This document discusses issues facing Aboriginal children in Canada, including historical contexts of discrimination and challenges today. It notes that Aboriginal children are overrepresented in child welfare systems and face higher risks like substance abuse, suicide, and poverty due to impacts of the residential school system, lack of culturally-appropriate support services, and jurisdictional disputes between governments over funding responsibilities. The document argues that Canada is not fully upholding the rights of Aboriginal children as outlined in the UN Convention on the Rights of the Child.
Medical knowledge and practices during the Civil War were very basic and unsanitary by modern standards. Surgeons had little training and infection was not understood, so amputation was often the only solution for bullet wounds. Common diseases like dysentery, typhoid fever, and pneumonia spread quickly through unsanitary camp conditions and claimed many lives. While some anesthetics like chloroform were available, overall medical care was limited. Over 600,000 soldiers died during the war, with more from disease than combat injuries.
This presentation was very note heavy, meaning most slides contain no texts. If interested, contact me for the presentation notes - I am happy to share.
Here are some of the notes from the slides:
Slide 2: Boarding school has proven to be a widely shared formative experience for Native American children throughout the last 120 years. Attendees at these institutions, both historically and modernly, have suffered greatly, whether physically, emotionally, or culturally. Of the attempts to destroy Native American culture, the impacts of these boarding schools seem to have an unwavering longevity, penetrating the very essence of their lives today. Historical abuse has rippled outwards in these cultures, at the fault of the United States, with no apology or reparations. In order for these peoples to heal, we must internalize the struggles of Native Americans and own up to the past, as well as educate the public on the transgressions that occurred in these institutes.
Slide 7: Children were not given adequate food or medical care, and they were overcrowded into small spaces with the school. Children would die in mass numbers from starvation and disease. They were also forced to do grueling work in order to earn money for the school that imprisoned them and salaries for the teachers and administrators, who abused them.
Slide 11: Many students created coping mechanisms to deal with the harsh life at school. Involvement in sports, bonding with peers, maintaining an optimistic attitude, and active socialization were all positive instances of coping. On the darker side of coping is drug abuse, alcohol abuse, depression, and defense mechanisms.
Slide 14: As for the demands of reparations, Native people are reluctant to join a movement in which a common demand is financial compensation on an individual basis, because these movements will not end the colonial relationship that exists between the United States and indigenous nations. The struggle for sovereignty is one of control over land resources, not financial compensation for past and continued wrongdoings. Reparations need to be viewed as a human rights issue, and the United States needs to apologize for the actions of its government. The issue of boarding schools and the fact that they are still successfully running allows us to see the connection between state violence and interpersonal violence. No amount of reparations will assist in decolonization unless we internalize the struggles of the Native Americans as a country and address the oppressive behaviors that we have made the societal norm. The continuing effects of boarding school abuses are ongoing because they have not been acknowledged by the larger society. If they were perceived as human rights violations, it would remove the shame associated with talking about the trauma experienced at these facilities. This would allow these communities to begin healing.
This document provides information to help students select a topic for a research project on a person or event from the Civil War era. It instructs students to choose a topic that genuinely interests them, as they will spend a significant amount of time studying it. The document lists numerous potential topics, including important figures from both the Union and Confederacy, to help students identify three topics they are most interested in researching further. Students are then asked to defend their topic choices to their teacher.
This document examines Obama's views on gun control and gun violence in America. It discusses Obama's support for stricter gun laws and bans throughout his political career. The document also analyzes statistics on gun violence and the effects of concealed carry laws and assault weapons bans, finding no definitive evidence that stricter laws reduce violence. Homicide rates were lower in Houston, which has concealed carry, compared to Chicago, which has banned guns. In conclusion, while gun violence has declined since 2008, the causes are unclear and research does not provide a conclusive answer on the impact of gun control laws.
(2) industrialization and the gilded agereghistory
After the Civil War, industrialization in America accelerated due to new inventions and processes like the Bessemer Process for steel production. Entrepreneurs like Rockefeller and Carnegie established large corporations and monopolies in industries like oil and steel. While this growth boosted the economy, workers often faced long hours, low pay, and dangerous conditions. They organized unions to demand better treatment, but faced opposition from owners and the government who favored business interests.
Political turmoil in Mexico was triggered by social and economic inequalities. Santa Anna switched sides on different issues as president from 1821-1829 and 1833. The growing Anglo-American population in Texas led to tensions with Mexico, resulting in the Texas Revolt in 1835 and the battles of the Alamo and San Jacinto, leading to Texas independence. Mexico then lost the Mexican-American War of 1846-1848 and was forced to cede territory in the Treaty of Guadalupe Hidalgo. Benito Juarez led the liberal Reform movement which increased rights for indigenous groups and the poor. France invaded Mexico under Napoleon III in the 1860s but withdrew, allowing Juarez to rebuild the country.
The Gilded Age refers to the period from 1870 to 1900 in American history. During this time, businesses grew rapidly and profits soared due to laws passed by the government. However, corruption was widespread beneath the surface. Political machines controlled many local governments through networks of favors and bribes. Notorious bosses like William Tweed of New York used these systems to gain power. In response, muckraking journalists and progressive reformers worked to expose corruption and pass new regulations to protect consumers and the environment.
The document provides background on the causes of the Great Depression. It identifies 10 key factors: 1) Crisis in the farm sector due to overproduction and falling prices; 2) Uneven distribution of wealth concentrated among the wealthy; 3) Industrial overproduction as businesses produced more than consumers could buy; 4) Trade tariffs that restricted international trade; 5) Speculation in the stock market that created an unsustainable bubble; 6) The stock market crash of 1929 that wiped out billions in assets; 7) Depositor panics as banks ran out of reserves; 8) Businesses cut production in response, worsening unemployment; 9) President Hoover's stubborn adherence to laissez-faire policies despite the worsening crisis;
Medical knowledge and practices during the Civil War were very basic and unsanitary by modern standards. Surgeons had little training and infection was not understood, so amputation was often the only solution for bullet wounds. Common diseases like dysentery, typhoid fever, and pneumonia spread quickly through unsanitary camp conditions and claimed many lives. While some anesthetics like chloroform were available, overall medical care was limited. Over 600,000 soldiers died during the war, with more from disease than combat injuries.
This presentation was very note heavy, meaning most slides contain no texts. If interested, contact me for the presentation notes - I am happy to share.
