Proteção à criança

See above for overview.
Details would include: basic lifeskills (scheduling, getting kids up in the morning, meal preparation, housekeeping, coaching on child devlelpment & age appropriate activities, encouragaement to fully use community resources & acttual monitoriy to ensure children were not being neglected, abuse, or parents using alcohol & drugs during stay. Mutual support from other residents would also be a significant component.

Mexico Appleseed recognizes that migrants need this information both before they migrate to the U.S. and before they leave the U.S. to return home – whether forced or voluntary. The English and Spanish manuals available via Mexico Appleseed’s website serve as the basic information that migrants need to protect their assets.

We will also make the material in our manuals “live” by transmitting the content via film, friendly videos (or spots), written summaries and media in both countries.

Mexico Appleseed has developed close relationships with government agencies in Mexico that are interested in being part of this effort and helping to provide public education and plans to continue these relationships with the new administration:

• Banxico: Banco de México = Mexico Central Bank
• CNDH: Comisión Nacional de Derechos Humanos = National Commission for Human Rights
• CONDUSEF : Comisión Nacional para la Defensa de los Usuarios de las Instituciones Financieras = National Commission for the Defense of Users of Financial Institutions
• IME: Instituto de los Mexicanos en el Exterior = Institute of the Mexicans Abroad
• INM: Instituto Nacional de Migración = Migration National Institute

We will also develop pro bono clinics to provide legal support .

MADD Canada's 2012-2013 Canada's School Assembly Program is entitled Long Weekend and the French production is Dommages. Long Weekend is a 45 minute video about four young people who head out on their first trip to the cottage without parental supervision. It begins like so many real-life rite of passages for young people. They build a bonfire, roast marshmallows, play guitar and laugh! But with their new found freedom, they also take risks by drinking alcohol and smoking marijuana. Two of the teens take the car to get ice-cream just a few short miles away driving on an almost deserted road. But tragedy strikes when they crash. In an almost “Dickens-like” encounter we relive the weekend, where it all went wrong, and the terrible consequences of their actions. There’s an added element of mystery to hold the students’ attention. After the dramatization, we hear real-life victim testimonials, always the most emotional portion of the presentation. The video is introduced by a specially trained field representative. Schools are booked by experienced School Outreach Coordinators. Educators are given a CD/DVD package for further classroom education that contains a curriculum guide, youth manual, posters, school announcements and videos suitable for classroom viewing. A new video is produced each year to keep the messaging timely and hold the students attention even if they have seen a previous presentation.

We give $100 of start up capital to elementary school children and give them a goal of turning that $100 into $500 through their own mini-businesses. They brainstorm ideas and their target market ex: Teacher: "If we decide to import bracelets from Kenya that will support local businesses there, who will buy them here? Name one person". Child: "My aunt Sally would buy one". Teacher: "Great! Now, if we want to sell more than one bracelet, what do we need to do?". Kid: "Find more people like aunt Sally!". And it goes on from there defining where to find more "Aunt Sally's" (women 35-45 etc). Form there we teach them about the start up capital they have, how many bracelets they would need to sell to make the $500 while paying back the start up capital, and teach them basic selling techniques so they know how to approach potential purchasers. The kids keep accounting records and have 60 days from start to finish. During this process, they learn about a developing country, Kenya for example, and they learn that if they all turn their $100 into $500 (18 classes for example) that they will be able to fund a school house to be built for kids JUST LIKE THEM on the other side of the world, and why that is so important. It is kids learning to start a successful social enterprise... at the age of 6.

Program will be executed in 3 tracks:
A) Building “iSaveAGirl Community”: NGO will use iSaveAGirl Facebook (FB) App to promote the cause via social media where volunteers can sign up to be part of the cause. Due to sensitivity of work, validation of signed-up users will be a two-step process: 1) An algorithm will identify authenticity of signed-up users based on published info./activities on FB & rank them per potential. NGO group will contact potential volunteers, explain the work (see C) & complete registration, creating registered, validated, trained iSaveAGirl Volunteers.
B) Proactive anonymous reporting, follow-up & assignment: Pregnant woman/well-wisher (reporter) suspecting sex determination test leading to abortion for non-medical reasons can report anonymously to NGO using any of the communication channels (CC): SMS text, Email or Facebook App. To keep report anonymous, a unique case-id will be assigned. Using same CC, NGO will work with reporter to gather more info. & offer situation-based advice. iSaveAGirl software will use reported info. to create a short-list of probable volunteers. NGO will, per reporter’s preference & consent, assign a volunteer to the case. No personal info. of the mother will be revealed to volunteer, except case-specific info. needed for monitoring.
C) Volunteer’s Proactive Monitoring: Volunteer will keep in touch regularly with reporter using the CC. If volunteer senses any threat of sex determination, abortion or abuse, s/he will notify NGO, which will intervene. After birth of baby, volunteer will earn an "iSaveAGirl Badge".

