The voice of a young person: A blog by our 2021 summer student


July 20, 2021

What I've learned about Systemic Advocacy

I worked with the Systemic Advocacy team during the next four weeks of my time at the Representative for Children and Youth’s Office, (RCYO).

This is what I learned:

What is a systemic issue?

An issue will be considered systemic if:

  • The issue directly affects many children and/or youth
  • The issue involves Government of Nunavut departments/services
  • Any legislation, policy, regulation, or program within the Government of Nunavut requires adjustments to fix the problem

What is Systemic Advocacy?

Systemic advocacy will take place if and when one or more young people face the same problem with Government of Nunavut services. The systemic team will work with the government departments to solve issues people by reviewing the problem and helping the Representative to make recommendations to relevant departments.

Example: When multiple children and youth experienced difficulties receiving mental health supports, the systemic team conducted a review, informed by young people that resulted in the Representative making 15 recommendations to a number of departments to improve mental health services for all young people. You can see a copy of the report here: https://rcynu.ca/sites/rcynu.ca/files/RCYO_MHReview_EN.pdf  

What I did with the Systemic team

There were many areas I learned about during my time with the systemic team.

  1. Policy and Procedure Manual training

Where I was introduced to the work the systemic team does

  1. Systemic database

In the systemic database, there are three tabs; Referrals, Systemic Issues, and Recommendations.

Referrals: all the referrals the systemic team receives are entered in this tab. The team receives referrals the following; the RCYOs Individual Advocacy team, children and/or youth, the public, concerns raised at the Legislative Assembly, government departments, and the media.

Systemic Issues: each systemic issue is in this tab. The systemic team uses this tab to keep track of all the systemic issues. They also link each referral to the related systemic issue.

Recommendations: all the recommendations the Representative has made are in this tab. In this tab, it is tracked whether the departments agree or disagree to recommendations, if the departments are working to meet the recommendations are or not, and if the departments replied to information requests by the deadline. All the emails and letters that went back and forth between the RCYO and the departments are also in this tab.

  1. Protocols with Departments

Protocols with some government departments have been created to help government understand the role of the Representative for Children and Youth’s Office, and to ensure they are aware of their obligations under the Representative for Children and Youth Act.

There are four parts to the protocol; 

  1. Proactive Meetings, Building and Maintaining the Working Relationship: outlines the agreement to work together on issues that are affecting young people.
  2. Advocacy: explains how the Representative and her staff will advocate for young people to government staff, and the different responsibilities of each
  3. Right to Information and Duty to Provide Information: outlines the RCYO’s rights to access any necessary information that the office may need and a process for making different types of information requests
  4. Legislative Authority: outlines the RCYO’s powers and duties
     
  5. Proactive meetings with four government departments

The systemic team supports the Representative’s meetings with four government departments every six months: Department of Health, Department of Justice, Department of Family Services, and Department of Education. Proactive meetings allow both the RCYO and the departments to work together to discuss issues, their progress on implementing the Representative’s recommendations, and new work.

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July 1, 2021

Why wear orange on Canada Day

Canada’s history of colonialism has had lasting impacts on Indigenous peoples. Residential schools and the Sixties Scoop were two of the main events that took Indigenous children away from their families to assimilate them into “white society”[1].

The goal of residential schools was to “continue until there is not a single Indian in Canada that has not been absorbed into the body politic, and there is no Indian question, and no Indian department”[2].

Approximately 150,000 Indigenous children, between the ages of seven and 16, were forced to attend residential schools from 1870s to 1990s[3]. These children were not allowed to practice their culture or language, with the goal being to completely erase Indigenous cultures across the country.

Residential schools have had lasting impacts on the physical, mental, and emotional wellbeing of Indigenous peoples leading to higher rates of arthritis, chronic bronchitis, epilepsy, cancer, depression, and post-traumatic stress disorder, to name just a few[4].

The Sixties Scoop was another tool used in an attempt to convert Indigenous children into the “white way of living”[5]. During this time, the Canadian government labeled Indigenous parents as “unfit” to care for their children and removed them from their homes, without informing birth parents and families, and placed them with non-Indigenous families[6].

Being taken away from their families and culture caused separation anxiety and culture shock for Indigenous children and their families, as well as emotional, mental, and spiritual harm to Indigenous peoples[7]. No efforts were made to bring children back to their homes[8].

During the Sixties Scoop, the Canadian government also underfunded Indigenous populations[9] which led many Indigenous people to poverty.

Residential schools and the Sixties Scoop caused intergenerational trauma for Indigenous peoples across Canada. In most families, it is typical that parents and/or grandparents pass their experiences and knowledge onto the next generation, their children. In this case, parents and/or grandparents who went to residential schools passed their traumatic experiences onto their children. This is known as intergenerational trauma. The effects of intergenerational trauma have lead to high suicide rates, physical and mental health issues, and other illnesses[10].

Although these events happened in the past, the trauma still exists today. These wrongdoings can not be undone. But, the Canadian government must keep moving forward towards reconciliation, by building healthy relationships with Indigenous peoples, and recognizing the injustices and inequalities that Indigenous people faced and continue to face today. Ensuring clean drinking water, adequate housing, accessible mental health services, rehabilitation centres, adequate education, and affordable foods are all ways to improve the lives of Indigenous peoples. Indigenous children, youth, elders, families, and communities deserve a happy, healthy life. The rights of every human being, including Indigenous peoples, must be protected and respected at all costs.

