Tag Archives: Native Social Work

Remembrance: An Intercultural Mental Health Process (PDF)

Remembrance, An Intercultural Mental Health Process

by Pam Colorado

Mental Health is a European, western derived construct which, in the context of colonialism, has been imposed upon Native peoples. thus one could question the health of “mental Helth”. I propose that it is possible and timely to create processes and models of mental health which are intercultural and have, as their first order of business, the healing of mental health practitioners…myself included!

Issues of mental health and culture are central to my life. I am a traditional Oneida woman, married to a Hawaiian, Kuhuna Kalai Wa’a and Kii, that is, a man who has the Huna or secret knowledge of how to carve traditional ocean going canoes and images. We live on the island of Maui where I commute to California to teach in the Traditional Knowledge Program—a doctoral program for tribal people worldwide. I am also of French ancestry and travelled to France during my early twenties to make peace with the conflict I felt as a mixed blood person.

In twenty years of activism my model of mental health practice evolved from a largely clinical social work/community organizing focus (with a few cultural touches) to an almost completely cultural, spiritual practice that drew on western psychology when necessary. Although reluctant to draw on extra cultural approaches,I found psychology and its terminology to be helpful in dealing with deadly colonial wounds, notably alcoholism. Counselling methods also became a bridge to the western and professional world and to assimilated parts of my personality. In fact, western counselling helped me to decolonize and to embrace my true cultural identity.

But joining Native and western approaches to mental health has always made me uncomfortable. First of all, there are no guidelines or mutually established ethics to govern the linking. Second, the concept of mental health is inextricably bound up in relationships of domination and power. Prior to the invasion of North America there wasn’t even a concept of mental health! Native cultures sought and were an expression of grounded lives lived in balance and intimate communication with all living beings. third, western practitioners’ denial of the power dynamics between Natives and westerners emotionally charge the counselling process. Fourth, whether we like it or not, there is no part of Native life that has not been violated or desecrated. As a result, we carry enormous and undifferentiated anxieties and pain; often we swing back and forth between western and Native behavior without conscious choice. Finally, as my genetics suggest, there is no escaping the obvious fact that American Indians and Euramericans (with their mental health practices) share a land and a reality. We must address the intercultural mental health conundrum and transform it into something good.

Recently, I worked with a French American person whose wife had suffered with terminal cancer for ore than two years. I began the work in my usual way, as a cultural person who used western concepts to communicate and engage. Four months later, when the work was complete, I had been taught a way of doing Native mental health in the western world; moreover, a westerner had entered my Native paradigm and healed aspects of my life. I refer to the process as remembrance and share some of it with you now.

A stormy twilight sky holds the ocean in an indigo embrace. Moving smoothly through the cold spring ocean, I hesitate for a moment, questioning the wisdom of a swim so late in the day. Hawaiian elders warn against this. As I realise I am alone in the water, a sense of vulnerability rises; I do not recall how I got here. I want to return to shore but am powerless to move. The growing density of the night time sky is matched by a sense of growing danger in the water. Suddenly, I am aware of an enormous and awesome presence—Mano! The shark1

My reaction is instantaneous. Rolling over on my back I lie suspended in the water and I wait. Mano is one of the most powerful animal spirits in Hawaiian cosmology. The shark empowers priests, healers and intellectuals; it is an Aumakua, the head of a major clan system and it is Mano that accompanied and protected the first Polynesian voyagers to settle the Hawaiian islands. Lying motionless is the only act of reverence available to me. I can feel him approaching from my right; swift and smooth. He transverses the length of my body, as if appraising me. Death may be imminent. I am afraid. I am hopeful. The shark turns and heads directly towards me. Bright blue lines of electricity stream from either side of his head. Reaching my still body, he races beneath me, around me, wrapping me in blue lines of vivifying intelligence and power. Then he is gone.

I awake, shaking and weeping with joy. Gathering up my medicine bag, I pull on some clothes and head to Launiopoko Beach to make an offering of thanks. Pulling Indian tobacco from its pouch, I call to Mano. Laying a gift of tobacco in the water, I wait. Was it a true dream? A few moments pass, doubt begins to enter my mind. Just then a movement about fifty feet off to the left catches my eye. It is a shark fin, standing nearly one foot out of the water. This must be a great animal. As quickly as it moves towards me, it turns and disappears from sight.

