The Institute for Culturally Restorative Practices

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Canada - Ontario - Fort Frances
The Institute for Culturally Restorative Practices
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The Institute for Culturally Restorative Practices seeks to empower Indigenous ways of knowing into service delivery systems with the sole purpose of creating better outcomes for Indigenous children, family, and communities.
 
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Indigenous Learning 101 - Indigenous knowledge Class Learning about Indigenous culture This lesson plan is designed to teach Indigneous young peoples about their sacred bundle – one that is filled with spirit, with medicines, and with purpose. It
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Indigenous Learning 101 Indigenous knowledge Class Learning about Indigenous culture Supporting Indigenous Identity by describing the elements of culture reflected in various art forms such as stories depicting traditions, values and beliefs.
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TEACHING EXPERIENCE

PUBLICATIONS, PRESENTATIONS, & WORKSHOPS: 1. Promising Practices in First Nations Child Welfare Management and Governance Weechi-it-te-win Family Services: Utilizing a Decentralized Model in the Provision of Bi-Cultural Services Prepared by: Peter Ferris, Estelle Simard, George Simard & Jacqueline Ramdatt, (2005) http://www.fncfcs.com/sites/default/files/docs/WFSPromisingPractices.pdf 2. Applying Maslow’s Hierarchy Theory to the Research Needs of FNCFS Agencies participating in Cycle II of the Canadian Incident Study of Reported Child Abuse and Neglect. Marlyn Bennett and Corbin Shangreaux with assistance from Estelle Simard, Clifford Manyheads, Therese Tupper, Kathy Bent, Laurie Rose, Vincent McKay, Janet Douglas and Melanie Scott. http://www.fncfcs.com/sites/default/files/onlinejournal/vol2num1/Bennett_Shangreaux_pp89.pdf 3. Culturally Restorative Child Welfare Practice: A special emphasis on cultural attachment theory. Simard, E., (2009). Culturally Restorative Child Welfare Practice - A special emphasis on cultural attachment theory. First Peoples Child & Family Review: An Interdisciplinary Journal Honoring the Voices, Perspectives and Knowledges of First Peoples through Research, Critical Analyses, Stories, Standpoints and Media Reviews, 4, 2, p.44-61. Retrieved on December 12, 2009 from http://www.fncfcs.com/sites/default/files/online-journal/vol4num2/Simard_pp44.pdf 4. Developing a Culturally Restorative Approach to Aboriginal Child and Youth Development: Transitions to Adulthood. Simard, E., & Blight, S., (2011). Currently being peer reviewed for publication in Summer 2011 with the: First Peoples Child & Family Review: An Interdisciplinary Journal Honoring the Voices, Perspectives and Knowledges of First Peoples through Research, Critical Analyses, Stories, Standpoints and Media Reviews, 6, 1, p. 28-55. http://www.fncfcs.com/sites/default/files/online-journal/vol6num1/Simard_Blight_pp28-55rvsd3.pdf 5. Internalized Oppression of North American Indigenous People (2012). The Internalized Oppression of Turtle Island’s Indigenous Peoples (Chapter in Internalized Oppression: The Psychology of Marginalized Groups / Springer Publishing Company). In print Internalized Oppression: The Psychology of Marginalized Groups is the first book to discuss the common manifestations of internalized oppression, its mental and behavioral health consequences, and promising clinical approaches and community programs to address internalized oppression among specific groups such as African Americans, Latinos/as, Asian Americans, Pacific Islanders, American Indians, Alaska Natives, Women, People with Disabilities, and the Lesbian, Gay, Bisexual, and Transgender community. It is the first book to highlight the universality of internalized oppression, but at the same time acknowledges its unique manifestations and implications for various groups. With each chapter being written by leading and emerging scholars on internalized oppression, and in collaboration with a “community voice,” this book will surely influence the direction of research and services addressing the most insidious psychological consequence of historical and contemporary oppression. 6. Colonial Tools in First Nation Politics: A conversation with colonial thought Estelle Simard, 2013 (in print) Abstract: Constructing an external narrative of colonial thought exists throughout this paper. Colonial tools in First Nation politics are destructive and not a true Indigenous leadership strategy. As a result, this paper will discuss the salient features of colonial tools in First Nation politics in addition to providing options for challenging this mindset in our First Nation political structures. Further, this paper will explore various Indigenous governance principles and highlight as exemplars. 7. Anishinaabe Zaagi’diz – Anishinaabe and Self Love in First Lady Nation / Professional Women’s Network, 2014 (in print) Abstract: An auto-ethnographical approach to understand self love from an Anishinaabe perspective. This article is about the journey of self love from an Anishinaabe women’s perspective. What we have been through as Anishinaabe women, what I have personally experienced, and what were the mechanisms to change. How can you find it and where does it begin ~ this concept of self love. 8. Thematic of Indigenous Development: The Middle Years Unpublished Abstract: Culturally restorative practice is a foundational pillar in Indigenous developmental theory. This paper dialogues the thematic of Indigenous development through the use of cultural attachment theory. The paper will present the unique cultural developmental milestones tasks associated with cultural identity development. A review of literature focuses on the complexities involved with culture based socialization process and issues of colonial impacts on an Indigenous child’s development. The paper highlights Indigenous child development as a complex myriad of tasks that encompass colonial effects and cultural resurgence. The healthy navigation of this dichotomy requires the promotion of gender free spirit development by means of cultural attachment strategies. This paper provides stakeholders of the Ministry of Child and Youth Services the opportunity to learn culturally safe approaches to Indigenous child development. 9. Indigenous Wellbeing in the Middle Years Unpublished Indigenous children and youth’s well being indicators, outcomes, and metrics are an important part of western developmental frameworks, however they must be constructed in manners that include colonial settler influence on identity and context. This article presents colonial influences on Indigenous peoples, the dichotomy of Indigenous identity development through a cultural socialization process, and concepts of cultural attachment as Indigenous wellbeing indicators. Further conceptualizing Indigenous wellness as cultural attachment, the article presents wellness through the Stepping Stones™ model of developmental domains, which includes spirit, cognition, socialization, emotion, physical, communication/language, and environment. The author also presents Indigenous wellbeing metrics as indicators, skills sets, and measures. Curriculum Development Initiatives: 1. Culturally Restorative Practices ™ Abstract: The purpose of the workshop is to provide the participants with an introduction to culturally restorative practice. Participants will learn about the foundation of culturally restorative practice through the mechanism of cultural attachment theory and how some of its principles have created a new methodology of services for First Nation people. The rebuilding of communities through the language, teachings, customs, ceremonies, roles and responsibilities, as well as societal structures is a significant feat of this workshop. The mechanisms of cultural attachment theory to achieve cultural restoration has suggested the greater the application of cultural attachment strategies the greater the response to cultural restoration processes within a First Nation community. This directly proportional proposition suggests an alternative strategy with First Nation people, which is based on reinvestment in cultural attachment strategies in First Nation communities. 