure, including prenatal health, nutrition, and other drug use, lifestyle and socioeconomic factors. Therefore, substance use and pregnancy issues are best addressed in the context of the overall health of a family and a comprehensive, integrated response by communities, as represented by the CAPC, CPNP and AHS projects.” – Canadian Centre on Substance Abuse, 2001

The Public Health Agency of Canada funds the three programs which contributed to this toolkit: Community Action Program for Children (CAPC), Canadian Prenatal Nutrition Program (CPNP), and Aboriginal Head Start (AHS). There are almost a thousand CAPC, CPNP and AHS projects across Canada representing a significant effort to support pregnant women, young children, and their families. Although each program has slightly different activities and objectives, they each share one main goal: to support families in need. Below are brief summaries of the three programs.

The Community Action Program for Children (CAPC) is a community based program which addresses the health and development of children (0-6 years) and their families who are living in conditions of risk. Three main program areas include Quality Children’s Programming, Family Support Education and Resources, and Building Community Capacity. Examples of CAPC programming include family resources centres, parenting classes, parent/child groups, home visiting and street FASD Resource Toolkit

level programs for substance abusing mothers. CAPC targets children living in low income families; children living in teenage-parent families; children experiencing developmental delays, social, emotional or behavioral problems; and abused and neglected children. Special consideration is given to Métis, Inuit and First Nations children, and the children of recent immigrants and refugees, children in lone-parent families and children who live in remote and isolated communities. There are 464 CAPC projects across Canada.

Through a community development approach, the Canadian Prenatal Nutrition Program (CPNP) aims to reduce the incidence of unhealthy birth weights, improve the health of both infants and mothers, and to encourage breastfeeding. CPNP enhances access to services and strengthens intersectional collaboration to support the needs of at-risk pregnant women. As a comprehensive program, the services provided include food

Projects

4 and/or food vouchers, nutritional counseling, support, education, referral and counseling on health and lifestyle issues. It is developed and delivered in partnership with the provinces and territories through joint management agreements and with First Nations and Inuit communities. There are currently 350 CPNP projects funded by Population and Public Health Branch serving over 2,000 communities across Canada. In addition, over 550 CPNP projects are funded by First Nations and Inuit Health Branch in Inuit and on-reserve First Nation communities Aboriginal Head Start (AHS)

Aboriginal Head Start (AHS) in Urban and Northern Communities is an early childhood development program for First Nations, Inuit and Métis children and their families. The primary goal of the initiative is to demonstrate that locally controlled and designed early intervention strategies can provide Aboriginal children with a positive sense of themselves, a

FASD Resource Toolkit

desire for learning, and opportunities to develop fully as successful young people. AHS projects typically provide half-day preschool experiences that prepare young Aboriginal children for their school years by meeting their spiritual, emotional, intellectual and physical needs. All projects provide programming in six core areas: education and school readiness; Aboriginal culture and language; parental involvement; health promotion; nutrition; and social support. Projects are locally designed and controlled, and administered by non-profit Aboriginal organizations. AHS directly involves parents and the community in the management and operation of projects. Parents are supported in their role as the child's first and most influential teacher, and the wisdom of elders is valued. There are currently 126 AHS sites across Canada in nine provinces and three territories.

Projects

5

CAPC/FADER Coalition “Working together step-by-step to prevent fetal alcohol spectrum disorder and drug related effects by strengthening the health of our children, families and communities.” In 1994, the NFHS partnered with eight other communities in the north, submitting an FAS Prevention Plan to Health Canada. The proposal was accepted and the BC North Region CAPC Coalition was born – becoming the CAPC/FADER (Fetal Alcohol and Drug Effects Resource) Coalition.

2009 marks the 14th year for the CAPC/FADER Coalition. The support and mentoring this coalition provides for one other and the shared expertise in the prevention and intervention of FASD in our region has been the inspiration and driving force behind this FASD Mentoring Project.

The Coalition was formally established in 1995 out of the recognition that, “an inordinate number of risk factors and a very high incidence of birth defects associated with alcohol and drug use or abuse” existed in the region (BC Northern Regional Community Connection Project (BCNRCCP), 1995). The intent of the Coalition was “to reduce the incidence in the area to be served, of alcohol and drug-related birth defects, to raise awareness of the existence of the problem; the challenges facing those affected by (FASD); and the need for special attention to this target group from existing services.” The mission statement read: “To promote prevention, education, intervention and outreach services for families in the BC Northern Region affected by drug or alcoholrelated birth defects.” (BCNRCCP, 1995).

The six CAPC sites in the FADER Coalition are: Fort St. James Burns Lake Fraser Lake Vanderhoof Prince George Quesnel

From the beginning the Northern Family Health Society was a site within the CAPC/FADER coalition. In 2000, NFHS became the host agency for this project and took on the role of Regional Coordination.

FASD Resource Toolkit

CAPC/FADER

6

FASD Mentoring Project History Phase I In December, 2005, Christine Liu, Program Consultant with PHAC, contacted NFHS advising that FASD Strategic Funds were available for a short-term project, ending March 31, 2006. Given the background and expertise of the CAPC/FADER Coalition in the field of FASD, Christine proposed that they consider taking the lead in a FASD Mentoring Project, for CAPC/CPNP/AHS projects in British Columbia. NFHS gladly agreed to host this project and proceeded with the following activities:

o Identify and train a network of FASD champions to mentor other staff in CAPC/CPNP/AHS projects in BC. o Build supports and increase capacity around FASD prevention and intervention. o Establish a network of FASD resources o Coordinate and host a meeting/training with FASD mentors/champions o Increase capacity of awareness and understanding of individuals and families living with FASD

Phase II In November, 2006 Christine Liu, proposed the idea of continuing the FASD Mentoring Project. Again, NFHS gladly agreed to host the second phase of this project and proceeded with the following activities: o Based on the recommendations from Phase I, we decided to build a ‘Best practices Manual’ and/or ‘FASD Toolkit’ o This project maintained its provincial focus and grass-roots nature o There was a formal Advisory Committee (composed from the mentors who were trained in Phase I) guided the design and development of the FASD Tool Kit.

FASD Resource Toolkit

o Two consultants were retained to provide support and expertise in research and resource development. o Extensive interview process was carried out with all mentors (current and some new) to gather information and develop resource base for ToolKit. o Project team met on weekly basis to support this short-term initiative and meet all of our objectives. o The Toolkit was built!

FASD Mentoring Project

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Phase III To expand on the success of the FASD Resource Toolkit, PHAC decided to fund Phase III of the FASD Mentoring Project. Phase III began in September 2008. Coordinated by NFHS, the project focus was to further increase the capacity of CAPC/CPNP/AHS staff in FASD. This took place through a regional training session and the following activities: o Hands-on tools and other resources from the FASD Resource Toolkit were purchased.

o FASD Mentors demonstrated the resources which they either created or used in their communities. o

‘Toolboxes’ of resources were given to the attending FASD Mentors.

o Other professionals were invited to present on various topics related to FASD.

Phase IV Phase IV of the FASD Mentoring Project began in October 2008. This phase was to build on the activities of the previous phases as well as evaluate the three years of the project. The following activities were initiated: o An invitation was extended to potential new members to the Mentoring Network o NFHS held an ‘Advanced FASD Training’ with Diane Malbin

o New practices and resources in the field of FASD were researched to further expand the Toolkit. o The FASD Mentoring Project was evaluated. o FASD Mentors were sent to the International FASD Conference. o The 2nd Edition of the Toolkit was built!

o The FASD Resource Toolkit was evaluated o New resource information was solicited

FASD Resource Toolkit

FASD Mentoring Project

8

Provincial Advisory Committee

Tricia Wright CAPC Program Coordinator/Toolkit Author Northern Family Health Society Prince George, BC

Caitlin Mischki Toolkit Co-Author Northern Family Health Society Prince George, BC

Robin Hendriksen Nechako Valley Community Services Society CAPC Fraser Lake, BC

Shelley Wintrup CAPC Vernon, BC

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Provincial Advisory Committee

9

Judi Calhoun CPNP Hazelton

Corrine Swenson CAPC/CPNP Burns Lake

Teresia Louden AHS Courtenay/Comox

Susanne Miskelly CPNP Terrace, BC

Joni Conlon CPNP/CAPC Burns Lake, BC

FASD Resource Toolkit

Provincial Advisory Committee

10

A Note about Language “If nothing ever changed, there'd be no butterflies” - Author Unknown Deeply rooted in culture, language is a dynamic medium which is constantly changing. As language changes, words or phrases which were appropriate in the past may become viewed as unacceptable. Because of these rapid changes in communication, it is important to keep ourselves up to date with what is appropriate. Such is the case when we talk about FASD; we are referring to people and thus, it is so important to remain sensitive to the changes in language. Diagnostic terms are updated, attitudes about alcohol consumption change, and even subtle phrases which we use to refer to individuals who have been prenatally exposed to alcohol are reworked. For example, the terms Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) and Possible Fetal Alcohol Effects (PFAS) were changed to Fetal Alcohol Spectrum Disorder

(FASD) in 2002/2003 because these former terms suggested that those with pFAS or FAE were less disabled than those with FAS, which is not the case. (Health Canada, 2003; CNC FASD 260, 2005). The current term, FASD, does not suggest severity of the disability, it only refers to the spectrum of effects which are the result of prenatal alcohol exposure. Another example is the recent shift of using the term ‘support’ instead of ‘intervention’. ‘Intervention’ suggests we are doing to people instead of working with them. Many of the changes in FASD language are the result of the effort to reduce the stigmas associated with FASD and to be more sensitive to those who have been touched by the disorder. Specifically, words which are used to discuss FASD have changed to reduce the shame and blame felt by women and their children. Evidently then, keeping our language current is in the best interests of the families we support. Below is a list of examples of some of the changes in language in the field of FASD.

Old Language

Current Language

‘A person affected by FASD’

‘A person living with FASD’

‘An FASD individual’

‘An individual with FASD’

‘FASD is brain damage’

‘FASD is a brain injury’

‘FASD is 100% preventable’

‘FASD is preventable’

‘FAS/FAE’

‘FASD’

‘Intervention’

‘Support’

The current public message regarding prenatal alcohol consumption is: ‘No safe time, No safe amount’

FASD Resource Toolkit

A Note about Language

11

Glossary of Terms o Advocacy - is the act of arguing on behalf of a particular issue, idea or person o AHS – Aboriginal Head Start o Alcohol Related Birth Defects (ARBD) – individuals have organ damage, but little or no facial dysmorphology o Alcohol Related Neurodevelopmental Disorder (ARND) – individuals have CNS damage, but little or no facial dysmorphology o CAPC – Community Action Program for Children o CDBC – Complex Developmental Behavioural Conditions (FASD assessment and support network). A multidisciplinary team which provides Interdisciplinary Diagnostic and Support Services to children/youth (aged 0-19) with CDBC. CDBC is a term used to describe significant difficulties that may affect an individual in multiple areas of functioning, such as learning and development, mental health and behavior, adaptive and social skills o Confabulation - To fill in gaps in one's memory with fabrications that one believes to be facts. o CPNP – Canadian Prenatal Nutrition Program o Facial Dysmorphology (for FASD) – Characteristic differences in the face which are the result of prenatal alcohol exposure and are used for diagnosis. o FADER Coalition – Fetal Alcohol and Drug Effects Resource Coalition o Fetal Alcohol Spectrum Disorder (FASD) - The umbrella term which includes the spectrum of effects which are the result of prenatal alcohol exposure. o Fetal Alcohol Syndrome (FAS) – individuals display full facial dysmorphology, growth retardation, and central nervous system damage (CNS) o Fourth Trimester - Compared with other mammals, human babies are born immature and vulnerable. The idea of a ‘fourth trimester’ helps parents understand that the first three months after birth is a fragile time for their baby who will need constant care and attention. o Harm Reduction – simply put, to reduce harm. Instead of focusing on abstinence, focusing on reducing the harms associated with substance use. For example, if a woman cannot completely stop drinking, we support her in her efforts to reduce her drinking or reduce the harms associated with her drinking. o Key Worker – work within the Complex Developmental Behavioral Conditions Program (CDBC). Key workers assist families in understanding FASD by providing education and information specific to the needs of the child and family. They are familiar with community resources, assist families in accessing support, health and education services and are involved in the development of local support services. They also provide emotional and practical support to families through the assessment and diagnosis process. o Let-Down Reflex - A physiologic response whereby a mother’s milk is released from her milk ducts, through the nipples, and to the baby. o Maternal – The female parent of an offspring o NFHS - Northern Family Health Society o PHAC – Public Health Agency of Canada o Partial Fetal Alcohol Syndrome (pFAS) – individuals have at least two of the FAS characteristics o Paternal – The male parent of an offspring FASD Resource Toolkit

Glossary

12 o Perseveration - Uncontrollable repetition of a particular response, such as a word, phrase, or gesture, despite the absence or cessation of a stimulus, usually caused by brain injury or other organic disorder o Prenatal – The time period from conception to birth o Primary Characteristics– Those characteristics which are the direct result of prenatal alcohol exposure and are present at birth o Secondary Characteristics – defensive behaviours which can develop as a result of primary characteristics of FASD without appropriate accomodations and supports o Social Stigma - severe social disapproval of personal characteristics or beliefs that are against cultural norms. Social stigma often leads to marginalization. Strengths-Based Approach– instead of focusing on what individuals cannot do, focusing on what they are doing well and what they are capable of doing. o Tertiary Symptoms – If left unaddressed, secondary characteristics of FASD can develop into tertiary symptoms such as mental health problems, involvement in the criminal justice system, addictions, homelessness, etc.

FASD Resource Toolkit

Glossary

Introduction

13

Introduction “Knowledge of what is possible is the beginning of happiness” - George Santayana

What was our vision? There was such a wonderful response from the first edition of the Toolkit; we wanted the second edition to be even better. Not only did we want to create a resource for front-line staff which was unique and easy to use, we wanted it to be useful for anyone who is interested in learning more about FASD. It is our goal to prevent FASD, support individuals living with FASD, and build community capacity. Hopefully this Toolkit will provide an opportunity for others to learn more so they may also work toward these goals. Why a Toolkit? Have you ever heard of a resource and thought “Would it be useful for my work?” Or encountered a situation and thought “Is there a resource that could help me in this situation?” You are not alone. The field of FASD is growing and the amount of information can be overwhelming. This abundance of information can make it difficult to find what one is looking for. Fortunately, there are many people across British Columbia with impressive knowledge which they are willing to share. That is why the Toolkit was created. We wanted to draw upon the knowledge of front-line staff who do this work every day. We wanted to know which resources people were actually using, why they liked them, and where they found them. We wanted to put all this information in one place so that anyone could access it and get reliable information about FASD resources. We also hope that new resources and knowledge will be shared as a result of the Toolkit. How did we do it? FASD Resource Toolkit

Face-to-face meetings for all the contributors of the Toolkit were not feasible because of time and funding constraints. Therefore, we collaborated over the vast geographical distances by creating a virtual community. We communicated through teleconference, email, web surveys, and fax. These virtual modes of communication are what made this toolkit possible, and will continue to connect us as we support families. Where are the best resources found? When most of us think about how it is that we gain our knowledge, it is usually not solely from literature. Most of us would say that we have learned the most from people: from colleagues, teachers, professors, elders, friends, participants and children. This is why, when compiling this document, we have included the opinions, comments, advice, and contact information of people in addition to the many great resources. Resources are much more useful if there is a person available to explain the resource to you and answer any questions that you may have. So reach out to this FASD mentor network and reach out within your community – the best resources are often just a phone call away.

Please remember… FASD is a sensitive issue For most people, FASD is an emotionally charged topic. There is often tremendous stigma, fear, guilt and shame for many families who are living with FASD. Therefore, discussions and activities with regard to FASD should be sensitive and responsive. The following values, outlined by the BC FAS Community Action Guide can serve as guidelines for our work in this area:

Introduction

o Respect  For the abilities of those living with FAS  For the knowledge of those parenting children with FAS  The First Nations communities  For the rights and capabilities of women to make choices about their health and that of their children o Understanding  By informing ourselves about the issues and research associated with FASD  By staying open to new information  By not sensationalizing FASD  By being sensitive to the impact of a diagnosis o Compassion  By being sensitive to the needs of children impacted by FAS, and being open to hearing of both their strengths and problems  By being sensitive to the situations of women with alcohol and drug issues, especially by

being open to their individual processes of recovery and guilt each may carry about their use o Hope  By recognizing that, at whatever point a woman can stop or reduce her drinking in pregnancy, there is hope for her to have a healthier baby 14  By acknowledging that, no matter what damage to a child, supportive intervention is effective  By recognizing that with each thoughtful action we take toward the prevention of FAS, we can make a difference  Source: BC FAS Community Action Guide, Ministry for Children and Families, 1997

FASD Resource Toolkit

Introduction

15

How to use this Toolkit This Toolkit contains sections with information on FASD, Prevention and Awareness, Support, and Building Community Capacity. However, the highlight of this toolkit is the many great resources. These valuable resources are contained in a ‘Toolbox’ at the end of each section. The diagram below explains how the ‘Toolbox’ sections of this Toolkit are organized. The resources have been formatted in this way so that readers can easily find what they are looking for as quickly as possible. All sections are color-coded for quick reference Type of resource helps with program planning

All sections are organized by target audience Descriptions to help you find what you are looking for

Icons for quick searches through the document

Photos of the resource for visual recognition Literacy Level and Time helps with planning programming Where to find the resource

FASD Resource Toolkit

What the FASD Mentor has to say about the resource

How to use this Toolkit

16

Legend The Resource is Free

The Resource is available on the Resource CD

The Resource is made in British Columbia

The Resource is made in Canada

The Resource has an Aboriginal Focus

Red Bolded words = Definition is included in the glossary of terms

FASD Resource Toolkit

Legend

FASD

17

Fetal Alcohol Spectrum Disorder “The pessimist sees difficulty in every opportunity. The optimist sees the opportunity in every difficulty” Winston Churchill

What is FASD? Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term which refers to the spectrum of effects resulting prenatal alcohol exposure. These effects are often invisible, incurable, and impact individuals for their entire lifespan. The following sections outline many of the common questions about FASD regarding the effects of the disability, the prevalence of the disability, the diagnostic categories, alcohol use and breastfeeding, and the effects of paternal alcohol consumption. How common is FASD? FASD is a major concern for all societies around the globe in which alcohol is consumed: FASD touches people of all races, cultures, socioeconomic classes and genders. Where there is alcohol, there is FASD. In fact, FASD is still the leading cause of preventable mental deficiency in North America (National Institute on Alcohol Abuse and Alcoholism, 1994; Clarren & Smith, 1978). It is very difficult to obtain accurate statistics on the prevalence of FASD; nearly all cases are undiagnosed. Health Canada (2003) estimates that 9.1 per 1000 children per year are born with FASD. However, many people argue that the rates of FASD are much higher. This is evident with the rates of alcohol consumption among females and the rates of unplanned pregnancies. The Canadian Addiction Survey (2008) found that 76% of Canadian females reported consuming alcohol in the past year. Specifically, 90.7% of females aged 18-19 years consumed alcohol. Over half of pregnancies are unplanned, and it is common for women to be unaware that they are pregnant for six or more weeks (Finer FASD Resource Toolkit

and Henshaw, 2006). Consequently, many women continue to engage in their typical lifestyle practices (including alcohol consumption) throughout this period of time and unknowingly consume alcohol during pregnancy. In reality, we are supporting individuals who have been prenatally exposed to alcohol far more than we are aware of. What are the diagnostic categories of FASD? FASD is not a clinical diagnosis; as mentioned, it is an umbrella term which refers to the spectrum of birth defects resulting from prenatal alcohol exposure. The four possible diagnoses resulting from prenatal alcohol exposure are: o Fetal Alcohol Syndrome (FAS) – individuals display full facial dysmorphology, growth retardation, and central nervous system damage (CNS) o Partial Fetal Alcohol Syndrome (pFAS) – individuals have at least two of the FAS characteristics o Alcohol Related Neurodevelopmental Disorder (ARND) – individuals have CNS damage, but little or no facial dysmorphology o Alcohol Related Birth Defects (ARBD) – individuals have organ damage, but little or no facial dysmorphology ARND is by far the most common and problematic diagnosis because it is an ‘invisible’ disability. People who live with this diagnosis have normal or above average IQ and do not ‘look’ like they have FASD. They look like everyone else but do not act, think,

Fetal Alcohol Spectrum Disorder

18 or behave like everyone else. Therefore they are often seen as deliberately defiant or disruptive (College of New Caledonia, 2006). Consequently, these individuals are most likely to experience psychosocial difficulties. What are the effects of FASD? Alcohol crosses the placenta freely; therefore there is no safe time or amount to drink during pregnancy. The range and severity of alcohol-related effects on the fetus depend on a number of factors. These factors include maternal health, timing and amount of alcohol dosage, genetics, maternal age, and others. Although any amount of alcohol use is unsafe during pregnancy, binge drinking is the most likely to have harmful effects on the fetus. Individuals with FASD live with a range of challenges. These challenges can be grouped into three successive categories: primary, secondary and tertiary characteristics. The primary characteristics of FASD are the result of a permanent brain injury and are present at birth. Primary characteristics can include: o Physical  facial anomalies  small head size  small body  skeletal abnormalities  heart and other organ damage  vision problems  hearing deficits  compromised immune system  over stimulation  over/under sensitivity o Behaviour  hyperactivity  attention difficulties  problems concentrating/focusing  poor impulse control  difficulty with staying still  perseveration FASD Resource Toolkit

 

confabulation difficulties recognizing social cues o Cognitive  speech delays  problems with memory  difficulty linking actions to outcomes  difficulty generalizing information  difficulty paying attention  difficulty predicting outcomes  slow cognitive pace  difficulties with sequencing  difficulties with abstract concepts (such as money and time)  dysmaturity (younger cognitive age) Individuals with other disabilities which are not caused by prenatal alcohol exposure also experience some of the above difficulties. When we support individuals who display these behaviors, we should not try and ‘diagnose’ them. It is our responsibility to help individuals by identifying their strengths and challenges and to find ways to support them regardless of the cause of their disability. If you suspect someone you are working with may have FASD or any other complex brain disorder, and they are interested in addressing this issue, advise them to contact their family doctor/paediatrician. The individual’s doctor may refer them to a Complex Developmental Behavioural Conditions team (CDBC) for assessment/diagnosis. The Key Worker on the team can provide them with necessary supports, referrals, education and advocacy (see Appendix 3 for more information). As a result of the primary characteristics of FASD, individuals are often chronically frustrated. This frustration can lead to secondary characteristics. Diane Malbin of

Fetal Alcohol Spectrum Disorder

19 Fetal Alcohol Syndrome Consultation, Education and Training Services (FASCETS) notes, “Secondary characteristics are the result of a chronic ‘poor fit’ between the individual and the environment”. Secondary characteristics can include: o poor self esteem o isolation o depression o fatigue o frustration o anxiety o anger o shut-down o avoidance o blaming Secondary disabilities are common to individuals living with FASD but they are not inherent to the disability. Individuals who are supported with accommodating environments, particularly at an early age, have much less difficulty in their lives. Unfortunately though, many individuals with FASD do not receive the support they need. Therefore, their secondary disabilities can manifest into more serious issues called tertiary disabilities (Malbin, 2008). Tertiary disabilities can include: o mental health problems o suicide/suicidal ideation o difficulties with school o dropping out of school o involvement in the criminal justice system o substance use issues o inappropriate sexual behaviour o problems maintaining employment o inability to live independently o difficulties with parenting o homelessness It cannot be said enough: with continued support, individuals with FASD can lead happy FASD Resource Toolkit

and fulfilling lives. The more we learn and understand about FASD, the more able we are to make sure individuals who are living with the disability have fewer difficulties in life. Although disabilities such as FASD can present many challenges for people, it is important to always focus on strengths. The following list describes the many ways in which individuals living with FASD may exhibit strengths: o Art o Music o Strong verbal and writing skills o Mechanical ability o Good sense of humour o Kind and friendly o Hard working o Good with computers o Rich fantasy life o Good story tellers o Creative o Outgoing o Loyal o Trusting o Spontaneous o Curious Noticing and fostering others’ strengths regardless of a disability is not only an effective tool for encouraging positive choices, it is a precious gift. Is it harmful for mothers to consume alcohol during breastfeeding? Breastmilk is the best source of nutrition for infants. Indeed, infants do not need anything but breastmilk until six months of age. Although many parents know that alcohol is not safe during pregnancy, they are usually confused about alcohol and breastfeeding because they receive mixed messages. Compared with other mammals, human babies are born immature and vulnerable. Their brains, bodies and internal organs are not fully

Fetal Alcohol Spectrum Disorder

20 developed and they are completely dependent on their parents for survival. This is why many service providers educate parents about the fourth trimester. The first three months after a baby is born, they need the same care and attention they were given in the womb. They are still dependant on their mother’s body to feed them, keep them warm, and protect them. Because of this vulnerability, infants are extremely sensitive to alcohol in breastmilk. A baby’s body cannot process alcohol like an adult’s body can. The same alcohol dose is twice as potent in children as adults (Mennella & Gerrish, 1998). Therefore, it is safest for breastfeeding mothers to abstain from alcohol use. What if a woman chooses to use alcohol and breastfeed? With adequate planning, breastfeeding mothers who use small amounts of alcohol can minimize the risk to their babies. La Leche League International recommends: o Breastfeed before using alcohol o Pump and store enough breastmilk to feed the baby until the alcohol is cleared from the mother’s body o Eat a meal to decrease alcohol absorption o Ensure a responsible and sober adult is caring for the infant during intoxication o Women who use excessive amounts of alcohol or who are addicted to alcohol should not breastfeed The amount of alcohol that is in a mother’s bloodstream is the same in her breastmilk. Thus, when the alcohol is eliminated from her bloodstream, it is eliminated from her breastmilk (no need to ‘pump and dump’). Motherisk has developed an alcohol elimination chart based on female body weight (which can be found at http://www.camh.net/Publications/Resources_ for_Professionals/Pregnancy_Lactation/alcohol FASD Resource Toolkit

_algorithm.pdf ). This chart can help women determine how long they should wait to breastfeed after using alcohol. However, every woman metabolizes alcohol differently and it may be present in her system even longer. Women should not breastfeed while feeling the effects of alcohol. Does drinking alcohol during breastfeeding cause FASD? Exposure to alcohol after birth does not cause FASD because the baby is no longer a fetus. Alcohol is harmful to babies during pregnancy and breastfeeding but the baby has to have been exposed as a fetus (prenatally) for the term FASD to be applicable. Does alcohol consumption improve lactation or ‘let-down’ during breastfeeding? Contrary to beliefs that drinking alcohol encourages the ‘let-down reflex’ and can be beneficial to breastfeeding, studies show that infants take in less milk when alcohol is present (Mennella & Beauchamp, 1991). In addition, alcohol consumption may also reduce milk flow. Does drinking alcohol during breastfeeding help babies sleep? Alcohol disrupts normal sleeping patterns in adults and children. A study on adult alcohol consumption and sleep patterns showed that when adults consume alcohol at bedtime, they fall asleep faster, but the quality and length of sleep is poorer (National Institute on Alcohol Abuse and Alcoholism, 1998). Sleep is fitful; the individual awakens often and has difficulty returning to sleep, and the amount of time spent sleeping is shorter than when alcohol is not consumed. Also, if over time adults continue to consume alcohol before bed it will take longer to fall asleep, sleep quality will be poor, and the length of sleep shorter. This effect is also seen in breastfed infants who are

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21 exposed to alcohol through breastmilk. Menella and Gerrish (1998) found that infants exposed to small amounts of alcohol in breastmilk showed a 25% reduction in time spent sleeping. Although the mothers were unaware of this effect, the infants spent significantly less time sleeping and their sleep quality was poor. Consequently, drinking alcohol during breastfeeding does not improve a baby’s sleep, it makes it worse.

improving child outcomes than focusing solely on the mother. In conclusion, research suggests that it is safest for the mother and father not to consume alcohol prior to pregnancy, during pregnancy, and breastfeeding. Supporting both partners to reduce harm during this time is the most effective approach.

