WRITTEN BY THE NATIONAL COLLABORATING

CENTRE FOR ABORIGINAL HEALTH

Source: iStock
Considerations for Indigenous child and youth
population mental health promotion in Canada

This document is part of a collection produced by the six National Collaborating Centres for Public
Health to encourage mental health promotion for children and youth within a strong, integrated
public health practice. The collection provides numerous entry points for the public health sector
to collaborate with other stakeholders to support evidence-informed action that addresses the
determinants of mental well-being for all children and youth in Canada.

This paper aims to improve understandings of Indigenous mental health in Canada, and
demonstrate how particular determinants either contribute to increased risk for mental illness
or act as protective factors for positive mental health. Details on search methods and terms used
for this paper can be found in the introduction document: Population mental health promotion
for children and youth - a collection for public health in Canada.

INDIGENOUS CONCEPTS OF the world. Good health is generally understood as a balance

of the mental, physical, spiritual and emotional dimensions of
MENTAL HEALTH self and the ability to live in harmony with family, community,
nature and the environment (King, Smith, & Gracey, 2009;
Mental health is increasingly recognized as more than the
absence of mental health problems or illnesses. Rather, it
is a “state of well-being in which the individual can realize i
The terms ‘Indigenous’ and ‘Aboriginal’ are used throughout
this paper to refer to the original inhabitants of Canada and
his or her own potential, can cope with the normal stresses
their descendants, including First Nations (referred to as
of life, can work productively and fruitfully, and is able to Indians in Canadian Constitution), Inuit, and Métis peoples as
make a contribution to his or her community” (World Health defined by Section 35 of the Canadian Constitution of 1982.
Wherever possible, specific Indigenous groups are cited. To
Organization [WHO], 2016, para. 1). Indigenousi concepts of
learn more about how Indigenous peoples are defined within
mental health and wellness extend beyond this definition to Canada, please refer to https://journals.uvic.ca/journalinfo/ijih/
include holistic and relational ways of knowing and being in IJIHDefiningIndigenousPeoplesWithinCanada.pdf

Visit NCCPH.CA to download the complete collection

CONSIDERATIONS FOR INDIGENOUS CHILD AND YOUTH 1

POPULATION MENTAL HEALTH PROMOTION IN CANADA
Vukic, Gregory, Martin-Misener, & Etowa, 2011). For Inuit, across the lifespan and allow people to adopt and maintain
mental wellness is defined as self-esteem and personal healthy lifestyles” (WHO, 2016, para. 7; see also Mental Health
dignity flowing from harmonious physical, emotional, mental Commission of Canada [MHCC], 2012). At a population level,
and spiritual wellness, and cultural identity (Inuit Tapiriit it involves intersectoral action in various settings, including
Kanatami [ITK], 2014). The First Nations Mental Wellness home, school, the workplace and the community, through
Continuum Framework suggests that this balance is “enriched programs, policies and other interventions that promote health
as individuals have a sense of purpose in their daily lives for all, as well as for those at greater risk, such as children and
whether it is through education, employment, care giving youth. Healthy emotional and social development in early
activities, or cultural ways of being and doing; hope for the childhood and adolescence not only sets the stage for good
future and those of their families that is grounded in a sense of mental health in adulthood, it has been shown to reduce the
identity, unique Indigenous values, and having a belief in spirit; demand for mental health services and for services outside the
a sense of belonging and connectedness within their family and health sector (Chief Public Health Officer, 2009; MHCC, 2012;
community and to culture; and finally a sense of meaning and National Collaborating Centres for Public Health [NCCPH],
an understanding of how their lives and those of their families 2017). For Indigenous children and youth in Canada, who
and communities are part of creation and a rich history” experience a disproportionate burden of ill-health compared
(Health Canada & Assembly of First Nations, 2015, n.p.). to their non-Indigenous counterparts, access to culturally
safe, strengths-based, family and community-oriented mental
Mental health promotion “involves actions to create living health promotion programs and services is critical to mental
conditions and environments that support mental wellness wellness and resilience in later life.