Here are some of the notes from the slides:
Slide 2: Boarding school has proven to be a widely shared formative experience for Native American children throughout the last 120 years. Attendees at these institutions, both historically and modernly, have suffered greatly, whether physically, emotionally, or culturally. Of the attempts to destroy Native American culture, the impacts of these boarding schools seem to have an unwavering longevity, penetrating the very essence of their lives today. Historical abuse has rippled outwards in these cultures, at the fault of the United States, with no apology or reparations. In order for these peoples to heal, we must internalize the struggles of Native Americans and own up to the past, as well as educate the public on the transgressions that occurred in these institutes.
Slide 7: Children were not given adequate food or medical care, and they were overcrowded into small spaces with the school. Children would die in mass numbers from starvation and disease. They were also forced to do grueling work in order to earn money for the school that imprisoned them and salaries for the teachers and administrators, who abused them.
Slide 11: Many students created coping mechanisms to deal with the harsh life at school. Involvement in sports, bonding with peers, maintaining an optimistic attitude, and active socialization were all positive instances of coping. On the darker side of coping is drug abuse, alcohol abuse, depression, and defense mechanisms.
Slide 14: As for the demands of reparations, Native people are reluctant to join a movement in which a common demand is financial compensation on an individual basis, because these movements will not end the colonial relationship that exists between the United States and indigenous nations. The struggle for sovereignty is one of control over land resources, not financial compensation for past and continued wrongdoings. Reparations need to be viewed as a human rights issue, and the United States needs to apologize for the actions of its government. The issue of boarding schools and the fact that they are still successfully running allows us to see the connection between state violence and interpersonal violence. No amount of reparations will assist in decolonization unless we internalize the struggles of the Native Americans as a country and address the oppressive behaviors that we have made the societal norm. The continuing effects of boarding school abuses are ongoing because they have not been acknowledged by the larger society. If they were perceived as human rights violations, it would remove the shame associated with talking about the trauma experienced at these facilities. This would allow these communities to begin healing.
This document provides information to help students select a topic for a research project on a person or event from the Civil War era. It instructs students to choose a topic that genuinely interests them, as they will spend a significant amount of time studying it. The document lists numerous potential topics, including important figures from both the Union and Confederacy, to help students identify three topics they are most interested in researching further. Students are then asked to defend their topic choices to their teacher.
This document examines Obama's views on gun control and gun violence in America. It discusses Obama's support for stricter gun laws and bans throughout his political career. The document also analyzes statistics on gun violence and the effects of concealed carry laws and assault weapons bans, finding no definitive evidence that stricter laws reduce violence. Homicide rates were lower in Houston, which has concealed carry, compared to Chicago, which has banned guns. In conclusion, while gun violence has declined since 2008, the causes are unclear and research does not provide a conclusive answer on the impact of gun control laws.
(2) industrialization and the gilded agereghistory
After the Civil War, industrialization in America accelerated due to new inventions and processes like the Bessemer Process for steel production. Entrepreneurs like Rockefeller and Carnegie established large corporations and monopolies in industries like oil and steel. While this growth boosted the economy, workers often faced long hours, low pay, and dangerous conditions. They organized unions to demand better treatment, but faced opposition from owners and the government who favored business interests.
Political turmoil in Mexico was triggered by social and economic inequalities. Santa Anna switched sides on different issues as president from 1821-1829 and 1833. The growing Anglo-American population in Texas led to tensions with Mexico, resulting in the Texas Revolt in 1835 and the battles of the Alamo and San Jacinto, leading to Texas independence. Mexico then lost the Mexican-American War of 1846-1848 and was forced to cede territory in the Treaty of Guadalupe Hidalgo. Benito Juarez led the liberal Reform movement which increased rights for indigenous groups and the poor. France invaded Mexico under Napoleon III in the 1860s but withdrew, allowing Juarez to rebuild the country.
The Gilded Age refers to the period from 1870 to 1900 in American history. During this time, businesses grew rapidly and profits soared due to laws passed by the government. However, corruption was widespread beneath the surface. Political machines controlled many local governments through networks of favors and bribes. Notorious bosses like William Tweed of New York used these systems to gain power. In response, muckraking journalists and progressive reformers worked to expose corruption and pass new regulations to protect consumers and the environment.
The document provides background on the causes of the Great Depression. It identifies 10 key factors: 1) Crisis in the farm sector due to overproduction and falling prices; 2) Uneven distribution of wealth concentrated among the wealthy; 3) Industrial overproduction as businesses produced more than consumers could buy; 4) Trade tariffs that restricted international trade; 5) Speculation in the stock market that created an unsustainable bubble; 6) The stock market crash of 1929 that wiped out billions in assets; 7) Depositor panics as banks ran out of reserves; 8) Businesses cut production in response, worsening unemployment; 9) President Hoover's stubborn adherence to laissez-faire policies despite the worsening crisis;
This document provides an overview of issues within the substitute care system based on interviews and research. It discusses why children enter foster care, historical background on foster care, requirements for foster homes, common types of abuse in foster care, and stories from former foster youth about instability, abuse suffered, and challenges of aging out of the system. The document calls for reforms like increased support for biological families, reduced caseloads for social workers, and ensuring safety and permanency for children in state care.
The document discusses family and community-based services for children in India. It outlines that children need special protections due to their development and vulnerability. It discusses key rights children should have including protection, healthcare, education, and individuality. It also discusses factors that affect child development like family influences, stimulation, and parenting styles. It notes that over 30% of India's children live in poverty with limited access to services. Family and community services aim to provide education, care, and protect children's rights.
Social work practice with children and adolescents requires a developmentally sensitive, multisystem approach that emphasizes prevention and early intervention. Social workers must assess risk and protective factors in the child's family, neighborhood, community, and broader social environment. Practice also requires attention to ethics and values due to challenges around issues like confidentiality and self-determination for minors.
This document summarizes research on the educational challenges faced by students in foster care and potential solutions. It finds that foster care students have much poorer educational and life outcomes compared to the general population, including lower academic achievement, higher rates of grade retention, special education placement, dropping out, and less likelihood of attending or graduating from college. Their challenges are exacerbated by the instability of frequently changing schools due to changes in placement. Expanding education options through scholarship programs could help address these challenges by improving school stability, achievement, and life outcomes for foster care students.
