Aboriginal Tweens: A Wholistic Approach to Services

Dr. Jan Hare

Language and Literacy Education

University of British Columbia

�Aboriginal Worldview: Wholistic Approaches 

Physical wellbeing is developed when children move and learn by doing by using their bodies, and developing motor & fine dexterity abilities. Nutrition, fitness important

Mental stimulation & preparation are important for children’s mental wellbeing, thinking, reflecting, and the development of knowledge and intelligences

Emotional wellbeing is developed through self reflection, identity formation, secure relationships, sense of culture and of belonging

Spiritual wellbeing is enhanced with culturally based activities, nature activities, ceremonies, time with Elders, and reflective activities

Balance in Relationships

Aboriginal belief systems define well‐being as a life lived in balance with other systems that the child is a part of:  their family, community and Elders, the natural world, the Creator, and the entire Universe.

Aboriginal Children Flourish

Canadian Council of Learning (2007). Redefining how success if measured in Aboriginal Learning. Downloaded at:http://www.ccl-cca.ca/pdfs/RedefiningSuccess/CCL_Learning_Model_FN.pdf

Holistic Approaches to Learning 

“The learning process simultaneously engages and develops all aspects of the individual: emotional, physical, spiritual, and intellectual – and of the collective that extends beyond the family, community, and nation to Creation itself.”

Canadian Council on Learning (2007). Redefining how success is measured in First Nations, Inuit, and Mètis Learning. Ottawa: CCL, p. 5.

What We Know: Nurturing the Mind

• Nearly 50% Aboriginal youth failing to achieve a high school diploma (DIAND).

• Over the past two years approximately 40% of grade 3 students in band‐operated schools and 50‐70% of students in other school systems met the Acceptable Standard in English language arts and mathematics (Government of Alberta).

• In 2006, 70% of off‐reserve First Nations children aged 6 to 14 were reported by their parents to be doing “very well” or “well” in school. About one quarter (24%) were reported to be doing “average”, and 5% “poorly” or “very poorly”, in school (APS, 2006)

• Increasing participation in early childhood development programs. 

Nurturing the Spirit

• About 17% of off‐reserve First Nations children were reported to be able to speak and understand an Aboriginal language. About 31% were reported to be able to understand (even if only a few words), but not speak, an Aboriginal language. Half (50%) of First Nations children could neither speak nor understand an Aboriginal language (APS, 2006)

• Spending time with Elders ranked second activity middle years children are taking part in (APS, 2006)

• Indigenous knowledge traditions children take part in. 

Nurturing the Emotional Self

• Over representation of Aboriginal children in care 

• Racism undermines identity

• Family and community are significant attachment systems

Nurturing the Physical • Aboriginal children disproportionately living in poverty, 

therefore exclusion.

• Mobility patterns

• Range of health indicators put Aboriginal children in middle years at higher risk than non‐Aboriginal children. 

• Returning to traditions will promote wellness (FNIHB Southern Alberta) and family connectedness (McrearySociety, 2005)

• Sports were the most popular out‐of‐school activity among off‐reserve First Nations children, as more than one‐fifth (21%) participated in sports 4 or more times per week (APS, 2006).

Supporting Aboriginal Tweens

Programming at younger ages

Leadership training and opportunities

Attention to transitions .

Indigenous knowledge traditions

Role of family and community 

Supporting Aboriginal Tweens

Culturally appropriate assessment tools

Professional development 

Special outreach efforts

Greater coordination/collaboration among service providers

Jurisdictional issues must be addressed

Protocols to knowledge