2. Culturally Restorative Developmental Milestones ™ Abstract: The purpose of this workshop is to provide an Indigenous perspective on child development. Development theories have discussed changes in human behavior that occurs throughout the lifespan; however, they are missing one key piece when working with the Indigenous population – the spirit. This workshop will provide a thorough and complete discussion to Indigenous child development for children and youth transitioning from youth and adult. The workshop will be a review of the thematic of Indigenous development and will start with Aboriginal worldview, cultural structure, cultural attachment, identity development, relational development, and task achievement. 3. Wellness and Addiction ™ Abstract: In this unique educational seminar, ICRP will provide an opportunity for participants to discuss various issues that promote and sustain individual unrest. Through these important seminars, participants will come to understand how historical effects of colonialism have impacted their lives and the personal decisions they have made with regards to addictions – codependency, gambling, alcohol, drugs, or work. The impact of colonization on individual wellness is the heart of this educational seminar. The educational seminar will provide therapeutic opportunities to heal through community and holistic practices. 4. Union of Ontario Indians - Lateral Violence Abstract: Lateral violence is an issue that is a direct result of colonization and oppression. This educational seminar is learning how colonization and lateral violence manifest within the a community. By understanding, debriefing, and sharing the lived experience of lateral violence, the participant will be able to construct mechanisms to deal effectively with bullying. Colonization for Anishinaabe people has been a collective pervasive experience that continues to erode the cultural structure of the Nation. Indigenous scholars have referred to this memory as the soul wound and is the real contributing factor to lateral violence in our communities. 5. Native Provisions Training: Weweni Ganawenimaadaanig Abinoojiwag Abstract: Children are the cornerstone to Nationhood building. For many years, First Nation people and communities have been subject to the laws, policies and regulations that have generationally affected the people. Long-standing issues have rippled throughout the First Nation communities, creating hardship and pain in family development. History continues to play an important part in the dynamics of present day issues, and CASs acting in the best interest of the child have failed to rebuild the very structure of the Native family. As a result, there continues to be a gross over-representation of First Nation children in care across Ontario. Recognizing the sacred purpose of child care in all Nations across Ontario, this curriculum intends to discuss issues of white privilege, colonialism and its impact on service delivery, traditional knowledge, policy knowledge, First Nation empower through the CFSA, working with resistance, history of Native people, generational shame, the millennium scoop, mainstream practice, bi-cultural models, and many different skills development for working in cross cultural situations. 6. Fort Frances Tribal Area Health Services Addiction Curriculum Abstract: The curriculum has been developed in line with the overall historical and present theoretical underpinnings of treatment philosophy in the Fort Frances district. This is based in the Anishinaabe teachings and ceremonies. The addictions curriculum recognizes the long history of historical trauma suffered by our people and is built with the intention of bringing forth the fundamental purpose of each Anishinaabe person thereby strengthening identity. Building a strong spiritual connection to a higher power and offering psycho-educational support through group processes are pivotal to this curriculum design. 7. Naokamegwanning First Nation “Wiijiitiiwin” Abstract: This is a treatment program, designed to help the participant learn non-violent strategies. This program will teach Indigenous peoples’ the true nature of violence and how this learned behavior is not a natural part of our traditional Anishinaabe system. This treatment program is based on the seven grandfather teachings ~ in which the participants learns his sacred purpose in life. This program will offer the culturally safe opportunities to learn how to turn one’s life around by helping the participant to understand the nature of violence from a post-colonial understanding. This program will be a bi-cultural teaching strategy which works with academic learning and cultural process. The strategy is designed to support the client’s unique cultural needs as Anishinaabe. 8. Self Efficacy and Indigenous Development Abstract: This curriculum can be used in a one to one therapeutic session, as a group process, or can evolve into a unique Indigenous development program for youth and young adults seeking to develop Indigenous identity. This curriculum has 8 different components designed to help youth and young adults master the art of navigating two worldviews. The curriculum offers opportunities for critical praxis and self reflection. It further offers the opportunity to identify cultural structures that fit with the individuals cultural path. Unique and purposeful, this curriculum secures Indigenous identity development in positive and pro-social manners. Professional Presentation: Cultural Attachment ~ Prevention Conference ~ London, ON Cultural Developmental Milestones ~ NICWA ~ Phoenix AZ Re-thinking Attachment Theory: Natural Protective and Resiliency Factors in Aboriginal Child Welfare System Re-thinking Attachment Theory: Natural Protective and Resiliency Factors in Aboriginal Child Welfare System ~ Uniting One Voice Conference ~ Orillia, ONT Re-thinking Attachment Theory: Natural Protective and Resiliency Factors in Aboriginal Child Welfare System ~ Sudbury Mental Health Conference ~ Sudbury, ONT Re-thinking Attachment Theory: Natural Protective and Resiliency Factors in Aboriginal Child Welfare System ~ World Forum on Child Welfare ~ Vancouver, BC Historical Trauma and Internalized Oppression Training – AAFS, Kenora Ontario Abuse Prevention Education and Skill Development Training – ONWA, Sudbury Ontario Workshops: Historical Trauma and Internalized Oppression Abuse Education and Skills Development Suicide Intervention Sexual Abuse Education and Prevention Grief Recovery Working with Adolescent Sex Offenders Developing Therapeutic Milieu in Clinical Settings Violence against Women Customary Care Training – Frontline, Board, and Organizational Development Seminars Board and Executive Training

