This review, commissioned on March 20, 2006 by the Minster of Family Services and Housing, examines and provides recommendations for improvements in standards, processes and protocols surrounding the opening, transfer and closing of cases in child and family services as well as the caseloads managed by front line workers. There are also numerous other concerns that are identified during the review and are addressed in this report.

In the course of the review, people in the government, the authorities, and agencies in 32 communities across the province were consulted. Over 700 people who work within or are affected by the system provided input to the review. Input was also collected from children and youth in the system whose perspectives were critical in order to understand how child welfare has affected them. Care providers, service providers and collateral service providers also participated in the review. The views of the people interviewed throughout the review are reflected in this report.

This review was conducted at a point nearing the end of a process known as the Aboriginal Justice Inquiry – Child Welfare Initiative (AJI-CWI). It was a significant restructuring, designed to transfer responsibility for Aboriginal child welfare to Aboriginal authorities. Early in the review it became apparent that numerous concerns in the child welfare system predated this transfer. While the transfer was not the source of these concerns the review concluded that it does represent a unique opportunity to address some of them.

Ultimately, the review concludes that government, the authorities and the agencies need to strengthen and build on their commitment to the relationships, partnerships and collaboration started in the AJI-CEW process. Government must demonstrate its commitment to the child welfare system in Manitoba by providing the new resources and making the necessary structural changes to build on the existing framework of the AJI-CWI initiative.

This special report documents the inter-nation forum and policy round table that took place in Prince Rupert in May 2005. These remarkable events grew out of the deep concern about Aboriginal youth suicide expressed by four Aboriginal political organizations - the First Nations Summit, the Métis Provincial Council of B.C., the Union of B.C. Indian Chiefs, and the United Native Nations - in discussion with the Child and Youth Officer. This report includes recommendations and advice to the provincial government on how British Columbia can help prevent Aboriginal youth suicide by involving Aboriginal communities and youth directly in prevention efforts.

Essential Law for Social Work Practice in Canada is a guide to Canadian law and legal processes specifically designed for social workers. Detailed examinations of all the major legal questions that social workers may expect to encounter - including those surrounding gay marriage, the new Code of Ethics and the Canadian Association of Social Workers, and changes to human rights laws - are supplemented by realistic case examples that my be used to spark discussion in the classroom. In addition, the authors explain in detail how to prepare for a court appearance, and what to expect throughout the process.

In 2006, after the death of five-year-old Phoenix Sinclair, a child who had been known to the child welfare system in Manitoba, an independent review of all deaths of children from January 2004 to May 2006 who were in receipt of child welfare services in Manitoba, within one year prior to their death was conducted. The review determined that no child died as a direct result of a breakdown in the provision of child welfare services in Manitoba. Instead, it was observed that various factors contributed to a pattern of difficulties that may have led to the death of the child. The review noted that, in many cases, a lack of appropriate community services or the inability to access or coordinate these services created an additional hazard for high-risk children, youth and families.

This review also noted that since the implementation of the Aboriginal Justice Inquiry-Child Welfare Initiative in 2004, up to 70% of children in the care of a child welfare agency in Manitoba have been transferred and are now supported by First nations agencies. Changes of this magnitude have created new system models, an exciting new way of working with families, but can result in some organizational challenges as new and existing systems move and reshape themselves to accommodate change.

It is within this context that this Special Case Review was undertaken. This review examines the need to develop better coordination between agencies and communities organization, and to support areas of particular concern within the child welfare system in Manitoba. This review includes an analysis of deaths of natural causes, accidental deaths, suicides, homicides, preventing death of children in care, system breakdowns and supports after the death of a child. The report also examines a number of themes that emerged during the review, such as: interjurisdictional discrepancies, youth suicide, planning/support for the child welfare system, teen risk-taking behaviors, Fetal Alcohol Spectrum Disorder, awareness of Child Welfare Standards, rural/Northern delivery of service and prevention services. Further, the review provides a list of recommendation which, the Review Team feels will contribute to change in the child welfare system and that will ultimately provide better protection for all Manitoba’s children.

In 2005, the Department of Health and Human Services (HHS) published an issue brief in response to the call for a change in how the federal government reimburses states for foster care. The issue brief examined the relationship between federal Title IV-E funding and child outcomes at the state level and concluded that outcomes and federal spending are not closely linked insofar as states that receive more federal revenue and do not accomplish more.

This paper examines how HHS established the link between federal revenue and outcomes to determine whether the conclusions reached are supported by the available data. Their analysis reveals that there are three basic ways that analysis should be strengthened. They recommend that the federal Child and Family Services Review (CFSR) outcome measures on which the analysis depends do not account for the full range of outcomes that the state must manage. Further, the paper indicates that the measure of average per child federal spending used in the analysis is not a true reflection of the average cost per child and as a result, the connection to money spent is not as clear as it first appears. Moreover, the paper reveals that states differ as to how much federal revenue they claim, given the unit cost of a particular service and as such, states with higher reimbursement rates will have higher average costs even if the outcome are the same. The paper concludes by stating that without a more comprehensive understanding of the outcomes and cost of providing services, the link between federal spending and outcomes will remain obscure.

This is the first annual report into the state of child protection in Australia by the National Research Centre for the Prevention of Child Abuse and the Australian Childhood Foundations. The aim of this report is to chronicle the key child welfare and child protection developments around Australia each year and subject these policy responses to identified problems, and their likely impact on those problems, to critical scrutiny.

There have been boundaries placed on the scope of this report so that the analysis is manageable. However, topics which have been examined in this report include poor administrated and monitoring systems; over reliance on foster care and kinship care without adequate infrastructure support or resourcing; and over-stretched and over-stressed child protection systems.

The analysis in this report reveals that all jurisdictions still have a long way to go to achieve better outcomes for children and young people and that some of the critical issues needing reform are not even on the agenda for debates as yet. The overall conclusion reached in this report is that whatever the effort being expanded in particular states, a far broader vision of what is needed to protect Australia’s children is required from everyone.

