UCCMM FALL Newsletter 2013.pdf

Manitoulin’s new Ojibwe Immersion School making early impact It was sIx weeks ago, on Septem-ber 4th 2013, that a historical moment for Anishinabek education on Mnidoo Mnising. The first day of Ojibwe immer-sion school for 12 kindergarten children attending Mnidoo Mnising Anishinabek Kinoomaage Gamig (MMAK) official-ly 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 deci-sion and support for Kenjgewin Teg Edu-cational Institute (KTEI) to forge ahead and implement an immersion-based early learning model beginning with Kinder-garten 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 child’s edu-

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 Uni-versity, a long-time and valued partner in KTEI post-secondary education, is a key part of the new immersion learn-ing 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 Commit-tee 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-

fits of multiple language acquisition from an academic perspective. This is a short excerpt from Dr. Morcom’s presentation at the September 2013 meeting:

“First Nations communities are taking control of their children’s 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, partic-ularly total immersion programs like the MMAK, is largely successful in achieving

those goals. However, parents in many com-munities still have understandable concerns about the impact of immersion on academic achievement, language learning, and self-es-teem. (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 objec-tive has been fully communicated right from the very start to all parents, and their

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Inside UCCMM News

4th Annual KTEI Fall Harvest captures the attention of Adults and youth of all ages. see Page 6

Children and youth from all over the Island were invited camping with Four Directions Wilderness Adventures. see Page 3

The prevention of mental illness should be a global focal point in Mental Health - Mnaadmodzawin Health Services. see 1

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!

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!”

UCCMM TRIBAL COUNCIL1110 Hwy 551, PO Box 275 M’Chigeeng, Ontario, P0P 1G0 Tel: (705) 377-5307 Fax : (705) 377-5309

UCCMM NEWS FALL 2013

Fall Fire Safety Tips: by UCCMM Technical Unit

as Part of the cultur-al component of the Zoon-gaabwe-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 excur-sion 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 approx-imately 20 kilometres.

During the trip many teach-ings 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 edu-cation. They visited Bell Rock and received the teachings of how those rocks were used in traditional times as a way of communicating long distanc-es. 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 reflec-tion 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

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 overcame 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 activi-ty 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 amaz-ing environment with us.

Youth Justice: Zoongaabwe-od Eshniigjik

as summer turns to fall, it’s 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 detec-tors 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.

• 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 children’s 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 tIPsClear your roof and gutters of unnecessary buildup of debris, such as pine needles and leaves.

safety mattersThere 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. It’s a good idea to review fire prevention and safety tips with your family every fall, and several other times throughout the year.

Anishinabek, Mind, Identity and Spirit(A.I.M.S.) Program Intake January 6-17, 2014 @ kteI

Map of the trip

UCCMM TRIBAL COUNCIL1110 Hwy 551, PO Box 275 M’Chigeeng, Ontario, P0P 1G0 Tel: (705) 377-5307 Fax : (705) 377-5309

FALL 2013 UCCMM NEWS

Gwekwaadziwinwhewwww! 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 Adven-tures. 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. Miig-wech to the team - Gayle, Laurie, Sam and Travis - for guiding this adventure, and Chi-Miigwech to the Whitefish River for wel-coming 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 army is coming...Well they’ve 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 jump-ing right in and being the on-site camp counsellors...rappelling off of the bluffs and everything! Miigwech to CWO John Young for thinking of Manito-ulin as the perfect location to launch this program and the Canadian Army for making it all possible. And, finally, Chi-miigwech to Zhiibaahaasing and M’Chigeeng 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 program-ming that UCCMM Leadership want for the young people; experi-ences 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 Migwans, Gwekwaadziwin Coordinator, UCCMM

[email protected] or 705-377-5307

msw coming to kteI fall 2014

Four Directions Wilderness Adventures - Archery...right on target

Canadian Armed Forces (CAF) Recruits being deployed...Chief Kells waving

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

Chief Hare - closing ceremony highlights Anishnabek military involvement

Veterans - Chief Endanawas and M’Chigeeng Councillor Victor Migwans.