How does paternal alcohol consumption affect the fetus? An individual has to be exposed to alcohol as a fetus to have FASD; alcohol has to be consumed by the mother during pregnancy. However, there is emerging research on the effects of paternal alcohol consumption on child outcomes. The research has shown that significant paternal alcohol consumption negatively alters sperm size, shape, motility, and mobility. These changes in sperm directly affect reproductive outcomes such as delays in fertility and infertility (Streissguth, 1997). Furthermore, various animal studies have shown that paternal alcohol consumption is detrimental to the offspring’s cognitive ability, behaviour, physical health, learning and memory (Gearing, 2005; Abel, 2004; Friedler, 1987). Similar research has not been done with humans; the question of how paternal alcohol consumption affects the fetus is still unclear. What is clear, however, is that alcohol consumption is detrimental to the health of the father and the mother at any time, and a father’s drinking patterns directly affect his partner’s drinking. It is safest for the mother and father not to consume alcohol prior to pregnancy, during pregnancy, and breastfeeding. Therefore, encouraging both partners to reduce their alcohol consumption and to support each other in this effort is far more effective in FASD Resource Toolkit

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Prevention and Awareness “Success is the sum of small efforts, repeated day in and day out” - Robert Collier

FASD is a complex issue that is a concern for all societies that consume alcohol; where there is alcohol there is FASD. The effects of prenatal alcohol exposure are lifelong, often devastating, and incurable. For these reasons, it is crucial to work toward preventing and increasing awareness of FASD in our communities. First, we must understand why some women drink during pregnancy, what the issues are that many women face, how partners affect women’s drinking, and how we can best support women who struggle with alcohol use. Only then can we effectively support women and teach the parents of tomorrow how to grow healthy babies. Why do some women drink when they are pregnant? Most women stop consuming alcohol when they find out they are pregnant. However, at the time when women usually discover they are pregnant, many have already consumed alcohol in their pregnancy. This is because 76.8% of women consume alcohol, over half of pregnancies are unplanned and many women do not know they are pregnant until six weeks gestation or later (Health Canada, 2008; Public Health Agency of Canada, 2005; Finer & Henshaw, 2006). Consequently, many women unknowingly consume alcohol in pregnancy. In addition, women often receive incorrect information about alcohol use in pregnancy. This information can come from friends, family, physicians, and other professionals in a woman’s life. Messages from friends confuse women, such as, “I drank in my pregnancy and my baby was over seven pounds” or “beer and wine are ok, just don’t drink the hard FASD Resource Toolkit

stuff”. Therefore, it is vital that we provide all women with correct and consistent information on alcohol use during pregnancy.

There is no safe time and no safe amount of alcohol in pregnancy – No alcohol is best.

Although most women discontinue alcohol consumption when they discover they are pregnant, some women find it much more difficult. Women who struggle with alcohol use during pregnancy do not continue to consume because they intend to harm their babies. The struggle to stop is not due to will power or choice; these women are often living with complex and debilitating health and social issues.

“Prevention messages have tended to oversimplify this reality, contributing to the stigma and perception that women who drink while pregnant are evil or bad, and are deliberately harming their fetuses. Prevention messages often focus only on the alcohol use and imply that it is a simple matter for all women to “just say no” to alcohol during pregnancy. These messages ignore the dynamics of addiction and the burden of other health and social problems that many women face.” - Poole & Urquhart, 2006

Women with substance use issues often face the following health and social issues: o experiences of violence and trauma o histories of severe unresolved abuse o current domestic violence o mental health problems

Prevention and Awareness

23 o living with partners who do not want them to quit o involvement in drinking sub-cultures o fear of abandonment by family and friends if they stopped drinking o alcohol-related organic brain dysfunction/intergenerational FASD o shame and guilt o stigmatization o lack of social support o decreased hope o lack of adequate housing o poverty (Health Canada, 2006; Health Canada, 2000). The trauma in women’s lives must be acknowledged when considering their addictions. The majority of women with substance use issues are survivors of physical and/or sexual abuse (Ouimette, Kimerling, Shaw, Moss, 2000). To support women effectively we must create a trauma-informed environment of non-judgment where women feel safe to share their struggles with us. Evidently, to work toward preventing FASD, we cannot just tell women to stop drinking; we have to work with women to improve their health and social struggles. We have to support them in their efforts to reduce their barriers, find their strengths and work toward a better future for themselves and their children. Unfortunately, society often does not recognize the incredible barriers that are a daily reality for so many women. Instead of supporting women to change, society stigmatizes them for their alcohol use. This stigmatization often causes women to internalize shame and guilt and to avoid necessary supports. If more people in our society had adequate information about these issues, perhaps they would be less likely to FASD Resource Toolkit

stigmatize women who have consumed substances and more women could reach out for help. How do partners affect women’s drinking during pregnancy? One of the strongest influences on a woman’s ability to quit drinking alcohol is the encouragement to do so from her partner. “Women are most likely to say they would lower their alcohol use during their pregnancy if their spouse or partner encouraged them to stop or cut back”, Health Canada, 2000. Specifically, of women who drink alcohol, those who drink more heavily are the most likely to be influenced by their spouse’s encouragement and by their spouse’s own efforts to stop consuming alcohol. Therefore, prevention efforts are much more successful if they involve both women and men. A study on FASD public awareness found that men have lower levels of knowledge than women about the harmful effects of alcohol use during pregnancy; FASD prevention messages are not reaching men effectively (Health Canada, 2000). Researchers recommend that prevention messages directed toward men should focus on: o increasing men’s knowledge of the harmful effects of prenatal alcohol use o emphasizing the importance of their support in helping their pregnant partner reduce her alcohol consumption o advertizing these messages on television and in doctor’s offices (Health Canada, 2006) Moms and babies are much healthier when dads are making healthy choices too. How do we best support women who are struggling with substance use? Most pregnant women who struggle with substance use want to stop their use. However, because of the many barriers listed

Prevention and Awareness

24 above, quitting is very difficult for some women. If a woman cannot stop using substances, she can be encouraged to improve her health and the health of her baby by reducing the harms of her use. Reducing the harms associated with current substance use, or harm reduction, involves taking small steps toward healthier choices. In addition, helping women to identify and reduce the issues associated with their substance use often leads to a reduction in the substance use itself. Harm reduction strategies include: o reducing frequency of use o reducing the quantity of use o changing to safer patterns or practices of use o replacing a substance with one which is perceived to be less harmful o focusing on positive choices rather than negative choices For example, if a woman feels that she is not able to abstain from all substances such as smoking cigarettes, smoking marijuana, and drinking alcohol, she may be able to reduce her alcohol use and work on reducing the other substances. Harm reduction is complimentary to the long-term goal of abstinence, but may be more manageable as women have the opportunity to succeed with small steps toward abstinence, instead of constantly failing at being able to ‘quit’. Within the focus of harm reduction, substance-using pregnant women can be encouraged and supported to focus on making positive choices such as: o improving nutrition o going to prenatal visits o taking prenatal vitamins o drinking more water o getting adequate rest o exercising o reducing stress

FASD Resource Toolkit

When we shift our focus away from what they cannot do to what they can do, women are much more successful. In addition to harm reduction and strengthsbased approaches, Motivational Interviewing (MI) is a widely accepted and well-researched tool. It is used to help individuals change a wide range of health behaviours, including substance use. Success with MI comes from activating individuals’ own motivation for change (Rollnick, Miller, Butler, 2008). The overall ‘spirit’ of MI is collaborative, evocative, and directive: the participant’s readiness for change is honored. Conversations take the place of advice-giving; relationship takes the place of power imbalance. MI is a valuable tool to support women who use substances. For more information visit www.motivationalinterviewing.org . What can we do to prevent FASD? The factors which contribute to women’s substance use are complex and multi-leveled. Therefore, prevention efforts must also be multi-leveled. There are four levels of prevention outlined in FASD Prevention: Canadian Perspectives (Public Health Agency of Canada, 2008). o

Level One: Raising Awareness In this level, education is directed at all individuals in the population (including women in their childbearing years). The information is meant to raise awareness of the risks of alcohol use and where support is available (i.e.: news reports, billboards, and warning labels – potentially seen by all of society). Level One Prevention encourages community development and is helpful for women who lack information or who may have misconceptions about alcohol use.

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25 o Level Two: Brief Counseling with Girls and Women of Childbearing Age Level Two Prevention involves collaborative discussion of the risks of alcohol with ALL women and girls in their childbearing years. The use of motivational interviewing approaches is especially beneficial. Indeed, one of the strongest predictors of women’s change is a collaborative and empathetic approach (Miller and Rollnick, 2002). o Level Three: Specialized Prenatal Support This level involves recovery and support services for women with substance use issues. Support is aimed at the many factors which could be influencing their use. This can include mother-centred addictions treatment, community-based residential or day programming, and outreach services.

o Talk to young girls and boys about alcohol use and safe sex before they become sexually active and begin experimenting with alcohol o Encourage the education and use of birth control methods to prevent unplanned pregnancies o Empower pregnant women and their partners by giving them the knowledge and support they need to make healthy choices and grow healthy babies o Support women and their partners who struggle with addictions to improve their lives and their health o Use harm-reduction and strengthsbased approaches in our service delivery o Learn more about Motivational Interviewing

o Level Four: Postpartum Support This level of prevention supports mothers in recovery, mothers who are breastfeeding and want to use alcohol, mothers who have reduced their alcohol use, mothers with ongoing alcohol problems, and mothers with children with FASD. Supports involve helping new mothers either maintain or initiate positive change and possibly begin early FASD interventions for their children. Level Four Prevention helps to prevent subsequent births of children with FASD. The problem is so big… where do we begin? How do you climb a mountain? One-step at a time. We can: o Educate the public about the risks of prenatal alcohol exposure

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Tool Box Children Title: Fetal Alcohol Spectrum Disorders: Education and Prevention Curriculum Format: Presentation Kit Description: A school-based curriculum for grades K-12 that provides age-appropriate information about the consequences that alcohol can have on human development. The curriculum also teaches youth to be tolerant and accepting of all individuals regardless of their individual capabilities or disabilities. Units can be purchased individually or as a K-12 package with a brain model. Kindergarten through Second Grade incorporates a storybook into the lesson that teaches students to understand and be accepting of other’s abilities and disabilities. Third through Fifth Grade presents a healthy lifestyle model that teaches students to distinguish harmful substances from healthy substances, incorporating the dangers that alcohol can have on a body with emphasis on the dangers to a pregnant woman’s unborn child as well as a brief introduction to FASD. Literacy Level: Low Time: 45 minutes per session Reference: National Organization on Fetal Alcohol Syndrome. (n.d) Washington, DC: Department of Health and Human Services, Centers for Disease Control and Prevention. Purchasing: Telephone: 800-66-NOFAS Online: www.nofas.org Price: $25.00 (USD) per unit, or $150.00 (USD) for the K-12 Curriculum Set

T

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“This curriculum offers simple, user-friendly activities to introduce FASD and healthy pregnancy choices to children” - Allison

Title: Good for the Body, Bad for the Body Format: Activity Description: This activity is designed to promote healthy eating for children, avoiding things that will harm their bodies and encouraging them towards future positive choices. For example, healthy pregnancies, having empathy for those who are affected by drugs and alcohol, and basically encouraging them to respect and care for their bodies. Literacy Level: Low Time: 30 Minutes with Discussion Reference: Jones, B. (2004) Williams Lake, BC: Child Development Centre. Purchasing: On resource CD Price: No charge “This game provides an interactive experience for the kids; they are all involved in a hands on manner and it seems to be very effective. A great way to introduce FASD to little people.”

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Title: The Snakes and Ladders of Life Format: Game Description: The Snakes and Ladders of Life is a game designed to teach children about the Social Determinants of Health. The goal is to achieve optimum well-being by making one’s way via the ladders (opportunities), and avoiding the snakes (challenges). It is an interactive way to teach children how environment influences personal success, as well as respecting differences. Literacy Level: Low Time: Approximately 30 minutes Reference: Created by East Kootenay Health Services Community Development (Interior Health) – based on the concept of Dr. Michael Hayes (Simon Fraser University). Purchasing: On resource CD Price: No charge

Title: Talking to Your Child About Substance Use Format: PDF Description: Your child is going to start asking questions about tobacco, alcohol, and other drugs. For some parents, the idea of talking about substance use is daunting - what to say, when to say it, and how much information is too much for a young child. To help you communicate effectively with your child about substance use, here are some guidelines to consider. Literacy Level: Medium Reference: Centre for Addictions Research of BC, University of Victoria (2006). Purchasing: Online: http://www.carbc.ca/Default.aspx?tabid=204 Price: No Charge

“Great information for parents who know they need to have the conversation, but are unsure of how and when to go about it. A useful tip sheet for successful communication with children around substance use” - Robin

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Youth Title: BINGO Games for Teens Series Format: Poster and Presentation Kit Description: Explore issues of importance to teens using this fun-filled format. From alcohol prevention to building healthy relationships, these games help open discussion, build skills, and help teens evaluate their attitudes and behaviors. For Grades 6 – 12. Literacy Level: Low to Medium Reference: Wellness Reproductions & Publishing and The Bureau for At-Risk Youth (2001-2005). Purchasing Online: http://www.sunburstvm.com/productDetail.aspx?ProductId=577 Telephone: 1-800-431-1934 Fax:1-888-803-3908 Price: $355.00

Title: FASD Interactive Poster Presentation Format: Poster and Presentation Kit Description: This interactive FASD poster presentation was designed based on participant feedback to become a comprehensive, effective, participant-driven resource. The set includes a series of 12 posters discussing various topics around FASD, including fetal development, developmental challenges common for people with FASD, and how to make safer choices around sex and alcohol. The set includes facilitator notes, and is a very valuable and thought-provoking way to broach the discussion with youth. Literacy Level: Medium Time: Approximately 30 minutes, depending on discussion Reference: House of Friendship Duncan, BC: Hilye’yu LeLum Society (2005). Purchasing: Telephone: (250) 748-2242 ask for Melinda Gray or email: [email protected] Price: $150.00

“Teenagers seem to respond well to the posters, they are a great starting point for discussion around FASD as well as healthy choices around alcohol and sexual activity” - Allison

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Title: FASD Jeopardy Format: Activity Description: This presentation is aimed at a high school audience (Grade 9, 10) and requires 2 facilitators (one can be the classroom teacher). One will read the questions and confirm answers, and one will keep track of the teams and their responses as well as keep score. Categories can be related to FASD and other drug and alcohol issues, or expanded to cover other topics that concern teens today such as anger, dating, depression, Post Traumatic Stress Disorder, and eating disorders. Literacy Level: Medium Time: Approximately 45 minutes Reference: Hendriksen, R. (2002) Fraser Lake, BC: Nechako Valley Community Services. Purchasing: On resource CD Price: No charge

“The game format is very engaging and can be adapted for use in many settings” - Robin

Title: Responding to Your Teen’s Alcohol Use Format: Brochure Description: As a parent of a teen, you need to recognize that, despite your best intentions, your child will probably make some choices about alcohol that are inconsistent with what you've tried to teach them. What your teen needs most during this time of risk-taking and experimentation is your support. Remember that, while most teens try alcohol, few develop full-blown drinking problems. Literacy Level: Medium Reference: Centre for Addictions Research of BC, University of Victoria (2006). Purchasing Information Online: http://www.carbc.ca/Default.aspx?tabid=204 Price: No Charge

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Title: Teen Pregnancy Prevention: Exploring Out of School Approaches Format: PDF Description: This report includes a review of historical perspectives on teen pregnancy, explores assumptions that are made about teen pregnancy, the links to poverty and inequality, theoretical approaches, and provides an example of out of school teen pregnancy initiatives. Literacy Level: High Reference: Best Start: Ontario's Maternal, Newborn and Early Childhood Development Resource Centre (2008). Purchasing Information: Online: http://www.beststart.org/resources Price: No Charge

“This thoughtful report provides a summary of the history of teen pregnancy; it touches on societal attitudes over the life span; and questions of our own awareness of stereotypic thoughts. It is a useful tool in providing information on the topic for anyone working with teens and it creates awareness of the negative aspects of “fear based” approaches amongst community.” -Shelley

Title: The Best Start in Life: What Youth Need to Know about Fetal Alcohol Spectrum Disorder (FASD) Format: Video and Presentation Kit Description: Developed by Aboriginal youth, this video provides information for youth about Fetal Alcohol Spectrum Disorder. Suitable for audiences aged 12 and up, it features messages from a doctor, nurse, Elder, a mother with children living with FASD, several youth and a true-to-life drama. The facilitator’s toolkit contains materials for youth and others to deliver a one to two hour information session. Literacy Level: Medium Time: 12 minutes Reference: BC Aboriginal Child Care Society. (2005) West Vancouver, BC. Purchasing: Online: http://www.acc-society.bc.ca/files_new/web-fasdprogram.html Price: $25.00

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Title: The Best Start in Life: What youth need to know about Fetal Alcohol Spectrum Disorder Format: PowerPoint Description: Based on the presentation kit of the same name published by the BC Aboriginal Child Care Society, this PowerPoint is an introduction to FASD for youth. Topics include basic information on prenatal alcohol exposure, effects on fetal and child development, and healthy choices for future parents. Literacy Level: Medium Time: Approximately 1 hour Reference: Vankoughnett, C. (2005) Quesnel Tillicum Society, Quesnel, BC. Purchasing: Available on Resource CD Price: No charge

Resource

Title: The Drug Awareness Package Format: Video Description: This video kit includes 2 DVDs or VHSs, Through a Blue Lens and Flipping the World: Drugs Through a Blue Lens. In the first, Constable Al Arsenault along with six other policemen working in Vancouver’s Downtown Eastside, documents the lives of people with drug addictions to create a powerful educational tool to help prevent drug use among young people. The result is a gritty documentary that gives addicts a voice to talk openly about who they are, and how they got to the streets. Flipping the World follows seven high-school students as they investigate the complex world of drug addiction. This culturally diverse group of teenagers engages beat officers, recovered addicts, people in drug recovery, and those still struggling with drug abuse in lively and provocative interviews designed to stimulate classroom discussion. Warning: Contains coarse language and graphic scenes. Preview before use. Literacy Level: Medium Time: 52 minutes and 30 minutes, respectively Reference: Mannix, V. (1999). Montreal, QC: National Film Board of Canada. Simpson, M. (2000). Montreal, QC: National Film Board of Canada. Purchasing: Telephone: 800-267-7710 Online: www.nfb.ca/store Price: $97.95

“I showed the DVDs to a group of teenagers, and they became so enthralled that I was not allowed to shut it off even though it was cutting into free time” - Allison

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Title: The Word is out: FASD Educational Brochure for Youth Format: Brochure Description This educational brochure provides introductory information on alcohol consumption and pregnancy. Dynamic visuals and design ensure that this brochure is attractive to teens. The brochure is generic with a place for applicable contact info. Literacy Level: Medium Reference: Lee, J., Cowan, L. (2006) Vancouver, BC: Society of Special Needs Adoptive Parents. Purchasing: Online: http://www.groundworkpress.com/_snap/gp_bookcatalogue.php Price: $1.50

“An excellent resource” - Brad

Title: Wheel of Misfortune Format: Presentation Kit Description An excellent tool for starting discussions on drug abuse, this game includes questions about the identification and effects of various substances. It also includes multiple choice questions that call for value judgments. A reproducible teacher's text contains questions designed for use with grades 1-5 and grades 6-12. Literacy Level: Medium Time: Approximately 30 minutes Purchasing Online: http://www.healthtechcanada.com Price: $201.55

“The questions are great for teenagers; we have used them in presentations and for events such as FASD Awareness Day” – Allison

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Resource

Title: Youth Prevention Plan Brochure Format: Brochure Description: The brochure is made by youth for youth, allowing youth to take ownership of the product, as well as incorporating the perspectives of youth. The goal of this project was to: Increase awareness of youth in regards to Fetal Alcohol Spectrum Disorder (FASD); Address what FASD is, how it occurs, and means of prevention; Reinforce the importance of practicing safe sex both overall and while consuming alcohol or other drugs to decrease the number of individuals born with FASD. The brochure includes a community resources list as a removable business card format as well as a condom. The community resource card can easily be formatted to the resources of any community. The condom can be included where appropriate. Literacy Level: Medium Reference: Northern Family Health Society, Youth Works and Future Cents (2007) Prince George, BC. Purchasing: On resource CD Price: Free

“This brochure is excellent because it was created by youth, for youth” - Tricia

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Preconception Title: Alcohol Myths and Facts Format: PDF Description: Alcohol plays a regular role in the lives of many British Columbians, yet few of us know the facts of the drug and its effects on the human body, mind and spirit. This PDF provides information about Alcohol and dispels some common myths. Literacy Level: High Time: 15 minutes Reference: Centre for Addictions Research of BC, University of Victoria (2005). Purchasing: Online: http://www.carbc.ca/Default.aspx?tabid=204 Price: No Charge “This Myth/Fact sheet helps to explain in some degree the many misconceptions society has regarding alcohol. If I was using this resource I would also speak of the ongoing studies on alcohol.” -Shelley

Title: Alcohol Use and Pregnancy Format: PowerPoint Description: This PowerPoint provides relevant information regarding the detrimental effects of alcohol use in pregnancy. Literacy Level: Medium Reference: Fox, D. (2008) Fetal Alcohol Spectrum Outreach Project, Ottawa, ON. Purchasing: Online: http://www.faseout.ca/eng/training.htm Price: No Charge

“A useful tool in training and providing information to prenatal and addictions service providers, counselors and church staff. It outlines the determinants of health and offers an alcohol risk assessment and screening tools, provides the stages of change model and touches on the responsibility of the father to be. It encourages community awareness and collaboration on alcohol, addiction, pregnancy and FASD.” - Shelley

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Prevention and Awareness

35 Title: Babies Can’t Say “No”: Substance Abuse During Pregnancy Format: Video Description: This program shows how a pregnant woman’s use of alcohol, tobacco, and other drugs may severely harm the fetus. The birth mother and adoptive mother of a child with FAS present their real-life experience of heartbreaks and small victories, while a pediatrician and educator describe the medical and developmental struggles of children with FASD and other druginduced birth defects. Their stories deliver a potent preventive message, and will serve as a strong intervention tool. The link for purchasing also includes a downloadable facilitator’s guide with suggested activities. Literacy Level: Medium Time: 23 minutes Reference: AIMS Multimedia: A Business Unit of Discovery Education (2002). Purchasing: Online: www.aimsmultimedia.com/ Price: $149.95

Title: FAS Collection Format: Video Set Description: This collection charts the journey of adults living with Fetal Alcohol Syndrome. FAS: When the Children Grow Up Explores the realities of living with FAS and pFAS throughout the lifespan. This documentary tells the stories of three adults living with FAS, along with commentary from experts in the field. David with FAS David Vandenbrink seems like a normal 21-year old, bright and articulate. He was not diagnosed with FAS until 18, causing confusion, anger, and pain for him and his adoptive family. This personal story, using video footage shot by David himself, is a hard look into the serious consequences of a widespread health problem. Literacy Level: Medium Time: 40 minutes (FAS: When the Children Grow Up) 44 minutes (David with FAS) Reference: Bartlett, S., LeRose, M. (2002) FAS: When the Children Grow Up. Vancouver, BC: Knowledge Network. Schreiber, D., Cardinal, G., Krepakevich, J, McIntosh, J. (1997) David with FAS. Montreal, QU: National Film Board of Canada. Purchasing: Online:

http://www2.nfb.ca/boutique/XXNFBibeWelcome.jsp?language=U S Price: $97.95 for the set

