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There is A Time: A Time to Ponder and A Time to Act

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Title: There is A Time: A Time to Ponder and A Time to Act


1
There is A TimeA Time to Ponder and A Time to
Act
  • Linda L. Nosbush
  • Community Research Coordinator
  • Understanding the Early Years

2
The Virtuous Circle
Crime and Addictions impact every portion of this
cycle.
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
3
The Tipping Point
  • The magic moment when an idea, trend, or social
    behaviour crosses a threshold, tips and spreads
    like wildfire. Three patterns emerge
  • Contagious behaviour
  • Little changes can have big effects
  • Change happens at one dramatic moment and is not
    gradual (geometric rather than linear)
  • We are at that tipping point
  • Invest now and we can create a positive legacy
    for our children
  • Fail to invest now and we will pay now and in
    generations to come

4
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
5
CIRCLE OF COURAGE
Generosity
Belonging
Independence
Mastery
Brendtro, Brokenleg VanBockern
6
The Present Picture
7
Drugs and Crime The Prince Albert Scene
  • 70 80 of Crime is Drug-related
  • Drugs are the 1 Policing Priority for the Prince
    Albert Police Service
  • How the Cycle works
  • Person becomes addicted
  • Need money for drugs
  • Crime to attain money
  • Break and Enters
  • Prostitution
  • Trafficking
  • Auto Theft

8
Drugs and Crime The Prince Albert Scene
  • Results of Drug Use and Attempts to Attain Money
    to Support Use
  • Increasingly prone to Violence
  • Risky Behaviour leads to HIV/Aids, Hepatitis C,
    (Sharing Needles)
  • 12,000 needles in two drop boxes over a three
    month period
  • More likely to be victimized and assaulted
  • More likely to victimize their peers
  • Job loss
  • Withdrawing from Education and the Social Contact

9
Drugs and Crime The Prince Albert Scene
  • Social Breakdown
  • Children at Risk
  • Children in Protection
  • Child Sexual Exploitation
  • Intergenerational Cycles begins
  • Creates unsafe neighbourhoods and reduces
    perceptions of personal safety
  • Education
  • Less able to concentrate
  • Less able to remember
  • More prone to disengaging
  • Medical Costs Staggering
  • More vulnerable to infection
  • Acute Care Costs
  • Premature Death
  • Society is at risk because needles are disposed
    of indiscriminately

10
Drugs and Crime The Prince Albert Scene
  • Treatment Costs
  • Need to stabilize eating and sleeping habits
    before they can engage with treatment
  • Average 6 8 cycles through treatment
  • Ongoing support needed for years
  • Some of the results of Drug Use particularly
    Crystal Methamphetamine are not reversible
  • First Responders are Increasingly Vulnerable
    (Police, Mobile Crisis, Fire, and Emergency Room
    Personnel)
  • Agitation and Violence
  • Psychosis
  • Meth Houses
  • Trafficking Operations increase Danger

11
The Impact and the Effects
  • Alcohol
  • Declining especially with respect to impaired
    driving
  • In 1999 accounted for 6,000 deaths
  • Tens of thousands of hospitalizations (cost of
    800 - 1500/day)
  • 7.5 Billion in costs to national economy
  • One in Ten Canadians reports a problem resulting
    from his or her drinking
  • Impaired driving remains the
  • SK 266 Million in 1992 - 265 per capita
  • Substance Abuse 18.45 Billion in Canada in 1992
    584 Million in SK - 581 per capita

12
Revenue
  • Community Gross Revenue of Sites of VLTs
  • Prince Albert 10.698 Million 14 125
  • Rural PA 3.963 Million 10 66
  • TOTAL 14.661 Million 24 191
  • Rural Big River, Birch Hills, Blaine Lake,
    Canwood, Hafford, Leask, Leoville, Shellbrook and
    Spiritwood
  • Total Revenue from Gaming (Casino, SK Gaming
    Corp. SIGA) 763,068,000
  • Net Income Generated from Liquor in stores,
    franchises, off-sale retailers and permitted
    establishments 126.4 Million (2002-03)

