Indigenous Bachelor of Social Work (IBSW)

This course will introduce students to what it means to be Niitsitapii (a person of truth) as a foundation for personal and collective wellness. Elders and knowledge holders from the Kainai Nation will engage students in Niitsitapii practices that promote balance, wellness, and ontological responsibilities with a focus on those practiced in the summer. Students will be introduced to cultural protocols for ceremonial and cultural engagement and will explore the relevance of these protocols to their work with communities. Students will learn about the intellectual colonization of Indigenous peoples and focus on the ontology and epistemology of Siksikaitsitapi (Blackfoot people) as they relate to Siksikaitsitapi identity. Throughout the course, students will be invited to enhance their self-awareness and reflect on how their personal values, beliefs and experiences may impact their work with communities. The course will be delivered using traditional Niitsitapii pedagogical practices of experiential learning, oral knowledge sharing, and cultural mentorship. Students will also engage in scholarly learning that draws upon relevant academic sources.

This course explores the process of developing social work practice which is founded upon the ethical principles of Indigenous worldviews. With the guidance of Eminent Scholars, students will participate in ceremony and reflect upon their personal and collective experiences of healing and renewal. Aawaahsskataiksi (Ceremonial Elders) will pass on knowledge which is located and expressed in sacred texts and Niitsi’powahsinni (Blackfoot language). Through the exploration of Siksikaitsitapi values, students will identify and apply forms of ethical decision-making which support community health and well-being. Drawing upon concepts such as Niitapitapiiysinni (integrity) and Sahpathtsimah (collaborating in a good way), students consider the ontological responsibilities and accountabilities that are related to the development and nurturing of healthy relations. Indigenous knowledge will be used to critically examine statements of ethics and standards of social work practice which have been developed by several organizations, including the Alberta College of Social Work (ACSW), the Aotearoa New Zealand Association of Social Workers (ANZASW), the Canadian Association of Social Workers (CASW), and the International Federation of Social Workers/International Association of Schools of Social Work (IFS/IASS). Throughout the course, students will be invited to engage in self-reflection as they develop personal ethical practices that contribute to the collective health of their community.

Drawing upon Indigenous relational principles, this course explores the dynamic nature of developing and supporting collective well-being. With the guidance of Kaaahssinnooniksi (Eminent Scholars), students will be introduced to the responsibilities and accountabilities that are foundational to consensual protocols. Strategies for healing disconnected relationships and addressing other impacts of colonialism will be identified and developed through the exploration of Siksikaitsitapi ontological responsibilities such as Kimmapiiyipitsinni (compassion) and Inna’kotsiiysin (respect). Additional course topics include sacred connections to land, kinships systems, and honouring others through the act of witnessing. Throughout the course students will be invited to use Indigenous knowledge systems to assess mainstream social work approaches to relationality.

This course contributes to the exploration of the foundational elements of Indigenous and mainstream approaches to wellness. Counselling is presented as an expression of Indigenous/Blackfoot ontological responsibilities; responsibilities which are contextualized through language, story, and ceremony. In addition to expanding the notion of counselling to include work with medicine healers and ceremonialists, this course invites students to explore the healing energies of personal connections to kinship systems and other community supports. As they consider the application of Blackfoot approaches to wellness, students will be introduced to strategies for minimizing conflict, promoting safety, and facilitating transformation. Students will also explore counselling theories and skill sets that are commonly associated with mainstream approaches to wellness. Students will be encouraged to share their emotional insights which point to approaches for promoting growth in ways of thinking, feeling, and behaving. Throughout the course students will be invited to engage in regular self-reflection and to use Indigenous knowledge systems to assess mainstream approaches to wellness.

Designed for the student to demonstrate the contextual, relational, and holistic nature of Blackfoot constructs. The course includes key ontological responsibilities with their subsequent practices which support an inclusive and collective approach to wellbeing. Students through self-directed learning will develop a portfolio as an expression of their own understanding of Indigenous social work practice located and developed through indigenous constructs. Prior learning experiences of the Blackfoot language, mentorship with elders, and participation in Blackfoot ceremonies will be incorporated in the development of the project. The following key concepts will be addressed regarding collective social work practice; Kakyosin (Be aware of your environment. Be observant), Ihkanaitapsiwa (everything that is transferred (knowledge and wisdom garnered through Indigenous ways of knowing) in the continuity of life, Atsimoikani (relational responsibility of striving good relations or balance) Learning activities include: one to one mentoring with elders, sacred stories, historical information, class lectures, videos, class discussions and sharing circle. Content will focus on the personal reflection of the student’s process of integration for their own personal and implications for collective wellbeing.