MY TEACHING STYLE

Dialetical Change Model Train the Trainer Instructional Lecture Cross Cultural Cultural Education

HONORS/AWARDS/SHINING TEACHER MOMENT

Commissioned works with Ministry of Child and Youth Development: Indigenous Development and Wellbeing 2011, 2016, 2017

MY OWN EDUCATIONAL HISTORY

BA - Indian Studies MSW ABD - Education with specialization in Curriculum and Instruction

ADDITIONAL BIOGRAPHICAL INFORMATION

Estelle Simard is from the Anishinaabe Nation, from the territory of Treaty #3, and a member of Couchiching First Nation. Estelle is the Executive Director of the Institute for Culturally Restorative Practice and much of her experience is in the culturally competent management of integrated children’s mental health and child welfare services. She has direct supervisory and clinical services expertise with Aboriginal people and has specialized in family preservation strategies by incorporating cultural activities into service delivery and practice. In addition, she has presented at National and International forums on child welfare on “cultural attachment theory”. This workshop is based on her experience with Weechi-it-te-win Family Services and contains excerpts from her MSW research project. Estelle is currently pursuing Doctor of Education in Educational Leadership/Curriculum and Instruction with the University of Phoenix. Her dissertation is entitled “A phenomenological study on cultural attachment theory”.

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