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Title: FASD Finding Hope Format: Video Description: FASD: Finding Hope tells the stories of four mothers and their kids, as they search for answers and understanding of Fetal Alcohol Syndrome. Focusing on both prevention and potential, this documentary follows the families from home to school to a groundbreaking summer camp, and features important insight and information from the doctors, experts, teachers, and caregivers who strive to provide a greater understanding about this all-too-common, and often misunderstood condition. Literacy Level: Low Reference: Knowledge Network (2009) Purchasing: Online: http://www.knowledgenetwork.ca/findinghope/index.html Price: No charge

Title: Fetal Alcohol Syndrome: Prenatal Drug Use and Its Effects Format: Video and Presentation Kit Description: This program discusses the negative impact of drug and alcohol use during pregnancy and the results on an unborn child. Literacy Level: Medium Time: 13 minutes Reference: Injoy Videos (1999). Purchasing: Online: https://www4091.ssldomain.com/smavideo/Store/titledetail.cf m?MerchID=25923 Price: $89 (USD)

“This video covers the risks of combining alcohol and other drugs with pregnancy, and is one of the better ones I have seen lately” - Robin

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Title: Men's Health: How to Build a Healthy Baby Format: Brochure Description: This pamphlet provides a brief overview of a healthy start for a future father and his future baby. A great resource for dads-tobe. Literacy Level: Medium Reference: Best Start: Ontario's Maternal, Newborn and Early Childhood Development Resource Centre (2006). Purchasing Information: Online: http://www.beststart.org/resources Price: No Charge

“Love it! Easy to read, upbeat and informative, very comprehensive and thought provoking” Robin

Title: Recovering Hope: Mothers Speak out about Fetal Alcohol Spectrum Disorders Format: DVD Description: Eight women tell their own stories about how alcohol use in pregnancy affected their children, how they are learning effective new ways to parent, and how they are recovering hope for the future. Six professionals support these stories by explaining FASD. The video, created for women in recovery and their counselors, is divided into two half-hour episodes to allow time for discussion within a treatment session. The companion brochure for women, Be the Best Mom you can be, may be photocopied. Literacy Level: Low Time: One hour Reference: Department of Health and Human Services. Substance Abuse and Mental Health Services Administration (2006). Centre for Substance Abuse Prevention. Purchasing Information: Online: http://www.ncadi.samhsa.gov Price: unknown “Mother's stories are emotional and capture the essence of the difficulties encountered. Could be helpful in classrooms, or o build capacity of service providers, depending on why/how it is used.” -Judi

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Prevention and Awareness

38 Title: Who Wants to Prevent FASD? Format: PowerPoint Description Includes a short quiz on alcohol use, pregnancy and FASD. The goal of this resource is to raise awareness about FASD and increase prevention Literacy Level: High Reference: Iacobucci, G., Najgebauer, C., Vera, L. (2006) Fetal Alcohol Spectrum Outreach Project, Training Modules. Purchasing Information: Online: http://www.faseout.ca/eng/training.htm Price: No Charge

Title: Women and Alcohol: A Woman's Health Resource Format: Manual Description: This resource was written for women by women to provide useful information about the effects of alcohol and the risks associated with drinking Literacy Level: High Reference: BC Centre of Excellence for Women's Health (2008). British Columbia. Purchasing Information: Online: http://www.hcipbc.org/documents/BCCEWH%20Women%20Alcohol%20Brochure %20LR.pdf or http://carbc.ca/Default.aspx?tabid=260 Price: No Charge “I liked how inviting the resource was. I believe the front of the resource is NOT relevant to the women I work with directly. Most of the participants and client base are marginalized women living with multiple barriers. However, that being said, I work in an FASD prevention program. All women are at risk of exposing their unborn child to alcohol within our culture. I believe, at times, this resource could be a relevant tool in order to address alcohol consumption to specific groups of women.” -Joni

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Title: Young Women and Alcohol Prevention Poster and Pamphlet Format: Poster and Pamphlet Description: A pamphlet and poster were developed and used in a prevention campaign to target younger women who may be at risk for alcohol use during pregnancy. These prevention materials are now available for purchase for those who would like to use them as part of similar prevention initiatives. Literacy Level: Medium Reference: The Asante Centre for Fetal Alcohol Syndrome (2003, 2006). Purchasing Information: Online: http://www.asantecentre.org/store.html Price: $4.00

“Engaging and well-put together. Good graphics.” -Judi

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Pregnancy Title: 101 ways to have a healthy baby Format: Posters Description: A locker style poster with 101 messages targeted at young aboriginal women, their partners, other family members and members of the community, that provide information on staying healthy during pregnancy. Includes Aborignal cultural messages about staying healthy. Literacy Level: Low Reference: Alberta Alcohol and Drug Commission Purchasing: Alberta Children's Services, Office for the Prevention of Family Violence 11th Floor, Seventh Street Plaza, 10030 107 Street Edmonton, AB T5J 3E4 Tel: (780) 422-5916 Fax: (780) 427-2039

“Nice prevention message, indirect, good for reading and taking time to look through. I have been asked for this to post at the lab at the hospital, for example, for passive information.” -Judi

e

Title: A Mother’s Choice Format: Video Description: “A Mother’s Choice” examines the root causes of FASD from the perspective of aboriginal mothers. The video focuses on an FASD support group whose members provide strong messages about consuming drugs or alcohol while pregnant. The video is aimed at Aboriginal men and women who are thinking about having a child, but may still be dealing with their addiction problems. A “Discussion Guide” is provided on the inside cover. Literacy Level: Medium Time: 26 minutes Reference: Von Puttkamer, P. Shenandoah Film Productions (1995). Eureka, CA. Purchasing: Online: http://shenandoahfilms.com/a_mothers_choice.asp Price: $196.00

FASD Resource Toolkit

Prevention and Awareness

41 Title: Alcohol and Pregnancy Don’t Mix: Alcohol can hurt your baby Format: Handout Description: Featuring tips on how to prevent FASD and protect your unborn baby, this brochure also folds out into an 8.5" x 14" (legal-sized) poster. It features a pregnant couple, along with the words "Alcohol and Pregnancy Don't Mix: Alcohol can hurt your baby" - and offers contact details for the BC Nurseline (1-866-215-4700). It was created by the BC Liquor Stores, to provide information to clients about alcohol safety. The woman on the front is not obviously pregnant, which subtly emphasizes the importance of prevention right from preconception. Literacy Level: Low Reference: BC Liquor Stores (2006). Vancouver, BC: British Columbia Liquor Distribution Branch. Purchasing: Online: http://www.bcliquorstores.com/en/about/socialresponsibility Price: No charge “I like this resource because the woman is not visibly pregnant, demonstrating that alcohol use at any stage of pregnancy can be harmful” - Tricia

Resource

Title: BCANDS FASD Prevention Posters Format: Posters Description This series of posters explores FASD prevention with a very strength-based and community inclusion focus. Wording includes phrases such as “Healthy Pregnancy, Healthy Baby, Healthy Nation”, and portrays images of friends, partners and community member supporting women to avoid alcohol use in pregnancy. Literacy Level: Low Reference: BC Aboriginal Network on Disability Society (2004). Victoria, BC: Health Canada. Purchasing: Telephone: 1-888-815-5511 Online: www.bcands.bc.ca Price: No charge

“We have had many comments, one man did a double take while leaving and came back to look at/read the poster. They seem to effectively reach First Nations people” - Corrine

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42 Title: Breastfeeding Alcohol Algorithm Format: PDF Description: Displays the mother's weight and amount of alcohol in her blood stream and breastmilk over time. Literacy Level: Medium Reference: Canadian Association of Mental Health (2007). Purchasing Information: Online: http://www.camh.net/Publications/Resources_for_Professionals/P regnancy_Lactation/alcohol_algorithm.pdf Price: No Charge

Title: Fetal Alcohol Spectrum Disorder (FASD) Format: Booklet Description: Filled with quick facts about FASD, including possible effects, father responsibility and breastfeeding. It is a useful resource to distribute to participants, and is written in both English and French. Literacy Level: Medium Reference: Public Health Agency of Canada (2005). Cat. No.: H124-4/2004, ISBN: 0-662-68619-5, Publication No.: 4200. Purchasing: Online: http://www.phac-aspc.gc.ca/fasd-etcaf/faq_e.html Price: No charge “Quick facts and great prevention messages – a ‘must have’ handout” - Tricia

Title: Give and Take: A booklet for pregnant women about alcohol and other drugs Format: Booklet Description: Written by women for women as a prevention resource. The authors hope women can use it to prevent alcohol and other drug problems when they are pregnant. It is not intended as a treatment resource, although women with alcohol and drug problems might find it helpful. Literacy Level: High Reference: Raftis, S., Reynolds, W. (1996) Kingston, ON: AWARE Press Inc. Purchasing: Online: http://www.aware.on.ca/ On resource CD Price: No charge

FASD Resource Toolkit

Prevention and Awareness

43 Title: Good Sources of… Format: Series of handouts Description: These are great visual teaching tools for nutrition. There are six in the series (Calcium, Folacin, Fibre, Iron, Vitamin A & Vitamin C) which show pictures of foods that are good sources of the specific vitamins. The pictures are much more effective than a list of foods and work really well with prenatal women who are trying to get all the nutrition they need. Literacy Level: Low Reference: Toronto Department of Public Health. Purchasing: Tel: 416-338-7600 ask for the nutrition/dietetics department (Michelle Hier, RD) or email [email protected] Price: No Charge

“This is a great visual teaching tool, I use them all the time” - Frances

Resource

Title: Is it Safe for My Baby? Risks and recommendations for the use of medication, alcohol, tobacco and other drugs during pregnancy and breastfeeding Format: Booklet Description: This booklet gives information about the relative risk and safety of prescription, over-the-counter and illegal drugs, along with alcohol, tobacco and other substances to the unborn baby (fetus) when the mother is pregnant (See Part I) and the baby when breastfeeding (See Part II). It also provides recommendations to discuss with health care providers. The booklet is for women who are planning a pregnancy, who are pregnant or are breastfeeding. It is also for people who care and are concerned about someone in their life who is pregnant or breastfeeding. Literacy Level: High Reference: Rosenstein, S. (2007) Centre for Addiction and Mental Health, Toronto, ON. Purchasing: Online: http://www.camh.net/About_Addiction_Mental_Health/Drug_and _Addiction_Information/Safe_Baby/safe_baby.pdf Price: No charge

“This is a great handout for individuals to take home and refer back to when needed. It is also a great quick-reference for service providers” - Tricia

FASD Resource Toolkit

Prevention and Awareness

44 Title: 9 Month Journey Format: DVD Description: With magnificent photographic footage, schematic drawings, and animation, this sensitive program traces the in-utero process throughout the nine months of a normal pregnancy. A fiber optic camera reveals each stage of embryonic growth as the weekly maturation process unfolds. It is a great visual tool that reinforces information on the flow of oxygen and nutrients between mother and child. It presents a good opportunity to discuss alcohol and drug use in pregnancy. Literacy Level: Medium Time: 15 minutes Reference: Canadian Learning Company (1990). Woodstock, ON: Canadian Learning Company, Ltd. Purchasing: Online: http://www.academicsuperstore.com/products/Discovery+School/He alth+Videos/888575 or www.canlearn.com Tel: 1-800-267-2977 Price: $114.95

“Along with the video I developed a short questionnaire. This was very effective because

clients paid more attention to content of video and it opened up great discussion on pregnancy and fetal development. Clients really like the video and often ask to watch again and again” - Cindy

Resource

Title: Nurturing Change: Working effectively with highrisk women and affected children to prevent and reduce harms associated with FASD Format: Manual and Training Description: Pregnant women who use alcohol are also subject to other adverse conditions that are strongly related to their use. Thus, FASD is not simply an issue of alcohol abuse but a complex issue rooted in the underlying social and economic conditions which influence all aspects of maternal and child health. The curriculum describes the application of the Transtheoretical Model of Behaviour Change (Stages of Change) and Motivational Interviewing as approaches for working both with pregnant women, as well as with families (biological / foster / adoptive) of children with FASD. Literacy level: High Reference: Leslie, M., & Reynolds, W. (2002) Action on Women's Addictions Research and Education (AWARE) and Breaking the Cycle. Kingston, ON. Purchasing: Online: http://www.mothercraft.ca/uploads/docs/Nurturing%20Change% 20Final-GR1.pdf Price: No charge for manual

“Nurturing Change builds on the Smart Guide to include more discussion on working with families and children living with FASD” - Stephanie

FASD Resource Toolkit

Prevention and Awareness

45 Title: Own, Act and Reflect: A Guide for my Healing Journey Format: Booklet and Medicine Wheel Description: A “brief intervention” to be usedChange: as part ofPreventing an overall and Addressing Title: tool Supporting strategy, thisAlcohol is a first Use step in in Pregnancy addressing the issue of FASD. This tool is meant Format: to be flexible PDF and easy to use and fit within the work that youDescription already do or may want to do in your community. There are steps guide theprogram, discussion"Supporting while talking Change: to womenPreventing and Theto training about their substance use and well as the impact alcohol or Addressing Alcohol Use in Pregnancy" has provides important may have hadinformation on their life.on clinical practices related to assessing and Literacy Level: Medium influencing alcohol use in pregnancy. Reference: SOARS tool Literacy Level: Medium Purchasing:Reference Inter-tribal Health Best Authority Start: Ontario's Maternal, Newborn and Early Childhood 1-250-753-3990 Development Resource Centre (2005). www.intertribalhealth.ca Purchasing Information Price: TheseOnline: are available through intertribal health only http://www.beststart.org/resources Price: No Charge “These steps are meant as a guide only as each person will bring their own unique style to using the Mind Map and Strategy Wheel” - Judi

Title: The Sensible Guide to a Healthy Pregnancy Format: Booklet Description: The Sensible Guide to a Healthy Pregnancy captures key information about certain lifestyle choices families can make to help ensure a healthy pregnancy. It also contains a handy tenmonth pregnancy calendar that a woman can personalize to help her keep track of what week of pregnancy she is in. Each month includes interesting facts, useful information and tips on a variety of pregnancy-related topics. It is a very engaging booklet with each month of development described, and includes magnets with prevention and health messages. Literacy Level: Medium Reference: Public Health Agency of Canada (2007). Ottawa, ON: Minister of Health Canada. Purchasing: Telephone: 800-O-Canada Online: www.healthypregnancy.gc.ca Price: No charge

“This is a great handout” - Tricia

FASD Resource Toolkit

Prevention and Awareness

46 Title: The SMART Guide: Motivational Approaches Within the Stages of Change for Pregnant Women Who Use Alcohol: A Training Manual for Service Providers Format: Manual Description: Based on the stages of change, this guide provides in-depth information on how to apply evidence-based motivational interviewing practices when working with pregnant women. SMART is an acronym used in motivational counseling – all goals should be Specific, Measurable, Attainable, Realistic, and Timely. Literacy Level: High Reference: Leslie, M., & Reynolds, W. (2002) Action on Women's Addictions Research and Education (AWARE) and Breaking the Cycle. Kingston ON: Purchasing: Email: [email protected] Price: $20.00 including shipping and handling “The strategies and skills recommended in this text are extremely effective. It is entirely strengths-based and I strongly recommend it for anyone who works with pregnant women” - Tricia

Resource

Title: With Child Life Size Display Format: Book Description: This life-size standing display uses overlapping images to show the child-bearing cycle from preconception through development at 1, 2, 3, 5, 7, and 9 months. It is a very visual tool for preparing families for pregnancy and childbirth. The giant book contains useful information on fetal development, breastfeeding, father involvement and more. Images show development from cell division to full term, helping to make a connection between mom and baby as it is difficult to understand pregnancy before a woman starts to show or feel movement. Literacy Level: High Reference: Bolane, J.E. (n.d.) The Childbirth Education Catalogue, Directional Learning Canada Limited. Elora, ON: Purchasing: Tel: (519) 846-5397 Fax: 1-800-377-7704 Email: [email protected] Price: $137.00

“Large book with amazing pictures on the growth of the fetus and mother. Good tool to engage the dads“ - Cindy

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Resource

Title: With Child: Substance Use during Pregnancy, A Woman-Centered Approach Format: Book Description: This book provides practitioners and researchers with valuable information about maternal drug use, best practices and policy. Although drug use occurs throughout the social spectrum, problematic use is associated with poverty and social deprivation. In spite of this link, women are blamed for the outcomes of their pregnancies, and it is argued that drug-using women should not be allowed to have custody of their children. The contributors of this volume propose that those who provide services for pregnant drug-using women must recognize that women with social problems that affect pregnancy outcomes should be approached in the same way as are women with medical problems that have obstetric consequences. Literacy Level: High Reference: Boyd, S., Marcellus, L. (Eds.) (2007) Black Point, NS: Fernwood Publishing. Purchasing Online: http://www.rabble.ca/bookstore/detail.shtml?x=58361 Price: $17.95

“This book really stresses the social realities that women who use substances face, and how service providers should be supporting them” - Tricia

Title: Your Substance Use Patterns and Your Future Family Format: PDF Description: Whether you're an expectant mother or a father-to-be, you face serious choices as a caretaker of your unborn child. For pregnant women, it's important to know that the toxins and chemicals you put into your body may be transferred to your unborn baby, and for expectant fathers, you may want to consider how your substance use affects the health of both your partner and your unborn child. Literacy Level: Medium Reference: Centre for Addictions Research of BC, University of Victoria (2006). Purchasing Information: Online: http://www.carbc.ca/Default.aspx?tabid=204 Price: No Charge “This is a great resource for encouraging personal responsibility and making healthy choices during pregnancy.” -Caitlin

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Hands-On Tools

The following resources are great for any target audience –they are very versatile and can be adapted to fit your target audience. Title: Egg and Vodka Experiment Format: Activity Description This experiment is an incredible visual for teaching the effects of alcohol use on the brain and the developing fetus. In a glass jar with a lid, break an egg and pour 1 ½ oz. vodka over until the egg is covered. Allow the jar to sit while having ongoing discussion and descriptions of the changes in the egg. The egg will gradually dry out and turn white, demonstrating how cells dry out when alcohol is consumed. Literacy Level: Low Time: Approximately 60 minutes Reference: Price, A. et al. (2006) BC North Region Train-the-Trainer Manual. Burns Lake, BC: College of New Caledonia. Purchasing: Available on CD Price: No charge “This activity teaches that alcohol is a powerful substance” - Lori

Title: Life in the Womb Prenatal Education Set Format: Model Description: The three soft, palpable fetal models and simulated abdomen represent developmental stages of pregnancy at 3.5, 7, and 9 months. The wombs are a fantastic conversation starter for all ages and stages of pregnancy including preconception. They are highly visual, and are useful in helping women with FASD conceptualize their pregnancy before physical changes in their bodies are felt. Reviewing development from conception to 6 weeks postpartum is made easy with the accompanying With Child Life-size Display. Literacy Level: Low Reference: Directional Learning (n.d.) Elora, ON: The Childbirth Education Catalogue. Purchasing Tel: (519) 846-5397 Fax: 1-800-377-7704 Email: [email protected] Price: $670.00 “The wombs are a real eye opener to the dads who feel it and they pack it around and have a little better understanding of what mom might be feeling “ - Cindy

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Resource

Title: The Brain Model Format: Model Description: This is a unique visual aid to help understand the consequences of prenatal alcohol exposure. The model, rendered in 3-D, consists of two brain halves: an “affected” brain and an “unaffected” brain. It clearly illustrates the regions of the brain—the Corpus Callosum and Cerebellum— that are most susceptible to prenatal alcohol exposure. Enclosed with the brain model is an information card and describes the effect of alcohol on the Corpus Callosum and Cerebellum to help visually identify the differences between the two brains. Literacy Level: Low Reference: National Organization on Fetal Alcohol Syndrome (n.d.) Washington, DC: Department of Health and Human Services, Centers for Disease Control and Prevention. Purchasing: Telephone: 800-66-NOFAS Online: www.nofas.org Price: $75.00 (USD), or included in the NOFAS K-12 FASD Education and Prevention Curriculum

“There are lots of different brain models, but the one by NOFAS is the only one I’ve seen specifically designed to demonstrate possible effects of prenatal alcohol exposure. It is simplified for school-aged audiences” - Allison

Title: Uterus/Fetus Model Set Format: Model Description: With these models, expectant mothers, youth, children and partners can easily see how rapidly changes take place throughout the pregnancy. These five flexible, lifelike uterus/fetus models illustrate fetal development at 6 weeks, 8 weeks, 15 weeks, 20 weeks, and 40 weeks. Conventional childbirth education materials don't provide the added dimension that this unique model set does. They are invaluable for FASD education to show vulnerabilities of a fetus to environmental factors, as well as fetal development and the possibility of unplanned pregnancy. Literacy Level: Low Reference: Directional Learning (n.d.). Elora, ON: The Childbirth Education Catalogue. Purchasing Tel: (519) 846-5397 Fax: 1-800-377-7704 Email: [email protected] Price: $379.00 “Fetus models are a very hands-on tool, good for groups of any age or ability. They will never become outdated” - Judi

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Service Providers Title: Alcohol and Pregnancy: Health Professionals Making a Difference Format: PDF Description: This manual was developed to assist Western Australian health professionals to address the issue of alcohol use in pregnancy with women Literacy Level: High Reference: Alcohol and Pregnancy Project (2007). Perth, AUS; Telethon Institute for Child Health Research. Purchasing: Online: http://www.ichs.uwa.edu/alcohol&pregnancy Price: No Charge

Title: Apprehensions: Barriers to Treatment for Substance Abusing Mothers Format: PDF Description:

This research study explored the barriers and supports encountered by women entering care at five types of addictions services in two distinct British Columbia locations (Vancouver and Prince George). Forty-seven pregnant/parenting women, who had problems with alcohol and/or other drugs were interviewed. Their responses create a “snapshot” of women’s entry into the alcohol and drug system of care from both southern (urban) and northern (small city and rural/remote) regions. Their responses illuminate the importance of recognizing women’s commitment to their children as well as their distinct needs as mothers when addressing their substance use problems. Literacy Level: High Reference: Poole, N., Isaac, B. (2001). Vancouver, BC; BC Centre of Excellence for Women's Health Purchasing: Online: http://www.bccewh.bc.ca/publicationsresources/documents/apprehensions.pdf Price: No Charge “This is information that is current and relevant to the women I work with every day.” -Joni

FASD Resource Toolkit

Prevention and Awareness

51 Title: BCRCP Guidelines for Alcohol Use in the Perinatal Period and Fetal Alcohol Spectrum Disorder Format: Booklet Description: This booklet includes background information on FASD including a glossary of terms, statistics on the prevalence of FASD, and a discussion on women and alcohol use. It includes guidelines for working with pregnant women, as well as tips for raising the topic of alcohol and the discussing the challenges of regular screening. The text also incorporates a section on guidelines for screening, referral and diagnosis of FASD. Literacy Level: High Reference: Sawchuck, D., Abrahams, R., Albersheim, S., Loock, C., Oberlander, T., Payne, S., et al. (2005) Vancouver, BC: British Columbia Reproductive Care Program. Purchasing: Online: http://www.bcphp.ca//sites/bcrcp/files/Guidelines/SubstanceUse/Al coholguideline.pdf Price: No charge

Title: Canadian Addictions Survey (CAS): Focus on Gender Format: PDF Description: This report is one in a series of follow up reports from the Canadian Addiction Survey (2004). It presents an analysis of alcohol and elicit drug use with respect to gender. Literacy Level: High Reference: Canadian Centre on Substance Abuse (2008). Ottawa, ON. Purchasing: Online: http://www.hc-sc.gc.ca/hl-vs/alt_formats/hecssesc/pdf/pubs/adp-apd/cas-etc/gender-sexe/gender-sexe-eng.pdf Price: No Charge

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Prevention and Awareness

52 Title: Double Exposure: A Best Practices Review on Alcohol Exposure During Pregnancy Format: PDF Description: This report is a review of evidence from peer-reviewed literature on interventions aimed at supporting women to reduce alcohol use in their child bearing years. The title "Double Exposure” reflects our concern of the effects of alcohol on both the woman and the fetus and underlines the importance of addressing women's health and circumstances during pregnancy to optimize health. Literacy Level: High Reference: Parkes, T., Poole, N., Salmon, A., Greaves, L., & Urquhart, C. (2008) Vancouver, BC: British Columbia Centre of Excellence for Women’s Health. Purchasing: Online: http://www.hcip-bc.org/documents/Double_Exposure_final.pdf or http://carbc.ca/Default.aspx?tabid=260 Price: No Charge “The information is current, empathetic, has a holistic approach regarding pregnancy and substance abuse and alcohol consumption. The resource is really relevant to anyone working with diverse groups of women and really underscores the necessity to meet the people where they are.” -Joni

Title: Drinking and Reproductive Health: A Fetal Alcohol Spectrum Disorder Prevention Tool Kit Format: PDF Description: This is one in a series of Best Start Resource Centre "How to" Guides that focus on skill development to help service providers address specific strategies for preconception, prenatal and child health. Literacy Level: High Reference: Best Start: Ontario's Maternal, Newborn and Early Childhood Development Resource Centre (2006). Purchasing: Online: http://www.beststart.org/resources/howto/pdf/HowTOGuide_2c.pdf Price: No charge

FASD Resource Toolkit

Prevention and Awareness

53 Title: Fetal Alcohol Spectrum Disorder (FASD) Prevention: Canadian Perspectives Format: Manual Description: This resource describes what has been learned about prevention of FASD in the course of implementation of health promotion and prevention strategies across Canada. It outlines a four-part framework for FASD prevention and promotion of women's and children's health which has been identified by a group of Canadian experts. Literacy Level: High Reference: Poole, Nancy A. (2008) Public Health Agency of Canada. Division of Childhood and Adolescence. Purchasing: Online: http://www.carbc.ca/SearchResults/tabid/37/Default.aspx?Search=f asd Price: No charge

