Title: Growing Our Future: Building and Sustaining Community to Support Positive Developmental Outcomes and
1Growing Our Future Building and Sustaining
Community to Support Positive Developmental
Outcomes and Prevent Crime The Community
SchoolPLUS Role
- This presentation will probably involve audience
discussion, which will create action items. Use
PowerPoint to keep track of these action items
during your presentation - In Slide Show, click on the right mouse button
- Select Meeting Minder
- Select the Action Items tab
- Type in action items as they come up
- Click OK to dismiss this box
- This will automatically create an Action Item
slide at the end of your presentation with your
points entered.
- Linda L. Nosbush
- Community Research Coordinator
- Understanding the Early Years
2The Distant Early Warning SystemThe Early
Development Instrument
- Indicates how well development has proceeded in
the first six years of life in five domains - Physical Health and Well-Being
- Social Competence
- Emotional Maturity
- Language and Cognitive Development
- Communication Skills and General Knowledge
- Available at the community and neighbourhood
level - Two types of Analysis
- Prospective Analysis These are our children,
how can we support their future development? - Helps to construct support systems for the
present age cohort - Retrospective Analysis How can we change things
so that future age cohorts develop more
positively? - Helps to change the playing field for all
subsequent age cohorts
3Community Influences on Child Development
4Prince Alberts Social Index Challenges Faced
By Neighbourhoods
5Many Factors Combine to Create both Opportunities
and Challenges in Neighbourhoods
6What Our Children Will Be Depends On You and Me
Mobilizing Our Community to Help Our Children
Realize Their Promise
7The Health and Well-being of our Children Is a
Global Concern As well as a Local Concern
.
8Understanding the Early Years Study Area
Saskatchewan Rivers School Division No. 119
9Objectives
Understanding the Early Years
National Research Project
- Build Knowledge
- Monitor Progress
- Catalyze Community Action
Phase I - Establishes a baselinePhase II - Is
the knowledge exchangePhase III - Becomes the
comparative data
10If we have only one start in life Let it be a
strong one!
11Building A Framework for Understanding
- We are responsible for
- Opening doors
- Ensuring that these doors stay open
- Helping children to walk through these doors
- Being a role model for children
- Helping children to develop a sense of a
brighter future
12The First Six Years are Pivotal to Childrens
Ability
- To Learn
- To Create
- To Love
- To Trust
- To develop a strong Sense of Themselves
- Invest in Kids
13What We Do or Fail to Do
- Will Shape childrens future
- Will Influence how their brains are wired
- Will set a Pattern for our nations future
- Will profoundly affect the quality of life we
will have
141200 Of our children Will begin their lives In
Prince Albert and area This year Who will they
be?
15Urbanization is Happening
Out of the 1200 Children Born
- 780 will live in urban areas
- 420 will live in rural areas
16Culture
Out of the 1200 Children Born
- Aboriginal - 442
- First Nations - 293
- Métis 149
- Other 758
- Immigrants Refugees
- All Other Cultures
In 2002 36.8 of our population is AboriginalBy
2010 50 of our population will be Aboriginal
17Population Distribution
18Prenatal Care
Out of the 1200 Children Born
- 253 will have less than 6 prenatal visits and
therefore will be at high risk of developing
complications due to lack of prenatal care - 947 of you will have adequate prenatal care
19Together We Can PreventFetal Alcohol Syndrome
Saskatchewan Institute on the Prevention of
Handicaps
20(No Transcript)
21Teen Pregnancy
Out of the 1200 Children Born
- 209 of you will be born to mothers who are
between 11 and 19 years of age - Saskatchewan has the 3rd highest teen pregnancy
rate in Canada - Prince Albert has a 46.6 higherteen pregnancy
rate than the provincial average
22Infant Mortality
Out of the 1200 Children Born
- 14 of you will die before the age of 1
- This is almost double the Canadian rate
- This is thirty percent higher than the
Saskatchewan rate
- Canadian figures suggest
- Injuries 43
- Congenital Anomalies 30
- Sudden Infant Death Syndrome 11
- Other 9
23Birth Weight Prince Albert Regional Health
Authority 9, 2001
- Total Deliveries 1153
- Low Birth Weight 32 - 3(less than 2500 Grams
5.5 pounds) - Average Birth Weight 851 - 74(between 2501 and
3999 grams over 5.5 pounds and under 8.8
pounds) - High Birth Weight 270 - 23
24Family Structure
- 44 of you will have a single male parent
- 102 of you will parents who live in a common law
relationship - 280 will have a single female parent
- 774 of you will have
- parents who are married
25Blended and Step FamiliesRepresented in Either
Married or Common Law Relationships
Blended Families Two adults raising children from
1. Each of their former unions 2. One or both
of their former unions and a child born of the
current union N 518
Step Families Biological Parent raising his or
her child (birth or adopted) with another parent
who is not biologically related to the child N
729
26Community Indicator Scores for Prince Albert
27- Barriers to Access
- Transportation Child Care
- Comfort Cost
- Literacy Levels
- Cultural Acceptability
Resource Distribution
28Most vulnerable children live in middle income
families
(Percentage of Children in Canada)
NLSCY
Family Income adjusted for Family Size
29Vulnerability is not a permanent statefor most
children
- While the prevalence of vulnerability did not
change between 1994 (28.9) and 1996 (28.1),
these are not the same children at both time
points. - Many children are no longer vulnerable (15.7)
two years later and others become vulnerable
(14.9). - Only 13.2 remain vulnerable over the two years
period and 56 of children have positive
development.
