Introduction ...... 1 Highlights from the Final Reports ...... 2 Campbell River Band ...... 6 Chehalis Community School ...... 14 Gingolx First Nation...... 18 Namgis Health Centre...... 25 Nuxalk Nation...... 29 Osoyoos Indian Band...... 33 Seabird Island Band...... 36 Snuneymuxw First Nation ...... 40 Songhees First Nation...... 47 Squamish First Nation...... 50 T’Sou-ke Nation ...... 57 Wilp Wilxo’oskwhl Nisga’a...... 62 Yekooche First Nation...... 72

Evaluations and Supplementary Documents

Appendix A Campbell River Indian Band Appendix B Chehalis Community School Appendix C Gingolx First Nation Appendix D Namgis Health Centre Appendix E Nuxalk Nation Appendix F Osoyoos Indian Band Appendix G Seabird Island Band Appendix H Snuneymuxw First Nation Appendix I Songhees First Nation Appendix J Squamish Nation Stitsma Employment Centre Appendix K T-Sou-ke Nation Appendix L Wilp Wixo’oskwl Nisga’a Appendix M Yekooche First Nation

Table of Participants and Funding Sources

YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Introduction

Through diverse community-based initiatives, the Youth Work Experience Program (YWE Program) encourages First Nations youth to establish and achieve their goals. This program, which a recent study indicates was strongly supported First Nations, is an important part of building strong, self-reliant communities.

The YWE Program is one of four youth programs administered jointly by the First Nations Education Steering Committee (FNESC) and the First Nations Schools Association (FNSA), funded annually by the Department of Indian and Northern Affairs (DIAND). In 2000-2001, we received thirty-six proposals applying for YWE Program funding, and were able to fund twelve separate initiatives (representing fourteen First Nations), demonstrating a great demand on this resource.

The First Nations School Association was responsible for reviewing the YWE Program proposals. A sub-committee reviewed all proposals and selected the programs to be funded in the 2000/2001 year. The sub-committee also determined the amount of funding to be allocated to each successful applicant, ensuring that sufficient funding was allocated to foster success.

In order to ensure that the process is free from conflict of interest, any member of the committee whose institution or community submitted a proposal was ineligible to participate in discussions about or vote on that proposal. All applicants were informed of the committee’s decision.

Individuals eligible to participate in the program included youth between the ages of 17 and 24 who live on-reserve and are unemployed at the time a project begins. Exceptions were made for youth under age 17 if they have completed High School, or were for some other reason not legally required to attend High School.

A primary goal of this youth program was to provide unemployed and out-of-school First Nations youth with opportunities to increase their employability, confidence, and sense of direction. A local YWE Program might include workshops/components on job search skills, career counseling, work placements, academic upgrading, culture and personal counseling. Each year, there was a wide variety in the YWE Programs reflecting each First Nations’ efforts to address the distinct needs of their youth, and their communities.

This report is an edited collection of the final reports received from the 2000/2001 YWE Programs, and it features interim report details, selected appendices, and a summary chart.

1 YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Highlights from the Final Reports

Employment Skills and Training

The 1999/2000 YWE Program provided supervised work experience for out-of-school unemployed youth in community service, community businesses, or other work experiences that contributed to long-term success of young people. The YWE Program helped participants to attain valuable job search skills and training they required to be employable.

The YWE Program objectives intended to:

• Provide unemployed youth with work in a supportive environment, giving them valuable experience for future employability or encouraging them to return to school

• Provide an opportunity for personal development for unemployed youth by helping them to develop individual plans to set direction for their future

• Provide young people with an avenue to contribute to their communities through their work in service projects (if that approach is taken)

• Allow communities to benefit form the energy, talents and creative strength of youth

• Establish partnerships with public and private organizations to increase employment opportunities for youth

Workshops on resume writing; interview skills, cover letters, and job search strategies were important components of all of the YWE Programs. Several YWE Programs also familiarized their participants with local organizations that would aid them in their current and future job searches. Chehalis First Nation participants helped to host a career fair that not only was good experience in event planning, but also introduced the youth to local employers.

2 YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Hand-in-hand with job search training came employment/career counseling. The participants identified a career interest and in charting a path to attain this goal. Whenever possible, when selecting a suitable work placement for a participant his/her career direction was a contributing factor.

Youth participants at the Campbell River Band developed action plans that helped in the development and design of the program. Participants helped plan their own work experiences, policies and contracts providing them with a sense of ownership to their program.

YWE Program participants participated in Super Host, computer tutorials, life skills and other training opportunities. In isolated communities, materials for program were often difficult to access. Resources that were available in urban centres, such as libraries, job search centres, and employment professionals, were often inaccessible and program facilitators worked hard to locate and adapt materials for the participants.

Work Placements

Each participant took part in one or more paid work placements under the guidance of a work placement supervisor. In several instances, work placements led to offers of employment or inspired the youths to undertake post-secondary study. An example was from the Songhees First Nation program report, on how one participant was going to continue Adult Basic Education. Another participant enrolled in a local business administration and computer-training center. One participant was working in a full-time position. A T’sou-ke Nation participant work placement led to an offer of a job for the duration of the tourist season at the Oak Bay Marina Restaurant. For many more youth, the work placements greatly increased their job skills, work ethic, and employability.

The length and type of work/community placement activities varied with the level of education of participants and the unemployment characteristics of the region in which the First Nation is situated.

Job opportunities are often scarce in and around First Nations communities and, as a result, the work placement options were sometimes limited. Congratulation to all the YWE Program leaders for the creative solutions they found for their youth despite the challenges.

3 YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Academic Component

Most youth came to the YWE Program without the academic skills or credentials to enter post-secondary education programs. Through the YWE Program, many had the opportunity to upgrade their education and set goals for higher education. YWE Program leaders were required to develop individual learning plans with each youth, determining the youth's personal education goals and the actions necessary to achieve these goals. In addition, many participants and participated in study skills training and completed academic assessment tests to identify their current strengths and weaknesses. For example, at the Snuneymuxw First Nation participants completed several tests to identify participants present education and employability skills. The group explored self- assessments including True Colors, Meyers-Briggs and CHOICES.

Academic upgrading, whether through the regular school system, adult education or distance education, was another common facet of the YWE Program. Many participants completed writing exercises and to keep an informal journal during their work placements.

The Squamish First Nation Stitsma Employment Centre supervised and supported their youth initiative. Thirty-three youth enquired about their YWE program, including 20 female clients and 13 male clients and 11 of those youth took part in work placements. They monitored youth who were close to completing Grade 12, but recognized the importance of education first and work experience followed. The completion of Grade 12 was encouraged before applying for placements.

Life Skills and Counselling

Many YWE Program leaders demonstrated a strong commitment to fostering the participants' growth and personal development. Group discussions, individual counseling, and personal development workshops were part of most YWE Programs and many program leaders expressed their intent to provide participants with support after the YWE Program ended.

The Nuxalk Nation training provided each participant with a good grounding in basic life skills, to improve self-esteem, and ultimately prepare the individual for the work experience they would go on to complete their program. Workshops included self-esteem and skill identification, stress management, time management techniques, goal setting, conflict resolution and budgeting and money management.

4 YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Some of the youth coming to the YWE Programs needed large quantities of attention and coaching to make lifestyle changes and to help them stay in the program. Young parents, in particular, often needed significant support to help them balance the responsibilities of work and family.

Community Participation

To varying degrees, guidance from community members shaped the YWE Programs in each participating community. Whether by sitting on a program advisory team, steering committee, acting as work placement supervisors, or leading workshops, a wide range of community members worked to make the program successful.

The Yekooche First Nation was an example of how a strong a program advisory team made the YWE Program meaningful for the youth and the community. They also established a steering committee to develop selection and criteria or their program.

The Namgis Health Centre youth coordinated a play potlatch for the whole community. Potlatch preparations involved many people and communication was the key for this evening’s success. The youth did a great job as more than 400 people from the community attended this event. Another community event acknowledge all of the employers, businesses, and individual community members who supported the program as well as the workshop facilitators and trainers who made the program a success.

Conclusion

The FNSA/FNESC extend our appreciation to the local coordinators, steering committees and advisory teams for leading such valuable YWE Programs in 2000-2001. As indicated by the program reports and the summary table (located at the end of the final report) there are encouraging indications that many YWE youth proceed to new education and employment challenges after graduating from the YWE Program.

FNESC and the FNSA appreciate the wealth of experiences that these reports represent and hope that this compendium will be a useful resource for future Coordinators and YWE programs.

We look forward to the continued future growth, support and needs of First Nations youth in our communities.

5 YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Campbell River Band Campbell River, BC

Introduction

A primary goal of the Campbell River Youth Work Experience Program was to empower First Nations youth to find and maintain employment and/or pursue training in a specific career field.

The program was to enhance the participants existing knowledge and skills and build participants confidence and abilities to prepare them for employment within the community.

The program objectives were to:

• Provide four unemployed youth between the ages of 17-24 years with practical work experience, life skills, personal growth and development and to maintain long-term employment

• Provide classroom and practical training to improve employability and integration into the labour market

• Provide each participant with an opportunity to develop knowledge, skills and attitudes to enhance his/her ability to be better prepared for future career training, post secondary education and on the job training

• Demonstrate and encourage positive interpersonal skills

• Facilitate job search, resume and interview work experience activities

• Assist in research and training to meet employment goals

• Allow our community to benefit from the energy, talents and creative strength of our youth

• Establish partnerships with public and private organizations to increase employment opportunities for youth

Program Outline

The one intake, twenty-four week program was offered from July 4- December 15, 2000. The program operated on the philosophy that employability is skill based. Academic, life and job skills were taught through a combination of classroom training and on-the-job work experience. Major components of the program incorporated:

6 YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

• Life Skills • Employment Preparation • Career Exploration • Computer Training • Native Culture and Traditional Practices • Cultural Sensitivity Workshops • Work Placements

Program Participants

There was three female and three male participants in the YWE Program.

Program Implementation

At the beginning of the program each participant had an action plan. The participant’s action plans helped in the development and design of the program. Participants were provided with the skills required to choose and succeed in careers suited to their interests, aptitudes and abilities.

There were many group discussions with input from the participants. Participants helped plan their own work experience, policies and contracts providing them with sense of ownership to the program.

Most job placements lasted two weeks for the participants. Each prospective employer was interviewed to review work contracts and expected outcomes for each of the participants. A few employers extended the work placements to allow the students opportunities to learn more as new situations arose. Companies that provided work experience placements for our participants included:

• Atlegay Fisheries • KDC Health Centre • Coast Discovery Hotels • Peter Pan Daycare • Discovery Harbour Marina • KDC General Office • Quinsam Medical Centre • Zellers Department Store • Royal Bank • Campbell River Band Office • Madman Mckay Stereo Installations • SPCA Animal Shelter • Kwanwatsi Preschool • Alec Smith Fishing Co. Ltd. • Boston Pizza • Campbell River Hospital • Laichwiltach Preschool • Rescue-One Services • Town Pantry Chevron Station • Sunshine Lodge • Hemlock Daycare • Elders Conference 2000 • Stolt Sea Farms

7 YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Many potential employers were contacted (not listed above) who were willing to offer work placements at a later date, but could not accommodate the program schedule.

Participant One (1)

Interests: Opportunity for work experience in learning for example, how to install a car stereo. This participant had a direction for higher education advancement (he is a recent graduate).

Work Placement Duties

Discovery Harbour Marina Office General office, cash register, credit (2 weeks) card/debit machine, photocopier duties. Tied up boats on arrival and greeted guests

Madman McKay Stereo Installations Installed stereos, satellites, greeted “As a result of the YWE (2 weeks) customers and retail training Program, Participant One (1) was hired as a part-time employee” Atlegay Fisheries Office duties, monitored commercial - Coordinator (4 weeks) fisheries, stream assessments and issued permits

Alec Smith Fishing Co. Ltd (live Deckhand and live hauling hauling) (3 weeks)

2000 Elders Conference Security (1 week)

As a result of the YWE program participant one (1) was hired as a part-time employee with the Alec Smith Fishing Company and was short-listed for future employment.

Participant Two (2)

Interests: To be a Paramedic

Work Placement

Rescue-One Services (Assistant to a Paramedic) 2000 Elders Conference (Assistant to a Paramedic)

Unfortunately, participant two (2) was dismissed from the program.

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Participant Three (3)

Work Interests: To be a Home-Care Worker, Nurse and/or assisting Elders.

Work Placement Duties

Campbell River Hospital Job shadowed a nurse “The YWE Program (1 day) motivated Participant Three (3) to enrol in a Quinsam Medical Centre Medical office tasks and job Home-Care Worker (2 weeks) shadowed a nurse course at a local college.” - Coordinator Yaculta Lodge Assisted activities in a retirement (6 weeks) home, prepared meals and took Elders on walks

KDC Health Office Assisted Health Representative, (1 week) helped prepare workshops, and reception work ”I worked at an Extended Care home called Yaculta Zellers Department Store Retail sales Lodge and that’s what (2 weeks) helped me decide on becoming an LPN and registered nurse… I have SPCA Animal Shelter Front desk duties and animal care never learned so much in (2 weeks) 6 months about my community.” - Youth Participant 2000 Elders Conference Served meals to Elders and clean-up (1 week) crew

Coast Discovery Hotels Hotel, front desk and chambermaid (1 week) activities

Participant three (3) obtained valuable work experience through work placements. This participant decided to enrol in a Home-Care Worker course at a local college. There were many opportunities for on- reserve employment in this career field.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Participant Four (4)

Interests: Working with children

Participant four (4) assisted a Childcare Worker on a full-time basis. This participant received 4-6 full days at other work placements when she was not working for the Kwanwatsi Preschool.

