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IT WAS SiX WEEKS AGO, on September 4th 2013, that a historical moment for Anishinabek education on Mnidoo Mnising. The first day of Ojibwe immersion school for 12 kindergarten children attending Mnidoo Mnising Anishinabek Kinoomaage Gamig (MMAK) officially began. In less than two months, the junior kindergarten children and the Ojibwe immersion teachers have nicely settled into their routines and ecofriendly learning space for the year. With ongoing years of committed support of the KTEI Board of Directors and the United Chiefs and Councils of Mnidoo Mnising (UCCMM), the decision and support for Kenjgewin Teg Educational Institute (KTEI) to forge ahead and implement an immersion-based early learning model beginning with Kindergarten children for the Fall of 2013 was made this decision was made knowing that time is of the essence with every day and every year, more and more valuable Anishinabek language speakers leaving to the spirit world. Parents and extended families of the 12 children currently enrolled in Mnidoo Mnising Anishinabek Kinoomaage Gamig were actively involved this past summer in planning their childs edu-

Manitoulins new Ojibwe Immersion School making early impact


cational future as Anishinabek language speaking citizens. MMAK Committee meetings are hosted on a monthly basis as a forum for discussion and communication between parents, extended family, the immersion school team, and the community at large. These monthly meetings allow the many stakeholders the opportunity to express any issues, challenges, and successes, as well as to share the learning language progress made by the class. Queens University, a long-time and valued partner in KTEI post-secondary education, is a key part of the new immersion learning initiative going forward. Under the leadership and expertise of Dr. Lindsey Morcom, KTEI and its University partner will collaboratively analyze and assess the research and evaluation component of the MMAK school outcomes. Dr. Morcom has attended several MMAK Committee meetings to date, and has been very valuable in answering questions about language learning, and providing overall community and parental knowledge. Dr. Morcom has explained, communicated and answered common questions from parents about the various models and strategies of language learning using well-researched and documented bene-

United Chiefs Councils Mnidoo Mnising


the

Fall 2013 $1.00

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Light Table Invitation: Educator Elaine left some red cups at the light table as an invitation. On the third day, Maria was stacking the cups! She worked quietly and gently stacking each cup with awesome eye-hand coordination. Way to go Maria!

Inside UCCMM News


Children and youth from all over the Island were invited camping with Four Directions Wilderness Adventures.
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fits of multiple language acquisition from an academic perspective. This is a short excerpt from Dr. Morcoms presentation at the September 2013 meeting: First Nations communities are taking control of their childrens educations and using the education system to help ensure that their languages are passed on to the next generation, that their children succeed academically, and that they are able to see themselves in the curriculum and in the classroom and so leave school with a strong sense of pride in their identity. They are also looking to strengthen the community through the school system by including local voices and traditional knowledge and wisdom in the classroom. Research has shown that First Nations controlled education, particularly total immersion programs like the MMAK, is largely successful in achieving

those goals. However, parents in many communities still have understandable concerns about the impact of immersion on academic achievement, language learning, and self-esteem. (The full article completed by Dr. Morcom can be found on ktei.net) As a key part of the MMAK team, Dr. Morcom continues to discuss and provide evidence based responses to the many different types of questions parents or guardians may have when deciding to enrol their child(ren) into an immersion program. In addition to this, one very important critical success factor for the MMAK immersion school is parental engagement and commitment; this objective has been fully communicated right from the very start to all parents, and their
MMAK continued on page 9

4th Annual KTEI Fall Harvest captures the attention of Adults and youth of all ages.
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The prevention of mental illness should be a global focal point in Mental Health Mnaadmodzawin Health Services.
SEE PAGE 11
Fluent language speaker and community member Judy Armstrong talking to Sara Marie in Anishinabemowin. Judy is great with the children and they call her Jude!

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UCCMM NEWS

FALL 2013

1110 Hwy 551, PO Box 275

UCCMM TRIBAL COUNCIL


MChigeeng, Ontario, P0P 1G0

Tel: (705) 377-5307

Fax : (705) 377-5309

Youth Justice: Zoongaabwe-od Eshniigjik


AS pART OF THE CULTURAL component of the Zoongaabwe-od Eshniigjik program, a Cultural Camp was held. The month of Waabagaa-Giizis saw a group of youth venture out for a 3 day canoeing excursion with Eli Fox and Victor Pitawanakwat. The day started out with a teaching on offering tobacco to begin our trip. To the right, is a map indicating the route that was paddled during those days. The total distance covered was approximately 20 kilometres. During the trip many teachings were shared with each other. Some topics discussed were roles/responsibilities, respecting the environment, and positive decision making. The youth experienced the hands on value of outdoor education. They visited Bell Rock and received the teachings of how those rocks were used in traditional times as a way of communicating long distances. Our day was also shared by a visitor (migizi) who flew by and circled us several times then went on his way. The canoe trip provided a learning opportunity for reflection of self and a reconnection to Shkagemik-kwe. The time spent travelling in a canoe gave the participants a perspective that would have been missed

Map of the trip

if they were to travel by vehicle. They recognized the importance of taking time to take notice of the landscape, the weather, animals and nature. These small, but valuable things would have surely been missed if travelling by vehicle. In closing, the youth overc ame personal challenges to persevere through windy weather, cool temperatures and self-doubt. The youth learned many of the teachings by doing, and their openness to new experiences was positive. The feedback indicated that the youth had a positive experience that they will remember for a lifetime. We would like to say Miigwetch to those young participants for taking on this activity with enthusiasm, and also for what we learned from them as well. Also a Miigwetch to the Whitefish River First Nation for allowing us to use their canoes and for sharing their amazing environment with us.

AS SUMMER TURNS TO FALL , its a good idea to refresh your memory on fall fire safety tips. Some safety tips are the same regardless of the time of year, but many safety concerns are seasonal, particularly those that involve keeping your home warm. TiME CHANGES MEAN BATTERY CHANGES Get in the habit of changing the batteries in your smoke detectors and carbon monoxide detectors every fall and spring when changing the clocks for Daylight Savings Time. It is also a good idea to make it standard procedure in your household to verify that all fire extinguishers are fully charged and in working order when you adjust the clocks each season. HOME HEATiNG TipS No matter what type of device you use to heat your home, making sure your heating devices and/or systems are in good working order is an important part of learning some fall fire safety tips. Many things can go wrong with heating equipment during the spring and summer months. Verify that everything you need to keep your home warm throughout fall and winter is in good working order before you experience the first cold snap of the season. SpACE HEATER SAFETY TipS Make sure that any space heaters are surrounded by at least three feet of empty space. Never place clothing or any other objects on a space heater to dry. Do not place space heaters near furniture or drapery. Turn space heaters off when you leave the house or go to bed. Avoid storing any combustible items near heaters. FiREpLACE SAFETY TipS Get your chimney inspected each year to make sure that it is safe.