Title: Helping Patients who Drink too Much: A Clinician's Guide Format: PDF Description: This guide is written for primary care and mental health clinicians. It has been produced by the National Institute on Alcohol Abuse and Alcoholism (NIAA). Literacy Level: High Reference: National Institute on Alcohol Abuse and Alcoholism (2005). US Department of Health and Human Services. Purchasing: Online: http://pubs.niaaa.nih.gov/publications/Practitioner/CliniciansGuid e2005/clinicians_guide.htm Price: No Charge

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Prevention and Awareness

54 Title: Highs and Lows: Canadian Perspectives on Women and Substance Abuse Format: PDF Description: Highs & Lows draws on the latest theory and research to offer strategies for improving practice and developing policy to support women with substance use problems. This unique book includes contributions from nearly 100 experts on women’s substance use, including psychiatrists, psychologists, social workers, clinical therapists, health promoters, academics, alternative health care providers, women’s health advocates—and women who have personally been affected by substance use. Literacy Level: Low Reference: Poole, N., Greaves, L. (2007) Vancouver, BC; Centre for Addiction and Mental Health. Purchasing: Online: http://store.camh.net/home.php Price: $49.95

Title: Motivational interviewing in health care: helping patients change behavior Format: Book Description: This book, Motivational interviewing in health care provides a more focused approach to using motivational interviewing in the health care setting. It uses the results of research to provide clear instruction on ways to help clinicians who aren’t setting out to be counselors to help their patients. Literacy Level: High Reference: Rollnick, S., Miller, W.R., & Butler, C.C. (2008) Motivational Interviewing in Health Care: Helping Patients Change Behavior. New York: The Guildford Press. Purchasing: Online: www.motivationalinterviewing.org Price: $25.00

FASD Resource Toolkit

Prevention and Awareness

55 Title: Motivational Interviewing: Enhancing Motivation for Change—A Learner’s Manual for the American Indian/Alaska Native Counselor Format: Manual Description: This learner’s manual is designed to accompany training in Motivational Interviewing and Stages of Change. It will help counselors who work with AI/AN people honor their clients’ history and traditions as they apply the Motivational Interviewing approach to counseling and the Stages of Change theoretical model. Research has shown that this approach is successful with clients who suffer from substance abuse, mental illness, and other health behavior disturbances. Literacy Level: High Reference: Tomlin, K., Walker, R. D., Grover, J., Arquette, W. & Stewart, P. (2005) One Sky National American Indian Alaska Native Resource Center for Substance Abuse Services Oregon Health and Science University Portland, Oregon. Purchasing: Online: http://www.oneskycenter.org/education/publications.cfm Price: No Charge

Title: Populations at Higher Risk: When Mainstream Approaches Don't Work Format: PDF Description: This toolkit was developed to help women’s healthcare clinicians prevent FASD by providing them with strategies to reduce alcohol exposure to the developing fetus. It consists of a simple screening tool and intervention for pregnant women that can be incorporated into routine care. The method is based on proven, effective techniques and can be used by many levels of providers in officer, clinic, or community settings. Literacy Level: High Reference: Sokol, R. et al. (2006) The American College of Obstetricians and Gynecologists. Purchasing: Online: www.acog.org/departments/healthIssues/FASDToolKit.pdf Price: No charge

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Title: Reducing the Impact of Poverty on Pregnant Women Format: PDF Description: The purpose of this resource is to assist program managers in supporting their frontline staff who work with pregnant women who live in poverty. Literacy Level: Medium Reference: Best Start: Ontario's Maternal, Newborn and Early Childhood Development Resource Centre (n.d.). Toronto, ON. Purchasing: Online: http://www.beststart.org/resources/anti_poverty/pdf/REDUCE.pdf Price: No charge

Title: Supporting Change: Preventing and Addressing Alcohol Use in Pregnancy Format: PDF Description The training program, "Supporting Change: Preventing and Addressing Alcohol Use in Pregnancy" provides important information on clinical practices related to assessing and influencing alcohol use in pregnancy. Literacy Level: Medium Reference: Best Start: Ontario's Maternal, Newborn and Early Childhood Development Resource Centre (2005). Purchasing: Online: http://www.beststart.org/resources Price: No Charge

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Prevention and Awareness

57 Title: Women, Mental Health and Mental Illness and Addiction in Canada Format: PowerPoint Description: This document was prepared prior to the tabling of the Committee's Final Report on May 9, 2006 and responds to the interim reports tabled in 2005. It provides information about women's mental health, illness and addictions and makes recommendations for next steps. Literacy Level: High Reference: Ad Hoc Working Group on Women, Mental Health Mental Illness and Addiction (2006). Toronto, ON; Canadian Women’s Health Network. Purchasing: Online: http://www.cwhn.ca/PDF/womenMentalHealth.pdf Price: No Charge

FASD Resource Toolkit

Prevention and Awareness

Support

58

Support “Courage is not the lack of fear but the ability to act while facing fear” – Lt. John B. Putnam Jr.

People with FASD have a brain injury. It is a physical, often invisible disability and the individuals who live with it require accommodation to help maximize their potential. For example, persons with spinal cord injuries are provided with a wheelchair. The physical impairment for those with FASD is in the brain. Therefore, the environmental modifications that a person with FASD needs are accommodations for brain differences. These differences in brain function may cause difficulties in how the person thinks, understands, and behave. They may need support in these areas in order to effectively perform daily tasks. Unfortunately, because FASD is most often an invisible disability, those who live with it have a difficult time getting the supports they need. The world, which cannot see their brain injury, often views them as lazy, disruptive and willfully defiant; as though they simply won’t do what is asked of them. In reality, these individuals often can’t do what is asked of them. They need understanding, supportive people to find ways to help them succeed within realistic expectations. What difficulties do individuals living with FASD need support with? Prenatal alcohol exposure affects all individuals differently, causing a wide variety of strengths and challenges. Some of the more common difficulties that individuals may need support with include: o over stimulation o hyper or hyposensitivity due to poor sensory integration o hyperactivity o attention difficulties o problems concentrating/focusing o poor impulse control FASD Resource Toolkit

perseveration confabulation speech and language delays problems with memory linking actions to outcomes generalizing information slower cognitive pace difficulties with sequencing difficulties with abstract concepts (such as money and time) o coordination and balance o reasoning and judgment o dysmaturity (younger cognitive age) o o o o o o o o o

Every individual on earth is unique, and has unique needs for learning. Although there are certain characteristics and behaviours which are common for people with FASD, each individual requires a personalized plan for support to best meet their specific needs. It is also important to note that many individuals with FASD have overlapping diagnoses. These diagnoses can include, but are not limited to Attention Deficit Hyperactivity Disorder (ADHD), Reactive Attachment Disorder, Conduct Disorder, Oppositional Defiant Disorder, etc. These overlapping diagnoses are often confusing for support people; it is crucial to focus on the individual and their unique needs, rather than the solely on the diagnoses. As mentioned, most individuals who were prenatally exposed to alcohol do not have an FASD diagnosis. Often, we can only speculate that an individual may have been prenatally exposed to alcohol, based on their behaviours. If an individual is displaying FASD-like behaviours, we must work with the individual to identify their strengths and challenges and

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59 provide accommodations, regardless if they have a diagnosis. There are some general strategies which are helpful when supporting those who we suspect may have FASD. These general strategies, identified by Diane Malbin and others, can be a guide to providing appropriate accommodations. They include: o routine o structure o ‘think younger’ o slow down o demonstrate o use less words o visuals/pictures o relationship/peer support o concreteness o repetition o simplicity o specificity o supervision

easier to stay focused. If accommodations such as these are provided early, secondary and tertiary disabilities can be reduced and/or prevented (see Fetal Alcohol Spectrum Disorder section). It is also important to remember that all children are gifts to be cherished. Often in the field of FASD there is an emphasis on what is going ‘wrong’ with the children with FASD. We must remember how precious our children are. The following Statement of Beliefs and Values about Children from Aboriginal Head Start (AHS) eloquently delivers this point. Although this Statement of Beliefs is specific to Aboriginal people, the message is true for all children. At AHS we believe... o

What age should interventions start and end? The brain injury resulting from prenatal alcohol exposure cannot be reversed; it is permanent. This is why on-going support throughout the lifespan is required. Early intervention is the best-case scenario for any individual who has a disability, which is especially true for children living with FASD. Simple adaptations can be made right from birth, such as a low-stimulation nursery or oral sensory input toys to help offset challenges with sucking and soothing. Environmental accommodations adapted to fit the needs of each individual can be very successful in mitigating the struggles which these individuals experience. For example, if a child is over-stimulated and reacts with hyperactivity, a busy school environment will be very challenging. If teachers and caregivers are aware of the child’s overstimulation and provide the child with a calming environment, the child may find it FASD Resource Toolkit

o

o

o

o

That children are a gift from the Creator. That our children have a right to live proudly as Aboriginal people in the lands of their ancestors. That children have a right to learn their respective Aboriginal language(s) and histories, and adults have a responsibility to pass on the instructions that the Creator gave in the beginning of time as are reflected in our languages, cultural beliefs and cultural practices. That each child is part of what makes a community whole. That it is essential for children to develop meaningful relationships with Elders, the carriers of knowledge and history.

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o

o

That children, under the guidance of Elders, will learn to love learning throughout their life. That adults are community role models who are to teach children how to live a good life. That children acquire knowledge by watching, listening and doing, and adults are responsible for encouraging and guiding them in all those activities.

o That children deserve opportunities to gain knowledge and experience of how to live a good life. o

o

That children, through being loved, valued and encouraged, will gain the courage, the strength and the wisdom to use the power of a good mind and spirit in all that they do.

as advertising campaigns, poster projects, media releases, and awareness days) can help to reduce social stigma and improve the lives of individuals living with FASD. Advocacy is also crucial on an individual basis. Individuals who live with FASD need advocates to help interpret the world for them, and to navigate the many systems required for daily living (see Streissguth, 1997 for more information on advocacy). These systems, such as health care, education, legal, housing and employment can be daunting and confusing even for individuals who do not live with a cognitive disability. For a person with FASD, trying to work within these structures can be incredibly challenging; they need advocates who help make daily life more manageable throughout their lifespan.

That children have a right to enjoy the opportunities that education offers.

o That children have a right to live in healthy, self-determining communities that are free of violence Understanding is limited – Advocacy is necessary In our society there is often a lack of awareness and understanding of FASD. Most people know that drinking alcohol during pregnancy is harmful, but in-depth knowledge of the barriers faced by pregnant women with addictions and the daily struggles of those who live with FASD are not fully appreciated. This lack of understanding contributes to the stigmatization of FASD. As a result, individuals with FASD do not typically receive the same level of support as individuals with other disabilities. Therefore, advocacy which increases knowledge at the societal level (such FASD Resource Toolkit

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Toolbox Children Title: 50 Quick-Play Listening Games and CD Format: Activity Description: These games target important listening skills through an Resource interactive and fun format. Skills are divided into two levels so they can be adapted to suit various developmental stages. Activities focus on following directions, reasoning, predicting, making inferences, associations and more. Literacy Level: Low Time: Varies Reference: Malone, K., Stontz, K., Johnson, P. F. (2005). LinguiSystems, Inc. East Moline, IL. Purchasing: Telephone: 800-776-4332 Online: www.linguisystems.com Price: $48.95 “The games are user-friendly and address a lot of key concepts for working with children with FASD” - Allison

Title: Alert Program Format: Video and Facilitator Guide Description: Developed by two Occupational Therapists, the book How Does Your

Engine Run? A Leader's Guide to the Alert Program for Self-Regulation

Resource

describes an innovative program that supports children, teachers, parents, and therapists to choose appropriate strategies to change or maintain states of alertness. Students learn what they can do before a spelling test or homework time to attain an optimal state of alertness for their tasks. Teachers learn what they can do after lunch, when their adult nervous systems are in a low alert state and their students are in a high alert state. Parents learn what they can do to help their toddler's nervous system change from a high alert state to a more appropriate low state at bedtime. Literacy Level: High for facilitator, low for participants Reference: Frog Hollow Neighborhood House (2009). Public Health Agency of Canada. Purchasing: Online: www.alertprogram.com/index.php Price: Various, depending on item. $40.00 (USD) for The Leader’s Guide, $35.00 (USD) for Test Drive: Introducing the Alert Program

through Song

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Title: Dealing with Feelings Series Format: Books Description: Children are entitled to their feelings even when their behavior needs to be corrected. This series of books acknowledges specific feelings and offers safe and creative ways to express these feelings. Each book features a choose-your-own-ending format and shows children what the outcome of their choices might be-allowing them to back up and try a different solution if they don't like the outcome, or try a variety of choices to see how each might turn out. Literacy Level: Low Reference: Crarry, E., Whitney, J. (1992). Seattle, WA: Parenting Press. Purchasing: Online: http://www.qualityclassrooms.com Price: $69.95

Title: Early Social Behaviour Books Format: Book Series Description: This series helps build early social behaviour skills, such as listening, turn-taking, sharing and recognizing emotions. The language is simple and repetitive, and the interactive format is valuable for children with Fetal Alcohol Spectrum Disorder. The books may be purchased individually or as a set. LinguiSystems offers a broad variety of intervention resources for children and youth. Literacy Level: Low Time: 5-10 minutes Reference: Everly, N. (2005). East Moline, IL: LinguiSystems, Inc. Purchasing: Telephone: 800-776-4332 Online: www.linguisystems.com Price: $15.95 each, or $191.40 for the 12 book set

“I’ve used the books with the children I work with, and they love the pictures and the actions we do with them” - Allison

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Title: Emotions Jigsaw Puzzle Set Format: Puzzles Description: Each set includes 4 puzzles illustrating various emotions. Literacy Level: Low Reference: n.a. (n.d.). Altona, MB; Supreme Learning. Purchasing: Online: http://www.supremelearning.ca Price: $39.95

Title: How Am I Feeling Chart Format: Chart Description: Twelve interchangeable facial expressions promote discussion and understanding of emotions. 25"x22". Fabric is washable Literacy Level: Low Reference:

n.a. (n.d.). Altona, MB; Supreme Learning. Purchasing: Online: http://www.supremelearning.ca Price: $24.95

Title: If…Then…Fun Deck Format: Cards Description: If you eat too much candy…then…? This deck allows students to practice logical thinking and problem-solving skills. 52 vibrantly illustrated cards. Literacy Level: Low Reference: Webber, S.G. (n.d.).Greenville, SC; Super Duper Publications. Purchasing: Online: http://www.superduperinc.com Price: $11.95

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Title: Journey Through the Healing Circle Format: Video and workbook Description: “Journey Through the Healing Circle" is a series of videotapes, video CDs, and professionally illustrated workbooks. The series is narrated by Native American Storyteller Floyd Red Crow Westerman, who uses animal stories to talk about children with Fetal Alcohol Spectrum Disorder and the problems families face with these effects. Each character dramatizes the challenges FASD at different stages of life. Through a storyteller, the series offers frank and honest information in a non-judgmental way. Literacy Level: Low Reference: LaDue, R., Hartness, C. (n.d.). Seattle, WA: Washington State Department of Social and Health Services. Purchasing: Online: http://www1.dshs.wa.gov/ca/fosterparents/journey.asp Price: $37.00 (US) for full set of books and videos

Title: Looking After Ourselves Life Skill Puzzles Format: Puzzles Description: Teach healthy responsible behavior with these colourful inviting puzzles. Improve early language and motor skills while reinforcing positive attitudes. Puzzles include bathing, brushing hair, washing and brushing teeth. Large pieces for easy grasping. Literacy Level: Low Reference: n.a. (n.d.). Winnipeg, MB; Quality Classrooms. Purchasing: Online: http://www.qualityclassrooms.com Price: $19.95

“A great visual tool for teaching personal hygiene” - Tricia

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Title: Mix and Match Games Format: Activity Description: These matching puzzle activities make learning fun. The photos of real objects make recognition easier and the selfcorrecting feature allows children to play and learn on their own. Concepts include opposites, analogies and associations to teach reasoning skills, and determining relationships between objects. Literacy Level: Low Time: Approximately 10 minutes. Reference: Louise Kool & Galt (2006). Scarborough, ON: Louise Kool & Galt – 2006 Early Childhood Resources. Purchasing: Telephone: 800-268-4011 Online: www.louisekool.com Price: $16.99 each “These puzzles are very visual, and lead to great discussions on why pairs are made” - Allison

Title: Polly Anna the Second Format: Book Description: This book is about a 13-year-old girl with FASD. The book is helpful for teens, who may or may not have Fetal Alcohol Spectrum Disorder to understand more about the condition. It focuses on a sense of respect and understanding for individuals living with FASD, and includes examples of questions to promote discussion. Literacy Level: Medium Time: 15 Minutes with Discussion Reference: McFarlane, H. (2002). Cold Lake, AB: Lakeland Centre for Fetal Alcohol Spectrum Disorder. Purchasing: Online: lakelandfas.com/ Tel: (780) 594-9905 Price: $7.00

“Read this so kids understand what FASD is like, creating empathy for disabilities of all kinds. You can change this character to any age in the teens for greater capacity in the particular setting you are working with” - Charlene

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Title: Primary Concepts: Go Togethers Format: Activity Description: This preposition lotto game asks children to match cards to game boards and then use objects to recreate the prepositions in, on, under, behind, in front, and next to. It is great for teaching associations. Literacy Level: Low Time: Approximately 15 minutes Reference: Louise Kool & Galt (2006). Scarborough, ON: Louise Kool & Galt – 2006 Early Childhood Resources. Purchasing: Telephone: 800-268-4011 Online: www.louisekool.com Price: $49.99

“Children really enjoy this game! It helps to teach similarities and differences, and is very tactile.” Allison

Title: Simon Says Format: Book Description: This is a children’s book to help children understand their FASD diagnosis. It also gives parents a resource to initiate discussion of a diagnosis, and gives schools an opportunity to explore tolerance and understanding for students with this disability. Literacy Level: Low Time: 15 Minutes with Discussion Reference: McFarlane, H. (2002). Cold Lake, AB: Lakeland Centre for Fetal Alcohol Spectrum Disorder. Purchasing: Online: lakelandfas.com/ Tel: (780) 594-9905 Price: $7.00

“These books plant the seed about how alcohol can affect the development of a child and what it feels like to have FASD” - Charlene

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Title: The Emotions Game Format: Board Game Description: This game trains children to connect facial expressions to emotions. Students listen and respond as the instructor reads a sentence and models the emotion that corresponds to the emotion on the game card. Instructions are given for two basic skill levels of play. Literacy Level: Low Reference: Johnson, P. (n.d.). East Maine, IL; Linguisystems. Purchasing: Online: http://www.linguisystems.com Price: $29.95

“This is a great game for assessing and teaching emotion recognition and social skills.” - Caitlin

Title: Time Timer Format: Model Description: The Time Timer helps master the concept of time and time management and enhances productivity. As an interactive teaching tool, this aid reinforces a sense of elapsed time with a visual illustration of time remaining. It also works as a wonderful visual for children and adults with sensory deficits, or those working in a sound-sensitive environment. Literacy Level: Low Reference: Odin Books (2007). Vancouver, BC: Odin Books. Purchasing: Telephone: 800-223-6346 Online: www.odinbooks.ca Price: $52.95 for an 8 inch timer with sound (various sizes available)

“An absolutely fabulous visual for children with FASD, helps to visualize and learn time concepts” - Allison

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Title: Webber Photo Cards Format: Game Description: These sets of flashcards cover a variety of topics, and are valuable for developing skills such as reasoning, inferencing, vocabulary building, memory, emotion recognition, comparing and contrasting. Each set includes a variety of games ideas to be played with the deck, including Memory, Go-Fish and MatchUp. The cards are very visual with realistic pictures to help children identify real objects. Decks include:  What Are They Thinking?  What Doesn’t Belong?  Emotions  Around the Home  Everyday Go-Togethers  Things to Wear  Verbs Literacy Level: Low Time: Approximately 10 to 20 minutes Reference: Super Duper Publications (2001). Greenville, SC: Super Duper Publications, Inc. Purchasing: Telephone: 1-800-277-8737 Online: www.superduperinc.com Price: $10.95 (USD) per deck, excluding ‘Emotions’ which is $34.95 (USD)

Title: What Would You Do? Format: Book Description: A kid's guide to tricky and sticky situations. Flat bike tires, forgotten homework, obscene phone calls-more than 70 situations kids could encounter when they are on their own. Perfect for skits, journal writing or discussions. Builds self-esteem and confidence. Important practice in critical thinking skills, making choices and setting priorities. 184 pages. Literacy Level: Low Reference: Schwartz, L., Armstrong, B. (n.d.). Huntington Beach, CA; Creative Teaching Press. Purchasing: Online: http://www.supremelearning.ca Price: $15.95

“This resource teaches problem solving skills as well as promoting self reflection and discussion.” -Caitlin

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Title: When I’m Feeling Series Format: Books Description: This series addresses a range of emotions that young children feel, but don't always understand. The books put words to the feelings that children experience every day. In each book the little rabbit describes feeling happy, sad, angry or scared. Children can relate to the little rabbit and learn how to deal with their own emotions. Critical thinking questions at the back of each book provide discussion opportunities. Set of 4. Literacy Level: Low Reference: Moroney, T. (2005). Grand Rapids, MI; Gingham Dog Press. Purchasing: Online: http://www.supremelearning.ca Price: $42.95

“This series normalizes commonly experienced feelings and provides healthy methods for dealing with emotions.” -Caitlin

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Parents and Caregivers with FASD Title: Baby Wants Format: PDF Description: This resource describes a baby's "wants" that a parent can provide in order to encourage healthy development. Literacy Level: Medium Reference: Health Nexus. (2008). Toronto, ON; Best Start: Ontario's Maternal, Newborn and Early Childhood Development Resource Centre. Purchasing: Online: http://www.beststart.org/resources Price: No Charge

I really like this! Wonderful information, useful for all parents and caregivers. I love that it is multi cultural; a good handout, I want it for my groups. - Robin

Title: Guidelines for Nursing Mothers Format: PDF Description:

61cm by 44cm colour poster has just been revised to provide the latest evidence based guidelines visual assessment of effective breastfeeding in the first six months using graphics, photographs and text. Infant tummy size, intake, output, weight and growth spurts can be seen at a glance. Information on exclusive breastfeeding is also provided. Literacy Level: Low Reference: n.a. (n.d.). Toronto, ON; Best Start: Ontario's Maternal, Newborn and Early Childhood Development Resource Centre. Purchasing: Online: Web: http://www.beststart.org/resources Price: No Charge

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71 Title: Life Skill Development Sheets Format: Handouts Description: The included handouts are tools that have been developed by the Family Support Workers (FSWs) in the Healthier Babies, Brighter Futures Program in Burns Lake. Many of the women they support exhibit characteristics and behaviours of FASD, so the FSWs have created tools to help the women with their daily tasks as needs present. The tools can and should be individualized for the person using them. While similar charts and handouts can be developed for a number of activities, the ones included are:  Infant Feeding Guide (to remember how often the baby feeds and needs changing)  Grocery List (can be used to record items needed, or items already had at home)  Birth Control Calendar (the colours represent the colours of the pills and help the woman remember to take them each day)  Money Management Guide (helps the person budget for the month’s expenses)  Market Guide (shows the foods which are best buys for both nutrition and cost) Literacy Level: Low Reference: Healthier Babies, Brighter Futures (n.d.). Burns Lake, BC: College of New Caledonia. Purchasing: Available on Resource CD Price: No Charge

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Title: Parenting with FASD: Challenges, Strategies and Supports Format: Video and Booklet Description: Featuring four adults living and parenting with FASD, the video and booklet focus on some of the parenting-related experiences and challenges faced by people with FASD. Highlighted as well are strategies, suggestions and resources found to promote positive parenting. It includes a 43 page book. Literacy Level: Medium Time: 28 Minutes Reference: Rutman, D., La Berge, C., Wheway, D. (2005). Victoria, BC: School of Social Work, University of Victoria and the FAS/FAE Network of BC. Purchasing: Online: http://www.fasbookshelf.com/videos.html Price: $50.00

“The real-life stories from parents make the video effective; it was great for our parents to have a voice” - Cindy

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Title: Rainey & Red: A Book for Adults with Fetal Alcohol Spectrum Disorder Format: Book Description: Written for adults with FASD, this book tells the story of Red, a boy with FASD, as remembered by his adult adoptive sister Rainey. It encourages a sense of understanding while offering common facts on FASD and simple strategies for working with people with the disorder. Its straightforward design makes the book user-friendly and accessible for quick viewing. Literacy Level: Medium Reference: McFarlane, H. (n.d.). Cold Lake, AB: Lakeland Centre for Fetal Alcohol Spectrum Disorder. Purchasing: Online: lakelandfas.com/ Tel: (780) 594-9905 Price: $7.00

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Title: Road Map of Labor Tear Pad Format: Booklet Description: This tear pad (also available in poster format) makes an excellent take home reminder sheet for couples to reinforce comfort measures learned in childbirth class. They clearly illustrate the process of labour as well as different birthing options. Literacy Level: Low Reference: Simkin, P. (n.d.). Camperdown, NSW, Australia: Birth International. Purchasing: Online: www.birthinternational.com Price: $27.98 USD

“A great visual teaching tool for the stages of labor and labor positions” - Tricia

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73 Title: Teaching Bins: Breastfeeding, (Infant) Nutrition, Birth Control Format: Models Description: The teaching bins are a visual and practical way to teach various topics around parenting, and are especially useful for parents with FASD. They allow the participant to see and touch which aids in understanding, helping them make the most effective choices for themselves. They are useful in both group and individual settings, and can be adapted for many different topics. Breastfeeding Bin Demonstrates breastfeeding and shows what supplies are useful for various elements of breastfeeding. Infant Nutrition Bin Demonstrates a baby’s first foods as well as showing difference between foods through examining nutrition labels. Nutrition Bin Includes a variety of food models to teach healthy eating according to the Canada Food Guide, as well as portion sizes. Birth Control Bin Includes all current forms of birth control as well as information on how to use each and their effectiveness. Literacy Level: Low Reference: Phair, C. (2004). Burns Lake, BC: College of New Caledonia. Purchasing: Available on CD. Price: Materials at own cost.