The target audience for this kit is beginning and intermediate teachers working with young children from birth to age 8. This training kit introduces the concept of using encouragement instead of praise with young children in the classroom.

The training kit contains: expected training outcomes, preparation instructions, training strategies and tips, implementation steps, follow-up activities for teachers, administrators and directors, a learning assessment, a training evaluation, a resource list, the article “Not in Praise of Praise” by Kathleen Grey, a training certificate to award to teachers for attendance and participation and a certificate for the trainer and other presenters. The preparation time for the kit is from 1-2 hours and implementation is approximately 1.5 hours.

The Centre for Divorce Education is a non-profit organization formed to help families deal with conflict and divorce. Research shows that two-thirds of the children from families of divorce suffer problems ranging from low self-esteem to serous depression. Some children never recover from these problems. The Centre’s programs have been proven effective in reducing serious anger with one or both parents, withdrawal from family and friends, declining grades, behavior problems, as well as delinquency and substance abuse.

In an effort to educate families dealing with conflict and divorce, the centre has assembled an information package. This package includes a new information video featuring information on their completely revised Children in the Middle program, and a fact sheet from the United States Department of Health and Human Service-Substance Abuse and Mental Health Services Administration (SAMSHA). This kit also includes an examination copy of What About the Children, a booklet which is most popular with parents and court professionals. Finally, the package contains a new catalog and order form that includes some comments from people already using the programs.

The latest issue of Paediatrics & Child Health features and update on the recently revised Rourke Baby Record, as well as articles about the effect of air pollution on children, development coordination disorder and the evolution of freestanding hospitals in Canada. This issue also includes two new statements and a Paediatric Infectious Disease Notes from the CPS on oral rehydration therapy, the use of antiviral drugs for influenza and maternal infectious diseases and breastfeeding.

Since its initial publication in 1989, The Inuit Way has been cited in important resources such as the 1996 Final Report of the Royal Commission on Aboriginal Peoples and more than ten thousand copies have been distributed. A growing interest in Canada's Artic has prompted Pauktuutit to update the publication. This updated publication provides an introduction to Inuit Culture and will broaden northerners' knowledge and understanding of the cultural underpinnings of modern Inuit Society.

Living in Harmony is intended to provide a pathway for students and teachers towards the goals of fostering greater harmony in their school, in their communities and in the world. There are two primary aspects of our experiences as human beings – an inner, personal, and individual aspect; and an outer, social and communal aspect. The inner aspect is addressed in Part I; this section explores ten ways for students to get in touch with their own inner world – this is, with their own feelings, thoughts and dreams. The outer aspect is the focus of Part II; this section helps teachers and students move from the realm of the personal to the realm of the society. This section focuses on building relationships based upon mutual trust, respect and communication. It is hoped that this book will facilitate the students’ journey to their won highest and best selves, and from there outward towards the community they will be charged with constructing as future leaders.

This edition of Literacy Across the Curriculummedia Focus (LACMF) looks at some of the diverse approaches to literacy and health. A full section has papers and summaries from their 2003 Summer Institute that was co-sponsored by the Canadian Public Health Association and World Education. This edition also includes reports from other conferences and gatherings and an article and bibliography on seniors and literacy, an area of research that has implication for health literacy policy.

This is the second in a series of briefs that focus on evaluative research into the use of alternative means of health communication; these include plain language, audiotapes, videotapes, interactive media, and visual images. Searches of the medical and education literatures were conducted as part of a Health Literacy Project that is examining the communication needs of patients with limited literacy or other communication barriers. The guiding questions when preparing this series was: 'What impacts have been documented in relation to the identified target groups?'

Improving the Health of Canadians: An Introduction to Health in Urban Places explores why some people who live in urban areas are healthier than others. This report focuses on what we know and do not know about the extent to which social (place) and physical (space) aspect of neighborhoods and housing may be linked to the lives and health of those who live in them. Highlights from the report include a figure which reveals the population density of Canada’s Aboriginal Peoples (25).

On January 7, 1998, the Federal Government of Canada announced a one-time grant of $350 million to establish a fund for community-based healing of physical and sexual abuses that occurred in residential schools. In 1998, the Aboriginal Healing Foundation (AHF) was incorporated to administer this Healing Fund under and 11 year mandate, ending March 31, 2009. Since June 1999, the AHF has been providing funding support to community-based initiatives that addressed in intergenerational legacy of physical and sexual abuse in Canada's Indian residential school system; however, AHF funding will conclude on March 31, 2007 and will close its door in September 2008.

This publication summarizes and highlights a larger, three-volume report and is intended to provide the reader with a useful understanding of the healing work the Aboriginal Healing Foundation (AHF) has supported. The final report not only assesses accomplishments, it also indicates areas where further efforts are required.

In brief, the recommendations indicate that the government should renew the mandate of the AHF to enable it to continue its mission for a period of 30 years. The report stresses that more time and more program support is necessary. Many have begun the healing journey, yet many were not ready to undertake this journey with the AHF was created, thus, the AHF hope that, pending the approval of the federal government's agreement in principle, Survivors and those that have been intergenerationaly impacted by the legacy of abuse in residential schools will have the opportunity to continue their healing.

The school histories contained in this book offer a brief overview of each of the Indian Residential Schools that were located in Ontario. The histories are based primarily on documents found in the RG 10 Series of the Public Archives of Canada, which contain the Indian Affairs School Files. These files were accessed at the Northern Centre of the Lakehead University Library. All of the reels of microfilm for each residential school were carefully reviewed and selected documents were copied. All of the documents collected were reviewed, summaries made and quotes selected for use in each history. The history of each school is supplemented with maps, charts, and diagrams derived from other archival source and with photographs collected from a variety of sources.