As I drive home, I wonder at the beauty and power of Native ways. The feelings that went through me when I saw the shark acknowledge the offering! I wonder what the meaning of this experience is and what is expected of me. A few days later, a stranger stops by our house to look at Hawaiian art work. It is Mr. Robert Requin (Mr. R), an elderly gentleman of enormous wealth and great political repute.

It is not usual to greet someone of Mr. R’s standing, so I paid attention to what happened. As he entered our house, he went almost directly to the scale model canoe, “Lele O Ke Kolea”, the canoe that brought the first Hawaiians here. As I approached Mr. R to welcome him a spiritual presence, nearly palpable, filled the room. My traditional training enabled me to see it my western mind interpreted it as a crucial bonding. I was shocked because I had never had such a moment with a non Native person.

Any traditional Native person will tell you that ordinary reality is not real at all. This world is spiritual and beings of great power, like Mano, move through the veil of our conscious minds. Like Creator, Mano touches us. It is only an instant but in that moment we experience something timeless and real—our own truth. Truth, according to Native thought is meant to be lived. When a dream comes, work of transformative nature is sure to follow. Because the work is spiritual and difficult, it is important to interpret the direction of the dream accurately.

In the weeks that followed, I struggled for understanding and direction. I spoke to another traditional person who responded, “A strange thought just came to me—your visitor is Mano!” The truth of the message was so strong, it took my breath.

Identifying the Mano as the spiritual protector and power of my visitor, gave me a beginning point for determining how we were related. For a few days, I struggled trying to remember anything I heard or knew of the relationship between Mano and the Thunderers—my clan. The answer came in the middle of the night when I awoke thinking of a petroglyph from the Northwest Coast (where I learned the process of deciphering the ancient language).

On a large rock, located in the tideline, is a carving of the Shark and Thunderbird, held together by a huge lizard—the protector of water and change of consciousness. This 15,000-year-old carving is predictive of transformative learning—of movement into a higher integration of knowledge which will be sensory or predictive. The Lizard also implies genealogy or ancestral communication. In a western sense we might say I had determined an archetypal relationship. I understood that this was a powerful connection but I lacked a course, or even a next step of action.

One day, during a phone conversation with Mr. R, we discussed our French family histories. Realising that our ancestors had arrived in the New World about the same time, I decided to check my family tree, a lengthy document. Turning to a random page, I glanced down and discovered that a man from my family and a woman from his had married in 1560; furthermore, this couple moved to the New World and became the progenitors of both his family line and mine! This confused me. If I had found a mutual Indian ancestor, I would know what to do or who to contact. I was in for a surprise.

Mr. R had purchased a number of traditional Hawaiian art pieces of my husband’s and had asked me to bless them. I readily agreed, until I turned to do it and discovered the purchases included Lei o Mano—weapons of war constructed of sharks teeth and a wood that women do not touch! How do I, as a woman, pray over weapons of death? Is this proper? Do I have the authority? These questions took several days and the pieces were to be delivered the next day. Finally, I understood the next step.

Moving the weapons into the sunshine, I made my prayer but something didn’t feel complete. So, I meditated some more and realized that I needed to do a night ceremony as well.

That night on the lanai, the spirits spoke in unmistakable messages. Mr. R’s wife had survived because two, vainglorious physicians, eager to win the respect and approval of her wealthy husband, had used extraordinary means to keep the woman alive. She had been tortured. I knew it because for a brief moment the spirits made me feel what she had suffered; it was agony. I was told that her end would come soon and I was given several other pieces of information for Mr. R.

When I came in from my prayers, I was shaking with fear. I knew I had to tell Mr. R but I doubted myself. What if I was wrong? What if I had misinterpreted something? And I questioned my right to even tell someone such news. Nevertheless, the following morning while burning sage, I called Mr. R and shared, as gently as I could, all of what had transpired. To my amazement, he nearly wept with relief. In the next few weeks, everything happened just as I had been told. I was stunned at my self doubts and with the power of these old ways.

I was also pleased that ancient Native ways could help Mr. R—in fact, even seeming to complement his devout Catholicism. But two weeks after his wife’s death I learned that my sister was alcoholic and suicidal. Thee generations of family addiction came crashing down on me. All my work in healing did not seem to stop the destruction and death in my own family. I was terrified.

