ࡱ> uxtu zLbjbjii 0jxjxjAD% }  8, LUDW("" CCCCCCCAFHCCDCCn@CpAݷRA C%D0UDAIZI@CIC0CCkUDI C: Who But the Smallest: Our Future in the Hands of Children By Mary Bigbow Abstract Within four to five generations 25% of the citizens in our society will have either grown up in the system or will have been neglected and/or maltreated. These people, who never learned to parent, will themselves bear children who have even less idea how to parent. This suggests that within 100 years one in four individuals in our society may be empathically disabled, impulsive, aggressive, and intellectually unable to form attachments. Source: Dr. Bruce Perry, Relational Poverty: The Importance of Early Childhood Relationship for Child, Community and Culture Eight-year-old Chimew stood shivering as she watched the makeshift tents and tarpaper shacks burn. She could not tell if she was shivering from the dreary autumn rain or from fright. Her people had finally settled in Great Falls, Montana in the late 1920s after being chased first by the Royal Mounted Police (or Red Coats) from Canada, then by the United States army in Montana, and then run off by city officials from various towns in Montana. Today, Great Falls city officials had ordered their camps along the Missouri River burned because they were said to be camped too near to the West side sewer discharge plant. (Bishop) Chimews band of Indians came from a part of the Northwest Territories now known as the Canadian provinces of Alberta and Saskatchewan. They were what is left of a once strong mix of fierce warriors from the Plains Cree, the Woodland Cree (the backbone of the fur trade) and the Ojibwas, who were known for their mysticism and healing powers. (Dempsey p 12). Frenchmen from the Hudson Bay Trading Company had also married into the Bands, which then included many half-breeds, or Mtis. The Bands lived well by traveling with the seasons. They were at home on the plains in the summer hunting buffalo, and at home fishing and trapping in the forest during the winter. However, they were a group who knew very well the experience of war, famine and disease. They hunted and counted coup on horses from the best horseman in their land, the Blackfeet (Bloods on the Canadian side) (Dempsey, p 22). They battled other tribes because of the need to maintain their hunting and fishing territories and in order to keep their people together. Famine visited in times of harsh winters and disease was a gift from white settlers that nearly wiped out some of the tribes on their routes. (Dempsey pp 16). This was the way of their life. In 1866, an event occurred that was the first step in a series of incidents to shatter the complacent life of Big Bear and other Cree leaders along Saskatchewan River. Their sacred meteorite was missing. The Bands agreed this iron stone was the protector of the buffalo and the guardian of all Indians in the region. (Dempsey p 37). The Indians then realized that the end of the free life for them was imminent. The buffalo had been their mainstay for food, lodging, clothing, and tools for as long as they could remember. The near extinction of the buffalo happened very quickly and the Bands were being overrun more and more by white people. The Bands discovered that The Hudson Bay Trading Company has sold the Indians hunting grounds to the Canadian government without their input and (needless to say) without benefits. The Trading Company had been to a large extent a vital trade resource and had been considered a neighbor by the Indians until this occurred. (Dempsey pg 39). Elsewhere the Mtis had battled the Canadian government in various skirmishes for the same reasons. The Bands become fearful and mistrustful of all whites, and the territory was ripe for entry into full civil war. Along with distrust, the Indian Agent at Frog Lake earned many other grievances from the Indians under his control. Keeping the Indians in their place by withholding food was a widely used tactic. During the cold winter of 1885, starvation was a terrorist act by the government that could no longer be tolerated. The Indians rebelled, killing nine white people, including the Indian agent. Eight Indians were hanged for their part in the killing. Even though Big Bear, leader of one of the Bands had worked tirelessly to maintain