First Nations Children and Youth: Culture is the Center of Mental Wellness

Summer Institute 2015: Promoting Mental Health In BC School Communities August 20-21, 2015 Blake Stitilis, Senior Policy Analyst [email protected]

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Healthy, self-determining and vibrant First Nations children, families and communities

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October 2011

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October 2011

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A Path Forward: School-Based Mental Health Action C1 • Promote public education and awareness, including training within schools, post-secondary institutions, and work places, about the history of First Nations and Aboriginal peoples including the effects of colonization and residential schools on mental wellness and/or substance use. Action E2 • Develop policies, programs, and learning resources that empower First Nations and Aboriginal children and youth to feel a sense of identity, belonging, and engagement while at school. Action H1 • Foster belonging and engagement with youth, family, and community, including in schools and places of learning, to strengthen identity and help prevent self-harm and suicide. Action N5 • Strengthen and increase capacity in schools to improve the educational experience and outcomes of First Nations and Aboriginal people living with FASD.

October 2011

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Legacy of Residential School Experience • The last federally operated residential school closed in 1996

• It is estimated that 150,000 First Nations children passed through the residential school system and 4000 died while attending the schools • Forced attendance, child apprehension, cultural genocide, physical and sexual abuse all contribute to health outcomes we continue to see today 6

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First Nations Schools in BC • There are approximately 130 First Nations community schools in BC located in community (on reserve) • First Nations students who do not have access to First Nations community schools take the bus to attend public schools in urban areas

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First Nations Schools in BC • First Nations school curriculum reinforces cultural teachings, connection to the land, and relationships with family, community, and Elders, which are woven throughout the curriculum • First Nations cultural programming in schools outside of community (off reserve) is often siloed and separate rather than integrated throughout the entire curriculum 8

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First Nations Schools in BC • First Nations and Aboriginal students often experience racism in school settings away from home (off reserve)

• Nearly 40% of First Nations adults report experiencing racism in the last 12 months (RHS, 2005) – this is reflected among children and youth as well 9

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Pathways from Racism to Health Outcomes

Internalized Racism

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What work is currently underway through FNHA?

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Gathering Our Voices • Invites Aboriginal youth from across BC to learn and engage with culture among peers • Attended by 1000 First Nations and Aboriginal youth delegates as well as chaperones, presenters, and guests • Workshops on: – – – –

Being Active Eating Healthy Nurturing Spirit Respecting Tobacco 12

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Gathering Our Voices • Nurturing Spirit – as a component of our Wellness Champion Challenge – Demonstrate and sing a traditional song (individual or group) – Attend youth talent showcase and see some of our most talented youth performing! – Attend culturally-based workshop or yoga workshop – Do a random act of kindness “paying it forward” – Organize or participate in a traditional sharing circle – Share your laughter and make someone smile – Visit and talk with an elder – Upload 30-second video showing “your connectedness to the land” then post your video to the FNHAs Facebook page – Demonstrate and drum a traditional song (individual or group) 13

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FRIENDS for Life • Initiated in 2005/2006 through a collaboration between: – First Nations Education Steering Committee – First Nations Schools Association – Ministry of Children and Family Development

• “FRIENDS for Life” is an evidence-based anxiety prevention and resiliency program delivered in First Nations Schools 14

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FRIENDS for Life • Program provides training and resources to First Nations educators and parents • FRIENDS for Life is delivered at 3 levels: – Fun FRIENDS (K/Gr. 1) – Child (Gr. 4/5) – Youth (Gr. 6/7)

• Cultural adaptation of programming is essential 15

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“Listening to One Another to Grow Strong” • Culturally-Based, FamilyCentered Mental Health Promotion for Aboriginal Youth • Aims to develop a culturally based approach to improving the mental health and wellbeing of youth living in Aboriginal communities across Canada. • The program is designed to enhance psychological, social, and emotional well-being among Aboriginal youth, their families and communities. 16

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“Listening to One Another to Grow Strong” • GOAL: – To stimulate young people’s critical thinking to foster positive life choices

• PARTNERSHIPS: – Community partners and researchers work together to adapt & implement the program

• EVALUATION: – Program’s effectiveness – Implementation processes 17

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“Listening to One Another to Grow Strong” Sessions: 1. Welcome Feast 2. Community History 3. My Family 4. A Good Way of Life 5. Helping each Other 6. Living in harmony 7. Restoring equilibrium 8. Problem solving 9. Talking decisions 10. Communication 11. Being different and discrimination 12. Building Social Support 13. Community Empowerment 14. Celebration Feast: Graduation 18

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Group Discussion • What are your organizations already doing to be inclusive of First Nations and Aboriginal approaches and initiatives to enhance mental wellness In BC School Communities? • How can your organizations be more inclusive of First Nations and Aboriginal approaches and initiatives to enhance mental wellness in BC School Communities?

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Questions & Discussion

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