Hos2014.buffalo rider.1.1

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  • Tina Leclair
  • Ron Lepage
  • Nora
  • Data from the 4 communities which completed their 10 modules and pre/ post assessments with a total of 23/39 youth who completed their program and most of their assessments-pre and post. Their assessment results were entered into the database for the DUSI- Drug Use Survey Inventory, Resiliency and SEI-YV- Six Seconds Emotional Intelligence – Youth Version
     
    Drug Use Screening Inventory (DUSI)
    The DUSI-R is the most comprehensive instrument available for youth ages 10-19. The DUSI-R yields 26 scales measuring severity of problems, as well as predictive scales for mental health disorder, adverse outcomes, and violence proneness. Additional scales for risk of relapse (drug/alcohol) and risk of recidivism (DUI, legal involvement/reoffending, etc.), and decision tree model for type and intensity of treatment are currently in development).
    Measures include:
    1. Overall Problem Density
    2. Absolute Problem Density (Substance Use, Behavior Pattern, Health Status, Psychiatric Disorder,
    Social Competence, Family System, School Performance, Work Adjustment, Peer Relationship,
    Leisure/Recreation)
    3. Relative Problem Density (ranking order of severity to inform treatment priority)
    4. Prediction of Mental Health Disorder (ADHD, Conduct/Anti-Social Personality Disorder, Depression
    Disorder, Anxiety Disorder, Substance Use Disorder)
    5. Prediction of Adverse Outcomes (Driving under the influence, Car accident while drugs or alcohol in system, Sell or deal drugs, Head injury, Treatment for injury after a fight, Sexually transmitted Disease, Giving someone drugs for sex)
    6. Prediction of Violence Proneness.
     
    For this report, we are focussing on the areas of Overall Problem Density, Absolute Problem Density and Prediction of Mental Health Disorder. The prediction of Adverse Outcomes relates to youth older than our pilot group (11-13).
     
     Overall Problem Density
     
    The Overall Problem Density reflects the general severity of adjustment over all domains in the assessment. The scales measure problems in multiple areas that compromise adjustment. In general, scores greater than 15% represent significant problems. For the Buffalo Riders 1 the Overall Problem Density was 29% at the beginning of the program and dropped 4% by the end of the program, which shows the impact in a very short time overall
    When you observe the graph above, one notices that the blue lines for Substance Use problems, Behaviour Patterns, Emotional Health, Social Competence and Peer Relationships are the highest and the focus of the Buffalo Riders program. When you observe the red bars, you notice that all of these areas show a lower red bar indicating a drop or positive change in all of these areas in just 3 months. The new area to focus on is the area of their personal health status overall.

Transcript

  • 1. U Buffffalo Rider School Based Early Intervention- Buffalo Riders Program
  • 2. What is School Based Early Intervention Buffalo Rider Program? Developed to strengthen the capacity of First Nations communities and First Nations Schools in addressing risks related to substance abuse through a school based early intervention program for Grade 7 and 8 students  Began as a pilot project in Manitoba in 2011  Presently national training that is held in London four times a year
  • 3. Why at School? Adolescents who feel connected to their school have significantly lower rates of emotional distress, suicidal thoughts and behaviours, violence, substance abuse…. ( Resnick,et al., 1997)
  • 4. Intersects with School Health Curriculum  All sessions indicate which specific MB provincial health learning outcome is addressed
  • 5. How was the Project Service Model Designed?  Assess the situation  Prepare a plan and build capacity  Implement a comprehensive initiative  Evaluate all parts with both process and outcome evaluation ( CCSA School Based Standards, 2010)
  • 6. What were the Strategies of the Program?  Community Needs Assessment/ Curriculum component selection  Individual Addiction Assessment Brief Screen (DUSI-R)  Pre and Post Emotional Intelligence, Drug Use Survey Inventory (DUSI) and Resiliency Assessment with individual development plan for student and classroom use  Curriculum- 25 ready to use culturally based sessions focusing on emotional literacy, emotion regulation, resiliency, and peer resistance. (community delivery included a pre selected 10 sessions)  Varied Instructional strategies  Staff 1 Lead trainer and the opportunity for Development/Capacity Building  Online and in person training, to equip local community staff and NNADAP workers with knowledge skills and mindset for continued implementation and community follow up
  • 7. Content of Program Small group early intervention activities that blend a range of different modalities, including:  educational or discussion approaches  brief intervention and motivational perspectives  cognitive behavioural strategies  skill-based decision-making methods  social and interpersonal skill development  culturally relevant content
  • 8. Why did the Project begin? The aim of this project was to:  Improve capacity  Increase access  Increase utilization of early intervention  Decrease demand for long term intensive treatment services  Decrease substance-use and harms
  • 9. What were the Project Deliverables? The project deliverables were:  Development of 25 training modules to support a 10 session life skills-based after school or in-school program for youth aged 11-13 years old.  Delivery of 20 after school and/or in school programs in 20 different communities by March 30, 2013.  Development and management of an on-going community of practice site and facilitator support.  The first set of facilitators trained will have opportunity to support participants in the second round of facilitator training.
