Growing the Future: Exploring Developmental Health, Wellbeing and Competence

1
Growing the Future Exploring Developmental
Health, Well-being and Competence

• Linda L. Nosbush
• Community Research Coordinator,Understanding the
  Early Years, Prince Albert Site
• Early Learning Consultant, Saskatchewan Rivers
  School Division
• Sessional Lecturer, Department of Educational
  Psychology and Special Education, University of
  Saskatchewan

2
A National Study

• To determine how contexts affect child
  development
• The Family
• The Neighbourhood
• The Community
• The Provincial Jurisdiction
• The Nation
• The International Impacts
• To monitor developmental outcomes
• To engage the community I charting its own
  destiny

There is no more important question that a nation
can as than, How are the children doing?
3
Determinants of Health, Well-being and
CompetenceSocial Determinants of Health

• World Health Organization
• Social class health gradient
• Stress
• Early Life
• Social Exclusion
• Work
• Unemployment
• Social Support,
• Addiction
• Food
• Transport

• York University
• Income and its distribution
• Early Life
• Education
• Employment Working Conditions
• Food Security,
• Health Care Services
• Housing
• Social Safety Net
• Social Exclusion
• Unemployment employment security

If we continue to ignore these broader policy
issues,promoting healthy lifestyles and
increasing spending on medical care are unlikely
to succeed in maintaining and improving the
health of Canadians. Dennis Raphael, 2003
4
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
5
Knowledge

• Diffusion spread, non-linear, multifaceted,
  multidimensional
• Translation from one language or medium to
  another looking for a counterpart
• Exchange
• Dialogue between research and lived experience
  (community wisdom)
• Relationship is critical
• Relevant to each group (professionals and
  citizens)
• Common language
• Trust
• At many levels
• Many voices
• Active engagement of the
• whole person
• Learning to walk in one
• anothers worlds

6
Knowledge MattersSkills and Learning for
Canadians Canadas Innovation StrategyHuman
Resources Development Canada, 2002

• The global knowledge economy is demanding new
  things of us.
• The 21st century prosperity depends on
  innovation, which, in turn, depends on the
  investments that we make in the creativity and
  talents of our people (Jean Chrétian).
• It is about making sure that all of our citizens
  are in the best possible position to reach their
  goals. Canada is strong when its citizens are
  strong (Jane Stewart).
• It is in skills and learning that our economic
  and social goals find common expression (p. 6).

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City of Prince Albert Looking South
8
City of Prince Albert Looking from East Flat to
West Flat
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Weyerhaeuser Pulp and Paper Mill Prince Albert
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Wapaweka Sawmill Prince Albert Northern Boreal
Forest
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Kinsmen Park City Of Prince Albert
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The Study AreaCity Of Prince Albert and Area

• Population
• City 40,000
• Study Area 50,000
• By 2020, 50 of the population will be
  Aboriginal
• Mix of First Nations, Métis and other cultures
• Study Area
• 50 square miles

• First Nation Communities in study area
• Rural
• James Smith (Cree)
• Muskoday (Cree)
• Sturgeon Lake (Cree)
• Little Red River (Cree)
• Wahpeton (Dakota)
• Urban
• Opawakowcikan (Cree)
• Woodland Cree
• Plains Cree

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Prince AlbertMarket Trading Area
Market Trading Area Population 150,000
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City of Prince Albert

• Strengths
• Our ability to work together
• Thriving Economy
• Community Schools
• Good sense of community
• Range of good programs and services

• Challenges
• Increase in crime, drug use
• In times of budget restraints, preventive
  programs are often cut
• High teen pregnancy rate
• Poverty
• 50 of our population has a Grade 12 or less
  education
• Social Index indicates an especially large number
  of children live in high risk neighborhoods

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Understanding the Early Years

• Components
• Early Development Instrument Canadian
  childrens readiness to learn in 5 developmental
  domains
• NLSCY Community Study with parent interview
  child assessment
• Community Mapping
• Maps Physical Socio-economic characteristics
  of area neighborhoods
• Neighborhood Observations
• Agency Survey