This document discusses children's rights and an event held at The Winchester School in Jebel Ali to promote awareness of children's rights. The event brought together students of different faiths and beliefs to discuss issues related to children's rights. It describes the United Nations Convention on the Rights of the Child, which established that children have specific rights like the right to an education, healthcare, and protection from abuse. The event included activities where students learned and discussed children's rights, as well as situations where rights are violated around the world. The goal was to help students understand and support children's rights.
The document discusses key theories and perspectives on child development. It outlines major periods of development from prenatal to adolescence and describes three main domains: physical, cognitive, and social/emotional. Major theories covered include preformationism, Puritan influences, Locke's nurture perspective, psychoanalytic theories from Freud and Erikson, behaviorism from Skinner, biological theories from Gesell, ethology from Lorenz, cognitive development from Piagge, and Bronfenbrenner's ecological systems theory. The document provides an overview of the major thinkers and ideas that have shaped understandings of child development.
This document discusses children's rights and an event held by students at The Winchester School in Jebel Ali to raise awareness about children's rights. It provides information on the UN Convention on the Rights of the Child, which established specific rights for children, as well as examples of rights violations children still face around the world. The event included activities where students memorized and discussed children's rights, ranked their importance, and considered responsibilities that come with ensuring each right. The goal was to support children whose rights are being neglected and give them the lives they deserve.
This document discusses children's rights and an event held at The Winchester School in Jebel Ali to promote awareness of children's rights. The event brought together students of different faiths and beliefs to discuss issues related to children's rights. It describes the United Nations Convention on the Rights of the Child, which established that children have specific rights like the right to an education, healthcare, and protection from abuse. The event included activities where students learned and discussed children's rights, as well as situations where rights are violated around the world. The goal was to help support children whose rights are being neglected.
The Parental Rights Amendment, which contains wording to ensure that parental rights are protected for all, including those with a disability. Section 4 of the Amendment states, "The parental rights guaranteed by this article shall not be denied or abridged on account of disability."
Parenting with a Disability: Know Your Rights Toolkit, put together by the Christopher & Dana Reeve Foundation and the National Council on Disability. We hope you find the information it contains helpful.
The Juxtaposition of Children's Human Right and the Constitution's Right to Privacy Act - Mary Kay Keller, MPA, PhD
Presented at the 2021 America's Conference on Ending Coercive Control.
SITUATION OF FILIPINO CHILDREN IN PHILIPPINESEdz Gapuz
This document discusses issues related to children, youth, women, and tribal Filipinos in the Philippines. It notes that children face many risks such as death from preventable diseases, abuse, and exploitation. Women contend with inequality, poverty, and lack of access to healthcare and education. Tribal groups face loss of culture and identity. The plight of youth includes lack of purpose, motivation, and proper education. Overall the document outlines human rights concerns and challenges faced by these vulnerable populations in the Philippines.
The document discusses issues related to children in the foster care system. It notes that the number of children in foster care continues to increase annually with minimal efforts to address the root causes. There are also racial inconsistencies in foster care involvement. When in foster care, children often experience instability and may act out due to the changes in their lives. Maximizing accessibility to foster care resources could help provide more support to foster children, potentially leading to better mental health outcomes. Changes to policies around foster care could also help reduce uncertainty for children and allow for a greater focus on their well-being. Overall, more needs to be done to help the future by improving the foster care system and conditions for children within it.
This document discusses the history of social work and child protection in New Zealand. It summarizes that historically, social work involved adopting out children after World War I when women entered the workforce. It then discusses how today, social work focuses more on policing parents and removing children from homes over concerns of potential abuse. The document raises concerns that current practices mirror historical mistakes and that new parents are worried children will be taken at birth without cause. It lists the many government and non-government organizations that share information about families with child protection agencies.
Child neglect is a serious problem that negatively impacts children's well-being and development. It is defined as the failure to meet a child's basic needs and can include neglecting medical, psychological, or developmental needs. Children who are neglected often suffer physically and emotionally and may struggle as adults. Achieving the goal of ending child neglect requires raising awareness about reporting abuse, educating the public on signs of abuse and neglect, and providing rehabilitation services for victims and abusive parents.
Every child deserves equal rights regardless of personal attributes. The UN Convention on the Rights of the Child protects children's economic, social, cultural, civil and political rights in 12 areas: non-discrimination, family, health, protection from harm, identity, education, freedom of thought, access to information, privacy, arts, reparation, and government responsibility. Governments must do everything possible to ensure children enjoy their rights and develop safely.
New Jersey Division of Child Protection and Permanency v.T.docxvannagoforth
New Jersey Division of Child Protection and Permanency v.Tina Jones;
In the Matter of Trevor Jones
On May 5, 2018, the Division of Child Protection and Permanency (DCPP, formerly known as “DYFS”) was contacted by a teacher to report concerns regarding Trevor Jones, age 7. The teacher alleged that Trevor has a large bruise on his arm a few weeks ago, engaged in disruptive behavior, exercised very little self-control, hit other students and threatened to harm himself. The Division conducted its investigation, but determined that the neglect allegation was unfounded.
In the course of the investigation, the social worker obtained Trevor’s school records, and learned from the school that Trevor was receiving special education services, including behavioral counseling for ADHD.
Two months later, July 5, 2018, the Division received another referral from a neighbor in the apartment building where Trevor and his mother lived alleging that Trevor was home alone. The worker went to the home, knocked on the door, and Trevor answered. He said his mom was not home but he wasn’t sure where she was. The worker found the home in disarray and little food in the house. She was in the apartment for approximately fifteen minutes before Ms. Jones returned home. Trevor was not distraught, hungry or physically harmed. He told Ms. Jones that he was watching television.
When Ms. Jones returned home with her boyfriend, Don, she told the worker that she had been to the laundromat. The worker did not see Ms. Jones carrying any laundry, however. While interviewing Ms. Jones, the worker believed that Ms. Jones appeared to be under the influence of drugs or alcohol. Ms. Jones denied being under the influence on that day, but did admit to using marijuana on occasion to cope with the stressors of raising Trevor.
After speaking with his supervisor, the worker conducted an emergency removal of Trevor and he was placed in a foster/resource home.