  • 10. What were the theories used? Employed Theories  As referenced in the NNAPF proposal, positive- identity development increases hope, vision for future and resiliency. Accurate information regarding the impact of colonization on establishing positive identity reduces drug and alcohol use.  Strength-based practices, including positive identity development, increase resiliency. Social and emotional competency, combine with peer resistance to reduce drug and alcohol use.
  • 11. What were the theories used? Employed Theories  Improved capacity at the community level to deliver early intervention services results in more appropriate referrals for more intensive, longer term treatment and, eventually, less demand for long term, intensive drug treatment services.  One-time interventions do not lead to sustainable change. Community capacity to provide appropriate supports increase opportunities for sustained change.
  • 12. How did the Project get started?  Early Communication with and Selection of Communities  Developing Community profiles  Delivery of Facilitator Training  Gathering community support  Selecting curriculum modules  Selecting youth participants  Delivering the Program  Evaluating success  Developing community capacity and sustainability
  • 13. How did the Buffalo Rider Program Perform? Features: What features make BR appealing to both its target audience and facilitators?  Reliability: Reliability is the likelihood that the program will not fail within a specific time period.  Conformance: Did Buffalo Riders match its intended proposal?  Durability: In the case of BR durability, really means sustainability (can it live on)?  Serviceability: Serviceability is the speed with which the product can be put into service when it breaks down, as well as the competence and the behavior of the service person. Under this quality dimension, the process is the service.  Aesthetics: Aesthetics is the subjective dimension indicating the kind of response a user has to a product. It represents the individual’s personal preference.  Perceived Quality: Perceived Quality is the quality attributed to a good or service based on indirect measures.  Relevance. The services being provided must be relevant to the group of people being served.  Accessibility. The services must be timely and equitable.  Client-centredness. The services must prioritize the perspective and experience of clients and their families.  Continuity. The services must be coordinated and seamless.  Effectiveness. The services must lead to the best possible results.  Efficiency. The services must achieve the best results using the fewest resources feasible
  • 14. What was learned from the Project?  Time and patience to have an impact on community capacity and on outcomes for youth.  Challenges in FN Communities are significant and must be considered and supported if the program is going to have sustainability and impact. Patience (time), perseverance and after support are essential.  Community resources to help youth develop positive self-concept and resiliency through cultural teachings are available. This program offers an opportunity for these community resources/people to come together through a school-based program and make a connection with youth in a safe and supported setting.
  • 15. What was learned from the Project?  Gathering the community facilitators together for a two-day debriefing after implementation served an important purpose beyond evaluation. Not only did it serve to provide rich information about how the program was working to support continuous improvement, it also served as a venue for reinforcement and learning among participants, strengthening both individual commitment and capacity for further development in the community.
  • 16. What did Manitoba learn from the Project ? The program well exceeded its intended client target as some communities chose to deliver to entire classes, grades, and deliver to small groups multiple times. Additionally, there were instances where content was adapted into local language and used with other age groups, including community elders.  packaging and the user friendly nature of the content appealing.  supplies were included and culturally appropriate.  locally adaptable, rather than a standard manual with no flexibility.  content was laid out in concrete lesson plans and that it identified where it supported the Manitoba Health curriculum.  access to all of the print material electronically  after support and debriefing sessions from the Project Manager
  • 17. Where is the Project Today? At the community level there are already examples where the program is being used regularly and community resources are assigned to support it. A key element of this program was:  the active after support element of the program that served to keep facilitators on track,  give them encouragement,  help them when they encountered barriers, etc. The debriefing element helped to round out this support. All facilitators thought these elements were critical and many felt they would not have persisted with implementing the program had these elements not been there. NNAPF and the Manitoba Health, Healthy Living & Seniors continue to communicate and partner building a sound relationship for any future funding options and projects.
