Walking in Multiple Worlds. Aboriginal Youths’ Work-life Experiences

1. Walking in Multiple Worlds. Aboriginal Youths’ Work-life Experiences E. Anne Marshall, University of Victoria Suzanne L. Stewart, OISE/University of Toronto Jennifer Coverdale, University of Victoria Cannexus 13 Ottawa, Ontario January 30, 2013 Cannexus 2013 Marshall et al.

2. Overview of Session • Introductions and background of presenters • The context – Work and Indigenous youth • Our projects • Common themes • Practice implications • Indigenous youths’ stories • Story maps • Possible Selves Mapping Process (PSMP) • Summary and questions Cannexus 2013 Marshall et al.

3. The Current Worklife Situation • Globalization and the digital age have had a major impact on the lives of adolescents and young adults in the first decade of the 21st century. • Social and economic changes have been linked to reduced family incomes, escalating unemployment, cutbacks in services, and increasing dependence on social assistance – particularly for marginalized and Indigenous populations. • Resulting health and mental health problems include stress-related illness, substance abuse, family violence, and depression. Cannexus 2013 Marshall et al.

4. Emerging Adulthood • First introduced by Jeffrey Arnett (2004) as a “new and historically unprecedented period of the life course” • Typically ages 18 to 28 • Five essential qualities: • Identity Exploration • Instability • Self-Focused • Feeling In-Between, In Transition • Possibilities Arnett, J.J. (2004). Emerging adulthood: The winding road from the late teens through the twenties. New York: Oxford University Press. Cannexus 2013 Marshall et al.

5. Indigenous population in Canada • Indigenous or Aboriginal peoples (First Nations, Metis, and Inuit) represent approximately 4% of Canada’s population or about 1 million people • The Aboriginal population is very young -- over 50% are under the age of 24 • 40% are under the age of 16 • This population is growing faster than the non-Aboriginal – birth rates are 2 to 3 times higher Cannexus 2013 Marshall et al.

6. Youth • All Canadian youth under age 24: 10,243,518 • 562,936 Aboriginal youth in Canada under age 24 Cannexus 2013 Marshall et al.

7. The Challenge:Employment rates for Indigenous youth • In the 15-24 year old category, unemployment rates are 3 times higher for Aboriginal young people • The rate of unemployment for First Nations living on reserve is 23.1%; almost double compared to those living off reserve at 12.3% • In 2010, 45% of Aboriginal youth were attending school • Mental health difficulties affect about one in five youth and young adults (20%); the rate is higher for at-risk and Indigenous populations (30 - 60%) Cannexus 2013 Marshall et al.

8. Labour force characteristics of population aged 15 to 24 Employment Rate Unemployment Rate Cannexus 2013 Marshall et al.

9. Employment Comparison Ages 15+ OR Cannexus 2013 Marshall et al.

10. Our Projects • Research and counselling with youth & young adults • Always contextual - “Every interaction is to some extent a cross-cultural one”( Pedersen, 1991) • Community partner agencies • Ethical conduct is essential to success • Acknowledge and address power differences, assumptions, and biases • We follow the 4 Rs principles (Kirkness & Barnhardt, 1991) Cannexus 2013 Marshall et al.

11. The Four Rs Principles • Kirkness & Barnhardt, 1991 • Respect • Relevance • Responsibility • Reciprocity Cannexus 2013 Marshall et al.

12. Community Partners • Engaged in all phases of the projects • Practice goals guide our questions & interventions Cannexus 2013 Marshall et al.

13. Theoretical Orientations Relational Theory. Cultural (Indigenous) ways of knowing & relating influence practice and research (Barton, 2004) • Narrative methods Social Constructionism (Blustein, 2006) • Social relationships have an influence on people’s construction of knowledge and experience. • Knowledge is the product of our social interactions and processes Social Cognitive Career theory (Lent, Brown, & Hackett, 2000) • Career behaviour is influenced by four variables: behaviours, self-efficacy beliefs, outcome expectations and goals Cannexus 2013 Marshall et al.

14. Walking in Multiple Worlds • Nationally funded research/development project • Two sites: Toronto, ON and Victoria, BC • Our question: “What are the supports, challenges, and obstacles experienced by Aboriginal youth and young adults in finding and keeping work?” • Community partners • Group and individual interviews • Story maps and Possible Selves maps • Community Workshops and knowledge sharing Cannexus 2013 Marshall et al.

