Hos2014.buffalo rider.1.1

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  • 1. U Buffffalo Rider School Based Early Intervention- Buffalo Riders Program

2. What is School Based Early Intervention Buffalo Rider Program? Developed to strengthen the capacity of First Nations communities and First Nations Schools in addressing risks related to substance abuse through a school based early intervention program for Grade 7 and 8 students Began as a pilot project in Manitoba in 2011 Presently national training that is held in London four times a year 3. Why at School? Adolescents who feel connected to their school have significantly lower rates of emotional distress, suicidal thoughts and behaviours, violence, substance abuse. ( Resnick,et al., 1997) 4. Intersects with School Health Curriculum All sessions indicate which specific MB provincial health learning outcome is addressed 5. How was the Project Service Model Designed? Assess the situation Prepare a plan and build capacity Implement a comprehensive initiative Evaluate all parts with both process and outcome evaluation ( CCSA School Based Standards, 2010) 6. What were the Strategies of the Program? Community Needs Assessment/ Curriculum component selection Individual Addiction Assessment Brief Screen (DUSI-R) Pre and Post Emotional Intelligence, Drug Use Survey Inventory (DUSI) and Resiliency Assessment with individual development plan for student and classroom use Curriculum- 25 ready to use culturally based sessions focusing on emotional literacy, emotion regulation, resiliency, and peer resistance. (community delivery included a pre selected 10 sessions) Varied Instructional strategies Staff 1 Lead trainer and the opportunity for Development/Capacity Building Online and in person training, to equip local community staff and NNADAP workers with knowledge skills and mindset for continued implementation and community follow up 7. Content of Program Small group early intervention activities that blend a range of different modalities, including: educational or discussion approaches brief intervention and motivational perspectives cognitive behavioural strategies skill-based decision-making methods social and interpersonal skill development culturally relevant content 8. Why did the Project begin? The aim of this project was to: Improve capacity Increase access Increase utilization of early intervention Decrease demand for long term intensive treatment services Decrease substance-use and harms 9. What were the Project Deliverables? The project deliverables were: Development of 25 training modules to support a 10 session life skills-based after school or in-school program for youth aged 11-13 years old. Delivery of 20 after school and/or in school programs in 20 different communities by March 30, 2013. Development and management of an on-going community of practice site and facilitator support. The first set of facilitators trained will have opportunity to support participants in the second round of facilitator training. 10. What were the theories used? Employed Theories As referenced in the NNAPF proposal, positive- identity development increases hope, vision for future and resiliency. Accurate information regarding the impact of colonization on establishing positive identity reduces drug and alcohol use. Strength-based practices, including positive identity development, increase resiliency. Social and emotional competency, combine with peer resistance to reduce drug and alcohol use. 11. What were the theories used? Employed Theories Improved capacity at the community level to deliver early intervention services results in more appropriate referrals for more intensive, longer term treatment and, eventually, less demand for long term, intensive drug treatment services. One-time interventions do not lead to sustainable change. Community capacity to provide appropriate supports increase opportunities for sustained change. 12. How did the Project get started? Early Communication with and Selection of Communities Developing Community profiles Delivery of Facilitator Training Gathering community support Selecting curriculum modules Selecting youth participants Delivering the Program Evaluating success Developing community capacity and sustainability 13. How did the Buffalo Rider Program Perform? Features: What features make BR appealing to both its target audience and facilitators? Reliability: Reliability is the likelihood that the program will not fail within a specific time period. Conformance: Did Buffalo Riders match its intended proposal? Durability: In the case of BR durability, really means sustainability (can it live on)? Serviceability: Serviceability is the speed with which the product can be put into service when it breaks down, as well as the competence and the behavior of the service person. Under this quality dimension, the process is the service. Aesthetics: Aesthetics is the subjective dimension indicating the kind of response a user has to a product. It represents the individuals personal preference. Perceived Quality: Perceived Quality is the quality attributed to a good or service based on indirect measures. Relevance. The services being provided must be relevant to the group of people being served. Accessibility. The services must be timely and equitable. Client-centredness. The services must prioritize the perspective and experience of clients and their families. Continuity. The services must be coordinated and seamless. Effectiveness. The services must lead to the best possible results. Efficiency. The services must achieve the best results using the fewest resources feasible 14. What was learned from the Project? Time and patience to have an impact on community capacity and on outcomes for youth. Challenges in FN Communities are significant and must be considered and supported if the program is going to have sustainability and impact. Patience (time), perseverance and after support are essential. Community resources to help youth develop positive self-concept and resiliency through cultural teachings are available. This program offers an opportunity for these community resources/people to come together through a school-based program and make a connection with youth in a safe and supported setting. 15. What was learned from the Project? Gathering the community facilitators together for a two-day debriefing after implementation served an important purpose beyond evaluation. Not only did it serve to provide rich information about how the program was working to support continuous improvement, it also served as a venue for reinforcement and learning among participants, strengthening both individual commitment and capacity for further development in the community. 16. What did Manitoba learn from the Project ? The program well exceeded its intended client target as some communities chose to deliver to entire classes, grades, and deliver to small groups multiple times. Additionally, there were instances where content was adapted into local language and used with other age groups, including community elders. packaging and the user friendly nature of the content appealing. supplies were included and culturally appropriate. locally adaptable, rather than a standard manual with no flexibility. content was laid out in concrete lesson plans and that it identified where it supported the Manitoba Health curriculum. access to all of the print material electronically after support and debriefing sessions from the Project Manager 17. Where is the Project Today? At the community level there are already examples where the program is being used regularly and community resources are assigned to support it. A key element of this program was: the active after support element of the program that served to keep facilitators on track, give them encouragement, help them when they encountered barriers, etc. The debriefing element helped to round out this support. All facilitators thought these elements were critical and many felt they would not have persisted with implementing the program had these elements not been there. NNAPF and the Manitoba Health, Healthy Living & Seniors continue to communicate and partner building a sound relationship for any future funding options and projects. 18. Why attend training? What was happening in the school and community? Both Connie and Anna were leading the fight against bullying at Mikisew School. Bullying is an underlying cause of youth suicide and alcohol and drug abuse in aboriginal communities. The very reason that NNAPF training modules were created. I found the Buffalo rider modules were adaptable and can be used as a bullying prevention tool because of the self-esteem building tools and self- empowerment. I also believe that a lot of the youth that misuse alcohol and drugs are trying to change how they feel. The same reason that students at very young ages tease and bully. This carries on to adulthood. In my opinion, belittling is the biggest form of teasing we are trying to feel better than another so we make them feel small and worthless but at what cost? This is also rampant in aboriginal communities. I have always looked for outside resources to help with the students of Mikisew School to succeed. So when I saw the invitation for the NAPPF Buffalo riders program. I quickly jumped on the opportunity for training because I was hoping it would provide more tools for the wellbeing of the students. The application form itself was very interesting because it asked for demographics and questions about alcohol and drugs and ages that might be using. Also we could measure if the program benefited the students through surveys. 19. What happen for you during 5 days of training? During the training I received lots of resource information- the facilitator Nora Bressette was very knowledgeable in teaching techniques. Nora also brought with her re