Work Placement Duties

Campbell River Band Office Reception, answered phones, photocopying and greeting the public

Hemlock Daycare Assisted in child-care, prepared “Participant’s Four (4) snacks and interacted with children youth work experience led her to a new career direction. She is planning Peter Pan Daycare Childcare to attend school to obtain her Early Childhood Kwanwatsi Daycare Received full-time child-care assistant Education Certificate position - Coordinator

Chevron Town Pantry Customer service, operated cash register and stocked shelves

Zellers Department Store Retail sales and 2000 Elder Conference Server

Later participant four (4) gained full-time employment as a Childcare Assistant at the Kwanwatsi Preschool. This participant was planning to attend College in the New Year to obtain an Early Childhood Education Diploma.

Participant Five (5)

Interests: Seeking full-time employment and work experience.

Work Placement Duties

Zellers Department Store (2 weeks) Stocked shelves

Royal Bank (2 weeks) Teller and computer applications, job shadowed an Investment Broker, and learned about Customer Service

Stolts Sea Farms (2 weeks) Short-listed for spring employment

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Participant five (5) obtained full-time employment at a Zeller Department Store and was short-listed for spring employment at the Stolts Sea Farms.

Participant Six (6)

Interests: Working with the public (she is a recent graduate)

Work Placement Duties

Boston Pizza Hostess, Bus Person (2 weeks)

“My Coordinator provided me with lots of Coast Discovery Hotels Front Desk Operations support, encouragement (2 days) and information. My Coordinator checked up on me every week to see Laichwiltach Preschool Child-Care Assistant how I was doing.” (3 weeks) - Youth Participant

KDC General Office Reception (1 week)

As are result of this participant’s work experience led her in a new career direction and decided to return to school to obtain an Early Childhood Education Certificate.

Workshops and Training

The workshops and training that participants completed during the first two months of the program included:

• Super Host • Residential Schools/Impacts • Squirrel Tills Training • Business Communications • OFA Level 1 First Aid • Culture and Traditions “I now realize that I • Action Plans for Career Options • Career Planning need to further my • Work Safety • Motivation/Self-Esteem education to obtain • Industrial First Aid Level 3 • Job Interviews higher levels of career • Resume Building • Elders Conference 2000 positions." • Health Workshop • Basic Internet and Computer • Job Search Techniques Applications - Youth Participant • Drug/Alcohol/Anger Management • Colors Workshop Food Safe • Life Skills Training Level 1

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

The first few months of the program was scheduled for training, career preparation, resume writing, interviews and Worker Compensation Board Safety workshops. Each participant successfully achieved certification in the following courses: “There have been a lot of terrific changes within • Super Host each individual since the • OFA Level 1 Lifesaving Skills start of the program… It • Food Safe Level 1 was rewarding for me to • Squirrel Tills Training have had a little something to do with these It was important to integrate some social functions as a group. We changes." had the opportunity to go on a challenging activity involving kayaking - Coordinator and ropes, canoeing out to meet other First Nations on a journey, and spending a week in cultural workshops, learning crafts, dances, songs and language.

Participants had thirteen weeks available for work experience. The participant’s interests and action plans helped us with their work placements, but also provided them with relevant work experience. This approach set participants up for success because they were more motivated to learn about career fields thus more effort was put into their work experience. Most job placements were two weeks in length. This was a catch-22 for most of the participants as some youth found placements too long, and others too short.

Each prospective employer was interviewed to review a contract and discuss expected participant outcomes. Employers and students log sheets were distributed weekly as well as sign-in and sign-out forms. Employers were visited weekly to review participant evaluations and to address any areas of concern. Tardiness seemed to be a common concern for most prospective employers, but not for the participants.

In midstream of the YWE program self-esteem and self-confidence issues were an issue for a few participants. A motivational speaker was scheduled to facilitate a one-day workshop for participants. The workshop proved to be very valuable for participants as it addressed many common issues. After the workshop participants were able to create a pathway to overcome their own personal barriers. This workshop brought the group closer together.

Each participant has demonstrated personal growth including career changes, improved self-confidence/esteem, plans for college, seeking full-time or part-time employment, personality changes, overcoming obstacles, reaching goals and work placement success stories.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Program Evaluation

There were a few obstacles to overcome during the program including:

• Motivating participants to work for minimum wage • Locating appropriate job placements • Maintaining a professional conduct • Keeping participants focused on program goals and objectives • Maintaining respect • Resolving personality conflicts • Identifying personal barriers

Some participants, particularly those with less education, gave up too easily, and it was challenging to find appropriate training and workshops to meet each participant interests and abilities. Nevertheless, each participant successfully completed their training and acquired many skills.

Thorough screening of the participants was important for the success of the YWE Program. Participants respected everyone, both in classroom situations and in job situations. Everyone started taking the initiative in becoming more active in class discussions.

Two weeks of training time was used for an Elders convention. It was difficult to schedule training in July as many of the trainers were on summer holidays. A preference was to start Life-Skills training during the Elders Conference. It was noted that participants needed to work on their self-esteem and self-image.

It was valuable to have off-reserve work placements. Youth had the opportunity to experience working with the general public rather than with relatives or other people they knew. Some felt intimidated by this at first, but after a few days participants relaxed and excelled in their work placements.

Six participants experienced many successes. Achievement was recognized though participants receiving training certificates. Other successes included:

• Completed job placements • Acquired job search skills • Being a team player • Hosted community dinner • Fundraised for extra-curricular activities • Designed a community newsletter • Full-time or part-time employment.

The objectives of the program were met in many ways that included improved participant’s self-esteem, increased knowledge personal ambition and career goals. Therefore, I would like to thank the First Nations Education Steering Committee for enabling our community to offer this program for the youth.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Chehalis Community School Agassiz, BC

Introduction

The Chehalis Community School Youth Work Experience Program reflected the philosophy of the community school. The YWE program goals were to address the:

• Academic and vocational needs of identified youth in order to facilitate the integration of youth into the workforce or suitable academic institutions that will meet the needs and expectations of the learners.

The program objectives provided the:

• Academic needs of youth through the implementation of the GED programs, computer education programs, Success Maker computer assisted learning programs

• Life skills, personal development, and relevant workshops in order to address personal and vocational needs

• Unemployed out-of-school youth an opportunity to develop personal skills, academic skills, and work experiences in a variety of opportunities

• Youth a foundation to develop self discipline and positive self esteem that is so necessary for re-entry into either institutions of learning or the workforce

• Youth with a variety of work placements to stimulate interest

Project Implementation

The selection of eligible youth was through the Band office membership department in cooperation with the Human Resource Development office. Key targeted youth received an information pamphlet outlining the Youth Work Experience Program and invited applications from interested candidates.

Through the interview process (4) four participants were selected to for entrance into the program. For the second semester two new participants are selected and one participant departs. Prior to the work placements the group participated in:

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Week Duties

Week 1 School/staff orientation and develop education plan Orientation Student goals and objectives: upgrading, college or G.E.D.

Introduction to academic program

Week Two-Three Students worked on Computer Assisted Learning Program through Academics/Work Preparation the Success Maker for GED and upgrading programs

Students worked on the development of their resumes, cover letters for potential work placements “This initiative was a tremendous success in our Week Five Continued work in either the community. We are Computer Based Learning Program looking forward to Academics and/or GED promoting this again to our youth in the future.” Job Readiness Students identified potential work - Principal placements, submitted letters of introduction and resumes

Students called and interviewed with potential work placements

Week Six-Sixteen This initial placement was scheduled as a five-week placement. Students Work Placement/Night School had the option of remaining in this placement or selecting an alternative placement

The participants completed their first five-week placements. Upon work experience completion participants returned to school to finish program requirements that included:

• Academic component – Success Maker Computer Learning Program for enrichment and/or GED studies

• Computer courses – evening courses in a variety of areas

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Week Duties

Week Seventeen Students were responsible for completing all program requirements Academic Completion regarding logbooks, placement evaluations and academic course expectations.

Employer evaluations, academic evaluations and program summaries Evaluation were completed.

Work Placement Duties

“It was a pleasure to Chehalis Village Maintenance Maintenance Worker work with this youth as she was very reliable and professional.” Chehalis Community School One on one worker/teacher aide - Employer Maintenance worker

Chehalis Human Resource Assistant/Clerk Development

Chehalis Finance Department Accounting Clerk

Chehalis Daycare Child Care

Chehalis Store/Gas Bar Clerk

Program Participants

There were four female and two male participants in the YWE Program. Ages ranged from 18-24 years and their education levels ranged from Grade 9-12.

Program Implementation

Support services were implemented for the 2000-2001 school term to provide support and assistance to students enrolled in the program. Students took full advantage of the support services. Historically, several participants experienced difficulties with both work and education so any questions or concerns that arose were addressed by the implementing the following:

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Cultural Circle The group met in the Pit House to converse with each other and discuss plans, goals, and fears about entering into a new program

Counselling Services Services were provided to participants to address personal and professional issues

Child Care Daycare costs for one participant was included in the program budget to allow participation in the program full-time without the worry of childcare expenses

Clothing The Maintenance department can be a messy place, as well as tough on the clothes. The program covered the cost of providing coveralls, boots and gloves

Program Evaluation

The YWE participants were monitored throughout the program in both the academic and work placement areas. Program monitoring included:

• Review and assistance in the academic components

• Site visitations by the Program Coordinator

• Communication between employers, employee and Program Coordinator

During the work placement and academic component of the program participants were evaluated. This program continues to be a huge success within the school and community.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Gingolx First Nation Kincolith, BC

Introduction

The Gingolx First Nation Education Youth Work Experience Program goals and objectives were to:

• Provide unemployed youth with self-esteem, life-skills, and employment skills through workshops and job placements

• Encourage youth to seek additional education and gain work experience in career areas that are of interest to them

• Promote positive thinking, teamwork, personal growth and personal development “Although this program impacts only a few youths • Increase alcohol and drug awareness of each of the participating directly, its indirect youth through workshop impact on the community is great… This program • Provide out-of-school youth an opportunity to acquire job is a positive approach to readiness youth unemployment.” - Coordinator • Increase knowledge of our traditions and culture

Program Participants

There were four (4) youth between 17-24 years of age that participated in the YWE Program.

• Participant 1 22 years Male • Participant 2 18 years Male • Participant 3 23 years Female • Participant 4 22 years Female

Program Implementation

Each student attended program workshops that included:

• “Who Is In Charge of Your Life?” • Team Life Skills • Goal Setting • St. John’s Ambulance First Aid

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Monique Gray Smith of Little Drum Consulting led an exciting workshop called “Where Eagles Dare” and facilitated on topics about stress, burnout prevention and teambuilding.

These workshops were very informative and participants enjoyed themselves. They also felt supported though the participation of the Village Government Councilors and employees.

Lee Mason, of the Young Warriors Foundation facilitated a one-week Alcohol and Drug Awareness workshop. The workshop was open to the public. Every morning commenced with an opening prayer and smudging followed by a traditional talking circle. The participants conducted elder interviews. Participants also participated in a resume-writing course and upon successful completion received certificates.

"The caliber of their work Other workshops offered were on a volunteer basis. These with the children during workshops were very beneficial for the youth for either obtaining their placement here and employment or returning to school. Workshop discussion topics their willingness to included: cooperate has led me to appreciate the valuable • Cooperation contribution they make to • Goal-setting our school." • Suicide prevention - Employer The Fountain Youth Group, FNESC and the Secwepemc Cultural Education Society (SCES) coordinated a first annual First Nations youth conference on August 24-25, 2000 in Kamloops, BC. Three (3) program participants attended the conference. Conference activities included a:

• Sports clinic • Personal development workshop(s) • Video dance party

Youth from around the province attended the conference. Program participants said it was a very exciting conference.

Placements

We offered work placements in the community included:

• Handyman: employee of Gingolx Village Government who does work such as chopping wood and shoveling snow for the Elders of our community

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

• Homemakers: employee of Gingolx Village Government who does work such as house cleaning, laundry, and baking for the Elders

• Salmon Enhancement Program: A hatchery run by Nisga’a Fisheries

• Nathan Barton Elementary Junior Secondary School: Secretary, Teacher’s Assistant.

• Gingolx Village Government Administrator Secretary, Maintenance Department, Housing Department

• Gingolx Development Corporation: Secretary and Hall Manager

• Brighter Futures (one of the departments of the Nisga’a Valley Health Board): organizes activities for children

• Drop-in Centre: Youth Supervisor

• Joe and Jones Construction Ltd.: Assistant

• Nisga’a Valley Health Board Janitor and Maintenance Department Assistants

• Nathan Barton Elementary Junior Secondary School Maintenance Department: Assistant

• Administration office positions in the Department of Social Development, Economic Development, Nursery Program and Finance

The Gingolx First Nation provided work placements for two participants. Duties included:

• Assisted teachers with daily class activities

• Supervised in-school suspended students

• Reading buddy

• Performed secretarial duties

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Another participant worked at a Community Centre. Daily activities included:

• Supervised and planned recreation activities for adults, youth and children

• Placed advertisements on local cable channel

• Set-up and cleaned a hall for community functions

• Answered telephones and performed public announcements

• Community Center outdoor maintenance

The last participant worked at the Gingolx Village Government Economic Development Office. Daily activities included:

• Switch board and logged messages • Administrative support • Word processing, newsletters and routine filing

This participant also helped the Brighter Futures worker with activities for the children including volleyball practices, basketball practices and dances.

Program Effectiveness

Program indicators of youth success were:

• Increased personal growth and self-esteem • Attainment of First Aid certification • Heightened awareness of our culture • Awarded resume writing certificates • Improved communication with their supervisor • Relating to co-workers • Respecting diverse talents of individuals in the workplace

Evaluation

Our evaluation revealed that it was difficult to keep all of the participants motivated to think more positively. We were working on these challenges. Everything else went well and the program was very successful.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Although this program affected only a few youth directly, its indirect impact on the community was great. It was only after offering the program for two years that some of these impacts were apparent. This program was a positive approach for youth unemployment and the awareness of under-education. The youth acquired a core set of transferable work skills. These skills were adaptable to further their education and gain employment.