The author warns that the histories in this book are far from complete. The story of each school was derived primarily from documents in the archival files. There were not only significant gaps in the type of information contained in the files, but also gaps in the time period for which school records were provided. The author reveals that a more definitive history remains to be written and that this book must be considered ‘a work in progress, but in the meantime, this book is a ‘good start’ at tracing the establishment and operation of Indian residential schools.

This book is a story about the “residential school journey” experienced by students from Nishnawbe Aski Nations. The story is divided into ten parts. The first part of the story describes the students’ lives at home before they went to school and the journeys they took from their homes in their families’ traditional territory to the school. Then the story describes the students’ first impressions of the schools, their life at school, illnesses they suffered, their feelings and their relationships with other student. The last part describes the abuse that happened to students while they were at school, the problems they later encountered as a result of having gone to residential school, how they dealt with these problems and how they commenced a process of healing. The book also consists of short excerpts of interviews done with former students from various residential schools throughout Ontario.

This DVD reveals how, at ninety, Algonquin spiritual leader William Commanda, builds another birch bark canoe to teach his techniques to Todd Labrador, a Mi’kmaq Indian from Nova Scotia. During the 10 days of canoe making, William’s personality and teachings are revealed. With the simplicity and the humanity of an ordinary man, he is, nonetheless, an extraordinary person.

This review proposes to examine current literature to determine if there is a link between the legacy of residential schools and HIV/AIDS. The review also attempts to illustrate how HIV/AIDS is affecting the Aboriginal population and to identify what interventions, such as best practices and challenges, are being made to combat this health issue. This review proposes to examine current literature to determine if there is a link between the legacy of residential schools and HIV/AIDS. The review also attempts to illustrate how HIV/AIDS is affecting the Aboriginal population and to identify what interventions, such as best practices and challenges, are being made to combat this health issue.

This book is about how he animates the vision. The book provides reflections and teaching which William Commanda shared during a gathering at the Kumik Elder’s Lodge from October 24 – November 5, 2004.

This review proposes to examine current literature to determine if there is a link between the legacy of residential schools and HIV/AIDS. The review also attempts to illustrate how HIV/AIDS is affecting the Aboriginal population and to identify what interventions, such as best practices and challenges, are being made to combat this health issue.

This directory has been published as a resource for people interested in Residential School issues. The information for each Residential School has been listed according to school name, location, denomination, date opened, and date closed. The denominations of these schools are also identified, however, this document is a work in progress and the reader is warned that some of the information contained in the directory is subject to change.

This report provides a synopsis of the exhibition Where are the Children? Healing the Legacy of the Residential Schools which opened June 17, 2002, at the National Archives of Canada. Together with the National Archives, the Aboriginal Healing Foundation assembled a myriad of photographs in an effort to illustrate the history of residential schools in Canada. George Erasmus, the Chairman of the Aboriginal Healing Foundation explains that this exhibition has and will mean many things to many people. For some, it acknowledges that the era of silence is over, for others the exhibition of photographs offers an opportunity to come full circle and move on. Further, the exhibition will allow some, for the first time, to see and understand what Residential school Survivors experienced.

The report also includes an interview with Residential School student and Survivor Shirley Williams, a professor in the Department of Native Studies at Trent University in Peterborough. Moreover, the report provides a brief history of the Aboriginal Healing Foundation and explains how this foundation seeks to support healing initiatives for Aboriginal people affected by the intergenerational legacy of physical and sexual abuse in the Canadian residential school system.

This paper attempts to examine and define the issue of elder abuse in the Aboriginal population in Canada. The author clearly indicates that in this context the term ‘elder' is meant to refer to Aboriginal persons who are fifty-five years of age or older, as opposed to 65 yeas of age, which is Canada's definition of an older person or senior. The paper highlights the categories and types of elder abuse that are recognized throughout the world and includes possible signs and symptoms of each form of abuse. This paper also provides a demographic profile of the elder Aboriginal population in Canada and a list of the sources used to develop this report.

The literature review reveals common contributing factors that are related to elder abuse. For instance, personality traits of the abuser, intergenerational transmission of violence, degree of dependency of the elder on the caregiver and the caregiver's level of stress are cited as possible signs and symptoms for each form of abuse. The paper also indicates that other factors such as the individual's age, race, gender, class and ethnicity can influence or lead to abuse.

The paper indicates that the incidences of violence in the Aboriginal community are higher in comparison to the general population of Canada. Also, factors which contribute to violence such as poor socioeconomic conditions continue to exist in the Aboriginal community and as a result, they are probable indicators that elders are more susceptible to being abused and neglected.

The papers concludes by stating that further research on elder abuse must be developed to determine the extent of the problem and to develop strategies that will help Aboriginal elders who are being abused and neglected. For instance, in research on family violence, there is a widely held belief that children raised in a violent environment will, in turn, be violent with their partners are children. However, when applying this theory to elder abuse, there is little evidence to support this theory that children who have been abused by their parent's will, in turn, abuse their elderly parents. Thus, further study is needed to prove this theory.

A full 10 years after the tabling of the Royal Commission of Aboriginal People (RCAP) recommendations, the Assembly of First Nations (AFN) has assessed the response and action of the Federal Government. This summary analysis, presented in the form of a report card, points to a clear lack of action on the key foundational recommendations of RCAP and a resultant lack of progress on key socio-economic indicators. Based on the AFN’s assessment, Canada has failed in terms of its action to date.

After releasing its second interim evaluation report, which revealed many of the had further questions about what approaches to healing are working especially well and why. Research into promising healing practices was initiated to answer these questions and the results, presented in Volume III, Promising Healing Practices in Aboriginal Communities, are based on the first hand perspective of more than 100 AHF funded project teams. Volume III also shares information about healing teams, frontline workers and program planners in Aboriginal communities across the country. Target audiences include healing teams, frontline workers and program planners in Aboriginal communities across the country.