Source: aboriginalimages.ca

2 POPULATION MENTAL HEALTH PROMOTION FOR CHILDREN AND YOUTH -

A COLLECTION FOR PUBLIC HEALTH IN CANADA
FRAMING THE LINKS BETWEEN Mental health status
MENTAL HEALTH PROMOTION Children
AND INDIGENOUS CHILDREN Data specific to Indigenous children’s mental health in Canada
AND YOUTH is very limited (Kirmayer, Brass, & Tait, 2009). The 2008-10
First Nations Regional Health Survey (RHS) found that
14.1% of primary caregivers of First Nations children living
Demographics
on-reserve aged 3 to 11 reported their child experienced more
Indigenous peoples are the youngest and fastest growing segment emotional or behavioral problems during the previous six
of Canada’s population. In 2011, the Indigenous population months than other boys and girls of the same age (First Nations
reached 1.4 million people (4.3% of the total Canadian Information Governance Centre [FNIGC], 2012). The survey also
population), representing an increase of 20.1% from the 2006 found that a higher proportion of First Nations boys had been
Census (Statistics Canada, 2013). Indigenous children aged 14 diagnosed with anxiety/ depression than girls (0.9% vs. 0.4%),
and under account for 28% of the total Indigenous population and that the prevalence was also higher among older First
(compared to 16.5% of the non-Indigenous population), while Nations children compared to younger First Nations children
Indigenous youth aged 15 to 24 represent 18.2% of the total (FNIGC, 2012). Analogous mental health data is not available
Indigenous population (compared to 12.9% of the total non- for Inuit, Métis and off-reserve First Nations children.
Indigenous population). Inuit are the most youthful of the
three Indigenous groups with a median age of 23, followed by Youth
26 for First Nations, and 31 for Métis (Statistics Canada, 2013). In terms of First Nations youth, the 2012 Aboriginal
Peoples Survey found that 61% of youth living off-reserve
15 to 24 years of age reported excellent or very good mental
Limitations of data health (Statistics Canada, 2016a). Similarly, results from
the 2008-10 First Nations Regional Health Survey found
Useful and reliable data on Indigenous child and youth health that approximately 64.8% of First Nations youth living
in Canada is limited by the quality and coverage of data, a on-reserve felt their mental health status was very good
lack of culturally relevant health indicators, and jurisdictional or excellent, with only 0.8% reporting it was poor, with
barriers associated with Indigenous status and geography no difference observed between genders (FNIGC, 2012).
(National Collaborating Centre for Aboriginal Health [NCCAH], However, approximately 33.8% of female and 17.2% of male
2009; Smylie, 2009a). McShane, Smylie, and Adomako (2009) First Nations youth living on-reserve reported there was a
note significant gaps in the health information available for time when they felt sad, blue or depressed for two weeks or
Indigenous children in Canada, including vital registration more in a row in the previous 12 months (FNIGC, 2012). A
and health care access data, prevalence rates for obesity, higher proportion of First Nations youth with at least one
diabetes, cancer and mental health, and data specific to Métis health condition also reported feeling sad, blue or depressed
and First Nations children living off-reserve. An emphasis (31.6%), had thoughts about suicide (23%) or had attempted
on Indigenous children’s disease and illness outcomes, rather suicide (8.1%) compared to youth without a health condition
than preventative and wellness measures, was also noted. In a (FNIGC, 2012).
recent review of Indigenous youth health research in Canada,
Ning and Wilson (2012) found similar discrepancies in both Suicide rates
geographic and demographic representation, with a dearth Suicide rates vary substantially among Indigenous
of research on youth in the Prairie and Atlantic provinces communities in Canada, ranging from no suicides at all and/
and the Northern Territories, as well as a significant under- or rates that are low or comparable to the general population,
representation of Métis and urban Indigenous youth health to elevated rates that are well above the national average
research. Despite these challenges, it is clear that Indigenous (Kirmayer et al., 2007, 2009; Chandler & Lalonde, 1998, 2008).
children and youth experience significant health and social Rates of suicide are reported to be 5 to 7 times higher for
disparities, with higher rates of injury, infant mortality, suicide, First Nations youth living on reserve (Kielland & Simeone,
and chronic and infectious diseases (Greenwood & de Leeuw, 2014; Public Health Agency of Canada [PHAC], 2006) and 5 to
2012; McShane et al., 2009; UNICEF Canada, 2009). 25 times higher for Inuit youth respectively than the national