This course will provide both a theoretical and contextual foundation for linking human growth and development across the lifespan. Particular attention will be made to include Indigenous worldviews, theories, and practices for working with individuals, families, and communities, while critically examining the practices and influences of Euro-western human development theories and models. Students will have the opportunity to explore, promote, and engage practices which supports and facilitates restorative approaches and responses according to biological, social, environmental, and spiritual Indigenous contexts. Key themes will include the social, historical, intergenerational, and current realities which impact human development processes as they relate to social work practice, including impacts of loss, grief, poverty, and trauma. An opportunity to explore indigenous human development processes located and sourced in ceremony and language. The course will focus on an indigenous perspective on the life span and developmental processes through identified ontological relational responsibilities. Students will have the opportunity to apply these concepts within their own lived experiences and are encouraged to discuss implications to their own social work practice framework through classroom activities and processes. The course requires students to consult with their eminent scholar to develop the language constructs as they relate to Indigenous human development approaches.

This course will provide a conceptual and contextual foundation for linking Indigenous worldviews, theories and practices for engaging families and groups. While critically examining the practice of Euro-western generalist family social work models, emphasizing family systems, family life cycle and issues impacting families. Students will also have the opportunity to explore, promote and engage with alliances which support and facilitate Indigenous restorative and healing responses. An exploration into Indigenous family and social units; including groups, community alliances and associated family kinship relationships will be used as a framework to understand traditional networks of sharing, reciprocity, knowledge, practices, supports, and identity as a response to family engagement, assessment, interventions, and evaluation. Key themes will include the historical, intergenerational, and current realities, which influence Indigenous families, including developing a trauma-informed lens for working with families and groups. Further, students will have the opportunity to apply these concepts within their own lived experiences and are encouraged to discuss implications to their own social work practise framework through classroom group processes

This course utilizes Indigenous knowledge systems to examine and assess generalist Canadian social work theory and practice. Students will explore the historical and philosophical foundation of a variety of social work theories and approaches. Through the work of Indigenous scholars, front-line social workers, and social work educators the course also features a critical assessment of ideological, political, and socio-economic approaches to social work practice. Course activities include the application of these approaches to current social issues. Students will be presented with opportunities to consider the strengths and limitations of specific theoretical frameworks from the vantage point of Indigenous knowledge paradigms.

Red Crow Community College Indigenous Bachelor of Social Work degree program prepares students to engage with the Practicum Learning Goals and Objectives through the Indigenous Social Work Approach. The Indigenous Social Work Approach follows the principles of Indigenous knowledge and practice, which promote a focus on the collective wellbeing. Eminent Scholars teach Aawaatsimihkasaop: a balance for the good of all. The outcome of this approach is a better understanding of the ethical relationships healthy communities need.

Healing Within the Sacred explores what it is to be human. Humans exist at physical, intellectual, emotional, and most profoundly at sacred or spiritual levels. By examining and experiencing humanness at each of these levels, we affirm and validate that realm within our own being. Through this validation process we are then able to sense and connect with these levels in other people, in our environment, and in every experience. This introductory portion of the course offers a view of social work practice as a process which includes the exploration of inner wisdom; a tradition which has historically connected Indigenous peoples to the larger purpose and meaning of everyday life. Students will create sacred space within their model of social work practice and other facets of their life. In addition to dissolving anxiety and stress, students will learn that the use of simple mindfulness techniques enhances creativity, decision-making, and problem-solving—skills that are needed not only by ‘creatives’ but by anyone who wishes to optimize their well-being. By identifying and addressing obstacles to self-awareness, students will learn to access and trust the voice of spiritual Knowledge that exists within each of us. By embodying this knowledge, we are able, to support colleagues, family, and community in identifying and overcoming their own obstacles to self-awareness and well-being.

This course focuses on the behavioural and neuronal mechanisms involved in drug abuse and addiction. It provides students with a solid conceptual foundation of how drugs of abuse affect the brain and behaviour. Topics such as the pharmacology of drugs of abuse, drug-induced neuronal plasticity in brain regions related to motivation and reward, and the interaction between biological factors and environmental events in addiction are discussed.

The course focuses on the foundations for ethical reasoning in practice. Students will interact with controversial case material, utilizing social work values, code of ethics and philosophic ethics located in Canadian Association of Social Work (CASW) Indigenous Social Work Standards and the Alberta College of Social Work Ethics and Standards of Practice (ACSW).Social workers constantly face ethical issues and dilemmas requiring ethical decision making in all fields of social work practice. The course focuses on acquiring and practicing the skills of ethical decision-making, including values clarification, application of ethical theory, utilization of codes of ethics, and models of ethical analysis. Both clinical and macro aspects of social work are covered, with the goal of building competencies for meeting the contemporary challenges of practice. These concepts will be applied to case illustrations. Examples from the student's own practicum experience will be examined.