This volume begins with a short discussion of best practices and why this project evolved from a focus on ‘best' to ‘promising' healing practices and an overview of the research process. The main body of the report provides a discussion of historical trauma and its role in the process of healing from long-term effect of the residential school systems. This is followed by a description the findings of the research into promising healing practices and a discussion of healing strategies for distinct populations, such as strategies for healing for Inuit and Métis women, men and youth. There is also a description of some of the environmental factors that influence successful healing. The last chapter of the Volume summarizes the findings of the promising and healing practices.

The Final Report of the Aboriginal Healing Foundation (AHF) has been published in three volumes. It records the formation and accomplishments of the AHF between 1998 and 2005. The present volume, A Healing Journey: Reclaiming Wellness tells the story of the AHF and is meant to be read by Survivors of the residential school experience, participant in project funded by the AHF, Aboriginal communities, policy makers and the general public. Readers who are interested in greater technical detail are encouraged to examine volumes II and III. Supporting documentation is available on the AHF website www.ahf.ca

This volume is divided into seven chapters. Chapter 2 introduces background on the origin and intent of the Indian residential schools system and the beginning awareness of the harms it inflicted on Aboriginal children. Chapter 3 provides an overview of program development guided by initial and ongoing consultation with Survivors of Residential schools and those who experienced the intergenerational impacts. Further, Chapter 4 takes an analytical approach to evaluating community projects, the nature and level of participation and reports on the early effects of these projects, while Chapter 5 draws substantially on Volume III, Promising Healing Practices in Aboriginal Communities to reflect on what we have learned about promising practices in healing the legacy of physical and sexual abuse in residential schools. Moreover, Chapter 6 draws on major findings of AHF program evaluations, research on promising practices in healing projects, commissioned studies and academic research. Finally, Chapter 7 looks to the road ahead, analyzing the work that remains to be done to consolidate and complete the work begun in the first seven years covered by this report. Overall, Volume I is meant to support and reinforce the AHF's shared learning about healing, providing a solid basis for the next stage of the journey to reclaim wellness.

This volume is the consolidation of a series of the Aboriginal Healing Foundation's (AHF) annual evaluation reports, examining both process and impact published over the period of 2001 to 2003. This volume presents quantitative data and interpretation of the impact of program interventions in this time frame.

This volume begins with background information about the AHF, along with a chapter which describes the sharing experience and learning that that has been experienced by participants in various AHF programs. The volume also provides a performance report and reveals how communities are being influenced by AHF initiatives.

The concluding remarks indicate the most obvious contribution that the AHF-funded project activity has made is related to Legacy education. By providing a social context for what has historically been viewed as individual's problems, Legacy education created a climate that facilitated movements toward healing without first facing crisis. However, it is also noted that the greatest challenge that remains is to reach, through creative means, those who are in denial of the problems or fear of the healing journey. This challenge must be undertaken through the collaborative efforts of those who have successfully dismantled individual and community resistance.

The purpose of Primer is to increase awareness of the issues affecting children in care for those working in child welfare and child protection. The program began by asking youth to talk about the challenges which they experienced as young people in the child welfare system. Youth were encouraged to talk about what their ‘ideal' social worker looks like and how they can work better with young people. Further, the youth were asked to suggest what did, or what could help them most as they prepare to leave the system. Their response formed the basis of Primer, a sensitivity training program for caregiving professionals and students.

This anthology builds on Primer's attempt to provide piratical recommendations to enhance the quality of life of all youth in care. The anthology presents highlight from the original Primer research report, entitled Primer (2003) and stories written by youth in care and one professional intervener. The anthology explore themes that were established in the research report such as transiency, leaving care, the stigma of living in care, the voice of youth in care, emotional healing, and the powerful role of interveners. These themes are not separate entities, but overriding component of life in care and as such, in almost all cases, the stories touch on more than one of the Primer themes. The stories have been separated into themes according to the most dominant focus, but in some cases, the stories have been split up into different themes and in some instances, the stories have remained intact and outside of an individual theme to emphasize the ways in which these themes interact and play off of each other within an individual life.

This manual was created as a learning and reference tool for groups and organizations providing services to Aboriginal people. The manual provides frontline workers with a culturally based approach to trauma recovery for Survivors of Residential Schools and their descendants. The manual is also an educational tool to raise awareness of Aboriginal culture and history in Canada.

The manual is divided into five sections. Section one begins with a brief overview of Indigenous cultures prior to European contact to illustrate the important contributions which Aboriginal people have made to society as we know it today. Section two provides an overview of the policies which first led to the residential schooling and what became known as the 60s Scoop. This section also describes the abuses experienced by the children who attended these schools. Section three contains an overview of contemporary theories about post traumatic stress disorder and reveals how these theories can be applied to Aboriginal trauma Survivors of residential school abuse. Further, section four provides a very brief and general overview of some traditional Aboriginal practices that promote healing, and section five outlines an Aboriginal approach to maintaining healthy, balanced people and organizations in the course of trauma recovery work. Moreover, the appendixes provide fact sheets that are designed to be easily photocopied as handouts, as well as a synopsis of three Aboriginal healing models specific to trauma recovery and residential abuse and an annotated bibliography of related resources and recommended readings.

The author evaluates the progress of the educational system in Nunuvut since the creation of Nunuvut as a self-governing territory of Canada in 2000. He found improvements in graduation and enrolment rates, and an increase in innovative post-secondary programs. However, a number of major challenges persisted, including high drop out rates and a lack of Inuit teachers.

This study proposes a model to describe the intergenerational transmission of historic trauma and examines the implications for healing in a contemporary Aboriginal context. The purpose of the study was to develop a comprehensive historical framework of Aboriginal trauma, beginning with contact with Europeans in 1492 through to the 1950's, with a primary focus on the period immediately after contact.