28.1
28.9
Newly Vulnerable
NLSCY
30Socio-Economic Status
Out of the 1200 Children Born
- 780 of you will be low to very low SES
- 280 of you will be vulnerable
- 276 of you will be middle SES
- 74 of you will be vulnerable
- 144 of you will be high to very high SES
- 30 of you will be vulnerable
384 of you will be vulnerable
31Mobility
Out of the 1200 Children Born
- 975 of you will live in neighbourhoods where
- 10 60 of you or your neighbours have moved at
least once in the past year. - 225 of you will live in
- neighbourhoods where
- less than 1 in 10 will
- move at least once in
- the past year.
32Mobility
33Supportive Housing Project
- Nanaimo Affordable Housing Society, 2002
Study of 17 tenants
- Before Moving into the Building
- 63 medical admissions
- Resulting in 703 hospital days
- 31 psychiatric admissions
- Resulting in 729 hospital days
- After Moving Into the Building
- 10 medical admissions
- Resulting in 54 hospital days
- Reduced hospital stays by 92.6
- 10 psychiatric admissions
- Resulting in 82 days
- Reduced hospital stays by 88.8
Stable housing has a profound effect on health
and well-being and on associated health care
costs.
34Income
Out of the 1200 Children Born
- 528 will live in households where the income
exceeds the national average of 45,739 - 672 will live in households where the income is
less than the national average of 45, 739 - 336 of you will live in households where the
income is less than 21,000 (The National Poverty
Cut Off)
35Brains Wiring and Development
36National Longitudinal Survey of Children and
Youth (2001)
- Hungry Families are
- Six times more likely to be lone parent
- Eight times more likely to receive social
assistance or welfare - Four times more likely to be of Aboriginal
descent - Likely to be employed (54 of hungry households
derived their main income from employment) - Disproportionately more likely to have asthma
affect their children - More likely to have the Person Most Knowledgeable
(PMK) about the child in poor health - Twice as likely to have the PMK use cigarettes
- Likely to have the highest scores in family
dysfunction
37Poverty in Saskatchewan
- 21.5 of the provinces children in 1989
- 24 in 1994
- 16.1 in 1999
- 45,300 children
- Although the rate is lower, the actual number of
children living in poverty is higher (Social
Policy Research Unit, University of Regina, 2001) - 18.1 in 2000 (Canada Council on Social
Development, 2002) - 17.6 in 2001 42,000 children (Social Policy
Research Unit, University of Regina, 2003)
38Child Poverty Rate (in percent) Using LICO 1992
Base
Canada Council on Social Development from
Statistics Canada Data
39In Prince Albert
- Prince Albert Share-a-Meal Food Bank 1996-2001
- 21 increase in number of adults and a 35
increase in the number of children under 18 using
services 4066 children in 2001 - 33 increase in the number of single parents
utilizing these services - 40 increase in the number of couples with
children using these services - Nutrition Program through Prince Albert Community
Schools - 45 of the children attend community schools (3,
814) - However, there is a shortfall of 13-18 cents per
day per child to provide adequate and nutritious
snacks - For the remaining 4,616 there is no consistent
type of funded program available
40Undernutrition The Silent Stalker
- One of the key health risks for children today
- Robs children silently by compromising their
human potential to thrive - It robs them at a critical time when they are
in the state of becoming - It can begin to exact its toll even before the
child is born - Undernourished children are frequently not
hungry rather, they are not eating the kinds
of foods that nourish - Their bodies, bones, and muscles
- Their minds
- Effects During Pregnancy,Iron Deficiency
Anemia,Type II Diabetes and Obesity
Being full doesnt necessarily mean youre well
nourished.
41The New PovertyHaberman, Harvard, 1993
- Todays poverty is unlike that of the past.
Children experiencing the new poverty face the
following - Growing up without adults they can trust
- Living in communities where violence abuse of
human beings is high - Experiencing feelings of despair and lack of
hope - Witnessing their familys inhuman treatment from
the bureaucracies that were established to help
them - Resigning themselves to a state of
powerlessness, being at the whim of some other
authority outside their families.
