Grey Bruce Kids Fall 2021

A FREE MAGAZINE FOR 

PARENTS AND CAREGIVERS 

FALL 2021 • Volume 11 Issue 3 • greybrucekids.com 

Girls 

in STEM 

Encourage pursuit of 

non-traditional roles 

LOVE 

LANGUAGES 

Connect with your 

child’s personality 

DEALING WITH 

TRAUMA 

Help kids process 

the pandemic 

FREE!

Get help paying for Child Care 

Child care costs add up. Fortunately, families in Grey County may 

be eligible for a fee subsidy for children in licensed child care. 

Net Family Income 

Monthly Cost for 

Families* 

$20,000 $0.00 

$30,000 $83 

$40,000 $167 

$50,000 $417 

$60,000 $667 

$70,000 $917 

You may be eligible if: 

• You are a Grey County resident 

• You are are working, attending school or training 

• You have a referral from another agency 

• You are the child’s legal guardian 

• Your child is living with you 

• You have filed your taxes 

• You are a Canadian Citizen or Permanent Resident 

*Monthly Costs are on a per-family basis and not per child. Families may have multiple children 

in licensed care. The above table is only an estimate. An income test will be completed upon 

application to confirm eligibility. 

Learn more and apply at www.Grey.ca/Childrens-Services 

PLAY • LEARN • GROW 

Find program calendars for 

EarlyON locations across Grey County at: 

Grey.ca/Childrens-Services

FROM THE PUBLISHER 

Weathering the storm 

Who would have predicted that I would be penning yet another pandemic Publisher’s 

Note, 18 months after the world first shut down “for two weeks.” The year-and-a-half 

since has been challenging on so many fronts for many people – everyone has been 

affected in some way. 

A quote I heard that resonated with me is, “We are not all in the same boat, but we are 

all in the same storm.” I hope that your boat is keeping afloat and this storm will soon 

pass! 

A bright light (besides the fact school is back for in-person learning!) is that we are 

back in print! We transitioned to publishing exclusively online last summer, and 

though I was hopeful it would just be for an issue or two, it has been five since 

we’ve been able to hold the magazine in our hands. Thank you to our loyal readers 

and advertisers who kept us going – it was our honour to continue to provide our 

demographic with relevant, meaningful and local content during such trying times. 

Be sure to check out all our past issues online if you missed them at greybrucekids. 

com. 

In this issue we are proud to feature some awesome articles. Sarah Irwin explains ‘Love 

Languages’ and how to use them with family. Sarah Foster talks to local women with 

careers in science, technology, engineering and math (STEM) about how to recognize 

and encourage your daughter’s interest in these non-traditional roles. 

Getting back on track with healthy eating and making good choices after a busy 

summer is always a challenge – especially during COVID – and Jennifer MacTavish 

educates us on a some great tips to keep kids healthy. 

Local finance expert Michele Mannerow helps us to plan our savings, while Rebekkah 

Williams writes about how to help our kids process disruptions and potential traumas 

associated with the ongoing pandemic. 

Once again, I thank you for your continued 

support of Grey-Bruce Kids magazine, and I 

wish you and your family a safe and healthy 

fall! 

CONTENTS 

4 Family bonding 

10 Girls in STEM 

14 Nutrition 

18 Plan your savings 

22 Dealing with trauma 

26 Resources 

30 Recipes 

Amy Irwin, Publisher 

FALL 2021 

Publisher 

Amy Irwin 

amy@greybrucekids.com 

Magazine Design 

Becky Grebenjak 

Advertising inquiries 

amy@greybrucekids.com 

Grey-Bruce Kids welcomes your feedback. 

EMAIL amy@greybrucekids.com 

PHONE 519-524-0101 

MAIL P.O. Box 287, Ripley, ON N0G 2R0 

Grey-Bruce Kids is distributed for free in Grey and 

Bruce counties, and is published each March, June, 

September and December. Distribution of this 

publication does not constitute endorsement of 

information, products or services by Grey-Bruce Kids, 

its writers or advertisers. Viewpoints of contributors 

and advertisers are not necessarily those of the 

Publisher. Grey-Bruce Kids reserves the right to edit, 

reject or comment on all material and advertising 

contributed. No portion of Grey-Bruce Kids may be 

reproduced without the written permission of the 

Publisher.