This study is broken down into five areas of impact: physical, economic, cultural, social and psychological. These areas of impact are then organized chronologically according to the wave of colonization: cultural transition (early period), cultural dispossession (middle period) and cultural oppression (late period). Examples are provided as evidence of the genocidal nature of what befell indigenous people in the Americas. Familiar stories of genocide from Australian, Polish and Tasmanian experiences illustrate the similarities in the characteristics of genocide in the Americas. The study also analyzes a variety of healing models and First Nations' therapeutic interventions aimed at healing Aboriginal communities through facilitating specific aspects of Aboriginal knowledge and traditional values, such as: balance, inter-connectedness, intra-connectedness and transcendence. Finally, a new model of historical transmission (HTT) is proposed to create a better understanding of the aetiology of social and cultural diffusion that disrupted Aboriginal communities for so many years. In this model, historic trauma is understood as a cluster of traumatic events and as a disease itself. Hidden collective memories of this trauma is understood as a cluster of symptoms. HTT disrupts adaptive social and cultural patterns and transforms them into maladaptive ones, which manifest themselves into symptoms of social disorder. In short, historic trauma causes deep breakdowns in social functioning that may last for many years, decades and even generations. In the final section of the report, the Elders share their memories and understandings of how the past intersects with the present and the importance of keeping traditions alive in Aboriginal homes and hearts.

This policy paper provides a framework for strengthening efforts to engage the First Nations and Métis people of Saskatchewan as full partners in the provincial education system. Improving learning outcomes, strengthening the integrity of the provincial education system and building a shared and prosperous future for Saskatchewan are identified as results which can be achieved among all student, including First Nations and Métis student, if the goals which are outlined in this report are implemented. These goals include improving supports and educational outcomes for First Nations and Métis student, shared management and governance in the Provincial Education System, as well as high quality learning programs for all students.

This study build on contributions already made to the understanding of family violence and abuse in Aboriginal communities in Canada over the past fifteen years. This report recognizes that there are several gaps between what is actually occurring in relation to domestic violence and abuse in Aboriginal communities and the capacity of these same communities and of the agencies to work with them to systematically and effectively address the problem. The report argues the one significant reason for this gap is the lack of clear understanding, at many levels, of the nature and complexity of domestic abuse in Aboriginal communities as a social phenomenon.

This study develops a generic map of the problems of Aboriginal domestic violence and abuse that simultaneously describes the full nature and extent of the problem and also uncovers the dynamics of family, community, cultural, professional and governmental systems that make it possible for Aboriginal domestic violence and abuse to continue. Also, the study aims to develop a comprehensive framework for intervention that addresses the root cause of domestic violence and abuse in Aboriginal communities, and identifies an integrated set of strategies for significantly reducing the current horrendous levels of domestic violence and abuse now on-going in many communities.

Part one defines and describes the problem of domestic violence and abuse in Aboriginal communities and part two explores the family and community system and configuration of stakeholders, root causes and enabling factors internal to many Aboriginal communities that make is possible for domestic violence and abuse to flourish. Part three focuses on externally driven influences and constraining factors, i.e., factors that must, at least in part, be addressed through systems that are outside the control of Aboriginal communities and nations. Further, part four reviews and explores the wide variety of responses to Aboriginal family violence and abuse occurring both within Aboriginal communities and across the range of government services and programs, attempting in some way, to address the problem or its impacts. Finally, part five proposes a comprehensive framework for intervention that addresses both the root causes and the web of enabling factors that contribute to domestic violence and abuse in Aboriginal communities. This framework will identify an integrated set of strategies or lines of action that can be taken by communities and the agencies that work with them.

The report undertakes a critical analysis of the resilience literature and assesses how its concepts and insights might be used to foster healing among Aboriginal people affected by the Legacy of Physical and Sexual Abuse arising from the residential school system.

The report includes a review of key concepts and theories within the resilience literature in the context of Aboriginal people's cultures and experiences and an assessment, with particular reference to resilience, the impact of the residential school system of Survivors and their families. Further, the report identifies means by which resilience enhancement interventions might be integrated into existing approaches to residential school healing and to formulate recommendations to serve as the basis for future AHF interventions in the area of resilience enhancement.

This report reviews and analyzes research literature on Fetal Alcohol Syndrome (FAS) and Alcohol-Related Birth Effects (ARBEs) among Aboriginal people in Canada. Specific attention is paid to intergenerational variables that are linked to, or are a result of the residential school experience. This report also provides possible directions for Aboriginal communities to take in relation to prevention, identification and interventions for pregnant women with substance abuse problems and for alcohol affected individuals across the life-span. Four basic questions are answered in this report: what is known about the prevalence of FAS and other ARBEs?; what are the individual, biological, psychological, social and economic correlates of FAS and other ARBEs in relation to pregnant women at risk of giving birth to an affected child and individuals who suffer from FAS/ARBEs?; what evidence is there for a relation of FAS and other ARBEs to the intergenerational effects of residential school and especially to physical and sexual abuse?; what are the current best practices regarding prevention of FAS and ARBEs and intervention for affected individuals?; and what are the best practices for communities with high rates of FAS and ARBEs?

When examining the ‘best practices' for FAS/ARBE prevention, identification and intervention recently proposed by Health Canada, this report attempts to situate these ‘best practices' within the larger socio-cultural and historical context that impacts the daily lives of Aboriginal people in Canada, specifically with regard to local geographical, cultural, health and socio-economic realities. The report identifies barriers and gaps in services that prevent the implementation of ‘best practices' and where possible, alternative solutions are given. This report also suggests that the next step in the identification of ‘best practices' would be a re-examination of the information presented. Currently, information related to pregnancy and substance abuse and GAS/ARBEs is limited mainly to scientific literature, thus, the role of traditional indigenous knowledge has been only briefly touched upon. Therefore, this report indicates that the next step in the identification of ‘best practices' would be a re-examination of the information presented in this and similar reports in relations to indigenous knowledge and local understandings of health, wellness, illness and distress. This would greatly support culturally sensitive and meaningful FAS/ARBE prevention, identification and intervention strategies for Aboriginal people.