Fall Fire Safety Tips: by UCCMM Technical Unit

Hire a chimney sweep to clean out your chimney every fall. Repair any cracks in fireplaces. Use fireplace screens to keep sparks and fire debris inside the fireplace. Never leave a fire unattended. Make sure that combustible materials are not stored within three feet of your fireplace. For natural gas fireplaces, get all connections and lines inspected before use each season. FiRE SAFETY TipS FOR HOLiDAY DECORATiONS Do not use candles in Halloween jack-o-lanterns. Flashlights are much safer. Make sure that childrens costumes are made with fire retardant materials. Use only fire retardant holiday decorations. Verify that all holiday lights and extension cords have been tested by an organization such as Factory Mutual or Underwriters Laboratory. OUTDOOR FALL FiRE SAFETY TipS Clear your roof and gutters of unnecessary buildup of debris, such as pine needles and leaves. SAFETY MATTERS There is nothing more important than the safety of your family. Everyone in your home needs to know how to behave responsibly to reduce the likelihood of experiencing a fire. However, because fires can start at any time without warning, it is also very important that the members of your household know how to react in the event of a fire. Its a good idea to review fire prevention and safety tips with your family every fall, and several other times throughout the year.

(A.I.M.S.) Program Intake January 6-17, 2014 @ KTEI

Anishinabek, Mind, Identity and Spirit

FALL 2013

UCCMM NEWS

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1110 Hwy 551, PO Box 275

MChigeeng, Ontario, P0P 1G0

UCCMM TRIBAL COUNCIL


Tel: (705) 377-5307

Fax : (705) 377-5309

Gwekwaadziwin

WHEWWWW! WHERE HAS the summer time gone? I will take a minute to briefly report on the whirlwind of activities that we partnered with communities on over the summer. First, there was the Four Directions Wilderness Adventures. Children and youth from all over the Island were invited to several weekend camping adventures and one week long canoing adventure. The young people learned team work, an appreciation for Mother Earth and our natural connection to the environment...as well as appreciating the comforts of home after paddling a little over 40 kms. To be sure they were tired but in their usual fashion, I am sure they were ready and raring to go in no time. Miigwech to the team - Gayle, Laurie, Sam and Travis - for guiding this adventure, and Chi-Miigwech to the Whitefish River for welcoming us to use their grounds, and, finally, to the community workers who did all the hard work recruiting the kids. The Army is coming...The Four Directions Wilderness Adventures - Archery...right on target army is coming...Well theyve come and left! The Chiefs and Councils of Mnidoo Mnising welcomed the Canadian Army to the Island to pilot the Soaring Bird Aboriginal Youth Leadership Camp. Again, youth from all over the Island were invited to sign up to experience intro level military style exercises, everything from covert movement on the land, to firearms in a positive team building atmosphere. Again, at closing ceremonies these teens were exhausted and expressed a desire for nothing more than a hot shower and their comfy beds. O,h and of course, dry socks! Miigwech to Bobbie Sue Kells and Leonard Genereux for jumping right in and being the on-site camp counsellors...rappelling off of the bluffs and everything! Miigwech to CWO John Young for thinking of Manitoulin as the perfect location to launch this program and the Canadian Army Canadian Armed Forces (CAF) Recruits being deployed...Chief Kells waving for making it all possible. And, finally, Chi-miigwech to Zhiibaahaasing and MChigeeng for being so welcoming to all the visitors and letting us use your grounds. For some, this was a once in a lifetime experience & for others, it solidified their dreams of a military career. The above are offered as prime examples of the type of programming that UCCMM Leadership want for the young people; experiences that invigorate, nurture hopes and dreams, and strengthen our understanding and awareness of cultural practices. On the business side of things, communities have been asked to provide detailed information on programs and service delivery with regard to Wellness and Recovery. As we move ahead, in partnership with Health Canada First Nation Inuit Health and the Northeast Local Health Integration Network, this information will help in determining what options are available to make sure everyone who wants or needs supportive services has local and timely access. If you have any questions, I welcome your calls or emails. Until next time...stay on the lookout for other great things to come! Daughness Veterans - Chief Endanawas and MChigeeng Migwans, Gwekwaadziwin Coordinator, UCCMM Councillor Victor Migwans. dmigwans@uccm.ca or 705-377-5307

Four Directions Wilderness Adventures Outdoor Cooking...Yummy chicken kabobs over the flames.

Four Direction Wilderness Adventures - Fire building with flint...takes team work!

CAF Soaring Bird Aboriginal Youth Leadership Camp - Can you see me now?

Chief Hare - closing ceremony highlights Anishnabek military involvement

MSW Coming to KTEI Fall 2014

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UCCMM NEWS

FALL 2013

#5926 Highway #540, P.O. Box 332

UCCM ANISHNAABE POLICE


MChigeeng First Nation, ON, P0P 1G0

Tel: (705) 377-7135

Fax: (705) 377-5583

WiTH THE SCHOOL YEAR beginning throughout the UCCMM communities, the UCCM Anishnaabe Police will be present in area schools completing various programming. One of the programs that has already started is the Walking the Path program. The Walking the Path program is a 10 week program that is Anishnaabe culturally oriented. It involves the medicine wheel teachings, promotes self-esteem within, and shares the history of the Anishnaabe people. The program also promotes self-worth and respect for others. Special Constable Victor Pitawanakwat has already started the ten week program throughout the following schools: Lakeview School, Shawanoswe School, and Sheshegwaning Public School, and will be delivering the program to the youth of the Aundeck Omni Kaning First Nation. Be on the lookout for Victor within your school and community! Another program that is usually delivered

Community Services

throughout the school months is the Aboriginal Policing Bureau, is targetD.A.R.E program. Special Constable ed towards young Anishnaabe people Jeremiah Corbiere will be contacting the ages 12 through 17. This year, a total schools and First Nation communities in of 41 youth attended the program. The the New Year to book the program. The program delivers a powerful message D.A.R.E program focuses on teaching of hope for future leaders through the the youth resistance to drugs, gangs, and encouragement of positive, healthy lifeviolence. Topics for this program include style choices. Through celebrating culcommunication, decision making skills, tural pride and distinction, the youth are alternatives to using drugs and alcogiven the opportunity to celebrate who hol, and forming support groups. If they are through the following program activities: drum making, mask making, you would like to book this program within your community or school, do Anishnaabe teachings, team building, not hesitate to contact either Victor development of leadership skills, and Pitawanakwat or Jeremiah Corbiere at sharing of information on healthy rela705-377-7135. tionships, drug and alcohol awareness, This past summer, Special Constables and internet safety. Victor Pitawanakwat, and Catherine For more information regarding any of the above programs, or to inquire Peltier brought three youth from the Victor Pitawanakwat, Patty Debassige, and Rodney Nahwegahbow. UCCMM communities to participate about future programming please conin Niigan Mosewak in Trout Creek, tact either Victor Pitawanakwat or JerNorth Bay. The week long summer camp, delivered by the Ontario Provincial Police, emiah Corbiere at 705-377-7135.

Social Innovation Workshop on Policing

Kenjgewin Tegs Fall Harvest

MAAMWi NAADAMAADAA pARTNERS iNViTED to Social Innovation Workshop on Policing. Public Safety Canada Aboriginal Policing Directorate had contacted Police Chief Rodney Nahwegahbow in early 2013 to present at a social innovation workshop for First Nations Policing. The workshop took place in Ottawa on September 18th and 19th 2013. UCCMM CEO Hazel Recollet, KTEI Director of Business and Training Beverly Roy-Carter, and UCCM Police Chief Rodney Nahwegahbow were the invited presenters. The intent of the workshop was to provide other police services with new innovative ideas ways to meet the demands and challenges of modern policing. The Maamwi Naadamaadaa partnership has really helped policing on the UCCMM Territories by initiating service integration between Kenjgewin Teg Educational Institute, the various health services, Child and Family Services, and Community Justice Services. This message was well received by the police services that attended from as far away as Cape Breton, Nova Scotia. UCCM Anishnaabe Police is proud to have attended this workshop and appreciates the Maamwi Naadamaadaa Partnership that has improved service delivery for the UCCMM communities.