“The bins are concrete and interactive, very valuable for participants” - Corrine

Title: You Can Cook: A Visual Cookbook with Easy-toFollow Instructions Format: Book Description: This book will help you teach your child, student, or adult with a disability how to make tasty lunches and snacks independently and safely. It is also designed for anyone who finds it easier to follow visual instructions when cooking. These simple, nutritious recipes are formulated around learing the basic skills required to cook chopping, spreading, grating, and mixing - and includes a couple of microwave dishes as well. You Can Cook comes with a simple but effective plastic chef knife that allows children and adults who cannot handle regular knives safely make their own meals independently. Literacy Level: High Reference: North Shore Disability Resource Centre. (2007). North Vancouver, BC; North Shore Disability Resource Centre. Purchasing: Online: http://www.nsdrc.org Price: $20.00

“The resource was bright, colorful, positive and focuses on the user’s strengths. The concrete instructions and visual cues were absolutely essential for those with brain based disabilities.” -Joni

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Parents and Caregivers who have children with FASD Title: A Sense of Belonging: Supporting Healthy Child Development in Aboriginal Families Format: PDF Description: This manual was developed to improve service delivery to Aboriginal families in Ontario. It shares important information about why Aboriginal people feel they need to support their families in raising healthy, happy children. While this manual will be most helpful to non-Aboriginal service providers, it may also be useful in the orientation of new service providers. Literacy Level: Low Reference: Fearn, T. (2006). Toronto, ON; Best Start: Ontario's Maternal, Newborn and Early Childhood Development Resource Centre. Purchasing: Online: http://www.beststart.org/resources Price: No Charge

Title: Attachment across Cultures Format: Book Description: The toolkit contains practical information and resources to assist community, health and social service agencies across Canada in understanding, promoting and maintaining effective cross-cultural attachment practices among program participants, individually and collectively. It also generates a better understanding of the impact that migration and resettlement in a new country may have on the development of young children. Finally, and perhaps most importantly, it provides some specific ideas to generate discussion and sharing of experiences among program participants from all over the world. Literacy Level: High Reference: Mawani, F. (n.d.). Toronto, ON: St. Joseph’s Women’s Health Centre. Purchasing: Online: http://www.phacaspc.gc.ca/dcadea/publications/attachmenttoolkit_e.html#ackn Price: No charge

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Title: Calming the Storm: Strategies for children with FASD Format: Book Description: Based on input from families with children living with FASD, this book offers practical strategies in a variety of areas, including communication, routine, social skills, crisis management and discipline. It is designed for parents, caregivers and guardians who care for individuals with FASD. The text also includes quotes from the parent of a teenage son with FASD. Literacy Level: High Reference: Lussier-Ring, J. (n.d.). Cold Lake, AB: Lakeland Centre for Fetal Alcohol Spectrum Disorder. Purchasing: Online: lakelandfas.com/ Tel: (780) 594-9905 Price: $10.00

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Title: Creation Stories: Personal Reflections about Aboriginal Head Start in Urban and Northern Communities Format: Book Description: This book contains stories from children, parents, foster parents, teachers, elders, and staff about Aboriginal Head Start early childhood development programs for First Nations, Inuit, and Métis children and their families. It is meant to provide a real-life picture of what the evaluation data shows in the form of numbers—that the program is generating many positive and life-changing effects in communities. Literacy Level: Medium to High Reference: Health Canada (2002). Ottawa, ON: Health Canada. Purchasing: Telephone: (613) 952-5845 Online: http://publications.gc.ca/ Price: No charge

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Title: FASD Tip Sheets Format: Series of Handouts Description: There are currently 20 FASD Tip Sheets available for download or for purchase in brochure format. The Tip Sheets provide specific suggestions and strategies on how you can support a child or adult with an FASD in a way that has worked well for some other parents. Topics include: o How You can Help Children with FASD Make Decisions o How You can Help your Child with FASD make and Keep Friends o How You can Help Teens with FASD Manage Money o How You can Help Adults with FASD Manage Money o How You can Help Teens and Adults with FASD Make Decisions o How You can Help your Child with FASD Figure out Reality and Fantasy o How You can Help your Child with FASD Learn to Cope with their Senses o How You can Help Children and Teens with FASD Learn about Ownership o Making Changes with Children and Youth with FASD o Help your Child or Teen with FASD take part in Sports and Activities o Care for the Caregiver of Children and Youth with FASD o How to Help Children and Teens with FASD Succeed in Community Groups o How you can Help Children with FASD Understand Time o How you can Help Children with FASD Understand Structure o How you can Help Children and Teens with FASD Develop Routines o How you can Help Children with FASD be Successful at Camp o Healthy and Safe Sexuality for Teens and Adults with FASD o How you can Help a Teen or Adult Avoid Drug and Alcohol Use and Abuse o How you can Help a Teen or Adult Avoid Trouble with the Law o Understanding Fetal Alcohol Spectrum Disorder Literacy Level: Medium Reference: FASD Support Network of Saskatchewan (2006). Saskatoon, SK: FASD Support Network of Saskatchewan Inc. Purchasing: Telephone: 1-866-673-3276 Online: http://www.skfasnetwork.ca/ Price: Free for downloadable format

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Title: From Hitting To Words Format: PDF Description:

The current social climate of zero tolerance for violence has made us very sensitive to physical aggression, even in very young children. Sometimes, parents and caregivers seem to feel that there’s something seriously wrong if some toddlers push and shove the other children at playgroup. In fact, it’s normal for babies and young children to communicate with their bodies. As part of growing up, they learn that it’s not okay to hurt other people and that there are better ways to interact socially. Literacy Level: Medium Reference: Parents Matter. (n.d.). Ottawa, ON; Canadian Association of Family Resource Programs. Purchasing: Online: http://www.parentsmatter.ca/index.cfm?fuseaction=Page.vie wPage&pageId=600 Price: No Charge

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Title: Helping Families, Helping Children Format: Video Description: This video and companion guide provides clear information about FASD and demonstrates ways that families can support their children (aged birth to 6 years). It brings a message of hope for families that children with FASD can live productive and satisfying lives. Literacy Level: Medium Time: 28 minutes Reference: Yellowknife Films (1998). Yellowknife, NWT: Yellowknife Association for Community Living. Purchasing: Online: http://www.fasbookshelf.com/index.html Price: $35.00

“A little hope can go a long way” - Tricia

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Title: Helping Families, Helping Children – Part 2 Format: Video Description: This video, which shows children living with FAS and pFAS with their families in the elementary school system, demonstrates ways that they can be supported to achieve success. Literacy Level: Medium Time: 29 minutes Reference: Yellowknife Films (2001). Yellowknife, NWT: Yellowknife Association for Community Living. Purchasing: Online: http://www.fasbookshelf.com/index.html Price: $30.00

Title: Knowing What to Expect Format: PDF Description:

“I found out that toddlers are naturally curious and love to explore the world around them. Now I can be more patient when my 15-month-old gets into everything. Now I understand that she’s not just doing it to make me mad; exploring is an important part of her growing up.” The father who made this comment after taking a short workshop in child development had learned an important lesson: if you know what you can realistically expect from children at different stages of development, you won’t feel as frustrated or disappointed. It gets easier to be patient. Literacy Level: Medium Reference: Parents Matter. (n.d.). Ottawa, ON; Canadian Association of Family Resource Programs. Purchasing: Online: http://www.parentsmatter.ca/index.cfm?fuseaction=Page.v iewPage&pageId=600 Price: No Charge

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Title: Know Your Rights: Student and Guardian Editions Format: Booklet

Description: The purpose of this website and the booklets are to provide parents of children with Learning Disabilities (LD) and/or Attention Deficit Disorder (AD/HD), with information that will help them to be effective advocates for their child. Literacy Level: Medium Reference: Learning Disabilities Association of BC (2000, 2006). Victoria, BC. Purchasing: Online: http://www.knowyourrights.ca/knowyourrights/ Price: No Charge

Title: Let’s Talk FASD: Parent Driven Strategies in Caring for Children with FASD Format: Book Description: In an effort to respond to the needs of those caring for and working with children and adults with FASD, VON Canada has developed parent-driven best practice parenting guidelines for children and adults with FASD. These parent-driven guidelines have evolved from the first hand experience of those living with FASD and those that care for them, and respond to a community need for tips, techniques and strategies that are empirically proven by parents themselves. Lets Talk FASD presents these guidelines in a user-friendly format that parents and caregivers can easily access, understand and utilize. The sections within reflect those areas that were identified to be of key importance throughout the project research. Literacy Level: High Reference: VON Canada (2005). Ottawa, ON: Public Health Agency of Canada. Purchasing: Online: www.von.ca/FASD/_fasdtool_fullproof2.pdf Price: No charge

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Title: Living with FASD: A Guide for Parents Format: Book Description: 1% of North Americans suffer from FASD. That’s about four times as many people as those with AIDS/HIV. It’s no wonder that this book is a Canadian bestseller with over 50,000 copies sold! Bringing up-to-date and comprehensive information about FASD, this edition includes the latest Institute of Medicine diagnostic criteria and terms, special considerations for infants and adolescents, parent needs, and an expanded resource list. It is a must for any parent or professional caring for a child or adult who has the disorder. Literacy Level: High Reference: Graefe, S. ed. (n.d.). Vancouver, BC: Society of Special Needs Adoptive Parents. Purchasing: Online: www.groundworkpress.com/ Price: $24.95 “An excellent resource” - Brad

Title: Living with Prenatal Drug Exposure: A Guide for Parents Format: Book Description: Modeled on the best selling Living with FASD: A Guide for Parents, this comprehensive book for parents and professionals introduces caregivers to the challenges of caring for a child prenatally exposed to drugs. The guide offers practical techniques and strategies, debunks well-known myths, explores social issues and includes a workbook section for parents and other caregivers. Literacy Level: High Reference: Lee, J., Cowan, L. (2003) Society of Special Needs Adoptive Parents. Purchasing: Online: www.groundworkpress.com/ Price: $24.95

“An excellent resource” - Brad

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Title: Living with Your Grandchildren: A Guide for Grandparents Format: Book Description: 475,000 Canadian grandparents live with their grandchildren and nearly 57,000 of them are raising these children alone. Living with Your Grandchildren addresses the legal, educational, parenting and social challenges of parenting the second time around. With chapters on grandparent and grandchild emotions, special needs, health and self-care, as well as an interactive Workbook section, Living with Your Grandchildren is the definitive book for the rising numbers of grandparents who find themselves raising their grandchildren. Literacy Level: High Reference: Lee, J., Cowan, L. (n.d.). Vancouver, BC: Society of Special Needs Adoptive Parents. Purchasing: Online: www.groundworkpress.com/ Price: $24.95 “An excellent resource” - Brad

Title: Making Transition Times Easier Format: PDF Description:

How many times a day do you ask children to change activities or move from place to place? It probably happens very often. You may notice that it’s during these “transition times” that children’s behaviour tends to get worse. Many children find it hard to “shift gears,” but with a bit of planning, you can help everyone make these changes more smoothly. Literacy Level: Medium Reference: Parents Matter. (n.d.). Ottawa, ON; Canadian Association of Family Resource Programs. Purchasing: Online: http://www.parentsmatter.ca/index.cfm?fuseaction=Page.v iewPage&pageId=600 Price: No Charge

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Title: My Sibling Has FASD: Can I Catch it? Format: PDF

Description: Your sibling has a fetal alcohol spectrum disorder, or an FASD. It can be hard to understand and scary to think about. This booklet can help answer some questions you may have. It tells you about FASD and helps you explore your feelings. It also shares ways to get help. Literacy Level: Low Reference: Substance Abuse and Mental Health Services Administration (2006). Rockville, MD: Center for Substance Abuse Prevention. Purchasing: Online: http://ncadistore.samhsa.gov/catalog/productDetails.as px?ProductID=17637 Price: No Charge

Title: Process Not Product Format: PDF Description:

When you do art and craft activities with children, the process (how things happen) is often much more important than the product (the object you end up with). Literacy Level: Medium Reference: Parents Matter. (n.d.). Ottawa, ON; Canadian Association of Family Resource Programs. Purchasing: Online: http://www.parentsmatter.ca/index.cfm?fuseaction=Page.v iewPage&pageId=600 Price: No Charge

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Resource

Title: Redefining Success: Raising Children Prenatally Exposed to Alcohol Format: Video and booklet Description: Five families who have adopted children prenatally exposed to alcohol discuss how they have redefined success for their children by valuing different qualities, achievements, and abilities. It demonstrates the range of effects of prenatal exposure on development, behaviours, and needs across the lifespan, as well as approaches and skills more effective for parenting. It clearly illustrates through personal perspectives from parents and youth, the invisibility of this disability, as well as the triumphs and challenges. Literacy Level: Medium Time: 28 minutes Reference: BC Ministry of Children and Family Development (2001). Victoria, BC: Ministry of Children and Family Development. Purchasing: Online: http://www.publications.gov.bc.ca/ Price: $16.75

Title: Strategies for Parenting Children with FASD Format: Booklet Description: This booklet is the revised edition of the previously titled Alcohol Related Birth Defects. The content is simple yet comprehensive, and very helpful for parents and caregivers. It covers everything from what FASD is, to characteristics, behaviors, strategies and life skills. Literacy Level: Medium Reference: Schneider, B. (2005) Brighter Futures Family Resource Society. Purchasing: Tel: 1-877-330-8808 Email: [email protected] Price: $5.00 each when purchasing under 20 copies

“The content is simple yet comprehensive, and very helpful for parents and caregivers. It covers everything from what an ARBD is, to characteristics, behaviors, strategies and life skills” - Robin

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Title: They Don’t Think Like We Do Format: PDF Description:

It’s easy to see that children’s physical abilities are different from adults’. We don’t expect a three year old to ride a bicycle or a seven year old to use a full-sized hockey stick. Intellectual skills are harder to see. Once children start talking in sentences, we may expect that words mean the same thing to them as they do to us. In fact, limited information, lack of experience and immature brain functioning all make it impossible for young children to think like adults. Literacy Level: Medium Reference: Parents Matter. (n.d.). Ottawa, ON; Canadian Association of Family Resource Programs. Purchasing: Online: http://www.parentsmatter.ca/index.cfm?fuseaction=Page.vie wPage&pageId=600 Price: No Charge

Title: Trying Differently: A Guide for Daily Living and Working with FAS and Other Brain Differences (Second Edition) Format: Booklet Description: “This is a booklet of strategies gathered from parents and caregivers throughout the Yukon, Canada, and the US. Because people with FAS are unique, and specific strategies work for specific people, we suggest you try what sounds right for you and your situation, and if it doesn’t work, try something else. No one has all the answers, but we know … that ‘trying differently’ will make a difference in everyone’s lives.” The booklet is useful for parents, classroom teachers, social workers, RCMP and others as a simple tool to help with reframing expectations. They are helpful for simple, at-a-glance information. Literacy Level: High Reference: Trudeau, D. ed. (2002). Whitehorse, YK: Fetal Alcohol Syndrome Society Yukon. Purchasing: Online: http://www.fasbookshelf.com/books.html Price $15.00 “This is the manual I liked best, very user-friendly!! I was able to receive quite a few copies when I was coordinating the Dease Lake POP and I supplied the RCMP and other agencies with this resource. They really found it very useful” - Nancy

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Title: Trying Differently Rather than Harder (2nd ed.) Format: Booklet Description: A sequel to the earlier publication, FAS and FAE: Strategies for Professionals, it provides a readable, narrative discussion of the model for working effectively with children, adolescents and adults with FASD. After a brief review of the diagnosis, the focus is on understanding behaviors differently - primary and secondary learning and behavioral characteristics. One section explores the most common behavioral symptoms by providing case examples, interventions, and outcomes. The model for Trying Differently Rather Than Harder is illustrated by stories of how alternative interventions lead to less frustration. Literacy Level: High Reference: Malbin, D. (2002). Tectrice, Inc. Portland, OR. Purchasing: FASCETS PO Box 83175 Portland, Oregon 97283 Email: [email protected] Online: http://www.fascets.org Phone: (503) 621-1271

“Used well with service providers, parents, educators, very informative, good lending resource.” -Judi

Title: What do I do? Helping your kids understand their sibling's FASD Format: Booklet Description:

This booklet provides guidance on understanding sibling relationships when an FASD is involved. It answers questions you might have and suggests ways to help your children cope with their sibling's disorder. A list of resources is also provided if you need further information or support. Literacy Level: Medium Reference: Substance Abuse and Mental Health Services Administration. DHHS Pub. No.(SMA) 06-4246. Rockville, MD: Center for Substance Purchasing: Online: http://ncadistore.samhsa.gov/catalog/productDetails.aspx?Product ID=17644 Price: No Charge

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Service Providers Title: Jan Lutke Handouts Format: Handouts Description: This collection of tip sheets and articles covers a variety of topics related to intervention for individuals with FASD. Jan Lutke is a leader in the field of FASD. Papers include: o The Multiple “A” System of Service Delivery for Adolescents and Adults with FASD o The “S” System for Working with FASD o The ABCs of Working with FASD o Ever Wondered… How did these things/expressions/actions come about? o Guiding Principles for Working with Adolescents and Adults with FASD o Adults with Fetal Alcohol Spectrum Disorders: Swimming Upstream – A Reality Check (Opening Remarks) o Spider Web Walking: Hope for Children with FAS Through Understanding o Ten “L” Model for Life with FASD o The Social Tattoo: :Let’s Really Talk About FASD o Useful One-Liners o Hard Issues for Parents of Adolescents and Adults with FASD: Playing Lifeguard Literacy Level: Medium to High Reference: Lutke, J. (2004). Vancouver, BC: FASD Connections. Purchasing: Available on CD Price: No charge

Title: Fetal Alcohol Spectrum Disorder Assessments and Strategies Format: PowerPoint Description:

This PowerPoint provides information on early identification and assessment, diagnostic guidelines and assessment (screening, rationale for early diagnosis), and cognitive, behavioral, social development and nutrition of children, birth to age 6 years (issues and strategies, focus on families). Literacy Level: Medium Reference: Stade, B. (2008). Toronto, ON; Faseout. Purchasing: Online: http://www.faseout.ca/eng/training.htm Price: No Charge

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87 Title: FASD and Employment: Supporting Adults with FASD on the Job Format: DVD and Booklet Description: Featuring six adults living with Fetal Alcohol Spectrum Disorder, this video focuses on some of the employment related experiences and challenges faced by people with FASD. Highlighted as well are suggestions and strategies found to be helpful - both on and off the job. Literacy Level: Medium Reference: FAS/FAE Support Network of BC and the UVic School of Social Work (2004). Victoria, BC. Purchasing: Deborah Rutman, School of Social Work, University of Victoria, Victoria BC V8W 2Y2 Telephone: 250.721.8202 E-mail: [email protected] Price: Video and Booklet = $45, Video only = $35, Booklet only = $15 “There are very few FASD-specific employment resources. This resource is valuable.” - Tricia

Title: Freedom from Violence Toolkit: Tools for working with Trauma, Mental Health and Substance Abuse Format: Booklet Description: This comprehensive toolkit covers a wide range of topics including:  Trauma, Mental Health and Substance Use Within an Anti-Oppression Perspective  Moving Towards Safety: Using A Harm Reduction Framework  Safety Planning with Survivors of Violence  Safety Planning with Women Using Substances  Working With Women With FASD: An Emphasis on Safety Planning Literacy Level: High Reference Parkes, T., Welch, C., Besla, K., Leavitt, S., Ziegler, M., MacDougall, A., Armstrong, S., LaCombe, B., LeClaire, M., Taylor, N., Cory, J. (2007). BC Association of Specialized Victim Assistance and Counseling Programs. Purchasing: Online: http://www.endingviolence.org/node/459 Price: No charge

“This resource has a section excellent section on safety planning with women with FASD – it is a fantastic resource.” - Tricia

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88 Title: Nathan Ory, PhD Discussion Papers Format: Handouts Description: This collection of short articles covers a variety of topics related to intervention for individuals with learning and developmental disabilities such as FASD. Nathan Ory is a Registered Psychologist with the Island Mental Health Support Team, focusing on working effectively with individuals displaying challenging behaviours. Papers include: o Understanding Distractibility and Inattention o General Guidelines for Supporting Adults with Fetal Alcohol Spectrum Disorder in Mental Health or Forensic Settings o How You Give Choices and Ask Questions Makes a Difference o Overcoming Resistive Behaviour By Letting It Be Their Idea o The Meaning of and the Use of “Structure” o Who Has to Change? Trying their Hardest, Doing Their Best: What it is Like to Live with Fetal Alcohol Spectrum Disorder o Why Some People Can “Say” or “Talk” More Than They Can Understand and Remember o Why Some People with Fetal Alcohol Exposure Don’t “Get Better” o Working with Perfectionist Anxiety Literacy Level: High Reference: Ory, N. (2004, 2006). Victoria, BC: Vancouver Island Health Authority. Purchasing: Available on CD Price: No charge

Title: Plain Language Workshop Format: PowerPoint Description: This presentation discusses the benefits to using plain language when writing and speaking so that participants can easily understand what they read and hear. When used properly, plain language allows your clients to find what they need, understand what they find, and use the information to meet their needs. The workshop offers practical strategies to translate information into plain language for lower literacy participants, including examples and ideas on how to ensure information is understood in a clear and concise manner. The ideas are highly effective for individuals with FASD and other cognitive impairments. Literacy Level: Medium Time: Approximately 90 minutes Reference Charron, C. (n.d.) Regina, SK: Health Canada. Purchasing: Available on CD Price: No charge “This resource has concrete tips for oral and written language – both service providers and participants will benefit” - Corrine

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Title: Secondary Disabilities and FASD Format: PowerPoint Description:

This PowerPoint provides an introduction to secondary disabilities, describes the difference between primary and secondary disabilities and the potential impact of FASD on individuals. It also provides a series of interventions: diagnosis, psycho-social, learning, facilitating job success, facilitating independence and strategies for success, and six strategies for teaching individuals with FASD. Literacy Level: Medium Reference: Stade, B. (2008). Toronto, ON; Faseout. Purchasing: Online: http://www.faseout.ca/eng/training.htm Price: No Charge

Title: Strategies Not Solutions Format: Book Description: This book is designed for caregivers and professionals who support children and youth with Fetal Alcohol Spectrum Disorder. It includes a multitude of strategies and suggestions on various topics including environment, eating, emotions, transitions, and recreation. The authors recognize the importance of individualizing support for different needs, but have pulled together information that has been successful for a variety of caregivers and professionals across the country. Readers should be aware that the book assumes a base level understanding of FASD. Literacy Level: High Reference: Child and Youth with Fetal Alcohol Spectrum Disorder SubCommittee (2004). Edmonton, AB: Health Canada and the Alberta Alcohol and Drug Abuse Commission. Purchasing: Online: www.region6fasd.ca/ Price: No charge “This comprehensive book includes many strategies which can help to reduce frustration” - Tricia

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Teachers Title: Challenges And Opportunities: A Handbook for Teachers of Students Special Needs with a Focus on Fetal Alcohol Syndrome (FAS) and Partial Fetal Alcohol Syndrome (pFAS) Format: Book Description: Written by a teacher and reviewed by teachers, parents, and advocates of students with FASD, this handbook puts a “human face” on FASD by providing pictures and quotes of students who live with the disability and vignettes from their lives. It contains 200+ teaching strategies. It can also be a useful tool for parents in their attempts to advocate for their children within the school system. Literacy Level: High Reference: Lasser, P. (1999). Burnaby, BC: Vancouver School Board. Purchasing: Online: http://www.fasbookshelf.com/index.html Price: $22.00 “It can be a useful tool for parents in their attempts to advocate for their children within the school system, as it covers helpful adaptations, strategies etc.” - Robin

Title: FASD and Education: An Ontario Perspective Format: PowerPoint Description: Part I: Educational Success for Students with FASD: FASD 101 for Educators; What FASD Looks Like at School; Brain Damage = Behaviour; How Secondary Effects Develop; Success for Students with FASD. Part 2: Advocating Successfully within the School System: Advocacy and Advocates; Parent and School Relationships; Getting a Diagnosis of FASD; FASD Has NO Special Ed category!; Emphasize the Positive; Strategies for Successful Education Literacy Level: Medium Reference: Cunningham, M.K. (2008). Kitchener, ON; Faseout. Purchasing: Online: http://www.faseout.ca/eng/training.htm Price: No Charge

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Title: Reach to Teach: Educating Elementary and Middle School Children with FASD Format: Booklet Description: A valuable resource for parents and teachers to use in educating elementary and middle school children with FASD. The booklet provides a basic introduction to FASD, and provides tools to enhance communication between parents and teachers. The booklet contains useful forms that parents and teachers can use to better communicate about schedules, strategies, and problemsolving. There are also lists of other available FASD resources on the Web, on video, and in print. Literacy Level: High Reference: (2007) Center for Substance Abuse Prevention, Substance Abuse and Mental Health Services Administration: Rockville, MD Purchasing: Online:http://www.fasdcenter.samhsa.gov/documents/Reach_To_T each_Final_011107.pdf Price: No charge

Title: Speaking and Learning the FASD Way Format: Book Description: This book was written by a BC teacher with over twenty five years of experience working with students with FASD. It explores a teacher’s journey in the field of FASD. It is a compilation of strategies, examples, and concrete tools to help educators and support staff better understand and support students with FASD. Functional Behaviour Assessment, learning strategies, building relationships, and social skills are highlighted. Personal stories are shared. The book gives a great insight into the world of FASD. Literacy Level: High Reference: McAndrew, C. (2006) Red Lead Press Purchasing: Online: http://www.redleadbooks.com/spandlefaway.html Price: $10.00 (USD) for hard copy $5.00 (USD) for downloadable PDF

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Title: Teaching Students with Fetal Alcohol Spectrum Disorder Format: Manual Description As part of the Programming for Students with Special Needs Series, this manual is a useful guide for educators and those doing intervention work with children. Beginning with a brief overview of FASD, the text offers practical strategies to help students be successful in the classroom and learning. Literacy Level: High Reference Clarren, S. et al (2004). Edmonton, AB: Alberta Learning. Purchasing: Online: www.learning.gov.ab.ca/k_12/specialneeds/resource.asp Tel: (780) 427-5775 Price: No charge for online format.

