» Walking Path

“Walking the Path” Program

This program was developed by a multi-disciplinary team of service providers to impact the issues that are common to high-risk youth in Aboriginal communities. The educational initiative promotes self-worth, self-esteem, and respect for others with the use of healing circles, cultural teachings, role models and community awareness.

A positive self-image is essential for each individual to function as a responsible and contributing member of society. Individuals that feel good about themselves are much more likely to respect others as well as the rules and laws of their communities.

The student lesson plans and related activities establish personal values and societal values essential to healthy community growth. The student’s personal values impact on their thinking and behaviour, and are influenced by the values of their peer group and society in general. Young people that have the self-respect and self-confidence to function independently are better prepared to cope with negative influences of peer pressure.

Primarily designed for grade levels four through eight, the ten-week course will require instruction of approximately two to four hours per week. The principles of healthy self-development that are contained in this curriculum should be delivered in a team teaching approach involving police officers, teachers, principals, social workers, health care providers and Aboriginal Elders.

The working group who worked to develop this program are Anishinabek Police Service, Staff Sergeant George Couchie, Nancy Allaire, Principal of Our Lady of Sorrows School in Sturgeon Falls. Sergeant Paul Trivett of the OPP First Nations Program, Inspector Glenn Trivett of OPP First Nations Programs, and Elizabeth Foster of OPP Academy.

The goals of this education strategy are to:

a) To provide Aboriginal and non-aboriginal students with lessons that include teachings about the history, traditions, beliefs and cultures of Aboriginal peoples;
b) To provide Aboriginal and non-aboriginal students with lessons that includes youth empowerment strategies, promoting self-esteem and respect for others.

Objectives of the Walking the Path curriculum include:

a) To provide Aboriginal cultural education both inside and outside of the classroom;
b) To introduce teachings by Aboriginal Elders to support program and classroom goals;
c) Healing communities from the effects of trauma, abuse and racism;
d) Combating stereotypes, racism, prejudice and biases;
e) Involving parents, Elders, family and community in planned educational initiatives;
f) Providing teachers, social workers and police officers with an understanding of Aboriginal history, traditions, beliefs and cultures;
g) Providing students with Elders, teachers and police officers as positive role models trained to deliver the “Walking the Path” curriculum; and
h) Supporting and developing academic skills.

Program Delivery
The “Walking the Path” program helps to create a safe and structured learning environment for the healthy development of Aboriginal youth.

The lessons have been organized in nine modules with supporting optional activities, assignments and instructional strategies. These lesson plans are meant to be flexible and may be supported by other programs or materials, and are summarized as follows:

- Week 1 - Cultural Teachings
- Week 2 - Medicine Wheel Teachings
- Week 3 - History of Aboriginal People
- Week 4 - Finding our Strengths
- Week 5 - Painting the Mask
- Week 6 - Healing Circle and Discussion
- Week 7 - Self Esteem
- Week 8 - History of Native People
- Week 9 - Community Awareness
- Graduation

The graduation of the students from the “Walking the Path” program includes the students, parents and program participants in a graduation feast/ceremony/giveaway to celebrate the student’s learning experiences. Certificates are presented to each student.

The trainer works cooperatively in partnership with the school and Aboriginal community to integrate the lesson plans successfully into established curriculum. While delivering the sessions, the training team may observe particular student behaviours that may suggest that an individual could benefit from counseling services. Aboriginal students may also want to discuss their personal issues, problems or experiences with members of the training team. But it is important to note that trainers are not to act as counselors. Referrals will be made to the appropriate agency to assist a child with any issues they experience.

This “Walking the Path” program is dedicated to the survivors of residential schools on Turtle Island.