Principles of Practice
The Institute for Culturally Restorative Practice is a value based approach to change management at an individual, family, community, or organizational level. These core values are a set of behaviors and actions which are based in Indigenous reciprocity.
This means the Institute for Culturally Restorative Practices incorporates at all levels of management: respect, collaboration, authenticity, self-awareness, and empowerment in all areas of engagement. Further to these values based approaches, the Institute for Culturally Restorative Practices principles of practices are as follows:
Culturally Safe Environments
The Institute for Culturally Restorative Practice is committed to creating a culturally safe environment for Indigenous peoples that access a wide array of services: child welfare, mental health, health and wellness, education, and child development services. Creating culturally safe environments requires organizational change through educational services.
Indigenous Worldviews into Service Practice
The Institute for Culturally Restorative Practices promotes the integration of Indigenous worldview into service practice. The Institute has an appreciation for the Indigenous teachings and how these unique teachings can carefully unfold and evolve into rich Indigenous service practice standards. The Institute is inspired by 25 years of professional and spiritual mentorship, designed to offer wellness through an Indigenous paradigm. As a result, the Institute for Culturally Restorative Practices thrives on supporting the development of culturally driven services for Indigenous peoples.
Promotion of Individual and Organizational Self-Discovery
The Institute for Culturally Restorative Practice is an innovated service designed to promote individual and organizational self-discovery by enhancing leadership strategies in culturally restorative practices. By mentoring and supporting organizational change dynamics an Indigenous perspective can restore an evolving service relationship. The Institute for Culturally Restorative Practices promotes networking and relationship building as a part of a transformational process. By working with First Nation communities, organizations, and governments, a process of harmonization can occur.
Personal Transformation for Creating Sustainable Change
The Institute for Culturally Restorative Practices believes in personal transformation for creating sustainable change. By making our services work for Indigenous children, families, and communities we can achieve better outcomes for the children. A collective process through educational awareness can advance the much needed paradigm shift when working with Indigenous people. Individual or organizational self discovery through dialectic change models is a necessary component to the culturally restorative practice change model.
Finally, the Institute for Culturally Restorative Practices is devoted to empowering Indigenous Nations to champion their own membership. The Institute seeks to support the Indigenous development of sacred responsibility in caring for each other. With culturally restorative research models and the use of cultural attachment strategies, Indigenous worldviews can evolve in service standards.
The Institute for Culturally Restorative Practices seeks to empower Indigenous ways of knowing into service delivery systems with the sole purpose of creating better outcomes for Indigenous children, family, and communities.
The Institute for Culturally Restorative Practices service delivery system is structured to complete this mission:
To help create better outcomes which are meaningful for Indigenous children by promoting Indigenous worldviews into practice.
a. Through culturally restorative practice models
b. Through cultural attachment strategies
To build Indigenous practice based evidence, to support greater systematic change
a. Through research
b. Through development
To know and understand Indigenous context, historical impacts, residual and generational effects on today's generation
a. Through Indigenous educational processes
b. Through Indigenous curriculum development processes
To support the development of service structure within communities which are culturally safe for Indigenous children, youth, families, and communities.
a. Through the Natural Protective Network Principle
b. Through Indigenous best practice paradigms
Goals and Objectives
The Institute for Culturally Restorative Practices is a service delivery structure with the following goals and objectives:
The Institute seeks to promote capacity building for individual, family, community, Treaty nation, organization, or government systems.
a. The opportunity for educational seminars will be provided
b. The opportunity for organizational development in areas of cultural safe programming will be provided
c. The opportunities for mentorship will be provided
The Institute is inspired to develop innovative scholarly research strategies to promote Indigenous worldviews in individual, family, community, Treaty nation, organization, or government systems.
a. The Institute will conduct Indigenous research practices with the full use of OCAP principles: ownership, control, access, and possession.
b. The Institute will provide opportunities for scholarly research designs and methodologies in areas of evaluation and study.
The Institute will design innovative and transformative educational curriculum thereby creating dialectic change.
a. The Institute will provide Indigenous based research and curriculum designs.
i. Culturally Restorative Practice
ii. Cultural Attachment Theory
iii. Culturally Restorative Developmental Theories
iv. Cultural competency to Culturally Safe Programming
The Institute will provide the opportunities for transformative processes at individual, family, community, Treaty nation, organization, or government systems.
a. The Institute will provide psycho-educational programming at an individual, family, community level
b. The Institute will provide dialectic programming at organizational levels and will provide opportunities to learn from an Indigenous pedagogy