Jeremiah Corbiere and Joey Stoneypoint (left photo) and Victor Pitawanakwat (right photo).

UCCM Anishnaabe Police Fish Fry


With the shifting of seasons from warm and sunny, to cool and colourful, the changing of the leaves is a clear indication that Fall is here and so is Kenjgewin Tegs Annual Fall Harvest. Once again, UCCM Anishnaabe Police Service was called upon to contribute to the harvest. Special Constable Victor Pitawanakwat demonstrated his expert skills in fish filleting with humour and enthusiasm. Also assisting this year were Joey Stoneypoint and Special Constable Jeremiah Corbiere. As usual the booth saw a large number of both young and old spectators alike, and the UCCM staff was more than happy to share the days catch!

Anishinabemowin Immersion Program - Fall 2014

FALL 2013

UCCMM NEWS

Page 5

#5926 Highway #540, P.O. Box 332

UCCM ANISHNAABE POLICE


MChigeeng First Nation, ON, P0P 1G0 Tel: (705) 377-7135

Fax: (705) 377-5583

THE UCCM ANiSHNAAbE POLiCE is pleased to announce the recent hires of two (2) new, experienced Police Officers; Mitchell Jacko of the Whitefish River First Nation who served 3 1/2 years in Thompson Manitoba with the RCMP and Jordan Atchison of Flying Post First Nation who served 5 years with the Nishnawbe-Aski and Anishnabek Police Services in Northern Ontario. Jordan Atchison attended Sault College before starting his policing career and enjoys fishing, hunting, golf, and hockey. Jordan grew up on the Manitoulin Island and was looking forward to returning one day when an opportunity in policing arose.

UCCM Anishnaabe Police Service Hires Two New Officers

Mitchell Jacko previously worked as a summer student with the UCCM Police before joining the RCMP in 2009 and also looked forward to returning to serve the First Nations of the U.C.C.M.M. in policing. Mitchell enjoys the outdoors, with activities such as golf, fishing, and hockey. On behalf of the UCCM Anishnaabe Police Service and the UCCM Police Services Commission, we are pleased to welcome Constable Mitchell Jacko and Constable Jordan Atchison who will be serving the communities of the U.C.C.M.M. service area. Both assumed their positions on Tuesday, September 3, 2013.

IT iS iMpORTANT THAT WE KEEp our staff updated on the changing world of policing and this includes our civilian staff. Training is key to ensuring that we continue to provide the best quality of service to the people we work with in our communities. During the week of September 16 20, 2013, our Records Administrator, Evelyn Aguonia attended the Annual FOIPN and LEARN Conference in Belleville, Ontario. Day one was the Basic Introductory Course for the freedom of information and privacy. At the end of the day Evelyn received a certificate of completion. The course provided an overview of the legislation in Ontario, processing requests for information, managing voluminous requests, running an FOI office and disseminating information outside the Ontario legislation. The second and third day involved presentations from various guests to assist the group in further understanding what other agencies require from police services and why. Some of the presentations were from the Canada Border Services, Professional Standards Branch, LEARN Committee, Office of the Independent Police Review Director, Ministry of

Freedom of Information Police Network (FOIPN) Conference

Government Services, Information Privacy Commissioner/Ontario, and Ministry of the Attorney General. The sessions were interesting and provided good information that Evelyn will use in her duties with UCCM Police Service. The last two days of the week included updates in various programs and services in policing such as collaboration with social service organizations, legislative changes involving pardons and record suspensions, statistics updates, and internal auditing processes. There was information sharing and discussions on topics that records managers/administrators were seeking suggestions about, best practices, advice, etc. to help them carry out their jobs. Learning opportunities are valued here at UCCM Police and we strive to keep our staff updated with the most current information to carry out the duties in their jobs. Somewhere, something incredible is waiting to be known. Carl Sagan (1934-1996); Astronomer, Scientist, Writer

Special Constable hired under Wage Subsidy Program

CATHERiNE PELTiER, A MEMbER of the Wikwemikong Unceded Indian Reserve was hired as a Special Constable in early July through the Wage Subsidy Program with the Wikwemikong Wii-ni nguch-tood Local Delivery Mechanism. This Targeted Wage Subsidy Program is designed to provide on-the-job training for Wikwemikong band members who encounter employment barriers and opportunities for these individuals to enter their preferred area of the labour force. The Wii-ni nguch-tood L.D.M. provides a subsidy to create employment and enhance employability by providing financial assistance of up to 75% of wage rates, benefits, and/or training costs. Miss. Peltier is currently undergoing extensive training with the Offender Transportation Program with the Ontario Provincial Police (OPP). Upon successful completion of training, she will be responsible for the transportation of male and female, adult and young offenders, between secure institutions and the courts, on behalf of the UCCM Police Service, Wikwemikong Tribal Police and the Ontario Provincial Police. The Safe, Secure, and On-Time policy of the Offender Transportation Program ensures that offenders are in court as required, and assists the justice system in meeting its mandate. Catherine has experience in the policing field as an Auxiliary Officer with the Wikwemikong Tribal Police and will definitely be an asset to the UCCM Police Service for the duration of the program!

Stay SAFE this Fall!

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UCCMM NEWS

FALL 2013

374 Highway 551, P.O. Box 328

KENJGEWIN TEG EDUCATIONAL INST.


MChigeeng, ON, P0P 1G0 Tel: (705) 377-4342 Fax: (705) 377-4379

KTEI Hosts 4th annual Fall Harvest

Craig Abotossaway leads elementary children in a drum songs teching.

Science North drew quite a crowd with their event Species at Risk. The show captured the attention of youth of all ages. The event featured on October 26.

The Pickle Princesses enjoying a laugh

KTEI Fall Harvest Coordinator Debbie Debassige mobilizing and organizing the arriving Students.

KTEI 2013 - 2014


Ronin King tests his skills in the Anishinabek Fun & Games booth.
HONOURING MOTHER EARTH
ECO FRIENDLY PLACE OF LEARNING OUR BEST PRACTICES

ECO SCHOOL

ENERGY CONSERVATION
o Lights off! Natural Light preferred o Computers & Monitors in Sleep Mode o Heating and Cooling Temperatures Efcient o Student/Staff will do an audit or complete a walk about worksheet (WAW)

THE YARD GREENING


> > > > > Students will be on team Resources are accessible: Truck load of Manure; Access to Tractor and Tiller Incorporate Outdoor Arbour Creation of Gardens: Food Plants; Medicines; Native Plants Creation of Existing Shade Areas for students to use Incorporate outdoor experiential learning

WASTE MANAGEMENT
3 3 3 3 3 3 3 3 3 Composting Continuation Waste Free Lunches Save our Trees: School Wide Paper Recycling 2 Sided copying and Good on One Side (GOOS) or GOOS it! Paperless and waste free meetings and events School-Wide Waste Recycle Bins in Use (No contamination) Cigarette Butt Bins Cardboard Recycle Bins available in Main Ofce and Graphic Design Ofce Recycle Printer and Copier toner cartridges to Main Ofce to return to vendors Feast Bags Zone - No Styrafoam or water bottles allowed on premises

>

CURRICULUM
n Fall Teach In Theme Our Relationship with Mother Earth (soil, air and water) n Winter Teach In Theme - Mother Earth and You n Teach in sessions for High School and Post Secondary Programs (Full time) & MMAK Program n All will use the same resource for student learning: The Day Mother Earth Got Sick by Liz Ricci. n Use of a standard Lesson Plan will be created for youth in Teach Ins Fall and Winter on themes identied

Aysia Francis, Katrina Bebonang-Debassige, and Odemin Beaudin having some fun.