This guide has been prepared to help communities evaluate their Aboriginal Healing Foundation (AHF) funded activity. It is hoped that community based evaluations of AHF funded activities will strengthen the community's ability to secure funding from other sources so that their work will continue once the AHF is closed.

The guide begins by answering some general questions about program evaluations. The guide is designed to be a flexible tool that can be adapted to unique community or project needs. Overall, the guide provides an easy way of determining how projects can get desired results which puts the evaluation plan on one page. Further, the guide encourages logical thinking about the link between activities and long term goals, outlines how and where to collect needed information, and offers a clear way to make sense of that information using a holistic approach. What is more, the guide describes how to report the results and reveals how to package this information into a ‘to do list' for those responsible for evaluation at the project level

Cet ouvrage collectif regroupe la contribution de plus de 40 auteurs et présente une compréhension globale des réalités familiales où les enfants en danger et les parents en détresse vivent et souffrent les uns avec les autres. Ce livre bilingue comprend 13 chapitres en français sur 20. Le lecteur peut toutefois avoir un aperçu du contenu de chacun des chapitres tant dans la langue de Molière que de celle de Shakespeare.

Commander un exemplaire du livre.

This report is divided into three sections, each of which explores colonization, decolonization and healing among Indigenous people in the United States, New Zealand, Australia and Greenland. Part one provides a brief overview of indigenous experiences under colonialism in the United States, New Zealand, Australia and Greenland, including a description of educational policies and their impact on Indigenous languages and cultures. Part two explores decolonization, a process that involves addressing historic trauma and unraveling the tragic aftereffects of colonization. This section also proposes a model of healing that blends new work by Indigenous researchers on healing from historic trauma with recent developments in the field of psychology for healing from pot-traumatic stress. Part three presents examples of healing projects in actions. Conclusions attempt to draw out common themes, as well as differences related to the experience of colonization and decolonization. Further, the report stresses that the central lesson learned about promising healing practices is the immense value and efficacy of incorporating history and culture into holistic programs based on Indigenous values and world views.

All child and family welfare systems have their strengths and limitations and their own proponents and critics. The discussions in this volume do not assume that any particular orientation is superior. There are, however, different priorities and choices reflected in the design of this system. These are choices with consequences. Most importantly, as the analyses in this volume will indicate, the reported consequences of these choices for children and families, as well as for service providers working in these systems differ in significant ways.

This book is divided into five parts and each part contains a series of essays which discuss a particular faction of the child and family welfare system. The essays in part one provide an overview of child and family welfare systems, while part two provides a series of essays which discuss child protective systems. The essays in part three investigate the family service systems, followed by part four, which examines community caring systems. Finally, part five concludes by discussing the lessons that can be learned from international comparisons of child protection, family services and community caring systems of child and family welfare. Also included, is an appendix of partners in child protection and well-being, guiding principles for building partnerships and a timeline of the evolution of the French child protection system.

This report is addressed to the United Nations Committee on Economic, Social and Cultural Rights. The report contains eleven articles concerning the economic, social and cultural rights of indigenous people in Canada and strongly recommends that the Committee adopt and implement these articles. Some of these articles include the right to self-determination, non-discrimination, equal rights of men and women, protection and assistance to the family, children and young person, and adequate standard of living. This report also includes suggested questions and recommendations for consideration by the Committee when formulating its observations regarding the rights of Indigenous people in Canada.

This quarterly magazine is put out by the International Foster Care Organization (IFCO) and is filled with news about what is happening in foster care all over the world. The magazine also includes reports from its members about developments and recent research in their country. The editorial provides readers with the opportunity to submit items for future issues. Information on submitting items or ordering the magazine can be obtained at ifco@ifco.info.

In March 2004, three organizations working in the field of child care - the FICE, IFCO and SOS Children's Villages - jointly launched Quality4Children in an effort to take aims at assuring and improving chances of development for and with children and youth in out-of-home care in Europe.

An overview of the organization is available on the CD-ROM. The CD-ROM collecting good practice stories, developing quality standards, supporting the implementations process of quality standards and establishing a European network advocating the objectives of Quality4Children. Additional information about Quality4Children can be obtained at www.quality4children.info.

Issue 27 includes four papers based on keynote addresses to the 10th Australasian Conference on Child Abuse and Neglect (ACCAN). The four papers cover many levels of work and understanding of child abuse and neglect. Anna Pinto's paper explains the systemic nature of violence against children, while Anne B. Smith's paper survey's literature that is concerned with the impact of physical punishment on children. The paper by Charles Waldergrave provides a comparison between the Continental European and Anglo-American approaches to child protection and explores the implications for practice in New Zealand. Further, four representatives from the Youth Council of the Care to Independence Programme collaborated on a paper which expresses their personal experiences of the care system and identifies key issues for improving it. There are also three papers addressing a range of policy issues such as policy development for Sickness and invalid's Benefits and the key issues that will determine their success. The issue is rounded out with a review of a collections of papers edited by Peter Suanders and James Walters, Ideas and influence: Social Science and Public Policy in Australia, and a review of New Rights New Zealand: Myths, Moralities and Markets by Delores Janiewski and Paul Morris.

This review of Canada's 4th and 5th periodic reports concerning the rights referred to in the articles 1 - 15 of the International Covenant on Economic, Social and Cultural Rights (ICESCR) reveals that there are a number of areas where improvements in Canada's human rights performances are needed. The report indicates that the protection of the rights of indigenous peoples and migrants are areas where Canada's failure to adequately protect the rights of vulnerable groups has long been the subject of concern. Further, the review reveals that there are related and often overlapping concerns about Canada's role in ensuring that private actors, including individual corporations do not undermine the realization and enjoyment of economic, social and cultural rights .