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

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

UCCM ANISHNAABE POLICE#5926 Highway #540, P.O. Box 332 M’Chigeeng First Nation, ON, P0P 1G0 Tel: (705) 377-7135 Fax: (705) 377-5583


Community Services

maamwI naadamaadaa Partners InvIted to Social Innovation Workshop on Policing.

Public Safety Canada Aboriginal Polic-ing Directorate had contacted Police Chief Rodney Nahwegahbow in early 2013 to pres-ent 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 Nahwe-gahbow 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 chal-lenges of modern policing. The Maamwi Naadamaadaa partnership has really helped policing on the UCCMM Territories by initiating service integration between Ken-jgewin Teg Educational Institute, the various health services, Child and Family Services, and Community Justice Services. This mes-sage 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 appreci-ates the Maamwi Naadamaadaa Partnership that has improved service delivery for the UCCMM communities.

Social Innovation Workshop on Policing

wIth the school year beginning throughout the UCCMM communities, the UCCM Anishnaabe Police will be present in area schools completing various program-ming. 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

throughout the school months is the D.A.R.E program. Special Constable Jeremiah Corbiere will be contacting the schools and First Nation communities in the New Year to book the program. The D.A.R.E program focuses on teaching the youth resistance to drugs, gangs, and violence. Topics for this program include communication, decision making skills, alternatives to using drugs and alco-hol, and forming support groups. If you would like to book this program within your community or school, do not hesitate to contact either Victor Pitawanakwat or Jeremiah Corbiere at 705-377-7135.

This past summer, Special Constables Victor Pitawanakwat, and Catherine Peltier brought three youth from the UCCMM communities to participate in Niigan Mosewak in Trout Creek, North Bay. The week long summer camp, delivered by the Ontario Provincial Police,

Aboriginal Policing Bureau, is target-ed towards young Anishnaabe people ages 12 through 17. This year, a total of 41 youth attended the program. The program delivers a powerful message of hope for future leaders through the encouragement of positive, healthy life-style choices. Through celebrating cul-tural pride and distinction, the youth are given the opportunity to celebrate who they are through the following program activities: drum making, mask making, Anishnaabe teachings, team building, development of leadership skills, and sharing of information on healthy rela-tionships, drug and alcohol awareness, and internet safety.

For more information regarding any of the above programs, or to inquire about future programming please con-tact either Victor Pitawanakwat or Jer-

emiah Corbiere at 705-377-7135.

Kenjgewin Teg’s Fall Harvest

UCCM Anishnaabe Police Fish FryWith 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 Teg’s 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 day’s catch!

anishinabemowin Immersion Program - fall 2014

Victor Pitawanakwat, Patty Debassige, and Rodney Nahwegahbow.

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

UCCM ANISHNAABE POLICE#5926 Highway #540, P.O. Box 332 M’Chigeeng First Nation, ON, P0P 1G0 Tel: (705) 377-7135 Fax: (705) 377-5583


catherIne PeltIer, a memBer of the Wikwe-mikong Unceded Indian Reserve was hired as a Special Constable in early July through the Wage Subsidy Pro-gram with the Wikwemikong Wii-ni n’guch-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 n’guch-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 com-pletion of training, she will be responsible for the trans-portation 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!

Special Constable hired under Wage Subsidy Program

Freedom of Information Police Network (FOIPN) ConferenceIt 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 priva-cy. 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 Inde-pendent Police Review Director, Ministry of

Government Services, Information Privacy Commissioner/Ontario, and Ministry of the Attorney General. The sessions were inter-esting 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 pro-cesses. There was information sharing and discussions on topics that records manag-ers/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 wait-ing to be known.”

Carl Sagan (1934-1996); Astronomer, Scientist, Writer

UCCM Anishnaabe Police Service Hires Two New Officersthe 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 Mani-toba 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.

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 Ser-vices 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 Tues-day, September 3, 2013.

stay safe this fall!

KENJGEWIN TEG EDUCATIONAL INST.374 Highway 551, P.O. Box 328 M’Chigeeng, ON, P0P 1G0 Tel: (705) 377-4342 Fax: (705) 377-4379


KTEI Hosts 4th annual Fall Harvest

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KTEI 2013 - 2014 ECO SCHOOL

HONOURING MOTHER EARTHECO FRIENDLY PLACE OF LEARNING – OUR BEST PRACTICES

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

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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.

