ERIC Number: ED438104
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Vocational Counselling and First Nations.
Darou, Wes G.
Some First Nations communities in northern Ontario have requested vocational counseling services to help youth select careers and reduce student attrition. However, Euro-American counseling practices may not be appropriate for Native clients. This paper describes the approach of the Anishanabek Educational Institute (AEI), which was established to meet First Nations' educational and vocational needs in northern Ontario. AEI's preferred counseling model is delivered by a competent Native professional and is a balanced holistic model that is flexible to value differences and responsive to the environment. Counselors must show respect for the land, the people, and the elders. The values of Indian clients will almost certainly differ from those of non-Native counselors. Since values also differ among First Nations, it is important for all counselors to recognize their own values and the existence of value conflicts, and to be able to help clients deal with such conflicts. Other aspects of AEI's approach include using role modeling to acquaint clients with unfamiliar occupations, managing client stress caused by educational or vocational training experiences, avoiding inappropriate testing, helping clients develop strategies to deal with the White majority, including spirituality as an important component of counseling, and adapting the helping situation itself to Native customs and context. Internet resources, culturally relevant counseling tools, specific counseling guidelines, and possible role models are listed. (Contains 37 references.) (SV)
Descriptors: American Indian Culture, American Indians, Canada Natives, Career Counseling, Counseling Techniques, Counselor Client Relationship, Cultural Differences, Cultural Relevance, Foreign Countries, Role Models, Values
For full text: http:// www.ualberta.ca/~pimohte/W_Darou_manuscript.htm.
Publication Type: Information Analyses; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Canada