The Education Department provided a camcorder to record events that included a Drug and Alcohol Awareness workshops, a blessing of totem pole, the students at Nathan Barton Elementary School (NBES), Christmas concert, Nursery Halloween party, and Halloween preparation for the Aboriginal Head Start Program. The participants also recorded an Education Department Open House and a 24-foot high tide that flooded the road to our gas station.

YWE Program participants enrolled in correspondence courses. One participant enrolled in a new listening program that Ed Wilson “Good information was started, called the Tomatis Lift Program. The YWE participants also given in this program that helped to produce a monthly newsletter. can be used for the goals you want to reach.” The program helped youth who dropped out of school and provided a - Youth Participant recent graduate with a career direction. Participants acquired valuable job training and work experience. The program helped participants to understand the importance of staying-in-school. This was an excellent program for the youth and we would like to offer it again in our community.

Participants Interim Evaluations

The participant’s feedback included these comments:

“I completed Grade 12 in June of 2000 and think this program is very interesting. There was a lot of useful information shared about the goals you want to reach. What I hoped to get out of this program was a lot of information and ideas to get through my life and to achieve my goals easier. My plan was to go to college and enroll in a Computer Technology and/or try to get into the National Basketball Association.”

“My last grade was Grade 8, and that was in 1995. I was in an Alternate Program at that time, then I was put into a Friendship House School in 1996 which is the same year I decided to leave school and I haven’t gone back since. I started in the YWE Program in November. I hoped to learn more before the program was over. Through this program, I learned more about how to perform different jobs and gain more job experience. This program also helped me upgrade my schooling.”

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

“I am 22 years old and a graduate of the class of 1996 from Charles Hays Secondary School in Prince Rupert, BC. Since starting this program, I completed a lot of work from booklets, attended many workshops, and participated in a youth conference. One workshop presented information about drugs and alcohol, which taught me about the impact it has on our family and friends. What I hoped to gain out of this program is how to finish it and obtain a full-time job at one of my placement sites or assume a relief position when someone is on medical leave.”

"I am glad we have the “In 1998 I graduated from Nisga’a Elementary Secondary School in YWE Program in our New Aiyansh, BC. My son will be four years old in December. Since community because there High School, this is only my second job. I enjoyed the YWE Program are not enough jobs in our and only wish I was earning regular pay. I learned about how to be village for the young an effective student, enjoyed workshops about drugs, alcohol, stress, people… I hope it remains suicide and healing circles. The Kamloops Youth Conference was in our community because very interesting and I was happy to attend this conference. I am glad there is a lot youth and our community offered the YWE Program because there were not young girls dropping out enough jobs in our village for young people. I was happy that I was of school who can really one of the lucky ones to receive a job through the program.” make use of this program." “Before this program, I was on welfare and for a family of three - Youth Participant received $380 per month. I thank the people for offering this Youth Program in our community. I hope the program will remain in our community because there are many youth, especially young girls who are dropping out of school (because of pregnancy). I see them as really accessing this program.”

“I am uncertain of what my plans are for the future. I hope my job placement increased my opportunity for an employment position sometime in the future, if a job opening becomes available. I would like to return to school or attend a college. I am not sure what my career plans are, maybe to become a Chief or Band Councilor. I want to bring jobs into our community and help the people who are trying to quit alcohol and drugs. This is what I would like to see in my community – to get rid of all the alcohol and drugs because they are the main problems in our community.”

YWE Program Basketball Camp

The YWE Program team hosted a basketball camp on July 25- August 31 2000. We had a very good turnout, approximately 25 students enrolled and the daily average attendance was between ten to fifteen youth. We divided the YWE group into two teams with one half as trainers and the other half as managers. First aid assistance was available if required.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

The youth learned about stretching, running laps, dribbling, lay-ups, passing, bounce passing, over-head passing, one hand long passes, defensive and offensive stances, shooting, and foul shots, and all of the kids took part in a short fun game at the end of the day. In this basketball camp, we really tried to emphasize the importance of “This YWE camp was teamwork, good sportsmanship and fun. a great success for both the YWE Each youth who participated in the basketball camp received a Program and all the certificate. The Education department generously provided juice and youth that attended.” snacks for the youth. This camp was a great success for both the - Coordinator YWE Program and all of the youth that attended.

Young Warrior Foundation Workshop

Lee Mason facilitated a Young Warrior Foundation workshop held on November 20-24 2001. Each morning commenced with a smudging ceremony, a prayer and a talking circle. Information was shared about life experiences and growing up with addictions to many different kinds of drugs and about life in jail. Some of the other workshop included topics about Fetal Alcohol Syndrome, relationships and gangs. The workshop facilitator presented his information by adding a little humor and that kept everyone focused and awake. This workshop really brought me a better appreciation of the many issues surrounding drugs and alcohol.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Namgis Health Centre Alert Bay, BC

The Namgis Health Centre Youth Work Experience Program goals and objectives were to:

• Address the high unemployment rate among community youth

• Provide an environment that encouraged youth to continue trades and/or post-secondary education

• Provide youth with an opportunity to gain work experience in a positive and supportive environment

• Provide youth with an opportunity to contribute to the community

• Establish partnerships with local service organizations and businesses and establish additional employment opportunities

• Encourage personal development by assisting in developing individual learning plans “This was a very fun learning experience. I Program Structure thank you for making me more eligible for jobs." The YWE program had seven participants who completed the - Youth Participant program from October 10, 2000 to March 30, 2001. This year’s program was divided into two parts: practical and theoretical, which the participants had for 30 hours per week. During this period, the participants were in school in the mornings and in workshops/training sessions in the afternoon.

Orientation

• Program goals overview • Participants present education and future goals • Potential work placement hosts to discuss the program goals • Discussion about the Continuing Education Program

Workshops

The workshop topics included:

• Alcohol and Drug Orientation • Namgis Treatment Centre

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

• Anger and Stress Management • Budgeting • Computer and Internet Training • Physiology of Vision • Resume Writing • Legal Aid and Your Rights • Namgis Treaty and Land Claims Research • Child Protection • Cultural Awareness • Family and Childcare Services • Small Business Management • Provincial Health Nurse Careers

Work Placements

“I really enjoyed this Work placements started on January 8, 2001 for a 12-week duration. program and I would Each participant met with their employers and reviewed their goals do it again anytime!” and expectations. At the end of their work experience participants - Youth Participant received an evaluation from their employers.

Work Placement Employers

• St. George’s Hospital • Lukies Hair Salon • Amilas Daycare • Whe-la-la-u • Heatherbrae Construction • Namgis Public Works • Recreation Centre • Tlisalgilakw School • Bruce Alfred Carving • Stephen Cook, Carpenter

Work Placement Profiles

Participant 1 This participant successfully completed two work experiences: one at the new Band Recreation Center and the other in the field of carpentry. At the Recreation Center, duties included supervising and monitoring evening programs for youth and adults. The participant really enjoyed the placement at the Recreation Center but preferred the hands-on skills he learned in carpentry. Future goals were to obtain higher education and employment opportunities.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Participant 2 This participant gained a number of work experiences that included carving, construction, commercial clam digging, and fence building. The last placement was at the new Cormorant Island Hospital site where the participant worked with many different carpenters. This carpentry position was the best work experience for this participant. Future goals were to acquire more carpentry skills and apprentice with a construction company.

Participant 3 This participant worked at the Namgis Tlisalagilakw School and with the Village Boardwalk crew. The participant enjoyed both work placements but preference was for school activities as a teacher assistant. These included assisting students in the classroom, the Physical Education Gym Program and monitoring students during lunch break and recess.

Participant 4 This participant worked at St. George’s Hospital, the Namgis Amiylas Daycare and as a Homemaker. The participant learned many new skills and enjoyed working at the hospital. Hospital tasks included cooking, serving Elders and general cleaning. Future goal was to acquire higher education and specialized training.

Participant 5 This participant worked at the Namgis Umiylas Daycare and Head Start Program as well as at a private home salon. The participant enjoyed all placements and gained a variety of skills that helped to develop a career path. Future goal was to go back to school after completing this program.

Participant 6 This participant worked with the Namgis Umiylas Daycare and Headstart Program as well as the Whe-la-la-u Daycare Program. All work placements involved working with children. General duties included supervision, serving snacks and arts and crafts. Future goal was to acquire an education that will lead to Childcare Worker certification.

Participant 7 This participant worked at the Namgis Tlisalagilakw School for the duration of the program. The participant worked with students ranging from Nursery to Grade three levels. Duties included student assignments, supervising, and computer tasks. Future goals included completing high school and acquiring a Teaching certificate.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Community Activities

The youth coordinated a play potlatch for the whole community. During this event, they were responsible for booking the Bighouse, preparing the food, making an agenda, and arranging rides for the Elders. All of the youth had specific roles that they had to fulfill. Potlatch preparations involved many people and communication was the key for this evening’s huge success. The trainees did a great job as more than four hundred people from the community attended this event.

Youth and Teen Dance

The Youth Employment Trainees fundraised throughout the program and sponsored a Valentines Day Dance for the youth of the community. Prize awards were for Prince and Princess and for the dance competitions. This was a fun evening; approximately 60 youth attended the dance.

Celebration Dinner

The last community event was a dinner to acknowledge all of the employers, businesses and individual community members who supported the program as well as the workshop facilitators and trainers who made the program successful. Participants received gifts and certificates from the Namgis Health Centre for completing the program.

In closing, all of the participants worked very hard and made my job very easy. I look forward to offering another youth program in the near future.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Nuxalk Nation Bella Coola, BC

Introduction

The Nuxalk Youth Work Experience Program was to enable the participants to undertake an intensive 17-week period of employment training. A key challenge at the outset of the program was to stress the importance of participation, attendance, and punctuality in the work place. Participation was encouraged to give each participant a valuable and meaningful work experience.

All of the work experience was taking place in organizations and businesses. We were very thankful that the non-native community really supported our endeavors to assist the youth from the reserve to develop their skills and have an opportunity to perhaps become employable.

Program Structure “I found the Life skills The objective of this training was to provide each participant with a program to be very good grounding in basic life skills, to improve self-esteem, and beneficial both in a job ultimately prepare the individual for the work experience they would environment and at go on to complete the remainder of the program. The 13-week home." program of Life skills covered an extensive area of training in - Youth Participant personal development, of which a brief outline follows:

• Understanding Ourselves: Personal Traits and Qualities; Either/Or Choices

• Self Esteem & Skill Identification - Reprogramming Negative Thoughts - Identifying Our Skills (Skill Rating) - Transferable Skills

• Change: Embracing Change: Getting Over the Rough Spots

• Stress Management - What is Stress and How Do We React To It? - Stress for Success

• Time Management Techniques

• Goal Setting; Smart(s) Goals; Goal Planning Questionnaire/Tips

• Interpersonal Communication; and Barriers to Communication

• Listening, Speaking and Writing Skills

• Conflict Resolution

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

• Work Ethics

• Budgeting and Money Management

• Knowledge, Attitudes and skills necessary for finding a job: including interview techniques, honesty, attendance, and willingness to work

• Resume Writing

• Development of a Personal Plan – each participant prepared an individual training plan identifying career goals and plans of how they would attain them.

Work Placements

“I will be able to take All the participants let us know the kind of work experience they what I learned and would like to try. We matched the participants with local businesses use it in my workplace and organizations, and all were very pleased with the choices and in my social life.” available to them.

- Youth Participant The Coordinator of the program visited the participants regularly at their place of employment and worked with the employer to ensure that they were receiving meaningful training. We held weekly meetings with the participants to review the week with them and to find out how they were doing from their perspective. We also asked how they were finding the work, if there were any problems and offered assistance to help them resolve them.

All the host organizations completed monthly evaluations of the participants and a final evaluation at the end of their work experience.

Employers

The host organizations and positions we placed the participants in were:

• Bella Coola Elementary School Teacher Aide/Support Worker

• Acwsalcta School Kindergarten Assistant

• Nuxalk Integrated Resources Office Clerk

• Bella Coola Valley Coop Store Clerk

• Townsite Pro Hardware Store Clerk

• Bella Coola Valley Restaurant Cook Apprentice

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Participant Evaluations

The participant’s feedback included these comments:

“I think the program has helped me in a very big way, it has helped me in many different areas in my life. It has helped my self-esteem and confidence to meet new people and be able to speak to others without being shy about it. I found that the Budgeting aspect to the program helped me to pay off bills and at the same time to save money for important things in the future or just for spending. I will be able to take what I have learned and use it in my work place and in my social life. The program has given me the confidence to do the work that is required of me in any future job.”

“The program helped me out by teaching me communication skills. I can take these skills and apply them to my everyday life. The tools and information helped my work experience and how to be assertive and aggressive in the right way. This program has helped me think about the future.”

“The program has helped me learn more how important self esteem is in life. I learned about budgeting and about a lot of different banking investments and what kind of accounts they have at the banking institutions. I know a lot more about self esteem, communications, anger management, healthy living, relationships, self awareness parenting, decision-making, values, coping skills and job readiness.”

“This program helped me feel better about myself and built my self- “The YWE Program esteem. I learned that we communicate in our everyday life. The helped me feel better tools and information I acquired will help me in my work experience, about myself and built especially how to conduct myself in a job interview. This program has helped me to think about my future and how to set goals. I have my self-esteem.” learned how to save money, parenting and how to accomplish my - Youth Participant short and long term goals.”

“I found this program to be very beneficial both in a job environment and at home. The time we spent on communication skills and anger management proved to be very helpful and eye opening for me. I am able to communicate more effectively and use skills such as listening techniques.”