ENVIRONMENTAL STEWARDSHIP
S S S S S Wearing a Hat for earth friendly practice violations Earth Day Event Guest Speaker; Planting Trees; garbage pick up Earth hour Designated March 28, 2014 - 3:00 4:00 p.m. 3 to 4 minute environmental video after each staff meeting Using a reusable water bottle

The eco team will be responsible to complete the EcoSchools yearly planner worksheet and to meet on a regular basis

KTEI Culinary student Myles Migwans hard at work preparing food.

FALL 2013

UCCMM NEWS

Page 7

KENJGEWIN TEG EDUCATIONAL INST.


374 Highway 551, P.O. Box 328 MChigeeng, ON, P0P 1G0 Tel: (705) 377-4342

Fax: (705) 377-4379

Azhiitaawin Transitions pilot program to Post-secondary offered through KTEI, University of Sudbury partnership
THE UNiVERSiTY OF SUDbURY is proud to have contributed to the establishment of a transition program to be offered, as of this year, to Indigenous students at Kenjgewin Teg Educational Institute (KTEI). KTEI, located in MChigeeng on Manitoulin Island, offers a wide range of college and university programming to Indigenous students from the First Nations on the Island. An agreement to offer community-based postsecondary educational opportunities has been signed whereby the University of Sudbury (member of the Laurentian Federation), Algoma University and Nipissing University have made a commitment to offer courses on site at KTEI so that students can complete their first year of university studies with the intensive academic and personal support available there before transitioning to a main university campus. The hope is that the additional support available when remaining within the community for at least one year will decouple the two important transitions students make living away from home and moving to a new academic environment - and result in a greater retention rate of students who have chosen the university path. Courses taught on site at KTEI will be delivered by block programming allowing students to take only once course at a time. The delivery of the program by block teaching is designed to promote social engagement and create learning communities, as well as promote student motivation, engagement and retention. A partnership with KTEI is not new to the University of Sudbury, but this much broader initiative is very exciting indicates the President and Vice-Chancellor, Dr. Pierre Zundel. This initiative fits very well with our renewed commitment to offer postsecondary education when and where it is most needed he continues as demonstrated not only with this transition program but also with the recent agreement signed in Moose Factory with the Mushkegowuk Tribal Council, representing the Cree communities of James Bay. All four institutions recognize the importance of collaboration. The design of this educational partnership creates a seamless transfer process for students who intend to continue their studies. After successfully completing the KTEI transition program, students will be able to continue their studies without application by defaulting to the partner institution of their choice. About the University of Sudbury As Northern Ontarios longest-standing postsecondary institution and a member of the Laurentian University Federation, the University of Sudbury remains committed to a focus on a liberal arts education by

providing programs in journalism (French only), folklore (French only), religious studies, philosophy and Indigenous studies. Detailed information about the Universitys programs as well as this years planned centennial activities can be found at www. usudbury.ca. For more information, please contact: Sarah Noel, Communication Officer, University of Sudbury se_noel@usudbury.ca or Beverley Roy, KTEI Director of Business at 377-4342.

Student Profile Ashley Shawanda, Whitefish River FN


After Ashley heard about the AIMS program from her step-sister, she decided that this was a great opportunity and stepping stone to further her education. When she is not immersed in her crafts (yes, this woman can also bead, loom bead and work with leather), Ashley has aspirations towards becoming a Registered Nurse. She already has a good idea of how she is going to get there. She always needs to be in motion and keeps her momentum up so that she can achieve that goal. To help her on this path, her son tends to keep her on her toes and greatly contributes to the motivation and drive that she possesses. Ashley is proud of becoming a mother at a young age. She feels that it has kept her grounded and focused on her bright future. Ashley was not always this motivated. Like all of us, she too wandered off the beaten path, but quickly realized that maintaining good relationships was far more important. When questioned further about the AIMS program, Ashley expressed much appreciation for the cultural aspects and the Anishinabemowin, which is a big part of the AIMS program. Traditional teachings and acquiring knowledge of natural medicines were just a couple of the points discussed when talking about the AIMS program. Finding herself more open and socially confidant, Ashley says she would definitely recommend KTEI and its programs, and that its never too late to go back to get an education. You just need the drive and willingness to not slow down. Way to go, Ashley!

KTEIs Educational Teach-In III explores our Relationship with Mother Earth
KTEI Indigenous Faculty Member Gordon Waindubence talks about the Environmental Protection of Canadas Resources and the significance of the responsibility of being environmental stewards to mother earth from an Anishinabek perspective at Teach-In on October 18. Photo: Veronica Roy

CULINARY MANAGEMENT

Presented by KTEIs

DECEmBER 7TH
Call KTEI for Tickets

SNOW FLaKE GaLa

KTEI on Facebook
Want to keep up with KTEI news and events or see the latest pictures? Visit our Facebook page and like us here: www.facebook.com/pages/Kenjgewin-TegEducational-Institute

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UCCMM NEWS

FALL 2013

374 Highway 551, P.O. Box 328

KENJGEWIN TEG EDUCATIONAL INST.


MChigeeng, ON, P0P 1G0 Tel: (705) 377-4342 Fax: (705) 377-4379

Ojibwe Immersion School (MMAK) making early impact


...continued from page 1 Debbie Ense are enjoying their new involvement has been a great success. For teaching roles immensely: Each day example, parents of the MMAK children brings new joy into our learning journey. designed and constructed an ecofriendly The children are so eager to pleaseit is playground using natural products and amazing to see what they already underrecycled materials of wood and rubber. stand in such a short time! A monthly parent volunteer schedule, The MMAK early learning educational as well as a schedule for visiting Elders model thoughtfully blends Early Learnfrom Anishinabemowin Gamig locat- ing Kindergarten (ELK) curriculum ed in MChigeeng, ensures that family together with layers of Anishinaabeand community mowin immerare involved in sion language FALL 2013 MMAK Committee Meetings their childrens acquisition. learning. Also integral to October 25, 2013 With the this early learnfirst intake of ing educational November 25, 2013 Kindergar ten model is the students already Reggio inspired December 19, 2013 getting a flavor learning, of their new together with school in the first month of their learning, applied use of environmental principles it is clear that these children have a sense and Mother Earth stewardship. Seeking that they are unique because they are official Eco School designation is also attending a unique school. The months on the list of things to do for Fall 2013. ahead will see the MMAK children Stephanie Roy, the Executive Director becoming engaged in outdoor commu- of KTEI, is pleased with the grassroots nity experiential learning and regularly community support and leadership of visiting and conversing with community the Mnidoo Mnising communities and elders and groups. for their commitment to put talk into Educators Elaine Debassige and action in the face of the often criticized,

An inside glimpse into the MMAK classroomthe Reggio-inspired model has educators as facilitators of learning which means that children guide and select their learning for the day; educators then match the learning to the Early Learning Kindergarten curriculum objectives.