This course is designed to prepare generalist practice social workers to initiate, facilitate, and evaluate wellness initiatives within themselves, their communities, and their organizations with critical discernment from a blend of Western, Eastern, and Indigenous perspectives.

The course will focus on the Quantum Spiritual approach to healing, it will present an overview of such as healing process, emphasize the acquisition of skills that will help people “re-story” their outdated stories regarding historical trauma. Specific focus will draw on the student’s emotional insights which point to approaches for promoting growth in ways of thinking, feeling, and behaving. As the course progresses, students will also complete activities designed to enhance understanding of self while also contributing to the development of their emotional intelligence. Furthermore, students will explore particular mental illness, addictive behaviors through theoretical lecture material and directly experience how such states of mind can be transformed through active participation in Quantum Spiritual approaches and self-reflective exercises.

This course will offer an introduction to international social work through focusing on social issues and social work practice in different global contexts including Indigenous communities, humanitarian issues, social/community development. Students will have the opportunity to explore concepts of international social work from a human rights lens while considering local applications and with an opportunity to take a broader perspective on social work. Students will be required to develop a broad understanding of cross cultural contexts in the following areas: international social development- theory and practice – International social work organizations; social development from an ecological, human rights framework – the role of the United Nations and NGOs [non-governmental organizations] social justice and human rights including issues for immigrants and refugees; and an international case study of Australia – the global impact of colonialism.

This course will explore the socio-political challenges in Indigenous communities affected by the historical colonial relationship with Canadian society and how it shaped tribal governmental structures. The course will analyze the Euro-philosophical assumptions of legal, political, economic, cultural, and social determinants of tribal governance to understand its impacts on contemporary Nitsitapi-Kainai society and the survival of Niitsitapi peoples.This course teaches students the role of social institutions and social organization and their influence on First Nations communities. In addition, this course will examine policies and practices designed to disrupt social cohesion and responsibilities in Indigenous cultures. Core course concepts include assimilation, colonization/decolonization, marginalization, racism, and ethnocentrism, as they pertain to the field of governance.Students will explore these issues from an Indigenous perspective, making the connections between history, meaning, identity, and community through Kainaiysinni, the Elders Declaration. It will also provide the analytical framework for working with Indigenous communities. Indigenous perspectives will be introduced using traditional teaching methods and contributions from Elders and other community members.Students are encouraged to apply critical thinking and Indigenous knowledge systems in all assignments to affirm and revitalize Indigenous communities.

Cultural, political, social, and spiritual perspectives will be explored. The purpose of the research course is to prepare students to make critically informed decisions about social issues and research methods. Students will be introduced to a broad perspective and gain familiarity of research areas, of methodological choices and of basic technical processes. The classes and seminars will help students to develop areas of interest and connect students in areas with appropriate methodologies that could be explored in their academic future. Sessions will focus on qualitative, quantitative, and Indigenous methodologies and critically analyze the underlying assumptions and processes of research. Some of the areas we will cover include: the processes of research; the formulation of a research topic, a research question, and a research design; the philosophical, ontological, epistemological, and ethical dimensions of research; and historical and contemporary debates in Indigenous research.

This course will facilitate the student’s integration of prior learning into their community learning experience. Students will have an opportunity to reflect upon their community learning experiences in a supportive environment using the Indigenous Social Work Approach and Indigenous Social Work Methods.Students are expected to integrate knowledge and skills acquired from ISWK 3300 community learning placement using the Indigenous Social Work Approach into their own developing practice framework. Emphasis placed on integrating the Indigenous Social Work Methods with personal and professional development. Critically reflect upon their own and others’ practice experience. Engage in a collaborative learning process; and demonstrate competence in critical thinking and translating theory into practice to consider the economic, social, and political dynamics that impact the delivery of social services within families and communities.Integrative seminar learning activities include identifying strategies for developing Indigenous Social Work Methods founded upon Blackfoot knowledge. Utilize Indigenous ways of knowing to inform practice and competency within the family and community to restore collective healing and well-being. Students will engage in experiential learning and building practice skills through interaction, self-reflection, case discussion and transaction among the instructor/students.

Continuation of ISWK 4300 - Community Practice (85 hours in community + 9seminar hrs.)