CONSIDERATIONS FOR INDIGENOUS CHILD AND YOUTH 3

POPULATION MENTAL HEALTH PROMOTION IN CANADA
average (ITK, 2016). Comparable national data does not exist and Two-Spirit (LGBTQ2S) Indigenous children and
for Métis youth. Although suicide rates among Indigenous youth, even though they are more likely to experience mental
males aged 14 to 24 have historically been higher, a recent health issues such as depression and anxiety, and often face
increase among Indigenous females has been observed (Fraser, additional barriers to accessing programs and services (Hunt,
Geoffroy, Chachamovich, & Kirmayer, 2015; Kirmayer, 2012). 2016). Finally, although there is growing evidence for the
transgenerational impact of residential schools and other
colonial policies on Indigenous mental health outcomes, more
Knowledge gaps research is needed to understand cumulative negative effects
and ongoing adversity (Bombay, Matheson, & Anisman, 2009;
With respect to knowledge gaps, it is clear that more research Kirmayer, Sheiner, & Geoffroy, 2016).
is needed specific to Inuit, Métis and First Nations off-reserve
children and youth to develop more relevant and responsive Despite the inadequacies of the existing data, mental health
policies, programs and interventions. A better understanding challenges and strengths vary immensely among Indigenous
of gender differences in the mental health of First Nations, communities and across individuals (Boksa, Joober, & Kirmayer,
Inuit, and Métis boys and girls is also needed, particularly as 2015). This variation reflects the distinctiveness of First
they transition to adulthood where differences in self-reported Nations, Inuit, and Métis peoples’ histories, languages,
mental health status have been shown to vary considerably cultures, environments, beliefs and worldviews in relation to
between groups.ii Significant knowledge gaps exist related health experiences and outcomes. It also speaks to the different
to the mental health of lesbian, gay, bisexual, trans, queer ways in which health determinants intersect and manifest
across the lifespan and across multiple generations to influence
both risk and protective factors (Statistics Canada, 2016a;
ii
In 2012 approximately 56% of First Nations women aged 18
Loppie & Wien, 2009).
and over living off-reserve reported excellent or good mental
health, compared to 64% for off-reserve First Nations men.
Differences in self-reported mental wellness of Métis women was
slightly less than for Métis men (61% vs. 68%), while there was no
significant difference between Inuit women (51%) and their male
counterparts (Statistics Canada, 2016b).

Source: cattroll.com

4 POPULATION MENTAL HEALTH PROMOTION FOR CHILDREN AND YOUTH -

A COLLECTION FOR PUBLIC HEALTH IN CANADA
DETERMINANTS AND PROTECTIVE knowledge systems (Greenwood, de Leeuw, Lindsay, & Reading,
2015). By moving beyond the social, Indigenous knowledges
FACTORS OF INDIGENOUS and ways of being in the world rightfully become the “primary
MENTAL HEALTH AND WELLNESS frame of reference for understanding current health realities
in Indigenous communities” (Greenwood et al., 2015, pg.
Mental health and wellness are shaped to a great extent by xii). From this perspective, colonialism is understood as the
the underlying social determinants of health (SDoH) that broadest and most fundamental determinant of health and
create inequalities along a social gradient where the poor and one that remains an “active and ongoing force” in the lives of
the disadvantaged suffer disproportionately (Allen, Balfour, Indigenous peoples (Greenwood et al., 2015).
Bell, & Marmot, 2014). The relationship between Indigenous
health inequalities and social determinants such as poverty,
overcrowded and sub-standard housing, food insecurity, Protective factors
social and economic exclusion, and inadequate health services
is well-documented (ITK, 2014; King et al., 2009; Loppie & Protective factors are attributes or conditions at the
Wien, 2009; Smylie, 2009b). However, to fully understand individual, family, community or societal levels that can
the enduring health inequities experienced by Indigenous promote resiliency and decrease risk factors associated with
peoples in Canada and globally, it is necessary to look beyond poor mental health outcomes (MHCC, 2012; NCCPH, 2017).
mainstream SDoH frameworks to determinants that are not A recent review of protective factors and causal mechanisms
strictly ‘social’ in nature such as language, culture, spirituality, that enhance resilience among Indigenous circumpolar
geography, relationships to the land, self-determination and youth identified over 40 protective factors, many of which