42What is vulnerability?
- All Children live with risk (Willms 2002)
- However, children are considered vulnerable when
they have one or more serious - Behavioral or
- Emotional problems or
- Learning problems
- that could lead to even greater difficulties as
they grow up. - Unless serious effort is made to intervene they
will be prone to - Experiencing problems throughout childhood
- More likely as young adults to experience
- Poor physical and mental health
- Unemployment
- Involvement with the justice system
-
43BehaviourThe Actual Prince Albert Statistics
Show Us
Out of the 1200 Children Born
- 157 of you will be Hyperactive
- 175 of you will experience Emotional Disturbance
or Anxiety - 228 of you will be
- Aggressive or have
- a Conduct Disorder
- 190 of you will be
- Indirectly Aggressive
44Youth CrimeAges 12 - 17Canadian Centre for
Justice Statistic, 2001 Gullickson, SK Justice,
2002
Out of the 1200 Children Born
- 132 criminal code offence charges will be laid
(SK) Canadian statistics suggest the type of
crimes committed - 17 for Violent Crimes (physical assault, sexual
assault, homicide) - 58 for Property Crimes (shoplifting, theft,
break and enter) - 43 for Other Criminal Code Offenses (disturbing
the peace, mischief, vandalism, weapons,
administration of justice) - 105 will offend only once in any given year
(1999-2000) - 27 will be repeat offenders in any given year
(1999-2000)
- Figures exclude traffic violations
Saskatchewan has the 2nd highest rate of
participation in Alternative Measures in Canada
(1998-1999).
45Education Levels
Out of the 1200 Children Born
- 185 of you will have less than a Grade 9
education - 126 of you will have less than a Grade 12
education - 367 of you will have a Grade 12 Diploma
- 311 of you will have post-secondary training
- 121 will have some university
- education
- 90 will hold a university degree
University Degree
Less than Grade 9
Some University
Less than Grade 12
Non-University
Training
Grade 12 Diploma
46Readiness to Learn
Out of the 1200 Children Born
- 196 of you will lack the Physical Health and
Well-being - 133 of you will lack Emotional Maturity
- 162 of you will lack Social Competence
- 215 of you will lack the Language
- and Cognitive abilities necessary
- 90 of you will lack
- Communication And General
- Knowledge Skills
341 of you will lack readiness to learn in one or
more domains
47Socioeconomic Gradients
problematic
desired
Literacy Level
The pattern wherein risk increases in a stepwise
fashion as one descends the socioeconomic ladder
is known as a gradient.
Parents Level of Education
48Socioeconomic Gradients
- The pattern wherein risk increases in a stepwise
fashion as one descends the socioeconomic ladder
is known as a gradient and once established it
tracks across the life course (Hertzman, 2002) - Steep gradients give important clues as to
whether a society is supporting or undermining
the development of its populationsteep gradients
are associated with overall poor outcomes in
comparisons among countries or regions (Keating
Hertzman, 1999)
49Socioeconomic Gradients
- Indicate causal relationships
- Are influenced at various levels of social
aggregation - Are evident for all major diseases and
competencies that affect health and well-being - Even when major diseases change, the gradient
replicates itself - Point to fundamental biological processes
connecting Socioeconomic Progress to human
resilience and vulnerability, to disease, and
strongly suggest a role for early childhood
development - Are expressed over the entire life course but
they appear early in life - - Hertzman 2000
50Socioeconomic Gradients
- Early Childhood Development initiates gradients
in health, well-being, and competence throughout
the life course according to three processes - Latent Effects
- Pathway Effects
- Cumulative Effects
- Social Exclusion has many forms and sometimes it
can occur when there are no distinguishing
features features evident one of the most subtle
forms emerges early in life when the child is in
the process of becoming and it shapes
childrens readiness to learn at school - If our physical and social environments, and the
institutions that govern them, systematically
limit the chances of some groups of children to
develop as fully as others, then this too is a
form of social exclusion (Hertzman 2002).
51Childrens Readiness to Learn at School 2004
52How Are the Children Doing?Readiness to Learn
Results
53How Many Children Lack Readiness to Learn?