Indian control of Indian Education policies of the past. It is important that parents have the ability to explore and be provided a variety of options to choose from when selecting their childs education in becoming contributing Anishinabek Nation citizens for our future, she said. The ELK curriculum

covers six broad learning expectations in the areas of social/emotional development, language, mathematics, science & technology, health and physical education, and the arts. For more information about the Mnidoo Mnising Anishinabek Kinoomaage Gamig call KTEI at 705.377.4342

The Beat Goes On


How does one know what the future may hold How do we bring back the memories of old Our way of life lost Our language melting like frost Our children are growing without ever knowing The drum beat was silenced The dancing has stopped Our heads are bowed as the eagle feather drops Silence Then like a gentle whisper in the wind Like a tiny seed when sprouting begins The drum beat slowly and softly starts The music filling up our hearts Grandfathers teachings to us belong Our people singing a brand new song Bring back our language Bring back the drum Bring back our teachings and teach our young The song of dance The song of life The song of love with no more strife Written by; April McDowell KTEI AIMS (GED Stream) Student Sheguiandah First Nation

First Nation Student Success Program (FNSSP) update


By Jennifer Holub, Student Success Leader Data, Data, Data! This will be a key component of the work that I do with schools as the Student Success Leader. People often wonder and debate the benefits of standardized testing. Luckily, standardized testing has changed to benefit the students, teachers, and parents/guardians. Through the KeyMath assessment, the Developmental Reading Assessment (acronym: DRA), and the Early Years Evaluation (acronym: EYE), the Student Success Leaders can provide in-depth information about a students abilities and learning goals. One key alteration to standardized testing over the years has been the coupling of the test results with prescriptive next steps to be taken with the student by the education team. Over the next month, as the Student Success Leader with Kinomaugewgamik Elementary School in Shawanaga First Nation, Wasauksing Kinomaugewgamik, and Kikendawt Kinomaadii Gamig in Dokis First Nation I will be doing exactly this; looking at the data collected through these one-on-one learning assessments and sitting down with teachers to go over results that will provide specific next steps they can take with each student that speaks to their individual learning needs. So far in meeting with the teachers and administrators there is a wide range of learning goals that the teachers have for their own teaching practice. Some common goals include implementing math centres, literacy centres, differentiated instruction for learners with Individual Education Plans, and the implementation of more technology to aid in their teaching practice. __________________________

build programming. This assessment will continue into November. I am also working with teachers to train them on a new intervention program that aligns with the data from the current assessment. This comprehensive package will benefit our at risk students and students struggling in specific areas of math. __________________________ Julieanne Steedman, Early LearninG Coordinator HI! I am Julieanne Steedman the new Early Learning Coordinator with the FNSSP. I have a background in primary education as well as early learning. I have taught in five different countries and am happy to be back in my home area working with such a great team. This past month has been a whirlwind of activity for me. I have been working together with schools to create classrooms with a more centre-based learning approach, as well as play-based learning and interactive literacy lessons. I am looking forward to hitting the road next week visiting and getting to know the staff at our schools further up North. I have also been busy updating the blog on our website, www.fnssp. com. This is where I highlight great resources that I find which can be used in class or at home. Be sure to check it out!

Save the Date EdUCaToRs ConfEREnCE Jan 31, 2014

KTEI

By Christine HodGins, Numeracy Resource Teacher The year has started off very busy. Currently at both Biidaaban School (Sagamok) and Lakeview School (MChigeeng) I am working on completing baseline assessment, which will be used to drive instruction within these schools. In addition, I am working with Special Education Teachers and Classroom Teachers to set up differentiated numeracy program to support students in building their numeracy skills in areas of need. To add to this, I am able to work with schools to show growth in each strand of math, and to use that data to work with teachers to continue to

Visit FNSSP at www.fnssp.com

FALL 2013

UCCMM NEWS

Page 9

KENJGEWIN TEG EDUCATIONAL INST.


374 Highway 551, P.O. Box 328 MChigeeng, ON, P0P 1G0 Tel: (705) 377-4342

Fax: (705) 377-4379

Educational Outcomes and Academic Performance


Dr. Lindsay Morcom, during her Septemeber visit to the MMAK Committee, provided written material and research commentary to parents. The following is an excerpt from her written report. In entering into culture-based Aboriginal language immersion programming like the MMAK, the most common concern of parents and communities is that the children will struggle in their learning because of difficulties with the language. However, particularly when the children begin the program at young age when they are not yet learning very much academic material in school, this does not appear to be the case. In fact, the preponderance of research evidenceshows a positive association between academic performance and the presence of Native language and cultural programs (Demmert 2001: 12). There are a variety of reasons for this. First, studies have shown that bringing Aboriginal perspectives into the classroom in what is referred to as Culture-Based Education (CBE) makes school more relevant for Aboriginal young people. They are

Miigwech from the MChigeeng Kweok Fastball Team

MChigeeng Kweok Fastball Team (Back Row-L to R) Susan Bebonang (Coach), Taniika Rose Debassige, Lynn Migwans, Cher Panamick-Ense, Raven White, Andrea Panamik (Coach), Debra Tate(Coach),(Middle Row) Danine Lucier and Baby Morgan, Anna Migwans, Marilyn Panamick, Kim Panamick,(Front) Danielle Jones-Migwans. Not present: Jarri Elle Thomas, Shelby Roy, joy Simon, and Raven White.

MChigeeng Kweok Fastball Team (Back Row-L to R) Susan Bebonang (Coach), Taniika Rose Debassige, Lynn Migwans, Cher Panamick-Ense, Raven White, Andrea Panamik (Coach), Debra Tate(Coach),(Middle Row) Danine Lucier and Baby Morgan, Anna Migwans, Marilyn Panamick, Kim Panamick,(Front) Danielle Jones-Migwans Chi-Miigwech to our sponsors and helpers that contributed and assisted the MChigeeng Kweoks Fastball Team this summer. Sponsors and volunteers who generously donated: Kenjgewin-Teg Educational Institute (KTEI), MChigeeng Ontario Works, Jeff s Taxi, Pauline Debassige, Robin Fraser, Andrea Panamick, Local Beans and MCCMM-Castle Building, Mary Lou Sellen (cook) and coaches: Andrea Panamick, Debra Tate and Susan Bebonang Francis Xavier Debassige Ball Field helpers: Tom Webb, Forrest Schut, Darryl Ense, Wesley Abotossaway, Jimmie Pennie and Elvis Debassige, Harmony Kieser, Lilly Ense, Jarron Panamick, Jamieson Panamick and Morgan Webb. Umpires: Delroy Prescott, Bernard Panamick, Lee Taibossigai, Forrest Schut, Duncan Jr Bebonang, Robbie Edwards and Archie Panamick, A special thank you to the MChigeeng Youth Centre for the use of batting helmets and catchers equipment.