• National Research Initiative
• Funded by HRDC, ARB
• Longitudinal Study 5 years
• Three Phases
• I. Base Line Data
• How well are the children doing?
• Whats the community like?
• II. Knowledge Exchange Knowledge Action Plan
• III. Measuring Impact

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Current UEY Communities

• 7 New Sites
• Abbotsford, BC Saskatoon, SK South Eastman, MB
  Niagara Falls, ON Mississauga Dixie-Bloor, ON
  Montreal, Qc Hampton, NB
• 4 Pilot Projects
• Prince Albert, SK Winnipeg School Division No.
  1, MB Prince Edward Island Southwestern Region
  of Newfoundland.
• Prototype Project North York

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Understanding the Early Years

• Build Knowledge
• What enhances healthy child development?
• Measuring the well-being of young children.
• Monitor Progress
• Are child outcomes improving?
• Catalyze Community into Action
• To improve child outcomes
• Sharing what we learn with our community
• Building community understanding and support that
  will lead to action

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Community Influences on Child Development
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Community Factors that Influence Child Development

• The community as a physical environment
• Quality of buildings homes -Traffic
• Land Use Green space - Residential Mobility
• The community as a social environment
• Average income education level - Diversity
• No. of Single Parents - No. of children per
  adult
• Positive social support Antisocial behavior
• Neighborhood safety - Drug Involvement
• Levels of Delinquency
• The community as a resource
• Quantity quality of services education,
  entertainment culture, special interest, health
  wellness, sports recreation, and societal
• Variation of use due to age
• Barriers to Access time, location,
  transportation cost

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Community Factors that Influence Child Development

• The community as a collectivity
• Social cohesion
• Sense of neighborliness
• Extent to which they come together to deal with
  problems
• Willing to help and trust one another
• Share similar goals and values
• Childrens social networks, friends experiences
  in the neighborhood
• Residents may select communities that mirror
  their values
• Certain level of stability required for
  collectivity to develop
• Diverse neighborhoods may have subgroups

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Community Factors that Influence Child Development

• The community working for the common good
• Willing to make investments in their community
  because rewarded individually and as member of
  large society
• Community associations and community activities
• Collective responsibility for children
• Neighborhood Watch
• Programs providing services for children
• Collective efficacy
• Collective socialization

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Tools

• That make the data understandable
• Visual
• Useful
• Integrated
• Workable in a variety of formats
• Open to a variety of types of dialogue and
  analysis
• Accessible to a variety of different audiences
• Different tools of communication
• Nutrition Brochure for Chamber of Commerce
• Parent Brochure about study
• Socioeconomic Gradients Brochure

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Community Mapping

• Maps (showing the distribution of resources)
• Health
• Education
• Recreation
• Neighborhood Observations
• Agency Surveys
• Other relevant Community Data
• Key Present the data in ways that cause the
  community to
• Make new connections
• Inter-relate data sets
• Begin to problem solve
• Begin to discern systemic causes and effects

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Community Mapping A Visual Re-presentation of a
Community

• Child development research can tell you the what
  and the why of how children are doing
• It is porous, that is, open to interpretation by
  a wide range of members of the community
• Community Mapping can add the where of child
  development and policy
• It provides information in a non-judgmental
  manner
• Excellent vehicle for generating
• Dialogue
• Policy and Program Development
• Informed Decision-making

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Community Mapping Can
Function as
Help to

• Identify where health well-being might be
  at-risk
• Characteristics of a community that might
  escalate or deescalate vulnerability
• Access availability of resources

• Planning Tool to create best environments
• Tool to build public awareness
• Catalyst for community action to create positive
  environments

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Where do the children 0 5 years live?
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If we have only one start in life Let it be a
strong one!
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A Web of Protectionenables the development of
courageous human beings who not only survive but
thrive.
Healthy babies, healthy children, healthy
communities, strong nations The Unbeatable
Combination
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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