peace, he was imprisoned for four years. From this point on, the Bands were cast off and treated as outlaws. Unwanted and desperate, they traveled across the invisible line into the United States where they met with more hardship and starvation. Chimew felt the familiar ache in her stomach but no tears would come. There had been so much grief, so many tragedies. Her parents are gone: her mother succumbed to tuberculosis months earlier, and her father was run over by a train the previous fall. Chimew was left to care for her younger brothers. Although she felt alone, she had her aunts and uncles to help, and the family subsisted by living off of city dumps. This latest insult to their lifestyle, the burning of their meager belongings, leaves her shell-shocked and unable to think. When her uncle moves up beside her, covers her with a raggedy blanket and pulls her close to him, her shaking begins to subside. Despite the city officials stated intention to chase the rag-tag group off, they stay together. They move to the northern outskirts of town to a place later known as Hill 57. This moniker was attributed to a pickle salesman, Art Hinck, in the late 1930s, who advertised his Heinz 57 product line by writing the name on the hillside in eight-feet-high numbers with white-washed boulders. (Bishop) Some of the other people from Chimews group find land for a home. Created by executive order, the Rocky Boys reservation in north central Montana becomes home to many Wisconsin Ojibwa and some Cree from Big Bears original band. Other groups, such as the Little Shell Chippewa, are still struggling to gain Federal status. [Retrieved from  HYPERLINK "http://en.wikipedia.org/wiki/Little_Shell_Tribe_of_Chippewa_Indians_of_Montana" http://en.wikipedia.org/wiki/Little_Shell_Tribe_of_Chippewa_Indians_of_Montana]. Still others dispersed throughout the state, and some even passed as whites, making them able to win land allotments through the United States government in the Judith Gap and Lewistown areas. Here the outcasts remained at Hill 57 for the better part of the 20th century, eking out an existence. Hated by the townspeople and considered pests and eyesores, they stayed together, attempting to regain anything of their heritage they could muster. Many took to alcohol as an escape from their destitute situation. After generations of living like rats, the Bands are caught at the lowest point of their history. Children and elders are no longer revered for their place in society. The group simply cannot see past their abject poverty. Later in the winter, Chimews little brothers Stoney, age three, and Big Man, age seven, are found frozen to death. At the boys wake the old mans voice quivers with emotion. Imploring the group surrounding the fire-pit to love and care for one another, he tells them, We must wake up, teach our children well of our old ways. Who but the smallest will carry us into the future, lest we should give up now? His prayer echoes into the crackle of the fire. Teaching Notes For Who But the Smallest: Our Future in the Hands of Children By Mary Big Bow, MSW Teaching Objectives: Able to define and discuss historical trauma Develop a working understanding of brain development and trauma Generate appropriate brain development activities conducive to learning Describe and interpret cultural insensitivity to trauma as seen in current mental health professions Discuss specifically ways historical trauma has affected various populationsprimarily Native American populations Examine the clinical implications of a neuro-developmental approach to child maltreatment Explore how personal values and biases affect communication and engagement Demonstrate respect for diverse cultures Increase awareness of how traumas contribute to brain changes. Increase awareness of how traumas contribute to behavioral and learning challenges for the children on reservations and other impoverished areas. Discover how Native American history meets the 1948 Geneva Convention's definition of genocide Intended Audience: This course is developed for social work students. However, students in nursing, psychology, education and professionals in fields working with at risk populations alike may benefit from the exploration of content. Major Concepts and Vocabulary: Attachment Historical