{"id":2065,"date":"2021-09-01T11:21:39","date_gmt":"2021-09-01T15:21:39","guid":{"rendered":"https:\/\/www.kativik.qc.ca\/?page_id=2065"},"modified":"2024-11-27T20:35:49","modified_gmt":"2024-11-28T01:35:49","slug":"compassionate-approach","status":"publish","type":"page","link":"https:\/\/www.kativik.qc.ca\/en\/compassionate-approach\/","title":{"rendered":"Compassionate Approach"},"content":{"rendered":"

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\n Youth sector<\/span><\/a>\n <\/div>\n

Compassionate
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We strive to provide maximum support to teachers who are interested in integrating best practices of prevention, intervention and assessment of disruptive behaviours. This approach takes into account the trauma that may affect Nunavik students.<\/p><\/blockquote>\n <\/div>\n

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Compassionate Schools Initiative<\/h3>\n <\/div>\n
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Teachers and staff are committed to creating psychologically safe environments for students, which in turn allows the students to learn to take risks that are essential to their growth and success.<\/p> <\/div>\n <\/div>\n<\/div>[vc_empty_space height=”40px”][\/vc_column][\/vc_row][vc_row][vc_column]

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An initiative to support at-risk students<\/h3>\n <\/div>\n <\/div>\n<\/div>[vc_tta_accordion color=”vista-blue” active_section=”-1″ collapsible_all=”true”][vc_tta_section title=”What type of student is considered at risk?” tab_id=”1629841653274-3bcac1e0-3f4a162991197832016304401508201630509801191″][vc_column_text]Any child who faces circumstances that could jeopardize their health and well-being, and possibly other learning-related factors that may adversely affect academic performance. The student could be at risk for academic, social or behavioural difficulties.[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”How does this initiative support at-risk students?” tab_id=”1629841677287-9bf2ac96-21ff162991197832016304401508201630509801191″][vc_column_text]It facilitates their social, emotional and academic success.[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”How is the initiative deployed?” tab_id=”1630509870914-a3be3a84-1136″][vc_column_text]School employees receive training and individual support from a dedicated coach on staff<\/strong>.<\/p>\n

A travelling regional pedagogical counsellor<\/strong> also visits the schools regularly to encourage reflective practices and build skills aimed at improving:<\/p>\n

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  • Class climate<\/li>\n
  • Student engagement<\/li>\n
  • Support for students with challenging behaviours<\/li>\n<\/ul>\n

    [\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Is this approach the same in every school?” tab_id=”1630509897430-85d8e6a5-2599″][vc_column_text]It is. However, each school adapts the approach to its home community. This ensures a positive, safe, consistent, and predictable framework that is culturally relevant.[\/vc_column_text][\/vc_tta_section][\/vc_tta_accordion][vc_empty_space height=”40px”][\/vc_column][\/vc_row][vc_row][vc_column]

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    Nurturing relationships<\/h3>\n <\/div>\n <\/div>\n<\/div>[vc_tta_accordion color=”vista-blue” active_section=”-1″ collapsible_all=”true”][vc_tta_section title=”What is the goal?” tab_id=”1629841653274-3bcac1e0-3f4a1629911978320163044015082016305098011911630510387543″][vc_column_text]By developing nurturing relationships with each and every student, teachers can foster a classroom environment where self-doubt, hopelessness and fear are transformed.[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Is there a secret to nurturing a relationship?” tab_id=”1629841677287-9bf2ac96-21ff1629911978320163044015082016305098011911630510387543″][vc_column_text]Observing a child\u2019s behaviour through a compassionate lens is definitely a good starting point. It allows the eyes to perceive behaviour as a form of communication\u2014a communication that could potentially signal unmet needs or skill deficits\u2014rather than simply seeing a child trying to be defiant.[\/vc_column_text][\/vc_tta_section][\/vc_tta_accordion][vc_empty_space height=”40px”][\/vc_column][\/vc_row][vc_row][vc_column]
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    Raising awareness about the impact of trauma on brain development<\/h3>\n <\/div>\n
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    We know that Adverse Childhood Experiences (ACEs) impact brain development. This is the starting point of our training based on trauma:<\/p> <\/div> <\/div>\n<\/div>[vc_tta_accordion color=”vista-blue” active_section=”-1″ collapsible_all=”true”][vc_tta_section title=”What types of training are offered to teachers, school administrators and staff?” tab_id=”1629841653274-3bcac1e0-3f4a16299119783201630440150820163050980119116305103875431630510451030″][vc_column_text]Training focuses on teaching practices and tools, including:<\/p>\n

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    1. Understanding the impact of trauma on learning and developing a teaching approach that is essential for some but beneficial to all.<\/li>\n
    2. Restorative Practices, an approach that helps facilitate relationships, build trust, and repair harm.<\/li>\n
    3. A universal system of Positive Behaviour Interventions and Support (PBIS), which creates a consistent intervention approach throughout the entire school.<\/li>\n<\/ol>\n

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      Nunavik communities continue to face the impact of a history of colonization, cultural oppression and inter-generational trauma. It is essential for our teachers and staff to understand where our students are coming from in order to help them reach their goals and achieve well-being.<\/p><\/blockquote>\n <\/div>\n

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      \n HARRIET KELEUTAK<\/span> Director General<\/span> <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n<\/div>[\/vc_column][\/vc_row]<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"

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