FAMILY 

CREATING 

that bond 

LET YOUR PARENT-CHILD RELATIONSHIP THRIVE 

BY SARAH IRWIN 

4 GREY-BRUCE KIDS • FALL 2021

The parent-child relationship is a complex and unique bond 

which every child and parent will experience. 

For some, this bond forms instantaneously, while for others it 

takes time to flourish. Regardless, its influence on the child’s 

personality, life choices, and behaviour create the foundation for 

which the child develops emotionally, physically, and socially. 

Much like adults, children express and experience love in 

different ways. This can bring an additional layer of strain and 

challenge into the already difficult responsibility of parenting. 

Speaking our child’s ‘love language’ helps them to understand 

what it means to be loved unconditionally. Until we take a 

moment to pause, to begin to truly understand our children’s 

individual love languages, we are only speaking our love to our 

child, and they won’t be able to feel it. 

Gary Chapman and Dr. Ross Campbell introduced the concept 

of love languages in the book The Five Love Languages of 

Children. They explain that, like adults, children feel love 

through physical touch, words of affirmation, acts of service, 

gifts, and quality time. 

Love language combinations are individual to each child. And 

yes, when navigating love languages within a family unit may 

be challenging; however, if you focus on the five basic love 

languages, it will make an enormous difference in your child’s 

sense of being loved. 

Five love 

languages 

PHYSICAL TOUCH 

For a child who craves the love language of physical touch, you 

may notice them constantly climbing on your lap, asking for 

tickle fights or wanting to roughhouse. For most children this 

is their primary love language. The presence of physical touch 

communicates love to them, even more than praise or gifts. 

The key to the language of physical touch is touch beyond the 

necessary. Without little pats on the back, a ruffling of their 

hair, hugs or kisses, their “love tank” will remain less than full. 

The gift of physical touch may become more difficult to give 

as children grow into tweens and teens. Depending on their 

emotional security, parents may hold back from giving this out 

of fear of lashback. Many teens may be resistant to affectionate 

touch; however, they still require physical touch as an 

affirmation of love. Teen boys are more accepting of a rougher, 

more abrasive touch such as wrestling, playfulness, bear hugs, 

or high fives. Girls too are open to this type of touch but also 

respond to a gentler, more compassionate touch such as a longer 

hug. 

Expressions of physical touch to 

express love include: 

• Giving lots of hugs and kisses, letting a smaller child sit on 

your lap 

• Snuggles 

• Spinning round and round 

• Reading a book together 

• Wrestling, tickle fights 

• A playful elbow and smile as you walk by 

• Creating a spa night and giving pedicures and manicures to 

each other 

• High fives or affectionate pats on the back 

• Tousling their hair 

greybrucekids.com • 5

WORDS OF AFFIRMATION 

A child whose love language is words of affirmation longs to be verbally supported, 

praised, guided, and encouraged. They crave statements that aren’t necessarily “I love 

you,” but rather, “I care about you, you are my focus.” They show this by asking for 

validation, checking to see if you saw what they just did or handing you their finished 

work. 

When giving words of affirmation, keep them short and sweet; focus on declarations 

that nurture your child’s inner sense of worthiness or security rather than a longwinded 

talk. 

How to tell a child they are special and 

appreciated: 

• Affirming their efforts and achievements 

• Cheering them on at sports 

• Saying, “I love to watch you…” or “I’m so proud of you for…” 

• Writing love notes to them 

• Giving them a loving nickname 


QUALITY TIME 

When a child has a love language of quality time they will constantly be requesting 

your attention. They’ll interrupt you to constantly, which is a good indicator their 

tank is empty. Children will go to great lengths, even acting out, just to receive the 

tiniest bit of quality time. Quality time tells the child they are important. It is not 

the event that matters, but rather the time together which counts. 

Ways to create quality time: 

• Play in the sandbox together 

• Create a 1:1 parent-child date 

• Bring your child along during errands 

• Create art together 

• Throw a ball together 

• Lay on the ground looking at clouds together 

• Stop what you’re doing and make positive, loving eye contact 

• Take a walk together 


GIFTS 

You’ve likely witnessed a child who jumped up and down in 

excitement as they received a present. Or the child who’s so 

excited they tell everyone who will listen about their special 

gift. These kids are showing us that their love language is that of 

receiving gifts. 

The giving and receiving of gifts is complex. As a love language, 

its focused intention is that of thoughtfulness – gifts as symbols 

of true love. 