Another dream came to me. This dream revealed the origins of the family addiction problem. It rested in an event that happened in France nearly 700 years ago—an event that Mr. R’s family shared. I awoke from the dream, it was near midnight. Heading directly for the closet, I rummaged around until I found my baptism candle (although raised traditionally, I had also been baptised Catholic, perhaps to cover all the bases!) I took the candle out to my rock altar and then stopped. I didn’t know where to put it. How could I respect these two ways and still bring them together? Desperate for my sisters life, I finally placed it on the lower right hand corner. Then I began my prayer, in my Indian way, explaining what I was trying to do and why. I asked permission to proceed. It seemed okay, so I picked up the candle, stuck it in the damp tropical earth, and lit it. I wasn’t sure how to pray. I tried all the Latin prayers I could remember but nothing felt genuine. Then I tried it the Indian way, by calling to the ancestors. Suddenly, the sultry, leeward night was hit with a cold wind from the North. It came down on me so hard and fast, I had to cup the flame to keep it from going out. I was scared. I knew I had pinpointed the cause and I knew I needed help.

The next morning, I called Mr. R and asked him to help in the tradition of his French Catholic religion. He agreed and for the next three days he prayed for us.

About a week later, Mr. R and I spoke. I thanked him and told him the astonishing news. My huge French-Indian family had finally acknowledged the problem of addiction in our family and was preparing for a family intervention for my sister. He was not surprised because he had felt a peace come over him the first night of his prayers. We both wept and laughed on the phone. Who would ever have guessed the combined power of a Pagan and a Catholic!

I used to think that darkness was evil but an Elder once told me, that darkness is safety, security, like the womb. In the darkness we are all one; separations cannot be seen. Perhaps this is the Huna, or inner secret Hawaiians know. For Mr. R and I to heal required great risks and trust. We both stepped into our shadow many times but we were not alone. At night, in a dream, the shark spirit came to give me the power to do the healing work. Although I doubted myself, I still went to the beach and made a thanksgiving offer. A real shark came proving the truth of the dream as well as the value of facing self doubt.

Mr. R knew of the terrible things his culture has done and continues to do to Native people, but he stepped through that history when he asked for my help.

I entered the shadow again when I turned to my French genealogy; used my candle and asked Mr. R for his help. It was difficult to do. Yet, the evil visited on my family—the multigenerational alcoholism derived from and depended upon the continuing hatred and divisiveness of Catholic and tribal people.

Most likely I will never see Mr. R again, but in the dark moment we shared, a beautiful healing emanated. Two people—from vastly different political, socioeconomic backgrounds, one traditional Indian, the other Catholic—joined using western psychological language and simple loving prayers particular to our own cultures. We healed. Nothing happened, yet everything changed.

First Reading, Vol. 13, No. 3, Sept 95 ESPC

Recommendations for Education in Native Social Work at the Bachelor of Social Work Level (PDF)

Recommendations for Education in Native Social Work at the Bachelor of Social Work Level

A report submitted to Dr. Ray Thomlison, Dean

Faculty of Social Welfare, University of Calgary

by

Dr. Pam Colorado, Coordinator

Native Studies Development Project

November 24, 1987

Table of Contents

TERMS OF REFERENCE 1

TOWARD A NATIVE OPTIONS            1

NATIVE SOCIAL WORK PROGRAMS, DESIGN ISSUES   2

THE CONCEPT    3

HOW DO WE DEVELOP A NATIVE OPTIONS/   4

NATIVE SOCIAL WORK COMPONENT   4

SUMMARY OF MAJOR RECOMMENDATIONS FOR NATIVE SOCIAL WORK COMPONENT TO THE B.S.W. DEGREE   12

APPENDIX 1     13

BIBLIOGRAPHY    13

Terms of Reference

The University of Calgary Native Options Program is committed to the development of scholarly and academic excellence in Native social welfare. To this end our definition of Native social work includes:

the education of Native and non-Native students who wish to work with a Native population.

the integration or infusion of Native content into the generic social work courses.

