A New Way to Write a Bio

History—Métis North

Birth Location – Atikokan, Ontario, Canada – The Caribou - Atik

Education

a)??? High School—Wilderness and Literature, though all subjects equal

a.??? Growing up in Northern Ontario's wilderness, I discovered poetry brought the English language to life. Poetry claimed my pen. One day, by Darky and Argo Lakes in Quetico Provincial Park, I portaged and wrote poetry with the charcoal from the small campfire on a four-day pause by canoe. Later, all my graduating marks were similar, enough for university entrance and my mukluks. (Atikokan, High School, Atikokan, Ontario, Canada)

b)??? Bachelor of Physical Education–Health, Wilderness and Coaching

a.??? As an athlete, finding my way through a large city and campus was a new challenge. Libraries of wisdom within walking distance and the urban bus ride for supplies. The encyclopedia I read page by page as a youth came to life. Although urban shock was slow to overcome, my mukluks ran the training routes and entered the classroom for hundreds. (University of Alberta, Edmonton, Alberta, Canada)

c)??? Bachelor of Education Secondary–Literature and Science

a.??? Unusually, my majors were in literature and science as I entered the secondary classrooms within a Public School system. I hid my Indigenous ways from the 1970's to the 1980's. Indigenous Education began with Indigenous Languages in my new prairie home, thanks to the efforts of many. They asked me to contribute my knowledge of indigenous wisdom to the curriculum for the Sacred Circle project. Then, yet another principal invited me to introduce Indigenous knowledge to the gifted education program I oversaw.

b.??? Now, in Leadership within Education, the community came to learn collaboratively each month to share success. The community found answers by collaborating and the Master Learning Program expanded.

d)??? Master of Arts–Teacher Training–Learning Methods

a.??? Graduate training allowed me to travel and learn from both Canadian and American Graduate learning. Democracy and learning deeply inside me as an Indigenous Woman, I wrote. Indigenous Listening to allow the exceptional gifts of students to soar past their expectations. Attendance and achievement were now growing with perfection. Youths know how to lead collaboratively to celebrate their solutions. Together, the community celebrated success regularly. (Goddard College, Plainfield, Vermont, United States)

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e)??? Ph. D.–Clinical Psychology–Humanistic with Indigenous Methods

a.??? Frequently asked to be a leader and counselor, I began my mental health and psychology studies. Upon entrance acceptance, I asked if I could also include Indigenous ways, for the academic world had revealed that my mukluks were welcome. The academic world did not consider Indigenous work unbelievably valuable until we established its value.

b.??? What the District had noticed was the success of indigenous students. The results would continue for decades, with 100% high school completion as the Indigenous youth and the community joined to celebrate. (Saybrook University, Pasadena, California, United States.

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Into the Wilderness

I find the wisdom involved: the shores, the forests, the prairies, the cities, and the meadows. THE RESULTS WOULD BE LESS HEALTHY unless I find health in my learning. Exploring forests helped me ponder the human question and appreciate nature.

I value the health of our lands, so I'll study with the dew on the red willow. Without the skills of a weaver, I would maintain the clarity of the dewdrops to point from records on the pages. Responsible Knowledge Systems for me to begin with my eagle feather. Registered individuals may carry an eagle feather as part of their land and water responsibility. I have a status card with a number as a part of the Indigenous Métis status card as a member of the Alberta Métis Nation within Canada.

I started Indigenous Intervention by gathering professionals twice a year in the early morning when solutions were uncertain. Often too busy with complex situations, the early morning during a safe Canadian weather schedule would allow us to find solutions, and we did! Our collective efforts in Indigenous Interventions have revealed the positive outcomes of collaboration.

Awards/Recognition:

·?????? Emory L. Cowen Dissertation Award for promoting wellness – Society for Community and Action Research – Division 27 of the American Psychology Association - 2002,

·?????? Aboriginal Teacher of the Year – Alberta Teachers Association – 2012,

·?????? Aboriginal Teacher of the Year – Canadian Teachers Federation – 2013.

·?????? Inspiring Woman of Color – Division 35 of the American Psychology Association - for Research and Ethics - 2018.

Into the Wilderness

Purposeful learning interventions allowed professionalism to embrace diversity and inclusivity. How could this occur? With basic principles such as these emerging, the Indigenous fundamentals grew from

a)??? Peace among Indigenous people.

b)??? Ethics of Indigenous people.

c)??? Health of Indigenous communities

d)??? Civics of Indigenous People

e)??? Strength of Indigenous People

f)????? Honoring the dignity of Indigenous populations.

g)??? Indigenous community care

h)??? Indigenous Relationships

i)????? Society

j)????? Collaborative infrastructures for indigenous communities.

k)??? Prioritizing Indigenous inclusivity

l)????? Indigenous cultural diversity.