As a small non-profit agency we were challenged to serve our host (Ktunaxa) Nation as well as assist/mentor our aboriginal colleagues who ultimately help children. We did not have the time or money to mentor all of our Western Canada colleagues. We were also getting calls from non -aboriginal and agencies from the USA. Our solution has been to start a Social Enterprise business. We are now using our front-line staff to train other aboriginal professionals to do good work with their clients. Our staff are becoming more skillful at what they do by teaching others. Colleague agencies are now growing with us and more children are staying within their family systems. The profits from the social enterprise are going towards positions that we are underfunded for as well as professional development for our staff that we never receive funding for.
The primary activities involved in our solution is teaching, consulting and speaking about a new philosophy in child welfare. We teach a human or traditional approach to working with families. This new relationship requires professionals to see clients as worth doing business with, that everyone has strengths, parents have the answers to hard issues, communities can raise children if given the chance. We bring this philosophy to life by teaching how to interview for strengths, how to map out a family problem, how to build a community network around a child, how to assess for real danger, how to interview children in a way that is child friendly and useful in helping parents see the issues. Families are grateful to be part of this process.

Our target population are at-risk youth aging out of care and transitioning into adulthood who have multiple barriers to finding safe housing. Modelled after programs running in Vancouver, Winnipeg and London, Ontario, the SHY Program is designed to house at least 8 youth over a one year period. We are now housing a youth who had been in care for a number of years and recently aged out only to find no affordable and safe housing regardless of the fact he works full time at a minimum wage job. Before this, he lived in crowded basements or rooms with several other youths who also couldn't find better, affordable accommodations. As part of this program, this young man will go into the ready-to-rent program and learn how to be a responsible renter as well as the life skills course which will teach him how to manage his emotions, his money and his time as he builds a future for himself. He has already expressed the possibility of entering a trade going back to school now that the anxiety and worry of living in precarious situations has been taken care of. Because at-risk youth cannot afford to pay such things as the security deposit and tenant insurance, the SHY program will cover these costs allowing the youth to put their money toward rental payment and food. The hope is that after a year or two as a successful renter with supervision, the youth will have the confidence and tools to find their way into the world and follow their dreams. Without such a program as SHY, young men and women cannot get a foothold into stable housing that improves their lives immeasurably.

5 Young women would be trained to operate computers and photocopier every 6 months and on a rotational bisis. 1 would be the IT consultant(assisting with photocopying), 1 would be the volunteer peer counsellor together with the professional counsellor, another would be in-charge of the Information Library. The library will be made up of a Van, to ensure that the equipment and books are secure, it will be parked at a safe place during the night. The resource office will be a tent that is pitched during the day next to the van.It will provide basic counselling, pamphlets on many subjects affecting young people. and referrals of where one can get assistance. The van would have 3 computers, a printer and photocopier. This will be used to run the business of photocopying, printing and scanning.

This would make a difference to the community as a lot of agencies do not have any physical structures in the community. Hatcliffe community is a volatile community and can be difficult to work in during the times of by-elections. With a mobile unit, the organization is guaranteed of the security of the equipment and continuation of project after elections.

In terms of the beneficiaries, a lot of young people who end up engaging in cults, drug abuse and prostitution would have an alternative way of spending their afternoons. The project would also ensure that the young mothers are not discriminated against as they will receive advice and guidance from their peers. It is hoped that the community would embrace better family planning methods.

Specific examples of how we make a difference would be the specific teachings and hands on experiences the girls may not be exposed to in their day to day lives.Many of the art projects are authentic and are taught by an Elder. In the past we have made moccasins from deer hide, drums from elk hide, ceremonial blankets with designs the girls made.We have taken the girls berry picking and made jam with the berries on the same day. The girls have been in many public ceremonies with their handmade blankets and cedar bark headbands to commemorate various Community partners celebrations.This gives them great strength and self-esteem to be before the community so proud of their heritage.Preventing self harm is another focus and we use our lunch time for teaching healthy diets and diabetes prevention, smoking cessation,bully prevention and give the girls a place to talk and feel safe. All these teachings build self-esteem which is our primary goal. The Urban Butterflies model can be used by other groups and organizations who want to set up similar programs within their communities. We see this program as a starting point to highlight the issues of all children in care such as the separation from family, culture and spirituality. Long term separation of family creates terrible loss and dysfunction in anyone going through foster care or adoption. Regular and recurring people that really care in their lives will have positive impact on their growth and development.

These Supervised Visitation Centers begin with collaboration which impacts the whole community. Locating a founder and other financial supporters, partnering with the local university, community and businesses to design a dedicated safe place to host parenting time is beneficial to everyone.

Making services safe, affordable and accessible to families keeps children connected to the other parent and supports the court orders. This has a positive impact on the child, research shows that a child does better when they are connected to both parents. The connection or lack of impacts the child's brain development. The costs to repair or re-mediate damages done to children through high conflict divorce or separation is far greater than the costs to prevent these damages.

Supporting a court order helps everyone! It helps the judge gather specific information on each families dynamic and complex situation, this information may be used to determine future rulings the judge makes. It also may reduce the number of times a family returns to court.

The community is positively impacted in that first responders are used less because the stress the family is dealing with is mitigated because they are in contact with their children and feel their issues are being addressed. Families are the backbone of every community and healthy families fosters healthy communities.

Service providers are working together, instead of in silo's. This is good for effective use of tax payers dollars and promotes collaboration.

Supervise monitors have safe working environments.