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Table of Contents
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    River of Life Online

    The River of Life course discusses strategies designed to strengthen the protective factors of youth at risk. The material focuses on providing participants who work with youth the knowledge to respond to youth at risk of suicide. River of Life has been developed with extensive consultation with Indigenous people.  The Advisory committee included Elders from Métis and First Nation communities, as well as members from the community who work with Indigenous youth. Participants taking this course have three months to complete the course from the time they log into the course. Participants have taken anywhere from a week to four weeks to complete the course. [expand title="READ MORE" swaptitle="LESS" trigpos="below"] Learning Objectives Explain the current context of youth suicide within Indigenous communities Describe the impact of key historical events that have disrupted cultural continuity and continue to negatively impact Indigenous youth Identify and define factors that either protect or put Indigenous youth at risk of suicide Recognize the warning signs or invitation suggesting that an Indigenous youth might be at risk of suicide Recall the legal responsibilities when working with Indigenous youth at risk of suicide Define the three levels of suicide response: Prevention, Intervention, and Postvention. Audience Ages 18+ This workshop provides information and offers practical approaches for those working with Indigenous youth ages fifteen to twenty-four. The precipitating factors of suicide are different in Indigenous communities than in the general population. Certificate Participants will receive a certificate of completion after completing the online course. [/expand]

     

    Walk With Me

    This workshop is intended for Indigenous caregivers working in Indigenous communities. The Walk With Me workshop draws heavily on Indigenous culture and tradition as it seeks to take participants through the cycle of suicide grief. Indigenous communities are frequently struck with a series of suicide deaths in a short period of time, each of these deaths adding to the already present burden of grief and loss. Bringing community members together for a day of hope and healing builds understanding and strength. This workshop takes the participants on a journey from the past, to the present and looks to the future; it creates a context for people to examine where they are in the grief cycle and how they can move forward to hope. [expand title="READ MORE" swaptitle="LESS" trigpos="below"] It is recommended that participants of this workshop also attend the 2-day ASIST workshop for skills-based suicide intervention training. Workshop Topics: Stories of Indigenous experiences Talking openly about suicide Suicide bereavement model How we heal Developing grief work strategies Self-care Audience Ages 18+ This workshop provides information and practical approaches for understanding and dealing with our own grief and to better understand others’ grief. It is NOT a replacement for grief counselling nor does it train participants to become counsellors. It is recommended that participants wait a period of time after losing a loved one to suicide before attending this workshop. Information provided is appropriate for beginner and intermediate social work practice. Certificate All participants will receive a participation certificate upon completing 7 hours of instruction. Special Accommodations Please contact the Centre for Suicide Prevention if you need specific accommodations. [/expand]

     