Source: cattroll.com

CONSIDERATIONS FOR INDIGENOUS CHILD AND YOUTH 5

POPULATION MENTAL HEALTH PROMOTION IN CANADA
overlapped at the community, family and individual levels evidence-based, holistic and relational approaches to mental
and were directly associated with other protective factors wellness that are rooted in these concepts, contexts, and
(Petrasek MacDonald, Ford, Cunsolo Willox, & Ross, 2013). processes. Culture is at the heart of each strategy, including
For example, hunting and spending time out on the land the important role that Indigenous languages, identity and
can promote individual protective factors like self-reliance knowledges play in achieving wellness across the lifespan.
and self-confidence, but can also provide opportunities to be Similar to the Mental Health Commission of Canada’s
involved in the community, receive mentorship from older Changing directions, changing lives: The mental health strategy
generations, and build kin and community relationships for Canada (2012) recommendations for action (Strategic
(Petrasek MacDonald et al., 2013). At the community level, Direction 5.1 to 5.4), the AFN and ITK strategies call for a
cultural continuity has been identified as a protective coordinated continuum of culturally competent and safe mental
factor. In a seminal study examining variations in youth health supports and services, by and for Indigenous peoples, to
suicide rates across First Nations communities in British address jurisdictional, geographical and funding issues.
Columbia, Chandler and Lalonde (1998, 2008) found a
strong correlation between cultural continuity factors – Key characteristics of successful mental health promotion
self-government, involvement in land claims, band control initiatives for Indigenous children and youth identified
over education, health services, fire and police services, the in the literature include interventions that are: holistic,
presence of cultural facilities – and lower rates of youth community-driven and owned; build capacity and leadership;
suicide. Other important cultural continuity factors included emphasize strengths and resilience; address underlying health
the involvement of women in band councils, band control over determinants; focus on protective factors and resilience;
child welfare services and knowledge of Indigenous languages incorporate Indigenous values, knowledges and cultural
(Chandler & Lalonde, 2008; Kielland & Simeone, 2014). practices; and meaningfully engage children, youth, families
and the community (Gray, Richer, & Harper, 2016; Kirmayer et
al., 2016; Smye & Mussell, 2001; Systems Improvement through
Service Collaboratives, 2012; Vukic et al., 2011; Wortzman,
EXAMPLES OF INTERVENTIONS 2009). There are a myriad of innovative, culturally responsive
mental health promotion interventions for Indigenous
Promising practices in health promotion interventions among children and youth being implemented in rural, remote and
Indigenous peoples in Canada share many commonalities, urban settings across Canada.
including their incorporation of:
Examples of interventions in family, school, community
R5 Indigenous concepts such as holism, reciprocity and and land-based settings:
plurality;
R5 Makimautiksat Wellness and Empowerment Camp is a
R5 Indigenous contexts including acknowledgement of
10-day land and community-based camp program based
inequalities and colonial oppression; and
on the Eight Ujarit/Rocks Model that provides Inuit youth
R5 Indigenous processes like community control,
with the skills and knowledge they need to build their
community engagement, cultural responsiveness and
lives. The evidence-based modules focus on strengthening
capacity building (Reading & Reading, 2012).
coping skills; Inuuqatigiitiarniq (being respectful of others)
to build healthy and harmonious relationships; Timiga
The new First Nations Mental Wellness Continuum Framework,
(my body) to nurture awareness of the body, movement
jointly developed by the Assembly of First Nations (AFN)
and nutrition; Sananiq, to craft and explore creativity;
and Health Canada, and the Inuit Tapiriit Kanatami (ITK)
Nunalivut (our community) to foster personal and
National Inuit Suicide Prevention Strategy both provide

6 POPULATION MENTAL HEALTH PROMOTION FOR CHILDREN AND YOUTH -

A COLLECTION FOR PUBLIC HEALTH IN CANADA
 community wellness; Saqqatujuq (distant horizon) for self- programs, summer camps and baseball leagues, female
discovery and future planning; understanding informed empowerment workshops, and sport-based clinics (hockey,
choices and peer pressure; and Avatittinik Kamatsiarniq lacrosse, soccer, basketball).
(stewards of the land) to connect knowledge and skills on
the land (Healey, Noah, & Mearns, 2016, p. 7). With the R5 Listening to One Another is a culturally-based, family-
support of local wellness youth centres, the model was centred, mental health promotion program for Indigenous
piloted from 2011 to 2013 as a two-week camp program in youth aged 10 to 14 and their parents. Funded by the Public
five communities: Cambridge Bay, Arviat, Coral Harbour, Health Agency of Canada, the program is a collaboration
Iqaluit and Panniqtuuq. between First Nations communities in British Columbia,
Manitoba, Ontario and Quebec and researchers at McGill
R5 Promoting Life-Skills in Aboriginal Youth (PLAY) University, the University of Lincoln, Nebraska and the
Program is a partnership with 88 First Nations University of Manitoba. The program is delivered over 14
communities and urban Indigenous organizations weeks in 2.5 hour sessions and takes participants through a
across Canada to deliver safe, fun and educational series of activities related to community history and cultural
programming for Indigenous children and youth (Right pride, family and peer communication, skills for problem-
to Play, 2016). The program, implemented in 2010, aims solving, critical thinking and emotion regulation, bullying,
to enhance educational outcomes, improve peer-to-peer dealing with discrimination, problematic substance abuse,
relationships, increase employability and improve physical and other themes. Communities are involved in every
and mental health of Indigenous children and youth stage of the program, from the adaptation of resources and
through regularly offered weekly activities. Activities vary recruitment of participants to delivery and evaluation. It is
across communities but may include after-school, youth currently delivered with the help of Indigenous staff
leadership, diabetes prevention, sport for development at regional health organizations (Kirmayer et al., 2016).