“This book has been very helpful both for intervention work and doing presentations for educators; it’s full of strategies” - Allison

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Community

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Building Community Capacity “You must be the change you wish to see in the world” - Mahatma Ghandi

A community can be defined by geography, culture, beliefs, language, or shared interests. When a community has a shared interest, such as preventing FASD, community members join together to work on common issues. This process is called community development (Frank and Smith, 1999). When community development initiatives are enacted by community members (and are not imposed by an outside source), this increases community capacity. To build community capacity with FASD, we must “place the emphasis on existing strengths and abilities, rather than be overwhelmed by problems or feelings of powerlessness” (Frank & Smith, 1999). We can help prevent FASD, we can support individuals with FASD, and we have the capacity to do it. Building community capacity occurs when we work within our communities (however we define them) to educate each other, learn together, work together, plan for the future, share common goals and strengthen our community to better support the families we work with. Building connections within communities and working toward a common goal is the most positive and effective way to do this. The provincial connections that are made possible by this Toolkit are valuable, and it is crucial to focus on also using our knowledge and collaborating in our local communities. Where do we begin? “Building community capacity can start with small activities to educate people and build awareness. It’s important to try to involve key leaders, formal and informal, in your community to move forward on the issue. It’s

FASD Resource Toolkit

also important to be realistic and do what is manageable in order to avoid burn out” (College of New Caledonia, 2006). In order to form a workable goal, you may begin by asking yourself some questions about your community. These questions could include: o What are the strengths in our community? o How can we build on these strengths? o What is the level of knowledge of FASD in our community? o Has there been any FASD-related activities in our community which we could build upon? o Who can we invite to work on this? o How can we entice them to participate? o How can we make sure there is equal representation within the community? o What is the best way to communicate? o What are our limitations and how can we work around them? o Who will lead this process? o How will we evaluate this process? o How will we celebrate our successes? Assessing your community’s capacity around FASD may make it easier to decide where you want to go. The resources in this section, such as the BC North Region Train-the-Trainer (session one and two), FASD Tool Kit for Aboriginal Families, International FASD Awareness Day Toolkit, and the Community Development Handbook are full of excellent information and tips on building community capacity. These resources and the others within this section provide information about what has worked in other communities and what may work in your community.

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Toolbox Public Awareness Title: Aboriginal Approaches Fetal Alcohol Spectrum Disorder (Revised) Format: PDF Description: This report has been commissioned by the Ontario Federation of Indian Friendship Centres as a way of documenting and celebrating some of the good work that is being done around FASD in our communities. You will find information and inspiration about parenting children and youth with FASD, fetal alcohol syndrome in the schools, community based programming, prevention work, and alternative justice for alcohol affected offenders. Literacy Level: High Reference: Anderson, K. (2008). Ontario Federation of Indian Friendship Centres. Toronto, ON. Purchasing: Online: http://www.ofifc.org/ofifchome/page/Document/UP_FILE/20080415 10570USV.pdf Price: No charge

Title: Alcohol and Pregnancy: No Blame, No Shame! Format: Book Description: Along with a short history of the author and her family it explores how prenatal alcohol exposure has affected the lives of sixteen Australians. Stories range from a mother challenged by symptoms consistent with FASD who has given birth to a baby, now a teenager, who was prenatally exposed to alcohol; to the exasperation of a young woman with pFAS trying to live her life based on the values with which she was raised, but falling short of her goal again and again. These stories highlight how they coped, strategies they used, mistakes they made, their pain and heartache, as well as their triumphs and tragedies. Literacy Level: High Reference: Russell, E. (2007). Burleigh, QLD, Australia: Zeus Publications. Purchasing: Online: http://www.zeuspublications.com/alcohol_and_pregnancy_no_blame.htm Price: $23.95 (AUS)

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95 Title: Best Practices, Fetal Alcohol Syndrome/Fetal Alcohol Effects and the Effects of Other Substance Use During Pregnancy Format: Booklet Description: Best Practices - Fetal Alcohol Syndrome/Fetal Alcohol Effects and the Effects of Other Substance Use During Pregnancy" brings together extensive, up-to-date research, information, and practice wisdom gathered through key stakeholder interviews. This project involved two main elements: 1) the articulation of best practices based on a literature review and 2) a situational analysis of FASrelated activity across Canada. The literature identifies best practices for the prevention, identification, and intervention of FASD, and the effects of other substance use during pregnancy. The specific substances other than alcohol addressed in this review are cannabis, opiates, stimulants (including cocaine), and inhalants. The review follows a life-span approach and examines the needs of different population groups. Literacy Level: High Reference: Canadian Centre on Substance Abuse (2000). Ottawa, ON: Health Canada. Purchasing: Online: http://www.phac-aspc.gc.ca/fasd-etcaf/pdf/03bestpractices_e.pdf Price: No charge

Title: Fetal Alcohol Exposure: Time to Know, Time to Act Format: PDF Description: The information in this presentation is a call to action for communities to become FASD ready. Communities need a strategy in place to address the gaps and challenges so we can reduce the incidence of FASD and the negative impact the disability has on those who suffer from it. Literacy Level: High Reference: Burns, S. (2003). Community Based FASD Prevention. Ontario’s Provincial Conference. Purchasing: Online: http://www.beststart.org/events/detail/FASDNOV/burns.pdf Price: No charge

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Title: FASD and Homelessness: A Reality Check Format: PowerPoint Description: A PowerPoint presentation on the issue of housing security for individuals living with FASD. Literacy Level: Medium Reference: Antrobus, T., Lutke, J. (2008). Victoria, BC; Faseout. Purchasing: Online: http://www.faseout.ca/eng/training.htm Price: No Charge

Title: FASD and Secondary Effects: A Longitudinal Study Conducted by Anne Streissguth Format: PowerPoint Description: This PowerPoint provides an overview of Dr Anne Streissguth’s 1996 longitudinal study of 415 individuals diagnosed with an FASD. Secondary disabilities include: mental health problems, disrupted school experiences, easily victimized, trouble with the law, inappropriate sexual behaviour, alcohol and drug problems, problems with employment and living independently. Factors which lower the risks of secondary disabilities are also outlined. Literacy Level: Medium Reference: Fox, D. (2008). Ottawa, ON; Faseout. Purchasing: Online: http://www.faseout.ca/eng/training.htm Price: No Charge

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Building Community Capacity

97 Title: Fetal Alcohol Spectrum Disorder: Building on Strengths Format: PDF Description: A provincial plan for British Columbia 2008-2018. The report provides an overview of provincial initiatives undertaken since the first strategic plan was released in BC in 2003. There are numerous prevention, clinical and support programs in BC and this growing network of is an important aspect of addressing FASD in the province. Literacy Level: High Reference: British Columbia Ministry of Children and Family Development (2008). Purchasing: Online: http://www.mcf.gov.bc.ca/fasd/ten_year_plan.htm Price: No charge

Title: FASD Toolkit for Aboriginal Families Format: Manual Description: This FASD toolkit uses a Medicine Wheel format to help frontline workers explore issues and find and apply appropriate resources around FASD at the community level. The toolkit addresses a broad spectrum of topics, including an introduction to FASD, characteristics and behaviours throughout the lifespan, strategies, FASD and culture, and intervention. It is a highly valuable resource for creating awareness through community mobilization. Literacy Level: High Reference: Wenigwans, J. (2005). Toronto, ON: Ontario Federation of Indian Friendship Centres. Purchasing: Telephone: (416) 956-7575 Online: http://www.ofifc.org/ofifchome/page/Document/UP_FILE/200509 1312710QTB.pdf Price: No charge “This comprehensive toolkit is well organized, easy-to-use, and current. It has an excellent section on building community capacity” - Tricia

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98 Title: Fetal Alcohol Syndrome: A Guide for Families and Communities Format: Book Description: Using compelling case studies, photos, illustrations and validated empirical research, the author highlights the cultural, racial and economic diversity of FASD. This book is intended to help physicians, psychologists, social workers, educators, advocates, and families of children and adults with FASD work towards an educated community, a supportive network of legislation and programs, and better futures for people living and growing with FASD. Topics include diagnosis, services for high risk mothers, teratology and brain injury, employment and advocacy, physical and behavioural manifestations, education, and public policy. Literacy Level: High Reference: Streissguth, A. (1997). Baltimore, Maryland: Paul H. Brooks Publishing. Purchasing: Online: www.fasbookshelf.com/books.html Price: $34.00

Title: FAS among Aboriginal People in Canada: Review and Analysis of Intergenerational Links to Residential Schools Format: Book Description: This report examines FASD in reference to intergenerational effects that are linked to, or are a result of, the residential school system. Widespread substance abuse, particularly alcohol abuse, among those who attended residential schools has been identified as both an outcome of the residential school experience and a contributing factor to other negative health and social problems among this group and among subsequent generations of Aboriginal people. This report also concludes that the residential school system further contributed to alcohol abuse among subsequent generations of Aboriginal people, including women of childbearing ages. Literacy Level: High Reference: Tait, C. (2003). Ottawa, ON: Aboriginal Healing Foundation. Purchasing: Online: www.ahf.ca/pages/download/28_39 Price: No charge

“Helps you become more culturally aware, sensitive and respectful of the background for residential school” - Stella

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99 Title: Initiating and Running a Fetal Alcohol Spectrum Disorder Clinic Format: PDF Description: A "user friendly" resource designed to provide Aboriginal communities the tools to start clinics for those affected by FASD, Literacy Level: High Reference: Ontario Federation of Indian Friendship Centres (2006). Toronto, ON. Purchasing: Online: http://www.ofifc.org/ofifchome/page/Document/UP_FILE/20090210 31816DET.pdf Price: No charge

Title: International FASD Awareness Day, September 9 Format: Booklet Description: This publication includes many ideas on how you can organize events for International FASD Awareness Day, with examples of the small and large initiatives communities across British Columbia have undertaken to celebrate the day. There is lots of information to support your efforts, including activity ideas, media release samples, printable handouts, and more. Literacy Level: Medium Reference: Corrigall, M. ed. (2005). Ottawa, ON: Public Health Agency of Canada. Purchasing: Available on Resource CD Price: No charge

“Anyone who wants to raise awareness of FASD in their community should have this toolkit! It is a grass-roots based publication and has so much valuable information” - Tricia

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Title: Neonatal Abstinence Syndrome Format: PowerPoint Description: This presentation provides a comprehensive overview on the effects of various drugs on the developing fetus. Substances discussed include cocaine, marijuana, heroin, alcohol, methamphetamines, tobacco, and prescription drugs. The slides introduce the effects on the fetus and child after birth, as well as strategies to work with individuals with prenatal drug exposure. Literacy Level: Medium Time: Approximately 1 hour Reference: Vankoughnett, C. (2005). Quesnel, BC: Quesnel Tillicum Society. Purchasing: Available on Resource CD Price: No charge

Title: Our Northern FASD Process Format: PDF Description: The Northern Family Health Society provides leadership to the Prince George FAS network. The commitment was to share our knowledge from grassroots with service providers, community members and academics and address the issue of FASD together rather than alone. Literacy Level Medium Reference: Northern Family Health Society (2003). Prince George, BC. Purchasing: Online: http://www.nfhs-pg.org Price: No charge

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Title: Partnership to Prevent FASD Public Education Program Manual Format: Manual Description: This manual, available in both print and CD formats, combines guidance in mobilizing productive FASD community partnership programs with research from four successful pilot communities. Strategies to plan prevention programs, involve providers, disseminate materials, and conduct follow-up evaluations are provided. Specific materials and resources to replicate are also available in both English and Spanish. Literacy Level: High Purchasing: Online:http://ncadistore.samhsa.gov/catalog/ProductDetails.aspx?P roductID=16985 Reference: Dept. of Health and Human Services, Substance Abuse and Mental Health Services Administration (2006), Center for Substance Abuse Prevention Price: No charge

Title: She is not drinking Alone: FASD Educational Brochure for Beverage Servers Format: Brochure Description: This educational brochure for beverage servers working in restaurants, pubs or clubs provides introductory information on alcohol and pregnancy and drink options that servers can suggest to pregnant women. Literacy Level: Medium Reference: Lee, J., Cowan, L. (2006). Vancouver, BC: Society of Special Needs Adoptive Parents. Purchasing: Online: http://www.groundworkpress.com/ Price: $1.50 each

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Title: The Community Development Handbook Format: Manual Description: This handbook was created to support the understanding and effective application of community development. Literacy Level: High Reference: Smith, A., Frank., F. (1999). Human Resources Development Canada. Purchasing: Online: http://www1.servicecanada.gc.ca/eng/epb/sid/cia/comm_deve/cdh booke.pdf Price: No charge

Title: The Community Development Facilitator’s Guide Format: Manual Description: The Facilitator's Guide is designed to assist in facilitating a community development workshop for those who have read The Community Development Handbook: A Tool for Developing Community Capacity. The Handbook was developed by the Labor Market Learning and Development Unit of HRDC. Literacy Level: High Reference: Smith, A., Frank., F. (1999). Human Resources Development Canada. Purchasing: Online: http://www1.servicecanada.gc.ca/eng/epb/sid/cia/comm_deve/guid ee.pdf Price: No charge

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Public Awareness – Experiential Activities Title: Apple Exercise Format: Activity Description: This exercise illustrates the difference between an abstract idea and a concrete object. The example here is the word “apple” and an apple. Individuals with FASD have difficulty with abstract ideas so when working with them it is important to find ways to give concrete examples and exercises. It is an interesting way to get participants thinking about how difficult abstract language might be for a person living with FASD. Literacy Level: Medium Time: 20 minutes Reference: Price, A. et al (2006). BC North Region Train-the-Trainer Manual. Burns Lake, BC: College of New Caledonia. Purchasing: Available on Resource CD Price: No charge “This exercise is effective for service providers who are learning strategies for supporting individuals who are living with FASD – it is experiential and memorable” - Tricia

Title: Coloured Word Chart (The Stroop Effect) Format: Activity Description: Originally designed by John Ridley Stroop, this experiential exercise is designed to illustrate the challenge of transferring information from the left to right brain hemispheres. Use the Coloured Words on the chart to demonstrate right brain/left brain activity. Ask participants to read the colour not the word. Ask them to describe how it feels to do the exercise. This exercise shows us what it’s like to have confusion in thought processes. It doesn’t simulate FASD but gives us an idea about brain differences. Literacy Level: Medium Time: Approximately 5 minutes Reference: Price, A. et al (2006). BC North Region Train-the-Trainer Manual. Burns Lake, BC: College of New Caledonia. Purchasing: Instructions Available on CD Price: No charge for instructions (cost of printing your own chart)

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Title: Fingledobe and Pribin Exercise Format: Activity Description: This experiential exercise is designed to show participants that it is possible to give a “right” answer to questions that a person may not truly understand. Individuals with FASD often have better expressive language skills than receptive language, so we must ensure that the words we are using are actually understood. This activity is useful for service providers to reinforce the idea that we must be careful about the language we use and the importance of checking for true understanding. Literacy Level: Medium Time: Approximately 5 minutes Reference: Price, A. et al (2006). BC North Region Train-the-Trainer Manual. Burns Lake, BC: College of New Caledonia. Purchasing: Available on CD Price: No charge

Title: Spelling Test Format: Activity Description: This is a simulation exercise designed to help participants experience sensory overload that often accompanies the effects of prenatal alcohol exposure. The activity offers a different perspective when learning about FASD, giving a new level of understanding to participants. It is very useful when giving presentations to service providers as it helps build empathy, and presents the opportunity to address sensory, coordination, language and cognitive difficulties associated with FASD. Originally created by Diane Malbin, the activity has been adapted into many different formats. Literacy Level: Medium Time: Approximately 20 minutes Reference: Price, A. et al (2006). BC North Region Train-the-Trainer Manual. Burns Lake, BC: College of New Caledonia. Purchasing: Available on CD Price: No charge “I’ve had comments from people working in the field for years on how they never truly understood FASD until they’ve experienced this simulation” - Allison

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Health System Title: Alcohol Use and its Medical Consequences: A Comprehensive Teaching Program for Biomedical Education – Unit Five: Alcohol, Pregnancy, and the Fetal Alcohol Syndrome Format: Manual, adapted to PowerPoint Description: Adaptable to other formats and audiences, the Project Cork slide presentation is extremely valuable for teaching the teratogenic effects of alcohol use in pregnancy. Covering topics such as the history of FASD, characteristics of FASD, CNS damage and prevention, the presentation offers a broad level of information for various groups. While some of the language is out of date, the information continues to make it an effective teaching tool. Literacy Level: High Reference: Streissguth, A., Little, R. (1994). Dartmouth, MA: Project Cork Institute. Purchasing: Tel: 1-800-432-8433 Price: $180.00 (US) “It is a very powerful tool for showing the effects of prenatal alcohol exposure. It is slightly out of date in wording, but the slides are still very useful” - Allison

Title: BCRCP Guidelines for Alcohol Use in the Perinatal Period and Fetal Alcohol Spectrum Disorder Format: Booklet Description: This booklet includes background information on FASD including a glossary of terms, statistics on the prevalence of FASD, and a discussion on women and alcohol use. It includes guidelines for working with pregnant women, as well as tips for raising the topic of alcohol and the discussing the challenges of regular screening. The text also incorporates a section on guidelines for screening, referral and diagnosis of FASD. Literacy Level: High Reference: Sawchuck, D., Abrahams, R., Albersheim, S., Loock, C., Oberlander, T., Payne, S., et al. (2005). Vancouver, BC: British Columbia Reproductive Care Program. Purchasing: Online: www.rcp.gov.bc.ca/guidelines/Substance_Use/Alcoholguideline.pdf Available on Resource CD Price No charge “BC Reproductive Care Program (BCRCP) is now the BC Perinatal Health Program (BCPHP)” Tricia

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Title: Creating a Foundation for FASD Diagnosis Capacity Format: PDF Description: This report is based on the information gathered during a four month project. Response and participation by teams was circumscribed by their particular time constraints and professional commitments. The inter-disciplinary requirement for the assessment of FASD provides for a rich base of clinical expertise and with it a diversity of approaches and opinions. Literacy Level: High Reference: Guilfoule, G. (2006). Ottawa, ON; Public Health Agency of Canada. Purchasing: Online: http://www.fasd.ie/documents/fasd_stake_holders.pdf Price: No Charge

Title: Fetal Alcohol Spectrum Disorder: Canadian Guidelines for Diagnosis Format: PDF Description: The diagnosis of FASD is complex and guidelines are warranted. A subcommittee of the PHAC National Advisory Committee on FASD reviewed, analysed and integrated current approaches to diagnosis to reach agreement on a standard in Canada. Literacy Level: Medium Reference: Chudley et al. (2005). Ottawa, ON; Canadian Medical Association Journal. Purchasing: Online: http://www.cmaj.ca/cgi/reprint/172/5_suppl/S1.pdf Price: No Charge

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Justice System Title: A Message to Police Officers Format: PDF Description: Developed for police officers, this pamphlet on FASD is a sample of materials being developed for a policy and community training initiative. With information on the physical and mental defects caused by alcohol use during pregnancy, this pamphlet outlines: key terminology, ways to identify those who may be affected by FASD and ideas for working more effectively with FASD individuals in emergency situations. Literacy Level: Medium Reference: The Pas Family Resource Centre Inc. and RCMP "D" Division (2003) FASD Support and Resources in Alberta Purchasing: Online: http://fasd.typepad.com/fasd_support_in_alberta/2006/11/a_messa ge_to_po.html Price: No charge “This resource addresses a gap in the justice system in recognizing invisible disabilities (such as FASD) and understanding how invisible disabilities may affect an individual’s behaviors and choices.” -Caitlin

Title: Fetal Alcohol Spectrum Disorder (RCMP) Format: PowerPoint Description: Beginning with a comprehensive look at prenatal alcohol exposure, the presentation also includes RCMP specific information including considerations for interrogation of suspects and victims. The ALARM model is also discussed, describing characteristics of FASD that officers should be aware of to recognize when they are dealing with a person living with FASD. Literacy Level: High Time: Approximately 2 hours Reference: Vankoughnett, C. (2005). Quesnel, BC: Quesnel Tillicum Society. Purchasing: Available on Resource CD Price: No charge

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Title: FASD and the Criminal Legal System: Are we Criminalizing Disability? Format: DVD Description: This DVD features court, prison, and legal professionals, family members and a young person with FASD. Key isses are discussed relating to FASD and the legal system. Highlighted are the need for diagnosis, long-term support and accommodation for those living with this permanent and invisible neuro-behavioural disability. Literacy Level: Medium Time: Two sections of 30 mins and 15 mins (Total time = 45 mins) Reference: Rutman, D. (2007). University of Victoria School of Social Work. Victoria, BC. Purchasing: Email: [email protected] Phone: (250) 370-6087 Price: $40.00 “This is a comprehensive video with many perspectives, it would be helpful for anyone working in the criminal justice system to view this” - Tricia

Title: Talking with Victor, Volume 1 of 3 Format: Video Description: “Victor”, a young adult with FASD was charged with the crime of robbing a pizza parlour in October 1993. Although spurred by his cousin to commit the crime, Victor alone was charged and punished. This video, in 3 segments, provides insight into Victor’s life and his experience with the criminal justice system: - Interview with Victor, Interviews with Victor’s Probation Officer and Advocate, - Victor’s Experience in Court. Literacy Level: Medium Time: 43 minutes Reference: Asante Centre (2004). Maple Ridge, BC: The Asante Centre for Fetal Alcohol Syndrome. Purchasing: Online: http://www.fasbookshelf.com/index.html Price: $25.00

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Title: A Judge’s Perspective, Volume 2 of 3 Format: Video Description: Judge Cunliffe Barnet first heard about Fetal Alcohol Spectrum Disorder over 20 years ago when he attended a workshop on FASD. Shortly after, he was the presiding judge in a child protection hearing of a young boy with severe special needs who had been apprehended from alcoholic parents. With new understanding about the serious effect of alcohol use during pregnancy he requested an assessment for this youth. In this video Judge Barnett relates the poignant story of Geoffrey who grew up to become both victim and offender. Through several case examples, Judge Barnett portrays the heart-wrenching stories of people with FASD in the legal system and how their disability was all too often unrecognized and misunderstood by judged, lawyers, social workers and others. Literacy Level: High Time: 56 minutes Reference: Asante Centre (2004). Maple Ridge, BC: The Asante Centre for Fetal Alcohol Syndrome. Purchasing: Online: http://www.fasbookshelf.com/index.html Price: $25.00

Title: Mistakes I Have Made, Volume 3 of 3 Format: Video Description: In this video, David Boulding admits to his mistakes as legal counsel defending clients with FASD. However, his intention is not just to confess, but also to turn his experiences into a lesson for those in the legal profession who may one day find themselves working with these special needs clients. Topics include the implications of FASD in the Canadian Charter of Rights and Freedoms, the concepts of “Not Criminally Responsible by Reason of a Mental Disorder”, the tendency for clients with FASD to be impressionable, suggestible and easily mislead, examples of assumptions that may seem reasonable for typical client, but would not be appropriate for a client with FASD, and the importance of obtaining a FASD assessment. Literacy Level: Medium Time: 28 minutes Reference: Asante Centre (2004). Maple Ridge, BC: The Asante Centre for Fetal Alcohol Syndrome. Purchasing: Online: http://www.fasbookshelf.com/index.html Price: $25.00

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Training Opportunities Title: Act Now: Healthy Choices in Pregnancy Educational Sessions Format: Training Description: Nancy Poole and Cristine Urquhart are funded through ActNow to go to communities in BC, conducting education sessions for community service providers who work with pregnant women and women in childbearing years. These sessions consist of learning about women-centred, harm reduction and brief intervention frameworks, with motivational interviewing approaches in the context of pregnancy and translation of knowledge to practice. All stakeholders are encouraged to attend. Literacy Level: High Time: One and a half days Reference: Poole, N., Urquhart, C. (2006). Healthy Choices in Pregnancy: Provincial Education and Resource Development. Purchasing: Online:http://www.hcipbc.org/our_educational_sessions/default.htm#regional Price: No charge “I have attended these education sessions twice and learned so much each time. I highly recommend attending any education that Christine and Nancy offer – they are incredibly knowledgeable, genuine, and approachable. Also, these education sessions are a great way to bring the people in your community into one room to learn together” - Tricia

Title: Advanced Diploma in FASD Format: Courses Description: The College of New Caledonia, Thompson Rivers University and BCCAMPUS partnered to offer 10 courses at the 2nd and 3rd year university level. Topics include: Overview of FASD, Support Strategies, Brain and Behaviour, Human Development, Addictions, Prevention, Cultural Perspectives, Policies, Systems and Ethical Considerations, Developmental and Learning Disabilities, and a Practicum. Courses may be taken individually or as a program, and are extremely valuable for service providers of all backgrounds and knowledge levels. Literacy Level: High Time: 10-15 Weeks Reference: College of New Caledonia (2006). Burns Lake, BC: College of New Caledonia. Purchasing: Tel: (250) 692-1700 Online: http://www.cnc.bc.ca/Campuses/Lakes_District_Campus.htm Price: $500.00 plus fees and texts “The depth of the courses is fantastic; they pushed me much further in my knowledge of FASD and provided practical strategies” - Allison

