Two-Eyed Seeing: Supporting Indigenous Student Mental Health Acknowledge Traditional Territories: I presently work and reside on Traditional Mississauga lands and the territory covered by the Williams Treaties. Today, many of you are joining from across the province, from meeting places which are still the home to many Indigenous peoples from across Turtle Island and we are grateful to have the opportunity to gather together in the spirit of peace, friendship and respect. WEBINAR TIMING 0-5 Min Start Recording Host Welcomes Attendees Walk Through How to Participate Introduce Expert-Speaker with a review of a professional bio 5-45 Min Expert-Speaker Content Delivery Insertion of Polling Questions if Applicable 45-60 Min Q&A and Closing remarks by Host Stop Recording Laraine Hale (H)BSW, MSW, RSW Fleming College Jamie Warren, M.Ed., RP, CCC Niagara College

Agenda Why the interest in Indigenous Mental Health? Population growth Ethical Responsibilities Truth and Reconciliation - providing respectful and responsive services Overview of Indigenous Wellness Key Concepts Promoting culturally safe spaces Indigenous Support Services Questions George Brown College Content to consider: What is the impact of X to the life of a student? If you require specific information on X who should you contact? What about the relationship between X and other aspects of health and a student’s performance – is this something that student services staff should be aware of? How to increase awareness among students and staff? What are some scenarios unique to students that might be risk factors for X? What advice/tips would give to other campuses who would like to address X?

Population Growth STATCAN.infostats-infostats.STATCAN@canada.ca Native Education College, Vancouver 2016: Indigenous people in Canada account 4.9% of the total population (1,673,785) Since 2006, the Indigenous population has grown by 42.5% Next two decades, this population is likely to exceed 2.5 million Indigenous populations continue to be significantly younger than non- Aboriginal, with proportionally more children and youth 42.5% growth = more than 4x the growth rate of non-Aboriginal population

Code of Ethics and Standards of Practice CRPO – Competency Profile: 1.5 – “Integrate knowledge of human and cultural diversity.” Recognize how oppression, power and social injustice may affect the client and also the therapeutic process. Adapt the therapist's approach when working with culturally diverse clients. Recognize barriers that may affect access to therapeutic services. Identify culturally-relevant resources. OCSWSSW – Standards of Practice: 2.2.9 – “College members are knowledgeable and sensitive to cultural and ethnic diversity and to forms of social injustice such as poverty, discrimination and imbalances of power that exist in the culture and that affect clients.”

Truth & Reconciliation 2015, Truth and Reconciliation Commission of Canada (TRC) Report, 94 Calls to Action March 2018 survey of Ontario colleges: Colleges are at various stages of addressing recommendations, Significant actions are underway “In addition to all colleges having a dedicated counsellor for Indigenous students, a large majority provide additional student supports including access to Elders, peer tutoring, traditional medicines, sharing circles, and dedicated bursaries.” Colleges Ontario, Addressing Truth and Reconciliation, Summary report of Ontario’s Colleges, March 2018 The TRC provides a roadmap for establishing a new, mutually respectful relationship between Indigenous and non-Indigenous peoples. In 2015 the TRC published 94 Calls to Action

Polling question Has your department crafted a plan for supporting/servicing Indigenous students? Yes, fully implemented Yes, partially implemented Yes, in the formulation phase Not sure No, not to my knowledge

Emergent Themes Identity Intergenerational trauma Grief/loss Navigating Cultural Collisions Spirituality OSAP no longer requires Indigenous students to claim their band sponsorship

Etuaptamumk: Two-Eyed Seeing Term coined by Mi’kmaw Elder, Albert Marshall, 2004. Learning to see from one eye with the strengths of Indigenous knowledges and ways of knowing Learning to see from the other eye with the strengths of Western knowledges and ways of knowing …learning to use both eyes together for the benefit of all. Decolonizing the Colonized Mind, CTLT@UNBC

Indigenous Ways of Knowing Spirituality Cultural Safety Authenticity Holism Humour/Humility Food Where to access Cultural safety training? What is Intergenerational trauma? Circles Interconnectedness Balance and Harmony Elders Ceremonies Role Models Indigenous Wholistic Framework, M. Pidgeon

Promoting Culturally Safe Spaces Indigenize spaces Hear our voices Recognizing colonization and its impact Be sensitive to and aware of dynamics of power, privilege and oppression Build relationships Advocate for change https://opentextbc.ca/indigenizationfrontlineworkers/

Resources Two Eyed Seeing – Institute for Integrative Science and Health http://www.integrativescience.ca/Principles/TwoEyedSeeing/ Indigenous Cultural Safety Collaborative http://www.icscollaborative.com/ Indigenization of Post-Secondary Institutions https://opentextbc.ca/indigenizationfrontlineworkers/ Indigenous Communities or Organizations Near You Who are the Indigenous peoples in your area? What cultural resources are available (e.g., Elders, ceremony sites, etc.)?

Contacting the Presenters: Jamie Warren, M.Ed., RP, CCC Niagara College 905-735-2211 ext. 7774 JAWARREN@niagaracollege.ca Laraine Hale, (H)BSW, MSW, RSW Fleming College 705-749-5530 ext. 3275 laraine.hale@flemingcollege.ca