The thought and intention is what matters most and it’s critical 

to those with this love language to feel as though they’re being 

heard and seen. For those with gift giving as their love language, 

in order for their love tank to remain full, the gift must be 

combined with their other love languages. 

Here are ways to provide a 

successful gift: 

• Snuggle on the couch explain why you’re giving them the 

gift and then exploring it together 

• Choose small tokens or homemade thoughtful presents 

• Add to a coveted collection 

• Create a special book of memories for them 

A true gift is an expression of love by the individual and is 

freely given by the parent, not a bribe or to benefit the parent 

in any way. The present must be genuine and not a payment for 

cleaning their room or being quiet during a work meeting. The 

child must deeply feel that their parents genuinely care. 

ACTS OF SERVICE 

If a child is naturally wanting to help or seeks ways to assist 

others, their main love language may be acts of service. The 

primary motivation of being a parent isn’t to continuously 

please our children, but rather to do what is best. To please 

them in the moment isn’t necessarily going to give them the 

best example of love. Acts of service are focused on doing things 

which they cannot do for themselves. Then, once they are able 

to do these services themselves, it becomes about taking the 

time to teach them these skills or services. 

Be mindful. These services mustn’t be focused on your child 

fulfilling a dream you have for them, but rather supporting 

them in working towards their dreams and curiosities. 

Acts of service: 

• Mend a broken toy together 

• For younger kids, instead of sending them to bed, carry 

them to bed and do a special tuck in 

• Organize and clean out their closet or dresser 


• Sit and calmly help them do homework 

• Lovingly brush their hair as you catch up on the day 

• Make a bucket list of one-on-one activities to do when they 

least expect it 

• Not assuming your child can ‘handle it,’ but rather offering 

support or showing up to help 

To discover and understand your child’s love language gives you 

both the gift of deepening your parent-child connection. The 

key is to strengthen their sense of self-worth, which is key for 

long lasting self-love and confidence. 

As you continue fulfilling your child and family’s love language 

needs, it is equally important to ensure your own tank is being 

refilled. Your mental, emotional and physical health is just as 

important as theirs. Asking for your own love languages to be 

met is equally important. 

As you and your family continue to grow, both as an individual 

and a unit, continue to observe your family’s unique and 

individual love languages. Although it can be hard, it will help 

you deepen your family’s bond based on unconditional love. GBK 

SARAH IRWIN is a Mom and owner of Alternative Wellness, in 

Kincardine. Her focus is empowering individuals and assisting children, 

youth and adults in regulating their Central Nervous System through a 

holistic approach to health. Learn more at myalternativewellness.com. 

In spirit, mind and body, we have your family covered. 

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FEATURE 

SEEKING 

HELP GIRLS PURSUE SCIENCE, TECH, ENGINEERING, MATH. 

BY SARAH FOSTER 


Weina Chong was around 10 years old when she 

remembers first being exposed to what is commonly 

referred to as STEM — science, technology, engineering and 

math. 

It wasn’t from a book — it was from a toy. 

“My parents got me a construction and assembly-type toy that 

allowed you to build your own motorized vehicle,” Chong 

explained, nearly 25 years after first laying hands on the toy. “My 

dad and I would spend hours building and taking apart the cars.” 

Chong’s interest in STEM stayed with her as she discovered 

more about what it included, and she began taking courses in 

machine shop, drafting and computer-aided-design. Through 

these courses, she recognized a passion she never knew she had, 

which was working with her hands. She also discovered she 

was quite good at drawing and visualizing things. She began to 

research what university program would best suit her skills, and 

she found one in engineering. 

Around the same time, Sarah Patterson was also trying to 

discover what best suited her when it came to post-secondary 

studies and deciding on a career. As a kid, she loved learning 

everything, not just STEM-related courses. Her love of learning 

is something she still has today. 

“I used to spend time helping my dad with construction projects 

around the house,” Patterson said. “But I also enjoyed sports, 

reading, listening to music, playing video games, and hanging 

out with my friends. I definitely did not fit the stereotype of 

someone who would go into engineering or another STEM 

field, but I’ve found that most people don’t.” 

While Chong was building cars with her dad with that 

motorized toy, and Patterson was helping her dad with 

construction projects around the house, across the province 

a woman Chong and Patterson didn’t yet know was blazing a 

trail for women – not just in STEM, but in Canada’s nuclear 

industry. Tracy Primeau was always good at math and science, 

but decided she wanted to be a teacher — at least until she was 

attending the University of Waterloo and learned two things. 