Evaluation

We were very pleased with the progress of the program. The participants did really well. The Life Skills Program they participated in really prepared them well. The group were very involved and wanted to learn and grow, but best of all it was very rewarding for all of the participants.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

A luncheon was held with the families of the participants, local leaders and sponsors. The gathering was to honor the participants, as well as witnessing them receiving certificates of successful completion. It was wonderful to see that the six participants who started the program successfully completed.

What was very exciting about the outcome of this program was that two of the participants were offered full-time positions with their sponsors. As well, the other participants made decisions to return to school.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Osoyoos Indian Band Oliver, BC

Introduction

The Youth Work Experience Program was a nine-month program designed to enable the Osoyoos Indian Band youth to set goals and gain experience in the following areas:

• Life skills • Anger management • Personal career and academic assessments • Job readiness, on-the-job training, and work experience.

This program has operated for the last three years in the Osoyoos Indian Band community.

Participant Profile

Participant 1 Grade 10 Age 19 Male Participant 2 Grade 12 Age 24 Female Participant 3 Grade 9 Age 24 Male Participant 4 Grade 11 Age 19 Male

Work Placement Hosts “One participant’s work experience provided her an • Inkameep Campground and RV Park (Participant 4) opportunity to decide if she • Osoyoos Indian Band Office (Participant 2) would like Bookkeeping to • Osoyoos Indian Band Alternate School (Participant3) become a Book-keeper.” - Coordinator • Inkameep Construction (Participant 1)

Community Benefits

The YWE Program has reduced the number of youth that are on social assistance and unemployed. Through the YWE Program, we are able to identify and meet a large portion of our youths’ work experience needs. The supportive relationship that this program has with our community services department was very beneficial to the program because the youth learn what services are available to them.

This program was in operation since three years ago and was a great success, and our community hopes to offer it for future years. Our school currently offers a similar program to its students, but it is only a small part of the school year.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Challenges and Recommendations

One of the challenges that our youth program encountered was with a youth participant and the employer. Midway through the work experience, however, an employee had to take time off leaving extra duties that needed to be completed and the youth participant was asked to do these extra duties. The youth participant felt these duties were not part of the training and felt that they were not getting the proper training that he/she had anticipated. The youth participant was able to meet with the employment-training officer to discuss the issues, and then decided to meet with the employer. By providing this type of support, the employment-training officer, youth participant and employer were able to work through the uncertainty surrounding work-related training.

Conclusion

The YWE Program for 2000/2001 provided the youth of Osoyoos Indian Band work-related experience that they would not have received without these types of training programs. Modifications to the YWE Program changed every year to fit the needs of the stakeholders and to support the need for job skills. We look forward to the day when our community will be able to fully fund this program ourselves and offer it to a larger number of participants. Each participant benefited from this program by learning new skills, received new job opportunities, made choices about furthering their education, and learned about community resources.

We are proud of each participant in the YWE Program and we would like to thank all of the supporting businesses and funding agents for providing this program with the tools for success.

Recommendations

Computer training could be a new component offered through the YWE Program, as computer skills are necessary in most job opportunities. We would like to offer a two or three week course on computer skills, working closely with all of the stakeholders to offer this component. We had a number of youth participants requiring a computer component. We would also like to provide a larger variety of job placements, including such hosts as the Oliver Hospital, department stores, banks and small businesses in the industrial parks. This may require hiring the co-coordinator earlier in the program, because he/she would need to make contact with potential hosts to see if they are able to join our program.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Program Evaluations

One of the employers suggested that a program like this one target youth who would be interested in construction, because the training, education and experience would be highly valuable for the future of the individuals and the Band. Projections reflect that over 15,000 skilled workers in major construction trades leave the workforce between 1998 and 2008, mainly due to retirement. This means that the construction sector will lose 28% of employment in the trades by 2008. Opportunities will be available for journeymen carpenters, estimators, project managers, safety officers, bookkeepers, laborers, etc.

“Working with the One of the youth participants commented that working with other students of his community students of his community gave him a sense of responsibility for his gave him a sense of community that he had never known before. In addition, he said that responsibility for his he would like to further his education in the teaching and counseling community that he never field, and would like to work with the youth of his community. had before… He would like to further his When talking with one of the youth participants, she said that the education in the teaching work experience in the bookkeeping department has given her the and counseling field." knowledge that she would like to become a bookkeeper. She plans - Coordinator to take courses that will help her maintain full-time employment.

The Osoyoos Indian Band thanks the community, the youth participants, the participating businesses, the program coordinator, and the Employment Training Officer, for their involvement in the YWE Program. We also like to make special thanks to the First Nations Schools Association for their participation in funding the YWE Program.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Seabird Island Band Agassiz, BC

Introduction

The Seabird Island Work Experience Program strongly believes in the philosophy that “it takes a community to educate a child” therefore we welcome your support in educating the children of our community.

The goals and objectives that were expected of the participants:

• Develop an understanding of personal strengths and interest in their relation to potential careers

• Take advantage of community resources through applying their newly developed skills to potential careers

• Participate in opportunities to practice academics, teamwork, and personal management skills needed to succeed in the work place

• Receive assistance in the transition from Secondary School to the workforce and/or further training and education

• Increase the relevance of school by connecting classroom learning with skills and knowledge needed in the work place

• Encounter relevant employment opportunities through curriculum- related workshops and work experience through job shadowing placements

• Develop and maintain individual Student Learning Plans

• Provide the opportunity to observe and practice the employability skills and attitudes required in the work place

• Explore possible career directions as articulated in the Student Learning Plans

Program Participants

There were two female and three male participants in the YWE Program.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Participant Gender Education Level Employer

One Male *Grade 9 Willie’s Autobody -Paint Prep

Two Male Grade 11/12 Seabird Island School -Cook

Three Male Grade 11/12 Seabird Band -Recycle Coordinator

Four Female Grade 10 Seabird Daycare -Assistant

“The YWE Program participants completed Five Female Post-Secondary Seabird Island Band over 100 hours of -Pre-School Assistant community service.” -Accounting Clerk - Coordinator

* Education level after testing

Program Implementation

The program implementation highlighted:

• Participants raised over $1,500.00

• Certified with First Nation, WCB Level 1, CPR, First Host, Super Host, Serving It Right, WHMIS, Flagging, BCDL

• Recognized as Sto:lo Nation Youth Role Models

• Completed over 100 hours of community service

• Continued research and participation in education (Dogwood and Post-Secondary)

• Learned basic sewing and serging techniques and Coast Salish design application

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

The participants began their second work placement for the duration of the program (12 weeks). Continuing with established personal, education and employment counselling, the participants developed a further relation of education and the work place.

Monitoring and Assessment of Youth

The participants attended on a regular basis unless a viable excuse was provided. The participants were monitored and assessed by:

• Completed daily journal entries

• Completed final assessment of goals with the assistance of the supervisor and counsellors

• Completed a personal portfolio

• Completed goal setting

• Awareness of accomplishments

• Utilize new skill development

• Foster new learning environments

• Continued written and personal communication

• Continued management of personal finances through demonstration of budgeting forms

• Acquirement of reference letters from past mentors

• Continued on-site visits by Coordinator

• Continued “touch base” luncheons with other participants and Coordinator

Program Evaluation

The evaluation of the program was conducted through:

• Completion of personal portfolio

• Continued personal assessment by student, mentor and Coordinator

• Written journals of personal experiences

• Program evaluations with program specific questions

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Through a written assignment, the students answered select questions to verify the validity of the program to their lives. As well as the assignments, the students will evaluate their journal for the past year; looking at high and low points in their lives. Through this assessment we aimed at possible career choices and employability.

Recommendations

In order to further serve our youth, we need to:

• Complete educational testing earlier in the program

• Earlier testing would enable the organization to better serve our special needs students

• Provide a break in the program during the work experience portion. The “break” would consist of personal readiness workshops and “get together.”

• Provide access for personal fitness training and assessment. We covered the mental, emotional and spiritual portions, but neglected this. Physical strength and importance of fitness and human well being was neglected

• Encourage more exploring of employment possibilities. Some students never faltered away from the one choice they made thus neglecting the opportunity to try “new” things.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Snuneymuxw First Nation Nanaimo, BC

The Snuneymuxw First Nation YWE Program, Keepers of Our Culture, focused on positive approaches to youth unemployment. This community-based project was beneficial to the personal development and self-esteem of the youth involved, and it was an important component of Snuneymuxw First Nation’s preparations for self-government. This is the program’s third and final year. The two earlier programs, entitled Journey Back to Respect (1998/99) and Warriors of the Future (1999/2000), set an excellent precedent in setting youth firmly on the path of career advancement and training.

This type of programming was greatly needed to build the human resource capacity of our younger generation as the Nation works to improve the socio-economic status of our community. The YWE Program provided an excellent opportunity for the youth to gain the skills necessary to pursue further education and employment.

Program Objectives

• To identify youth between the ages of 17 and 24 who are currently out of school and unemployed

• To facilitate the development of Individualized Training Programs (ITPs) for youth participants to chart their paths for future training, education and employment

• To provide youth participants with supported work experience placements in career fields of interest

• To provide youth with a core set of transferable work-skills that they can use for further education or employment

• To build upon linkages with on and off-reserve organizations established in the previous program

• To assist the community to prepare for self-government

Program Outline

The YWE Program began with 5 participants and took place over a 7- month period from October 10, 2000 to April 12, 2001. The work schedule was 9 a.m. to 4 p.m., Monday to Friday. The Coordinator was hired two weeks prior to the start of the program to prepare lesson plans.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

The YWE Program emphasized the importance of personal interest and self-motivation in the career process. Half way through the program, one of the participants withdrew to go into treatment. This participant was encouraged to complete this program while waiting for intake into the treatment program.

A fourth year Child and Youth Care practicum student joined our program. The participant was to learn more about First Nations cultures and traditions, and to have the opportunity to utilize some of her counselling skills. The participant worked well and shared artistic abilities and ideas with the class. This participant was very dedicated and put in more time than required.

“A participant The first half of the program focused on identifying individual career worked well and interests, strengths, personal needs, and areas in need of skill shared artistic abilities development. A variety of training and certification initiatives were and ideas with the offered or contracted, including: class.” - Coordinator • Career Search, Labour Market Research • Computer Training, Conflict Resolution • Lateral Violence, First Aid (Basic and Emergency) • Childcare, Food Safe, First Host, Cashier Training • Squirrel Hospitality Systems • Time Management, Budgeting • WHMIS, and Serving It Right.

Participants also undertook individual assessments in the areas of aptitude personality type assessment (Meyers Briggs) and assessments of personal values (True Colours).

“Students had A community project was an important part of this program. The opportunities to gain participants hosted a Youth Conference on the topic of sexually work experience in exploited youth and they also chose to produce a 12-minute video career fields of their entitled “The Drug Culture and Sex Trade and its Effects on the choice.” Community”. - Coordinator The second half of the program was focused more on life skills. The group workshops included conflict management, motivation techniques, work ethics, job interview skills, attitudes, behaviours, and anger management.

The students also had opportunities to gain work experience in career fields of their choice. The first placement was for 5 weeks and the second placement was for 8 weeks.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Program Outline

• Assessment • Individual Training Plans (ITP’s) • Computer Training • Journal Writing • Community Project • Cultural Components • Workshops

Job Placement Assessments

Participants completed several tests to identify their present education and employability skills. An assessment test was done through Tillicum Haus to determine their grade level. The group also explored self-assessments including True Colours, Meyers-Briggs and CHOICES. Individual counselling sessions were made available to participants throughout the program.

Individual Training Programs

Participants were required to do labour market research and an occupational research project to help them identify their career goals and education paths.

Computer Training

“Participants received The participants received training in basic and intermediate computer training on basic and applications. The first 9 sessions introduced the participants to intermediate computer skills and the second 9 sessions taught more advanced computer computer skills. At the end of the computer training, a test was given applications.” to the participants and all successfully passed their test. -Coordinator Journal Writing

Students were asked to keep a daily journal of their thoughts each day. Writing assignments were issued weekly related to each workshop in which they participated.

Community Projects

The students hosted a youth conference that focused on sexually exploited youth and they produced a 12-minute video titled “Drug Culture & Sex Trade and its Effects on the Community”. The students began filming in early fall in preparation for this video.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

They organized ride-alongs with the RCMP Harm Reduction Team (HART), Tillicum Needle Exchange, and interviewed sex trade workers. They were successful in their funding proposal to the Attorney General for financial assistance with their youth conference. Community agencies on and off-reserve also supported the Keepers of Our Culture youth group and their project. The conference dealt with the issue of sexually exploited youth in our community. The “One of our participants keynote speaker, a Snuneymuxw youth, shared her story about worked for the City of recruitment, child prostitution, drugs and addiction to a crowd of 12- Nanaimo Youth 17 year olds. What an impact! The participants have been asked by Advisory Council for Legal Aid Services to share their thoughts on the youth video in street youth.” June. One of our participants was presently working with the City of - Coordinator Nanaimo Youth Advisory Council for street youth.

Cultural Components

The participants were invited to assist at a language conference hosted by Snuneymuxw First Nation and we attended a sweat, facilitated by Corrine Stone. At Christmas, the participants had an opportunity to make drum necklaces with a renowned drum maker, Steven Rush.

Personal Development Workshops

The following life skills workshops:

• Healthy Relationships, Budgeting, Anger Management • Conflict Resolution, Interpersonal Communication • Family Dynamics, Stress Management, Assertiveness and Boundaries.

Other workshops included:

• HIV/AIDS, Drugs and Alcohol • Family Violence, Sexually Exploited Youth • Work Ethics, Personal Values, Human Rights • Team Building, Self-Esteem, Suicide, Grief Depression • Snuneymuxw Treaty Process, Land Claims • Youth Empowerment, Art and Music.