Please write a response (minimum of 3 paragraphs) addressing the following:
1. Did Child Protective Services act appropriately in removing Trevor from his mother’s custody? Explain your position.
2. Is Trevor an abused or neglected child? If so, what types of abuse are present?
3. As an advocate for Trevor, what types of assistance do you think he needs?
1
CHILDREN & JUSTICE
What is child abuse?
Legal definition: N.J.S.A. 9:6-8.9 Child abuse defined:
"Abused child" means a child under the age of 18 years whose parent, guardian, or other person having his custody and control:
a. Inflicts or allows to be inflicted upon such child physical injury by other than accidental means which causes or creates a substantial risk of death, or serious or protracted disfigurement, or protracted impairment of physical or emotional health or protracted loss or impairment of the function of any bodily organ;
b. Creates or allows to be created a substantial or ongoing risk of physical injury to such child by other than a ...
Pregnancy and Government Grants Powerpoint Presentationguest56b3a014
The document discusses South Africa's child support grant program. It provides details on eligibility requirements, the application process, and payment methods. Most recipients are women, as statistics show many female-headed households have no wage earners. While some initially opposed the grants, research found no evidence it increased teen pregnancies or unemployment. Extending the program to older children is now being considered.
The document discusses issues related to grandparents raising grandchildren in Utah. It provides national statistics showing that millions of children live with grandparents as caregivers. In Utah, the most common reason for this is parental methamphetamine abuse. The document outlines various legal issues around custody, visitation, medical consent and school enrollment. It also describes the different kinship care options in Utah and eligibility requirements for associated public benefits and services. Resources for grandparents raising grandchildren are provided.
This document discusses foster youth and the challenges they face. It notes that there are nearly half a million foster youth in the US, many of whom do not graduate high school or college. Foster youth have high school graduation rates around 46% and college graduation rates around 2%. The researcher examined past literature on foster youth's educational outcomes through a review of qualitative and quantitative studies. The review sought to understand factors contributing to academic success or challenges for foster youth. It aimed to explore the role of the foster care system and how youth overcame obstacles to achieve academic success.
The Parliamentary Inquiry found that access to good quality, affordable childcare is particularly important for families with disabled children due to their increased risk of poverty. However, many families reported being unable to work due to a significant lack of suitable childcare options and higher costs of care for disabled children. The Inquiry heard that this lack of childcare forces some parents out of the workforce and others to work fewer hours than desired. Recommendations were made to address barriers to access, affordability, availability and inclusion of childcare for disabled children.
Parent Engagement in First Nation Schools: An EthnographyFaymus Copperpot
This presentation is based on my research completed via the Masters of Education program. I have combined research with my own experiences as an Ojibway child, mother and finally my experiences as a teacher.
There are 137 First Nations communities located in Ontario with a total population of approximately 132,000. These communities are organized under 4 Provincial Territorial Organizations (PTOs) and 12 independent communities not affiliated with a PTO. The Nishnawbe Aski Nation (NAN) represents 49 communities in northern Ontario, with some only accessible by air. NAN covers over 210,000 square miles and has a population of around 45,000. It consists of 7 Tribal Councils representing different regions within its territory.
This document provides an overview of issues within the substitute care system based on interviews and research. It discusses why children enter foster care, historical background on foster care, requirements for foster homes, common types of abuse in foster care, and stories from former foster youth about instability, abuse suffered, and challenges of aging out of the system. The document calls for reforms like increased support for biological families, reduced caseloads for social workers, and ensuring safety and permanency for children in state care.
The document discusses family and community-based services for children in India. It outlines that children need special protections due to their development and vulnerability. It discusses key rights children should have including protection, healthcare, education, and individuality. It also discusses factors that affect child development like family influences, stimulation, and parenting styles. It notes that over 30% of India's children live in poverty with limited access to services. Family and community services aim to provide education, care, and protect children's rights.
Social work practice with children and adolescents requires a developmentally sensitive, multisystem approach that emphasizes prevention and early intervention. Social workers must assess risk and protective factors in the child's family, neighborhood, community, and broader social environment. Practice also requires attention to ethics and values due to challenges around issues like confidentiality and self-determination for minors.
This document summarizes research on the educational challenges faced by students in foster care and potential solutions. It finds that foster care students have much poorer educational and life outcomes compared to the general population, including lower academic achievement, higher rates of grade retention, special education placement, dropping out, and less likelihood of attending or graduating from college. Their challenges are exacerbated by the instability of frequently changing schools due to changes in placement. Expanding education options through scholarship programs could help address these challenges by improving school stability, achievement, and life outcomes for foster care students.
This document discusses children's rights and an event held at The Winchester School in Jebel Ali to promote awareness of children's rights. The event brought together students of different faiths and beliefs to discuss issues related to children's rights. It describes the United Nations Convention on the Rights of the Child, which established that children have specific rights like the right to an education, healthcare, and protection from abuse. The event included activities where students learned and discussed children's rights, as well as situations where rights are violated around the world. The goal was to help students understand and support children's rights.
The document discusses key theories and perspectives on child development. It outlines major periods of development from prenatal to adolescence and describes three main domains: physical, cognitive, and social/emotional. Major theories covered include preformationism, Puritan influences, Locke's nurture perspective, psychoanalytic theories from Freud and Erikson, behaviorism from Skinner, biological theories from Gesell, ethology from Lorenz, cognitive development from Piagge, and Bronfenbrenner's ecological systems theory. The document provides an overview of the major thinkers and ideas that have shaped understandings of child development.
This document discusses children's rights and an event held by students at The Winchester School in Jebel Ali to raise awareness about children's rights. It provides information on the UN Convention on the Rights of the Child, which established specific rights for children, as well as examples of rights violations children still face around the world. The event included activities where students memorized and discussed children's rights, ranked their importance, and considered responsibilities that come with ensuring each right. The goal was to support children whose rights are being neglected and give them the lives they deserve.
This document discusses children's rights and an event held at The Winchester School in Jebel Ali to promote awareness of children's rights. The event brought together students of different faiths and beliefs to discuss issues related to children's rights. It describes the United Nations Convention on the Rights of the Child, which established that children have specific rights like the right to an education, healthcare, and protection from abuse. The event included activities where students learned and discussed children's rights, as well as situations where rights are violated around the world. The goal was to help support children whose rights are being neglected.
The Parental Rights Amendment, which contains wording to ensure that parental rights are protected for all, including those with a disability. Section 4 of the Amendment states, "The parental rights guaranteed by this article shall not be denied or abridged on account of disability."