Listening takes time; the cadence of speech for me is like poetry, while for others, the left to right of the English language has multiple histories. The Context of uniqueness meets the context of complexities. Each Indigenous language has its unique rhythm. Understanding the speaker, their wisdom, and the timing of sharing is a part of a growing global wisdom that our youth have become so commonly aware of. Have we understood the complexities of health within our modern world? Historically, people showed pictures of beads called wampum to share comprehension. Perhaps drawing the answers to outline solutions can help.

My uniqueness was finding or noticing the remarkable brilliance within the answers room. Were the answers within the professional collaboration or quietly waiting within the community? One-track thinking never made sense within the deep forests; I learned that by delving more deeply, the solutions met the complexities that our youth know with fitting solutions.

Using an endangered eagle feather while speaking Indigenous Languages symbolizes my connection to governance, human rights, and land and water rights. Uniquely within the world, the eagle feather is held by an Indigenous North American. Residential School survivors' voices contribute to reconciliation after the genocide of Indigenous North America. While supporting their voices, I sought solutions for education and health.

References

Brunger, F., & Wall, D. (2016). “What Do They Really Mean by Partnerships?” Questioning the Unquestionable Good in Ethics Guidelines Promoting Community Engagement in Indigenous Health Research. Qualitative Health Research (QHR) , Volume 26 Issue 13, November 2016; Special Issue: Innovative Methods.

Edited By: Barbara L. Mercer, H. M. (2022). Psychological Interventions from Six Continents Culture, Collaboration, and Community. New York: Routledge.

Group, A. E. (2006). CIHR Guidelines for Health Research. Ottawa: CIHR Ethics Office - Canadian Institute for Health Research.

Group, C. I. (2010). CIHR Guidelines for Health Research Involving Aboriginal People (2007-2010). Ottawa: CIHR .

Hains, S. L. (1994). A Vision of Learning Through the Eyes of a Learner and a Leader: What happens when a School really looks at Learning? Plainfield : Goddard College.

Hains, S. L. (2001). Establishing Success with Native Students. Principal Leadership, 40-44.

Hains, S. L. (2002). An emerging voice [microform] : a study using traditional aboriginal research methods to better understand why native students drop out of school / Shaun Hains. San Francisco: Saybrook Dissertation.

Hains, S. L. (2011). Defining of a Peace Process within Indigenous Research, Indigenous Ethics and the Implications in Psychology. Journal of Indigenous Research, vol. 1, no. 2, Special Issue, 2011, pp. 1-12.

Hains, S. L. (2021). Indigenous Utmost Care. Journal of Indigenous Research, Vol. 9: Iss. 2021, Article 3.

Mercer, B. L. (2023). Psychological Interventions from Six Continents. New York: Routledge.

Raven Sinclair Otiskewapiwskew, M. A. (2009). Wicihitwowin Aboriginal Social Work in Canada. Winnipeg: Fernwood Publishing.

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?Personal Statement

There would be three areas for me to notice:

A)?? the relationships vastly unique amongst the different indigenous histories,

B)?? the professional collaboration, and

C)?? the work was understood.

Indigenous Relationships

·?????? From the Anishinaabe of the Great Lakes,

·?????? To the Mohawk of the Great Lakes, rivers, hills, and meadows,

·?????? To the Red Cliffs of the Assiniboine with the Sioux like the Sungmanitu Thanka

·?????? My Cree would be distant from the prairies to the places of the Geese, Maga, to the northeast, James Bay Cree, Swampy Cree. Distant dialects within. From the forests of dialogues.

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Utmost Care

Indigenous Relationships prioritize forming professional relationships with utmost care, like soaring eagles. The care is collaborative and uses gentle, joyous, and deep language to include love for others' histories.

Knowledge Translation

My translation will include languages, pictures, methods, and wisdom while ensuring understanding through:

·?????? Peace,

·?????? Ethics,

·?????? Civics with Infrastructures

·?????? Strength,

·?????? Health.

·?????? Dignity of uniqueness,

·?????? Care to Utmost Care, and

·?????? Relationships with the lands and waters. ?

As the professional world paused, thus allowing me to explain Indigenous Methods, the words flowed in a manner that was comprehensible!