Neither the Native population nor the University of Calgary Faculty of Social Welfare want diluted course content or reduced requirements for a Native options track. Instead, Native course content, methods and field instruction will be subsumed under the generic course numbers. The goal and objectives of the Native Options Program will be to produce successfully synthesized, biculturally functioning social workers (Swenson).

2. Toward a Native Options

The University of Calgary is committed to establishing a Native Options Program. This commitment stems from six forces:

Native bands and people are a significant population in Alberta and have critical human service needs. The Faculty of Social Welfare is charged with the provincial mandate to provide social work education which would begin to address these needs;

There is no mechanism or process for eliciting or integrating Native knowledge into social work theory or practice;

Nearly ten years of fragmental intradivisional efforts have not produced the coherent, unified program hoped for;

The Collins report of 1986 recommended a Native concentration for the three Divisions, but was not funded beyond the two-year developmental phase;

Without additional or outside funding, the Faculty of Social Welfare has now hired and obligated one Native M.S.W. full-time sessional and one Native Ph.D. (one day per week) to begin meeting the needs of the Native community and to spearhead the drive for a Native Options Program;

Historically, only a few Native students have been admitted to the program. those who are admitted are unduly burdened with the lack of culture specific curriculum and the need to assume total responsibility for re-interpreting course content into a Native context. Moreover, the transition back into the Native world rests solely on the shoulders of our graduates.

3. Native Social Work Programs, Design Issues

The struggle to articulate and implement a Native Options Program is not unique to the University of Calgary. The firs decade of such efforts has produced a number of concerns. Dunbar-Ortiz, Ph.D., Sioux, catalogues these issues:

There are few Indian scholars;

Native social work programs remain unstable due to a lack of qualified Indian faculty to develop academically viable curricula and research;

The absence of Ph.D.’s, publications and research mean that programs flounder in instability. Indian faculty remain temporary, part-time and are eventually phased out in retention, promotion, and tenure procedures of the University;

Indian students are especially sensitive to the historical process of attempted acculturation — the educational system;

Native studies are essential for educating the non-Native majority and for the Nation building process of tribes;

The University is not an appropriate vehicle to learn one’s cultural values. Instead a profession is to be gained. Mastery does not mean acceptance of Non-Indian values. But the ability to analyze and assess problems and issues and date within an historical and larger socio-economic context requires substantial reading, research, writing, discussion and the acquired ability to assimilate and analyze information;

Funding and counseling should be based on the realities of Indian and non-Indian relationships, not on university realities;

Federal and foundation funding should be supplemental;

Indians should be encouraged to pursue substantial education;

Specialized programs in different universities should complement each other, not overlap; Ortiz punctuates her list of concerns with this advice: A sense of mission, despite limitations, could work miracles in transformation of Indian high education from a mechanical mass production to excellence.

This proposal follows close on the heels of Ortiz. The document that follows is a blueprint for developing a Native social work program with a mission. That mission is the creation of a program which will address and draw from the interface (relationship) between Natives and non-Natives; to create opportunities for the two cultures to cooperate, collaborate and communicate.

4. The Concept

The Ortiz analysis points to a developmental problem in Native social work efforts. This is, programs either attempt to mass produce “Native” social workers or to teach culture within the university. As Ortiz notes, both approaches are conceptually flawed and fundamentally confounded.

The University is not the appropriate locus of cultural education; such teaching requires a tribal context. Moreover, it is the right and responsibility of First Nations to provide such education. On the other hand, avoiding cultural issues adhering to the mono-cultural, European tradition also presents problems.

Reliance upon a monocultural tradition within a multicultural arena constitutes an essentially transparent form of intellectual domination, achievable only within the context of parallel forms of domination…. Churchill

The Native Options Project will learn from and move beyond this developmental conundrum. merely establishing the Project will address one critical problem – the recognition of the multicultural basis of social work and the destruction of the deadly myth of one truth in social work theory. Deloria, distinguished Sioux scholar, notes:

One of the most painful experiences for American Indian students is to come into conflict with the teachings of science which purport to explain phenomena already explained by tribal knowledge and tradition. The assumption of the western educational system is that the information dispensed by universities is always correct and the beliefs or teachings of the tribe are always wrong…