Craig Abotossaway leads elementary children in a drum songs teching.

Ronin King tests his skills in the Anishinabek Fun & Games booth.

The Pickle Princesses enjoying a laughKTEI Fall Harvest Coordinator Debbie Debassige mobilizing and organizing the arriving Students.

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

KTEI Culinary student Myles Migwans hard at work preparing food.

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 M’Chigeeng on Manitoulin Island, offers a wide range of college and university programming to Indigenous stu-dents 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 Fed-eration), Algoma University and Nipissing University have made a commitment to offer courses on site at KTEI so that stu-dents can complete their first year of uni-versity 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 com-munity 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 allow-ing 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 communi-ties, 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” indi-cates 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 Mush-kegowuk Tribal Council, representing the Cree communities of James Bay.”

All four institutions recognize the impor-tance 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 stud-ies without application by defaulting to the partner institution of their choice.

About the University of SudburyAs Northern Ontario’s 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 Universi-ty’s programs as well as this year’s planned centennial activities can be found at www.usudbury.ca.

For more information, please contact:Sarah Noel, Communication Officer, Uni-

versity of Sudbury [email protected] or Beverley Roy, KTEI Director of Business at 377-4342.



Presented by kteI’s culInary management

SNOW FlAkeGAlA DeceMber 7th

call kteIfor tickets

KTEI on FacebookWant 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-Teg-Educational-Institute

KTEI’s Educational Teach-In III explores our Relationship with Mother EarthKTEI Indigenous Faculty Member Gordon Waindubence talks about the Environmental Protection of Canada’s 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

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 it’s 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!

“Azhiitaawin” Transitions pilot program to Post-secondary offered through KTEI, University of Sudbury partnership

involvement has been a great success. For example, parents of the MMAK children designed and constructed an ecofriendly playground using natural products and recycled materials of wood and rubber. A monthly parent volunteer schedule, as well as a schedule for visiting Elders from Anishinabemowin Gamig locat-ed in M’Chigeeng, ensures that family and community are involved in their children’s learning.

W ith the first intake of Kindergar ten students already getting a flavor of their new school in the first month of their learning, it is clear that these children have a sense that they are unique because they are attending a unique school. The months ahead will see the MMAK children becoming engaged in outdoor commu-nity experiential learning and regularly visiting and conversing with community elders and groups.

Educators Elaine Debassige and

Debbie Ense are enjoying their new teaching roles immensely: “Each day brings new joy into our learning journey. The children are so eager to please…it is amazing to see what they already under-stand in such a short time!”

The MMAK early learning educational model thoughtfully blends Early Learn-ing Kindergarten (ELK) curriculum together with layers of Anishinaabe-

mowin immer-sion language a c q u i s i t i o n . Also integral to this early learn-ing educational model is the Reggio inspired l e a r n i n g , together with

applied use of environmental principles and Mother Earth stewardship. Seeking official “Eco School” designation is also on the list of things to do for Fall 2013. Stephanie Roy, the Executive Director of KTEI, is pleased with the grassroots community support and leadership of the Mnidoo Mnising communities and for their commitment to put talk into action in the face of the often criticized,

“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 child’s 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 develop-ment, language, mathematics, science & technology, health and physical educa-tion, and the arts. For more information about the Mnidoo Mnising Anishi-nabek Kinoomaage Gamig call KTEI at 705.377.4342



Ojibwe Immersion School (MMAK) making early impact...continued from page 1

An inside glimpse into the MMAK classroom…the 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.

fall 2013 mmak committee meetings

• October 25, 2013

• November 25, 2013

• December 19, 2013

First Nation Student Success Program (FNSSP) updateBY JENNIFER HOLUB,STUDENT SUCCESS LEADERData, 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 Assess-ment (acronym: DRA), and the Early Years Evaluation (acronym: EYE), the Student Success Leaders can pro-vide in-depth information about a student’s abilities and learning goals. One key alteration to standardized testing over the years has been the coupling of the test results with pre-scriptive next steps to be taken with the student by the education team. Over the next month, as the Student Success Leader with Kinomaugew-gamik Elementary School in Sha-wanaga 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 assess-ments 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 indi-vidual 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 Educa-tion Plans, and the implementation of more technology to aid in their teaching practice. __________________________

