Onajigawin Indigenous Services

In this course, students will be introduced to academic writing styles with a thematic focus on current issues. This course will help students to express themselves clearly and correctly in written form. Students will critically analyse assigned readings and express their thoughts. The course will also focus on the development of an academic paper utilizing the APA style of documentation.

In this course, students will define and discuss concepts of assimilation and the displacement of Indigenous peoples in Canada. Making connections to racist legislation that has informed historical and intergenerational trauma. Continued with exploring 'being displaced' rather than ‘being disordered using the Tribal Theory Framework. Finally, students will gain an Indigenous perspective around holistic health and wellbeing along with the importance of cultural continuity.

In this course, students will recognize that Indigenous Knowledge contributes to the non-Indigenous understandings in the world. Traditional knowledge is part of the inheritance of humankind and thus we have inherent rights, roles, and responsibilities. Students will learn about cultural practices and cultural diversity, the interconnectedness of all things, while understanding the importance of respect, responsible relationships, and relevance, as well as, considering the Seven Generations Principles. Students and future Helpers will learn about the importance of following protocols to build stronger relationships with Indigenous peoples, families, and communities and learn about the different ways of interacting.

In this course, students will develop an understanding and promote positive relationships between the helper and their clients. Students will examine their sense of self, what informs their knowledge, discuss the complex nature of oppression, examine the ideology of racism, and how to apply cultural humility within their work as a helper, while providing culturally-safe care.

This course is designed to help prepare students for their initial placement experiences in the helping field. Students will learn about the roles and responsibilities of being a helper, the various agencies and organizations in which they are employed, and the placement opportunities available that will help facilitate progression towards their goals and aspirations as a helper in various sectors. Students will be introduced to placement search techniques, field placement learning objectives, roles of agency supervisors and college advisors. In order to succeed in this course, students will complete the necessary requirements, forms, and paperwork required for field placement.

In this course, students will be examining colonialism as an Indigenous Determinant of Health beyond the social and its direct connection to how violence is constructed and understood. Students will explore personal and collective commitment to decolonization approaches within the helping profession to support ending violence in settler colonial context and to bring about healing within Indigenous peoples, families, and communities.

In this course, students will continue to explore cultural specific skills and approaches that are specific to traditional helping with Indigenous peoples. Traditional Indigenous helping practices and culturally appropriate service approaches are explored. Students will also explore promising healing practices, elements, and other values and guiding principles for restoring balance and harmony in families and communities.

This course is the first field experience which enables the student to begin to integrate acquired theory into the work place. Students are observing and working towards taking on responsibilities in working directly with individuals, families, and communities and is learning how to access community resources. Students maybe be involved in direct services, case management, program development and implementation, workshops, presentations, advocacy or any other significant activity that is part of the agency mandate. The student is guided and evaluated in this learning experience by an agency supervisor and the faculty liaison.

This course equips students with the skills and self-awareness needed for culturally safe practice in human services. Students will reflect on personal values, biases, and boundaries while developing respectful, relational approaches guided by Indigenous principles of wellness, empathy, confidentiality, and self-determination. Emphasis is placed on how culture, history, and social context—including Indigenous experiences—influence communication. Students will build practical skills in active listening, questioning, mindful dialogue, conflict management, and culturally responsive de-escalation. Through reflective practice, they will learn to recognize power imbalances, apply anti-oppressive approaches, and foster strong, culturally grounded relationships in both agency and community field settings.

This course explores Indigenous child welfare and ongoing systemic reform in Ontario. Students will examine the historical and current child welfare system, identifying persistent inequities and the need for transformation. The course highlights a shift from protection- to prevention-focused models, evaluating Indigenous-led strategies such as the Child & Family Well-being Transformation Process, HEART, and SPIRIT. Students will also study transitional services for youth, the devolution of jurisdiction, and the implications of Bill C-92. Emphasis is placed on cultural revitalization, community-based healing, and Indigenous knowledge systems, including land-based practices, traditional teachings, and language preservation. When the course it complete students will be able to analyze systemic barriers, propose culturally grounded solutions, and engage with approaches that support the holistic well-being of Indigenous children, youth, and families.

This course explores the social, historical, and cultural determinants of health affecting Indigenous peoples in Canada. Students will critically analyze the impacts of colonialism, socio-political structures, and economic factors on the health trajectories of Indigenous children, youth, and future generations. Through an examination of Indigenous knowledge systems, holistic frameworks, and cultural practices—including mino-pimatisiwin, the philosophy of living a good life—students will learn to understand health, wellness, and community resilience from an Indigenous perspective. The course emphasizes reflection, communication, and application of Indigenous teachings across the lifespan, including traditions surrounding death, dying, grief, and end-of-life care. Students will explore holistic health concepts through tools such as the Medicine Wheel, traditional foods, and spiritual practices, while developing culturally safe strategies to support well-being, healing, and resilience for individuals, families, and communities.