Until Canada takes accountability for their actions, I encourage all to wear orange on Canada Day, July 1st of every year, to respect the loss of Indigenous peoples in Canada.



[1] Wilk, P., Maltby, A., & Cooke, M. (2017). Residential schools and the effects on Indigenous health and well-being in Canada-a scoping review. Public Health Reviews, 38(1), 8–8. https://doi.org/10.1186/s40985-017-0055-6

[2] Sinclair, R. (2019). Aboriginal Social Work Education in Canada: Decolonizing Pedagogy for the Seventh Generation. First Peoples Child & Family Review14(1), 9-21. Retrieved from https://fpcfr.com/index.php/FPCFR/article/view/369

[3] Wilk, P., Maltby, A., & Cooke, M. (2017). Residential schools and the effects on Indigenous health and well-being in Canada-a scoping review. Public Health Reviews, 38(1), 8–8. https://doi.org/10.1186/s40985-017-0055-6

[4] Wilk, P., Maltby, A., & Cooke, M. (2017). Residential schools and the effects on Indigenous health and well-being in Canada-a scoping review. Public Health Reviews, 38(1), 8–8. https://doi.org/10.1186/s40985-017-0055-6

[5] Alston-O’Connor, E. (2019). The Sixties Scoop. Critical Social Work, 11(1). Retrieved from https://doi.org/10.22329/csw.v11i1.5816

[6] Alston-O’Connor, E. (2019). The Sixties Scoop. Critical Social Work, 11(1). Retrieved from https://doi.org/10.22329/csw.v11i1.5816

[7] Alston-O’Connor, E. (2019). The Sixties Scoop. Critical Social Work, 11(1). Retrieved from https://doi.org/10.22329/csw.v11i1.5816

[8] Sinclair, R. (2019). Aboriginal Social Work Education in Canada: Decolonizing Pedagogy for the Seventh Generation. First Peoples Child & Family Review14(1), 9-21. Retrieved from https://fpcfr.com/index.php/FPCFR/article/view/369

[9] Alston-O’Connor, E. (2019). The Sixties Scoop. Critical Social Work, 11(1). Retrieved from https://doi.org/10.22329/csw.v11i1.5816

[10] Sinclair, R. (2019). Aboriginal Social Work Education in Canada: Decolonizing Pedagogy for the Seventh Generation. First Peoples Child & Family Review14(1), 9-21. Retrieved from https://fpcfr.com/index.php/FPCFR/article/view/369

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June 1, 2021

Trying to do it all and still have enough time for ME

Maintaining both work and personal priorities is always challenging, but lately it seems to be even more difficult. Although work requires a lot of our time and energy, it is important to find the time to take care of yourself as well. Since, organizing your time wisely can reduce stress, here’s what I do:

  1. On one piece of paper, I list all of the weekly tasks required of me as the Advocacy Summer Student with the Representative for Children and Youth’s Office. Say this is my “work list”.
  2. On a separate piece of paper, I list all of my personal tasks and things I would like to do for myself for the week. This is my “ME list”.
  3. Looking at my “work list” I block time in my week to complete the bigger stuff, the most time-consuming tasks first. 
  4. Then I look at my “ME list” and see what I can fit into the time I have left in my day. But, if something is really important to me, I’ve made a commitment to someone, or I really need to dedicate sometime to me, I schedule it just as I would a task from my “work list”. 
  5. Then, I start each day following my combined list for that day.

If I have many tasks to be completed one day and it feels like a lot to do, I plan to wake up earlier than usual to give myself a bit more time.

Also, I usually do the task a few days (or even weeks, depending on how big or small the task is) before it is due but I don't hand it in until the day it is due because that gives me enough time to proof-read before submitting it.

Having a plan for the week, allows me to finish my daily tasks on time and still have enough time to care for myself.

There are many ways to plan your tasks; you are the one who decides what works best for you!

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May 24, 2021

What it is like being a young person, in Nunavut, during COVID-19

Many of our communities in Nunavut are isolated and it often leaves us feeling overwhelmed with the COVID-19 pandemic!

Being a young person in Nunavut during the pandemic has its own challenges such as feeling bored, anxious, and not being able to visit friends and family.

Despite these challenges, there are things that you can do to manage your physical and mental wellbeing. Given our big beautiful land in Nunavut, I keep myself occupied by hiking, walking, camping, 'rodding', and going on adventures! There are more things that you can do to stay busy such as learning how to cook, sew, hunt, and more!

Always remember to take care of yourself and reach out to your family/friends if you need somebody to talk to.

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May 17, 2021

Do you know what your rights are as a young Nunavummiut? You should.

It is very important for young Nunavummiut to know their rights as children and youth. There are two types of rights, Universal Human Rights and Children’s Rights. Universal human rights apply to everyone, everywhere from newborn babies to elders regardless of their race, age, gender, gender identity, sexual orientation, ethnicity, religion, and nationality! Human rights give you a chance to be treated with equality and respect all around the world.

Children’s rights are similar to human rights but they apply to children and youth under the age of 19 years.

Children’s rights are special because children and youth are vulnerable and they depend on adults for their safety and protection in their daily lives! A few rights included in the United Nations Convention on the Rights of the Child are protection from human trafficking, protection from sexual abuse, access to education, freedom of speech, and access to water and food. All children and youth in Nunavut have rights.

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