Source: iStock

CONSIDERATIONS FOR INDIGENOUS CHILD AND YOUTH 7

POPULATION MENTAL HEALTH PROMOTION IN CANADA
PUBLIC HEALTH ROLES R5 “Bear witness to the facts of history and acknowledge
that effects are still deeply felt today” (Boksa et al., 2015).
Public health practitioners and policymakers can support For example, you can bear witness by reading the report,
and promote Indigenous mental wellness, address underlying Honouring the Truth, Reconciling for the Future: Summary of
health determinants, and contribute to the broader process of the Final report of the Truth and Reconciliation Commission
reconciliation in Canada, in a number of ways including: of Canada, and by showing solidarity through the
“It Matters to Me” campaign (Smylie, 2015).
R5 Talk to Indigenous peoples to learn about their diverse R5 “Provide mental health services in culturally responsive
perspectives on mental wellness (Boksa, et al., 2015) ways and work respectfully with Indigenous frameworks
and recognize that Indigenous cultures and holistic of mental wellness” (Boksa et al., 2015, p. 365), for
understandings of the world have much to contribute to example, by learning about national Indigenous mental
the transformation of the mental health system in Canada wellness frameworks (Health Canada & Assembly of
(MHCC, 2012). First Nations, 2015; ITK, 2016), as well as Indigenous
R5 Learn about and understand the unique social and cultural frameworks developed at the provincial and territorial
context of Indigenous communities, their historical legacy, levels.
and the current challenges that impact mental health in R5 Disseminate and share knowledge about promising
some Indigenous communities (Boksa, et al., 2015) traditional, cultural and mainstream approaches to mental
R5 Commit to providing culturally safe care to address power wellness such as mental wellness teams and recognizing
imbalances, build trust and form lasting relationships the role of Elders (MHCC, 2012).
with Indigenous patients and communities. Taking a R5 Acknowledge that for mental health programs to be
cultural safety training course is a good starting point for effective in Indigenous communities, they must be guided
this lifelong learning endeavor (Indigenous Health Working by local Indigenous knowledge (Boksa, et al., 2015;
Group, 2016). Kirmayer et al., 2016).

Source: iStock

8 POPULATION MENTAL HEALTH PROMOTION FOR CHILDREN AND YOUTH -

A COLLECTION FOR PUBLIC HEALTH IN CANADA
R5 Collaborate with traditional healers and knowledge directly to the health and well-being of Indigenous peoples,
holders in the development of mental health promotion and included calls for federal, provincial, territorial and
initiatives in a respectful manner (Boksa et al., 2015). Indigenous governments, medical and nursing schools, and
R5 Consider ways you can assist Indigenous communities the health care system to:
in providing better access to health services, preferably
within the community itself (Boksa et al., 2015). R5 establish measurable goals to identify and close the gaps in
R5 Support Indigenous mental wellness workers in their health outcomes and publish annual progress reports and
efforts to navigate and collaborate with mental health assess long terms trends on indicators such as suicide and
services, and actively promote and support the training of mental health (#19)
young Indigenous health professionals (Boksa et al., 2015). R5 recognize the value of Indigenous healing practices and
R5 Advocate for Indigenous health equity by partnering use them in the treatment of Indigenous patients in
and collaborating with Indigenous organizations across collaboration with healers and Elders if requested (#22)
Canada (Indigenous Health Working Group, 2016). R5 increase the number of Indigenous health care
professionals (#23i)
Public health practitioners and policymakers can also refer R5 ensure the retention of Indigenous health care providers in
to the 94 calls to action to “redress the legacy of residential Indigenous communities (#23ii)
schools and advance the process of Canadian reconciliation” R5 provide cultural competency training for all health-care
released in 2015 by the Truth and Reconciliation professionals (#23iii)
Commission of Canada (TRC, 2015, p. 5). Several spoke R5 implement a mandatory Indigenous health course at
medical and nursing schools (#24) (TRC, 2015).