able to see themselves and their communities reflected every day, they feel respected and welcomed, and they come to realize that there is great value in their cultures traditions, knowledge, and wisdom (Kanu 2006; Ball 2012). In a CBE classroom, like the classroom planned for the MMAK, teachers make use of traditional approaches to learning such as guided questioning, peer teaching, talking circles, reflection, hands-on learning, observation of the natural world, and storytelling among other approaches. Because that is how Aboriginal families and communities have traditionally taught their children from birth, there is less of a disconnect between how children learn at home and how they learn at school, so they come to the classroom prepared to build on their previous knowledge (Preston et al. 2012). Also, in a CBE classroom, teachers are encouraged to use methods of evaluation that are more appropriate for Aboriginal learners. For example, many First Nations people do not value overt demonstrations of what one knows without any practical purpose for such a performanceAs well, a rationally raised First Nations child would typically learn not to demonstrate knowledge of something she or he expects an older person to already know (Ball 2012: 289). By understanding that and incorporating it into their assessment, teachers can really gauge how much children have learned and give parents and students meaningful feedback on their progress. The MMAK is a great example of CBE, but it also adds the complication of instruction in a language that is not the childs first language. Parents have expressed concern in many communities that immersion will interfere with their childs English and literacy development. However, as Wright and Taylor (1995)

write, the common assumption that the use of the heritage language will negatively affect the acquisition of English skills is clearly false. In fact, there is evidence that heritage language instruction may result in better performance in English in the long run. (241) We are all born with our brains pre-programmed for language learning, and learning more than one language is natural and common for many children around the world. When children learn language, they are not learning only the patterns of one specific language, but rather how language works in general (Morcom 2009), and that knowledge transfers from one language to another. Anishinaabemowin instruction offers children the advantage of learning a language that works completely differently from English. For example, the sentence Its making me dizzy is a single word, ngiiwshkweshkaagon, in Anishinaabemowin (Valentine 2001). Children who speak more than one language, especially languages that are very different, become more aware of how language works. They show better awareness of speech sounds, syllables, sentence structure, and the conventions of language usage such as how language differs in different situations, how stories are structured, and how to define words (Durgunolu & ney 1999, 2002). The benefits of bilingualism extend to literacy skills. For children whose first language is English but who are in an Aboriginal language immersion program, literacy skills that they have already learned in English will transfer to the Aboriginal language, and similarly skills they learn in the Aboriginal language will transfer to English. To read more visit www.ktei.com

The Adult Education Team at Kenjgewin Teg Educational Institute (KTEI) does one-to-one community outreach throughout the year to improve recruitment efforts and to help keep the doors of communication open with our partners and various community organizations.

MChigeeng

Aundeck Omni Kaning

KTEI Community Outreach 2013-2014


Sheshegwaning Zhiibaahaasing

Sagamok

Sheguiandah Whitefish River

November 13th, 2013 December 11th, 2013 January 15th, 2014

Brian Sandra Wayne

Andrea Brian Sandra

Rachel Andrea Brian

Wayne Rachel Andrea

Sandra Wayne Rachel

January 15th, 2014 February 19th, 2014 Rachel

Winter Open House at KTEI Campus Tour, Interactive Info Sessions & Program Registration Wayne Sandra Brian Andrea

March tbd, 2014 April 23rd, 2014 May 14th, 2014 Wayne (April 16th) Brian

Spring Open House at KTEI Campus Tour, Interactive Info Sessions & Program Registration Rachel Evan (May 21st) Wayne Rachel Evan (April 16th) Wayne (May 21st) Brian Wayne

Dates and times may be subject to change, please contact the Adult Education Department at (705) 377-4342 to schedule an appointment in your community. Community visits will be made by: Rachel Lewis - Student Liaison Officer, Wayne Trudeau Student Support Counsellor, Brian Bisson Education Counsellor, Andrea Bennett Building Bridges Program, Sandra Fox- Building Bridges Program

Page 10

UCCMM NEWS

FALL 2013

Hwy 540, 48 Hillside Road,

NOOJMOWIN TEG HEALTH CENTRE


Aundeck Omni Kaning First Nation, Little Current, Ontario P0P 1K0

Tel: (705) 368-2182

Noojmowin News and Notes


WELCOME BACK Noojmowin Teg would like to take the opportunity to welcome back Dan Garcia, New Beginnings FASD Coordinator and Angela Shawande, Diabetes Wellness Nurse. We would also like to say farewell and Miigwetch to Mary Elliott, Interim New Beginnings FASD Coordinator and to Sean Tipper as the Interim Diabetes Wellness Nurse. AGING AT HOME VAN TRANSPORTATION The Aging at Home Van Transportation Services is a FREE service that is available to all residents of Manitoulin Island who are 55 years of age or older. The service can be used for medical appointments, home management activities (local banking and/ or grocery shopping) and group social/community events. Please keep in mind that the Van is available on a FIRST COME, FIRST SERVE basis. However, Noojmowin Teg reserves the right to discuss options for booking changes, based on necessity. To provide fair service to all clients, the Aging at Home Van is available to each client for a maximum of 3 bookings in one month. If you would like to book the Aging at Home Van for your appointment, group outing and/or to do some errands, please contact Lenore Mayers, Administrative Program Support at (705) 368-2182 ext. 201

NOOjMOWiN TEG CELEbRATES THE 15TH YEAR CELEbRATiON AND THE ANNUAL GENERAL MEETiNG Noojmowin Teg Health Centre recently held our 15th Annual General Meeting on Monday, June 24, 2013 at the South Bay Community Centre in Wikwemikong. The organization invited partnering service providers and community members to attend, taking the opportunity to celebrate the 15 years we have been existence as an incorporation primary health care service provider to the Island First Nations and off-reserve aboriginal populations. It was approximately seventeen years since Wikwemikong Unceded Indian Reserve and the United Chiefs and Councils of Mnidoo Mnising came together to identify the health care needs of their community members and jointly submitted a proposal that included having access to their own physician, nurse practitioner, dietitian, research, and traditional healing services. Upon approval of the proposal submission, staff were hired and the organization became incorporated in 1997 with a board complement that reflected the original partnership - equal representation from Wikwemikong and from UCCMM, and two off-reserve representatives. Today, the organization continues to honor the original vision, and, over the years, has been able to increase the number of existing health services offered as outreach to the communities with a further focus on diabetes, healthy living, fetal alcohol spectrum disorder, child nutrition, and children and youth mental health and addiction services. In recognition of their role as the original board, the eight first board members who signed the letters of incorporation were invited to attend: Mark Manitowabi (Wikwemikong Health), William Webkamigad (Wikwemikong Health), Evelyn Roy (UCCMM MChigeeng Health), Chief Leona Nahwegahbow (UCCMM Health), Dianne Musgrove (Off-reserve), Lisa Corbiere-Addison (Off-Reserve), Diana Lariviere (UCCMM - Mnaamodzawin Health honored posthumously), and Stella Corbiere (Wikwemikong Health honored posthumously). The organization also honored several employees who had been with the organization for an extended length of time. Recognition was given to Barbara Erskine, psychologist (16 years), Mary Dantouze (16 years), and Marjory Shawande (15 years honored posthumously). It is to be noted that staff were hired and working within the communities prior to incorporation. The organization is proud to partner with the seven First Nations, area Family Health Teams, Manitoulin Health Centre, Sudbury District Health Unit and other service providers in providing meaningful health care services, and looks forward to continued work and improvements to our service delivery. If anyone is interested in obtaining a copy of the AGM report, please contact the organization and a copy will be mailed to you, or please review on our web-site at: www. noojmowin-teg.ca.