Considering the present state of things, it is important for scholars…to begin to help us break the ice of ignorance and neglect which has been thrust upon our traditions for nearly half a millennium. Without the voices of respected white scholars, there is little chance we can get sufficient attention from the scientific establishment to plead our own case. But we should remember…(that this is) a call for each of us to enter into the exchange of knowledge…(and we, Native Americans are called) to offer our knowledge to the larger benefit of our species…

Churchill offers one final piece of incentive for a biculturally-focused grounded Native Options:

By pooling knowledge, resources and effort in a broad forum such as interdisciplinary studies, perhaps we can jointly seek to expand our knowledge of the world..the signposts point to a reconciliation of the two approaches. Western science must reintegrate human emotions and intuitions into its interpretation of phenomena; Eastern peoples must confront the physical world and the effects of technology. We shall understand as these traditionally opposing views seek a unity, the world of historical experiences is far more mysterious and eventful than we had previously expected. Such and achievement would be one from which all humanity would benefit…

5. How Do We Develop a Native Options?

The Native Options Project must be seen as an ongoing transcultural process. The components or mechanisms for initiating the process include:

an integrated curriculum

a Native Advisory Committee

a Native Options Track, consisting of optional courses which have been tailored towards Native social welfare issues.

6. Native Social Work Component

The Native Social Work Program will be an integral part of the existing B.S.W. programme, offered at the University of Calgary. The B.S.W. program will integrate “Native content” to specific required courses and also offer students a concentration of courses that are critical to working with Native people. As a result, all students will be offered critical components of the N.S.W. programme specific to their choice in the B.S.W. degree programme.

The Native social work component will provide appropriate prerequisite and field of practice courses in conjunction with the existing required methods/practicum courses of the B.S.W. programme. A Native Advisory Committee will assist in the development and operation of N.S.W. through prayer, teaching and advice.

The following are core courses required by all students enrolled in the B.S.W. programme; included are students pursuing the Native concentration.

SOWK 311 Human development: Childhood and Adolescence

SOWK 315 Communication and Social Work Interaction

*SOWK 325 Ideology and Social Welfare

*SOWK 341 Social Work: Its Social Science Foundations

SOWK 411 Human Development: Adulthood

SOWK 423 Canadian Social Policy

SOWK 432 Practicum I

SOWK 434 Methods I

SOWK 435 Groups in Social Work Practice

SOWK 441 The Scientific Base of Social Work Practice

SOWK 461 Social Welfare Administration

SOWK 532 Practicum II

SOWK 534 Methods II

Those marked with an asterisk will integrate the Native component to the course content. Thus, these courses will be made relevant to the Native situation and clientele. This can be accomplished by individual instructors who have had background to the Native situation, thus applying theory and concept to the Native situation (See Appendix 1). For example, the Canadian Social Policy course should include policy directly affecting Native people.

The following core courses will be developed specifically for the Native concentration. Native Science is the basis of knowledge and practice; therefore, a course equivalent to SOWK 441 is critical to the programme. Practice must also be made available in either Native communities or in agencies with a large Native client population.

N.S.W. 432 Practicum I

N.S.W. 434 Methods II

N.S.W. 441 Native Scientific Base of Social Work Practice

The Faculty of Social Welfare, University of Calgary, will decide whether N.S.W. 441 will remain as a core course and students may be exempt for another core course, or students with the Native concentration are expected to take one extra core course.

The Native Social Work component will include the above core courses plus five social work options. These courses are pertinent to the field of Native studies and practice.

SOWK 551.01 Intergroup Relations (Native Canadians)

SOWK 551.02 Alcohol and Drug Abuse

SOWK 551.05 Child Welfare

SOWK 555.09 Community Issues

SOWK 555.15 Integrative Approaches

The above courses with the core course will make up the Native Social Work component for the B.S.W. programme.

The following courses will be options for the students and may be made relevant to the specific situation to Native people.

SOWK 551.10 Social Work and Corrections

SOWK 555.07  Child Sexual Abuse

SOWK 591 Directed Reading

SOWK 595 Conference Course

6.1 Native Advisory Committee

A Native Advisory Committee be established with one-third of the committee being elders. The elders will be able to provide guidance through prayer, teach tribal tradition and give advice on tribal policy and law. Other Committee members will be represented from the various distinct cultural communities among Native people. This committee will advise the Faculty on all aspects of the N.S.W. programme, including curriculum, recruitment, admissions, appeals, policy and planning. It is recommended that the Native Advisory Committee be a subcommittee of the Undergraduate Committee. This Committee will also assist Native Communities with joint research projects.