15. Interview questions • We would like to hear your story or stories of finding and keeping work • We are particularly interested in how you view work for Indigenous youth. How has this changed? • What supports and obstacles have you experienced? • How does culture inform your story of Indigenous work and career life, and your story of career development? • What is the role of community? • What is needed to better support Aboriginal youth? Cannexus 2013 Marshall et al.

16. Group Interview Themes • Four meta-themes • Work Experience • “I handed out tons of resumes but I’ve only worked for my Band in the summer student program...no one else called me back” • Relations • “Yeah, my Uncle called me up, said, ‘I got a job for you’ and I took it.” • Culture • “Our culture is nonstop. You’re hearing it, you’re seeing it, you’re experiencing it.” • Education • “the program had the cultural catch that I needed in order to feel really sound and to really feel like I was here.” • Mental health, confidence, and self-efficacy impacts described throughout the interviews Cannexus 2013 Marshall et al.

17. Individual Interview Themes • Work experience • Indigenous culture • Family and relational support systems • Community connections • Discrimination and oppression • Ignorance • Mental health and well being Cannexus 2013 Marshall et al.

18. Implications • Support youth to transition from community based student and/or band-supported employment programs into the work world • Teach young people to identify and translate skills learned in community cultural service and volunteer work into job skills for their resumes • Recognize the relations who facilitate these young peoples’ work life journey • Offer education and career programming that is grounded in Indigenous values, beliefs & practices • EDUCATE non-Indigenous population Cannexus 2013 Marshall et al.

19. Practical tools & approaches • Talking circles • Elders, mentors, and community champions • Community events & training • Story Maps • Possible Selves Mapping Process (PSMP) • Guiding Circles (McCormick et al) Cannexus 2013 Marshall et al.

20. Story Maps – Toronto team Relational strategies and resources are grounded in social values and life contexts Historical and community focus Follow oral traditions Represent values & strengths Provide on-going records Cannexus 2013 Marshall et al.

21. Toronto – 22 year old young man • One young man described trouble in the regular school system as a child. His mother took her kids to traditional events and ceremonies -he would often be tired in school and fall behind. He moved around a lot with his mother and 7 kids and was diagnosed with a learning disability. He's now finding his place in the world through his engagement in traditional ways, and as he embraces these traditional ways more and more, they seem to embrace him back. He has had trouble finding work outside of the Native community and prefers to stick to work as Elder's helper and drummer/singer/performer. He described the importance of “taking back” his culture. He continues to have difficulty finding sustainable work. Cannexus 2013 Marshall et al.

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23. Toronto – 28 year old young woman This young woman described growing up in very challenging circumstances. Through the help of key guides and mentors, she was able to discover the strength that culture brings to her. She has had a successful educational experience and high achievements. She operates her own business. She is able to combine business and the arts in order to support herself and continues to engage in the community as a strong role model for others. Cannexus 2013 Marshall et al.

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25. NCCT Youth forum – Jan. 2013 • Native Canadian Centre of Toronto • “Youth Inspiring Youth” Forum • SagKeeng’s Finest Cannexus 2013 Marshall et al.

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28. Possible Selves – Victoria team • Possible Selves(Markus & Nurius, 1986) is a future-oriented and personalized form of self-concept which provides a link between self-concept and motivation • Include positive hoped for and negative feared future images of self • Are based on a number of salient factors: family and community, socio-cultural and historical experiences, interests, abilities, and media influences • Become important motivators for behaviours Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954 – 969. Cannexus 2013 Marshall et al.

29. Possible Selves Mapping • Generates hopes & fears for the future • Develops understanding and appreciation of personal values • Connects current activities with hopes and fears for the future • Identifies factors that affect sense of self and personal potential • Increases motivation • Provides a record Cannexus 2013 Marshall et al.

30. Seven Steps in the Possible Selves Mapping Process (PSMP) 1. Create a Possible Selves Brainstorm Map. Brainstorm hoped for and feared possible selves (on a brainstorm map or paper) 2. Group and name the hoped for and feared selves 3. Debrief the brainstorm map 4. Identify most wanted hoped for selves and feared selves, plus most likely feared & hoped-for selves (if time) 5. Transfer brainstorm information to the overview map 6. “Things to do right now.” Explore and identify specific steps to achieve hopes and avoid fears. Include others 7. Overall impressionsand next steps Cannexus 2013 Marshall et al.

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32. Brainstorm Map Cannexus 2013 Marshall et al.

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34. Brainstorm Map Cannexus 2013 Marshall et al.