POPULATION MENTAL HEALTH PROMOTION FOR CHILDREN AND YOUTH

Visit NCCPH.CA to download the complete collection

General resources Topical papers

t
Population mental health promotion for children t
Environmental influences on population mental
and youth – a collection for public health in Canada health promotion for children and youth
t
Foundations: definitions and concepts to frame t
Chronic diseases and population mental health
population mental health promotion for children promotion for children and youth
and youth t
Infectious diseases and population mental health
t
Scan Report: resources for population mental promotion for children and youth
health promotion for children and youth in Canada t
Healthy public policies and population mental
t
Database of resources for population mental health promotion for children and youth
health promotion for children and youth in Canada t
Considerations for Indigenous child and youth
population mental health promotion in Canada

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ated or modifie ings, When it comes to promoting the mental influences on
lifespan. In children and often OUS C
 Click the links below to access each
resource. Broken link? Let us know
at communications@nccph-ccnsp.ca
RESOURCES

Training Resources Framework/strategies

Indigenous Cultural Competence Course, Canadian Foundation First Nations Mental Wellness Continuum Framework
for Healthcare Improvement Summary Report, Health Canada and Assembly of First
R5 Retrieved from: Canadian Foundation for Healthcare Nations (2015).
Improvement R5 Retrieved from: First Nations and Inuit Health,
Health Canada
Mental Health First Aid First Nations & Northern Peoples,
Mental Health Commission of Canada National Inuit Suicide Prevention Strategy. Inuit Tapiriit
R5 Retrieved from: Mental Health Commission of Canada Kanatami (2016).

San’yas Indigenous Cultural Safety Training – Core ICS Mental

Health Training Webinars/podcasts
R5 Retrieved from: San’yas Indigenous Cultural Safety
Training Anti-Aboriginal Racism in Canada
R5 Retrieved from: National Collaborating Centre for
Aboriginal Health
Tools
Cultural Safety for Indigenous Peoples: A Determinant of Health
Native Wellness Assessment R5 Retrieved from: National Collaborating Centre for
R5 Retrieved from: Thunderbird Partnership Foundation Aboriginal Health

Mental Health Programs for Aboriginal Peoples in Canada

Database Other
R5 Retrieved from: Network for Aboriginal Mental Health
Research Honouring the Truth: Reconciling for the Future. Summary of
the Final Report of the Truth and Reconciliation Commission of
Canada, Truth and Reconciliation Commission of Canada (2015).
Guidelines/best practice R5 Retrieved from: National Centre for Truth and
Reconciliation
A Guide for Health Professionals working with Aboriginal
Peoples: Aboriginal Health Resources, Smylie, J. (2000). Just a Story – Mental Health Stigma. Healthy Aboriginal
Network
Health and Health Care Implications of Systemic Racism on R5 Retrieved from: Healthy Aboriginal Network
Indigenous Peoples, The College of Family Physicians of
Canada (2016).
R5 Retrieved from: College of Family Physicians of Canada

Empathy, Dignity and Respect: Creating Cultural Safety for

Aboriginal People in Urban Health Care, Health Council of
Canada (2012).

10 POPULATION MENTAL HEALTH PROMOTION FOR CHILDREN AND YOUTH -

A COLLECTION FOR PUBLIC HEALTH IN CANADA
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26(4), 392-407. National Collaborating Centre for Aboriginal Health.
Boksa, P., Joober, R., & Kirmayer, L. (2015). Mental wellness in Indigenous Health Working Group. (2016). Health and health care
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Chandler, M.J., & Lalonde, C. (2008). Cultural continuity as a
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Population mental health promotion for children and youth is a collaborative project of the six National Collaborating Centres
(NCCs) for Public Health. The NCCs work together to promote and improve the use of scientific research and other knowledge to
strengthen public health practices, programs, and policies in Canada. A unique knowledge hub, the NCCs for Public Health identify
knowledge gaps, foster networks and provide the public health system with an array of evidence based resources, multi-media
products, and knowledge translation services.

This document was written and developed by the NCC for Aboriginal Health. Special thanks to our reviewers for their assistance.

Download this document, and others in this collection, at www.nccph.ca.

Please cite this document as: Atkinson, D. (2017). Considerations for Indigenous child and youth population mental health
promotion in Canada. Canada: National Collaborating Centres for Public Health.

This publication was funded by the National Collaborating Centres for Public Health and made possible through a financial
contribution from the Public Health Agency of Canada.

The views expressed herein do not necessarily represent the views of the Public Health Agency of Canada.

ISBN 978-1-988833-09-5

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