Employment

The employment workshops focused on career planning and labour market research. Some job search strategies included: resume writing, transferable skills, interview skills, and networking skills.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Education Institutions

We visited educational institutions that included:

• Malaspina University College • Chemainus Native College • Sprott Shaw Community College • Academy of Learning • Tillicum Haus Access and Referral Centre • Nanaimo Youth Services.

The group successfully acquired a number of certificates such as WHMIS, Basic First Aid – Level 1, Emergency Child Care, Serving It Right, Cashier Training, Squirrel Hospitality Systems, First Host, Food Safe, and Occupational First Aid.

Job Placements

Participant 1 The goal of this participant was to own a restaurant and her interests lay in the areas of Business Management and Cooking.

Placement 1 – Global Connection Restaurant Placement 2 – Alice’s Restaurant

In her placements, this participant was introduced to several areas of the restaurant business. Her practicum covered food preparation, dishwashing, cashiering, serving and hosting. She has the option to continue employment at either of her placements.

Participant 2 “One youth worked This participant was interested in pursuing a career in carpentry and in a Daycare Centre, automotive servicing. He had the option to work at Home Depot he was an asset to the located across town, but because transportation would have been Centre.” problematic, he chose a placement at the daycare instead. - Coordinator Placement 1 – Snuneymuxw Daycare Placement 2 – Snuneymuxw Silviculture Department

This youth was an asset to the daycare staff. He took charge of situations and the children responded well to him. The daycare supervisor encouraged him to consider a career in Early Childhood Education. He also has the option to apply for summer employment with the Snuneymuxw Daycare. The second placement had the youth working as a team member mapping and measuring streams.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

His work contributed to the data collection activities for a report to the Ministry of the Environment. An independent contractor currently employs him.

Participant 3 This youth’s career interest was in the area of automotive servicing.

Placement 1 – Cap’s Automotive Placement 2 – ICBC and Snuneymuxw Estuary Department

“Participant Three This youth had excellent exposure to the automotive field. He (3) had excellent worked as an automotive assistant at Cap’s and as an assistant exposure to the estimator with ICBC. Cap’s Automotive asked him to submit his automotive field.” resume for a summer position. This youth also had the opportunity - Coordinator to work on a project with the Snuneymuxw Treaty Department. He helped gather data on a report submitted to the Ministry of the Environment. The Treaty Department has encouraged him to take the Resource Management course at the college because positions will be available within the year.

Participant 4 This youth’s career interest is Early Childhood Education and Office Administration.

Placement 1 – Naat Sa Mawt LeLum Daycare Placement 2 – ICBC

This youth worked in many areas of the daycare and interacted with infants and preschoolers. She was a team player who fit in well with her co-workers and she was given the opportunity for summer employment with this organization. Her second placement was with ICBC. At ICBC, she was given the opportunity to work in several areas including the mailroom, reception, data entry, and clerical support. She is currently employed with the City of Nanaimo Youth Advisory Council.

Graduation

The students planned their graduation ceremony for Wednesday, “I entered this April 11, 2001 at the Snuneymuxw Council Chambers. The program program with no wrapped up with a community luncheon attended by more than 80 experience and people to honour the students and celebrate their successful didn’t want the completion of the program. On the following day, the coordinator and program to end.” students went on an excursion to Victoria, BC as a way of bringing - Youth Participant closure to the program. A participant remarked that, “I entered this program with no experience in anything, and I’m finishing this course not wanting it to end.”

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Coordinator’s Evaluation

Overall, the YWE Program went well. If another program were to be offered I recommend the following:

Cultural Components

Participants must know where they come from before they know where they are going. It would be very beneficial to incorporate a cultural camp/retreat throughout the program especially right at the beginning of the program. This would give the participants a chance to bond as a group as the program continues.

Extensive Personal Development

The participants must understand the dynamics of the family, community and workforce. To build a strong individual, one must first work on one’s self. Being at the cultural camp /retreat would be an excellent setting for participants to work on personal issues free of outside distractions.

Elder Mentor Program

“It was a pleasure Have an Elder involved on a regular basis. The Elder could act as a working with the mentor and teach the students traditional ways. Questions and Keepers of our assumptions could be addressed immediately, which would assist in Culture Youth the understanding and appreciation of such a rich culture. Group.” - Coordinator Community Involvement

All participants submitted an article about themselves and the program to the community newsletter. They also had a lot of coverage in the local newspapers, but they felt the need to connect more within their own community.

Follow-up

When the program was finished there was no follow-up. Participants feel that there should be something in place to keep the momentum going. Having an Elder Mentor Program would address this issue.

Conclusion

It was a pleasure working with the Keepers of Our Culture Youth Group. They are a dynamic group of youth and I thank them for sharing their thoughts and dreams with me. I wish them well on their journey through life and all the best in their future endeavours.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Songhees First Nation Victoria, BC

Introduction

The Songhees Community Garden Program operated from June 29 to December 22, 2001 for a six-month period. There were six participants with four males (ages 18, 19, 21 and 24) and two females (ages 20 and 22). These participants had not achieved a Dogwood Diploma. Four participants who completed a college assessment, two were assessed at “basic literacy”, and the other two participants ranged between Grade 8 and Grade 11 levels in Mathematics and English. Both of those who refused assessments exhibited low literacy simply through difficulties in completing application forms and following simple written instructions.

Work Experience

Participants were primarily involved in a community-based gardening work experience that fueled our community food bank. In addition to the work experience gained in our own gardens, our group participated in two trail-building sessions. The group also connected with Lifecycles Society – a local youth-driven organization that has several programs. Their Fruit Tree Program links volunteers with homeowners that need assistance harvesting fruit from their fruit trees. This provided our participants with eight morning sessions of work in fruit harvesting. We were able to keep a third of the harvest, which we used in two canning workshops, and donated the rest to our community food bank on reserve.

In addition, we found our youngest participant a placement in a Youth Employment Project at our local community school on Friday afternoons. This provided him with several specific employment readiness workshops and assistance toward gaining a 30-hour work experience placement at a local Italian restaurant.

As highlighted in our interim report last November, our largest difficulty was in beginning the garden project late in the season. It was difficult to keep working when the cooler weather and rains began. However, the exceptional weather enabled us to maintain the gardens (especially the fall plantings) until well after the first frost, which was unusually late. From day to day, we were kept on our toes planning indoor field trips on occasions when the weather was simply too wet to work outdoors.

This included the following:

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Employment

• Participation in the Youth Employment Project (a janitorial-related program)

• Toured youth employment centres (Victoria and Saanich)

• Visited a casual labour construction work agency “Youth participants participated in field • Visited the Project Manager for Bladerunners (a construction trips related to related employment project for at–risk youth) employment.” - Coordinator • Toured the Victoria Volunteer Bureau to learn about ways to gain volunteer work experience

• Attended a day-long Aboriginal Entrepreneurship workshop in Ladysmith

Gardening

• Toured Department of National Defense Greenhouse and met with the Head Gardner

• Toured Brentwood Bay Nursery

• Toured Crystal Gardens (a local tourist-oriented indoor tropical garden)

Training

• Songhees Employment Program Orientation (for possible recruitment to Career Exploration)

• Participants continued on-line Adult Basic Education or Advanced Computer Training

• One participant met with the pipe-fitting instructor at Camosun College

General

• Participated in two traditional river-fishing expeditions for spawning salmon (this involved cleaning/salting, wood gathering/cutting, and smoke processed for delivery to elders)

• Toured the Royal BC Museum (including the Aboriginal exhibit)

• Visited the Provincial Government Curatorial Building to view Aboriginal collections of old photos and artifacts

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

“All participants gained • Participated in a three-day Youth Violence Workshop new work experience through the YWE • Participated in a Money Management workshop Program.” - Coordinator • Participated in a Herbal Wreath workshop

Coordinator’s Evaluation

All participants gained new work experience through the Work Experience Program. Some may continue to explore horticulture as a hobby. Two of the six have moved on to education upgrading or further training.

Chief, Council and many community members at Songhees First Nation agree that a Garden project running hand-in-hand with a Community Food bank is a worthwhile project that should be continued. The Chief commented something to the effect that, “In the past, times were very hard. Our Elders always grew (and/or knew of natural plants) to harvest and processed the bulk of their own food supplies. It is a skill everyone should learn to help themselves in the event of future hard times”.

It is suggested that future garden projects be simply a branch of the Lifeskills Program, where participants are unpaid. We may try to obtain funding under HRDC’s Youth Employment Strategy “Youth Service Canada” Program, which provides “stipends” rather than minimum wage as an incentive. They have found that for youth coming from a background of poverty being suddenly presented with even a minimum wage situation can present new difficulties.

Participant Program Evaluation

Four participants attended a dinner with a focus on evaluations and a first-time viewing of a video of the Discovery Island Camas Harvest last July. Of the four who attended the dinner, the evaluation component showed:

• One participant was continuing with Adult Basic Education (upgrading at the college)

• One participant was enrolled in a local Business Administration/Computer Training Centre

• One participant was working in a full-time position

• One participant has made no concrete career direction

The two participants who did not attend the dinner, we know that one has acquired a few temporary laboring jobs and the other is a part- time Avon representative.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Squamish First Nation North Vancouver, BC

Program Objective

The Squamish Nation Stitsma Employment Centre supervised and supported this youth initiative. The Coordinator assisted the youth by providing supervised work experience for out-of-school unemployed youth in the North Vancouver and Squamish areas. Due to the overwhelming response, Stitsma has provided additional funding to support additional youth clients.

This project was an excellent opportunity for our youth to explore their culture, enhance their own personal development, and build their skills and work experience to clarify their future training and employment plans.

The YWE Program helped our youth to:

• Develop positive career goals with the assistance of career assessment tools and work with a qualified consultant

• Develop their own learning plans guided by their life experiences and work skills

• Recognize the importance of their traditions and cultures to their future education, training and employment fields.

Program Overview

The Eslha7an Learning Centre was working with School District #44 and #48 to encourage our youth to complete their Grade 12 or to achieve their GED (General Equivalency Diploma). Therefore, it was a prerequisite to first achieve their Grade 12 or GED before entering this program.

The Eslha7an Learning Centre operated a nine-week semester system for the Adult Learning Program. The program corresponded with both school districts; therefore, this program followed the same process and had youth working in nine-week periods. We felt that this worked well for both our office and the youth. Participant’s explored work experience, potential work placements and ascertained if this was working for them and their employers. We extended two of the youth placements an extra 9-week period for a total of 18 weeks.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Participants

“Along with the work Thirty-three youth enquired about the YWE Program, including 20 experience, this youth was female clients and 13 male clients and 11 of those youth took part in able to receive an elective work placements to date (more may before the program ends in credit needed to complete June). We monitored the youth who were close to completing Grade Grade 12." 12, but the importance of education came first and work experience - Coordinator followed. We directed a few youth who enquired about the program to complete their Grade 12 or GED before applying for placements.

Participant Profiles

Participant1 This Grade 12 female client placement was on-reserve small business. Duties included accounts receivable, accounts payable, filing, photocopying and answering telephone calls. This was a very successful placement and the participant was looking at post- secondary training in her future.

Participant 2 This placement was in a hair salon for an 18-week period. He was currently working on his final course to complete his Dogwood, and along with the work experience, he also received an elective credit that he needed to complete his Grade 12.

Participant 3 "In his placement as a He was currently painting a mural in the Community Career Centre, Cultural Worker, he as art is his focus, along with his requirements of completing his learned invaluable insight GED. into the Squamish culture and is ready to look for Participant4 work as a Cultural The participant sounded excited about looking for a work placement, Worker – he’s been but it took him about 3 weeks to bring in a resume (needs follow-up). offered small contracts." - Coordinator Participant 5 This individual contacted our office looking for employment opportunities. The participant placement was to work with a First Nations entrepreneur as an assistant in the Squamish Valley.

Participant 6 This individual had a placement as a cultural worker and was able to learn invaluable insight into the Squamish culture. This participant was ready to seek employment as a culture worker and did received offers of small contracts.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Participant 7 “The YWE Program This female client was working as an on-reserve receptionist. Some helped our youth to assistance was required for her to work on skill building. She felt conduct their own job comfortable enough to work in an on-reserve setting. After her third searches and make week of work placement the client found her own job. them aware of what is available in the job Participant 8 market.” This special needs individual was moving ahead slowly. The - Coordinator participant’s history of head injuries required support services during his employment search. He is currently working with the People with Disabilities Group for further assistance.

Participant 9 This individual had made initial contact with Stitsma, but had not followed through with his job search.

Participant 10 This individual was taking a course to update her customer service skills. She accepted a part-time employment in Whistler.

Participant 11 We supported this client while she attended a customer service course to prepare her for future employment. The client was currently working as a receptionist for Squamish Nation, but will need assistance.

Participant 12 “We have taken this youth This individual’s placement was as a receptionist position for 9 out of her ‘comfort zone’ weeks. This position was outside of her comfort zone, and it seemed and placed her as front to work well. She enjoyed her placement and new learning line clerk. It seems to be experiences. working, as she enjoys her placement and the new Participant 13 learning experience.” This individual was currently working two jobs, but would like to have - Coordinator steady work.

Participant 14 This client was interested in working at a daycare, but she never made an appointment to see me.

Participant 15 This individual did not contact me after our initial meeting and required a follow-up.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Participant 16 This individual worked as front-end clerk for a few weeks and then the placement ended. I had another placement ready for this youth, but she did not follow through.

Participant 17 This individual contacted us but did not follow through with a job search.

Participant 18 This client enrolled in courses to complete his Grade 12 requirements by June. He is willing to seek employment on his own.