35. Possible Selves Brainstorm Map (WIMW) Hoped for Selves Feared Selves Cannexus 2013 Marshall et al.

36. Possible Selves Map What I really want Hopes Most likely hope Most likely fear Things I can do right now . . . Fears What I really fear Cannexus 2013 Marshall et al. Marshall, Guenette & Antl, 2011

37. Step 6. Things to do right now • Connect or “anchor” hopes and fears to behaviors and sources of support • For hopes: What are some things you can do right now to support these hopes? What can you do next week? Next month? Next year? Who can help with this? • For Fears: What can you do to prevent these fears from happening? What can you do next week? Next month? Next year? Who can help? Cannexus 2013 Marshall et al.

38. Possible Paths Map Most hoped for.... FEARS Relations Most likely. Feared self... Most likely.... Most feared... HOPES E.A. Marshall, S.L. Stewart, J. Coverdale, P. Spowart, J. Leblanc, CCPA Calgary 2012

39. Victoria – 27 year old young man One man detailed his 10 year struggle to find stable and meaningful work. He attributed his early work related difficulties to trouble in school and an unstable home life. He managed to connect with an uncle who supplied him with a job, housing, and guidance. He noted that this turning point was the first in a series of events that helped him towards his current educational and occupational success. He connected with Elders in his University and community, and had the opportunity to engage in culturally relevant work. Now, he feels proud of and strong in his traditional identity, which he has reclaimed largely through his education and employment. He describes his current work as fulfilling and culturally relevant, but still strives for a way that he can give back to his larger community in a long term capacity. Cannexus 2013 Marshall et al.

40. Possible Selves Map (young man, 27) Hoped for Selves Feared Selves PhD. – Indigenous Studies Clinical Social Worker / Related helping field Stuck in a dead end job Living and working away from the Island Working with children of residential school survivors Working within my own community No Indigenous aspect to my work Homeless / Broke Cannexus 2013 Marshall et al.

41. Victoria – 23 year old young woman One woman upgrading to prepare for college, shared her ambition to find cultural work in her home community. Following the birth of her daughter, she choose to return to school so she can find work and support her family. After dropping out of high school she was apprehensive about adult education but identified the peer relations, teachers and individual academic programs as supports. She also identified her family's help with housing, transportation and childcare as helpful to her finding work. Her hope is to become a family counsellor and help her community heal and reconnect to her culture. She has been taught cultural ways by Elders and mentors during her life and feels honored and committed to share those teachings with the next generation. Cannexus 2013 Marshall et al.

42. Possible Selves Map (young woman, 23) Hoped for Selves Feared Selves Work in home community Teach culture and traditions Being unable to take care of my family Loosing culture Family Counsellor Support daughter Not finishing school Having to leave my community for school Cannexus 2013 Marshall et al.

43. Most hoped for.... Possible Selves Map FEARS Relations Most likely Feared self... Most likely Hoped-for self.... Most feared... HOPES Cannexus 2013 Marshall et al. E.A. Marshall, S.L. Stewart, J. Coverdale, P. Spowart, J. Leblanc, CCPA Calgary 2012

44. The Possible Selves Mapping Process (PSMP) • DVD • Manual • Specific applications: science education, indigenous youth, health & mental health • Workshop for teachers and community workers The Logo for the process shows a person with a “kaleidoscope” of possibilities for present and future. Artist: Meghan Bell Cannexus 2013 Marshall et al.

45. PSMP Manual and DVD cover Cannexus 2013 Marshall et al.

46. Group Possible Selves Mapping • Group applications are effective and save time • Can be used for present or future events and goals Cannexus 2013 Marshall et al.

47. Possible Selves Mapping and Aboriginal Youth • Possible selves mapping encourages Aboriginal youth to develop concrete representations/stories of their selves • Providing a macroscopic view of the self can be beneficial as this follows the Indigenous worldview of interconnectedness and the value of relationships • Provides an opportunity to identify perceived strengths and barriers, which can help to develop strategies to • Community is part of the mapping process • Elders can be mentors and role models Cannexus 2013 Marshall et al.

48. Voices of emerging adults: Hopes & dreams “What I really fear is not staying true to myself, true to my goals and dreams” “You know I still have my dreams – it just seems a lot more complicated now to get there than when I was in high school.” Cannexus 2013 Marshall et al.

49. Thanks to our funders and supporters Cannexus 2013 Marshall et al.

50. Thank you! • Hai’chka • Gela ‘kesala • Meegwich • Masicho • Merci Cannexus 2013 Marshall et al.