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Title: Growing Our Future: Building and Sustaining Community to Support Positive Developmental Outcomes and


1
Growing Our Future Building and Sustaining
Community to Support Positive Developmental
Outcomes and Prevent Crime The Community
SchoolPLUS Role
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    points entered.
  • Linda L. Nosbush
  • Community Research Coordinator
  • Understanding the Early Years

2
The 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

3
Community Influences on Child Development
4
Prince Alberts Social Index Challenges Faced
By Neighbourhoods
5
Many Factors Combine to Create both Opportunities
and Challenges in Neighbourhoods
6
What Our Children Will Be Depends On You and Me
Mobilizing Our Community to Help Our Children
Realize Their Promise
7
The Health and Well-being of our Children Is a
Global Concern As well as a Local Concern
.
8
Understanding the Early Years Study Area
Saskatchewan Rivers School Division No. 119
9
Objectives
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
10
If we have only one start in life Let it be a
strong one!
11
Building 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

12
The 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

13
What 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

14
1200 Of our children Will begin their lives In
Prince Albert and area This year Who will they
be?
15
Urbanization is Happening
Out of the 1200 Children Born
  • 780 will live in urban areas
  • 420 will live in rural areas

16
Culture
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
17
Population Distribution
18
Prenatal 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

19
Together We Can PreventFetal Alcohol Syndrome
Saskatchewan Institute on the Prevention of
Handicaps
20
(No Transcript)
21
Teen 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

22
Infant 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

23
Birth 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

24
Family 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

25
Blended 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
26
Community Indicator Scores for Prince Albert
27
  • Barriers to Access
  • Transportation Child Care
  • Comfort Cost
  • Literacy Levels
  • Cultural Acceptability

Resource Distribution
28
Most vulnerable children live in middle income
families
(Percentage of Children in Canada)
NLSCY
Family Income adjusted for Family Size
29
Vulnerability 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
30
Socio-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
31
Mobility
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.

32
Mobility
33
Supportive 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.
34
Income
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)

35
Brains Wiring and Development
36
National 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

37
Poverty 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)

38
Child Poverty Rate (in percent) Using LICO 1992
Base
Canada Council on Social Development from
Statistics Canada Data
39
In 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

40
Undernutrition 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.
41
The 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.

42
What 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

43
BehaviourThe 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

44
Youth 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).
45
Education 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
46
Readiness 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
47
Socioeconomic 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
48
Socioeconomic 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)

49
Socioeconomic 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

50
Socioeconomic 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).

51
Childrens Readiness to Learn at School 2004
52
How Are the Children Doing?Readiness to Learn
Results
53
How Many Children Lack Readiness to Learn?
54
Physical Health and Well-Being(145 children with
one or more of the factors)
55
Physical 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

56
Social Competence(169 with one or more of the
factors)
57
Social 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

58
Emotional Maturity(160 children with one or more
of the factors)
59
Emotional 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

60
Emotional 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

61
Emotional 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.

62
Language Cognitive Development(180 children
with one or more of the factors)
63
Language 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

64
Communication Skills General Knowledge(161
children)
65
Communication 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

66
Readiness to Learn Factors2004(Age cohort of
642 Kindergarten Children)
67
Readiness to Learn Factors2003(Age Cohort of
621 Children)
68
What 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

69
Physical 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
70
CIRCLE OF COURAGE
Generosity
Belonging
Independence
Mastery
Brendtro, Brokenleg VanBockern
71
The 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

72
Four 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.

73
We 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

74
Childrens 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
75
Weve 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).

76
How 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

77
What 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.

78
Attachment
  • 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

79
Orienting
  • 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.

80
When 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

81
Six 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

82
What 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

83
ABCs 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.

84
Types of Attachment
  • Secure
  • Insecure - avoidant
  • Insecure - anxious/ambivalent
  • Insecure - Disorganized

85
Secure 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.

86
Insecure 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.

87
Insecure 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

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Insecure 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

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Understanding 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
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Criminogenic 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
91
Crime 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

92
A 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).
93
Building 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

94
Associations
  • 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

95
Individual 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

96
More Assets Increase Positive Outcomes
Fewer Assets Increase Negative Outcomes
97
Four 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

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Signs 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

104
Signs 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

105
Integrated 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

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  • 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


108
Many talents and many skills are required to
ensure the safety and protection of a community.
109
There 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

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  • 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

111
Wesmor 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

113
Aboriginal 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

114
What 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.

116
Prince 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

118
Emergency Medical Services
  • On the front line
  • At the scene providing initial emergency care
  • Dealing with the family
  • Responding to the needs
  • of the patient

119
Emergency 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

120
Prince 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)

121
Breaking 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
122
Our 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

124
Integrated 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

125
Social 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.
127
Conceptualizing the Common Humanity in Human
Services
A Tapestry of Support - Realize Our Collective
Promise
128
The 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
129
We 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?
130
UEY 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.

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Family 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
133
Watch 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
134
By 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
135
Silos 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
136
I 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
137
Children are 30 of our population but 100 of
our future..  - Inspector Troy CooperPrince
Albert Police Service
138
How will Saskatchewan grow its future? The choice
is.ours!
139
Alone 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..
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