Working with Aboriginal People impacted by Residential SchoolsOccupational Competency 2015

Although Manitoba’s rich diversity of Aboriginal peoples makes generic statements difficult, there are benchmark behaviours which can be used when working with those impacted by residential schooling. These benchmarks are comprised of four (4) skill levels. Skill levels are not necessarily progressive but describe behaviours best used when the following skill levels are required; Foundational, Operational, In-Depth and/or Expert. This competency is adapted from Manitoba Corrections Competency: “Works with Aboriginal People” as developed by a team led by Barry French with participation including; The Manitoba Métis Federation, The Assembly of Manitoba Chiefs, Manitoba Corrections, Manitoba Civil Service Commission, Manitoba Government and Employees Union, and reviewed by Justice Murray Sinclair in 2002.

Definition of this competency

Interacts, communicates, or works with Aboriginal (First Nations, Métis, Inuit and Non-Status Indians) people who have been historically or vicariously impacted by residential schooling.

Skill Level 1(Foundational)

Skill Level 2(Operational)

Skill Level 3(In-Depth)

Skill Level 4(Expert)

Understands basic knowledge of Aboriginal history, culture, and

spirituality as well as current and historic issues stemming from

residential schools

Applies basic knowledge of Aboriginal history and culture, including current and historic

issues stemming from residential schools, to

interactions with individuals, agencies and communities

Demonstrates advanced knowledge and applied skills in working with individuals

and groups impacted by residential schools as well as

to those who provide services to them

Fosters an organizational environment supporting respectful interactions.

Creates effective partnerships with Aboriginal people and

communities. Embraces Aboriginal methods and

approaches to service deliver Key Behaviours Key Behaviours Key Behaviours Key Behaviours

Is sensitive to how their own beliefs, traditions, education and values affect all their interactions

Knows the four main Aboriginal groups and the main tribal

groups in Manitoba

Understands and can explain the basic history of Manitoban Aboriginal people from pre-

contact to the present

Demonstrates respect in all interactions with Aboriginal people by using culturally

appropriate communication skills

Does not assume Aboriginal clients have in-depth knowledge of their culture, history or tribal spiritual beliefs but checks when

appropriate Understands and can explain

Uses appropriate protocols in approaching community or

spiritual resources

Informs clients of traditional ceremonial options they may wish to participate in and why

Supports, encourages and demonstrates respect for

Aboriginal co-workers

Understands and can explain cultural grief

Gains knowledge of the residential school the client

attended, confirms experience/consequences

with client and adapts interventions appropriately

Can adapt generic information

Plans and implements culturally appropriate

programming to meet the needs of clients and/or staff

Keeps current in issues relevant to the inter-

relationship of the organization and Aboriginal

people and communities

Creates and fosters community healing

opportunities

Advises managers and staff on best practices when working with Aboriginal individuals, agencies and communities

Teaches others about local

Fosters an inclusive organizational environment

by integrating regional multi-tribal Aboriginal cultures into the workplace as well as the

programs and services offered

Champions educating other leaders about residential

school impacts and mitigation strategies

Ensures a representative workforce reflects the

population served

When making changes to polices, programs or

operating procedures, includes appropriate

representation from the Aboriginal community to

guide them

Monitor and compare the SKILL LEVEL DEFINITIONSFoundational (Level 1) – emerging experience with some knowledge of the subject matterOperational (Level 2) – Working knowledge of subject matter. Able to perform all duties requiring this skillIn-depth (Level 3) – Able to perform all duties requiring this skill and has the necessary knowledge to train others on the job in the Foundational/Operational skillExpert (Level 4) – Comprehensive knowledge and advanced understanding as it relates to the organizational environment. Able to train, lead or consult in the subject matter when called upon

Working with Aboriginal People impacted by Residential SchoolsOccupational Competency 2015

systemic racism

Understands and can explain vicarious trauma and

intergenerational effects

Understands and can explain the philosophy and governance

model of residential schools in Manitoba

Understands and can explain how residential schools impact

their business/agency

Understands and can explain why clients may be dysfunctional

in emotion recognition and management

Knows and makes appropriate referrals to local Aboriginal

resources

Actively seeks and accepts knowledge and insights

regarding residential school impacts

Understands why Aboriginal people are less likely to have

secondary education or participate in the economy and

can explain to others

and resources to the specific circumstances of their client

Seeks information from colleagues and/or community

contacts to understand history of relevant client

home community interactions and issues

Knows and mitigates impact of phrases, news events,

physical actions, etc. Which may trigger trauma responses

Uses stories to convey ideas

Understands the value of positive people and attitudes

as supports for clients

Recognizes the need for the family and supports of the client to be involved in the

healing process

Advocates for clients to use the seven teachings in guiding

choices they make

Knows the power and value of the Medicine Wheel and can

use it to explain and guide healing concepts and

strategies

Aboriginal communities including; preferences in

spirituality, culture, language, supports/ resources available

Provides or creates opportunities for others to

participate in various traditional ceremonies to gain

understanding and appreciation which will be

used to guide referrals

Trains others in residential school impacts and mitigation

strategies

Creates opportunities to facilitate constructive dialogue

and raise awareness of Aboriginal issues, challenges

and needs regarding residential school impacts

Supports staff participation in residential school events, conferences and training

with/by/for Aboriginal organizations when possible

and appropriate

Encourages Aboriginal participation in secondary education opportunities

organization’s performance and remove systemic barriers

impacting effective results

I review my organizations ability to meet Truth and

Reconciliation recommendations and

support strategies to do so

Encourages Aboriginal people to consider a career in their

organization

Promotes and assists communities in regaining

cultural identity

Promotes credibility of Aboriginal Medicines and

doctoring

Creates and leverages opportunities to establish

meaningful partnerships with other organizations,

communities and governments to better meet

the needs of Aboriginal clients impacted by residential school

SKILL LEVEL DEFINITIONSFoundational (Level 1) – emerging experience with some knowledge of the subject matterOperational (Level 2) – Working knowledge of subject matter. Able to perform all duties requiring this skillIn-depth (Level 3) – Able to perform all duties requiring this skill and has the necessary knowledge to train others on the job in the Foundational/Operational skillExpert (Level 4) – Comprehensive knowledge and advanced understanding as it relates to the organizational environment. Able to train, lead or consult in the subject matter when called upon