Parenting with a Disability: Know Your Rights Toolkit, put together by the Christopher & Dana Reeve Foundation and the National Council on Disability. We hope you find the information it contains helpful.
The Juxtaposition of Children's Human Right and the Constitution's Right to Privacy Act - Mary Kay Keller, MPA, PhD
Presented at the 2021 America's Conference on Ending Coercive Control.
SITUATION OF FILIPINO CHILDREN IN PHILIPPINESEdz Gapuz
This document discusses issues related to children, youth, women, and tribal Filipinos in the Philippines. It notes that children face many risks such as death from preventable diseases, abuse, and exploitation. Women contend with inequality, poverty, and lack of access to healthcare and education. Tribal groups face loss of culture and identity. The plight of youth includes lack of purpose, motivation, and proper education. Overall the document outlines human rights concerns and challenges faced by these vulnerable populations in the Philippines.
The document discusses issues related to children in the foster care system. It notes that the number of children in foster care continues to increase annually with minimal efforts to address the root causes. There are also racial inconsistencies in foster care involvement. When in foster care, children often experience instability and may act out due to the changes in their lives. Maximizing accessibility to foster care resources could help provide more support to foster children, potentially leading to better mental health outcomes. Changes to policies around foster care could also help reduce uncertainty for children and allow for a greater focus on their well-being. Overall, more needs to be done to help the future by improving the foster care system and conditions for children within it.
This document discusses the history of social work and child protection in New Zealand. It summarizes that historically, social work involved adopting out children after World War I when women entered the workforce. It then discusses how today, social work focuses more on policing parents and removing children from homes over concerns of potential abuse. The document raises concerns that current practices mirror historical mistakes and that new parents are worried children will be taken at birth without cause. It lists the many government and non-government organizations that share information about families with child protection agencies.
Child neglect is a serious problem that negatively impacts children's well-being and development. It is defined as the failure to meet a child's basic needs and can include neglecting medical, psychological, or developmental needs. Children who are neglected often suffer physically and emotionally and may struggle as adults. Achieving the goal of ending child neglect requires raising awareness about reporting abuse, educating the public on signs of abuse and neglect, and providing rehabilitation services for victims and abusive parents.
Every child deserves equal rights regardless of personal attributes. The UN Convention on the Rights of the Child protects children's economic, social, cultural, civil and political rights in 12 areas: non-discrimination, family, health, protection from harm, identity, education, freedom of thought, access to information, privacy, arts, reparation, and government responsibility. Governments must do everything possible to ensure children enjoy their rights and develop safely.
New Jersey Division of Child Protection and Permanency v.T.docxvannagoforth
New Jersey Division of Child Protection and Permanency v.Tina Jones;
In the Matter of Trevor Jones
On May 5, 2018, the Division of Child Protection and Permanency (DCPP, formerly known as “DYFS”) was contacted by a teacher to report concerns regarding Trevor Jones, age 7. The teacher alleged that Trevor has a large bruise on his arm a few weeks ago, engaged in disruptive behavior, exercised very little self-control, hit other students and threatened to harm himself. The Division conducted its investigation, but determined that the neglect allegation was unfounded.
In the course of the investigation, the social worker obtained Trevor’s school records, and learned from the school that Trevor was receiving special education services, including behavioral counseling for ADHD.
Two months later, July 5, 2018, the Division received another referral from a neighbor in the apartment building where Trevor and his mother lived alleging that Trevor was home alone. The worker went to the home, knocked on the door, and Trevor answered. He said his mom was not home but he wasn’t sure where she was. The worker found the home in disarray and little food in the house. She was in the apartment for approximately fifteen minutes before Ms. Jones returned home. Trevor was not distraught, hungry or physically harmed. He told Ms. Jones that he was watching television.
When Ms. Jones returned home with her boyfriend, Don, she told the worker that she had been to the laundromat. The worker did not see Ms. Jones carrying any laundry, however. While interviewing Ms. Jones, the worker believed that Ms. Jones appeared to be under the influence of drugs or alcohol. Ms. Jones denied being under the influence on that day, but did admit to using marijuana on occasion to cope with the stressors of raising Trevor.
After speaking with his supervisor, the worker conducted an emergency removal of Trevor and he was placed in a foster/resource home.
Please write a response (minimum of 3 paragraphs) addressing the following:
1. Did Child Protective Services act appropriately in removing Trevor from his mother’s custody? Explain your position.
2. Is Trevor an abused or neglected child? If so, what types of abuse are present?
3. As an advocate for Trevor, what types of assistance do you think he needs?
1
CHILDREN & JUSTICE
What is child abuse?
Legal definition: N.J.S.A. 9:6-8.9 Child abuse defined:
"Abused child" means a child under the age of 18 years whose parent, guardian, or other person having his custody and control:
a. Inflicts or allows to be inflicted upon such child physical injury by other than accidental means which causes or creates a substantial risk of death, or serious or protracted disfigurement, or protracted impairment of physical or emotional health or protracted loss or impairment of the function of any bodily organ;
b. Creates or allows to be created a substantial or ongoing risk of physical injury to such child by other than a ...
Pregnancy and Government Grants Powerpoint Presentationguest56b3a014
The document discusses South Africa's child support grant program. It provides details on eligibility requirements, the application process, and payment methods. Most recipients are women, as statistics show many female-headed households have no wage earners. While some initially opposed the grants, research found no evidence it increased teen pregnancies or unemployment. Extending the program to older children is now being considered.
The document discusses issues related to grandparents raising grandchildren in Utah. It provides national statistics showing that millions of children live with grandparents as caregivers. In Utah, the most common reason for this is parental methamphetamine abuse. The document outlines various legal issues around custody, visitation, medical consent and school enrollment. It also describes the different kinship care options in Utah and eligibility requirements for associated public benefits and services. Resources for grandparents raising grandchildren are provided.
This document discusses foster youth and the challenges they face. It notes that there are nearly half a million foster youth in the US, many of whom do not graduate high school or college. Foster youth have high school graduation rates around 46% and college graduation rates around 2%. The researcher examined past literature on foster youth's educational outcomes through a review of qualitative and quantitative studies. The review sought to understand factors contributing to academic success or challenges for foster youth. It aimed to explore the role of the foster care system and how youth overcame obstacles to achieve academic success.