Participant 19 This individual was working for the Squamish Nation Recreation Department. He submitted all paper work required for a job with the North Vancouver School District.

Participant 20 This client required one course to graduate. As soon as he proved that he intended to finish his course, we will start to look for a work placement position.

Participant 21 This client’s placement was in a printing and bindery company. He was able to do multiple tasks in this position, including printing, developing brochures and business cards on the computer.

Participant 22 He was interested in employment but he was quite far from completing his Grade 12 or GED.

Participant 23 This individual’s interest was to work at a daycare, but the client needed to complete her Grade 12 before seeking a job placement position.

Participant 24 The client was interested in customer service, but needed to complete paperwork to initiate work placement.

Participant 25 This client enrolled in a GED program with a completion date of April 2001. She will seek employment after she has completed her GED.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Participant 26 The client enrolled in a GED program with a completion date of April 2001. She is seeking employment before she is finished writing her exams.

Participant 27 The client was ready to write the GED exam. The client requested a work placement.

Participant 28 She was starting her placement on April 2, 2001. She worked as a Lands and Registry Assistant for 13 weeks. Duties include filing, booking appointments, and fieldwork.

Participant 29 This client contacted me, but did not return to fill out the required paperwork.

Participant 30 The client came to the office, but did not return.

Participant 31 “One youth participant A recommendation to this individual was to finish her last three had a possible work classes in order to graduate. experience and learned many new skills.” Participant 32 - Coordinator This individual’s placement was as a receptionist for a nine-week period.

Participant 33 This individual required one class to graduate. A recommendation to register in his last class is made so that we were able support him for the YWE Program.

Stitsma Employment had additional funds to carry this program to June 2001 to coincide with the school year; therefore, we will be seeing clients up to June 2001.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Employers and Youth Work Experience

Employers Position Participant

Stitsma Employment Receptionist Participant 7 Centre (3 weeks)

Maya Joseph, Human Receptionist Participant 32 Resources Development (9 weeks) Coordinator, Stitsma Employment Centre

Universal Printing and Printing and Bindery Participant 21 Bindery Ltd. Assistant (9 weeks)

Lands Registry, Squamish Lands and Registry Participant 28 Nation Assistant (13 weeks)

Eslha7an Learning Centre Receptionist Participant 12 (9 weeks)

“Employers were Cultural Centre Entrepreneur’s Participant 5 happy with the Assistant (12 weeks) youth contribution in the work place.” First Clip News Clipping Office Assistant Participant 5 - Coordinator Service (12 weeks)

Kathy Chan Hair Studio Hairstylist Assistant Participant 2 (18 weeks)

Eslha7an Learning Centre Cultural Worker Participant 6 (18 weeks)

Eslha7an Learning Centre Artist Participant 3 (9 weeks)

Stitsma Employment Receptionist Participant 16 Centre (2 weeks)

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Recommendations

The youth seemed to fear looking for off-reserve employment, but when they had the opportunity to work within the Nation, there was no hesitation. We hope to work more closely with a Small Business Advisor who might be able to help find placements for the youth. There is a need for better preparation for upcoming conferences and support from our different departments and prospective employers. The Youth Strategies Planning Committee does not seem to prepare us to be a part of the planning and training, so perhaps there can be more communication between the two programs. The biggest challenge was to motivate the youth to look for employment opportunities independently. They seemed to be undecided and we had to backtrack and do career assessments. The positive result of following our youth who are finishing their GED was that they were motivated to seek employment for themselves.

Evaluations

Overall, this was a valuable bridging program for clients with no work experience. The client working here had a positive experience and learned many new customer service skills. There was ample support from the Social Development, Stitsma, and Eslah7an for clients and employers.

The YWE Program helped our youth in the Squamish Valley. This program experience taught the youth to conduct their own job searches and made them increasingly aware of what is available in the job market. The placements provided the youth with new experiences and skills.

Shawn Hossein, an employer, was pleased with the fact that he could train a student. He hoped to offer a position for a student after he attained required computer courses to complement his work experience.

Another employer was very happy to work with the youth. All staff appreciated the youth contributions in the work place. They would like to have further YWE Programs for youth in their workplace.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

T’Sou-ke Nation Sooke, BC

Introduction

The T’Sou-ke Nation provided a Youth Work Experience (YWE) Program that commenced in October 2000 included a three-week orientation period, with work placements until March 30, 2001 and a graduation ceremony on April 6, 2001.

Program Goals and Objectives

The program goals and objectives was to:

• Provide work placements and skill enhancement program that focused on the unique needs of individual youth participants and integrated with the Band’s economic development plan

• Provide the appropriate assessment tools and interventions to assist unemployed or underemployed youth to secure independence through work

• Help each participant develop a work portfolio containing an individual assessment profile, an individual work action contract that was committed to by the participant, and a long-term career development ladder

• Work in a collaborative manner with the Band’s social and education committees and with Chief and Council to ensure that the necessary community support programs were available for youth and that those supports are integrated with the education program in a way that enhances self-esteem, provides relevant social models, and fosters self efficacy

• Provide youth with skills and knowledge in an active learning environment, while ensuring that educational concepts and skill enhancement measures are relevant and achievable, and ensuring that each participant had the opportunity to demonstrate their new skills in a meaningful community work placement

• Provide a program in which work placements are integrated with those skill enhancements needed to promote long-term career development (program emphasis will be placed on long-term career development and not on merely job placements)

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Career Path of Participants

Career Age of Youth Gender Path/Placement

Cook Training 19 Female

Business 19 Female

Youth/Recreation 19 Female (0.5)

Outdoor Work 19 Female

Natural Resource 19 Female Management (1, 0.5) 19 Female

Light Labour 20 Male

Work Placements

“As a YWE Program Six participants developed an individual action plan. participant, she is currently working under Participant 1 Chef Mel at Oak Bay This participant studied with Sheila Anderson, the Cooks training Marina Restaurant… She course at Edward Milne Community School (EMCS) as part of her course of study. At completion of this program, the participant has been offered a job for wished to pursue a career in food preparation. She planned to enroll the duration of the tourist at Camosun College, Professional Cook Training Program in the fall. season at Oak Bay Marina Restaurant as a result of This YWE Program participant was working under Chef Mel at Oak her work placement." Bay Marina Restaurant. This valuable work experience paired with - Coordinator further professional study has this youth on the road to an exciting career. She has been offered a job for the duration of the tourist season at Oak Bay Marina Restaurant because of her work placement.

Participant 2 This EMCS graduate has career interests in the business sector, and in order to focus on those interests, she was working with Community Futures Economic Development Corporation. She was placed as an assistant planner in the recent Value-Added Wood Conference.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Doug Eddy of Community Futures will mentor this youth through all phases of the organization’s operation. She was also receiving additional training to upgrade her computer skills and she planned to attend Camosun College in the fall.

Participant 3 This youth specified two goals in her personal action plan. Her first goal was completing her Dogwood Diploma through correspondence courses. The second goal was to work as a youth recreational worker. She was working on both goals concurrently. Her major project during work placement with Nil’Tuo Child and Family Services was the organization of an Aboriginal Youth Sports Day that will take place in the spring. She decided to try a different career path after Christmas and she was placed on the SWIMS crew, which is a T’Sou-ke Nation Fishery Department program focused on natural resource management and watershed management. This youth also job-shadowed the stream patrol officers.

Participant 4 This youth has FAS disability and needed carefully screened work experience placement. As she particularly likes to work outdoors, either alone or in small groups, she was currently doing maintenance work at a Bed and Breakfast. She participated in the program on a part-time basis.

Participant 5 This individual had a troubled background and was unable to keep a job for longer than one week. The participant’s assignment was to work with a forestry crew performing a variety of tasks in his first week. His second work placement was with an on-reserve private tree shelter manufacturing company. The participant was able to stay in the program for three weeks, punctual to the worksite and worked for his entire shift. He helped to modify the manufacturing process of the tree shelters so that the assembly process worked in a more efficient way. This was a major step for this youth and I hope his next work attempt will be for a longer period.

Participant 6 “I found this program a This youth lacked structure and motivation. She entered the SWIMS great help in deciding my program, sponsored by T’sou-ke Nation Fishery Department, after future goals." Christmas. Before acceptance into the program, she was asked to - Youth Participant shadow the program, and then, based on this experience she made a commitment to the program.

Employer Feedback

Oak Bay Marina Restaurant was a high-end restaurant located on the shore of Oak Bay. The kitchen supervisors were pleased with Participant one’s work. When asked about the quality of the youth’s work, they replied, “We offered her a position for the season”. They have also agreed to continue to accept our youth placements.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

According to the manager of Community Futures, Participant two completed all assigned tasks in an efficient way, although her skills as a receptionist needed improvement because her phone answering voice was often abrupt. Practice in customer service activities through role-play exercises will be included in the orientation stage of future YWE programs.

“The youth program The T’Sou-ke Nation Fishery Department accepted two youth for was a very good work placements, Participant three and six were very conscientious experience program to workers both in the field and in the office. Fieldwork consisted of a part of.” watershed analysis and the office work consisted of data entry and - Youth Participant analysis. Unfortunately, Participant six called in sick one day and did not return to work stating personal reasons.

The youth worker at Nil’Tuo Child and Family Services was unable to provide the necessary supervision for the third participant. This participant will need a more structured work environment in the future because of a lack of job structure.

Youth Feedback

“The youth program was a very good work experience program to be part of. The program was good for someone who was not sure about what they are interested in doing for a career. I recommend the youth program - it was worth it.” (Youth)

“For my work experience I worked for five months in reception with Juan de Fuca Community Futures Development Corporation. I found this program to be very rewarding because I learned a lot throughout “It was a great experience the five months. My tasks included participating in the planning of a for me. I also enjoyed it conference, creating and completing databases, and secretarial work because I like being such as invoicing, putting booklets together, typing and retyping outside and doing hands- letters, researching the Internet for tourism and agriculture resources, on work instead of etc. In addition, I found this program a great help in deciding my watching.” future goals. This program gave me an idea about what my interests - Youth Participant would be when I decide to attend college or university.” (Youth)

“I like this program because I got good work experience from my Dad. He taught me how to install walls, electrical wiring, roofing and carpentry. The experience I have now will help me in the future. There were no negatives about the program and I really enjoyed doing the things I did. I enjoyed learning how to do installations and putting shingles on a roof. It was great experience for me. I also enjoyed it because I like being outside and doing hands-on work instead of watching. These are the things I like doing and enjoy.” (Youth)

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Program Success Indicators

• Enhanced self-esteem: all participants showed enhanced self- esteem in varying degrees. For example, when one of the youth’s “All participants showed solved a production problem for the Tree Shelter Program, he enhanced self-esteem… stood taller and looked directly at me as he spoke with me about When one of the youth’s his experience. solved a production Long-term goal setting: all participants set long-range goals as problem for the Tree • part of their action plans. Shelter Program, he stood taller and looked directly • Contribution to economic goals of the Band: the Tree Shelter at me as he spoke with me Company will be partially an economic venture of the Band and about his experience.” the training that participants received during the work on SWIMS - Coordinator will be used in future economic enhancement programs

• Positive outcomes of hands-on exercise: for example, apple pie sales not only raised money, they also enhanced group cohesiveness, and the youth’s feelings of accomplishment extended into the community as well.

Learned Lessons

• Customer service and personal presentation exercises must be included as role-play exercises in the orientation stage.

• The three-week orientation/on-reserve work period was effective.

• Individual action plans, which show both long and short-term goals, helped the youth to take charge of their own futures.

• Participants actively relate to instruction using an “action learning environment”

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Wilp Wilxo’oskwhl Nisga’a New Aiyansh, BC

The Wilp Wilxo’oskwhl Nisga’a Youth Work Experience (YWE) program goals and objectives were to:

• To provide employment skills that compliment future goals, as "The program gave me a identified in the youth worker’s personal plan chance to explore the field of medicine. This is the program’s strength, it • To help the youth workers develop individual plans that meet their gives youth a chance to educational and occupational aspirations explore." - Youth Participant • To facilitate training sessions that improve the youth workers’ self- esteems through success in regular attendance and completing assignments

Program Implementation

The program was launched on September 18, 2000 and the first two weeks were devoted to researching the previous YWE Program. The files from the 1998 program were collected and analyzed to create a work plan. We reviewed resource materials to assist us in developing training sessions. My consultations with the previous Project Leader were a tremendous advantage for planning this program.

"This program was very The recruitment of YWE program participants was through beneficial… I am sure advertising distributed to four Nisga’a communities through their local other youth would love the community offices and a radio advertisement on Northern Native experience. I hope you Broadcasting. Networking with local community resources was offer more programs such challenging, as I had to deal with four separate communities. as this." Resumes and letters of interest were accepted and applicants were - Youth Participant short-listed on September 27, 2000.