The first was that she didn’t think she wanted to spend the rest 

of her life around high schoolers after all. The second was that 

she was really good at working with computers. 

“Remember, this was 1986, so programming was a pretty new 

item to major in and I was fortunate enough to get a job as a 

Teaching Assistant (TA) in that department,” she said. 

While Primeau considered her options with her major, her dad, 

who had worked in the nuclear industry since his daughter was 

three, told her about an opportunity in Operations at Ontario 

Hydro. Primeau’s youngest sister also followed their dad’s 

footsteps into the energy industry. 

“(She) is an electrical engineer and, like me, Indigenous,” 

Primeau said. “She has gone from working in the energy 

industry at the Independent Electricity System Operator (IESO) 

to becoming the President and CEO of the Canadian Council 

of Aboriginal Business (CCAB).” 

While women in Operations roles in nuclear are more common 

today, in the late-80s there were no role models for Primeau to 

look up to. Going into Operations meant she would be forging 

her own path. 

“There were not a lot of women on my shift, (just) one other 

female operator, a control tech, and a woman in the lab,” said 

Primeau, who recently retired after 31 years in the industry. “No 

one in the control room or in leadership positions at all. The 

construction office we took breaks in was covered in pin-ups.” 

Physical strength and height were the two biggest differences 

often pointed out between her and her male colleagues. Instead 

of focusing on how she didn’t literally measure up in those areas, 

Primeau decided to make it an advantage. She could operate 

valves using her bodyweight as a lever and fit into equipment 

others couldn’t. 

“As time went on it became clear that my gender and size was a 

win when someone needed to go into a condenser water box or a 

steam drum or boiler, and I could fit in and stand up once inside.” 

In 2021, it may surprise you to learn that the number of women 

in STEM-related fields remains very low, even while women make 


“We should be encouraging 

kids to find the types 

of work that they will 

find interesting and 

helpful for them.” 

up almost half of first-year students in an undergraduate STEM 

program. According to Statistics Canada, in 2016 just 23 per cent 

of science and technology workers were women, even though 

women in a STEM-related university program graduate before 

men typically do (27 per cent of women completed their degree 

in four years compared to 16 per cent of men). 

That disparity of women in the workforce is more than just 

numbers. It means women may not have role models of other 

women in leadership positions to look up to, and also means 

that women tend to face challenges in an industry where they 

do not see themselves represented. 

“It was important I be better than the guys to get the same 

amount of respect,” Primeau said, recalling early in her career it 

was OK for men to go unchallenged when they said they didn’t 

want a woman on their crew or working in one of their units. 

“I was challenged that I was taking a ‘man’s’ job and not looking 

after my husband,” Primeau said. 

Phew, you may be thinking. I’m so glad that women in STEM no 

longer have to deal with things like that. Sadly, you’d be wrong. 

Chong says people often underestimated her capabilities and 

dismissed her accomplishments throughout high school, 

university and even in the workforce. When she was interviewing 

for co-op positions as part of her engineering degree, she found 

interviewers were surprised to learn she was female. 

“I found myself working harder than my peers to prove my 

worth,” she said, adding when she entered the workforce it 

wasn’t just about proving herself anymore. “You’d be surprised 

how many times I was mistaken to be an admin or an assistant 

during work meetings and even walkdowns (in the field).” 

INTEREST IN STEM 

So what can parents do if their child begins showing an interest 

in STEM-related activities? Chong says introducing STEM toys 

and activities early on can be a great way to explore it in a fun 

way, but just as importantly, parents should introduce them to 

role models in STEM whether through books, websites, video, 

or, if possible, in person. 

Primeau agreed. 

“Start talking about it early. It’s never too young to talk to your 

kids about STEM careers. Introduce them to others in the field 

– friends and family who can talk about how much they love 

their jobs.” 

For girls or non-male identifying children, it’s important 

parents be supportive of their kids’ interest in STEM. 

“Have an unbiased and open dialogue about their interests and 

avoid discriminating a (career) field due to your child’s gender,” 

Chong said. “Parents of girls or non-male identifying children 

can be supportive of their children’s passion and interests. 

(More) often than not, their children can face many oppositions 

from their peers to their teachers, etc. The last place they want 

to be second-guessed or doubted is at home.” 