54Physical Health and Well-Being(145 children with
one or more of the factors)
55Physical Health and Well-BeingGross and Fine
Motor Skills Subscale
- Fine and Gross Motor Skills
- Overall Energy Levels
- Physical Skills
- This suggests that children will
- Be less well coordinated
- Lack agility
- Will find writing and the other fine motor
requirements of school difficult - Have reduced energy levels
- Find most physical tasks taxing
56Social Competence(169 with one or more of the
factors)
57Social CompetenceOverall Social Competence
Subscale
- Social Skills
- Self-confidence
- Ability to play with children
- Capacity to interact cooperatively
- This suggests that children will have difficulty
- Interacting with both children and adults in both
play and work situations - Difficulty negotiating social situations because
they lack both the social skill and the confidence
58Emotional Maturity(160 children with one or more
of the factors)
59Emotional MaturityProsocial Helping Behaviour
- Almost never show any of the helping behaviours
- Do not help someone who is hurt, sick or upset
- Do not spontaneously offer to help
- Do not invite bystanders to join in
- Children will experience difficulty because
- They lack empathy for the other
- They are not viewed as recognizing
- or be supportive of the groups needs
60Emotional MaturityAggressive Behaviour Subscale
- Demonstrate most of aggressive behaviours
- Get into physical fights
- Kick or bit others
- Take other peoples things
- Are disobedient
- Have temper tantrums
- When children are aggressive others
- Fear them and avoid them
- Do not readily seek them out and include them in
groups
61Emotional MaturityHyperactivity Inattention
- Demonstrate most of the hyperactive behaviours
- Restless
- Distractible
- Impulsive
- Fidget
- Experience difficulty
- settling into activities
- These children experience difficulty sustaining
their focus and frequently act first and think
later.
62Language Cognitive Development(180 children
with one or more of the factors)
63Language Cognitive DevelopmentLiteracy and
Numeracy Skills
- Children in this area demonstrated marked
difficulties in all subscales indicating - Lack of basic literacy skills including rhyming,
directionality, writing their own name and other
simple words, letter recognition, and
sound-symbol knowledge - Lacking interesting in books, reading, number
games as well as difficulty remembering things - Children who lack counting ability, shapes, time
concepts, and numbers - These children will experience difficulty with
academic tasks requiring literacy and numeracy
skills as well as those that require memory skills
64Communication Skills General Knowledge(161
children)
65Communication Skills General Knowledge
- There was only a general factor for this scale
and it demonstrated that children in this area
have difficulty with - Communication skills
- Language activities
- Understanding as well as being understood by
others - General knowledge and mastery of their first
language
66Readiness to Learn Factors2004(Age cohort of
642 Kindergarten Children)
67Readiness to Learn Factors2003(Age Cohort of
621 Children)
68What do these results suggest as a Distant Early
Warning System?
- At a systemic level it strongly suggests that the
root cause lies in attachment. The developmental
literature suggests that when children have safe,
secure attachments with their primary caregivers
that are positive, enduring, and reciprocal they
have a base of trust and security from which they
can reach out and explore their world. When they
are able to do this they develop - Gross and fine motor skills,
- Prosocial skills,
- Empathy,
- Ability to focus their attention
- Cognitive skills
- General Knowledge
- Communication skills
69Physical Environment
Social Environment
- Societal relationships and influences
- Health Care
- Leisure
- Family, friends, community
- Work
- Childhood experiences environments
- Natural Environment
- Built Environment
Wellness
- Individual behaviours
- Spiritual well-being
- Genetic biological characteristics
- Coping skills
- Values
The Individual
Saskatchewan Provincial Health Council Determinan
ts of Health 1996
70CIRCLE OF COURAGE
Generosity
Belonging
Independence
Mastery
Brendtro, Brokenleg VanBockern
71The Circle
- The circle is a sacred symbol of lifeIndividuals
parts within the circle connect with every other
and what happen s to one, or what one part does,
affects all within the circle
72Four Basic Components of Self-EsteemStanley
Coopersmith
- Significance is found in the acceptance,
attention, and affection of others. To lack
significance is to be rejected, ignored and not
to belong. - Competence develops as one masters the
environment. Success brings innate satisfaction
and a sense of efficacy while chronic failures
stifles motivation. - Power is shown in the ability to control ones
behaviour and gain the respect of others. Those
lacking power feel helpless and without
influence. - Virtue is worthiness judged by values of ones
culture and of significant others. Without
feelings of worthiness, life is not spiritually
fulfilling.
73We Live, Love, Learn and Discover our
Human-Being In the Shelter of Each Other
- Action has meaning only in relationship and
without understanding relationship action on any
level will only breed conflict (Krishnamurti). - So often we focus on what we should do instead
we need to focus on what we should be for our
children (Neufeld Maté) - Relationship is a two-way connection for it to
facilitate development it must be - Positive
- Enduring
- Reciprocal
74Childrens Developmental Destiny
- Self-regulated
- Self-motivated
- Mature
- Conscious of their own self-worth
- Mindful of feelings,rights, dignity of others
- However, only the attachment relationship can
provide the proper context for child rearing.
The secret of parenting is not what the parent
does for the child but who the parent is for the
child. When this is firmly established, the
attachment relationship functions like the
psychological umbilical cord and becomes the
secure base from which the child develops trust,
defines and integrates who they are, and ventures
forth in the world and learns to function in it
socially, emotionally, physically and cognitively.