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Building a Framework for UnderstandingDoorwaysS
wing easily for some are heavy for others and
for yet others they are stuck shut. Adults and
systems need to turn the knob or push the door
open for children.
Opening Doors to positive developmental outcomes
Possibilities for our Children
Human Capital for the Nation
Assets in the Global Economy
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Sensitive Start
Emotional Maturity

• Prosocial and helping behaviour
• Anxious and fearful behaviour
• Aggressive behaviour
• Hyperactivity and inattention

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The Attachment System

• Motivates children to
• Seek proximity to parents
• Establish communication with them
• Attachment
• Improves chances of survival
• Helps the infants immature brain to organize it
  own processes by using the mature functions of
  the parents brain
• Serves to increase the childs positive emotional
  states and modulate the negative states by giving
  them a haven of safety
• Through repeated experiences sets up expectations
  or mental models about the world

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Importance of Parent-Child Relationship

• Shaping childrens interactions with other
  children
• Sense of security about exploring the world
• Childrens resilience to stress
• Childrens ability to balance their emotions
• Childrens capacity to have a coherent story
  that makes sense of their lives
• Childrens ability to create meaningful
  interpersonal relationships in the future
• Childrens ability to explore the world.

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Attachment

• Evolved to keep children safe
• It enables a child to
• Seeks proximity to the parent
• Go to parent at times of difficulty or distress
  for comforting and for a safe haven
• Internalize the relationship with the parent as
  an internal model of a secure base
• Provides child with an internal sense of
  well-being
• That enables them to explore the world and make
  connections with others

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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.

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Insecure Attachment

• Parents are not always able to provide the
  experiences that lead to secure attachment
• If the ABCs of attachment are not achieved with
  regularity then
• Proximity seeking
• Safe haven
• Secure base experiences
• Do not occur optimally and an insecure attachment
  results

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Timing of Attachment

• Attachment to a primary caregiver is critical
• The first seven months are especially important
• Relationships with parents change over time as do
  childrens attachments
• It is never to too late
• Nurturing relationships with someone other than
  the parent with whom the child feels understood
  and safe provide an important source of
  resilience
• However, they do not replace a secure attachment
  with a primary caregiver but they are a source of
  strength for the childs developing mind.

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Safe and Healthy Start

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Psychoneuroimmunoendocriology PNI System Gabor
Maté

• The interrelated functions of the organs and
  glands that regulate our behaviour and
  physiological balance.
• Psychological influences make a decisive
  biological contribution to the onset of malignant
  disease through the interconnections linking the
  components of the bodys stress apparatus the
  nerves, the hormonal glands, the immune system
  and the brain centres where emotions are
  perceived and processed.

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Hypothalamus Pituitary Adrenal Nexus HPA
AxisGabor Maté

• It is through the activation of the HPA Axis
  that both psychological and physical stimuli set
  in motion the bodys responses to threat.
• Psychological stimuli are first evaluated in the
  emotional centres known as the limbic system,
  which includes parts of the cerebral cortex and
  also deeper brain structures.
• If the brain interprets the incoming
  information as threatening, the hypothalamus will
  induce the pituitary to secrete an
  adrenocorticotropic hormone.
• ACTH, in turn, causes the cortex of the adrenal
  gland to secrete cortisol into the circulation.
• Simultaneously with this hormonal cascade, the
  hypothalamus sends messages via the sympathetic
  nervous system the fight or flight part of the
  nervous system to another part of the adrenal,
  the medulla. The adrenal medulla manufactures
  and secretes the fight-flight hormone, adrenalin
  which immediately stimulates the cardiovascular
  and nervous systems.

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PNI System

• HPA Axis

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A Connected Start
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Smart Start
Language Cognitive Development Communication
Skills and General Knowledge

• Basic literacy
• Interest in literacy/numeracy memory
• Advanced literacy
• Basic numeracy
• Communication Skills and General Knowledge

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Stimulation Opportunities and HopeBrazelton
Greenspan (2000)

• A young childs day involves four types of
  experiences
• Being in the house with the child not not being
  in sight of the child because one is in the next
  room. This is inappropriate for infants and
  toddlers.
• Adult presence in the room or in the next room if
  there is a large opening where the child can see
  the parent and the parent can see the child.
  Parent and child can readily hear each other but
  the parent is not involved with the child.
• This should comprise less than one third of the
  childs day.