13
The Demographics
  • 62 of PAGCs population is under 25
  • 2001 Census Data suggests that the largest
    portions of Prince Alberts population are 12-20
    years, and 5-12 years
  • It costs over .5 million for every high school
    drop out (Canada will lose more than 4 Billion
    for 137,000 who dropped out in 1989)
  • Its costs over 2 million for every FASD baby
  • It costs .5million for every Young Offender
    under 18 involved with the Justice System
  • One in four of our population is vulnerable

14
The Early Years Data
  • Teen Mother
  • 1 in 6 babies
  • 209 17 infants are born to mothers between 11
    and 19 years of age
  • Infant Mortality
  • 14/1200 Birth Cohort
  • Which is double the Canadian Average, 33 than
    Saskatoon and Region, and triple Moose Jaw
  • Obesity
  • 23 of our Babies are born overweight
  • 276 babies/1200 Birth Cohort born over 8.8 pounds

15
The Early Years
  • Economic Conditions - Half our families lives in
    low to very low Socio Economic Conditions
  • One in four families lives below the LICO
  • Welfare Support payments are 60 of LICO in
    Canada
  • Prenatal Care - 21 of children have less than
    adequate prenatal care
  • 253 infants/1200 Birth Cohort in Prince Albert
  • Mobility - 81 of families live in neighbourhoods
    where between 10 - 60 of them move every single
    year
  • This year Queen Mary Community School has 125
    turn around in its school population by Easter of
    the school year

16
How Do We Change This Picture?
  • What does this mean about our society, our
    cities, our neighbourhoods?
  • Where is causing this?
  • Why do we see such escalation?
  • Where do we intervene strategically to have the
    largest impact?
  • How do we structure ourselves to make the
    necessary impact?
  • How do we know if were having an impact?

17
Creating a Positive Context for Human Development
  • We need to create the context that nurtures and
    supports
  • If we do this well, we will spend less time,
    effort and money, fixing up when things go wrong
  • Enables us to build on strength and create
    capacity
  • Monitoring is important we need to be aware of
    where weve been and where were going

18
We Need to Understand.
  • Our Demographics
  • Human Development
  • Our Present Capacity
  • Strengths
  • Challenges
  • Needs
  • Opportunities
  • Resources
  • How These Patterns Get Created and are
    Perpetuated and Sustained
  • What the Research Has Shown Us

19
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20
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.
21
If we have only one start in life Let it be a
strong one!
22
Strong Start
  • Sensitive Start
  • Relationship positive, enduring reciprocal
  • Safe Start
  • Absence of neglect, abuse
  • Protection from drugs, alcohol, tobacco
  • Healthy Start
  • Nourishment
  • Food Security
  • Immunization
  • Smart Start
  • Sensory Stimulation
  • Windows of Opportunity
  • Connected Start
  • Community
  • Formal Informal Supports
  • Home Place or Heartland
  • First source of social support
  • Bridgeline (first line of protection to create
    optimal outcomes)
  • Housing
  • Income
  • Workplace

23
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

24
Community Influences on Child Development
25
(No Transcript)
26
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

27
Childrens Readiness to Learn at School 2004
28
Readiness to Learn Factors2004(Age cohort of
642 Kindergarten Children)
29
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

30
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).

31
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

32
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.

33
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

34
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

35
Types of Attachment
  • Secure
  • Insecure - avoidant
  • Insecure - anxious/ambivalent
  • Insecure - Disorganized

36
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.

37
Insecure Attachment Avoidant20 30Im not
worthy of love and affection.
  • Parent is repeatedly unavailable, imperceptive,
    unresponsive, and emotionally rejecting 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.