Heart & Stroke Big Bike Event


On a bright and sunny Saturday morning on July 13th, 2013, a group of 21 volunteers comprised family, board, and staff members from Noojmowin Teg and other First Nation community health organizations came together to participate in the Heart and Stroke Foundation Big Bike Ride. The group were hard pressed to pedal with enthusiasm at one point, after the Heart and Stroke lead took us the wrong way, and we had a hill to bike up. We made it - despite some sweat and tears! Chi Miigwetch, thank you, to all who participated. We raised over $2,500.00 for a worthy cause. We challenge our partners to sign up next year and to see who can raise the most money. Hope to see you next year!

Recipe: Chicken Fajita Stuffed Peppers


Bell peppers are in season this fall and a great way to add vegetables to your diet. Stuffed Bell Peppers can be served many ways, try this new recipe with friends or family and then get creative by trying new combinations of vegetables, meats, and spices. Makes 4 servings - 1 tbsp. fajita rub - 1 lime, zest rind and squeeze juice from lime - 1 tsp. oil - 16 ounces boneless chicken breasts, cut into strips - 1 large sweet or yellow onion, sliced - 4 roasted bell peppers* - cup corn kernels - 1 cup black beans, rinsed and drained - 16 grape or cherry tomatoes, sliced - 2 tbsp cilantro, chopped - 1 tbsp light sour cream or salsa per pepper *Note: Roast your own peppers on the grill (no oil needed) or in the oven on a pan at 400F until the peppers skin appears charred and blistered. Let it steam in a covered bowl (with lid) for about 10 minutes and then peel the outer layer off. Rinse and remove seeds. 1. Combine the rub, lime zest and juice, and the oil. Pour over the meat, cover and refrigerate for 1 hour or overnight. 2. Place a cast iron or nonstick skillet over medium-high heat. Saut the onions for 10 minutes, until light golden brown in colour, then remove from the pan and set aside. 3. Add chicken to the same pan and saut until cooked through, about 8 minutes. 4. Add the cooked onions, corn, beans, and tomatoes to the pan, stir and cook for one minute. Remove from heat. Fill each pepper with one cup of chicken and vegetables, then top with a light sour cream or salsa.

FALL 2013

UCCMM NEWS

Page 11

MNAADMODZAWIN HEALTH SERVICES


48 Hillside Rd., Postal Bag 2002 Little Current, ON P0P 1K0 Tel: (705) 368-2182
The prevention of mental illness should be a global focal point in Mental Health as established by the World Health Organization in 2004. It should be viewed more than ever before as a basic human right in the history of Health Care in Canada. Overall mental illness is estimated to constitute 20% of all the illness in Canada. One in five of currently ill people is suffering from a mental illness. Of the 4,000 Canadians who die every year as a result of suicide, most of them are confronting a mental health problem or illness. It is predicted by the World Health Organization that by the year 2020 depression disorder will be the 2nd most prevalent illness worldwide; second only to cardiovascular disease. Mental health has become a prevailing topic in Canada and the stigma attached to it has become a major issue. The findings and conclusions of current research show the following: For many, the stigma is worse than the illness itself, which explains why people do not seek help or do not completely follow the plan laid out by their health care professional. (Mental Health Commission of Canada-2013) Stigma is composed of two parts: unfavorable attitudes, and subsequently, the negative behaviors that arise from the unfavorable attitudes. (Mental Health Commission of Canada-2013). Common stereotypes about people who have a mental illness are that they are violent, incompetent, and/or that they brought the illness upon themselves (Corrigan-2004); In fact, 46% of Canadians hold the belief that the term Mental Illness is an excuse for bad behavior, and 27%

Fax: (705) 368-2229

Mental Illness Awareness

ADHD Awareness
DEFiNiTiON OF ADHD To paraphrase DSM-IV-R, ADHD is a condition comprising a degree of impulsivity and hyperactivity and/or inattention to a point that is disruptive and inappropriate for the developmental level. It must be persistent and have been present for at least 6 months. There are two subtypes: inattentive and hyperactive/impulsive. The severe combined ADHD is also referred to as hyperactivity or hyperkinetic disorder. It is a disorder with assessment and diagnosis dependent on careful history taking, and observational assessment in more than one setting. The American Psychiatric Association. (DSM-IV-TR, 2000). ADHD has an enormous impact on the lives of affected individuals and their families. For example, adult attention deficit hyperactivity disorder (ADHD) is a serious mental disorder with high comorbidity rates for affective disorders, substance abuse, anxiety and personality disorders, lower educational status and higher risks for unemployment, divorce or imprisonment compared with the general population. Rsler M, Casas M, Konofal E, Buitelaar J. (2010). According to Coghill, D. (2011), adults with childhood ADHD have lower academic and occupational attainment compared with their non-ADHD peers, leading to a relative economic disadvantage. ADHD in children is noted as a common condition, affecting between 3% and 5% of children, with important consequences for adverse long-term outcomes in health, edu-

of us are fearful of those who have a serious mental illness (Centre for Addiction and Mental Health- 2013). Public stigma negatively impacts social opportunities, as people with a mental illness are less likely to be hired for a job, find safe housing, and are more likely to be arrested than those without mental illness (Corrigan-2004). When all of the above facts are coupled with self-stigmatization, it is easy to see why only 49% of those who suffer from depression or anxiety have ever gone to see a doctor about this problem. (Canadian Mental Health Association-2013). Simply put, societal views, as well as a common stigma attached to mental illness. exacerbates its impact. In order to open eyes to the reality of mental illness, what do you need to know? It is important to keep in mind that mental health (like our physical health) is a resource for living. It allows us to learn, work, play, and find enjoyment in life. It helps us through tough times. People have mental health problems or in other words, mental illnesses when problems with thoughts, feelings or behaviors get in the way of functioning at home, school, work or in their interactions with others. Everyone feels sad or upset from time to time, but when these feelings are so strong that it is hard to carry on in, then there may be a mental health problem. Examples of mental illness include depression, anxiety disorders, schizophrenia, eating disorders, learning problems, and addictive behaviors. In most cases, mental illness can be managed with a combination of counseling and medication, or sometimes just counseling. Sometimes though, an illness can be

serious no matter if it is from the heart or the brain. For example, even though people do their best and follow their treatment plan, they may have to live with some limitations. We still need to accept and support people whether they have heart disease or a mental health problem. The most common signs and symptoms of mental illness can vary, depending on the particular disorder, circumstances and other factors. Mental illness symptoms can affect emotions, thoughts and behaviors. Examples of signs and symptoms include: Feeling sad or down Confused thinking or reduced ability to concentrate Excessive fears or worries Extreme mood changes highs and lows Withdrawal from friends and activities Significant tiredness, low energy or problems sleeping Detachment from reality (delusions), paranoia or hallucinations Inability to cope with daily problems or stress Extreme feelings of guilt Alcohol or drug abuse Major changes in eating habits Sex drive changes Excessive anger, hostility or violence Suicidal thinking If you or someone you know have any of these signs or symptoms; if you think you may hurt yourself or attempt suicide, get help right away. See your doctor, mental health provider, or other health professional or call Mnaamodzawin Health Services Inc. at 705-368 2182 and ask for a Mental Health Clinician. Most mental illnesses will not improve on their own, and if untreated,

