NECHI INSTITUTE: CENTRE OF INDIGENOUS LEARNING PRESENTS

INDIGENOUS ADDICTIONS SERVICES DIPLOMA PROGRAM- YEAR 2 /DIPLOMA

Come and experience the Spirit of Nechi invites students to register for the year-long program or complete the program one course at a time. Each course is for 39 hours and there is a 6-week practicum (240 hours) at the end of the IASD Year 2 Diploma Program.

IASD YEAR 2 COURSES

IASD: English 200 – 39 Hours – 3 Credits

Course Description
English 200 is a 3-credit introductory composition course designed to develop and strengthen the writing, reading and critical thinking skills essential to function effectively at the postsecondary level. The course focuses on a review of grammar and paragraph development, the essay and the research paper. More specifically, the course includes considering the audience and purpose, thesis development, organization, research methods, information literacy, and citing sources correctly using APA Style.

IASD 2001: Communication & Ethics II – 39 Hours – 3 Credits

Course Description
This course is to introduce students to the different aspects of communication and ethical considerations of the profession. In addiction services, clear and concise communication is an effective tool for establishing healthy and positive relationships with colleagues, other health professionals and clients. Students will explore strategies to improve how they communicate with others, as well as understanding how others communicate with them. They will also explore what the academic expectations are of the American Psychological Association style in their written assignments for the Indigenous Addictions Services Diploma Course.

IASD 2002: Concurrent Disorders – 39 Hours – 3 Credits

Course Description
The course is designed to equip students with an entry-level understanding of concurrent disorders. The focus of the course will address the following topics. Students will explore concurrent disorders, and various mental health diagnosis and their relationship to chemical dependency. Students will also understand the impact that concurrent disorders have on individuals, families and communities.

IASD 2003: Legal Advocacy – 39 Hours – 3 Credits

Course Description
The course explores and examines the role of legal advocacy within Canadian legislation and policies that affect Indigenous and vulnerable populations. Students will develop an understanding of their role in the legal system and its impact on services. Students will further analyze their roles and responsibilities for legal advocacy of legislation that impacts the Indigenous population.

IASD 2004: Addiction, Mental Health and FASD Disorders – 39 Hours – 3 Credits

Course Description
The course provides an understanding of addictions and its relationship to mental health and FASO. Addictions will be examined from an Indigenous perspective and the disease paradigm. The following topics will be the focus; biological aspects of addictions and behaviors; concurrent disorders; addiction trends and demographics; access to mental health services; and finally the stigma of addictions, mental health, and FASO.

IASD 2005: Family and Addictions – 39 Hours – 3 Credits

Course Description
This course will explore the social aspects and impacts of addiction on families and communities. Students will examine; treatment theory and practices; risk for addictive behaviors; family dynamics, recovery process; and Indigenous healing approaches.

IASD 2006: Group Counselling – 39 Hours – 3 Credits

Course Description
This course will provide a basic understanding of group healing and counselling approaches. Students will integrate indigenous and mainstream approaches in group processes. The students will explore different group counselling approaches, indigenous healing circles, ceremonies, group process theories, the roles of the group facilitator and resolving conflict.

IASD 2007: Grief, Loss and Recovery- 39 Hours- 3 Credits

Course Description
This course is a holistic approach to the effects of grief and loss recovery. Students will examine historical and cultural effects and subsequent healing practices. The course will explore various approaches to recovery through holistic wellness including cultural loss, attachment issues, suicide, bereavement, identity and parenting.

IASD 2008: Crisis Intervention – 39 Hours – 3 Credits

Course Description
A crisis can refer to any situation in which the individual perceives a sudden loss of his or her ability to use effective problem-solving and coping skills. The content of this course provides an overview of crisis intervention strategies and possible outcomes experienced by individuals with Addictions.

The focus of the course is to reduce the intensity of an individual’s emotional, mental, physical and behavioural reactions to crisis. The course will examine different approaches and theories in crisis intervention. The students will review a number of case studies and activities to assist them with developing and enhancing their skills in crisis intervention.