38
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

39
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

40
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
41
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
42
We Learn Not to Aggress
Richard Tremblay, 2003, Why Socialization Fails
The Case of Chronic Physical Aggression. In
Causes of Conduct Disorder and Juvenile
Delinquency. B. Lahey, T. Moffitt, A. Caspi,
Eds. The Guildford Press.  
43
Positive Social Environments Protect Children
and Youth
44
Project Hope Uniting to Heal
  • Treatment
  • Timely access to appropriate effective
    treatment
  • Inpatient
  • Outpatient
  • To reduce harm caused by Addictions
  • Continuum
  • Drug Courts
  • Integration
  • Increase capacity in individuals and in
    communities to support positive choices
    positive alternatives
  • Transform Communities
  • Supply Reduction
  • Limit Supply
  • Reduce Demand
  • Strengthen Controls
  • Promote Restrictive Drug Laws Policy
  • Prevention
  • To promote positive development
  • To create awareness
  • To provide timely information
  • Prevent Addictions Substance Abuse

Vehicles for Growth Community Development
Knowledge Exchange Collaboration, Coordination,
and Integration
45
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

46
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

47
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

48
More Assets Increase Positive Outcomes
Fewer Assets Increase Negative Outcomes
49
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

50
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

51
03-063
HEALTH
52
04-006
Swedish Longitudinal Study ECD and Adult Health
Number of Adverse ECD Circumstances
1
2
4
0
3
Adult Health
Odds - Ratios
General Physical
1
1.39
1.54
2.08
2.66
1
1.56
1.53
2.91
7.76
Circulatory
Mental
1
1.78
2.05
3.76
10.27
Economic, family size, broken family and family
dissention
Lundberg, Soc. Sci. Med, Vol. 36, No. 8, 1993
53
03-065
BEHAVIOUR
54
04-126
Physical Aggression Trajectories
4
Chronic (4)
High (28)
Physical Aggression
2
Moderate (53)
Low (14)
0
6
10
11
12
13
14
15
Age
Nagin Tremblay. 1999.
55
04-127
High School Diploma
80
75.8
62.5
60

40
27.5
20
3.3
0
Never
Low
High
Chronic
Level of Aggression
Tremblay
56
02-008
Maltreatment at an early age can
have enduring negative effects on
a child's brain development and
function.
Martin Teicher
Scientific American, 2002
57
02-011
"The aftermath can appear as
depression, anxiety, suicidal thoughts or
post-traumatic stress - or as aggression,
impulsiveness, delinquency, hyperactivity
or substance abuse."
Martin Teicher
Scientific American, 2002
58
02-041
Substance Abuse and Childhood Abuse
Odds Ratios for Drug
and Alcohol Use
Exposure to
Drugs
Alcohol
Child Abuse

0 1.0 1.0
1 2.7 2.0
2 2.9 4.0
3 3.6 4.9

4 4.7 7.4
Scale 0 none

4 intense
59
03-115
LITERACY
60
05-168
two American public hospitals found that a
third of patients could not read and understand
basic health-related materials, 42 could not
understand directions for taking medication on an
empty stomach, and 60 could not understand a
standard consent form.
The Lancet, 366, p. 95
61
05-173
Literacy Levels by Physical, Mental or Other
Health Conditions USA (Quantitative)
Health Problems
Mental or Emotional Problems
Long-term Illness
Percent
Level
NALS, p. 44, 2002
62
05-170
Percentages of Adults in Poverty, by Literacy
Level USA (Prose)
Level
Percent
NALS, p. 61, 2002
63
03-116
OUTCOME MEASURES
64
05-192
Life Expectancy at Birth, Registered Indian and
Canadian Populations - Males (1980-2000)
Registered Indians
All Canadians
Age (Years)
Population Projections for Canada, Stats Can.,
2001.
Year
65
02-056
Policies to Foster Human Capital
"We cannot afford to postpone investing in
children until they become adults nor can we
wait until they reach school - a time when it
may be too late to intervene."
Heckman, J., 2001
(Nobel Prize Economics, 2000)
66
03-074
Rates of Return to Human Development Investment
Across all Ages
8
Pre-school Programs (ROI 18 without health
with health 116)
6
Return Per Invested
School (ROI 13)
4
R
Job Training
2
Pre- School
School
Post School
0
6
18
Age
Carneiro, Heckman, Human Capital Policy, 2003
67
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
68
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
69
How Do We Respond?
  • Build A Framework for
  • Understanding Whats Happening and Why
  • Develop an Evidence Base that is local but
    contextualized provincially, nationally and
    internationally
  • Where Were Spending our Money and Resources
  • Creating Action
  • Develop Policy
  • Build Programs
  • Deploying Resources/Realigning Resources
  • Spending our Resources, Time and Talent
    Strategically
  • By Dealing with Root or Systemic Causes
  • By Figuring out Where Well Get the Best ROI
  • By Collaborating and Coordinating our Efforts
  • By Integrating our Resources