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111 Title: BC North Region Train-the-Trainer Manual Format: Training and Manual Description: Developed with the MCFD, this manual correlates with 6 days of training around FASD and community development. Includes an Intro to FASD presentation (can be offered to community groups), info on working with families with disabilities, community mobilization, proposal writing, and facilitation skills. Literacy Level: High Time: Two 3-Day Training sessions Reference: Price, A. et al (2006). Burns Lake, BC: College of New Caledonia. Purchasing: Tel: (250) 692-1700 Online: http://www.cnc.bc.ca/Campuses/Lakes_District_Campus.htm Price: Included in training fee, may vary “This book, if I had nothing else, would be completely comprehensive for any age or ability of group, as it gives the presenter guidelines for use and teaches presentation skills, too.” - Judi Title: FASD Consultation, Presentations & Training Format: Workshops and consultation Description: CNC Lakes Campus offers FASD consultation, presentations and training on and off site to service providers and caregivers in the health care, education, justice and social service fields. Training sessions are tailored to group needs and vary in content according to the level of understanding of participants. Instructors bring an in depth understanding of the disability that is based on research and front line experience with adults and children that have FASD. CNC provides FASD consultation in the areas of: • Community Strategic Planning • Program Development • Policy Development • Proposal Writing • Identification of Funding Possibilities Some of the workshops they offer include: • Overview of FASD • Early Childhood Education for Children with FASD • Employment and FASD • Connecting with Hard to Reach Women • Making Daycare work for children with FASD Literacy Level: Varies Reference: College of New Caledonia, Lakes District Campus, Burns Lake, BC. Purchasing: Tel: (250) 692-1738 Online:http://www.cnc.bc.ca/Campuses/Lakes_District_Campus/FASD_Programs__ Services___Training/Consultation__Presentations___Training.htm Email: [email protected] Price: Varies

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Title: Fetal Alcohol Spectrum Disorder Education Program Format: Courses Description: This certificate program teaches students how to offer support to people affected by prenatal exposure to alcohol or drugs, and enhances skills for working with people who have suffered brain injury. It offers a comprehensive, practical introduction to topics ranging from human development and interpersonal relationships to family support, intervention strategies for FASD and medication administration. Literacy Level: High Time: 22 weeks Reference: Lethbridge College (n.d.). Lethbridge, AB: Lethbridge College. Purchasing: Online: http://www.lethbridgecollege.ab.ca/index.php?option=com_content &task=view&id=137&Itemid=438 Price: Approximately $4000.00

Title: Mapping FASD Training Opportunities in Canada Format: PDF Description: As the lead in the federal government department in advancing action on FASD, PHAC has a need to better understand the volume and nature of educational and training activities on this issue. Literacy Level High Reference: Public Health Agency of Canada (2006). Ottawa, ON. Purchasing: Online: http://www.phac-aspc.gc.ca/publicat/fasd-mt-etcaf-pf/indexeng.php Price: No charge

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Title: Substance Use Certificate Format: Courses Description: Courses in this area are grounded in a harm-reduction approach. Sessions are led by experienced professionals with a focus on understanding substance use within a bio-psycho-social-spiritual framework; the application of current research and knowledge about interventions; and the exploration of social justice issues such as race, class, gender, poverty, and violence. Participants gain an understanding of the key concepts, policy, and intervention models that guide the prevention, assessment, and treatment of substance use. Specific assessment and treatment approaches, including motivational interviewing, are covered in depth. Literacy Level: High Time: Up to 2 years, though courses may be taken individually Reference: Justice Institute of BC (n.d.). New Westminster, BC: Justice Institute of British Columbia. Purchasing: Telephone: 1-888-865-7764 Online: http://www.jibc.ca/index.htm Price: Various “We worked out a training schedule with Jeanne Nelson from Health Canada Inuit Health Services to bring the training to our communities” - Anne

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Shining Examples – Promising Practices "Act as if what you do makes a difference. It does.” - William James

One of the most exciting components of the FASD Mentoring Project is learning about all of the amazing programming that is offered for families across the province. These programs and the staff who work in them are seen as leaders in BC, and throughout Canada and make remarkable contributions to the field of FASD. Two such projects are the Aboriginal Head Start (AHS) in Courtenay/Comox Valley and the Community Action Program for Children/Canadian Prenatal Nutrition Program (CAPC/CPNP) in Burns Lake. The following sections highlight the innovation of these programs and the dedicated staff that make the programs possible. Aboriginal Head Start (Courtenay/Comox Valley) Submitted by Teresia Louden, Program Facilitator “The Head Start program is incorporating an FASD friendly environment into the preschool on a gradual basis that will be ongoing. The Friday’s Child: “Playing in the Light” program has an FASD focus, is for Aboriginal children, is a parent participation, family-focused opportunity for child(ren) and parents, guardians, caregivers, etc. to come together for educational and/or cultural teachings, plus craft-making in a safe, confidential social setting. I designed the program with “a day in the life of the family” as an idea in my mind and past experience working with families. The purpose of support and care directed toward the family is non-judgmental and we (staff) have no expectations of the parents or child coming in, apart from committing to the participation of the group activities throughout the day. Families are referred from outside agencies, through Head Start, or self-referral and not all children will have a diagnosis of FASD. This model does not exist anywhere else, as far as we know, and as we are now in our fifth year of operation, are pleased with what we have learned and continue to work toward. We produced ‘videos’ in the past and have recently reproduced DVD’s to create interest, FASD Resource Toolkit

ask questions, and have communities come on board for awareness and take action to address the FASD ‘movement’ if you will! We have an evaluation of our program yearly and are actually ‘in the process’ of this piece now. Our program is an intervention and application program geared to children 0-6 and we operate from 9:45am – 1:45pm with families on site. We provide transportation and an awesome lunch, prepared by our cook. The food is both traditional and non-traditional. We work with five or six families at any one time (FASD doesn’t go away) but families with lives so busy and desperate at times may not be able to commit for a longer period. If they can, they do. The success stories from parents make this so worth while; we are pleased to work with them. The children and parents teach us many things, so everyone benefits. Also, this past fall, I was able to present to the Early Childhood Care & Education students at our local college (on FASD). (We looked at) child development in the everyday child and one with effects of alcohol before or during pregnancy. We then discussed observational and effective working techniques. The students, (all 24 of them!) and their instructors then made a site visit to observe the physical changes we make for this program, share food with us and ask questions of myself or the team. My personal

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115 feeling regarding education is opening up the field of early childhood so many of the children are in some form of daycare, preschool or other early learning environment where not everyone has the skills to optimize the learning of the child. To this end, I am thrilled to be able to take the team to the ECEBC conference in May where we will have the opportunity to reach outside of the aboriginal community to a broader base of caregivers or parents. I am working on a functional, workable booklet for the ECEBC conference as a hand-out. This is based on what we do here, our training and techniques that benefit our families. There is a new area where grandparents are parenting their grandchildren. These grandparents may be legal guardians, fostering, or a support to the family in the role of substitute parent. The children are either FASD or display the effects of alcohol. The challenges faced by these loving individuals are complex. Parenting is not the way it was in times past; many of them do not have support geared to their needs regarding children, child development was not as clearly defined or relevant to parenting back then, and the list goes on. Certainly we should consider this area a gap for service and resources.” College of New Caledonia – Burns Lake campus The CNC campus in Burns Lake has been providing leadership and innovative programming in the prevention and intervention of FASD for two decades. Their programs for children and families create models that uniquely respond to the needs of participants in Burns Lake and surrounding communities. Healthier Babies – Brighter Futures (CPNP Burns Lake) FASD Resource Toolkit

Submitted by Cindy Phair, FASD Project Coordinator “At Healthier Babies – Brighter Futures we seem to develop resources on a ‘per client as need’ basis. An example is a feeding chart that I made for a client who has cognitive difficulties. We placed a timer on her fridge and set it for every three hours, then she would mark on the chart when and how much she fed her baby. We also put on the chart a place to mark how many diapers she had changed. This was a great tool as the doctor was concerned with the baby’s weight gain and we would take this chart in to every visit. I have (also) developed some teaching bins. These are ideas I have taken from the projects in Smithers and Terrace. I have made (bins for) breastfeeding, infant nutrition, nutrition and birth control. I am sure most of you are familiar with these bins. I really find them effective as a hands-on learning tool that works well for our clients. They have been used in one-on-one and in group settings. One of the other workers noticed that her client was having difficulty with laundry. They did up a visual chart of the steps that were needed to do the laundry. They cut pictures out from a magazine and pasted them in order of the sequence to do the laundry. When the worker went back the next week she noticed all the baby’s t-shirts still in a pile on the floor unwashed. She asked some questions to see why the shirts were there. The mom said, “they were not on the chart”. Simple solution, they added the t-shirts to the chart and it all came together.” Kids’ Edge (CAPC Burns Lake) Submitted by Allison Pooley, FASD Project Planner “Support systems are essential for children with Fetal Alcohol Spectrum Disorder (FASD).

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116 The earlier these supports are in place, the better the outcomes are in terms of preventing secondary disabilities and improving the quality of life for the child. As a child with a developmental disability grows up, the gap between chronological and developmental age widens. With appropriate interventions we can narrow that gap and help give children with FASD some tools for building on their strengths and improving outcomes in school, home and social settings. The Kids’ Edge program at the College of New Caledonia in Burns Lake was created to work with children who display characteristics and behaviours of FASD. The focus is to promote school success through interactive games selected to develop social, cognitive, language and motor skills. The Kids’ Edge worker works in cooperation with the Early Intervention Services program which includes an Occupational Therapist, a Speech Language Pathologist and a Physical Therapist. Between the team, goals and activities are determined for individuals and groups to reflect learning needs. Programming is also sensitive to the environmental needs of the children. Sensory distractions are reduced, and groups are kept small to limit over-stimulation. This helps the children concentrate and maximizes the positive effect of the activities. Activities are always designed to allow the children to experience success. All individuals have certain behaviours they employ to help regulate their state of arousal, such as chewing on a pen to help concentrate or taking deep breaths to help relax. While most people may automatically use many subtle ways to maintain a moderate arousal level at which we best function, a child with FASD may need help in learning to regulate his or her state of alertness. A method often used in children’s programming is referred to FASD Resource Toolkit

as “heavy work”, which is based on providing proprioceptive input to the body. Proprioceptive sensory receptors are found chiefly in muscles, tendons, joints, and the inner ear, and detect the motion or position of the body or a limb. Proprioceptive input includes activities involving resistance to the muscles and joints, and is essential in helping the body process sensory information such as movement and touch. Many children with FASD have difficulty processing proprioceptive input, and may appear clumsy or uncoordinated. Heavy work activities help the children’s bodies organize sensory input and can improve attention, arousal level, body awareness and muscle tone. Some activity ideas incorporated into Kids’ Edge programming include children’s yoga poses based on strength and endurance, lifting and carrying heavy objects such as an I-spy bottle (bottle filled with birdseed and small objects for the children to find), doing animal walks, jumping and many more activities that require strength and offer resistance. While typical children learn many life and social skills through interaction with their peers, children living with FASD often do not pick up on the subtleties of this type of learning. It is important to teach children with developmental disabilities these life skills from an early age, including focusing on turntaking, listening, calming techniques, recognizing emotions, and any other skill areas in which the child has challenges. Reasoning and inferencing are commonly difficult for children with FASD; for that reason the Kids’ Edge program often uses games that promote these skills. There are many different games that help develop reasoning ability, including classics such as Memory and 20 Questions. Games that use the process of elimination to find an outcome or that ask the

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117 child to determine what has or will happen based on a piece of information are especially valuable. Many teaching and therapy resource catalogues offer a variety of games appropriate for various developmental levels. Many children with FASD have difficulty understanding how situations relate to one another; therefore, skills should be taught within the context they will be used. For instance, playground rules are best taught outside, social interactions can be practiced with peers, and recognizing emotions is better understood with faces of people the child knows. When skills must be taught out of context, social stories and role-playing can be useful. They help the child imagine using the skill under the appropriate circumstances and give him or her the vocabulary to use when a situation occurs. It is important to make the learning practical and interactive, using as many of the senses as possible. Visual cues such as supply labels, posters with pictures of the desired behaviour, and body language all help to reinforce key ideas and aid in the learning process. Being aware of the language and speaking style used is also significant. Communication should be slower, with smaller words and longer pauses to help ensure understanding. An interesting observation by the Speech Language Pathologist at the College of New Caledonia is that children with FASD often do not hear negative indicators. When giving instructions and establishing rules, positive phrasing should be used as often as possible. For instance, when disciplining a child one might use the phrase “No running in the hallway!” The child may only hear the words “running in the hallway,” and barely understand the sentence without the visual cues in expression and body language. By using the phrase “use your walking feet”

FASD Resource Toolkit

instead, the desired behaviour is more apparent for the child. Children with FASD have a brain injury and are reacting to the situations in which they are placed. It is the responsibility of support persons to adapt children’s environments to encourage success, design activities to develop skills they will need in life and school, and ensure they have a safe place where they are not afraid to ask for help when needed. No matter which activities are being used, the key aspects to an effective intervention with a child with FASD are understanding and creativity. It is imperative to be aware of the individual strengths, challenges and learning needs of the children in your care, and develop techniques that are appropriate and valuable for them.” ‘The Real Room’ (CNC Burns Lake) Submitted by Allison Pooley “Imagining the impacts of a disability is incredibly difficult when one cannot see or feel the complex issues a person lives with, especially if the disability is invisible such as Fetal Alcohol Spectrum Disorder (FASD). Individuals with FASD face challenges which cannot be fully expressed in a presentation, and never truly understood without experiencing the disorder oneself. Many professionals in the field have specifically designed activities to demonstrate what it may feel like to be living with FASD, in order to help support people experience the cognitive and physical challenges in a new way. Whether a person has very little knowledge of FASD or has been working in the field for many years, these activities provide participants with a new and unique understanding. The College of New Caledonia in Burns Lake has adapted many of these “experiential” activities and incorporated them into a Real Room which has become a large

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118 part of International FASD Awareness Day events. Past participants have expressed a new insight into FASD, allowing them to be more understanding and accepting of people living with the disorder. Even though it is a small glance, to actually live the challenges that others live with every day of their lives can be a revealing and engaging experience. Main activities of the Real Room include two interactive scenarios, one in a classroom setting and the other in a business environment. The classroom setting is adapted from an activity created by Diane Malbin. While it is portrayed in a school environment, the principles are highly effective for a wide range of participant backgrounds. The main purpose is to create an over-stimulating environment using as many of the senses as possible. The room is set up to be very distracting, with visual clutter, competing sounds, strong smells, and tactile distractions. In addition to the sensory overload, the classroom “teacher” performs a variety of actions to portray language and cognitive challenges, while giving the students a spelling test or reading a story. He or she will give the students a long verbal list of instructions to follow, refuse to repeat commands, alter the volume of his/her voice, speak quickly, and discipline students who are not paying attention. The combination of sensory input and unrealistic expectations has proven to be a highly agitating experience, offering participants a unique perspective and understanding of the challenges people with FASD may face. The activity is always followed with a discussion on participants’ reactions to the environment and an explanation why each aspect was included. Based on the success of the classroom setting, the College of New Caledonia developed a FASD Resource Toolkit

second scenario to demonstrate some challenges a person with FASD may face in daily interactions around town. Using an office setting, a College staff person specially selected for his or her training and sensitivity to the subject matter portrays a customer with FASD. He or she is expected to perform daily tasks such as making a payment, setting an appointment, and completing a list of instructions. A volunteer is asked to play the person working in the office and is to support the “customer” through the transactions. As the scenario progresses, the person with FASD holds a red flag and stops the scenario intermittently when something occurs that may be challenging for a person with a developmental disability. For example, if the office worker is speaking too quickly or does not write down instructions, the red flag is waved. The volunteer worker, with audience support, is then asked to describe what may have been the challenge when the flag was raised, and to brainstorm ways that may have been more effective in supporting customers with developmental disabilities. While the classroom scenario is effective for creating understanding around the challenges associated with FASD, the business scenario is valuable for establishing simple strategies participants can use in their normal work and personal environments. When performing either of the scenarios, but especially in the business setting, it is imperative to find staff volunteers for the lead roles to ensure sensitivity and maintain appropriate representation of Fetal Alcohol Spectrum Disorder and people living with the disorder. Also included in the Real Room are a wide variety of teaching tools and activities, set up as informal stations for participants to walk through at their own pace. Stations are designed to create awareness of different aspects around FASD, including healthy

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119 pregnancy and prenatal development, effects of alcohol and other substances on the developing fetus, and differences in capabilities for individuals living with FASD. There are always staff and volunteers present to answer questions and guide participants through as needed. While there are many ideas that could be included in these sections, some that have been incorporated by the College of New Caledonia include: o Fetus and uterus models o Wombs with a View models o Walking beams and balance boards to demonstrate differences in coordination and balance o Videos on various topics around FASD playing o Two bowls of popcorn: one with no flavouring and one with excess salt to demonstrate hyper and hyposensitivity to taste o Shoelace boards with wool gloves to demonstrate fine motor challenges o Drug Awareness Kit to demonstrate different substances and the risks of each o Wheel of Misfortune, a question and answer game exploring the risks of different substances o A large paper watch to demonstrate the challenges associated with abstract concepts such as time o Word activities to demonstrate cognitive and language challenges

FASD Resource Toolkit

It is important to remember that the activities are only an example of how a person with FASD may feel. Each individual will experience situations differently based on their own strengths and challenges. While the activities are designed to create understanding among service providers, caregivers and the general community, individuals with behaviours and characteristics of FASD have on occasion participated in the room as well. It is important to clarify that the activities in the Real Room are designed to be hard and that there will likely be an emotional response, especially to the scenarios. Ensure that there are trained staff members present to debrief with anyone who has a strong reaction to the activities. Overall, the Real Room has received incredibly positive feedback from participants. Comments indicate that it creates a level of understanding that cannot be reached through information alone. The College of New Caledonia hopes to build on the success by continually incorporating new activities and developing ideas specific to different target groups.” The programs highlighted in this section are excellent examples of what is possible when communities have a shared interest and vision. These programs represent a fraction of the phenomenal work being done in BC. We should all be proud of what we’ve accomplished and what we are capable of doing when we work together.

Shining Examples

References

120

References Abel, E.L. (2004). Paternal contribution to fetal alcohol syndrome. Addiction Biology, 9(2), 127-133. Available from: http://www.projectcork.org/bibliographies/data/Bibliography_FetalAlcoholExposu re.html BC Centre of Excellence for Women's Health (2008). Women and alcohol: A woman’s health resource. Chidiac, E. (2007). FASD Mentoring Project: Phase II final report and evaluation, Northern Family Health Society, Prince George, BC, Unpublished Manuscript. Chudley, A.E., Conry, J., Cook, J.L., Loock, C., Rosales, T., LeBlanc, N. (2005). Fetal alcohol spectrum disorder: Canadian guidelines for diagnosis. Canadian Medical Association Journal, 172. Electronic Version. Retrieved February 19, 2009 from http://www.cmaj.ca/cgi/content/full/172/5_suppl/S1 Clarren, S., Smith, D.W. The fetal alcohol syndrome. New England Journal of Medicine. 1978; 298:1063-1067. College of New Caledonia, Lakes District Campus (2006) BC North region train-

the-trainer: Building community capacity to support families with FASD and other developmental disabilities. Session one: introduction to FASD training manual.

Covington, S.C. (2007). Working with substance abusing mothers: A traumainformed, gender-responsive approach. National Abandoned Infants Assistance Resource Center, 16:1. Delbanco, S., Lundy, J., Hoff, T., Parker, M. & Smith, M.D. (1997). Public knowledge and perceptions about unplanned pregnancy and contraception in three countries. Family Planning Perspectives, Mar/Apr. Retrieved from http://findarticles.com/p/articles/mi_qa3634/is_199703/ai_n8740520 FASD: Prevention course (n.d.). College of New Caledonia, Lakes District Campus, Retrieved June 2007, from http://www.cnc.bc.ca/CNC_Programs/FASD.htm FASD 260 course (2005). College of New Caledonia, Lakes District Campus, Retrieved June 2007, from http://www.cnc.bc.ca/CNC_Programs/FASD.htm

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References

121 Finer, L.B. & Henshaw, S.K. (2006). Disparities in rates of unplanned pregnancy in the United States, 1994 and 2001. Perspectives on Sexual and Reproductive Health, 38(2): 90-96. Frank, F. and Smith, A. (1999). The community development handbook: A tool to build community capacity. Human Resources Development Canada. Friedler, G. (1987/88, Winter). Effects on future generations of paternal exposure to alcohol and other drugs. Alcohol Health and Research World. Gearing, R.E., McNeill, T., Lozier, F.A. (2005). Father involvement and fetal alcohol spectrum disorder: Developing best practices. Journal of FAS International, 3:e14. Retrieved from http://www.motherrisk.org/JFAS_documents/JFAS%205003F_e14.pdf Health Canada (2008). Canadian addiction survey (CAS). A national survey of Canadians’ use of alcohol and other drugs: Focus on gender. Ottawa: ON, Minister of Health Canada. Health Canada (2006). Best practices: Early intervention, outreach and community linkages for women with substance use problems. Ottawa, ON: Publications Health Canada, W. Morrison & Associates, Inc. Health Canada (2003). Fetal Alcohol Spectrum Disorder (FASD): A Framework for Action. Ottawa, ON. FASD Team. Retrieved from http://www.phacaspc.gc.ca/publicat/fasd-fw-etcaf-ca/index.html Health Canada (2003, March). FAS/FAE information tool kit. Population and Public Health Branch, First Nations and Inuit Health Branch, Atlantic Region. Health Canada (2000, January), Awareness of the effects of alcohol use during pregnancy and fetal alcohol syndrome: Results of a national survey. Ottawa, ON: Environics Research Group Limited. Retrieved from http://www.phacaspc.gc.ca/publicat/fas-saf-natsurv-2000/index.html Health Canada (2000, December). Best Practices: Fetal Alcohol Syndrome/Fetal Alcohol Effects and the Effects of other Substance Use During Pregnancy. Ottawa, ON: Roberts, G. & Nanson, J. Kendall, P.R.W. (2008, December). Public health approach to alcohol policy: An updated report from the provincial health officer. British Columbia Office of the Provincial Health Officer.

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121

References

122 Leischner, C. (2001). Creating Solutions: Women Preventing FAS. Understanding Women’s Substance Misuse. Northern Family Health Society. Unpublished manuscript. Malbin, D. (2006, September). Providing an alternative paradigm for understanding behaviour (Facilitator). BC Provincial FASD Key Worker Training, Delta, BC. Menella, J.A. & Beauchamp, G.K. (1991). The transfer of alcohol to human milk. Effects on flavor and the infant’s behavior. New England Journal of Medicine, 325(14), 981-985. Retrieved September 2007, from http://content.nejm.org/cgi/content/abstract/325/14/981 Mennella, J.A. & Gerrish, C.J. (1998) Effects of exposure to alcohol in mother’s milk on infant sleep. Pediatrics, 101(5), p. e2. Retrieved June 2007, from http://pediatrics.aapublications.org/gci/content/full/101/5/e2?ck=nck Miller, W.R. and Rollnick, S. (2002). Motivational interviewing: Preparing people for change. 2nd ed. New York: NY, The Guilford Press. Ministry of Children and Families (1998, October), BC FAS community action guide: Working together for the prevention of Fetal Alcohol Syndrome. Victoria, BC. Mosher, W.D., Martinez, G.M., Chandra, A., Abma, J.C., & Wilson, S.J. (2004). Use of contraception and use of family planning services in the United States: 1982-2002. Advance Data, 350. National Institute on Alcohol Abuse and Alcoholism (1998, July), Alcohol Alert, 41. Retrieved June 2007, from http://pubs.niaaa.nih.gov/publications/aa41.htm National Institute on Alcohol Abuse and Alcoholism (1994). Eighth special report to the US Congress on alcohol and health. (NIH Publication No. 94-3699). Alexandria, VA: US Department of Health and Human Services. Ouimette, P.C., Kimerling, R., Shaw, J., and Moos, R.H. (2000) Physical and sexual abuse amoung women and men with substance use disorders. Alcoholism Treatment Quarterly 18(3): 7-17. Parkes, T., Poole, N., Salmon, A., Greaves, L. and Urquhart, C. (2008). Double

exposure: A better practices review on alcohol interventions during pregnancy. BC Centre of Excellence for Women’s Health.

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122

References

123 Poole, N. (2008). FASD prevention: Canadian perspectives. Public Health Agency of Canada. Poole, N. (2007, March). Prevention of FASD – Linking research practice and policy through virtual collaboration, In The 2nd International Conference on Fetal Alcohol Spectrum Disorder. Research, Policy and Practice Around the World (Facilitator), Victoria, BC. Poole, N. & Urquhart, C. (2006). Pregnant women and alcohol: We need to move from stigma to support. Visions Journal, 2(9). Pooley, A. (2007). Effects of Paternal Alcohol Exposure on the Developing Fetus. Unpublished manuscript. Prevention of Fetal Alcohol Syndrome (FAS) and Fetal Alcohol Effects (FAE) in Canada (1997), Paediatric & Child Health; 2(2):143-5. Retrieved from http://www.cps.ca/english/statements/FN/cps96-01.htm Public Health Agency of Canada (2008). Fetal alcohol spectrum disorder (FASD) prevention: Canadian Perspectives, Ottawa: ON. Poole, N. Public Health Agency of Canada (2005), Alcohol use and pregnancy: An important Canadian public health and social issue. Ottawa, ON. Retrieved from http://www.phac-aspc.gc.ca/publicat/fasd-ru-ectaf-pr-06/3_e.html Reynolds, W., Cassidy, S., Leslie, M. (2002). The SMART guide. Motivational

approaches within the stages of change for pregnant women who use alcohol: A training manual for service providers. Action of Women’s Addictions

Research and Education & Breaking the Cycle and Breaking the Cycle: Ontario.

Rollnick, S., Miller, W.R., Butler, C.C. (2008). Motivational interviewing in health care: Helping patients change behavior. New York: NY, The Guilford Press. Streissguth, A. (1997). Fetal alcohol syndrome: A guide for families and communities. Baltimore, MD: Paul H. Brooks Publishing Co. Streissguth, A.P., Barr, H.M., Kogan, J. (1996). Final Report: Understanding the

occurrence of Secondary Disabilities in Clients with Fetal Alcohol Syndrome (FAS) and Fetal Alcohol Effects (FAE). Seattle: University of Washington Publication Services.

