Addressing Mental Health
Mental health is an extremely important issue that arises in any society. There are very high statistics of suicide in aboriginal students. The Ontario Ministry of Education has recognized the critical need to address these suicide and mental health issues. In the First Nations, Métis and Inuit Education Framework Policy document 2007, it addresses the importance of mental health.
Within the Framework, 2007 document there is a goal and the actions of those responsible to put into place the commitment to achieve positive self-esteem. By targeting such an important goal, the Ministry of Education proves their commitment on the importance that achievement in education plays on mental health and suicide rates.
Proof:
Implementation Goal:
Significant improvement in First Nations, Métis, and Inuit students’ self-esteem
Actions:
The Ministry of Education will:
• Continue to collaborate with other provincial ministries to develop an integrated approach to support health, including mental health.
School Boards will:
• Enhance the inclusion of First Nations, Métis, and Inuit students’ needs and experiences in board and school initiatives that promote safe and accepting schools.
• Increase opportunities for the participation of First Nation, Métis, and Inuit students in student voice, student engagement, and peer-to-peer mentoring activities.
• Work in collaboration with community partners to identify and address topics relevant to the health, including mental health, and well-being of First Nations, Métis, and Inuit students.
(Framework, 2007).
Within the Framework, 2007 document there is a goal and the actions of those responsible to put into place the commitment to achieve positive self-esteem. By targeting such an important goal, the Ministry of Education proves their commitment on the importance that achievement in education plays on mental health and suicide rates.
Proof:
Implementation Goal:
Significant improvement in First Nations, Métis, and Inuit students’ self-esteem
Actions:
The Ministry of Education will:
• Continue to collaborate with other provincial ministries to develop an integrated approach to support health, including mental health.
School Boards will:
• Enhance the inclusion of First Nations, Métis, and Inuit students’ needs and experiences in board and school initiatives that promote safe and accepting schools.
• Increase opportunities for the participation of First Nation, Métis, and Inuit students in student voice, student engagement, and peer-to-peer mentoring activities.
• Work in collaboration with community partners to identify and address topics relevant to the health, including mental health, and well-being of First Nations, Métis, and Inuit students.
(Framework, 2007).
In 2008, Health Canada reported that there is an extraordinarily high and increasing rate of suicide among aboriginal youth. The Ministry of Education cannot resolve all of these issues, however it can promote achievement in school to help aboriginal students overcome these challenges (Cherubini, 2010).
These statistics are evidence that there is a devastating problem with critical need for a strong education foundation:
• Suicide and self-inflicted injuries are the leading causes of death for First Nations youth and adults up to 44 years of age. (A Statistical Profile on the Health of First Nations in Canada for the Year 2000, Health Canada, 2003)
• First Nations youth commit suicide about five to six times more often than non-aboriginal youth.
• The suicide rate for First Nations males is 126 per 100,000 compared to 24 per 100,000 for non-aboriginal males.
• For First Nations females, the suicide rate is 35 per 100,000 compared to only 5 per 100,000 for non-aboriginal females. (Canadian Institute of Child Health, 2000)
• Statistics Canada identified that for the 2005-2007 time period, the suicide rates for male and female youth 1-19 years old living in areas with a high concentration of First Nations, were 30.0 per 100,000 for males and 25.5 per 100,000 for females.
Health Canada has recognized the problem by prioritizing and implementing a strategy called the National Aboriginal Youth Suicide Prevention. This strategy aims to increase resiliency and protective factors, and reduce risk factors associated with aboriginal youth suicide.
Suicide risk factors for aboriginals are attributed to poverty and unemployment. They are also due to social isolation, racism, bullying and problems in school (Health Canada).
From the National Aboriginal Youth Suicide Strategy it was stated that primary prevention of suicide consisted of increased support among peers and supportive networks. The number of trained teachers in the community also plays an important role in the prevention of suicide. Teachers play a pivotal role in prevention by assisting students in promoting positive attitudes towards school, increased school performance and their learning ability (Health Canada).
2012 Aboriginal Peoples Survey
The 2012 Aboriginal Peoples Survey reported on statistics of aboriginals and their completion of schooling:
• 72% of First Nations people living off reserve, 42% of Inuit and 77% of Métis aged 18 to 44 had a high school diploma or equivalent.
• Of these high school graduates, 14% of off-reserve First Nations people, 15% of Inuit, and 9% of Métis had left school at least once before later returning to obtain a high school diploma.
• Higher percentages of completers reported having many close friends who valued an education. For instance, 77% of off-reserve First Nations completers, 69% of Inuit completers and 81% of Métis completers had many close friends who thought completing high school was very important. The comparable percentages were 51% for off-reserve First Nations leavers, 48% for Inuit leavers, and 50% for Métis leavers. Those who completed high school reported feeling safe and happy at school and said they received support from school staff during their last year in school.
• Among men who did not complete high school, reasons given for dropping out included a desire to work, money problems, school problems and lack of interest. Pregnancy or childcare responsibilities were reported by one-quarter of First Nations women living off reserve and Métis women, and by 38% of Inuit women who did not complete high school
• 43% of off-reserve First Nations people, 26% of Inuit, and 47% of Métis aged 18 to 44 had postsecondary credentials (ie: a certificate, diploma or degree above the high school level)
Statistics Retrieved from http://www.statcan.gc.ca/pub/89-653-x/89-653-x2013001-eng.htm#a3
A study completed by the Congress of Aboriginal Peoples focused on a literature review on the impact of keeping students engaged and in school (Study, 2010). The Congress of Aboriginal People study of 2010 reported that successful completion of high school can have a long-term impact on the students, their families and their communities. It is noted that there is a high correlation between unemployment rate and completion of high school. The Congress reported that the employment rate for both aboriginal and non-aboriginal peoples nearly double with high school certification (Study, 2010).