Based on Neufeld Maté, 2004
75Weve Come Undone
- In periods of rapid change, groups must
reconstitute who they are and how they function
but it takes 100 years to create a working
culture - The type of society that supports the
developmental needs of young human beings is
vanishing. The cause is not individual parental
failure but an unprecedented cultural breakdown
for which our instincts cannot adequately
compensate. Children need stability, presence,
attention, advice, good psychic food, and
unpolluted stories (Bly).
76How does this Happen and Why?
- Mobility interrupts cultural continuity
incessant transplanting results in - Children growing up peer rich and adult poor
- Loss of Extended Family who provide unconditional
acceptance - The Nuclear Family is under extreme pressure
- Divorce Rates
- Competing Attachments
- Secularization of Society spiritual communities
provide an important supporting cast for parents
and an attachment village for children which grow
out of secure, primary attachments - Recreation and many other activities for peer
group thereby distancing intergenerational
contact and support - Immigration
- Powerful economic dynamics
- Two parents working
- Loss of the family meal
- Culture is eroded in its capacity to
- Evolve customs and rituals that serve attachment
needs - Games are an instrument of culture
77What is the Effect?
- Attachment Voids are created situations where
the childs natural attachments are missing, and
they are dangerous precisely because they are so
indiscriminate - Children hunger for relief from attachment void.
Attachment instinct is blind to such factors as - Dependability,
- Responsibility,
- Security,
- Maturity, and
- Nurturance.
- The likelihood of an attachment becoming an
affair is much greater when it is born of a
void instead of an existing attachment. - Peer attachments are safest when they are the
natural offspring of attachments with parents.
Frequently, they are born of disconnection rather
than connection. Then, attachment
incompatibility results and the child must choose
one or the other - If we do not recognize what binds us together, we
cannot understand what tears us asunder.
78Attachment
- The pursuit and preservation of proximity, of
closeness and connection biologically,
physically, behaviorally, emotionally and
psychologically. - Orchestrates the instincts of the parent as well
as the child. - When our attachments are out of order, our
instincts will be too - For parents to apply this knowledge properly,
they must become conscious from within. The two
ways of knowing - Knowing About
- Experiencing Intimately
- must come together
79Orienting
- The Orienting Instinct is basic and it involves
locating oneself in space and time. The need is
both physical and psychological and involves
having a sense of who we are, what is real, why
things happen, what is good, what things mean.
To fail to orient is to suffer disorientation. - To find nothing, or no one to orient by, is
absolutely intolerable to the human brain. We
become like lost souls, cut adrift, wandering
aimlessly. - The attachment figure operates as a compass
point, an orienting focal point.
80When Peers Become the Compass
- They dictate
- How to act
- What to wear
- How to look
- What to say
- What to do
- Arbiters of what is good and what is bad
- What is happening
- How to separate reality from fantasy
- What is important
- What works and what doesnt work
- How the child defines who he or she is
- Because the child is not yet capable of
self-orienting
81Six Ways of Attaching
- Senses physical proximity
- Sameness attempting to form the same type of
existence or expression by imitation and
emulation - Belonging and Loyalty to claim as ones own and
then to be faithful and obedient to those one is
attached to - Significance feel that you matter to somebody
please and want to win approval - Feeling pursuit of emotional intimacy
- Being Known a psychological closeness defining
by the secrets that are shared sharing deepest
concerns and insecurities about self
82What Happens When There is an Attachment Void?
- Vulnerability to Gangs
- Violence and aggression
- Bullying
- Suicide
- Adolescents failing to mature
- Desensitizing
- Insolence and Defiance increasing
- Substance Abuse
- Addictions to a range of things like video games,
internet - Poor prosocial skills
- Horizontal rather than Vertical transmission of
Culture Peers replacing parents - ALIENATION
83ABCs of AttachmentSiegel 2003
- Attunement aligning your own internal state
with those of your children. Often accomplished
by the contingent sharing of nonverbal signals. - Balance Children attain balance of their body,
emotions, and states of mind through attunement
with you - Coherence The sense of integration that is
acquired by your child through your relationship
with them in which they are able to feel
internally integrated and interpersonally
connected to others.
84Types of Attachment
- Secure
- Insecure - avoidant
- Insecure - anxious/ambivalent
- Insecure - Disorganized
85Secure Attachments45 75Im worthy of love
and affection.
- Occur when a child has
- consistent,
- emotionally attuned,
- contingent communication
- with their primary caregiver.
- Relationships that provide this type of
responsiveness, especially at times of emotional
need offer children repeated experiences of
feeling - connected,
- understood and
- protected.
86Insecure Attachment Avoidant20 30Im not
worthy of love and affection.