The Parliamentary Inquiry found that access to good quality, affordable childcare is particularly important for families with disabled children due to their increased risk of poverty. However, many families reported being unable to work due to a significant lack of suitable childcare options and higher costs of care for disabled children. The Inquiry heard that this lack of childcare forces some parents out of the workforce and others to work fewer hours than desired. Recommendations were made to address barriers to access, affordability, availability and inclusion of childcare for disabled children.
Parent Engagement in First Nation Schools: An EthnographyFaymus Copperpot
This presentation is based on my research completed via the Masters of Education program. I have combined research with my own experiences as an Ojibway child, mother and finally my experiences as a teacher.
There are 137 First Nations communities located in Ontario with a total population of approximately 132,000. These communities are organized under 4 Provincial Territorial Organizations (PTOs) and 12 independent communities not affiliated with a PTO. The Nishnawbe Aski Nation (NAN) represents 49 communities in northern Ontario, with some only accessible by air. NAN covers over 210,000 square miles and has a population of around 45,000. It consists of 7 Tribal Councils representing different regions within its territory.
Fire safety requires understanding the elements of fire - fuel, oxygen, and heat. Fires can start from accidents, electrical issues, appliances, and unattended flames. Different types of fires involve solids, gases, electricity, or metals. When a fire occurs, remain calm and have an escape plan. To prevent fires, install alarms and avoid overloading outlets or leaving cooking unattended. If a fire does start, act quickly to put it out safely or evacuate to call for help.
The document announces a nomination call for the NAGE Role Model program at Lakehead University. The program recognizes Aboriginal, Metis, or Inuit students enrolled in a master's or PhD program for their achievements, leadership, and innovation. Nominations must be submitted by February 3, 2012 and two role models will be selected - one from a master's program and one from a PhD program. The nomination form requires information about the nominators, nominees, and reasons for nomination including the nominees' volunteer work, helpful nature, overcoming adversity, academic excellence, and other impacts.
PDD-NOS is an autism spectrum disorder used to describe individuals who do not fully meet criteria for autism or Asperger's. Matthew has mild autistic characteristics in social skills, repetitive behaviors, and sensitivity to sounds. He also takes medication to control epilepsy. Matthew is the middle child in his family and enjoys activities like bubbles, Harry Potter, swimming, and rollercoasters. His father advocates for more special education funding for First Nations students like Matthew whose needs are not fully met.
Do we need the Ojibway language in today's modern world? The answer to this is "Yes." The language not only tells who are people are but tells the exact location of where they live through various dialects in the Ojibway language. The Treaty #3 area must incorporate plans to revitalize the language. Here is one opinion on how to support this endeavor....
There are several forms of indigenous language education programs in Canada. Core language programs teach an indigenous language for one class period per day, while immersion programs fully integrate the indigenous language into all classes. Language nests are preschool immersion programs conducted entirely in the indigenous language. Some schools, like the Akwesasne Freedom School, are fully immersed language schools that aim to incorporate indigenous language and culture into all aspects of education to reverse cultural assimilation and ensure language survival. Bilingual programs teach students to be fluent in both an indigenous language and English. Challenges to maintaining indigenous languages include a lack of community and financial support along with few remaining fluent speakers.
This document provides guidance on developing an Individual Education Plan (IEP). An IEP is a written plan describing the special education program and/or accommodations needed to help a student who requires modifications or accommodations to access the curriculum or demonstrate learning. It includes key information such as the student's strengths and needs, annual goals, teaching strategies, required supports, and transition planning for after graduation. The document outlines the components that must be included in an IEP and provides a checklist to guide its development. An IEP is intended to be a collaborative document developed by educators and parents/guardians to support a student's learning.
As part of the First Nation Student Support Program, this was our plan for 2010-2011 school year.
This and other FNSSP planning can also be found at the following site.
http://meeting.knet.ca/mp19/mod/data/view.php?d=14&advanced=0&paging=&page=1
Administering the DRA 2: Diagnostic Reading AssessmentFaymus Copperpot
This is a teacher's workshop to show how to use the DRA 2: Diagnostic Reading Assessment. Teacher will have the opportunity to learn how to use the program during this workshop.
The document discusses assessment-driven instruction for reading programs in grades K-3. It defines assessment-driven instruction as using data from valid reading assessments that measure six components of reading. Teachers use several types of assessments, including screening, progress monitoring, diagnostic, and outcome assessments. The data from these assessments helps teachers identify students' reading levels, group students for effective instruction, target skills to reteach, and monitor student progress. The Lead Literacy Teacher's role includes scheduling assessments three times per year and implementing interventions for students at risk.
What is the "First Nation Student Success Program?"Faymus Copperpot
This is a brief introduction of what "The First Nation Student Success Program" is and how we are going to run Literacy portion of the program in our schools.
What is first steps reading and writing continuumFaymus Copperpot
First Steps is a literacy framework that provides teachers with strategies and assessments to develop students' reading, writing, spelling, and oral language skills, including for those with special needs. Literacy lead teachers will receive training to then support other teachers in implementing First Steps. The plan is to train teachers over 6 days to become literacy coaches and begin rollout of the First Steps Writing Continuum in November after lead teachers receive training in October.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
3. A young girl will continue to be sexually abused
because substance abuse has taken hold of her
family...
An baby boy will continue to be neglected
because the only social worker has too many
cases, enough for 10 workers...
A depressed teen develops a drug problem and
ends up in jail because there is no place for him
to go for help and no to help him stay in school...
A culture will die slowly and invisibly if we fail to
protect and ensure the rights of our children...
4. Aboriginal People
Canada -Dominion
-Best country to live in -Discrimination
-High life expectancy -Displacement
-High standard of living -Discrimination
-Low level of internal conflict -Extreme Poverty
-High school enrolment -Colonization
-Assimilation
5. Today we will discuss:
•Which social problems?
•Historical Context
•Key Issues for Aboriginal Children and Families
•High suicide rates for Aboriginal People
•The UN Convention on the Rights of the Child
•The erosion of Children’s rights through the
Indian Act
•Bill C-31
•Effects of Poverty
•Conclusion
7. 1. Residential School System
• Reject language, heritage and families
• Parents forgot how to parent responsibly
2. Child and Welfare Services
3. Social manifestations
4. Violation of human rights
8. 120 First Nation child welfare agencies
Challenge: Adapt services that reflect holistic,
interdependent, and communal rights framework
of the cultural communities
Concepts of “child removal” or apprehensions are
foreign due to Communal child rearing during
times of stress
Western System of child care removal was only to
be used to respond to isolated incidents of child
maltreatment.
