In Canada, almost everybody is familiar with stereotypes about ‘Native social dysfunction’. Canada’s present-day “Imaginary Indian” (Francis) is indeed associated with substance and welfare dependence as well as family violence and neglect. However, the mainstream tends not to wonder about the actual social suffering behind the image and about the causes of these supposed patterns. In Daughters Are Forever, the Sto:lo / Squamish writer and activist Lee Maracle deconstructs these racist clichés by emphasizing the impact of the colonial process on real-life Native populations. Through a Sto:lo social worker’s attempts to understand how colonial policies have affected Aboriginal motherhood, Maracle demonstrates the roots of Indigenous social ills in collective traumas inflicted over several centuries and transmitted intergenerationally. The conclusion of the protagonist, Marilyn, that “[c]olonization is such a personal process” (216) summarizes the ways in which collective trauma and cultural genocide largely condition individual traumas and grief. Her parallel journeys to help an Anishnaabe woman patient, prevent the abductions of Native Canadian children by mainstream welfare services, and mend her own toxic relationship with her daughters further demonstrate the interrelatedness of Indian policy, patriarchal institutions, and personal and familial spiritual illnesses. They also enable Maracle to show the dangerous ethnocentrism of mainstream psychology and the need to create cross-cultural methodologies and therapies appropriate to the diverse Native North American cultures. By depicting the “unresolved human dilemmas” (Preface 11) of Aboriginal characters, she strives to create social change by drawing her readers into her stories to shock them into awareness. / Arts, Faculty of / English, Department of / Graduate

This study explored the separation of twins in foster care and examined how their lived experiences relate to their interpersonal relationships as adults. Many researchers have studied the long-term impact of nontwin sibling separation in foster care, but little is known about the separation of twins, leaving a significant gap in existing literature. The purpose of this study was to examine the lived experiences twins who were separated in foster care as relates to their interpersonal relationships during adulthood. A qualitative, narrative approach was used to gather the lived experiences of one set of twins. The research questions examined how one specific set of adult fraternal twin sisters interpreted their personal experiences of being separated from each other while in foster care and whether this experience had an impact on their interpersonal relationships. The study relied on the theoretical foundations of attachment theory and family systems theory to support the use of existing literature and to integrate the research findings into current child welfare practice. Through personal interviews, each twin was asked to recall experiences from foster care and comment on the impact of being separated from their twin. Thematic analysis of the interview data and observations of the interview process helped to identify four themes: forming successful attachments, mental health issues, trauma history, and number and type of placements experienced. To encourage social change these results can inform the child welfare system, add to the body of existing research, and influence future placement decisions regarding twins in foster care.

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In this study, the researchers explored child welfare workers’ perceptions on placement changes for youth in foster care and the impact these changes had on youths’ overall outcomes. Using a Post Positivist paradigm, qualitative research was completed using snowball-sampling procedures. The researchers conducted in-depth interviews with sixteen members from their personal networks of child welfare social workers that have direct contact with foster youth. The research participants included current child welfare social workers from two counties in Southern California. The study’s findings suggest that children’s behaviors and foster parents’ reactions to those behaviors impacted placement changes. Further, participants felt that these changes significantly impacted youths’ educational outcomes. Participants identified a variety of interventions they used to try to mitigate placement changes, some with more or less success. Finally, workers identified barriers within the child welfare system, including communications and compensation, that might have an impact on placement changes. Implications for social work practice, policy and research are discussed.