- Parent is repeatedly unavailable, imperceptive,
unresponsive, and emotionally 2rejecting of the
child - Child adapts by
- Avoiding closeness and emotional connection with
the child - Have an emotionally barren quality in the tone of
their communication - Cool as a cucumber
- Most physiologically distressed even though they
dont show it.
87Insecure Attachment Anxious/Ambivalent5
15I want to please, yet I can never please.
- Parent is inconsistently available, perceptive
and responsive and intrusive - Please me guilt trip and criticism
- Child will overplay distress to get some
reaction from the parent - Very high for disadvantaged children
- In preschool they bully and are bullied
- As adults, these women are often abused
88Insecure Attachment Disorganized/Disorientedfig
ures vary from 8 to 20-40
- Frightened, frightening, disorienting, alarming
- No coherent strategy for dealing with stress
- Worst for aggression against self,others, animals
- Social Incompetence
- Dont blame the parents theyve been
traumatized - In parentally maltreated infants up to 80 of
attachments are of this type
89Understanding the Early Years Community Survey
National Longitudinal Survey of Children and
Youth
- Positive Parenting
- Parental Engagement
- Family Functioning
- Maternal Mental Health
- Social Support
- Social Capital
- Neighbourhood Quality
- Neighbourhood Safety
- Use of Resources
- Residential Stability
Factors that Influence Childrens Development
Prince Albert and Area Scored at or above the
National Average
90Criminogenic Factors
- Criminal History
- Antisocial Attitudes Procriminal attitudes
that are accepting of crime and reject
conventional values - Antisocial Pattern Early anti-social and
deviant behaviour (frequently observable by five)
which is frequently exemplified by significant
problems in school - Antisocial Companions Criminal associates who
are sources of interpersonal rewards for deviant
behaviour and costs for criminal behaviour - Unstable Employment and Low Level of Education
- Little participation in Leisure or Recreational
Activities - History of Substance Abuse
- Disrupted Family Circumstances
Big Four Criminogenic Factors
91Crime Reduction StrategyPrince Albert Area
- Courage to Change Working Together Differently
to Make a Difference - Under 12
- 12 18 year olds
- 18-24 year olds
- Series of Background Papers
- Introduction
- Prince Albert Crime Scene
- Understanding Ourselves at Various Levels of
Aggregation - Early Years
- Many Others
92A Preliminary Model of Asset-Based Community
Capacity Building
Benson, P. L., Roehlkepartain, E. D., Sesma,
A., J. (2004, March). Tapping the power of
community The potential of asset building to
strengthen substance abuse prevention efforts.
Search Institute Insights Evidence 2 (1).
93Building Blocks for Community Asset
BuildingJohn McKnight 2004
- Local Residents committed to community,
capacity to come together around common issues
conviction that if individuals are looked after
the community will be strong - Associations groups of local residents who come
together to do work for which they are not paid - Institutions groups of people who come together
for work for which they are paid - Environment buildings, space, land, and the
social environment - Economy a process for exchanging good and
services
94Associations
- Circular organization because they come together
by choice - Cannot be replaced by Institutions
- Decisions by consensus
- Goal is to provide a site of care
- Capacity to mobilize gifts within a community
- Principle agents of support and problem-solving
- Create citizens who are the most powerful ones
in a democracy - Three types
- Formal Associations Have officers that are
elected, e.g., Big Brothers and Big Sisters - Less Formal Associations Solve problems,
celebrate and enjoy their social compact, site
for critical dialogue and decision making, e.g.,
block of neighbours, a cooking or poker club - Associational Activity that occurs as an
Enterprise or Business People gather for
interaction as well as transaction, e.g., grocery
store, beauty parlor, barber shop, hardware store
95Individual Asset BuildingSearch Institute,
Minneapolis
- Forty scientifically based experiences,
relationship, opportunities, skills and character
traits that form a foundation for healthy
development that unleash public commitment,
passion, and capacity (Search Institute) - External Assets are nurtured by the community and
received by children from the people and
institutions in their lives - Support
- Empowerment
- Boundaries and Expectations
- Constructive Use of Time
- Internal Assets also require the commitment of
the community but constitute the internal
qualities that guide positive choices and foster
a sense of confidence, passion and purpose - Commitment to Learning
- Positive Values
- Social Competencies
- Positive Identity
96More Assets Increase Positive Outcomes
Fewer Assets Increase Negative Outcomes
97Four Targets for Asset-Building Communities