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123

References

124 Watkins, M. & Chovanec, D. (2006). Women working toward their goals through AADAC Enhanced Services for Women (ESW): Technical Report. Alberta Alcohol and Drug Abuse Commission Research Services. Alberta, BC. Wemigwans, J. (2005). FASD tool kit for Aboriginal communities. Ontario Federation of Indian Friendship Centres. Toronto, ON.

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124

References

Appendix

125 Appendix 1 – Website List BC Aboriginal Child Care Society Link http://www.acc-society.bc.ca/ Description Created to serve Aboriginal early childhood programs in BC, this site offers training resources geared toward teaching teens to prevent FASD. Focus Community, Support BC Aboriginal Network on Disability Society Link http://www.bcands.bc.ca Description Through this site, First Nations communities in BC can access information resources on health and disability. Focus Support British Columbia Centre of Excellence for Women’s Health Link http://www.bccewh.bc.ca/ Description This site provides information about BCCEWH initiatives and opportunities. Through partnerships with community agencies, provincial initiatives and national organizations, BCCEWH conducts research and exchanges knowledge. Focus Prevention, Support Canadian FASD Online Training Database Link http://www.ccsa.ca/ENG/PRIORITIES/FASD/Pages/default.aspx Description The purpose of the Canadian FASD Training Online Database project is to develop and promote a searchable database that contains the names of individuals and organizations in Canada who design and deliver training1 in FASD. The databases will be available to service providers who are looking for FASD trainers and training programs that correspond to their individual or organizational training needs. Focus Community, Prevention, Support

FASD Resource Toolkit

Appendix 1 – Websites

126 Canadian Centre for Substance Abuse Link http://www.ccsa.ca/ENG/Pages/Home.aspx Description The Canadian Centre on Substance Abuse has a legislated mandate to provide national leadership and evidence-informed analysis and advice to mobilize collaborative efforts to reduce alcohol- and other drug-related harms. Focus Community, Prevention Canada Northwest FASD Research Network Link http://www.canfasd.ca Description The Canada Northwest FASD Research Network (CanFASD Northwest) aims to build research capacity across Western Canada and the Territories to address high priority research questions, to devise more effective prevention and support strategies for women, for individuals with FASD and their families, and to better inform policy. Focus Community Centre for Addictions Research of BC Link http://www.carbc.ca Description This site contains FASD resources that you can order, documents that you can read as well as information/resources about addictions in general. Focus Prevention, Support College of New Caledonia Link http://www.cnc.bc.ca/Campuses/Lakes_District_Campus/FASD_Programs__Services___Training.htm Description The Lakes District community has taken a proactive role in Fetal Alcohol Spectrum Disorder (FASD) since 1991. As a result, CNC Lakes District Campus has actively supported the development of a number of programs designed by front line workers to provide supports and services to individuals affected by prenatal alcohol exposure and women at risk of alcohol and drug use during pregnancy. CNC offers consultation, presentations and training to individuals, groups and communities, as well as university level courses in FASD. If you would like more information on FASD programs and services offered by the College, email us at [email protected]. Focus FASD Resource Toolkit

Appendix 1 – Websites

127 Community, Prevention, Support Cowichan Valley FAS Society Link http://www.cvfasd.org Description The Cowichan Valley FAS Action Team Society is a diverse, nonprofit community group dedicated to promoting action that will prevent Fetal Alcohol Spectrum Disorder (FASD) and maximize the potential of people living with it. Focus Community, Support Early Childhood Development Intercultural Partnerships Link http://ecdip.org Description An ongoing program of community based research contributing to knowledge about conditions affecting the health and development of Indigenous children in Canada and around the world. Collaborative projects strengthen capacity for developing and demonstrating research ethics, methods, tools and programs that resonate with Indigenous cultures and communities Focus Community, Prevention, Support Edmonton Area FASD Link http://www.region6fasd.ca/ Description Here you will find a compilation of resources and links to services in our region and across Canada. Focus Community, Prevention, Support FAS Community Resource Centre Link http://www.come-over.to/FASCRC Description The focus of the FAS Center is PREVENTION: Primary prevention raises awareness in the general population to reduce the incidence of FASD. Secondary prevention focuses on women at high risk those who have already had a child with FASD. Tertiary prevention focuses on reducing the incidence of secondary conditions associated with FASD. Focus Prevention FASD Resource Toolkit

Appendix 1 – Websites

128

FAS Quiz Printout Link http://www.come-over.to/multiplechoice/fasquizprintout.htm Description This quiz provides a sample to update. Focus Prevention FAS World Link http://www.fasworld.com Description This site is focused on building public awareness of FASD and to providing support and information to parents, caregivers and professionals. Resources available through the site focus on the face to face services provided by Bonnie Buxton and Brian Philcox. Focus Prevention, Support FAS World: FAS Day Link http://www.come-over.to/FASDAY/manual.htm Description This site provides ideas and suggestions of activities for celebration of International FASD Awareness Day. Focus Prevention, Support FAS/E Support Network of BC Link http://www.fetalalcohol.com Description This site provides links to training, other FAS resources and a question and answer message board. It appears this site has not been updated since 2004. Focus Prevention, Support FASD and the Justice System Link http://fasdjustice.on.ca/ FASD Resource Toolkit

Appendix 1 – Websites

129 Description This site is a resource for justice system professionals and others wishing to access further information about the implications of FASD in the Justice System. It includes background information, what can be done to help, case examples and more. Focus Community, Support FASD Centre for Excellence Link http://www.fascenter.samhsa.gov/index.cfm Description The FASD Center is a Federal initiative devoted to preventing and treating FASD. This Web site provides information and resources about FASD. We also provide materials you can use to raise awareness about FASD. Additionally, The Center is dedicated to providing training, technical assistance, and conference/event speakers. Focus Community, Prevention, Support FASD Community Circle Link http://www.fasdcircle.org/cms Description The FASD Community Circle is a group of concerned community members dedicated to: raising awareness of FASD, helping those who have this life long disability, preventing FASD from happening to others Focus Community, Prevention, Support FASD Connections Link http://www.fasdconnections.ca Description This website serves adolescents and adults living with FASD. The site contains a list of research areas and resources to increase knowledge, understanding and supportive strategies. Focus Community, Prevention, Support FASD Research from 1973-2004 Link http://www.come-over.to/FAS/Research.htm Description FASD Resource Toolkit

Appendix 1 – Websites

130 This site provides links to research articles dated 1973-2004. Focus Community, Prevention FASD Support and Resources in Alberta Link http://www.fasd.typepad.com Description This site lists services, supports and resources specifically for families and other caregivers of children, youth and adults affected by Fetal Alcohol Spectrum Disorder (FASD) in Edmonton, Calgary and other regions of Alberta. Focus Community, Prevention, Support FASD Trust Link http://www.fasdtrust.co.uk/ Description The FASD Trust was started in January 2007 in response to the growing number of requests for information on FASD being received by the adoptive parents of a child with FAS. Focus Community, Support FASE Out: Fetal Alcohol Spectrum Outreach Project Link http://www.faseout.ca/eng/training.htm Description This site provides access to presentations created and delivered by the FASEout project, a national database of trainers and a forum for trainers to use for sharing up to date information and resources. Focus Community, Prevention, Support Fetal Alcohol Assessment Experts Link http://www.fasdexperts.com/ Description FASD Experts is a unique, multidisciplinary forensic group with expertise in the assessment of fetal alcohol spectrum disorders (FASD). We employ a flexible, sequential assessment model that is costeffective and maintains independence at each evaluative phase to strengthen impact of expert

FASD Resource Toolkit

Appendix 1 – Websites

131 opinions from each member of our group. Our cutting-edge protocol is based on empirically-derived federal diagnostic guidelines and conforms to the highest standards of care in FASD assessment. Focus Prevention, Support Fetal Alcohol Syndrome Consultation, Education and Training Services, Inc. (FASCETS) Link http://www.fascets.org Description This site contains background information on FASD, information about the training, services provided, and resources recommended by FACETS. Focus Community, Prevention, Support Government of Alberta: Fetal Alcohol Spectrum Disorder Cross Ministry Committee Link http://www.fasd-cmc.alberta.ca/home/ Description A unique made-in-Alberta plan on FASD focuses on developing and delivering community-based solutions, making it easier for those affected by FASD to get the help they need, at any point during their life. By working together, we will help those already affected by FASD and lower the number of babies born with the disorder. The Alberta FASD Cross-Ministry Committee (FASD-CMC) was formed in 2002 from a partnership of government ministries, provincial and community organizations. The FASD-CMC works in cooperation with provincial and community organizations. Focus Community, Support Health Canada Link http://www.hc-sc.gc.ca/fniah-spnia/famil/preg-gros/intro-eng.php Description This website provides information on Health Canada's FASD initiative. Focus Community, Prevention, Support Lakeland Centre for FASD Link http://www.lakelandfas.com/ Description This site contains background information about FASD, as well as specific information about services and resources available in the Lakeland region of Alberta. FASD Resource Toolkit

Appendix 1 – Websites

132 Focus Community, Prevention, Support MCFD-Fetal Alcohol Spectrum Disorder Link http://www.mcf.gov.bc.ca/fasd/ Description This website provides links to the Ministry of Children and Family Development’s FASD resources and information. Focus Community, Prevention, Support Nanaimo FASD Society Link http://www.nanaimofasdsociety.org/ Description The Nanaimo FASD Society’s mandate is to increase awareness and knowledge for the prevention of Fetal Alcohol Spectrum Disorder, and build on the social supports for children, youth and families affected by Fetal Alcohol Spectrum Disorder. Focus Community, Support National Database of FASD and Substance Use During Pregnancy Resources Link http://www.ccsa.ca/fas/form.html Description This site is a search engine through which you can search for FASD and other resources listed in the National Database. Resources listed include conference proceedings, articles, fact sheets and more. Focus Prevention, Support National Organization for Fetal Alcohol Syndrome and Related Disorders Inc. (NOFASARD) Link http://www.nofasard.org.au/ Description The National Organisation for Fetal Alcohol Syndrome and Related Disorders Inc. (NOFASARD) was established and incorporated in Adelaide in 1998. It is Australia's peak body representing parents, carers and others interested in or affected by Fetal Alcohol Spectrum Disorder (FASD). NOFASARD currently receives no operational funding and is staffed totally by volunteers. Focus FASD Resource Toolkit

Appendix 1 – Websites

133 Prevention, Support New York State Office of Alcoholism and Substance Abuse Services Link http://www.oasas.state.ny.us/fasd/index.cfm Description This website provides information on the state of New York's FASD initiative. Focus Prevention, Support Northern Family Health Society Link http://www.nfhs-pg.org Description This site provides information about programs, links to related services in northern BC (such as the CDBC assessment team) and general FASD information and resources. This FASD Resource Toolkit and Resource CD are available for free on NFHS website. Focus Community, Prevention, Support Office of Fetal Alcohol Syndrome Link http://www.hss.state.ak.us/fas Description This site provides background information about FASD, projects in Alaska, grants, diagnosis and resources available. Focus Community, Prevention, Support Parents Matter Link http://www.parentsmatter.ca Description The Parents Matter Site offers: resources for parents, multilingual resource sheets, resources for facilitators, links to parenting sites, a directory of family resource programs Focus Support Public Health Agency of Canada (PHAC)-FASD Publications Link FASD Resource Toolkit

Appendix 1 – Websites

134 http://www.phac-aspc.gc.ca/fasd-etcaf/publications-eng.php Description This website provides links to PHAC's FASD publications and initiatives. Focus Community, Prevention, Support Prevention Source BC Link http://www.preventionsource.org/ Description This site offers free prevention, cessation and enforcement resources primarily focused on prevention and control of tobacco misuse. Focus Prevention Provincial Outreach Program for Fetal Alcohol Spectrum Disorder Link http://www.fasdoutreach.ca/ Description In September, 2006, the Ministry of Education announced a new provincial resource program: The Provincial Outreach Program for Fetal Alcohol Spectrum Disorder (POPFASD). Part of our mandate is to provide services through our website so that teachers, parents, students and others increase their understanding of FASD. Through consultation with teachers and other experts in the field of FASD, we use this website as a vehicle for providing information about the effects of FASD on student learning and behaviour. We share current research, ideas, strategies, training and resources in order to build capacity in school districts for students with FASD and their teachers. Focus Community, Support Saskatchewan Prevention Institute Link http://www.preventioninstitute.sk.ca/fasday.php Description This site provides background information on FASD, information on Saskatchewan FASD programs and services and links to other resources. Focus Prevention Stop FASD-Healthy Child Manitoba Link http://www.gov.mb.ca/healthychild/fasd/stopfasd.html FASD Resource Toolkit

Appendix 1 – Websites

135 Description Stop FASD is an outreach program where mentors provide intensive support to women who are pregnant or have recently had a baby and are struggling with alcohol or drug use. This is a voluntary program for women who aren’t well connected to community support services. Focus Prevention, Support Sunburst Visual Media Link http://www.sunburstvm.com Description These best-selling resources will stimulate students' natural curiosity, engage them in a medium in which they excel, and help them strive towards success in the classroom and beyond. Focus Support US Department of Health and Human Services and SAMHSA's National Clearinghouse for Alcohol and Drug Information Link http://ncadistore.samhsa.gov/catalog/ProductDetails.aspx?ProductID=16985 Description This website provides a links to resources to mobilize productive FASD community partnership programs with research from four successful pilot communities. Strategies to plan prevention programs, involve providers, disseminate materials, and conduct follow-up evaluations are provided. Focus Community Whitecrow Village Link http://www.whitecrowvillage.org/ Description WHITECROW VILLAGE FASD SOCIETY is a non-profit, charitable organization committed to educating communities and professionals about Fetal Alcohol Spectrum Disorder (FASD) and to improving the lives of those who are affected by this prominent neuro-developmental disability. Focus Support

FASD Resource Toolkit

Appendix 1 – Websites

Falvo, Anne

Sasaki, Sandra

Sklenar, Jarmilla

Vankoughnett, Charlene

Watson, Brad

Wright, Tricia

CAPC/CPNP

CAPC

CAPC

CAPC

CAPC/CPNP

FASD Resource Toolkit

Reisig, Cindy

CAPC

Mischki, Caitlin

Louden, Teresia

Prince Rupert Community Enrichment Society Upper Island Women of Native Ancestry Northern Family Health Society

Hendriksen, Robin

CAPC

AHS

Nechako Valley Community Services

Conlon, Joni

CPNP

Healthiest Babies Possible Northern Family Health Society

Surrey Community Services Society

Quesnel Tillicum Society

Nechako Valley Community Services

Abbotsford Community Services ~ Family Center Healthiest Babies Possible

Healthier Babies Brighter Futures

Starting Smart

Calhoun, Judi

CPNP

Program

NAME

Program

Northern

Fraser

Northern

Northern

Northern

Fraser

Vancouver Island Northern

Northern

Northern

Northern

Northern

Region

Prince George

Surrey

Quesnel

Fort St. James

Prince George

Abbotsford

Prince George

Courtenay

Prince Rupert

Fraser Lake

Burns Lake

Hazelton

City/Town

[email protected] [email protected] 250-877-2813 250 842 4608 [email protected] 250-692-1705 [email protected] 250-699-8960 [email protected] 250-627-7166 ext 28 [email protected] 250-334-2477 [email protected] 250-561-2689 [email protected] 778-808-3128 [email protected] 250-561-2689 [email protected] 250-996-7645 [email protected]. ca 250-992-8347 [email protected] 604- 584-5811 ex. 271 [email protected] 250-561-2689

E-mail

Appendix 2 – Contact List

Appendix 2 – FASD Mentor Contact List

136

137

Appendix 3 – Project List Title: BC Children’s Program Directory Format: Booklet/Directory

Description: The Children’s Program Directory in BC/Yukon region is a provincial resource listing of AHS, CAPC and CPNP programs funded by Public Health Agency of Canada. The publication is based on data available at the time. Please ensure that staff should first contact program coordinators before referring a family to ensure that the program is still operating. Literacy Level: High Reference: Frog Hollow Neighborhood House (2009). Public Health Agency of Canada Purchasing: Frog Hollow Neighbourhood House 2131 Renfrew Street Vancouver, BC V5M 4M5 Phone: 604-251-1225 Email: [email protected] or [email protected] Price: No charge “This resource is updated four times per year, it is an excellent source of current contact info” - Tricia

FASD Resource Toolkit

Appendix 3 – Project List

138

Appendix 4 – CDBC Information The Complex Developmental Behavioural Conditions (CDBC) Program provides assessments and diagnoses for children and youth who are suspected of having an Autism Spectrum Disorder (ASD) Fetal Alcohol Spectrum Disorder (FASD) or other Complex Developmental and Behavioural Conditions. The CDBC team provides assessments regionally in British Columbia. Following is a current list of CDBC Key Workers, however, this list is subject to change. For current information about your community’s CDBC assessment team contact 250-649-7678 or toll free 1-866-565-2999 (ext 7678) or visit their website at http://www.mcf.gov.bc.ca/fasd/support.htm

FASD Resource Toolkit

Appendix 4 – CDBC Information

Fraser Valley Child Development Centre Reach Child and Youth Development Society Ridge Meadows Child Development Centre Fraser Valley Child Development Centre

Chilliwack/ Fraser Cascades

Delta

Maple Ridge/ Pitt Meadows

Mission

New Westminster

New Westminster

Surrey

Surrey/Langley Centre

Fraser

Fraser

Fraser

Fraser

Fraser

Fraser

Fraser

Fraser

Port Moody, Coquitlam, Port Coquitlam

White Rock

Kamloops/Merritt

Kelowna

Kelowna

Penticton

Vernon

Salmon Arm/Revelstoke

Fraser

Fraser

Interior

Interior

Interior

Interior

Interior

Interior

Tri-Cities

BC Centre for Ability

Burnaby

Fraser

Shuswap Children's Association

Okanagan Metis Children And Family Services Penticton and District Community Resources Society North Okanagan Neurological Association

ARC Programs

Insight Support Service Inc.

Peace Arch Community Services

Simon Fraser Society

Pacific Community Resources Society For children aged 12 and over The Centre for Child Development For children under age 12

Simon Fraser Society

Lower Mainland Purpose Society

250 549-1281 ext 215 250 833-0164 ext 7

250 492-2303

250 763-2977 ext 102 250 868-0351 ext 105

250 554-0085

604 531-6226

882 Maple Street Whilte Rock, BC V4B 4M2 624 Tranquille Road Kamloops, BC V2C 3H6 513 Bernard Avenue Kelowna, BC V1Y 6N9 #201-2949 Pandosy Street Kelowna, BC V1Y 1W1 330 Ellis Street Penticton, BC V2A 4L7 2802-34th Street Vernon, BC V1T 5X1 PO Box 2579 Salmon Arm, BC V1E 4R5

604 525-9494

604 584-1361

604 951-1300

604 521-8078

604 526-2522

604 820-9536

604 463-0881

604 946-6622

604 824-8760

604 451-5511

604 852-2686

Telephone Number

204 Blue Mountain Street Coquitlam, BC V3K 4H1

102-32885 Ventura Avenue Abbotsford, BC V2S 6A3 2805 Kingsway Vancouver, BC V5R 5H9 #202 - 45480 Luckakuck Way Chilliwack, BC V2R 2X5 3-3800 72nd Street Delta, BC V4K 3N2 22610 Dewdney Trunk Road Maple Ride, BC V2X 3J9 33070 5th Avenue Mission, BC V2V 1V5 40 Begbie Street New Westminster, BC V3M 3L9 811 Royal Ave New Westminster, BC V3K 4H1 #3-10318 East Whalley Ring Road Surrey, BC V3T 4H4 9460 - 140th Street Surrey, BC V3V 5Z4

Fraser Valley Child Development Centre

Abbotsford

Fraser

Address

Agency Name

Community Served

Region

March 2009

Ministry of Children and Family Development Inventory of Key Worker/Parent Support Agencies

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

Key Parent Worker Support

East Kootenay

West Kootenay

100 Mile House

Williams Lake

Quesnel

Prince George

Burns Lake

Smithers

Terrace/Kitimat

Prince Rupert

Dawson Creek

Fort St. John

Interior

Interior

Interior

Interior

North

North

North

North

North

North

North

North

Tla'Amin Community Health Services Touchstone Family Association

Richmond

Nuxalk's Bella Coola Healthy Beginnings Powell River Association for Community Living

Kaxla Child and Family Services

Fort St. John Child Development Centre

Axis Family Resources

Axis Family Resources

Kermode Friendship Society

Bulkley Valley Child Development Centre

College of New Caledonia

Northern Family Health Society

Axis Family Resources

Cariboo Chilcotin Child Development Centre Association

PO Box 754, 247 Wakas Drive Waglisla, BC V0T 1Z0 PO Box 65 Bella Coola, BC V0T 1C0 #201 - 4675 Marine Avenue Powell River, BC V8A 2L2 RR#2, 6690 Sliammon Road Powell River, BC V8A 4Z3 #120-6411 Buswell St. Richmond, BC V6Y 2G5

#2-345 St. Laurent Avenue Quesnel, BC V2J 2E1 2666 Queensway Avenue Prince George, BC V2L 1N2 Box 5000 Burns Lake, BC V0J 1E0 PO Box 995 Smithers, BC V0J 2N0 3313 Kalum Street Terrace, BC V8G 2N7 100-1st Avenue West Prince Rupert, BC 908 - 102nd Avenye Dawson Creek, BC V1G 2B7 10408 105th Avenue Fort St. John, BC V1J 2M8

7472 Mission Road Cranbrook, BC V1C 7E5 Unit A #1007 Simon Road Creston, BC V0B 1G2 349 Columbia Castlegar, BC V1N 1G6 486 Birch Avenue 100 Mile House, BC V0K 2E0 51-4th Avenue South Williams Lake, BC V2G 1J6

Ktunaxa Kinbasket Child and Family Services Ktunaxa Kinbasket Child and Family Services Freedom Quest Regional Youth Services Cariboo Family Enrichment Centre

Address

Agency Name

Powell River

Powell River

Bella Coola

Bella Bella

East Kootenay

Interior

Vancouver Coastal Vancouver Coastal Vancouver Coastal Vancouver Coastal Vancouver Coastal

Community Served

Region

March 2009

Ministry of Children and Family Development Inventory of Key Worker/Parent Support Agencies

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1-888-271-5555 604 483-3009 604 279-5599

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Key Parent Worker Support

604 485-6411

250 799-5613

250 957-4325

250 785-3200

250 719-6972

250 622-2947

250 635-1476

250 847-4122

250 692-1730

250 561-2689

250 992-2759

250 305-2532

250 395-5155

250 304-2676

250 428-7414

1-888-489-4563

Telephone Number

Vancouver Island Vancouver Island Vancouver Island Vancouver Island Vancouver Island Vancouver Island Vancouver Island Vancouver Island Vancouver Island Vancouver Island Vancouver Island

Vancouver Coastal Vancouver Coastal Vancouver Coastal Vancouver Coastal Vancouver Coastal Vancouver Coastal Vancouver Coastal Vancouver Coastal

Region

Circles of Cedar Resource Centre

Port Alberni

Nanaimo

Port Hardy

Campbell River

Courtenay

Qualicum Beach

MCFD

Campbell River and District Association for Community Living North Island Crisis and Counselling Centre

Wachiay Friendship Centre

Hiiye-yu Lelum House of Friendship District 69 Family Resources Association

Island Metis and Community Services

Victoria

Duncan

NIL/TU O Child and Family Services

Hollyburn Family Services

West Vancouver

Victoria

YWCA/Crabtree Corner

Vancouver

Victoria Native Friendship Centre

Connexus Family & Children Services

Vancouver

Victoria

The Children's Foundation

Vancouver

FASD Community Circle

Vancouver Native Health Society

Vancouver

Victoria

Sea to Sky Community Services

Sunshine Coast Community Service Society Squamish Nation-Ayas Men Men Family & Children’s Services

Agency Name

Squamish

Squamish

Sechelt

Community Served Address

#208-2951 Tillicum Road Victoria, BC V9A 2A6 231 Regina Avenue Victoria, BC V8Z 2A6 #1-2475 Mt. Newton X Rd Saanichton, BC V8M 2B7 345 Wale Rd Victoria, BC V9B 6X2 4259 6th Ave Port Alberni, BC V9Y 4N1 PO Box 1015 205-5462 TransCan Hwy Duncan, BC V9L 3Y2 181 Sunningdale Road West Qualicum Beach, BC V9K 1K7 PO Box 3204 1625B McPhee Ave Courtenay, BC V9N 5N4 1153 Greenwood Street Campbell River, BC V9W 3C5 PO Box 2446 7095 Thunderbird Road Port Hardy, BC V0N 2P0 201-488 Albert St Nanaimo, BC V9R 2V7

5638 Inlet Ave PO Box 1069 Sechelt, BC V0N 3A0 321 Seymour Blvd, PO Box 38567 North Vancouver, BC V7M 1E7 38144 2nd Avenue, PO Box 949 Squamish, BC V0N 3G0 449 East Hastings Street Vancouver, BC V6A 1P5 2750 18th Avenue East Vancouver, BC V5M 4W8 201-225 East 17th Avenue Vancouver, BC V5V 1A6 101 East Cordova Street Vancouver, BC V6A 1K7 #203 – 585 16th Street West Vancouver, BC V7V 3R8

March 2009

Ministry of Children and Family Development Inventory of Key Worker/Parent Support Agencies

250 741- 5769

250 949-8333

250 203-0488

250 338-7793

250 752-6766

250 748-2242

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250 391-9924 ext 102 250 203-0488

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250544-1400

250 384-3211

250381-2535

604 926-1185

604 216-1650

604 875-1865

604 434-9101

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604 815-4144 1-877-892-2022 604 254-9949

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Key Worker

604 985-4111

604 885-5881

Telephone Number

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Parent Support