6.1.2 Native Studies

These are courses in other university programs such as Native American Studies, Sociology, Political Science, Psychology and Anthropology which teach Native American history, culture and contributions. Where these courses exist, the Native social work component must utilize them in the two year prerequisite courses of the B.S.W. degree programme. Native organizations such as the Indian Association of Alberta, Metis Society of Alberta, Native Counselling of Alberta, and Nechi Institute on Alcohol and Drug Education must be involved in the developing of courses and research for viable solutions and programmes for the “myriad” of social problems facing their constituents.

The Native Social Work component is integrated into the core stream of the B.S.W. degree programme, because it is not sufficient to separate “Native content” to only those who choose Native studies, but is for those who work in the field of Social Welfare. (Recommended from Report to the Attorney General, Dec. 1984, by Assistant Chief Judge W. White, Provincial Court of Alberta).

6.1.3 Field Placements

Social work programs must have a full and direct involvement with Native communities. The practica for all students enrolled in the N.S.W. will be involved in both the non-Native and Native fields of work placements. It is critical for the students to access both practica and to integrate and synthesize their theory and methods in their respective practica. Where there isn’t a Native Community such as in an urban setting, agencies with large target populations that are Native may be the only suitable practica placements.

These practica placements are not only valuable learning experiences, but provide excellent opportunities for developing social work practicum placements in agencies that serve Native people. This can be done by demonstrating to agencies that professional Native people have the ability to perform at the same levels as professional social workers. Secondly, these agencies are a means of developing contacts and job placements for social work graduates.

6.1.4 Native Options Faculty

Native Social Work Programmes will have both Native and non-Native instructors. Non-Native instructors will be selected on the basis of their experiences and commitment to Native issues. Further these faculty will serve in the critical role of mentor for students in the Native Options component. Native instructors and elders must demonstrate a high level of knowledge, understanding and skills of Native culture. This is essential if we are to develop sensitivity to and an understanding of Native culture.

Faculty staff will include a Native Coordinator and two Native faculty members, sessional instructors, one counsellor and one clerical support. It is recommended that existing Non-Native Social Work faculty members who can be recognized as specialists in the field of Native Studeies can teach Native Social Work courses specific to their specialization.

6.1.5 Position Descriptions

The Coordinator will coordinate all activities of the Native Social Work Programme, including consultation with the university and First Nations’ communities and Native agencies, development of the curriculum, and coordinate meetings to ensure relevance in the Native concentration area.

The counsellor/tutor position will advise, support and recruit Native students and will also liaise with other faculty members, departments and practicum agencies.

Full-time professors will have full tenured positions with the Faculty and carry regular course load and research initiatives as it may take 5-10 years to develop a pool of Native Ph.D.’s. The full-time position may be entered at the M.S.W. level. Part-time sessional instructors with at least an M.S.W. will teach many of the courses in the Native Social Work Programme.

The core components of the Native Social Work Programe must be an integral part of the university budget. Provincial and federal governments special grants should be used to provide the support costs for development, remedial and support services that may not otherwise be available to the university.

6.1.6 Recruitment of Native Students and Support Services

Recruitment for Native students and their success depends largely upon the Native Social Work Programme. Active Native student recruitment must be extended to schools on reservations, Metis settlements, universities, colleges, Native agencies and other Native communities, to both public and separate off-reserve schools and to public welfare agencies.

The Native Social Work components needed to develop support services for Native students which include:

Financial security should be guaranteed for Native students;

Opportunities for individual and small group counselling and discussions. Native students, Native faculty and other qualified persons would be involved;

Socializing activities for staff and students;

Extensive tutorial assistance and remedial courses as indicated;

Special training in the use of libraries, writing papers, research, etc.; and,

Provision of Native-related library materials.

The Native Students’ Services at the University of Calgary, the Office of the Advisor on Native Affairs at the University of Alberta, and the Native American Studies Department at the University of Lethbridge successfully provide many of these services. The Native support services should be fully supported and further developed in close consultation with those programmes already established.

Funds required for these special services need to be negotiated with provincial and federal governments and foundations.