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Stimulation Opportunities and HopeBrazelton
Greenspan (2000)

• A young childs day involves four types of
  experiences
• Parent or caregiver, available intermittently, is
  facilitating the babys interaction with the
  environment
• Looking at pictures, exploring a toy, childs
  surroundings by helping the child look, touch,
  examine, vocalize,
• and eventually verbalize

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Stimulation Opportunities and HopeBrazelton
Greenspan (2000)

• A young childs day involves four types of
  experiences
• 4. Parent directly interacting with the child.
  Parent follows the childs interests such as
  making sounds, pretend play. The parent is
  directly involved with the child and the parent,
  in essence, becomes the play object. It is often
  referred to as floor time because the parent is
  following the childs lead
• Minimum of four twenty-minute periods per day are
  recommended

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Socioeconomic Gradients
problematic
desired
The pattern wherein risk increases in a stepwise
fashion as one descends the socioeconomic ladder
is known as a gradient.
Literacy Level
Parents Level of Education
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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)

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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

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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).

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Five Developmental DomainsEarly Development
Instrument

• Physical Health and Well-being
• Social Knowledge and Competence
• Emotional Health and Maturity
• Language Cognitive Development
• Communication Skills General Knowledge

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Readiness to Learn
621 children 2003 results

• 71 of our children lack the Physical Health and
  Well-being
• 62 of our children lack Emotional Maturity
• 65 of you will lack Social Competence
• 69 of you will lack the Language
• and Cognitive abilities necessary
• 53 of you will lack Communication and
• General Knowledge Skills

151 of our children lack readiness to learn in
one domain 86 of our children lack readiness to
learn in two or more domains.
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Early Development Instrument Language and
Cognitive Development
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Examining Readiness to Learn ScoresAcross the
Distribution Our goal is to have all children
ready to learn when they enter school but alas
that is not so..
Children who will readily adapt to school the
transition will be negotiated with little or no
support.
Children who will have problems adapting to
school.
Children who are at-risk for adapting to school.
Children who are above average in their ability
to adapt to school there will be a transition
but they will make it easily.
Children who are below average in their ability
to adapt to school but with support will be able
to do so.
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Early Development Instrument Percentage of
Children Who Lack Readiness to LearnIn the
Prince Albert Area - 2001
These neighbourhoods have many children who lack
readiness to learn at school.
These neighbourhoods have most children ready to
learn at school.
Vulnerability Cut-Off - All things being equal
10 of the children would fall into the bottom
10 for the study area as a whole.
56
Early Development Instrument Percentage of
Children Who Lack Readiness to LearnIn the
Prince Albert Area - 2003
These neighbourhoods have many children who lack
readiness to learn at school.
9 schools have more than 30 of children who lack
readiness to learn
These neighbourhoods have most children ready to
learn
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• Children who Lack Readiness to Learn
• In one domain
• 2000 23.8
• 2001 24.4
• 2003 24.3 (151 children)
• In two or more domains
• 2000 12.3
• 2001 14.9
• 2003 13.8 (86 children)

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UEY in Communities Phase II

• The Knowledge Exchange
• An interactive process to generate knowledge
  through research and effective practices
• Knowledge is exchanged through interactive
  engagement in a timely and accessible way
• It is used for practice, planning, policy
  making, and the development of new research

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Knowledge Exchange

• Is about causing a community to become
  reflective and consciously aware of who they are
  at various levels of aggregation
• The level of awareness equips a community to
  make informed decisions
• Is an active, evolving process that transforms
  the group at each stage
• A Transformational Process
• Metaphor The Metamorphosis of a Butterfly

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Knowledge Exchange

• Data is interrelated so that it becomes
  information
• The Information is integrated with what the
  community knows (its wisdom) and is then
  internalized so it becomes part of their
  collective Knowledge Base
• Community uses this Knowledge to stimulate and
  generate action including program and policy
  development
• A Comprehensive Community Action Plan is
  generated to guide decisions

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What is a Knowledge Action Plan (KAP)?