  • 18. Why attend training? What was happening in the school and community?  Both Connie and Anna were leading the fight against bullying at Mikisew School. Bullying is an underlying cause of youth suicide and alcohol and drug abuse in aboriginal communities. The very reason that NNAPF training modules were created. I found the Buffalo rider modules were adaptable and can be used as a bullying prevention tool because of the self-esteem building tools and self- empowerment.  I also believe that a lot of the youth that misuse alcohol and drugs are trying to change how they feel. The same reason that students at very young ages tease and bully. This carries on to adulthood. In my opinion, belittling is the biggest form of teasing we are trying to feel better than another so we make them feel small and worthless but at what cost? This is also rampant in aboriginal communities.  I have always looked for outside resources to help with the students of Mikisew School to succeed. So when I saw the invitation for the NAPPF Buffalo riders program. I quickly jumped on the opportunity for training because I was hoping it would provide more tools for the wellbeing of the students. The application form itself was very interesting because it asked for demographics and questions about alcohol and drugs and ages that might be using. Also we could measure if the program benefited the students through surveys.
  • 19. What happen for you during 5 days of training?  During the training I received lots of resource information- the facilitator Nora Bressette was very knowledgeable in teaching techniques. Nora also brought with her resource material the trainees could use. Training manuals and student books we could do no wrong if we applied what we were taught. The reason buffalo riders program worked in Mikisew School is because administration were supporting it 100%.  Choosing Modules to meet Community Needs: We were instructed to choose modules based on community and student needs. I found it had meaning and purpose for the students at Mikisew they really put effort into the sessions.  Met and interacted with new people from other First Nations  Came back with a group phase map, so I knew which modules I was going to use and how; as I had time to develop them at training  Felt rejuvenated, excited, empowered
  • 20. How did you Choose your modules? Choosing Modules to meet Community Needs - Had a brain storming session with my partner earlier to look at the community dynamics and needs of the students - Worked with partner to decide on what would best meet the students needs
  • 21. How Receptive was the School? School Acceptance of Buffalo Rider Program:  I had a meeting with both the grade 8 teacher and School Principal. I showed them the modules both Greg (Principal) and Anna (former culture teacher) were impressed with the set up of how the module goals and objectives connected to the School Health Curriculum for the province of Manitoba. They were both so excited to try something new, interesting and cultural in the classroom.  What motivated me to continue with the project is Mikisew school principal Connie McIvor and Vice Principal Anna McKay.
  • 22. Letter from Grade 8 Teacher June 11, 2014 To whom it may concern: This letter is in reference to the Buffalo Riders program that took place at Mikisew Middle School on the school year of 2011-2012. Ron LePage presented this program to my grade 8 students in a span of 3 months. I had 25 students at that time and like any classroom my students were unique and had their own characteristics. I had a variety of students who were dealing with issues from bullying, drugs and alcohol, peer pressure, depression, low self-esteem, identity issues/loss, family crisis, affected by suicide, and others who were in dilemmas such as the conditions and circumstances at home they succumb to and had no control over. My biggest challenge at the beginning of the school year was to get them to adjust to each other and be able to reach them academically. To be successful, I achieved this goal by showing them my genuine sincerity of caring first and foremost, along with a lot of patience. I had some support but also I knew I required much more needed support and teamwork from outside of the classroom. This is when this program was introduced to me by Ron and the principal Greg Halcrow. After an explanation and looking at the program, I knew this would benefit my students in a much required and positive way.
  • 23. Ron Lepage taught this program with my students in a span of 3 months approximately ten times consisting each time of 45 minutes. Ron was excellent at presenting the material with the students. He explained the material thoroughly for all the students. The students were engaged and interested with this program. Ron used the lessons to the extreme. As a result, he brought out so many emotions that were suppressed for such a long time for some in the classroom. More students came out and spoke out about their issues and problems. The program was successful in teaching the kids to express their needs. Also the bullying incidents decreased dramatically, more kids found strength and found their voice to express their concerns on bullying and the fact that bullying can be prevented and dealt with. The lessons that had more impact to the classroom were, Letter to a future me, The Hardened Heart, CD me, The Seven Grandfathers and What’s in Your Bundle. I participated with some of these lessons especially the CD me. I had my song picked out which one George Jones, “He stopped loving her today.” From my personal past experience this song has powerful meaning for my life personally. We listened to it together and the students were surprised about the meaning of the song. From there they knew what they had to do with theirs. The other lesson I participated and provide my input was the Seven Grandfathers, also from past experience from the misconception of our Cree culture; I was never exposed to such things as the pow wow, ceremonies but was taught the teachings of the Seven Grandfathers excluding the animals representing each teaching. I was exposed to these teachings from my aunts, uncles, parents and most of all my grandparents. I was fortunate enough to witness and learn my grandparent’s traditional teachings and most important was also surrounded by them also. I explained this to the students and had an idea on what they had to do.