Also, this submission highlights Amnesty International's concerns and recommendations for improvement in six principle areas: the economic, social and cultural rights of indigenous peoples; the rights of migrants; trade, investments and development assistance; private companies and the realization of economic, social and cultural rights; the ratification and implementation gap; strengthening enforcement: key to effective protection of economic, social and cultural rights.

It is important to note that this report is not an exhaustive review of concerns with respect to the protection of economic, social and cultural rights in Canada. Moreover, while important issues, such as ongoing concerns about levels of child poverty are discussed briefly in this report, they have been discussed in greater detail in submissions that the Committee will receive from other organizations.

The Council of Europe is composed of 46 member states, covering virtually the entire continent of Europe. It was founded in 1949, in response to the devastating effects of the Second World War, and since this time it has symbolized reconciliation. This council seeks to develop common democratic and legal principles based on the European Convention on Human Rights and other reference texts on the protection of individuals.

The Council of Europe Publishing is the publishing branch of the Council of Europe. It offers a wide variety of books and electronic products in all subject areas linked to the cooperation developed between the 46 member states. The Council of Europe Publishing is recognized as a leading publisher of reference works in the field of human rights and international law (constitutional law, criminal law, family law, labour law, etc.). They also produce works on subjects related to human and social sciences such as, health, social affairs, bioethics, education, culture, youth, sport, architectural heritage and environment.

This 2006 publication lists all of the Council of Europe's statutory and commercial publications since 1996. The publications of the Council of Europe appear either in separate editions in each of the two official languages of the Council of Europe (English and French), or in bilingual volumes. Information on prices and ordering the publications are also available in this catalogue.

This report aims to gather and examine the information related to violence against children that has been reported in NGO documents over the last 15 years and contribute their global findings and recommendations to the UN Study on Violence Against Children.

The report begins be explaining that considerable differences exist among the regions, not only in terms of the quality of reporting, but also, in terms of what types of violence and in which settings violence is considered prevalent. This report provides a broad outlined, with the aid of graphics, of how violence is reported in different settings according to regions.

The paper finds that violence against children is a critical issue present in nearly all NGO reports to the UN Committee on the Rights of the Child, yet each specific issue is only addressed on average in about one third of the 140 reports reviewed. Further, the absence of data on violence in different settings, or on different types of violence is a key issue. This absence does not necessarily mean a low incidence of violence. Rather, the low reporting can be due to many factors such as, problems of definition, lack of information, lack of awareness, cultural values, or indeed low incidence of violence. This issue should be addressed systematically as each national alternative report is prepared. Moreover, great care must be exercised in interpreting the data that has been submitted. In certain regions, some types of violence are so prevalent that other forms may not receive adequate attention. This paper also finds that in the past, NGO reports have not reflected a systematic collection, synthesis and analysis of information. While the quality varies among the countries and regions, there is a compelling need to improve the reporting function as a whole.

The report ends by providing recommendations to Child Rights NGO collations. For instance, Childs Rights NGO coalitions are advised to improve the reporting process, and according to region/country, devote specific attention information gathering and reporting on: children with disabilities in institutions and at home; peer violence at school and in other settings; and harmful traditional practices with separate reporting on female genital mutilation and early or coerced marriages. Furthermore, the report suggests that Child Rights NGO coalitions expand monitoring activities and strengthen NGO capacity.

In this report, Every Child reviews the unsteady progress made in childcare reforms across Central and Eastern Europe and the former Soviet Union since the orphanages of Romania were revealed to the world 15 years ago. Every Child's research highlights and details a number of important revelations. For instance, the report indicates that the rate of children entering institutional care has risen despite the fact that the actual numbers have decreased due to declining birthrates. The report also reveals that the number of children in institutional care is significantly higher than the official statistics indicate. Moreover, the report points out that orphanages remain in the Central Eastern Europe (CEE) and the Former Soviet Union (FSU) and that the use of orphanages is increasing in other parts of the world. Further, it is recognized that the last 15 years of economic reform in the CEE and FSU have been disastrous for children and families living in poverty. Children are in care for largely social reasons, but poverty plays a significant part. In addition, the report states that the conditions in institutions are almost always terrible and almost always harmful to a child's development. The report also suggests that family-based care is better for children than institutional care and significantly cheaper for the state. The report concludes by providing recommendations for governments, donor's and NGO's.

This is a sale publication's catalogue which details all UNESCO's new and forthcoming titles in English, and provides information on titles in Arabic, Chinese and Russian. This catalogue also includes sales titles (books, videos, CD-ROMS, DVD's, periodicals and scientific maps) that were published or produced under UNESCO Publishing's own input, or under co-publication agreements. In the first section of the catalogue the titles are listed alphabetically along with a brief description of the work and in the second section there is an alphabetical index of the titles and their prices. It is also possible to search by subject matter, key words, authors, or publications dates by visiting the UNESCO Publishing's website at www.unesco.org/publishing.com. This catalogue also includes information on ordering these titles, as well as a list of the national distributors of UNESCO sales publications.

More than 260 children and young people participated in the 9 regional consultations for the UN Study on Violence against Children. In all the consultations, girls and boys emphasized a desire to see concrete actions to prevent and deal with violence against children. Act Now! has complied a summary of children's recommendations from these consultations. The general recommendations are divided into groups such as Information systems / Monitoring or Legislation, specific recommendations for each place where violence against children takes place (settings) and specific recommendations on some of the different forms of violence which are of most common concern to the children involved. These recommendations can be used by NGOs, governments and other actors when creating programmes to address violence against children at national, regional and global levels.

The author, a young Aymara woman, discusses identity politics. She focuses on the difficulties and opportunities presented by a dual identity, one that is both traditional and modern. She describes her Indigenous identity as connected to processes of self-realization.