• A KAP is developed using the data of the
  community, by the community, for the community
• The KAP is a strategy for action to improve
  local early child development using the UEY
  research results and the community wisdom and
  lived experience.
• It must help to build a comprehensive social
  safety net that is owned by the community and
  whose effectiveness the community can monitor.

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Data The Egg Stage
The data is encapsulated, difficult to permeate,
in a form that is not easily understood.
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Data

• Rich Data
• Different Data Sources Parents, Direct
  Assessment of Children, Teachers, Neighborhood
  and Community Information
• Variety of Levels of Comparison Local,
  Regional, Provincial, National Comparisons
• Micro and Macro Analyses available
• Use Metaphors to help understand the complexity

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Prince Albert City Neighbourhoods
65
Where are Our Resources Located?
66
Most Vulnerable Children Live in Middle Income
Families
(Percentage of Children in Canada)
Family Income adjusted for Family Size
67
Information The Caterpillar Stage
Data is interrelated to make it more
understandable it is related to previous
research.
68
Infant Mortality Rate
The numbers represent infant deaths
per 1000 live births.
11.4
12.0
10.0
8.4
8.6
8.4
8.0
6.1
6.0
4.0
3.5
2.0
0.0
Prince Albert
Saskatoon
Regina
Moose Jaw
Saskatchewan
Canada

Source Saskatchewan Health (2000)
69
Social Index provides a general picture of
neighbourhoods within the broader community and
suggests the number of potential challenges they
face

• Unemployment rate
• Individual poverty rate
• Proportion of individuals 15 years and over
  without a high school diploma
• Proportion of families with children headed by a
  lone parent
• Proportion of the population speaking neither
  official language
• Proportion of the population that immigrated to
  Canada since 1991
• Mobility in one year
• Home ownership
• Proportion of the total income in the EA coming
  from government transfer

70
Prince Alberts Social Index Challenges Faced
By Neighbourhoods
71
Percentage of Children with Low Scores Early
Development Instrument Prince Albert
72
Mean Scores on Early Development Instrument Early
Development Instrument Prince Albert
73
Average Income for each Enumeration Area in
Prince Albert
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Message

• Hopeful
• Strength-based
• Discuss challenges in light of strengths
• Sharing Wisdom
• Collaborative
• Cyclic
• Consider the whole context and the whole lifespan

Research
Practice
Knowledge Exchange
Evidence-based Decision-making
75
Context

• Respectful - learn to walk in more than one
  world
• Inclusive First Nations, Métis, Client Groups,
  All Sectors All Voices are Heard and Included
• Building Capacity
• To monitor To use evidence-
  based decision-making
• To participate To collaborate
• To share power To reach consensus
• To build a dream To make a difference
• To matter

76
Context

• Circle rather than a hierarchy
• Listening
• Infrastructure
• Shared Leadership
• Integrated
• Keep Track and Monitor
• Small Intact Group Dialogue

77
KnowledgeThe Chrysalis Stage
Synthesizing the information requires integrating
it with your lived experience and background
knowledge.
78
What is A Community Learning Framework?

• A way of understanding the dimensions of change
  in the community related to early childhood
  development
• Developing and disseminating expertise and
  information
• Developing and sharing learning resources and
  tools
• Capacity to work together
• Build common ground
• Develop policies and programs

79
What is a Community Learning Framework?

• Progress will be measured in two ways
• Assessment of childrens developmental outcomes
  in Years 4 and 5
• A review and study of the community learning
  process to discern lessons learned

80
Learning Communities

• Emphasize coordinated group effort toward
  commonly shared goals
• Actively commit to continuous improvement and
  diffusion of best practices
• Use decentralized decision-making
• Understand and analyze the dynamic system within
  which they are functioning
• Committed to evidence-based decision-making