9. 25,000 Aboriginal children are in the child
welfare: 3x more then those who attended
residential school
71.5% of these children have special needs
3/4s of these children become permanent
wards and never go home
10. Sara’s mom is a single mother.
Sara is in grade 2. She was held back a couple
years because of her maturity.
So far, Sara has attended school and has a
paraprofessional to help her in school to get
around.
There are no Spec. Ed. at Sara’s school.
The teacher does not make any adaptations for
Sara’s assignments. She gets the same work that
everybody else gets.
What would you do if you were Sara’s mom and
you living on the reserve without any resources?
11. Sara’s Aunt and Uncle moved to Toronto.
Sara’s mom made arrangements for the Aunt and
Uncle to foster Sara in Toronto.
Sara’s aunt and uncle have help her adjust and live in
the city.
Sara attends a Special Education for the Blind in
Toronto and is getting her needs met.
Sara’s mom makes the effort to call her and plans to
visit her every 4 months at least.
12. The impact of historical
policies and the need for
Aboriginal solutions are
also in high suicide rates
among First Nation youth.
Pikangikum:
Weagamow/North
Caribou:
13. From the Reserve
Kaila is 10 months old
Recommended by doctors that he have a liver
transplant.
Parents do not agree due to traditional beliefs
Does “Child and Family Services” have the right
apprehend Kaila and over-ride parent’s original
decision to reject transplant?
14. From a First Nation Community in Saskatchewan
Kaila is 10 months old
Parents bring him to hospital because of bruising on his skin
Pediatric gastroenterologist informed the parents that their son’s only chance of survival would be to
receive a liver transplant. 70%-75% chance of survival in the first year. Post-transplant, dropping to
60-65% after 5 years. The parents were a well-informed.
Parents were articulate and understood the potential benefits and risks of their son undergoing a
transplant (assuming an organ became available).
After much soul searching, the parents decided to forgo the transplant specifically due to cultural
beliefs.
Also the parents had serious concerns about the potential long-term effects of the immunosuppressive
drugs on their child and took the view that his body would be “like a war zone” for the rest of his life.
The pediatric gastroenterologist consulted by the parents believed that the parents’ decision to deny
their son the possibility of a liver transplant was unreasonable. He notified the local child welfare
agency, and the department of social services petitioned the court to temporarily apprehend the child so
that consent could be obtained for a transplant.
The parents took their two children and fled the jurisdiction until the matter could be settled in court.
A judge heard testimony from both the parents of K’aila as well as several specialist physicians. Despite
the initial
physician’s determination that a liver transplant was in the child’s best interest, all expert witnesses did
not support this.
Other testifying physicians stated that they could not fault the decision of the parents, given the
uncertain course of the surgery as well as the potential severe and long-term effects of the necessary
immunosuppressive drugs.
The judge denied the petition of the social services agency, and the parents returned home with their
children. K’aila died peacefully in his mother’s arms 6 weeks after this ruling.
15. Jordan's Principle is a child first principle to resolve jurisdictional disputes
within, and between governments, regarding payment for government
services provided to First Nations children.
Under this principle, where a jurisdictional dispute arises between two
government parties (provincial/territorial or federal) or between two
departments or ministries of the same government, regarding payment for
services for a Status Indian child which are otherwise available to other
Canadian children, the government or ministry/department of first contact
must pay for the services without delay or disruption. The paying
government party can then refer the matter to jurisdictional dispute
mechanisms.
In Canada, there is a lack of clarity between the federal and
provincial/territorial governments around who should pay for government
services for First Nations children even when the services is normally
available to other children.
Too often the practice was for the governments to deny or delay the child's
receipt of a service(s) pending resolution of the payment dispute.
16. Jordan's Principle applies to all government services and states that
when a jurisdictional dispute arises, the government of first contact
with the child must fund the service and then resolve the
jurisdictional dispute later.
Jordan's principle is reflective of the non-discrimination provisions
of the United Nations Convention on the Rights of the Child and
Canadian domestic law that does not allow differential treatment on
the basis of race or ethnic origin.
Private Members Motion 296 in support of Jordan's Principle was
passed unanimously in the House of Commons on December 12,
2007.
Some provinces have partially implemented Jordan's Principle in the
area of children with complex medical needs but more work needs
to be done to eliminate the impact of jurisdictional disputes on First
Nations children's access to all government services.
17. Jordan's Principle was established in response to the death
of 5-year-old Jordan River Anderson, a child from Norway
House First Nation who suffered from Carey Fineman Ziter
Syndrome, a rare muscular disorder that required years of
medical treatment in a Winnipeg hospital.
After spending the first two years of his life in a hospital,
doctors felt he could return home. However, the federal
and provincial government could not resolve who was
financially responsible for the necessary home care in
order for Jordan to return to his family in his home
community 800 kilometres north of Winnipeg.
After spending over two years in hospital unnecessarily
while governments argued over who should pay for his at
home care, Jordan died in hospital in 2005.
18. The CRC provides as a framework to improve, promote, and
protect the basic human rights of all children
1. Non-discrimination which means that states commit
themselves to respect and ensure the rights of all children in
their jurisdiction without discrimination of any kind;
2. The “best interests of the child” which means that the interests
of the child are recognized as paramount and that budgetary
allocations should give priority to children and to the
safekeeping of their rights;
3. Respect for children’s views and for their rights to participate
in all aspects of democratic society which asserts that children
are not passive recipients but active contributors to the
decisions that affect their lives
4. The children’s right to survival and development which claims
the right for children to realize their fullest potential through a
range of strategies, from meeting their health, nutrition, and
education needs to supporting their personal and social
development
19. Findings indicate that First Nation children
continue to experience unacceptable and
disproportionate levels of risk across all the
identified dimensions and that polices developed
by the government to redress these risks remain
largely unimplemented.
Canada clearly falls short in its treatment of
Aboriginal children.
How? Aboriginal peoples continue to live far
below the standard of living of the general
Canadian population. Whether they are living on
or off reserve, Aboriginal children’s living
conditions fall far short of those promise in the
CRC.
20. How do you think the Indian Act oppresses
and discriminates First Nation children?