  • 24. Overall of this program, it is very useful for the students and most of all it is beneficial. The outcomes of this program proved positive for the students as well for me. Anna C. McKay Vice Principal Mikisew School Cross Lake, Manitoba R0B 0J0
  • 25. June 16, 2014 To whom it may Concern: This is a letter of support for Mr. Ron Lepage and the program that he introduced into our community of Cross Lake, Buffalo Riders: School Based Early Intervention. This program was implemented into the school of which I was the principal. We needed some sort of early intervention with some of our youth in the school that were showing signs of high risk behavior, namely fighting with their peers and confrontations with staff, etc. The program Buffalo Riders enable the students an outlet to release their frustrations in a control safe environment. Under the guidance of Mr. Lepage they were able to do this; I highly recommend this program to any school that is concerned about their high risk students. Greg Halcrow Director of Education Cross Lake Education Authority Cross Lake, Manitoba Support from Principal/ Director of Education
  • 26. How did you manage Culture in a Christian Community? Culture in a Christian Community: The Modules were culturally based and very easy to explain. Some of the students that attend Mikisew School come from Christian homes and their parents oppose cultural activities. I had to change the way I explained a few of the modules, but left the workbook as is.
  • 27. How did you get Community Consent? Buffalo Rider Program requirement was to have school and community consent The Principal felt that the program met the school and curriculum needs. Therefore, the program would be no different than adopting any other program within the school; that met the needs of the students and community; so he gave approval and notified parents about the program.
  • 28. How should others work with Youth? Working with Youth:  My recommendations to other trainers do not see the current youth you are working with as the future because they will be forgotten they are the present and need to be treated as such they are special gifts from god and need to be nurtured.  So whatever we can do today, using out of the box thinking, no matter what anybody else thinks, try it.  Helping many youth that feel hopeless and helpless before they turn to alcohol and drugs is worth it! I truly believe that. That’s what keeps me motivated and gets me up every morning.
  • 29. How did you handle all the Assessments? Assessments: At training Nora assigned each community with a number for us to use to number the students and keep a record of which students went with each number for the pre and post assessments The classroom teacher assisted me with completing the assessments during classroom time. We completed the three assessments with fun activities such as the Destination Postcard/ Letter to Me to keep the youth engaged The assessments were faxed to Nora for her to input them into the data base
  • 30. How did you contribute to the Project? Development of New Training Module #26 “What’s in My Bundle?” A bundle is one of the most sacred symbols of Indigenous life as a very precious possession which represents a person's spiritual life, and may possess powers for protection and healing. As the owner grows older, more items may be added to it.  Can belong to an individual or group  Sometimes called Medicine Bundle  Different across nations  Can involve a pouch or carrying bag  Contains objects of significance to your family, clan and personal journey
  • 31. What did you learn as a Mentor? Mentoring - Came back as a mentor to the debriefing and second training session. I really enjoyed sharing what I had learned with the next group of facilitators - Learned from the new facilitators as well
  • 32. What have you taken away from your training?  I learned that specific modules could create different outcomes the intended purpose can be routed differently without that being the intention. The buffalo riders program was intended for youth that start using alcohol and drugs as a prevention/ intervention tool.  However as I stated previous, I found the modules helped the students build self esteem and confidence. To bring the awareness of bullying to the administrations attention. Bullying has always been an underlying issue in students leading to suicide ideation, alcohol and drug use, violence.  So in my opinion buffalo rider’s modules strengthened the youth’s inner strength by providing information. And hopefully teaching healthy coping skills they can carry and use as they go through their life’s journey.  I also learned that one on one counselling in schools is benefited. Group counselling has greater benefits for the students many students feel alone and outcast. A group session like the buffalo riders program brings youth together and embraces their strengths and increases self worth.  As a facilitator, in my case a counsellor there is strength in numbers; I have more students that learned to be empathetic and are willing to listen and the negative side is confidentiality. Trust building among youth after it is broken can be hard to repair even though youth are
  • 33. What have you taken away from your training?  Mentoring in schools is very important for our aboriginal students learn from seeing and following examples set by staff. I truly believe we teach people how to treat us.  If we disrespect, tease, lie then they will do the same in turn to us. We are being paid to be professional and to teach. We need to understand we are here for the students, they are not there for us.