BY CHRISTINE HODgINS, NUMERACY RESOURCE TEACHER The year has started off very busy. Currently at both Biidaaban School (Sagamok) and Lakeview School (M’Chigeeng) I am working on com-pleting 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 pro-gram 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

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 dif-ferent countries and am happy to be back in my home area working with such a great team.This past month has been a whirl-wind of activity for me. I have been working together with schools to create classrooms with a more cen-tre-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!

visit fnssP at www.fnssp.com

The Beat Goes On

How does one know what the future may holdHow do we bring back the memories of old

Our way of life lostOur 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 windLike a tiny seed when sprouting beginsThe drum beat slowly and softly starts

The music filling up our heartsGrandfather’s teachings to us belong

Our people singing a brand new songBring back our language

Bring back the drumBring back our teachings and teach our young

The song of danceThe song of life

The song of love with no more strife

Written by; April McDowell KTEI AIMS (GED Stream) Student

Sheguiandah First Nation

save the datekteI

eDucAtOrS cONFereNceJAN 31, 2014

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 evidence…shows 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 rele-vant for Aboriginal young people. They are

able to see themselves and their communi-ties reflected every day, they feel respected and welcomed, and they come to realize that there is great value in their culture’s 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 class-room 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 performance…As well, a ratio-nally raised First Nations child would typ-ically 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 child’s first language. Parents have expressed concern in many communities that immersion will interfere with their child’s 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-pro-grammed for language learning, and learn-ing 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 “It’s making me dizzy” is a single word, ngiiwshkweshkaagon, in Anishinaabe-mowin (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 con-ventions of language usage such as how language differs in different situations, how stories are structured, and how to define words (Durgunoğlu & Öney 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



Educational Outcomes and Academic Performance

M’Chigeeng 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.

M’Chigeeng 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),(Mid-dle 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 assist-ed the M’Chigeeng Kweok’s Fastball Team this summer.

Sponsors and volunteers who gen-erously donated: Kenjgewin-Teg Educational Institute (KTEI), M’Chigeeng 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 Beb-onang

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 M’Chi-geeng Youth Centre for the use of bat-ting helmets and catcher’s equipment.

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.

KTEI Community Outreach2013-2014

M’Chigeeng Aundeck Omni Kaning

SheshegwaningZhiibaahaasing

Sagamok SheguiandahWhitefish River

November 13th, 2013 Brian Andrea Rachel Wayne Sandra

December 11th, 2013 Sandra Brian Andrea Rachel Wayne

January 15th, 2014 Wayne Sandra Brian Andrea Rachel

January 15th, 2014 Winter Open House at KTEI – Campus Tour, Interactive Info Sessions & Program Registration

February 19th, 2014 Rachel Wayne Sandra Brian Andrea

March tbd, 2014 Spring Open House at KTEI – Campus Tour, Interactive Info Sessions & Program Registration

April 23rd, 2014 Wayne (April 16th) Rachel Wayne Evan (April 16th) Brian

May 14th, 2014 Brian Evan (May 21st) Rachel Wayne (May 21st) 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

Miigwech from the M’Chigeeng Kweok Fastball Team

welcome BackNoojmowin 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 Miig-wetch to Mary Elliott, Interim New Begin-nings FASD Coordinator and to Sean Tipper as the Interim Diabetes Wellness Nurse.

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 pro-viders and community members to attend, taking the opportunity to celebrate the 15 years we have been existence as an incorpo-ration 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 tradi-tional 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 (Wikwe-mikong Health), Evelyn Roy (UCCMM - M’Chigeeng Health), Chief Leona Nahwe-gahbow (UCCMM – Health), Dianne Mus-grove (Off-reserve), Lisa Corbiere-Addison (Off-Reserve), Diana Lariviere (UCCMM - Mnaamodzawin Health – honored posthu-mously), and Stella Corbiere (Wikwemikong Health –honored posthumously).

The organization also honored several employees who had been with the organi-zation 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 com-munities prior to incorporation.

