In this course, students will examine how the legacy of colonization and Indian residential schools impacted families, and how intergenerationally, many First Nations, Métis and Inuit families have been left with a broken spirit. They will also examine families from mainstream systems perspectives and diverse Aboriginal perspectives. Starting with the student’s own families, participants are offered tools to use in understanding and reflecting on their own family experience, identifying family gifts, strengths and resilience. The results of having a broken family spirit will be explored as well as pathways to holistic wellness, with recognition that spirituality is a foundation to wellness.
The following global ideas guide the design and delivery of this course:
- Workers must strive for balance, wellness and a strong spirit to be effective in helping families.All families are capable of having a strong spirit.
- All families have strengths and something unique to contribute to the community.
- Family difficulties or challenges present opportunities for spiritual awareness and positive change.
- Self-awareness, respect for diversity and reflective practice are essential goals of a successful worker. Encouraging and engaging with reciprocal feedback assists us in reaching this goal.
Methods of Instruction
- Learning from Elders
- Student Presentations
Means of Assessment
This course will conform to Douglas College policy regarding the number and weighting of evaluations. Typical means of evaluation could include a combination of:
- Personal Research and Reflection
- Genogram Development and Analysis
- Reports and Essays
- ndividual and Group Presentations
- Class Contribution
Upon successful completion of this course, the student will be able to:
- Describe the intergenerational impact of colonization, the Indian residential school system, adoption, foster care, and the justice system on Aboriginal families.
- Describe and understand their own family experiences.
- Demonstrate an understanding of the Elders’ teachings in relation to helping families strengthen their family spirit.
- Reflect on their approach to working with families in a respectful and collaborative way.
- Describe how they will strive to maintain their own personal and family wellness.
- Think critically about the family in context, including the diversity within and between families.
- Articulate an understanding, at a beginning level, of mainstream (Western European) theories about families and their ‘development’.
Enrolment in CYCC Program - Aboriginal Stream or permission of Coordinator
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester/year of the course, consider the previous version as the applicable version.
Below shows how this course and its credits transfer within the BC transfer system.
A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.
For more information on transfer visit the BC Transfer Guide and BCCAT websites.
If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.