In 2001, in order to achieve a better basis on which to advance discussions and formulate recommendations for indigenous populations, the African Commission on the Human and Peoples' Rights (ACHPR) set up a Working Group on the Rights of Indigenous Populations/Communities with the participation of members of the ACHPR as well as expert representatives of indigenous communities and an independent expert.

This final report on the Working Group of Indigenous Populations in Africa is based on a Conceptual Framework Paper which addressed the thorny issue of definitions of indigenous people in Africa. This final report builds on this paper and calls for a recognition of the unique character of indigenous people. The report then analyses the jurisprudence of the African Commission in its interpretation of the African Charter especially the group rights provisions of articles 19-24. The conclusion is that, for various reasons, this is the least developed section of the African Charter. Finally, the report draws conclusion and makes recommendations. It is believed that this report will place the African Commission at the Centre of African debates, policy formation and human rights practice on indigenous people in Africa.

This report is divided into five chapters. Chapter one introduces the context within which the report is written, while chapter two discusses the human rights situation of indigenous peoples in Africa. Chapter three analyses the African Charter and its Jurisprudence on the concept of peoples and chapter four present possible criteria for identifying indigenous peoples. The fifth and final chapter provides conclusions and recommendation that are to be presented to the African commission.

This final report from New Zealand's Second Māori Taskforce on Whānau Violence outlines a Māori perspective for understanding and ending violence within Māori families and communities. The framework emphasizes the role of colonialism in driving violence, and advocates the promotion of a number of principles from the traditional Māori worldview as an effective therapeutic model geared towards prevention.

Available online: www.tpk.govt.nz/publications/docs/whanau_violence.pdf

These two reports present a compilation and analysis of international research on Indigenous peoples' health and mental health from a variety of sources. The Health report provides legal and historical background; examines socioeconomic, demographic and health indicators globally and regionally; explores issues relating to differing cultural health systems; and describes current WHO and other initiatives. The Mental Health report looks into the definition of "indigenous"; examines systemic issues negatively affecting Indigenous peoples' mental health; explores issues of cultural difference; and catalogues known indicators and risk factors globally and regionally. Both reports highlight the need for more, and better, collection of data.

Available online: http://dosei.who.int

The Charter of the United Nations was signed on June 26th, 1945, in San Francisco, at the conclusion of the United Nations Conference on International Organization, and came into effect on October 24th, 1945. The Statue of the International Court of Justice is recognized as an essential part of the Charter. In this document, the Charter of the United Nations and the Statue of the International Court of Justice are presented in full.

On September 16th, 1997, the International Day of Peace, schools were invited to submit, via e-mail, two lines of poetry about peace to the United Nations. After the deadline the submissions were collected and collated into a single, global poem. Almost 450 schools from 38 countries around the world contributed to the making of the peace poem and this project is recognized as one of the most collaborative school projects carried out on the internet.

The purpose of this collaborative project was to expand the awareness of the students beyond themselves as individuals and provide them with a sense that they belong to a larger common humanity and that we all occupy the same universe, the Earth.

The Peace Poem, first posted on the World Wide Web, is now available in print version. The content is identical to the version on the Web. The print version lists all of the participating schools by country in the index. The submissions were accepted in English, French, and Spanish and each school was limited to one submission per school and school level.

This manual emphasize the belief that those involved in the field of social work education and practice must have a clear and unreserved commitment to the promotion and protection of human rights and the satisfaction of fundamental social aspirations. Thus, the purpose of this manual is to provide social work students, teaching staff and practicing social workers with an understanding and awareness of human rights issues and concerns for social justice. This manual has also been designed to contain comprehensive material and information for reference and teaching purposes and should help the social work profession to become familiar with existing international and regional human rights instruments.

The manual is divided into three parts; part one discusses the rational and historical development and philosophical values of social work and human rights, while part two describes basic human rights instruments such as, the Charter of the United Nations and the Universal Declaration of Human Rights. Finally, part three reveals issues for practice reality such as dilemmas facing social workers and issues in teaching and learning about human rights.

The material can be adapted for all levels of professional social work education. For instance, an elective or required course on human rights for schools of social work could be developed using the manual as a guide for teachers and as a text for students. The materials could also be adapted for a workshop or seminar of for a short continuing education course. It is hope that the incorporation of human rights elements throughout social work courses will encourage teachers and students to examine the world and their role through a social justice lens.

This Fact Sheet provides a general introduction to the core international human rights treaties and the communities or “treaty bodies” that monitor the implementation by States parties. There are seven core human rights treaties which set international standards for the protection and promotion of human rights to which States can subscribe by becoming a party to each treaty. The purpose of this Fact Sheet is to see to what extent the core international human rights treaties and the committees can and do function together as a single, holistic and integrated system for the promotion and protection of human rights. Part One presents the seven core human rights treaties currently in force, while Part Two presents the work of the seven human rights treaty bodies established under the term of the treaties and Part Three surveys the challenges facing the human rights treaty system. Also included is a glossary of technical terms employed in relation to both treaties and their treaty bodies.

This 2007 textbook – the most comprehensive book available in the field of intellectual and developmental disabilities – stands out as an exceptional resource. Its 45 chapters, written by more than 90 international authors, provide in-depth coverage of: trends and issues in disability from the past to the future; descriptions of a wide variety of disabling conditions and etiologies; current practice in providing supports and interventions; a focus on disabilities through the lifespan; and health considerations for people with disabilities. Each chapter provides learning objectives, thought-provoking discussion questions, and additional resources. Throughout, case examples illustrate the detailed information provided in the text. A Comprehensive Guide to Intellectual & Developmental Disabilities is an essential book for professionals, students, policymakers and researchers.

To order a copy.

This collection of resources includes lists of publications and materials on theories and strategies for raising respectful, non-violent children. Resources included discuss child development, fostering healthy attitudes and behaviors, teaching skills & community tools to enhance children's safety & wellbeing.

available online at: http://new.vawnet.org/category/index_pages?category_id=808