70
The Dirty Dozen
  • Identify Issues
  • Gather the Data
  • Respond to them Strategically
  • Respond in an Integrated Fashion
  • Be Inclusive
  • Focus on the Outcomes
  • Short Term
  • Medium Term
  • Long Term
  • Monitor the Results

71
Early Years Prenatal 8 Years
Create a Strong Start to ensure positive
developmental outcomes for all children
Protection, Opportunities Hope, Relationship,
and Community
  • Secure Attachment
  • Infant Mortality
  • Readiness to Learn
  • Behaviour
  • Positive Parenting
  • Family Functioning
  • Parental Engagement in Learning Tasks
  • Maternal Mental Health
  • Nutrition

72
The Early Years
  • Early Child Development and Parenting Centres
  • Integrated Framework for Policy Programs and
    Services
  • Seamless
  • Mutually Supportive
  • Preventive

73
Substance Abuse 8 21 Years
Nurture the Four Worlds of Childhood Home,
School, Peer Group and Community Ensure
Belonging, Mastery, Independence, Generosity
  • Adult role models
  • Institutional and resource support
  • Peer Influence
  • Stress
  • Problem Solving Behaviour
  • Bullying
  • Violence

74
Youth, Family, Neighbourhood, Community Inpatient
Detoxification Centre
Create an atmosphere where youth and their
families can heal the Systemic Causes of
Substance Abuse
  • Media, Video Game, Family, Community Violence
  • Substance Abuse
  • Physical, Emotional, Sexual, Verbal Abuse
  • Discrimination
  • Naming Issues
  • Changing Behaviour

75
The Framework
  • Primary Prevention
  • To prevent before it occurs
  • A Multi-pronged Approach
  • Raise Awareness
  • Reduce Demand
  • Provide Accurate Information
  • Limit Supply
  • Strengthen Controls
  • Audience
  • Universal Interventions
  • Selected Interventions
  • Indicated Interventions

76
The Framework
  • Tertiary Intervention
  • Long term care in the wake of addictions
  • Builds on strengths and capacities of the
    individual, and the family
  • Wraps supports around the individual and their
    family to help them choose more positive pathways
  • Could be up to 2 years
  • A range of integrated services
  • Audience
  • Individual
  • Family
  • Peer Group
  • Neighbourhoods
  • Community

77
Creating a Structure That Supports, Nurtures,
Guides, andIs Fiscally Responsible
  • Infrastructure
  • Regional Intersectoral Committee The
    Philosophical
  • City of Prince Albert the Accountable Partner
    fiscally and contractually
  • The Steering Committee
  • The RIC
  • The City of Prince Albert
  • The Service Providers
  • The Coordinator

78
WrapAround Services A Seamless Weave
  • The Scale
  • 0 Service is absent
  • 1 Service is present but operates independently
  • 2 Service is present and there is some awareness
    of it in the community
  • 3 Service is coordinated with other services
  • 4 Service is integrated to create a seamless
    weave of services that provides A Social Safety
    Net for all citizens when the not so good times
    happens
  • For all
  • Required especially during times of transition
  • Especially the Most Vulnerable
  • Increases Efficacy (doing the right things) and
    Efficiency (doing things right)

79
Serious Habitual Offender Comprehensive Action
Program
Work intensively with these youth to change their
Pathway to enhance Positive Choices and
Transformation
  • Criminogenic Behaviour
  • Re-engagement with education
  • Participation in Job Market
  • Civic Involvement
  • Social Support

80
Crime Reduction Strategy
  • Objectives
  • Reduce Crime (B Es and Violence)
  • Create Partnerships with stakeholder to reduce
    and prevent crime
  • Enhance Public Safety by engaging community
    supports

81
Three Phase Process
  • Phase I
  • 12 24 year olds
  • High or Very High Risk to Re-offend
  • B Es and Violence
  • City of Prince Albert and Area
  • Phase II
  • Under 12s
  • Phase III
  • Prevention