- Vertical Accumulation Ensures that young people
experience an increasing number of assets in
their lives - Horizontal Accumulation Ensures that young
people experience these resources or assets in
multiple contexts so theyre reinforced - Chronological Accumulation Asset-building
experiences are renewed and reinforced across
time - Developmental Breadth Ensures the reach of
asset-building energy reaches all children, not
just those at risk - The assets (external and internal) can function
as a powerful blueprint for nurturing positive
development
98 Adults are Called to Action
Stuart and Bostrom, 2003 A
Adversity provides a catalyst for a childs
character growth and is essential to success T
A Trusting Relationship with a caring adult
helps a child interpret adversity and develop
promise character
99 - MISSION Our community dedicated to working
together to eliminate injuries - GOAL Intentional and Unintentional Injury
Prevention - Top Three Causes of Unintentional Injuries in SK
and Prince Albert - Falls
- Motor Vehicle Accidents
- Poisoning
100(No Transcript)
101(No Transcript)
102(No Transcript)
103Signs of Hope and Positive Directionin Prince
Albert
- SchoolPLUS
- Food Charter and work with Food Security
- Crime Reduction Strategy
- Population Health Strategy
- Substance Abuse
- Food Security
- Mental Health
- Active Community
- Human Services Integration Forum
- Complex Case Needs Management Protocol
104Signs of Hope and Positive Directionin Prince
Albert
- The continued work of the multisectoral and
multidisciplinary Regional Intersectoral
Committee whose function is to address complex
issues that require the expertise and resources
of more than one sector - SAFE Community
- Collaboration between and among government
sectors, community-based organizations and the
Civic Government to build a brighter future for
all our citizens - Prince Albert Integrated Human Services Practicum
105Integrated Human Services Practicum
Building the Dream for Interprofessional Practice
and Preservice and Ongoing Professional
Development Living the Circle of Care
- Nursing
- Pharmacy
- Medicine
- Social Work
- Education
- Human Justice
106- Working to Establish..
- A holistic approach to health care
- Challenging boundaries within the health care
sector with the primary purpose of improving
health for all - Advocate for multidisciplinary/interdisciplinary
approaches to health problems - Become part of a Community Development Program
- Encouraged to participate with community
programs where student nurses would typically not
be sent - Develop a new understanding of primary health
care and the determinants of health
107- Prince Albert Police Service
- Systemic Causes of Issues Police Encounters
- Addictions, Drugs, Substance Abuse
- 1713 intoxicated persons picked up by the Police
Service in Prince Albert in 2003 - Family History/Intergenerational Dysfunction
- Violence, Abuse, Neglect, Addictions,
Criminogenic Behaviour - Ridealongs and Victims Services
108Many talents and many skills are required to
ensure the safety and protection of a community.
109There is only one female correctional centre in
the Province of Saskatchewan.
- Our Client Profile
- Low Education (below eighth grade level)
- Low Employment
- Mothers without Resources
- Personal
- Community
- Basic Know-how to Access the Resources that Exist
110- Issues
- Addictions
- Employment
- Peer Pressures
- Sexual Exploitation
- Solutions/Responses
- Provide Support Systems
- Appreciation/Understanding of Needs of Women in
conflict with the law - Core Acute Care Placement in The Integrated
Nursing Program Our Contribution
111Wesmor Community High School
Student Background/Profile
112- Riverside Community School
- Pre-Kindergarten Grade 9
- The whole gamut of economic levels
- Diabetes Project
- Community participation and learning
113Aboriginal Education
- Honouring and Respecting Differences in Family
- Values
- Different ways of being family
- Dynamics
- Moving Toward Solutions
- Become more family and child-centered
- Increasing awareness of our interdependence
-
114What Authentic Partnerships Mean to Us
- Knowing that youre not solely responsible for
children in the community - There is a community response to keeping
children safe - Others are involved in improving the lives of
children and families - Listening as you work with others
- Gives insight
- Enables you to consider other options to
increase the quality of life for children and
families
115- Develop knowledge of how childhood experiences
shape learning, health and well-being - Track how well children are doing and
- Build the communitys capacity to improve child
development through policy, program and resource
development. - Knowledge Exchange and Pay It Forward
- The development of an Integrated Human Services
Practicum will build strong bonds between the
Human Services and will enable better response
systems to childrens and familys complex needs.