The organization is proud to partner with the seven First Nations, area Family Health Teams, Manitoulin Health Centre, Sud-bury 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 orga-nization and a copy will be mailed to you, or please review on our web-site at: www.noojmowin-teg.ca.

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 activ-ities (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 maxi-mum 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 HEALTH CENTREHwy 540, 48 Hillside Road, Aundeck Omni Kaning First Nation, Little Current, Ontario P0P 1K0 Tel: (705) 368-2182

Noojmowin News and Notes

Heart & Stroke Big Bike EventOn 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*- ½ 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 400°F until the pepper’s 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. Sauté 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 sauté 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.

The prevention of mental illness should be a global focal point in Mental Health as established by the World Health Organi-zation in 2004. It should be viewed more than ever before as a basic human right in the history of Health Care in Canada. Over-all 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 prob-lem 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 subse-quently, 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 them-selves (Corrigan-2004);

• In fact, 46% of Canadians hold the belief that the term “Mental Illness” is an excuse for bad behavior, and 27%

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 (Corri-gan-2004).

• When all of the above facts are cou-pled 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 depres-sion, anxiety disorders, schizophrenia, eating disorders, learning problems, and addictive behaviors. In most cases, mental illness can be managed with a combination of counsel-ing and medication, or sometimes just coun-seling. 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 activ-

ities• 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 thinkingIf 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 profession-al 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 symp-toms 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 treat-ment 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 sleep-ing 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.


MNAADMODZAWIN HEALTH SERVICES48 Hillside Rd., Postal Bag 2002 Little Current, ON P0P 1K0 Tel: (705) 368-2182 Fax: (705) 368-2229

Mental Illness Awareness

ADHD AwarenessdefInItIon of adhd

To paraphrase DSM-IV-R, ADHD is a condition comprising a degree of impul-sivity and hyperactivity and/or inattention to a point that is disruptive and inappro-priate 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 Associ-ation. (DSM-IV-TR, 2000).

ADHD has an enormous impact on the lives of affected individuals and their fam-ilies. For example, adult attention deficit hyperactivity disorder (ADHD) is a seri-ous mental disorder with high comorbid-ity 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. Rösler 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-

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 adhdAD-HKD (attention deficit—hyperki-

netic disorder) is an aetiologically heteroge-neous disorder that can be caused by a range of biological, psychological and social con-ditions 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. Interna-tional 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. (Corti-sone 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, over-active 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-IV-TR, (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 chil-dren, 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-relat-ed quality of life is a personal measure of how the person with the disorder feels; a person’s 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 rec-

ommend multimodal therapy composed of stimulants as first-choice medication and disorder-specific psychotherapy. Seixas M, Weiss M, Müller U. & J. (2011). Accord-ingly, the guideline of the National Insti-tute 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_guide-line/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 associ-ated 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 con-dition is expanded and supported.

George Dolo Cooper is a Mental Health Cli-nician with Mnaamodzawin Health Services Inc. in Aundeck Omni Kaning First Nation. He is a Sessional Lecturer at Laurentian Uni-versity - KTEI

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

Choose light coloured costumes that can be easily seen. Make sure your costume isn’t too long so you don’t 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 don’t 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 isn’t in your group, and do not go into anyone’s home

And kids make sure you don’t 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…

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

University “AZHIITAAWIN” (Transitions)

Program

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 [email protected]

NEW COURSE INTAKE TAKING PLACE FOR: North American Native People: Tradition &

Culture (INDG 2285) - 6 CREDIT

DATE: NOVEMBER 18, 2013

ENROLL TODAY

Living, Learning …. Inviting Opportunities!

ABORIGINAL TEACHER EDUCATION PROGRAM

KTEI in affiliation

with

Queen’s University

LIVING, LEARNING... INVITING OPPORTUNITIES

ABOUT THE PROGRAM

The Queen’s 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 non-Aboriginal candidates to teach in First Nation schools and provincial schools. The ATE program fos-ters excellence and pride in First Nations education by empowering candidates to excel in their indi-vidual growth as teachers, learners, partners, and role models.

http://educ.queensu.ca/atep/community/manitoulin.html . Application Deadline: February, 2014

UCCMM FALL Newsletter 2013.pdf

Documents

Transcript of UCCMM FALL Newsletter 2013.pdf