Why Are We Settling? Indigenous Cultural Safety Education for Counsellors in Ontario
Indigenous cultural safety education is crucial to achieving greater health equity for Indigenous Peoples (Browne et al., 2016) by helping counsellors recognize the social, historical, political, and economic context of contemporary Indigenous wellness experiences (Ramsden, 2002). Accredited graduat...
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ftqueensuniv:oai:https://qspace.library.queensu.ca:1974/28201 2024-06-02T08:06:47+00:00 Why Are We Settling? Indigenous Cultural Safety Education for Counsellors in Ontario Moucessian, Anoushka Kinesiology and Health Studies Levesque, Lucie 2020-10-07T20:37:02Z application/pdf http://hdl.handle.net/1974/28201 eng eng Canadian theses http://hdl.handle.net/1974/28201 Queen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canada ProQuest PhD and Master's Theses International Dissemination Agreement Intellectual Property Guidelines at Queen's University Copying and Preserving Your Thesis This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner. Indigenous cultural safety education counselling psychology education mental health First Nations Inuit Metis thesis 2020 ftqueensuniv 2024-05-06T10:47:32Z Indigenous cultural safety education is crucial to achieving greater health equity for Indigenous Peoples (Browne et al., 2016) by helping counsellors recognize the social, historical, political, and economic context of contemporary Indigenous wellness experiences (Ramsden, 2002). Accredited graduate programs in counselling psychology are the foundation of mental health support (Department of Health, 2015). In Canada, graduates apply for certified professional membership with the Canadian Counselling and Psychotherapy Association and the ‘Registered Psychotherapist’ designation with the College of Registered Psychotherapists of Ontario (CRPO) to identify themselves as having met standards of professional practice. Counsellor education directly impacts professional practice and quality of support for Indigenous clients (Department of Health, 2015). The Truth and Reconciliation Commission of Canada (2015) report recognizes the need for cultural safety in recommendation 23(iii), which calls on all levels of government to provide “cultural competency training for all healthcare professionals.” This call is founded on evidence that client support tailored to a specific cultural context is more effective than generic client support (Griner & Smith, 2006; Allen et al., 2009; Gone, 2013). It is unknown if and to what extent counsellors trained in Ontario universities receive cultural safety education. Using Transformative Education Theory and a Reflexive Antiracism lens to understand the implementation and impact of cultural safety education in Ontario counselling professional programs, three studies were conducted: 1) An environmental scan of cultural safety education curricula across six Ontario university counselling programs; 2) Interviews with nine course instructors (one Indigenous) who teach counselling courses to examine course content, structure and delivery related to cultural safety education; and, 3) Interviews with 16 counselling students (one Indigenous) to discuss how their program experience impacts ... Thesis First Nations inuit Metis Queen's University, Ontario: QSpace Canada |
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Queen's University, Ontario: QSpace |
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ftqueensuniv |
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English |
topic |
Indigenous cultural safety education counselling psychology education mental health First Nations Inuit Metis |
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Indigenous cultural safety education counselling psychology education mental health First Nations Inuit Metis Moucessian, Anoushka Why Are We Settling? Indigenous Cultural Safety Education for Counsellors in Ontario |
topic_facet |
Indigenous cultural safety education counselling psychology education mental health First Nations Inuit Metis |
description |
Indigenous cultural safety education is crucial to achieving greater health equity for Indigenous Peoples (Browne et al., 2016) by helping counsellors recognize the social, historical, political, and economic context of contemporary Indigenous wellness experiences (Ramsden, 2002). Accredited graduate programs in counselling psychology are the foundation of mental health support (Department of Health, 2015). In Canada, graduates apply for certified professional membership with the Canadian Counselling and Psychotherapy Association and the ‘Registered Psychotherapist’ designation with the College of Registered Psychotherapists of Ontario (CRPO) to identify themselves as having met standards of professional practice. Counsellor education directly impacts professional practice and quality of support for Indigenous clients (Department of Health, 2015). The Truth and Reconciliation Commission of Canada (2015) report recognizes the need for cultural safety in recommendation 23(iii), which calls on all levels of government to provide “cultural competency training for all healthcare professionals.” This call is founded on evidence that client support tailored to a specific cultural context is more effective than generic client support (Griner & Smith, 2006; Allen et al., 2009; Gone, 2013). It is unknown if and to what extent counsellors trained in Ontario universities receive cultural safety education. Using Transformative Education Theory and a Reflexive Antiracism lens to understand the implementation and impact of cultural safety education in Ontario counselling professional programs, three studies were conducted: 1) An environmental scan of cultural safety education curricula across six Ontario university counselling programs; 2) Interviews with nine course instructors (one Indigenous) who teach counselling courses to examine course content, structure and delivery related to cultural safety education; and, 3) Interviews with 16 counselling students (one Indigenous) to discuss how their program experience impacts ... |
author2 |
Kinesiology and Health Studies Levesque, Lucie |
format |
Thesis |
author |
Moucessian, Anoushka |
author_facet |
Moucessian, Anoushka |
author_sort |
Moucessian, Anoushka |
title |
Why Are We Settling? Indigenous Cultural Safety Education for Counsellors in Ontario |
title_short |
Why Are We Settling? Indigenous Cultural Safety Education for Counsellors in Ontario |
title_full |
Why Are We Settling? Indigenous Cultural Safety Education for Counsellors in Ontario |
title_fullStr |
Why Are We Settling? Indigenous Cultural Safety Education for Counsellors in Ontario |
title_full_unstemmed |
Why Are We Settling? Indigenous Cultural Safety Education for Counsellors in Ontario |
title_sort |
why are we settling? indigenous cultural safety education for counsellors in ontario |
publishDate |
2020 |
url |
http://hdl.handle.net/1974/28201 |
geographic |
Canada |
geographic_facet |
Canada |
genre |
First Nations inuit Metis |
genre_facet |
First Nations inuit Metis |
op_relation |
Canadian theses http://hdl.handle.net/1974/28201 |
op_rights |
Queen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canada ProQuest PhD and Master's Theses International Dissemination Agreement Intellectual Property Guidelines at Queen's University Copying and Preserving Your Thesis This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner. |
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1800751753712369664 |