Completion of high school also provides students with a more positive self-image. Schools that promote aboriginal identities and culture help aboriginal students to be more successful in school. Positive self-image and completion of high school also promotes positive mental health.
In recognition of these studies and mental health concerns, there are numerous programs within communities for aboriginal people. These programs offer services that are culturally-rich and promote positive mental health and well-being. The collaboration of these programs between community and individual is necessary for aboriginal people. (Staying, 2010).
• 72% of First Nations people living off reserve, 42% of Inuit and 77% of Métis aged 18 to 44 had a high school diploma or equivalent.
• Of these high school graduates, 14% of off-reserve First Nations people, 15% of Inuit, and 9% of Métis had left school at least once before later returning to obtain a high school diploma.
• Higher percentages of completers reported having many close friends who valued an education. For instance, 77% of off-reserve First Nations completers, 69% of Inuit completers and 81% of Métis completers had many close friends who thought completing high school was very important. The comparable percentages were 51% for off-reserve First Nations leavers, 48% for Inuit leavers, and 50% for Métis leavers. Those who completed high school reported feeling safe and happy at school and said they received support from school staff during their last year in school.
• Among men who did not complete high school, reasons given for dropping out included a desire to work, money problems, school problems and lack of interest. Pregnancy or childcare responsibilities were reported by one-quarter of First Nations women living off reserve and Métis women, and by 38% of Inuit women who did not complete high school
• 43% of off-reserve First Nations people, 26% of Inuit, and 47% of Métis aged 18 to 44 had postsecondary credentials (ie: a certificate, diploma or degree above the high school level)
Statistics Retrieved from http://www.statcan.gc.ca/pub/89-653-x/89-653-x2013001-eng.htm#a3
A study completed by the Congress of Aboriginal Peoples focused on a literature review on the impact of keeping students engaged and in school (Study, 2010). The Congress of Aboriginal People study of 2010 reported that successful completion of high school can have a long-term impact on the students, their families and their communities. It is noted that there is a high correlation between unemployment rate and completion of high school. The Congress reported that the employment rate for both aboriginal and non-aboriginal peoples nearly double with high school certification (Study, 2010).
Completion of high school also provides students with a more positive self-image. Schools that promote aboriginal identities and culture help aboriginal students to be more successful in school. Positive self-image and completion of high school also promotes positive mental health.
In recognition of these studies and mental health concerns, there are numerous programs within communities for aboriginal people. These programs offer services that are culturally-rich and promote positive mental health and well-being. The collaboration of these programs between community and individual is necessary for aboriginal people. (Staying, 2010).
Services to Promote Mental Health
Makonsag Aboriginal Head Start/Growing Up Great:
The “Head Start / Growing Up Great” program Is a federally funded program by the Public Health Agency that provides children with activities to allow them to grow mentally, socially, emotionally and physically. The program focuses on culture and language, education, health promotion, nutrition and social support and is offered for children aged 2-5 years old. (Makonsag, 2015).
Wabano & Working Hope:
“Wabano” is an after school program that helps children and youth aged 7-18 enhance their culture, wellness, nutrition and education in a safe environment. The Ottawa-Carleton District School Board offers a school liaison as part of this program that supports self-identified First Nation students. The liaison acts as an advocate for students and families between home and school and together help meet urgent students’ needs as well as work to improve academic achievement.
This program provides awareness of First Nations culture and provides resources to enhance cultural awareness. (Wabano, 2015). The school liaison also offers workshops, presentations and professional development for both teachers and administration staff.
The “Working Hope” program is a holistic and culture based program for mental health promotion guided by the four Indigenous values: belonging, mastery, interdependence and generosity. The program offers many services such as counselling, events on traditional arts/crafts, traditional teaching, traditional parenting, suicide awareness, traditional healing, talking circles and elder visits. (Wabano, 2015).
The “Head Start / Growing Up Great” program Is a federally funded program by the Public Health Agency that provides children with activities to allow them to grow mentally, socially, emotionally and physically. The program focuses on culture and language, education, health promotion, nutrition and social support and is offered for children aged 2-5 years old. (Makonsag, 2015).
Wabano & Working Hope:
“Wabano” is an after school program that helps children and youth aged 7-18 enhance their culture, wellness, nutrition and education in a safe environment. The Ottawa-Carleton District School Board offers a school liaison as part of this program that supports self-identified First Nation students. The liaison acts as an advocate for students and families between home and school and together help meet urgent students’ needs as well as work to improve academic achievement.
This program provides awareness of First Nations culture and provides resources to enhance cultural awareness. (Wabano, 2015). The school liaison also offers workshops, presentations and professional development for both teachers and administration staff.
The “Working Hope” program is a holistic and culture based program for mental health promotion guided by the four Indigenous values: belonging, mastery, interdependence and generosity. The program offers many services such as counselling, events on traditional arts/crafts, traditional teaching, traditional parenting, suicide awareness, traditional healing, talking circles and elder visits. (Wabano, 2015).