Interview arrangements were at three of the four village government offices, while the interview for the Gingolx youth was via telephone conference. Youth workers received notice of the successful applicants along with pertinent additional information. The arrangement for transportation and accommodation was completed. Preparations for a four-week training period commenced on October 10, 2000 with interested community organizations for possible job placements. The chosen community organizations/businesses were relevant to the youth workers’ personal plans. During the training period, the youth workers engaged in the following activities:

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Computer Training

• Microsoft Works – Introduction to Word Processing, Introduction to Databases, Introduction to Spreadsheets • Microsoft Word - Level III/Computer Literate Youth, Supplementary Workbook • Electronic Calculator

"This program prepared Workshops me for my future goals by • WCB OFA – Level 1 allowing me to work on • Transportation Endorsement my math, a subject I don’t • First Host like… I realized that, like • Your Community, Your Culture and Work anything else you need to • Stress Management and Self-Esteem practice and keep practicing so you don’t Employment Readiness forget… After the program ends I will • Time Management continue to work on my • Attendance and Punctuality math." • Budgeting - Youth • Note-taking • Telephone Skills • Résumés and Cover-letters • Changing a Habit and Making Changes • Personal Hygiene and Appearance • Professionalism and Relationships at Work • Impact of Positive Behavior • Preparing for your Job Interview • Developing a Personal Plan • Record Keeping: Time Sheets/Weekly and Monthly Reports

After Interim Period

• Personal Style Indicator • Choices CT Program: Interest, Skills, and Work Preference • Educational/Career Assessment • Oral Presentation • Can You Follow Instructions? • How Instructions Improve your Performance • I’m all Ears • Listening Under Pressure • Newspaper Research Ad (HRDC) • The World of Work • What’s Your Excuse? • Job Market • Contacting Employers • Resumes/Applications • Job Interviews

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Implementation Plan

Activity Week

Project Leader Hired Week 1 -Contract, Program Files Reviewed -Set-up Office, list program supplies -Read resource material

Advertise Job Posting Weeks 1-2 -Four Nisga’a Communities -CFNR

Network in Nisga’a Communities Week 1

Approach Social Development and Week 1 Educational Departments

"We had a trip to Terrace and it was a very Secure Additional Financial Resources Week 1 informative trip. All the places and different resources I never knew Contact Applicants and Schedule the Week 2 about. There were so Interviews many places you could go to try and get a job or access funding…" Identify Existing Curriculum Materials Week 2 - Youth Participant (related to life-skills and job skills)

Contact Personnel for Specialized Week 2 Training: -First Aid -Elder Presentation(s) First Host -Stress Management and Self-Esteem

Introductions and Orientation Week 3

You and Your Skills Workshop Week 3

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Activity Week

Career and College Preparation Week -Assessment Test 3/Ongoing -Register for CCP Class Monday- Thursday, 8:30-19:30 a.m., Study Friday afternoons at Bi-weekly meetings

MS Works: Introduction to Word Week 4 Processing, Introduction to Databases, Introduction to Spreadsheets

Conference Call Week 4

Youth Life Skills Workshops Weeks 3-4

Assist in Developing the Youth Workers Weeks 3-4 Personal Plan

Youth Attend Scheduled Workshops Weeks 3-6

Youth Attend Employment Readiness Weeks 5-6

Finalize Job Placements Weeks 5-6

Monitor and Evaluate Work Placements Weeks 7-25

Assess Need for Specialized Equipment Weeks 7-25

Weekly or Bi-Weekly Meetings with Youth Weeks 7-25 Workers

Counsel and Provide Encouragement to Weeks 7-25 Youth Workers

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Activity Week

Intervene on Job-related Issues for the Weeks 7-25 Youth Workers

Provide Evaluation Forms to Supervisors Weeks 7-25

Interim Report Dec. 15

Field Trip: Terrace Resources Week 12

Youth Workers Complete Work Placement Week 26

Oral Presentation of Final Report Week 26

Wind-up Luncheon Week 26

Collect Supervisors’ Final Reports Week 27

Final Report from Project Leader Week 27

Employers

• Nisga’a Valley Health Centre/Gingolx • Gitwinksihlkw Village Government • Laxgalts’ap Elementary School • Gitlakdamix Nursery School

Future Potential Employers

• Nisga’a Lisims Government • Gingolx Nursery School • Bil-Nor Tillicum Lodge • NassCo Secretarial Services • Gitlakdamix Culture and Recreation

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Transportation and Accommodation

Interviews were arranged before transportation and accommodation inquiries. Special arrangements finalized on October 6, 2000 for the Gingolx and Laxgalts’ap youth, due to the distance from their community to Gitlakdamix. This was to ensure that there would be no barriers for the youth to attend a four-week training period before their work placements in their respective communities.

Youth Worker Interviews

“I began this program Interview dates were schedule for three of the Nisga’a communities. thinking that I would get A special thank you to the people who supported Wilp Wilxo’oskwhl some kind of training that Nisga'a by providing information, encouragement and support to their might help me somewhere community members to apply. down the road. Much to my surprise, I was During the month of September, thirteen applicants forwarded resumes from the four Nisga’a communities. There were two overwhelmed with thousand (2,000) applicants short-listed, interview dates and valuable information that appointments set for each community except for Gingolx. One has already begun to interested youth forwarded her resume and letter of interest. Due to shape my future.” a lack of interest and budget restraints, the interview was conducted - Youth Participant via the telephone.

After completing the interviews, one individual from each Nisga’a community was selected and offered a position in YWEP. All four applicants accepted and additional information was offered to them regarding start dates, travel and accommodation arrangements. The successful applicants were scheduled to begin the program on October 10, 2001.

Program Start Date

Introductions and orientations were first on the agenda, followed by two assessment tests for a Career and College Preparation courses: Math and English. The next four weeks were filled with computer training and workshops.

I would have preferred more time to research and preparation for the initial training period. Due to the remoteness of the community and lack of resource material, I found it difficult to plan program activities. I used personal resources, including workbooks from the Career and College Preparation Program.

The site for the program was not equipped with a photocopier or fax machine, but that equipment was accessible at Wilp Wilxo’oskwhl Nisga’a. The first three weeks of my employment were lonely and there were times when I was the only one in the building.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

“This is a great program It was exciting to witness individuals succeed in a variety of fashions. that gives you an idea of The youth workers enjoyed working on their Math and English what you can expect from courses and you could almost see their self-esteem rise. They a job. It shows you the walked taller and felt more confident because they were receiving meaning of marks they had never received before. Half of the youth had never professionalism and gives really taken an interest in computers in the past, but now they can you an idea about what is create a resource database, develop a budget with a spreadsheet, expected of you and how and work with computer programs. much you can accomplish when you have deadlines.” Job Placement Preparation - Youth Participant During the first week, the youth workers made final adjustments to their resumes and created cover letters for their job placements in their home communities. I delivered employment readiness workshops, including the workshop, “Planning for your Job Interview”. We discussed their first interview before the program began and set out to practice this skill by conducting mock interviews. After warming up to the idea of role-playing, everyone enjoyed taking on the following roles: the applicant, the interviewer and the observer. It was fun, funny and quite the learning experience. People recognized what behavior was appropriate or not and learned about common interview questions, the need for research before the job interview, and how to display professionalism.

Networking

A list of community resources was available from the previous program in 1998. Each community resource received a letter of introduction outlining the program objectives and a request for possible job placement sites. Job placement sites were chosen to suit each individual’s career interest and arrangements were made of interviews in their respective communities.

Monitoring and Evaluations

• Attendance at job site • Bi-weekly meetings • Employer Evaluation form

The bi-weekly meetings were either in person or by telephone (dependant on whether in remote areas).

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Youth workers were required to complete a two-week pay period time sheet to Wilp Wilxo’olskwhl Nisga’a. Before this project, three of the youth workers had never used a time sheet before. Additionally, youth workers were required to account for their workdays and to correct inconsistencies between what was recorded and when they actually worked. Attendance was exceptional for two of the four youth. Inexcusable absences were addressed according to Wilp Wilxo’oskwhl Nisga’a policy and procedures on an individual basis.

Three of the youth workers were not familiar with reporting on a weekly or a monthly basis. We had a discussion on the purpose of this exercise, as well as what information I required in the weekly and monthly reports. Some youth were not sure whether they had learned any skills at all, and therefore were unsure of what to report. I helped them identify skills they learned when they described the duties that were carried out. Everyone reported satisfaction at their job sites and that they were gaining valuable work experience.

All four youth workers received favorable supervisor evaluations for their job placements. The supervisors found that the youth workers were a welcome addition to their existing staff members and that the youth workers contributed in a number of ways.

Field Trip

In December, I planned a field trip to Terrace to introduce the youth workers to community resources that could aid them in the areas of education, employment, funding, and social skills. These organizations included:

• Kermode Friendship Society • Youth Opportunities • Skeena Native Development Society • Northwest Community College

Monitoring

Youth workers were required to attend bi-weekly meetings in Gitlakdamix throughout their job placement. Unfortunately, the Gingolx youth worker was unable to join us due to the distance from her community to Gitlakdamix and the cost involved. However, we stayed in contact with her via the telephone.

These meetings were used to address work-related issues or difficulties encountered during the youths’ job placements. In addition to this, the youth workers had an opportunity at the meeting to complete their weekly/monthly reports and receive additional training.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

As there was no funds in the budget to make on-site visits due to the minimum wage increase the bi-weekly meetings were an effective alternative.

Work Placement

Due to the hours of operation at two of the job placement sites, the youth workers were required to attend work in Gitlakdamix from “This program helped January 3-5, 2001. This gave the youth workers the opportunity to the youth workers to dedicate some of their time to their CCP courses. We worked on identify their interests personal development and I introduced a self-assessment computer and work preferences.” program called Choices CT. This program helped the youth workers - Coordinator to identify their interests, skills and work preferences. 0

Public Speaking and Report

I assigned an exercise where the youth workers were required to research one of the following topics:

• Career Goals • Family Tree • Community History

The deadline was set for February 2, 2001 and all three youth met the deadline at a bi-weekly meeting. They completed a 10-minute oral and visual presentation in addition to submitting a typed report to demonstrate their computer skills.

Assessments

At the beginning of the program, each youth took an English and Math assessment for the Career and College Preparation Program at Wilp Wilxo’oskwhl Nisga’a. We had three grade twelve graduates, of which one had the skills of a post-secondary student. It was determined through the assessment that the remaining three youth workers were at grade 10 levels. The results were surprising, especially to those who had graduated. The youth workers look at this as a challenge and an opportunity to up-grade and meet the requirements for their career interests.

A learning and communication tool for identifying how a person learns and communicates with others was introduced. The Personal Style Indicator for Learners helped the youth discover their most effective learning techniques (auditory, visual or hands-on). This tool also taught how to stop overusing a learning strength and how to improve upon a learning weakness.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Four youth were given A self-assessment was for Educational and Career Planning. Youth workers identified their occupational dreams and discovered what education was required for their job interests. Areas identified included:

• Armed Forces – Math pre-requisite • Office Technology Program – Math pre-requisite • Nursing – Chemistry 12 required • Professional Cooking Program – English prerequisite

The youth workers have arranged to complete their Career and College Preparation courses in their hometowns. All youth workers are actively seeking employment within their communities. In addition, they are planning to return to school and seek funding from their respective village governments or Skeena Native Development Society.

Program Celebration

At the end the program, we hosted a potluck luncheon on the last day of work. Invitations were created and the youth workers welcomed family members, including supervisors, to the wind-up luncheon. Approximately fifteen people attended and listened to the youth workers’ final reports on their experience in the YWE Program. Each youth received a Wilp Wilxo’oskwhl Nisga’a t-shirt as a ceremonial gift.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Yekooche First Nation Fort St. James, BC

Introduction

Please accept our combined interim and final report for the seven- month 2000-2001 Youth Work Experience (YWE) Program delivered in Yekooche First Nation. Because of political unrest in the community and the need to work with supporting agencies to address serious social conditions, we were only able to begin the full YWE Program after we employed a Program Coordinator and established a Program Advisory team.

There was also administrative reorganization at the beginning of December 2000 and a new financial system was developed and implemented under the guidance of the co-manager.

However, we are pleased to report that the program was definitely a “The YWE Program, like success. Chief Allan Joseph worked closely with the advisory team all the other programs to ensure that the community’s political and social issues did not administered by FNESC affect program and service delivery. and delivered in

Yekooche, increased Many of last year’s community issues have been addressed. There opportunities for the were ten new houses built, employment increased, a Wellness Team community’s youth.” and Community Based Team was established and the Treaty - Coordinator Process facilitated a comprehensive social development program.

Many positive things occurred in Yekooche since FNESC employee Sheila Resels visited the community on November 20, 2000. Jean Marie Joseph School was experiencing its best academic year since 1995, enjoying quality administration, and benefiting from a professional, enthusiastic teaching staff. The YWE Program, like all of the other programs administered by FNESC and delivered in Yekooche, certainly increased opportunities and enhanced programming for the community’s youth.

Program Objectives

Yekooche First Nation received funding to provide a YWE Program designed to assist four out-of-school, unemployed youth between the ages of 17 and 24 to successfully complete the seven-month program delivered between September 2000 and April 2001. We are pleased to report that by combining funding from the YFN Social Assistance Program (Work Opportunity Program and TESI), PGNAETA, YFN Education, and Social Development Programs, we were able to include eight youth in the 2000-2001 YWE Program.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

As we experienced some delays, the program did not finish until May 11, 2001. Six of the eight participants were now full employees of Yekooche First Nation. One is now on maternity leave and another is recuperating from a broken arm, but we expect both members to return to work soon. Except for in one area, we believe we met the program’s objectives. The participants:

• Acquired understanding of their personal aptitudes

• Identified their personal interests and temperaments

• Identified potentially satisfying and appropriate careers by cross- referencing their personal interests and aptitudes with appropriate occupations

• Determined what occupational fields they wish to pursue

• Received career counseling focused on their specific strengths, aptitudes, interests and temperaments

• Identified education and training required to pursue their chosen occupations

• Completed an up-grading programs designed to address immediate personal needs

• Developed individual action plans to pursue their educational/training and employment goals

• Developed their own resumes

• Acquired an understanding of job search skills

• Experienced work environment demands and employer expectations through their work experience placements

We were unable to attract a qualified adult education instructor until October and the development and delivery of the required specialized programming took some time to schedule into the YWE participants’ work schedules. The academic up-grading component was the weakest part of the 2000-2001 YWE Program. In preparation for next year, we already employed the adult educator.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Program Component

We were able to keep the program components participatory, practical and experiential. Our goals of ensuring the employees/trainees were supported and provided with positive constructive feedback throughout the program were met.