trauma Intergenerational Trauma Attachment disorders Historical grief Internalized oppression Brain Development PTSD Genocide Neurosequential Model of Therapeautics (NMT) Implementation Suggestions: Although Bruce Perrys focus is primarily on trauma on the developing brain among foster care children, this writing implements his research to include historically traumatized children and older people alike. This is a short course that is intended to augment a course in foster care. This course is reserved in three (3) six hour classes designed to research history of a population and the behavioral outcomes. Length of each section can be adjusted to meet the needs of the class and/or instructor. Instructor should provide, color crayons, paints/brushes, sharpies, colored markers, paper and various magazines which class members can use to depict some of the activities Pre-reading Case study: Who But the Smallest: Our Future in the Hands of Children, Mary Big Bow Hill 57Sparks Fly-Joan Bishop Further Reading So I Can Be Like a White Man, Joseph Gone Day 1 8:30 a.m. Overview of the class content and expectations-Caution class members will be delving into many traumatic stories and should be prepared to debrief with professionals outside of class. Each session has overall theme; day 1 what historical looks and feels like, day 2 how historical trauma is manifested day 3 dealing, healing and resiliency. Approximately 15 minutes. Introductions: Introduce self as you were when you were 6 or 7 years old. Then introduce yourself as you are now. Depict through song, dance, drawing, poems. Ten minutes for illustration or outline of introductions and depending on size of class take 3-5 minutes for each person. Instructor/facilitator should model this introduction. Approximately 60 minutes. Focusing on the self-30-45 minutes-papers are collected with names and dates Free Write a 1-2 page reflection paper on these two topics: How do you describe your cultural heritage? Go back several generations if you have the information. What cultural attitudes and beliefs have influenced the person you are today. You may include your introduction of self as a young child and now. 10:30 a.m. Break-15 minutes My gut reaction to: 15 minutes (setting up lecture on cultural influences and the need to understand your own culture): Instruct class members to rate 1-5 (1-feeling not good at all and 5-feeling very good about. . .) each word read out loud by instructor Each class member keeps results from my gut reaction private. However, they are encouraged to share or add other words or concepts and their reactions to each. 15 minutes Lecture: Cultures Role 15 minutes Questions/comments/discussion-15 minutes 11:45 Lunch 1 hour Review from morning-questions or comments. 10 minutes Discussion: In what ways has insensitivity to culture played a role in mental health 30 minutes Offer further reading from So I Can Be Like a White man, J. Goneread specific excerpts depicting cultural insensitivity by Indian Health Service Mental Health Services. Review pre class reading: 1 hour Each class member should think about how historical trauma relates to brain development and children? Evaluation: Instructor collect anonymous-dated What concepts were new? What concepts were helpful in your personal or professional life, specify What could have been left out Home work: Bruce Perry-the developing brain at  HYPERLINK "http://www.childtraumaacademy.com/" http://www.childtraumaacademy.com/ Read the following: The Amazing Human Brain and Human Development Surviving Childhood: An Introduction to the Impact of Trauma Bonding and Attachment in Maltreated Children Short writing 1-2 pages list or otherwise write about connections you see from the case study and Chemew in particular and brain development. Read Historical Trauma-six phases of historical unresolved grief Each class member to bring 1-2 questions and 1-2 comments on reading. Day 2 8:30 Greetings-special welcome back. 15 minutes Take a quiet moment to acknowledge each other. Instructor acknowledges entire class. House keeping-class decides if we should have potluck for last class Review from last class and overview of today-provide rationale-10 minutes Discussion from historical trauma and six phases-questions and comments. Relate these to the case study and Bruce Perry reading. 