IY NONET : bridging the gap "For the Good of" Indigenous youth aging out of care
Brooks, Justin Christopher
MetadataShow full item record
This action-oriented inquiry supports Indigenous youth nineteen to twenty-four who are/will be aging out of the child welfare system in British Columbia, Canada, through research and development of a youth life skills program. Indigenous youth are overrepresented in the child welfare system and have little or no support once they reach the age of majority, nineteen. Community stakeholders and current Indigenous youth were engaged to gather insight to serve this vulnerable population best. The IY NONET program would incorporate life skills, health, education, and employment components to set youth up for success in the greater community. This action-oriented inquiry used Indigenous research methods combined with semi-structured interviews to connect with youth and stakeholders to gather relevant information and strategies. This inquiry identified various recommendations such as establishing a community of practice, promoting land-based learning, and hiring Elders in residence for Delegated Aboriginal Agencies on Vancouver Island.
Showing items related by title, author, creator and subject.
Lickers, Michael (2016-07-18)This Indigenous methodology (IM) and participatory action research (PAR) explored the methodologies and principles of Indigenous youth leadership (IYL). Some Indigenous researchers studying leadership and Indigenous ...
“Why won’t they mix?”: barriers to Indigenous/non-Indigenous youth relationships in Yukon high schools Fabre-Dimsdale, Anyes (2020-01-10)The Yukon territory is home to fourteen First Nations, eleven of them self-governing. Close to 25% percent of the Yukon’s population is Indigenous. In the 5 high schools of the Yukon’s capital city of Whitehorse however, ...
Discovering connections: mindfulness curriculum and Dene culture for Indigenous and northern Canadian children and youth Hanlon, Lisa (Electronic version published by Vancouver Island University, 2021)This paper explores the self-study research question, How can an exploration of Dene cultural teachings and my experiences in a NWT classroom inform the development of a culturally appropriate mindfulness curriculum? The ...