We continued last year’s practice of providing mentorship, encouragement and support to the participants. The workplace supervisors, administrators and teachers of Jean Marie Joseph School, facilitators, instructors, program co-coordinator, program advisor, Elder resident and political leaders were committed to this practice.

Orientation Component

The delay in beginning the program and some staffing changes prevented delivery of the orientation component as planned. However, within six weeks of beginning the program, we were able to have all stakeholders in the YWE Program participate in a number of sessions where we discussed:

• The program’s goals and objectives in relation to the goals and objectives of the stakeholders

• The program’s requirements and components

• The scheduling of all class/group and work placements

• The means of evaluation (participants and program) and the employee/trainees’ input into the process

• The program’s contribution to the participants’ career development

• The relevancy or practicality of the academic up-grading component

• The responsibility of each stakeholder

Workplace Foundation Skill Component

For the original four participants of the YWE Program, we successfully delivered the six training modules in this component: communication, motivation, team building, team leading, problem- solving and decision-making.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

The success of this program component, like the orientation component, was on the participant involvement. Unfortunately, the staggered start to the program and our system for including other community members was only when additional identified funding would allow the Workplace Foundation Skills Component to be delivered only to the original four selected participants.

“The success of the The 2000-2001 YWE Steering Committee believe that this program component, component is greatly responsible for the retention level and success like the orientation of the participants. The committee decided that if we have the component was on the opportunity to deliver this program again, we must have all the participant’s additional funding in place by the beginning of the program or we involvement.” cannot insert additional community members. Even though all - Coordinator participants remained in the program and almost all had been offered positions within YFN, it is believed that much of the program’s effectiveness is lost if participants do not experience all of the program components.

Career Exploration and Development Component

Participants were involved in the Career Exploration and Development component, consisting of Career Exploration and Counseling, Individual Action Planning, and Job Search Techniques. This included participants in the Career Development Program offered through TESI and Jean Marie Joseph School.

If we are able to provide the YWE Program again, we will not include the participants in YFN’s Career Development and Capacity Programs. The Steering Committee concluded that including Career Exploration in the Life/Employment Skills Component could better provide a stronger program designed to meet the needs of the community’s at-risk youth.

Academic Upgrading Component

Chief and Council passed a motion calling for an academic upgrading component to be included in all major training and employment programs. Academic upgrading was definitely to be a major component of the 2000-2001 YWE Program. Based on assessments and a number of interviews, the participants were registered in the Adult Education program offered at Jean Marie Joseph School.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Skill Development Component

All the participants completed Occupational First Aid, Level three or Occupational First Aid and Level one with Transportation Endorsement. Most successfully completed the Food Safe Program offered through Health Canada. For those scheduled for a work experience placement in the school or ECE Centre kitchen, we also provided a short order cook training program.

This component was very popular with the participants. It provided them an opportunity to learn important skills and interact with some very experienced instructors. We were able to expand the Skill Development Component if we had the opportunity to provide a 2001-2002 YWE Program.

Life/Employment Skills Component

In our proposal, we stated that there were many reasons for including a strong Life/Employment Skills component to the Youth Work Experience Program. We knew that all of the participants had experienced few successes in life. Since the program was to be classroom and work placement based, the experience could trigger negative feelings of anxiety, frustration and fear. We believed that the participants might enter the program with low self-esteem, low impulse control and difficulty concentrating and staying focused. For these reasons, we tried to include an ongoing support system.

Last year we considered the Life/Employment Skills component of be the weakest component of the YWE Program. This year there were improvements and, with the creation of the YFN Wellness Team, counseling services and support were provided during the last three months of the program.

For all future capacity building programs, including the YWE Program, the Wellness Team will provide support to all participants. YFN now has the expertise and the partnerships to ensure that personal counseling, including substance abuse counseling and family counseling, are available to all community members.

Work Experience Component

The Administrative Advisor coordinated this component for YFN with assistance from the Youth Program Coordinator and a Band Councilor. The school administrative team, the Sekani Family Services personnel, and the YFN Wellness Team provided necessary support, expertise and service to the YWE Program.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

The participants filled the following positions within the community:

Student Support Workers (2) Two participants were placed in Jean Marie Joseph School as students support workers to assist students in the primary and intermediate programs.

Cook/Child Support Worker One participant was in the Early Childhood Education Centre to provide a meal service as well as individual child support.

Assistant Cook One participant was in the school kitchen to assist the cooking staff in providing a hot breakfast and lunch program for all the students attending Jean Marie Joseph School, and to assist in providing a catering service to funded meetings.

Clerical Support Worker One participant provided administrative assistance to both the Administration and Treaty offices. She was responsible for providing administrative support and performing receptionist and secretarial tasks

Administrative Assistant (2) One participant provided administrative assistance to the Health Centre staff, including clerical duties, scheduling meetings and events, prepared and distributed community messages and newsletters. One participant provided administrative support to the school principal.

Assistant Treaty Researcher One participant assisted the Treaty staff by providing clerical assistance and conducting natural resources research.

Program Evaluation and Participant Assessment

Evaluation was an integral and ongoing part of the YWE Program. We interviewed all the stakeholders at the end of phase two and received monthly evaluations during phase three of the program. For phase four, we used a summative evaluation process.

Continuing last year’s practice, we informally and formally evaluated participant performance and program effectiveness. Personal interviews proved, once again, to be the best way of obtaining clear and accurate information from the participants and other stakeholders. Members of the school administration team, the program advisor and the workplace supervisors assessed the employees/trainees during their work placements.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

“All reported the Feedback from all the stakeholders – participants, supervisors, YWE Program was a instructors, participating Elders, the Education Steering Committee success.” members, and Chief and Council – was an essential component of - Coordinator this process. All reported that the YWE Program was a success.

Four participants completed the seven-month program, and another four entered later in the program, completing four to six months. Two participants left the program for medical reasons, the others have become YFN staff members. One participant was to complete her secondary school program and expected to enter into the College of New Caledonia. Another participant wanted to return to school full- time in September to complete her secondary school program and qualify for entering an Early Childhood Education credited college program.

“A participant wanted The other participants wanted to continue working for Yekooche First to return to school full- Nation. Council has agreed to continue their employment on the time in September.” condition that they participate in the adult education program. These - Coordinator members will be given paid leave each day to work on their academic courses with assistance from the school’s adult education instructor.

Student Support Workers

During the evaluation interviews, the school professional staff reported that the Student Support Workers were invaluable. The Primary Teacher stated that the individual attention provided by the Student Support Workers greatly helped the primary children progress.

The school administration team reported that the Student Support Workers provided an invaluable service to the classroom settings. The students of Jean Marie Joseph School benefited from the individual attention and support they received from the Student Support Workers. The school principal suggested that the YWE Program made it possible for the school to provide greater opportunities for the students and to enhance school programming.

The Student Support Workers indicated their appreciation of the opportunity to work in a safe and secure setting. Both suggested that they did not feel part of a “program” but felt as if they were part of the school staff. Both continue to work at the school.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Cook/Child Support Worker The participant chose to work in the Early Childhood Education Centre was able to remain on the job for approximately six months – until she had a baby in Victoria, BC. The manager of the ECE Centre spoke highly of this participant and stressed that there would be a full-time position in the Centre for her if she chooses to return to work. The manager expressed concern about how much supervision was needed, however, and how this was quite taxing on the ECE Centre professional staff, given the importance of meeting the varying needs of very young children and adhering to the licensing requirements. The merits of this capacity building initiative were certainly recognized, but it was suggested that another trained ECE worker be employed if we plan to place untrained people into the Centre again.

The participant reported that she enjoyed working in the Centre, but would probably not pursue Early Childhood Education as an employment field. Her health problems prevented her full participation – physically and mentally. She had a keen desire to continue her education next year.

Assistant Cook This participant reported that she had left school early and had never worked before. She had some difficulties with immediate supervisors at the beginning of the program, but those difficulties seemed to work out. She proved most eager to learn and sought additional responsibilities – a couple of times taking responsibility for all aspects of the school cooking program. As she is a young person, we have encouraged her to go back to school. We have agreed to provide her with a part-time job if she continued her academic upgrading. The participant remarked that she really did not know what to think when she was selected for the YWE Program. She says that she tried as hard as she could to please everyone.

Clerical Support Worker This participant requested a placement in an office environment, as she always wanted to work in an office. She had very little work experience except for short-term projects. Both she and her supervisor’s evaluation interview indicated that this work experience placement had not solidified any career path, that additional career counseling is required, that a greater variety of work environments would be beneficial, and that there is a need to be supervised by someone other than a family member. The YFN Management Team will provide further work experience placements during the summer.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Administrative Assistant The participant provided administrative assistance to the Health Centre staff did a tremendous job during the first five months of the YWE Program. Unfortunately, personal issues caused her to miss a number of days during the last two months. Her immediate supervisor, the program co-coordinator, and the CHR recognized her potential and recommended a work/school program. This participant had demonstrated a keen interest in pursuing a health-related career.

The participant provided administrative support for the school administration. She took her work seriously and strived to do the best job she could. The participant requested and assumed greater responsibility, frequently asked to attend short-term training programs, as she believed this was the way to develop skills. The school administration and the Program Coordinator stressed the need for her to continue her academic upgrading. Everyone recognized this participant’s potential and aspirations.

Assistant Treaty Researcher Within the last three years, this individual experienced a number of “Seven participants short-term jobs, usually involving children and youth. This was the reported a need of first time he had the opportunity to experience an office setting. In further education.” his evaluation, he expressed the need for increasing his reading - Coordinator comprehension and writing skills. He definitely enjoyed learning about the Treaty Process and reported that his most favorite part of the job was conducting community research interviews. All stakeholders recognized this young man’s potential and appreciated his commitment to the job.

Work Placement Summary

As stated previously, everyone agreed that this was a good experience. Six of the eight participants had only experienced short- term jobs, usually related to summer youth projects and none had established career goals. At this time, four of the participants wanted to try different work environments, two chose a career path, two decided on some jobs they do not want. Seven of the participants reported a need of further education, however, only four stated a willingness to continue participating in the adult education program. Participants were all offered employment until September 2000.

The off-site work placements in Fort St. James began in June 2000. Two members were on medical leave and the remaining six became involved with the Fort St. James Historical Park during June and July 2000.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Employers

To date, the employers participated in the 2000-2001 YWE Program were the following:

• YFN Administration Office • YFN Treaty Office • Jean Marie Joseph School • Early Childhood Centre • Community Health Clinic

The Fort St. James Historical Park provided opportunities for six of the participants during June and July 2000. Stuart Lake Lumber and private natural resource firms also provided placements from June to August 2000. Council extended the YWE Program until the end of August 2000.

Youth Participants

Out of the 21 out-of-school youth (between the ages of 17 and 24) who were unemployed, the YWE Program selected four of those youth. However, by using other funding sources, we were able to expand the program to eventually include eight additional community “Three participants members who met the criteria. were offered full- time employment.” Participants in last year’s YWE Program filled three of the new - Coordinator positions. Because of their evaluations and a recognized need to experience at least one more work environment, we decided to bring these three people back into the program. In September 2000, we had three participants offered full-time employment. One has already indicated that she wanted to participate in an academic upgrading program in preparation for attending a college program in the health field.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Breakdown of the eight participants by: position, age, gender and education level.

Position Age Gender Grade Level

Student Support Worker 21 F 9

Cook/Child Support Worker 24 F 11

Cook 18 F

Student support Worker 22 F 10

Administrative Assistant 23 F 10

Clerical Support Worker 21 F 9

Administrative Assistant 24 F 10

Assistant Treaty Researcher 24 M 11

Work Plan and Implementation

The Yekooche First Nation established a steering committee to develop a selection/criteria process for determining the most appropriate participants for the Yekoochet’en Capacity Building Program.

To meet this objective, the YWE Program Steering Committee, with the assistance of the Program Advisor, implemented the following steps:

1. Developed employee trainee criteria. In addition to being out-of- school, unemployed youth between the ages of 17 and 24 living on-reserve, the committee considered the following:

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

• Interest in the potential work experience placements • Attitude and approach to other training and educational initiatives • Willingness to participate in the academic up-grading component of the program • Willingness to develop and implement a Career Development Plan • Commitment to improving one’s lifestyle • Willingness to accept support and assistance • Respect for others, peers, supervisors, instructors • Reliability, maturity, determination

2. Developed the application process

3. Publicized the Yekoochet’en Capacity Building Program

• Prepared posters and other advertising tools • Posted notices in the Band and Treaty Offices, Health Clinic, Computer Lab and Adult Learning Centre in Jean Marie Joseph School • Door to Door delivery of information letters • Organized and held a community information meeting • Distributed application forms

4. Publicized the Yekoochet’en Capacity Building Program

5. Based on the criteria , selected the four (4) participants – expanded to eight (8) for the program

6. With minor adjustments timeframe and workplan was followed.

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YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Appendix A Campbell River Indian Band

YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Appendix B Chehalis Community School

YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Appendix C Gingolx First Nation

YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Appendix D Namgis Health Centre

YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Appendix E Nuxalk Nation

YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Appendix F Osoyoos Indian Band

YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Appendix G Osoyoos Indian Band

YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Appendix H Seabird Island Band

YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Appendix I Snuneymuxw First Nation

YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Appendix J Squamish First Nation Stitsma Employment Centre

YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Appendix K T-Sou-Ke Nation

YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Appendix L Wilp Wixo’oskwhl Nisga’a

YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Appendix M Yekooche First Nation

YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Table of Participants

YOUTH WORK EXPERIENCE PROGRAM FINAL REPORT, 2000-2001

Table of Contents

Evaluations and Supplementary Documents

Table of Participants and Funding Sources

Youth Work Experience Program 2000/2001Final Report

Prepared by the First Nations Schools Association & the First Nations Education Steering Committee Society

Final Report

November 2001