1 hour 10 a.m. Break 15 minutes Lecture: cultural, historical, and multigenerational trauma-effects and manifestations 30 minutes Choose 3-4 instances to list, write or otherwise specifically depict how this plays out in our communities. 15 minutes. Discuss and share 1 hour 12 noon Lunch 1 hour Review from morning sessions 10 minutes Questions and comments. 15 minutes NMT-modellecture 15 minutes Discussion-30 minutes Resiliency and healing-in groups, choose an age group to work with (hypothetically) and develop a quick activity that addresses trauma through any type of expressive art. 30 minutes Evaluation: anonymous, dated and collected. What new information was important to you from todays lessons. What could have been left out. Suggestions for other information to be included. Home work: Read NMT model by Bruce Perry In groups 2-3: develop a short 1-3 minute activity that will provide comic relief. Instructor participates as well. These activities will be performed or presented at various times during last class session Day 3 8:30 a.m. Greetings and special welcome back 15 minutes Take a moment and be present acknowledge each other-instructor especially acknowledges each class member Meet with groups-3-5 groups when will they present comic reliefprovide instructor opportunity to screen and provide appropriate times. 5-10 minutes Review from last class questions comments 10-15 minutes Lecture: neurosequential therapeutics 30 minutes Discussion 15 minutes 10 a.m. Break 15 minutes In groups of 2 or 3 create an experiment/exploration how NMT can be applied to a particular group of your choice. 30 minutes Discussion of experiment/exploration 1 hour 12 noon Potluck? 1 hour If Potluckinstructor presents their comic relief bit Lecture: Who but the smallest: 15 minutes Discussion 15 minutes Overview of all sessions. Highlight from evaluations what was important 30 minutes Home work for the rest of your life 10 minute Evaluation What do your remember from the class sessions? What was important for you to use in your personal/professional life? Why What information can you use in your personal or profession? Why End session with prayers, good wishes, or any kind of feeling good send off. References Bishop, Joan. 1993 Article from Hill 57 Sparks Fly "Montana The Magazine of Western History" Vol 43(Summer Issue-3) Pages 16-29, Brave Heart, M. Y. H. & Chase, J. (2004). Social work practice with First Nations Peoples. In D. Lum (Ed.), Cultural competence, practice stages, and client systems: A case study approach. Brooks/Cole Thomsen Learning Brave Heart, M. Y. H. (2001). Clinical assessment with American Indians. In R. Fong & S. Furuto (Eds.), Cultural competent social work practice: Practice skills, interventions, and evaluation (pp. 163-177). Reading, MA: Longman Publishers. Dempsey, Hugh 1984. Big Bear. University of Nebraska Press, Lincoln NE Gone, J. P. (2008). So I can be like a Whiteman: The cultural psychology of space and place in American Indian mental health. Culture & Psychology, 14(3), 369-399. Horse Capture, George P., Champagne, Duane, Chandler, Jackson C. Yellow Horse, Maria. 2007. American Indian nations: yesterday, today, and tomorrow: Contempoarry Native communities. Altamira Press. Yellow Horse, S., & Brave Heart, M. Y. H. (2004). Native American children. In A. Strode (Ed.), Mental Health Best Practices for Vulnerable Populations. The Washington Institute for Mental Illness Research and Training. Retrieved from "http://en.wikipedia.org/wiki/Little_Shell_Tribe_of_Chippewa_Indians_of_Montana" Maltreatment and the Developing Child: How Early Experience Shapes Child and Culture Bruce D. Perry, Md. Ph.D., March 2005 The Margaret McCain Lecture Series, The Centre for Children & Families in the Justice System DVD Perry, B.D. and Hambrick, E. (2008) Introduction to the Neurosequential Model of Therapeutics (NMT): A neurodevelopmentally-informed approach to clinical work with maltreated children. Reclaiming Children and Youth: The Journal of Strength-based Interventions Perry, B. D. (2001) The neuro-archeology of childhood maltreatment: The neuro-developmental costs of adverse childhood events. In K. Franey, R. Geffner, & R. Falconer (Eds.), The cost of maltreatment: Who pays? We all Do. San Diego: Family Violence and Sexual Assault Institute. San Diego, CA  Copyright 2010     PAGE  PAGE 1 9:HIJKLU I I III6789;./0L ha[fh*o` ha[fhHWhHW ha[fh ZhhT~ph6 ha[fhh Zh56h Zh6ha[fh Z5jhHW0J5U h Z5 h5ha[fh5::JKLU 789;/0`gd*o`gd Zgd$a$gd ""$$$$$$$%%%3%`%%%N&&' & F @1$7$8$H$gd3jh^hgd3j$a$gd Z $da$gdgd ZLM !!!"""