82
Hot Spots That Utilize Proportionately More Acute
Care Services
Create a positive, safe home environment where
potential can be realized
  • Crime Rate
  • Ambulance Calls
  • Emergency Usage
  • Substance Abuse
  • Job Market Engagement
  • Fire Department
  • Neighbourliness
  • Safety in complex neighbourhood

83
Hot Spots
  • Analysis of Intersectoral Data
  • Understanding our Cumulative and Integrated Power
    to Change Outcomes
  • Strategic Deployment of Resources

84
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.
85
Conceptualizing the Common Humanity in Human
Services
A Tapestry of Support - Realize Our Collective
Promise
86
Principles
  • Help Adults BE what they need to be for their
    children
  • Nurture many positive, enduring and reciprocal
    attachments
  • Start Early
  • Know your Demographics
  • Examine your Neighbourhoods 1 size doesnt fit
    all
  • See the Big Picture and how the Parts relate
  • Invest Strategically Determinants of Health,
    Well-being and Competence
  • Support Positive Parenting and Families
  • Strong Individuals, Strong Families, Strong
    Neighbourhoods, Strong Communities
  • Build Bridges not Silos work together
    interprofessionally and with the voluntary sector
  • View difference as a strength and not a threat

87
Principles
  • Keep Track
  • Monitor Trends
  • Monitor Along the Developmental Continuum
  • Understand your Social Agenda is directly related
    to your Economic Agenda
  • Value and Support Youth for who they are Today
    Link them into the Fabric of the Community
  • Heed the WARNING Signs
  • Think Prevention
  • Think Integration It takes a whole community to
    raise a child
  • Think Social Capital Invest in People
    Understand that we Grow in the Shelter of Each
    Other
  • Build Individual, Family, Neighbourhood and
    Community Assets
  • Think Investment rather than Cost

88
Principles
  • Unpack the cause and effect chain
  • Think systemic or root causes
  • Focus on changing the determinants of health,
    well-being and competence
  • Place the client and their family at the centre
    of the care circle
  • Honour what each profession and the voluntary
    sector has to bring to the vision of care
  • Engage in Knowledge Exchange
  • Grow Together in your understanding of dis-ease
  • Acknowledge that the mind, the body and the soul
    are interconnected
  • Understand that contexts affect health,
    well-being and competence

89
Principlesfor PAPS
  • Continue to Be Who You Are
  • Continue to Build Team with the Community
  • Continue to Balance Enforcement and Community
    Policing
  • Continue to Problem Solve asking, Why is this
    behaviour occurring? to get to the causes
  • Build on your Adopt an Offender Program
  • Continue to be Active in Your Community
  • Continue with the Human Services Integrated
    Practicum
  • Continue to Help Others Understand Policing
  • Continue to Work Together
  • Continue to Work from an Evidence Base
  • Be Strategic Ready-Aim-Fire

90
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
91
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
92
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
93
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
94
Children are 30 of our population but 100 of
our future..  - Inspector Troy CooperPrince
Albert Police Service
95
Family Enabling Society






.
Program Evaluation, Monitoring,

Social Inclusion
Human Capital Based on Life-long Learning
Collaboration
And Research
Four Corner Posts

Doug Willms, NLSCY 2002
96
The Path of Life Unwinding
97
Every Life Has Stormy Weather
98
But There is Always Hope
99
Our Children Trust Us to Build A Future Worth
Living
100
They Have Hope in Us
As
We Have Hope in Them
101
They Live On the Edge of Possibility
102
Will We Help Them Sow Solid Dreams for the
Future?
Dreams that Help Them Realize Their Promise
103
Together We Can Plant Hope!
Alone we go fast, Together we go far.
We can build a future that
Will shine for eternity!
104
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?
105
How will Saskatchewan grow his future? The choice
is.ours!
106
A Human Life.
Is a work of art than can reach eternity. Each
life has the ability to touch other lives, which
in turn touch yet more lives. And so, person by
person, generation by generation, a world and a
future are shaped (Kinkade, 1999, p.
232-233).  
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