    Little Cub

    Little Cub is a 1-day, discussion-based workshop examining suicide prevention in Indigenous children and communities. The Little Cub Workshop draws heavily on storytelling and oral tradition. It begins by recognizing the unique precipitating factors of suicide in Indigenous communities and moves through to identifying risk and protective factors in children 12 years of age and younger. The workshop finishes by empowering participants with knowledge and tools to transfer the care of a child at risk of suicide to a community-based resource person. It is recommended that participants of this workshop also attend the 2-day ASIST workshop for skills-based suicide intervention training. [expand title="READ MORE" swaptitle="LESS" trigpos="below"] Workshop Topics include: Story of Indigenous Experiences Conversations and Understanding Protective and Risk Factors Responding with Hope Understanding More Audience Ages 18+ This workshop provides information and offers practical approaches for those working with Indigenous children who may be at risk of suicide. The precipitating factors of suicide are different in Indigenous communities than in the general population. Information provided is appropriate for beginner and intermediate social work practice. Certificate All participants will receive a participation certificate upon completing 7 hours of instruction. Special Accommodations If you have any questions, concerns or comments about this workshop please contact the Centre for Suicide Prevention. [/expand]   [expand title="VIEW REFERENCES" swaptitle="LESS" trigpos="below"] Aimun-Mashinaikan Innu Dictionary. (2005-2013). Retrieved from http://www.innu-aimun.ca/dictionnaire/Words Alberta Indigenous Games. (2013). Resource manual for walking in balance. Beaumont, AB: ENBA Sports. Allen, K.E. & Marotz, L.R. (2009). Developmental profiles: Pre-birth through twelve (6th ed.). Belmont, CA: Wadsworth Publishing. Amagoalik, J. (n.d.). Looking back…a journey of sorrow, joy and adventure.  Retrieved from http://www.nunavut.com/nunavut99/english/looking.html Berlin, I.N. (1987). Effects of changing native American cultures on child development. Journal of Community Psychology, 15 (3), 299-306. Brendtro, L.K., Brokenleg, M. & Van Bocken, S. (2002). Reclaiming youth at risk: our hope for the future. Bloomington, IN: Solution Tree Press. Canada. Parliament. Senate. Standing Committee on Human Rights. (2012). Cyberbullying hurts: Respect for rights in the digital age. Ottawa, ON: Canada. Senate Committee Reports. Canadian Child Welfare Research Portal. (2011). Frequently Asked Questions (FAQs). Retrieved from http://cwrp.ca/faqs. The Canadian Press. (2013). Federal Court grants rights to Metis, non-status Indians. Retrieved from http://www.cbc.ca/news/politics/federal-court-grants-rights-to-métis-non-status-indians-1.1319951 Centre for Suicide Prevention. (2010). River of Life: Aboriginal Youth Suicide Workshop. Calgary: Author. Centre for Suicide Prevention. (2012). Submission to the Senate of Canada, Standing Senate Committee on Human Rights: Cyberbullying and Relationship to Suicide. Calgary: Author. Centre for Suicide Prevention. (2008). Tattered Teddies: An interactive handbook about the awareness and prevention of suicide in children. Calgary, AB: Author. Centre for Suicide Prevention. (2008). Youth suicide workbook. Calgary: Author Consolidation: Indian Act. R.S.C., 1985, c. I-5. Current to November 26, 2013. Last amended on April 1, 2013. Ottawa: Minister of Justice, 2013. Retrieved from http://laws-lois.justice.gc.ca/PDF/I-5.pdf DeVries, T. (2012). Iihlxaadas húus xíinaangslaang. [Web log message]. Retrieved from http://haidalanguage.blogspot.ca/2011/04/xaada-laas-is.html First People - the legends. (n.d.) In First People. Retrieved from www.firstpeople.us/FP-Html-Legends/BigTurtle-Wyandot.html Gaylord, R. (1998). A 10-year-old’s suicide and a grieving emergency nurse: Lessons learned. Journal of Emergency Nursing, 24(1), 52-57. Hare, J.B. (2005). Eskimo-English Dictionary. Retrieved from http://www.wordgumbo.com/ea/can/caninu.htm Haskell, L. & Randal, M. (2009). Disrupted attachments: A social context of complex trauma framework and the lives of Aboriginal People. Journal of Aboriginal Health (5)3, 48-99. Retrieved from http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1569034 Health Canada. First Nations and Inuit Health. (2012). Clinical practice guidelines for nurses in primary care: Pediatric and adolescent care. Retrieved from http://www.hc-sc.gc.ca/fniah-spnia/services/nurs-infirm/clini/pediat/index-eng.php Jacobsen, L.K., Rabinowitz, I., Popper, M.S., Solomon, R. J., Sokol, M.S., & Pfeffer, C. R. (1994). Interviewing prepubertal children about suicidal ideation and behaviour. Journal of the American Academy of Child and Adolescent Psychiatry, (33)4, 439-452. Kloos, A. L., Collins, R., Weller R. A., Weller, E.B. (2007). Suicide in preadolescents: Who is at risk? Current Psychiatry Reports (9): 89-93. Masecar, D. (n.d.). Kant reed or spl gud, dnt wanta liv: Youth, learning disabilities and suicide. Workshop presented at the meeting of the Canadian Association for Suicide Prevention, (s.n.) Metallic, E., Mitchell, D. & Wilmot, J. (1997). Pjila’si: Welcome to Mi’gmaq-Mi’kmaq online. Retrieved from http://www.mikmaqonline.org/servlet/dictionaryFrameSet.html The Metis Virtual Museum of Metis History and Culture. (n.d.). Indigenous voices. Retrieved from http://www.metismuseum.ca/exhibits/voices/) Metis National Council. (n.d.). Metis rights. Retrieved from http://www.metisnation.ca/index.php/who-are-the-metis/rights. Miller, J. R. (2012). Residential Schools in Canada. In J. Marsh & D. Aronovitch (Eds.), The Canadian Encyclopedia. Retrieved from http://www.thecanadianencyclopedia.com/articles/residential-schools Mishara, B. L. (1999). Conceptions of death and suicide in children ages 6-12 and their implications for suicide prevention. Suicide and Life Threatening Behaviour (29)2, 105-118: Mishara, B.L. (2003). How the media influences children’s conceptions of suicide. Crisis (24)3, 128-130. doi: 10.1027//0227-5910.24.3.128 Nehiyaw masinahikan: Online Cree Dictionary. (n.d.) Retrieved from http://www.creedictionary.com Niehardt, J. G. (2008). Black Elk speaks. Albany, NY: State University of New York Press. Oneida language tools. (n.d.). Retrieved from http://www.uwgb.edu/oneida/sound.aspx?citation=-kwatakw-&pos=verb Orbach, I. (1988). Children who don’t want to live. San Francisco, CA: Jossey-Bass Publishers. Pfeffer,C. (2000). Suicidal behaviour in prepubertal children: From the 1980s to the new millennium. In R.W. Maris, S.S. Canetto, J.L. Mcintosh, & M.M. Silverman (Eds.), Review of Suicidology 2000 (pp. 159-169). New York: Guilford Press. Truth and Reconciliation Commission of Canada. (2012). They came for the children: Canada, Aboriginal peoples, and residential schools (Report). Retrieved from http://www.attendancemarketing.com/~attmk/TRC_jd/ResSchoolHistory_2012_02_24_Webposting.pdf Urban Society for Aboriginal Youth. (February, 2013). Wait for the future. New Tribe, 30-31. World Health Organization. (2007). WHO child growth standards. Geneva: WHO Press. World Health Organization. (2013). World Health Organization: Maternal, newborn, child, and adolescent health.  Retrieved from http://www.who.int/maternal_child_adolescent/topics/adolescence/dev/en/ World Health Organization. Department of Mental Health. (2000). Preventing suicide a resource for teachers and other school staff. Geneva: Author. [/expand]