81
Learning Communities

• Invest in core infrastructure
• Network available resources
• Focus on core dynamics
• Timing
• Anticipate consequences

• Keen awareness of external changes that shift the
  equation
• Invest in research and development
• Monitor the Outcomes
• Learning how to keep score
• rather than flying blind

82
What is a Knowledge Exchange?

• An interactive process to generate knowledge
  through research and effective practices
• Knowledge is exchanged through interactive
  engagement in a timely and accessible way
• It is used for practice, planning, policy making,
  and the development of new research

83
Putting What Weve Learned into Action

• Share what we learn with the community
• Data Information Knowledge - Action
• Build community understanding support
• Build Capacity and Response-ability
• Develop an Action Plan to improve community
  supports for early child development
• Outlining how the community will take action to
  increase positive developmental outcomes for all
  children

84
The Pay It Forward Process

• Process whereby
• The Knowledge and Expertise of small intact
  groups
• Is paid forward to subsequent groups and
• Is used to build a comprehensive understanding of
  developmental health and well-being
• In order to build a Knowledge Action Plan for the
  community

85
Pay It Forward MapUnpacking the Cause-Effect
Relationship
86
ActionThe Butterfly Stage
Evidence-based decision-making leads to informed
decisions about policies and programs.
87
Human Services Integration in Saskatchewan
The Provincial Context

• Working together to plan and coordinate programs
  and activities around the needs of individuals,
  families and communities
• Responding to community-defined needs with
  teamwork
• Redesigning programs and services
• Sharing of resources.

88
Service Integration

• Joining of forces, knowledge and means
• To understand and solve complex issues
• Whose solutions lie outside the capacity and
  responsibility of a single sector

Federal/Provincial/Territorial Advisory Committee
on Population Health Intersectoral Action Towards
Population Health, 1999
89
Messages for Intersectoral Work

• A permanent shift in thinking and relationships
  is required if the effort is to be more than
  short term and superficial
• Service integration is a powerful organizing
  principle for meeting needs and challenges
• Service integration demands that providers at all
  levels forge linkages with each other to
  accomplish the results needed based on the needs
  of the clients they encounter
• Design policy around shared goals and carefully
  defined results, not around organizational
  structures or existing function (UK Modernizing
  Government Report 1999)

90
Requisites for Effective Partnerships

• Strong champions (leaders) within sectors
• Support on the record from the top (horizontal
  to vertical linkage)
• Partner representatives occupy similar vertical
  positions, that is, they have similar
  decision-making authority within their
  organization
• Community/civic society partners included

91

Principles

• Shared Responsibility
• Mutual Respect
• Holistic
• Client-Centred Focus
• Broad Community Participation
• Cultural Affirmation
• Cultural Equity
• Integrated Services
• Prevention Services
• Accountability and Affordability

92
RIC Membership Varies from region to region but
may include

• Government Department Representation
• Education Health Social Services
  Post-Secondary Education and Skills Training
  Municipal Affairs Housing Culture, Youth
  Recreation Justice Intergovernmental and
  Aboriginal Affairs Women's Secretariat.
• Regional or District Representation
• Health Districts, School Divisions, Métis Nation
  of Saskatchewan, Tribal Councils, RCMP or Other
  Police Services, Regional Colleges, the
  Municipality, Housing Authorities and other
  Community Agencies.

93
Saskatchewans Vision

• Saskatchewans human services are
• Innovative,
• Responsive
• Effective.
• They contribute to
• Self reliance and individual well-being
• While recognizing the interdependence of all
  Saskatchewan citizens.