IASD 2009: Introduction to Health Promotions – 39 Hours – 3 Credits

Course Description
This course will emphasize knowledge, skills and attitudes conducive to increasing potential for wellness and health. Activities directed towards increasing the overall level of well-being and actualizing the health potential of individuals, families, groups, and communities in general will be examined.

In today’s world, there is an increasing need for a positive, constructive approach to health and wellness. There is a general shift in people’s priorities in health care because they are recognizing the benefits of living a healthy lifestyle. They are recognizing the connection between the mind/body/spirit and engaging in health-enhancing behaviours, which not only impact the body but also the attitudes which create a better framework for wellness or healing.

IASD 110: Evaluation of Community-Based Programs- 39 Hours – 3 Credits

Course Description
Students will review a community model development to understand the principles of program evaluation. The course will provide basic tools in the evaluation of community-based programs to aid in making administrative decisions in terms of operational and organizational issues.

Students will explore options to address various risk factors and compare the impact of different social and ecological factors in community development. Students will develop knowledge and skills for social change, prevention, community facilitation and education.

Students will understand the evaluation process which involves the development and implementation of a plan to assess your program in a systematic way through quantitative and qualitative measures. Evaluation in a form of ACTION research that seeks to provide information that is USEFUL for program development and improvement, program replication, resource allocation and policy decisions. Students will have the opportunity to demonstrate their understanding of evaluations as an ongoing process that includes identifying needs, collecting data, reviewing and learning from that data. Which comes to the adjustment of the program and the data collection, as collecting more data and so on.

IASD 2011: Field Integration Practicum – 240 Hours – 3 Credits

Course Description
The vision of the Indigenous addiction field education at Nechi Institute is to support collectively; the curriculum will focus on Indigenous addiction practice and reflect the teachings of the Indigenous Community, the ways of Indigenous peoples, as guided by the ancestors through eminent scholars. The approach is the integration of Indigenous knowledge and skills, which stimulate critical inquiry and experiential learning, the ontological responsibilities of all relationships which guide the community in walking in a sacred manner.

The following Indigenous theoretical models will be the focus of the learning practicum outcomes. The Indigenous theoretical models are interrelated and place addictions counselling practice in a sacred space of interconnection and interdependence; ensuring the continuity of reciprocity and ethical participation. The Indigenous theory is based on the Indigenous worldviews; holistic and cyclical and rooted in sacred ecological relationships. It is anti-colonial in its viewpoint. Moreover, invokes traditional pedagogy through the application of Indigenous concepts formulating theory and approach to addiction counselling. The spiritual and natural laws of the universe guide the protocols and moral conduct. Indigenous theory is a living phenomenon from which methodologies are practiced, restoring the good relations of the collective. It is premised on the approach that learning and understanding Indigenous theory is the good life; the good life is the sacred space whereby knowledge and inner resourcefulness are plenty in order to live healthily and promote well-being holistically.

Indigenous worldviews, methodologies, frameworks and epistemology inform our journey for knowledge and practice. Within the core of Indigenous epistemology is spirituality for the source of life. Sometimes referred to as the universal intelligence which is central to the living embodiment of life, it recognizes everything is in relation to the earth, cosmos and all life has spirit and is sacred. Indigenous reality of existence is the understanding of the cyclical and organic nature of the Indigenous paradigm, subsequently, the space for addiction counselling is to align itself with the mission of the paradigm, which is balance and harmony.

The practicum is the opportunity for the students to integrate theory and to practice, referred to as the embodiment of knowledge through Indigenous epistemology and pedagogy, indigenous ways of knowing are to be integrated into contemporary social contexts. By asserting Indigenous world views and knowledge, critiquing and dismantling colonizing knowledge and systematic oppression and understanding grief and loss sets the path for renewal, health and well-being.

Students will demonstrate competency of the acquired theory from the classroom and practice this theory in the workplace. This competency, as well as a demonstrated understanding of the link between all courses and the practicum, will be articulated in the learning journal kept during the practicum as well as throughout the program. Emphasis is on initiation, consultation, development and implementation using addiction counselling skills. A clearer awareness and ability to integrate the First Nations approaches into community wellness is expected.

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