21. DEFINES who is and who is not a STATUS
INDIAN and therefore entitled to specific
rights that arise from the historical
relationship between Aboriginal peoples and
Canadian government.
CREATES divisions between Aboriginal
peoples in and effort to restrict the number
of Aboriginal peoples fro whom Canada will
exercises certain obligations
DIMINISHES the rights of future generations
of Aboriginal children.
22. Drawn up in 1985 to try and stop this
discrimination against first Nation women.
Native woman + white men=
Native women lose ALL status rights
*Children did not have status rights
Native men + White women =
White women became status.
*Children had full status rights.
23. The social economic conditions experienced by
many on-reserve First Nations people are similar
to those experienced by families in developing
countries.
Pervasive poverty, substandard housing
conditions, widespread alcohol and solvent abuse
involving adults and children, and high suicide
rates among youth are the resultant stark
realities.
Aboriginal families experience an extremely
high rate of hardship. Aboriginal families were
characterized by ...less housing and greater
dependence on social assistance, rates of
alcohol and drug abuse, and being investigated
more often for neglect or emotional
maltreatment
24. All Aboriginal children continue to suffer
disproportionately from high levels of child
abuse and sexual exploitation and from a a
child welfare system that fails to adequately
protect them through culturally appropriate
services.
Aboriginal child welfare agencies should be
given the resources and the funding to
ensure that they rights of Aboriginal children
under their care and jurisdiction are upheld
and respected.
The United Nations Development Program consistently has ranked Canada as one of the best countries in the world to live based on the criteria of.... (read first arrow)However, Canada’s history of colonization and displacement of its Aboriginal populations tells a story of centuries of what is listed on this other arrow. (read second arrow)
Today, we will examine the rights of Aboriginal children and discuss whether or not Canada has lived up to its responsibilities of ensuring equitable access to and support for the rights of Aboriginal Children. We will also talk about to what extent that Canada complies with the United Nations Convention on the rights of Aboriginal children.This presentation will also address the collective resistance of Aboriginal people in the face of continued domination by the Canadian government.
Birth: Born to single mother and you don’t know your biological dad. Due to this, you are not considered a Status Indian according to the Indian Act.Put into foster home with frequent visits maternal grandparents.Move back home with mom and her new husband of a different race then you.You can’t communicate with your great grand parents because you have lost your mother tongue.Parents have alcoholic and drug problems.Parents argue and fight a lot. Your new dad resents you because you are not his.Your community has a lot of social issues like alcoholism and drug abuse. Your siblings live in other communities.The school sees bruises on you and you are once again tossed into Child and Family ServicesIn fact you move from family to family within the Child and Family Services. You live in 34 different families in 10 years. In 2 of your homes, you have had to fight off the sexual advances by an older relative of the family. You quit showering as a means to fend off these unwanted advances.The present home you are in has you work hard. Every Saturday, you have cut and pile wood even if it is freezing outside. In fact, you have lots of work to do, like baby-sitting hours on end while your foster family goes gambling.Age 12: Your mom dies from jumping out of car while she was arguing with her then boyfriend. Your grandparents die one by one due to diabetes and cancer. Age 13: You have to move to Thunder Bay to attend grade nine. It’s a struggle because you have not had inadequate education. You struggle to fit in and join your friends in binge drinking and smoking up behind the Shopper’s Drug mart at the Macintyre shopping Center.You get beat up because someone think you are trying to steal their boyfriend or girlfriend. Because you were thrown in the river, you swim across using the Shopper’s lighted sign to guide your way.The police arrive, you are thrown into the drunk tank at the police station but not before the police get in a few jabs and punches. You start to fight back. As a last result you might the nearest leg belong to the policeman. Finally you are tazed. What kind of social issues do you think you will have as a result of your life experiences thus far?
The current generation of First Nations children and youth are experiencing the multigenerational effects of a colonial system that was based on the government policies designed to destroy Aboriginal cultures, traditions, and ceremonies. The residential school system targeted Aboriginal children and forced them to reject their own languages and heritage and even their own families. People forgot how to parent over several generations.Child and Welfare Services took up were the Residential School System left off and have contributed to further family breakdown. The systems resulting from historical trauma manifest themselves as unresolved great experienced across generations; such responses include high rates of alcoholism & substance abuse, suicidal thoughts & acts, anxiety, low self-esteem, anger and difficulty expressing emotions. 3. Social manifestations... PovertyCrimeLow education attainmentHigh rates of homicideAccidental deaths that are tragicChild abuseDomestic Abuse and Violence4. The early mass violation of human rights led to the widespreaddisruption of cultures, families and communities, and this has contirbuted to the political, cultural, spiritual, and economic decline of indigenous nations in Canada.
Awareness of the historical effects have spearhead the development and establishment of Aboriginal Child and Family services to respond to the needs of Aboriginal Children and their families.There are 120 First Nations child welfare agencies across the country, the vast majority of which receive their authority to deliver child welfare programs through provincial/territorial child welfare statues. TheChallenge that the Native Child and Family Agencies have are to Adapt services that reflect holistic, interdependent, and communal rights framework of the cultural communities. Concepts of “child removal” or apprehensions are foreign due to Communal child rearing during times of stress.Western System of child care removal was only to be used to respond to isolated incidents of child maltreatment. It was never intended to be the principal community development intervention in communities that had be devastated by colonization. Aboriginal-driven community development, child removal will continue to be a symptomatic response to colonization, one that fails to redress the etiological factors that have contributed to the maltreatment of child and future generations of children will continue to grow up away from home.
The overrepresentation of Aboriginal Children in permanent care has been attributed to past discrimination. The weakening of cultural identity has led to a variety of self-destructive tendencies, including substance abuse and violent behaviour. The result is disability rates among Aboriginal children that are twice as high as for non-Aboriginal children.
The impact of historical policies and the need for Aboriginal solutions are also in high suicide rates among First Nation youth. The NorthernAnishinaabeAski Nation al so known as the NAAN territory is made up of 50 communities. Pikangikum-In the past 2 years, there have been 16 suicides in the community400 homes have no water and sewage, 700 students attend schools in temporary portableshousing shortages grow each year. 200 new homes are needed.Weagamow (in the past 2 months)-a 13 year old was sniffing gas and set fire to himself.-ran through the community- Husband and wife of 6 children die do to complications