94
Policy Planning andProgram Development
Priorities

• Early Childhood Development
• Youth
• Support citizens in vulnerable circumstances

95
Program Committees
Early Childhood Development
Youth Justice Pilot Projects
FAS Strategy
Disability Action Plan
Role of Schools
96
SchoolPLUS
Ensuring the Wellbeing and Educational Success of
Saskatchewans Children and Youth
Government of Saskatchewan

97
SchoolPLUS
Ensuring the Wellbeing and Educational Success
of Saskatchewans Children and Youth
Challenges
The Role of Schools has Changed Schools are
becoming something they have never been before.
To date we have simply expanded expectations and
in some cases added a few resources. The time
has come to recognize the situation for what it
is to name the whirlwind and to build a new
kind of institution dedicated to the needs of
children and youth.
(Final Report, Task Force on the Role of the
School)
98
Toward SchoolPLUS
Ensuring the Wellbeing and Educational Success
of Saskatchewans Children and Youth
Background to SchoolPlus
99
SchoolPLUS
Ensuring the Wellbeing and Educational Success
of Saskatchewans Children and Youth
Provincial Response
Schools Have Two Functions

• To Educate Children and Youth
• developing the whole child, intellectually,
  socially, emotionally, spiritually and
  physically and,
• To Support Service Delivery
• serving as centres at the community level for the
  delivery of social, health, recreation, justice
  and other services for children and their
  families.

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SchoolPLUS
Ensuring the Wellbeing and Educational Success
of Saskatchewans Children and Youth
What Do We Hope to Achieve

• Goals
• Shared responsibility for the well-being and
  education for children and youth.
• All Saskatchewan children and young people have
  access to the supports they need for school and
  life success.
• High quality services and supports, linked to
  schools at the community level.
• A harmonious and shared future with Aboriginal
  peoples.
• Strengthened capacity within the provincial
  education system and high quality learning
  programs.

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SchoolPLUS
Ensuring the Wellbeing and Educational Success
of Saskatchewans Children and Youth

• This means
• Major change in two areas
• Saskatchewan Schools
• Saskatchewan Human Service Delivery

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SchoolPLUS
Ensuring the Wellbeing and Educational Success
of Saskatchewans Children and Youth
Provincial Response
Strategies 1. Consensus Building and Action
Planning 2. Strengthening Educational Capacity 3.
Integrated School-Linked Services 4. Resource
Allocation and Reallocation
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SchoolPLUS
Ensuring the Wellbeing and Educational Success
of Saskatchewans Children and Youth
Strengthening Educational Capacity
Strategy

• SchoolPLUS
• Leadership
• focus on role/
• personnel supports
• coordinate/facilitate
• integrated services
• developmental support
• to families and
• communities
• broadened mandate
• to engage communities

• School and Division Improvement
• focus on effective practices for the learning
  program and school related/linked services in
  support of learning
• planning and monitoring process for continuous
  improvement enhanced accountability

• Integrated Services
• government strategy to advance integrated
  services
• focus on improved services in support of learning
  programs
• shared services/ integrated services programs

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SchoolPLUS
Ensuring the Wellbeing and Educational Success
of Saskatchewans Children and Youth
Strengthening Educational Capacity

• Effective Practices Framework
• Six Effective Practice Strands based on research
  and consultation.
• Focused on developing the whole child and youth.
• Development occurs within a Learning Community
• broader than classroom and school
• includes all aspects of community life
• includes a wide range of programs and services
• Based on Community Education practices
• reciprocal relationship of sharing and support
  with community
• accessing services and programs in the community
• partnering with community to meet common goals

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SchoolPLUS
Ensuring the Wellbeing and Educational Success
of Saskatchewans Children and Youth
Strengthening Educational Capacity

• Effective Practices Framework
• Learning Program
• Caring Respectful School Environment
• Responsive Curriculum Instruction
• Assessment for Learning
• School Related/Linked Services in Support of
  Learning
• Adaptive Leadership
• Authentic Partnerships
• Comprehensive Prevention and Early Intervention

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SchoolPLUS
Ensuring the Wellbeing and Educational Success
of Saskatchewans Children and Youth
Comprehensive Prevention and Early Intervention

• Comprehensive prevention and early intervention
  principles and practices
• apply to all children and youth regardless of
  their ages or life circumstances
• lead to timely actions that support the learning
  and wellbeing of all children and youth
• Comprehensive prevention and intervention
  principles and practices include
• the promotion of personal and social wellbeing
  of all children and youth
• prevention of problems by reducing the impact of
  risk factors and stressful life events, and
• interventions that target individuals and groups
  when required