This course explores the historical, cultural, and contemporary contexts of Indigenous families in Ontario, with a focus on supporting child and family well-being. Students will critically examine the impacts of colonization on parenting, kinship, and child welfare systems, and explore Indigenous parenting practices, cultural teachings, and frameworks such as the Medicine Wheel and the Seven Grandfather Teachings. Through an examination of Indigenous-led parenting programs, early intervention initiatives, and the role of Band Representatives, students will learn to assess and support family-centered approaches that honor cultural values and community knowledge. The course emphasizes family collaboration, including the use of Sacred Family Circle conferencing to strengthen family systems and promote healing. Students will develop skills in culturally safe communication, collaboration, and advocacy, applying Indigenous perspectives to foster resilience, autonomy, and positive outcomes for children, families, and communities.

This course is designed to further prepare students after their initial placement experiences in the helping field. Students will further develop their roles and responsibilities as a soon to be Helper, the various agencies and organizations in which they are employed, and the placement opportunities available that will help facilitate progression towards their goals and aspirations as a helper in various sectors. Students will be engage in field placement search techniques, field placement learning objectives, revisit the roles of agency supervisors and college advisors. In order to succeed in this course, students will complete the necessary requirements, forms, and paperwork required for field placement.

In this course, students will examine historical development and current political and ideological influences on the social welfare system in Canada. This course also examines contemporary challenges being experienced by Canadians living within the social welfare system and role of the professions of Social Work and Social Service Work in assisting with addressing those challenges.

This course provides students with the opportunity to develop basic interviewing, assessment, counseling, and case management skills that are required when working in a helping relationship. An anti-oppressive and strength-based theoretical framework will be used to explore values, ethics and strategies that are necessary to establish meaningful therapeutic relationships with families, youth and children. Students will be encouraged to apply holistic and Indigenous helping principles in the development of these foundational skills.

Anti- oppressive social work involves not only direct service with clients and groups but the passion and capacity to understand how to address systemic issues, structural inequalities, and social change. This course examines the use and practices of Indigenous principles within this course of action. Students will focus specifically on ways in which to interact, network and augment activities that promote the agenda of many community development processes already in place. Students will learn about the basic skills of community organizing and development. They will explore the history and types of advocacy carried out by Indigenous peoples in their work within Canadian society for equity, justice and self-determination. They will practice effective group organizing through the identifications of a local social issue of concern, networking with local partners and organizing a community development initiative.

This course is this second field experience which enables the student to further integrate acquired theory into the work place. Students are expected to work towards taking on increased responsibilities in working directly with individuals, families, and communities and is learning how to access community resources. Students maybe be involved in direct services, case management, program development and implementation, workshops, presentations, advocacy or any other significant activity that is part of the agency mandate. The student is guided and evaluated in this learning experience by an agency supervisor and the faculty liaison.

This course provides a critical exploration of Indigenous approaches to mental health, addictions, and wellness within historical, socio-cultural, and political contexts. Students will examine the impacts of colonization, residential schools, intergenerational trauma, and systemic barriers on Indigenous wellness, while comparing Indigenous and Western perspectives on mental health literacy. Emphasis is placed on holistic and culturally informed models of care, including the Medicine Wheel, Stages of Life, spirituality, relationality, and land-based practices as tools for prevention and healing. Learners will study the roles of Elders, Knowledge Keepers, and Traditional Healers in guiding recovery and examine trauma-informed, culturally safe, and community-driven strategies for prevention, intervention, and aftercare. The course highlights "culture as treatment", the use of sacred medicines, and community-led approaches that prioritize resilience and strengths-based action plans. Through critical reflection and engagement with Indigenous voices, students will integrate decolonizing approaches and self-determination principles to support Indigenous individuals, families, and communities. By the end of the course, students will be equipped to recognize sovereignty, resilience, and relational healing as essential foundations of wellness, and to reflect on their own responsibilities in advancing cultural safety and lifelong learning in in Indigenous addictions and mental health practice.

In this course, students will define and discuss concepts of assimilation and the displacement of Indigenous peoples in Canada. Making connections to racist legislation that has informed historical and intergenerational trauma. Continued with exploring 'being displaced' rather than ‘being disordered using the Tribal Theory Framework. Finally, students will gain an Indigenous perspective around holistic health and wellbeing along with the importance of cultural continuity.

In this course, students will develop an understanding and promote positive relationships between the helper and their clients. Students will examine their sense of self, what informs their knowledge, discuss the complex nature of oppression, examine the ideology of racism, and how to apply cultural humility within their work as a helper, while providing culturally-safe care.

This course explores the historical, cultural, and contemporary contexts of Indigenous families in Ontario, with a focus on supporting child and family well-being. Students will critically examine the impacts of colonization on parenting, kinship, and child welfare systems, and explore Indigenous parenting practices, cultural teachings, and frameworks such as the Medicine Wheel and the Seven Grandfather Teachings. Through an examination of Indigenous-led parenting programs, early intervention initiatives, and the role of Band Representatives, students will learn to assess and support family-centered approaches that honor cultural values and community knowledge. The course emphasizes family collaboration, including the use of Sacred Family Circle conferencing to strengthen family systems and promote healing. Students will develop skills in culturally safe communication, collaboration, and advocacy, applying Indigenous perspectives to foster resilience, autonomy, and positive outcomes for children, families, and communities.