6.1.7 Admissions Criteria

The B.S.W. degree is often thought of as a four year social work programme when instead it is a two year programme completed after two years of general arts courses or after completion of a two year college Social Services diploma.

University undergraduate students planning to enter the B.S.W. degree are normally required to complete 20 university level semester courses (two years) chosen from a broad list of options. Once completed, students are eligible for admission to the B.S.W. programme, which is comprised of 20 social work semester courses (two years). Consideration will be given to N.S.W. students who speak a Native language or have taken Native Studies in these two years.

Graduates of an Alberta Community College two-year Social Services programme will receive, on admission, up to ten unassigned social work semester credits; and, in addition, credit for up to ten non-social work semester courses will be awarded on a course-for-course basis as indicated in The Provincial Transfer Guide.

Successful completion of 20 university level semester courses or a two-year college Social Services diploma does not mean automatic entry into the B.S.W. programme. Enrolment limits have been established on social work courses in relation to the number of students who can be accommodated in practicum settings. Admission decisions are based on academic standing and the extent of relevant work, volunteer and general life experience.

Appropriate methods must be developed for assessing the academic qualifications of prospective Native students whose background and grade point average might not accurately reflect their potential. These appropriate methods can be determined with the advice of the Advisory Committee. It is anticipated that giving a higher weight to life experience compared to grade point average need to be discussed.

6.1.8 Programme Networking

Programmes for Native social work students must be coordinated at all post-secondary levels to ensure that there is continuity in opportunities for Native people. Linkages between both the college and university level programmes should offer Native students a “career ladder” of opportunities since an individual may choose to enter the work force at either level.

Post-secondary levels must facilitate and support social work education. The community college here takes leadership in this role. It is felt that a two-year college social service diploma may initially be more attractive to many Native students than a four year university B.S.W. programme. All efforts should be made to enhance the credit recognition and transferability for these students. A word of caution is that many persons who may successfully complete Social Service diploma programmes at community colleges and then go onto very meaningful and successful careers in social services for whatever reason,

not able to successfully complete a university level professional programme, i.e., not all college graduates are adequately prepared or ready for university level study.

The following mechanisms and processes can be initiated to enhance the networking programme:

Better communication of the opportunities available to Native students who are interested in accessing the post-secondary system. Students should be able to enter the system at various levels according to their educational background and proficiency in basic academic skills.

More comprehensive articulation between programmes and post-secondary institutions must be initiated to ensure credit transferability or recognition, thus facilitating student educational mobility, culminating in a degree if so desired.

Intensified communication and cooperative links to be established between the post-secondary institutions and employers of social work graduates, with the intent of permitting students to leave the post-secondary system at various levels and seek employment, and yet ensuring that improved in-service training opportunities are made available for skill upgrading.

To ensure programme networking, there must be regular meetings with representatives of all the post-secondary education systems in Alberta to discuss the above programme networking issues. In the the last year, this has occurred with representatives of the community colleges and universities in Alberta. further networking meetings are planned.

6.1.9 Family and Community Involvement

Families must be encouraged to support their children in the education process. It has been observed that Native students from so-called “leadership families” continue further up the educational ladder than the vast majority of Native students. It seems that education and role-modelling are more actively supported by these leadership families.

Similar to the need for family support, it is very important that the Native community, including elders, friends and relatives support students’ efforts to obtain an education. Individual tribes and groups must be given the responsibility and opportunity to provide input into educational programmes for Native students. The Native community, students, and successful graduates need to be involved in the education process, not only for student support but also to keep the curriculum relevant to Native needs. It is stressed that Native elders need to be involved in any Native Social work education concentration developed in this faculty. Elder involvement may include representation on the Native Advisory Committee, possibly an Elder in residence and guest lectures.

7. Summary of Major Recommendations for Native Social Work Component to the B.S.W. Degree Programme

7.1.1 Programme Content

Native Curriculum developed;

Increased opportunities for Native Studies;

Increased opportunities for Native students in the field of Social Welfare.

7.1.2 Staff

Full-time Coordinator

Two full-time instructors/professors

Counsellor/tutor

7.1.3 Support

Internal support services

Tutorial service

Social activities

7.1.4 Networking (U. of C. N.S.W.)

Between post-secondary levels

Among Native communities/agencies

Among Non-Native communities/agencies