#$$$$$$$$%%%%3%_%`%%%%N&&''f''''b(((((())))*G*k*է h*o`aJha[fhaJha[fh5 ha[fh3jh Zh5h3jh5CJaJh ZhT~phH* ha[fh*o`hh7PPh0JjhU ha[fhjha[fhU8'f'''b(((()))*G*k*****f-s--- .&.1. & Fgd Zgd Z & Fgd*o` & F @1$7$8$H$gd3jk*****+f-q-s---------.. .&.1./// 1Z1111122222$333X4{444444M5556666717=7a7b77777777778d8e8879}99999 :P::ha[fh0Jjha[fhUjha[fhUh3jh6ha[fh5 ha[fhN1.// 1Z111222$33X4{44444M5566667h^hgd Zgd Z & Fgd Z & Fgd Z^gd Z & Fgd Z717=77778e8879}9999 :P::";*;;;;<.< & Fgd Z & Fgd Z & Fgd Z & Fgd Z & Fgd Z & Fgd Z & Fgd Zgd Z & Fgd Z:";*;;;;;<.<6<C<k<<<<x==== >;>G>e>>>>>7?8?>?H?v???v@@@@@AAAAAAAA B4BJBBBBCTCCCCCCqDD,EKEEE F;FMFXFFFGG+G,GoGGGGGGVHHH3I4IIIJhhT~ph6ha[fh5 ha[fhX.<6<C<k<<<<x=== >;>G>e>>>8?>?H?v??v@@@ & F gd Z & F gd Z & Fgd Z & Fgd Z & Fgd Z & Fgd Zgd Z@@@AAAA B4BJBBBBCTCCCCCqDKE;FFF0d^`0gddgd & F gd Z & F gd Zgd Z & F gd ZF+G,GoGGGH3I4IIJJKKKALRLSLTLgdHW' & 0` P@01$7$8$H$^`0gd^gd 0^`0gd d^gd0d^`0gdJJJKKKKKKKKKKKK@LALBLCLQLRLSLTLULVLWLXLYLZL[L\L]L^L_L`LaLgLhLiLjLkLlLrLsLtLuLvLwLxLyLzLh0JmHnHu h0Jjh0JUhM~GjhM~GUhHWjhHW0JUha[fh5 ha[fhha[fh6aJha[fhaJha[fhaJha[fhaJh h@crh2TLVLWLYLZL\L]L_L`LiLjLkLvLwLxLyLzL' & 0` P@01$7$8$H$^`0gd &`#$gd.:p/ =!"F#$% DyK Ohttp://en.wikipedia.org/wiki/Little_Shell_Tribe_of_Chippewa_Indians_of_MontanayK http://en.wikipedia.org/wiki/Little_Shell_Tribe_of_Chippewa_Indians_of_MontanaDyK yK Fhttp://www.childtraumaacademy.com/x2&6FVfv2(&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@66666_HmH nH sH tH @`@ NormalCJ_HaJmH sH tH DA`D Default Paragraph FontRiR  Table Normal4 l4a (k (No List 4 @4 jFooter  !.)@. j Page Number0U@0 a[f Hyperlink>*B*@V!@ @crFollowedHyperlink>*B* <+2< HW Endnote TextCJaJ:/A: HWEndnote Text Char>*Q> HWEndnote ReferenceH*>@b> HW Footnote TextCJaJ</q< HWFootnote Text Char@&@@ HWFootnote ReferenceH*PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭Vzt7.??Źڨd/L+[梃 _¯UjyA_/֖j-A %4\/%ި+K|h(Kmgk):b| H$Y 9DZ.6)A2&`RV!*_[`dI+^DL-)>qfoΟ~_'ҨrQrW_ƿw!pƦ7/_zqԵbp@m ?ItDl,(CjLQc׎O9!N@Iw{Xe3b|`:2˭A9Tn$ءy@Q&Q3,;sg8v%= CN4I ~> zHzw0u $J}*;(wL|$C޳q-!1,hEX>ZN yݾKt l&;HPm%6sq !&}] ~@Lw?%q d98@7C̜mia_Y㩓b8F vB{cNQqsu;6~@VƾzXU+f:OllD,E|=mVePاcGxe_+gj=HSԳ;{yи½|mHmA`0D_cU\+w/ 9MOJK:WnǯIUsffn`<"K*2:&w4]3۸cB/br;}̸uF̘G}ҙ3>-=k&ڂE%睸 |Te6pp1GZ&L~AdNPjĢP gFFz٫[ euRTVxC'c*ibQTz:"dC%1!4ZŲR?rՔ)Zf\5GμMO20V4'|:xt&Ԯiv +nD?TWq]_7.u)S 4?⦾@3;S,8;^K=7>̌cC ^$77&%Bn"cy@I K?L'CWc%WSc#^w}ܓ߭ei)$ Z`%v]:Blqwae&De*2JǐYG4OPQRlnຠtSi832IQ QrZ.afٽ\HYʚU6iaT&ly*o]M̹Qh2/woQoPSJŪ[lDY&`Riڊ0z۶ܫ/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!wG theme/theme/theme1.xmlPK-! ѐ'Q theme/theme/_rels/themeManager.xml.relsPK]L HzDzD3j $$$'Lk*:JzL'*,/3'1.7.<@FTLzL()+-.0124La///zDXX  '!! _Hlt145386412{D@{DBH k"z"""0088??KBZBADTDVDWDYDZD\D]D_D`DxD{D99HI6 8 @DADCDRD{D9I   6 8 ./_` J=J=@DADCDRDTDTDWDWD`DhDkDuD{D99HI6 8 B=J=@DADCDRDTDTDVDWDWDYDZD\D]D_D`DxD{D J?m+,]l.>0ⴥ)=p$>01#)A,5ǜK8<:KaH M2hFa7bflfr6thF#y&bh^`OJQJo(hHh^`OJQJo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJQJo(hH l<:Kl.r#)A)=J?m+}$>5oK#ya7b M9lu0                                                                                  z6h                          3j ZM~G*o`HWADCD@zD8@UnknownG.[x Times New Roman5Symbol3. .[x ArialC. Aptos Display3. Aptos;Wingdings?= .Cx Courier NewA$BCambria Math qhi Շi Շ/ : "{/ : "{!0DD 3qP 2!xxw 9Who But the Smallest: Our Future in the Hands of Children admin ITSS barbara smith@         Oh+'0 , L Xdlt|<Who But the Smallest: Our Future in the Hands of Children admin ITSSNormalbarbara smith2Microsoft Office Word@ѷ@ѷ / : ՜.+,D՜.+,|8 hp  THE EVERGREEN STATE COLLEGE{"D :Who But the Smallest: Our Future in the Hands of Children Title 8@ _PID_HLINKSAT >'#http://www.childtraumaacademy.com/9GOhttp://en.wikipedia.org/wiki/Little_Shell_Tribe_of_Chippewa_Indians_of_Montana  !"#$%&'()*+,-./012345789:;<=?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcefghijkmnopqrsvwzRoot Entry FPHݷy@Data 61Table>JWordDocument 0jSummaryInformation(dDocumentSummaryInformation8lMsoDataStore<;ݷpAݷ2UJNEFIHDT2==2<;ݷpAݷItem  !PropertiesUCompObj r   F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q