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SchoolPLUS
Ensuring the Wellbeing and Educational Success
of Saskatchewans Children and Youth
Authentic Partnerships

• Authentic partnerships
• grow from a commitment to a shared mission and
  vision
• develop over time and are nurtured by mutual
  trust and respect
• commit people at the classroom, school and
  community level to improving the educational
  experiences and wellbeing of all students
• Authentic partnerships are characterized by
• an openness to share information and a
  willingness to contribute equally to planning,
  decision-making and the pursuit of mutual goals

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SchoolPLUS
Ensuring the Wellbeing and Educational Success
of Saskatchewans Children and Youth
We Know What Works
The Challenge is to address the gap between what
works and what is happening for
each and every child or youth in
Saskatchewan.
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SchoolPLUS
Ensuring the Wellbeing and Educational Success
of Saskatchewans Children and Youth
Toward SchoolPLUS The Creation of a New Social
Institution
What is needed is a new social institution
created in the image of Saskatchewans children
and youth.
Final Report, Task Force on the Role of the School
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SchoolPLUS
Ensuring the Wellbeing and Educational Success
of Saskatchewans Children and Youth
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Prince Alberts Integrated Nursing Practicum
Our Vision

• We want all children and youth to feel loved, be
  safe, be confident and be well
• We want our communities to promote the fullest
  health and enjoyment of childhood and youth
• We want our society to protect all the rights of
  children and youth in a sustainable environment
• - Canadian Institute of Child Health,
  2000

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Prince Alberts Integrated Nursing Practicum

• College of Nursing
• Department of Educational Psychology and Special
  Education

Prince Albert and Area



Regional Intersectoral Committee
Corrections and Public Safety
Pine Grove Correctional Centre
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Prince Alberts Integrated Nursing Practicum

• Riverside Community School
• Wesmor Community High School
• Aboriginal Education

• Prince Albert Police Service
• Patrol and Community Policing
• Victim Services

Department of Community Resources and Employment

• Family Reunification Unit

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Prince Alberts Integrated Nursing Practicum
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

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• The City of Prince Albert - Community Services
• Prince Albert Grand Council Urban Services
• Prince Albert Housing Authority Social Housing

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Our Goals
Prince Alberts Integrated Nursing Practicum

• Breaking down Barriers
• Understanding Client Needs and Socio-demographic
  Trends
• Ages 1 34 have 5,000 more people than the 35
  70 year old age group
• Use a Balanced Approach a Proactive Role in
  balance with a Reactive Response System
• Enhance Information Flow between and among
  sectors
• Realign resources and services
• Realize that we need to do things differently if
  we want different results
• Provide Leadership and Vision An alternative
  way of being
• Integrated Nursing Program
• The Dirty Dozen

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Breaking the Cycle A Balanced Approach
Prince Alberts Integrated Nursing Practicum

• 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
• Engaging the whole community

Increasingly more expensive but easier to measure
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Evidence-based Decision-making

• Conceptualizing the data needed to make the case
  for supports and services along the continuum of
  care from prevention to acute care intervention
• Ease of data collection
• Availability of data
• Representativeness of data
• Softer measures
• Integrated data sets

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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
Prevention
Education and Awareness
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Realizing our Vision
Prince Alberts Integrated Nursing Practicum

• Coming together in collaborative ways
• Joint problem-solving
• Common Vision
• Common Goals
• Different Competencies, Skills, Strategies
• Common Indicators of Success
• Shared Resources
• Joint Responsibility
• Different lenses for viewing the world
• Respect, trust, capacity to listen and to
  challenge respectfully
• Learning to live and grow in the shelter of each
  other

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I wonder what the future will bring.
Will I be ready for it?
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Health, Well-being, and Competence

• Are communal responsibilities
• Are determined in the same way
• But, we all have a role to play in how the
  future unfolds . . . .

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We live, love, learn, and develop our human-being
in the shelter of each other.
Can we each go forth to make Prince Albert a
place where all can, not only survive, but thrive?