may get worse over time and cause serious problems. There is no sure way to prevent mental illness. However, if you do have a mental illness, taking steps to control stress, to increase your resiliency, and to boost low self-esteem may help keep your symptoms under control. Follow these steps: Pay attention to warning signs. Work with your doctor or therapist to learn what might trigger your symptoms. Make a plan so that you know what to do if symptoms return. Contact your doctor or therapist if you notice any changes in symptoms or how you feel. Consider involving family members or friends in watching for warning signs: Get routine medical care. Do not neglect checkups or skip visits to your family doctor, especially if you are not feeling well. You may have a new health problem that needs to be treated, or you may be experiencing side effects of medication. Get help when you need it. Mental health conditions can be harder to treat if you wait until symptoms get bad. Long-term maintenance treatment also may help prevent a relapse of symptoms. Take good care of yourself. Sufficient sleep, healthy eating, and regular physical activity are important. Try to maintain a regular schedule. Talk to your doctor if you have trouble sleeping or if you have questions about diet and exercise. This October 2013 start helping yourself if it is needed, and help others to create a sense of purpose in life so that we can all, including me.. strive for a better mental state in our communities.

cation, and welfare. According to Surman C, Hammerness P, Pion K, & Faraone S. (2013), ADHD is a substantial problem among children affected by violence. As such, there has emerged a large body of literature describing and explaining the impact of environmental violence on the developing brain. What this reveals is that children exposed to early violence display different responses to confrontation and conflict; in essence they are hard-wired to be anxious, distractible, highly aroused and impulsively aggressive in situations of conflict. These children present with hyperactivity, distractibility and impulsive aggression, and thus, it is easy to see how they might fulfil criteria for a diagnosis of ADHD. Glaser D. & J Child and JAMA (2000) CAUSES OF ADHD AD-HKD (attention deficithyperkinetic disorder) is an aetiologically heterogeneous disorder that can be caused by a range of biological, psychological and social conditions that can act individually or together to increase the risk of AD-HKD. Schachar R, Tannock R. & Rutter M, T (2002). It is also established that attention deficit hyperactivity disorder is a familial and highly heritable disorder. WHO. International Classification of Diseases (ICD-10). WHO, Geneva, Switzerland, (1992). Other research finds that older children as well as younger children living with violence and fear are often anxious, highly

aroused, and have raised cortisone. (Cortisone is one of the main hormones released in the body in response to stress) Although in these older children who experienced violence later in their childhood, raised cortisone levels were evident, this did not have the same long-term impact on brain structure. Fearful, highly aroused children are said to be distractible, inattentive, overactive and impulsive. Weinstein et al; and Perry B, Pollard R, Blakley T, et al. (1995) SYMpTOMS OF ADHD The typical symptoms of ADHD expressed by individuals with the disorder include but are not limited to: difficulty sustaining attention in tasks, distractibility, fidgeting, restlessness and difficulty waiting their turn, irritability, anger etc. DSM-IVTR, (2000). If these symptoms are defined as the behavioral expressions associated with the disorder, impairments can be considered as the result of these behaviors. As in children, and adolescents, ADHD is observed in social, emotional, familial, academic and behavioral functioning, and can lead to reduced health-related quality of life, not only for the individuals with the disorder, but also for their families. Health-related quality of life is a personal measure of how the person with the disorder feels; a persons own perception of the impact of a disorder and its treatment on their physical, psychological and social functioning, daily life and wellbeing. www.ema.europa.eu/ docs/en_GB/document_library/Scientif-

ic_guideline/2009/09/WC500003. TREATMENT FOR ADHD The current treatment guidelines recommend multimodal therapy composed of stimulants as first-choice medication and disorder-specific psychotherapy. Seixas M, Weiss M, Mller U. & J. (2011). Accordingly, the guideline of the National Institute for Health and Clinical Excellence recommends drug treatment only as part of a comprehensive program which includes addressing psychological and behavioral needs. www.ema.europa.eu/docs/en_GB/ document_library/Scientific_guideline/2009/09/WC5000036. While individuals may develop strategies to cope with ADHD as they transition into adulthood, and some childhood symptoms may weaken with age, ADHD and associated impairments may continue and have a negative impact on multiple areas of life. Clinicians and caregivers working in this area face difficult tasks which might be less challenging if their understanding of the population expressing this behavioural condition is expanded and supported. George Dolo Cooper is a Mental Health Clinician with Mnaamodzawin Health Services Inc. in Aundeck Omni Kaning First Nation. He is a Sessional Lecturer at Laurentian University - KTEI

KTEI in affiliation with Queens University


LIVING, LEARNING... INVITING OPPORTUNITIES

ABORIGINAL TEACHER EDUCATION PROGRAM


ABOUT THE PROGRAM The Queens University Aboriginal Teacher Education Program is a community based professional credentials program featuring courses with Aboriginal specific content and curriculum as well as Ministry educational theories and curriculum. The ATE program prepares Aboriginal and nonAboriginal candidates to teach in First Nation schools and provincial schools. The ATE program fosters excellence and pride in First Nations education by empowering candidates to excel in their individual growth as teachers, learners, partners, and role models. Application Deadline: February, 2014 http://educ.queensu.ca/atep/community/manitoulin.html .

ENROLL TODAY
NEW COURSE INTAKE TAKING PLACE FOR: North American Native People: Tradition & Culture (INDG 2285) - 6 CREDIT DATE: NOVEMBER 18, 2013

University AZHIITAAWIN (Transitions) Program

Choose light coloured costumes that can be easily seen. Make sure your costume isnt too long so you dont trip and that you can see clearly as you travel the spooky trails. Wear reflective tape to accessorize and shine Go with a group and/or a guardian or parent. Ensure you stay together throughout your whole trick or treating adventure As you go up and down the streets, stay on the sidewalks and dont criss-cross. It is safer to go up one side first then go back down the other side. Also, make sure to look both ways before crossing the street Only trick or treat with people you know, do not accept rides from anyone who isnt in your group, and do not go into anyones home And kids make sure you dont try any of your goodies before you get home because it is very important that your parents check your candy before you enjoy.Most of All

Earn 1st Year University Credits Enhanced Learning in Intensified Low Faculty-Student Ratio Strong Peer Support Network Full-Time or Part-Time Entry Experience Three Universities
For information, advice or to register please contact the Adult Education Department at 705-377-4342 or recruitmentofficer@ktei.net

!! HAVE A FUN, SAFE, AND HAPPY HALLOWEEN !!


5926 Highway 540 P.O. Box 332 MChigeeng, Ontario P0P 1G0 Phone: 705-377-7135 Toll Free: 888-377-7135 Fax: 705-377-5583 Website: www.uccmpolice.com

Living, Learning . Inviting Opportunities!

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