This course is designed to further prepare students after their initial placement experiences in the helping field. Students will further develop their roles and responsibilities as a soon to be Helper, the various agencies and organizations in which they are employed, and the placement opportunities available that will help facilitate progression towards their goals and aspirations as a helper in various sectors. Students will be engage in field placement search techniques, field placement learning objectives, revisit the roles of agency supervisors and college advisors. In order to succeed in this course, students will complete the necessary requirements, forms, and paperwork required for field placement.

In this course, students will examine historical development and current political and ideological influences on the social welfare system in Canada. This course also examines contemporary challenges being experienced by Canadians living within the social welfare system and role of the professions of Social Work and Social Service Work in assisting with addressing those challenges.

This course provides students with the opportunity to develop basic interviewing, assessment, counseling, and case management skills that are required when working in a helping relationship. An anti-oppressive and strength-based theoretical framework will be used to explore values, ethics and strategies that are necessary to establish meaningful therapeutic relationships with families, youth and children. Students will be encouraged to apply holistic and Indigenous helping principles in the development of these foundational skills.

This course explores Indigenous child welfare and ongoing systemic reform in Ontario. Students will examine the historical and current child welfare system, identifying persistent inequities and the need for transformation. The course highlights a shift from protection- to prevention-focused models, evaluating Indigenous-led strategies such as the Child & Family Well-being Transformation Process, HEART, and SPIRIT. Students will also study transitional services for youth, the devolution of jurisdiction, and the implications of Bill C-92. Emphasis is placed on cultural revitalization, community-based healing, and Indigenous knowledge systems, including land-based practices, traditional teachings, and language preservation. When the course it complete students will be able to analyze systemic barriers, propose culturally grounded solutions, and engage with approaches that support the holistic well-being of Indigenous children, youth, and families.

This course explores the social, historical, and cultural determinants of health affecting Indigenous peoples in Canada. Students will critically analyze the impacts of colonialism, socio-political structures, and economic factors on the health trajectories of Indigenous children, youth, and future generations. Through an examination of Indigenous knowledge systems, holistic frameworks, and cultural practices—including mino-pimatisiwin, the philosophy of living a good life—students will learn to understand health, wellness, and community resilience from an Indigenous perspective. The course emphasizes reflection, communication, and application of Indigenous teachings across the lifespan, including traditions surrounding death, dying, grief, and end-of-life care. Students will explore holistic health concepts through tools such as the Medicine Wheel, traditional foods, and spiritual practices, while developing culturally safe strategies to support well-being, healing, and resilience for individuals, families, and communities.

Anti- oppressive social work involves not only direct service with clients and groups but the passion and capacity to understand how to address systemic issues, structural inequalities, and social change. This course examines the use and practices of Indigenous principles within this course of action. Students will focus specifically on ways in which to interact, network and augment activities that promote the agenda of many community development processes already in place. Students will learn about the basic skills of community organizing and development. They will explore the history and types of advocacy carried out by Indigenous peoples in their work within Canadian society for equity, justice and self-determination. They will practice effective group organizing through the identifications of a local social issue of concern, networking with local partners and organizing a community development initiative.

This course is this second field experience which enables the student to further integrate acquired theory into the work place. Students are expected to work towards taking on increased responsibilities in working directly with individuals, families, and communities and is learning how to access community resources. Students maybe be involved in direct services, case management, program development and implementation, workshops, presentations, advocacy or any other significant activity that is part of the agency mandate. The student is guided and evaluated in this learning experience by an agency supervisor and the faculty liaison.

This course provides a critical exploration of Indigenous approaches to mental health, addictions, and wellness within historical, socio-cultural, and political contexts. Students will examine the impacts of colonization, residential schools, intergenerational trauma, and systemic barriers on Indigenous wellness, while comparing Indigenous and Western perspectives on mental health literacy. Emphasis is placed on holistic and culturally informed models of care, including the Medicine Wheel, Stages of Life, spirituality, relationality, and land-based practices as tools for prevention and healing. Learners will study the roles of Elders, Knowledge Keepers, and Traditional Healers in guiding recovery and examine trauma-informed, culturally safe, and community-driven strategies for prevention, intervention, and aftercare. The course highlights "culture as treatment", the use of sacred medicines, and community-led approaches that prioritize resilience and strengths-based action plans. Through critical reflection and engagement with Indigenous voices, students will integrate decolonizing approaches and self-determination principles to support Indigenous individuals, families, and communities. By the end of the course, students will be equipped to recognize sovereignty, resilience, and relational healing as essential foundations of wellness, and to reflect on their own responsibilities in advancing cultural safety and lifelong learning in in Indigenous addictions and mental health practice.