116Prince Albert Parkland Health Region
- Maternal Child
- Obstetrics
- Pediatrics
- Mental Health, Addictions Community Development
- Community and Mental Health
- Addiction Services
- PACADA
- Primary and Community Care
- Sexually Transmitted Disease Centre
- Public Health
- Critical Care
- Emergency
117- Working with vulnerable families to provide
- Universal Screening at Birth
- Indepth Assessment for those in Targeted Areas
- Home Visiting
- Early Learning and Care
- Addictions and Mental Health Support
118Emergency Medical Services
- On the front line
- At the scene providing initial emergency care
- Dealing with the family
- Responding to the needs
- of the patient
119Emergency Medical Services
- Working as a Team
- With agencies such as Mobile Crisis and Prince
Albert City Police - Transporting the children if needed to the
hospital - Waiting for family or crisis workers to attend
- With emergency room nurses to continue care
120Prince Albert Grand Council Urban Services
Linking On and Off Reserve Services Supports
- Support of First Nations Peoples as they make
their transition to Urban Life - Urban Sport Culture and Recreation Program
- FASD moving from diagnosis to treatment
- Housing Transition Housing
- Working with other sectors, agencies,
community-based organizations to ensure ease of
transition to urban life - Post-secondary support, training and employment
- Youth Justice Project
- Job Skills Coach (Carlton, St. Marys, Wesmor)
121Breaking the Cycle A Balanced Approach
- Identify the root causes
- Problem solve common issues
- Move toward early identification
- Intervention
- Acute Services
- Collaborate to create joint solutions
- Communication Strategy
- Engaging the stakeholders
- Respectful way of sharing information
- Engaging the whole community
Increasingly more expensive but easier to measure
122Our ModelStrong Children grow up in Strong
Families, Strong Neighbourhoods, Strong Peer
Groups, and Strong Nations
Vision Leadership Structural Change
- Four Worlds of Childhood(SchoolPLUS)
- Family
- Peer Group
- School
- Neighbourhood and Community
Acute Care
Education and Awareness
123- To be alienated is to lack a sense of belonging,
to feel cut off from family, friends, school or
work the four worlds of childhood. - - Urie Bronfenbrenner, 1986
124Integrated Nursing Practicum Students Comment
about Their Experiences
- Allowed me to move from thinking outside the box
to practicing outside the box - Getting to see many aspects of the community and
how they all work together - The community affects a persons health and
their health affects the community
125Social Justice and the Social Determinants of
Health, Well-being and Competence
126- Wholeness. All things are interrelated.
Everything in the universe is part of a single
whole. Everything is connected in some way to
everything elseit is therefore possible to
understand something only if we can understand
how it is connected to everything else.
Bopp, J., Bopp, M., Brown, L. Lane, P. (1989).
The sacred tree Reflections on Native
American spirituality (3rd ed.). Twin Lakes, WI
Lotus Light.
127Conceptualizing the Common Humanity in Human
Services
A Tapestry of Support - Realize Our Collective
Promise
128The Virtuous Circle
Prosperous Society
Social Stability
Innovation and Competitive Workforce
Resources to Fund Programs that Foster Healthy
Child Development
Healthy Children and Adolescents
Healthy Child Development
Doherty Offord
129We live, love, learn, and develop our human-being
in the shelter of each other.
Can we each go forth to make Saskatchewan a place
where all can, not only survive, but thrive?
130UEY Key Research Findings Prince Albert and Area
- Children, on average, show strong signs of
positive development and are ready to learn when
they enter school. - High scores on broader community indicators
describing its levels of social support, social
capital, and the safety of its neighbourhoods,
despite a rather low level of socio-economic
status. - Parents had lower scores on parenting skills and
parental engagement in learning activities.
Given the relatively high prevalence of children
with behavioral problems, the results suggest
that many parents may appreciate and benefit from
parenting courses, strategies to increase
parental involve in childrens learning
activities, and related measures. - Prince Albert offers a broad range of resources
to the families of young children but community
indicators suggest use of resources was low.
131- Prince Albert and areas economy is stable and
continues to thrive. - The National Longitudinal Survey of Children and
Youth found that the children of Prince Albert
scored slightly above the national average on
positive behavior, but below the national average
on direct assessments of their vocabulary and
cognitive development. - An infrastructure exists that promotes
intersectoral collaboration. There is an
established track record of multi-sector
cooperation and collaboration in this area. - Prince Albert can take pride in the success of
its youngest children.
132Family Enabling Society
.
man Capital based on
Program Evaluation, Monitoring,
Social Inclusion
long learning
Collaboration
And Research
-
life
Hu
Four Corner Posts
Doug Willms, NLSCY 2002
133Watch over us. Wrap us up against the cold and
the rain, and give us shade from the hot sun.
Make sure we have enough to eat and drink and if
we are sick, nurse and comfort us.
-
Castle, C. Lynch, P. J. For Every Child
134By looking after our children and keeping them
healthy and safe we are ensuring a brighter
future for ourselves.
- Constable Gwen Kennedy, Prince Albert Police
Service
135Silos need to be replaced by bridges between
community, stakeholders and individuals in order
to move toward collective understanding and
ownership of issues. For, alone we go fast and
together we go far! - Dale McFee, Chief of
Prince Albert Police Service
136I challenge you to look into the eyes of our
children and tell yourself that child abuse is
someone elses problem. - Sergeant Gordon
Beuckert, Prince Albert Police Service
137Children are 30 of our population but 100 of
our future.. - Inspector Troy CooperPrince
Albert Police Service
138How will Saskatchewan grow its future? The choice
is.ours!
139Alone we go fast, Together we
go far.
Join us in going far together.to change the
quality of care for our children, families,
communities and each other..