COH-AWH-What_Would_it_Take

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ADDRESSING HARMFUL SOCIETAL VALUES & BELIEFS: Youth’s Proposed Solutions Policy & System Change • Provide public education and awareness campaigns on the importance of social welfare policies and programs • Run public awareness campaigns that describe the real causes of youth homelessness, and what happens when youth become homeless • Increase media coverage of youth homelessness and the challenges youth face when homeless Interventions • Offer education on homelessness and poverty in schools, aiming to increase students’ understandings of the issue and empathy towards people experiencing homelessness • Create opportunities for youth who are homeless to share their experiences with the public in order to shift public attitudes MOVING FORWARD As youth across the country point out, undoing the broad cultural and societal beliefs about homelessness, poverty, and the welfare state is tough work. Scholars have demonstrated that for centuries, people experiencing homelessness have been depicted as morally inferior and lazy (the “deprivation” narrative), to blame for their misfortune (the “choice” narrative), and as potential criminals in need of confinement and punishment (the “criminality” narrative) (Sylvestre & Bellot, 2014). These beliefs are embedded within many domains of society, including how cities are planned, how citizens are taxed, and how our social safety net operates. Ontario’s Safe Streets Act (1999), for instance, is arguably an example of harmful policy that legislates the social exclusion of people based upon such narratives. Youth articulated that education is a key strategy for dismantling the harmful beliefs and value systems that stigmatize and blame people experiencing homelessness, blocking positive social change. Youth particularly emphasized the importance of public education campaigns, early education efforts, and centering the voices of young people with experiences of homelessness in education efforts. Given that these beliefs and values are linked to discrimination and violence, consistent legislative action that penalizes bias-based policies, practices, and violence can provide important “legal teeth” to back up educational and community-based efforts. WHAT WOULD IT TAKE? 60
“A lot of systems are still set up with very residual perspectives, in that the bare minimum should be provided to the people who are struggling the most. And that needs to be changed, and public awareness needs to be brought with that, because changing the way that public systems are accessed is going to cost money. And you have to talk with the public and you have to educate them. These are youth— these are the future generations. Why are you going to rob them of their future? Don’t do that.” KAMLOOPS YOUTH
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WHAT WOULD IT TAKE? Youth Across Ca
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This research was made possible thr
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EXECUTIVE SUMMARY Are we making sig
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YOUTH’S PERSPECTIVES ON PREVENTIO
Page 9 and 10: Youth’s Proposed Solutions • In
Page 11 and 12: • Lack of education for youth on
Page 13 and 14: “My trauma led me down a wrong pa
Page 15 and 16: 5. Align ministerial, departmental,
Page 17 and 18: INTEGRATED GOVERNMENT SUPPORTS 1. W
Page 19 and 20: INTRODUCTION Youth homelessness in
Page 21 and 22: Systems change is difficult work. T
Page 23 and 24: Finally, youth homelessness prevent
Page 25 and 26: CONSULTATION PROCESS National consu
Page 27 and 28: Prior to beginning the study, resea
Page 29 and 30: 62 % Self-identified as currently e
Page 31 and 32: WHAT IS YOUTH HOMELESSNESS PREVENTI
Page 33 and 34: YOUTH’S PERSPECTIVES ON PREVENTIO
Page 35 and 36: WHAT WOULD IT TAKE? 1. STRUCTURAL P
Page 37 and 38: “I think that affordable housing
Page 39 and 40: LOW SOCIAL ASSISTANCE RATES Many yo
Page 41 and 42: LOW WAGES & TIGHT JOB MARKETS In th
Page 43 and 44: MOVING FORWARD To ensure better out
Page 45 and 46: 1.2 LACK OF HOUSING While youth vie
Page 47 and 48: Public Housing Challenges The lack
Page 49 and 50: MOVING FORWARD The solutions propos
Page 51 and 52: “Well, for me, like, because of r
Page 53 and 54: MOVING FORWARD Indigenous youth vie
Page 55 and 56: “I have friends that are in foste
Page 57 and 58: MOVING FORWARD While youth describe
Page 59: 1.5 HARMFUL SOCIETAL BELIEFS & VALU
Page 63 and 64: ADDRESSING ADVERSE CHILDHOOD EXPERI
Page 65 and 66: WHAT WOULD IT TAKE? 2. SYSTEMS PREV
Page 67 and 68: 2.1 EDUCATION For young people who
Page 69 and 70: 2. Professional Training For the mo
Page 71 and 72: Investments • Provide significant
Page 73 and 74: “Educating teachers, principals,
Page 75 and 76: Experiences in Foster Care Many you
Page 77 and 78: Difficult Transitions from Care Tra
Page 79 and 80: “My parents were good enough at l
Page 81 and 82: 2.3 HEALTHCARE & ADDICTIONS For you
Page 83 and 84: An additional issue raised by many
Page 85 and 86: MOVING FORWARD Without a Home: The
Page 87 and 88: 2.4 YOUTH HOMELESSNESS SECTOR In fo
Page 89 and 90: “Requirements to access help some
Page 91 and 92: “Yeah, when I first moved in [to
Page 93 and 94: PREVENTING YOUTH HOMELESSNESS IN TH
Page 95 and 96: While the recommendations below can
Page 97 and 98: 2.5 CRIMINAL JUSTICE A common conce
Page 99 and 100: PREVENTING YOUTH HOMELESSNESS IN TH
Page 101 and 102: MOVING FORWARD Canadian research sh
Page 103 and 104: WHAT WOULD IT TAKE? 3. PREVENTING I
Page 105 and 106: ADDRESSING FAMILY CONFLICT, ABUSE,
Page 107 and 108: “This is real. We did not choose
Page 109 and 110: Lack of services and supports also
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MOVING FORWARD Youth across the cou
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ADDRESSING SOCIAL EXCLUSION & ISOLA
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“I’m just trying to say that, i
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ADDRESSING VIOLENCE IN THE COMMUNIT
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YOUTH’S MESSAGES TO ALL LEVELS OF
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We need to dramatically shift our a
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RECOMMENDATIONS 1 GOVERNMENT OF CAN
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5. Align ministerial, departmental,
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2. Embed youth homelessness prevent
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INTEGRATED GOVERNMENT SUPPORTS 1. W
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3. Require that all school boards a
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5. Offer comprehensive, youth-focus
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8. Systematically investigate and e
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Provincial/Territorial Ministries R
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6. Seek to provide highly integrate
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3. Foster meaningful youth engageme
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Gaetz, S., O’Grady, B., Kidd, S.,
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Statistics Canada. (2011). National
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COH-AWH-What_Would_it_Take

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