  • 34. Evaluation  Pre and post self-evaluation of community facilitators' skill and knowledge  Structured post implementation debriefing over two days with community facilitators, trainer, curriculum developer, project leader and external evaluator, program implementation rates and student completion rates.  DUSI (Drug Use Survey Inventory) was used to determine which students were high risk, at the beginning and end of the program to assess each student's current association and use of drugs or alcohol.  The Six Seconds Emotional Intelligence Competency Assessment, Youth Version (SEI-YV) to assess immediate changes in knowledge, behaviours and protective factors associated with harmful substance use.  Resiliency assessment was used to establish existing resiliency traits. This is a First Nations owned and developed 28 item scale designed to measure resilience in youth in 8 key competency area of the youth's self-esteem specific to their cultural identity.
  • 35. Overall Results • Many facilitators over came their challenges and were able to deliver the project (time and change in staffing)  More facilitators are doing school substance use interventions  One group sought court approval and uses this project as an alternative for youth justice  Two communities adapted this program to use with adults  Many convert the teachings to their community language and cultural content
  • 36. Facilitator Evaluation • 40 community service providers trained in School Based Early Intervention practises. • 21 school staff and 19 NNADAP staff in rural and remote communities Evidence of knowledge/skills gained by facilitators with intervention practices • 2 mentors from Buffalo Riders 1 training session attended second training (Buffalo Riders 2) session and 2 Debriefings "It was important to have another person (co-facilitator) to be there for support, especially to attend to individual student needs. If one facilitator did not connect with a student, the other one was able to. It was more difficult to offer the program when the co-facilitator wasn’t able to participate any longer. “
  • 37. What were the best elements of their training?  Cultural component all the way  "The materials focus on changing the way we think – if you look for the negative, that is what you see. I used the Creation Story to support positive changes and build positive identity. Where does it say that we are violent, dishonest and weak. We are born to be kind, honest and strong."  How the lesson plans were already made out. Discussion and describing our communities aspects- cultural shortfalls  Working with the different modules with others helped reinforce the lessons of each module. The buffalo rider and balance was good.  I found the behaviour therapy module to provide useful information. The ANTS is very interesting and the appreciative response/ questions were useful.  The facilitator was clear very well explained. The particular module that was really well done the example of the Buffalo and its riders. I know the buffalo was not intended to ride, unlike a horse. A person tends to slide off the Buffalo. You must keep trying to hang on and put your effort in order to maintain being a rider! Good choice!
  • 38. Facilitator Results • Teaching the facilitators training to the community programs built a stronger understanding of alcohol and drugs • Facilitator’s experience facilitating with youth did not result in being a factor in their delivery of the program.  facilitator who had no prior facilitation skills stated: “I have learned a foundation and I can grow in that area”  Another was afraid to deliver the modules, so “I asked the community for help and brought in different community facilitators to complete the project • Built a team that includes the resource people in the community: treatment centre, wellness centre, chief and council, school, to get them involved and create awareness • BR Facilitators adapted the BR trainer curriculum to be more specific to their community and delivered the training to the community program staff. The community were excited about implementing the program. This was more of a community development approach.”  Confidence in facilitating programs with students and more knowledge in prevention and intervention  Most of the training could be passed on to coworkers to teach the target group
  • 39. Student Results  The program was completed in eleven communities (10 modules delivered) with 326 youth. Another four communities were in various stages of implementation on March 31, 2013. The completion of pre and post assessments was overall low. 164 youth completed various portions of their assessments. Their assessment results were entered into the database for the Drug Use Screening Inventory (DUSI), Resiliency, and Six Seconds Emotional Intelligence – Youth Version (SEI-YV).  Implementing the DUSI Brief Screen brought awareness to the communities about their youth, so the DUSI Brief Screen in communities assists with awareness
  • 40. Drug Use Screening Inventory (DUSI) Absolute Problem Density measures Substance Use, Behaviour Pattern, Health Status, Psychiatric Disorder, Social Competence, Family System, School Performance, Work Adjustment, Peer Relationship, Leisure/Recreation
  • 41. Mental Health Issues
  • 42. Substance Use
  • 43. Next Training When: August 11-15/14 Where: COURTYARD MARRIOTT, Exeter Road, London Ontario Cost: $1700.00 ( includes, training manual, student handbook, reading material, 26 modules, games, books, pre/post assessments, etc.)
  • 44. Conclusion “what is important is you have an understanding of what you want to accomplish and that is in harmony with what your clients want to achieve” (p.42). Corey, Schneider- Corey and Haynes (2006)
  • 45. Comments, Questions
  • 46. How to Contact Nora Bressette NNAPF Curriculum Coordinator Satellite Office: 519.786.5713 Main Office: 866.763.4714 Fax: 519.786.2384 Cell: 519.383.9520 Meegwetch!