Looking back, Patterson recognizes today she and her brother 

were treated differently when it came to their STEM-related 

interest as kids. Growing up, both were interested in the 

skilled trades. 

“I was actively pushed away from pursuing a job in the trades 

— my brother wasn’t,” she said. “We’re both happy in our 

STEM careers, but I am sometimes jealous that he gets to wear 

coveralls and fix things at work every day.” 


When it comes to nurturing a child’s interest in STEM, 

particularly for girls, Patterson said it’s important to nurture the 

interest, but not to put too much pressure on it. 

“A lot of times when a child identifies that they’re interested 

in STEM, the first thought is to get them into the most 

prestigious academic institution – especially if they don’t fit the 

stereotype for what we think the STEM field is looking for,” 

Patterson said. “We push these kids to do the best to prove they 

really belong. That’s a lot of unhelpful pressure. 

“We should be encouraging kids to find the types of work that 

they will find interesting and helpful for them.” 

Primeau advises parents to contact groups in the industry, 

which will often have programs supporting diversity in STEM. 

Specifically, Primeau recommends Skills Ontario as a resource. 

As well, research STEM camps in your areas, high school clubs 

(like robotics) and what scholarship opportunities exist. 

“If you’re not getting the support you need from the guidance 

department in your school, look elsewhere.” 

Chong said parents who work in a STEM-related field have an 

extra responsibility for the women and non-male identifying 

employees who are already there. 

“For those parents that work in the STEM field, think about 

your own actions and mindset, and make sure you are not 

unintentionally creating a sexist culture at your own workplace.” 

Patterson has advice for kids, too. 

“Don’t choose a career or direct your life into something that 

you think will be needed just because people tell you to,” 

Patterson said. “Choose something that you’re interested in, and 

if you don’t know what that is, that’s totally OK. 

“There will probably be a lot of opportunities out there that 

you haven’t even considered,” she added. “To take advantage 

of them you’ll need to make sure you spend your time on 

something that you don’t hate, and be flexible… The world is 

full of great opportunities – STEM-related and otherwise!” 

Primeau can attest to that. 

“I am a Bachelor of Arts university graduate who started in the 

field operating valves and checking gauges, and ended up leading 

an entire crew of operators running four reactors and producing 

thousands of megawatts all because I got into STEM.” GBK 

SARAH FOSTER has been telling stories throughout her 20-year career, 

beginning in 1999 as a journalist at The Hamilton Spectator. Since then, 

she has written for numerous publications including the National Post, 

The Toronto Star, The Kincardine News, and CBC Parents. While not 

in a STEM-related field, she works in the nuclear industry, where she 

participates in Women in Nuclear to advocate for diversity and equity. 

She lives in Huron-Kinloss with her husband, five-year-old son and their 

cat. You can find her out in the community on a run, enjoying a beer on 

the patio at Grey Matter or volunteering with the Kincardine Theatre 

Guild. She can be reached by email at sarmillar@gmail.com. 

Did you know you 

can check out... 

• FISHING RODS 

• SPORTS KITS 

• BINOCULARS 

• UKULELES 

• MUSEUM PASSES 

• PUZZLES 

• STEM KITS 

Rediscover your library! 

Register for a digital access card online at getacard.brucecounty.on.ca 

or visit any of our 17 branches for a full-access card. 


HEALTH 

FAMILY NUTRITION 

GETTING BACK ON TRACK AFTER A SUMMER OF FUN 

BY JENNIFER MACTAVISH 

GBK 


As fall approaches, and with it the hope of life returning 

to some sort of pre-pandemic normalcy, many people are 

wondering how to get their families back on track with their 

eating habits. 

Since March 2020 many people have been working or schooling 

from home, with constant access to the kitchen. While some 

people took the opportunity to learn a new skill (sourdough 

bread anyone?), others found themselves or their families 

constantly snacking to help pass the time or for comfort during 

the dark days of various lockdowns. For some families, the 

pandemic provided an opportunity to slow things down and 

reconnect over family meals more often. For others, a tighter 

food budget may have left them more stressed, trying to stretch 

every dollar to fill the stomachs of their growing children. 

Whatever your experience has been over the past year-anda-half, 

the fall marks a great opportunity to get re-organized 

in the kitchen and to take some time to reflect on what has 

changed in your family that you’d like to keep and what habits 

have crept in that you’d like to move away from. 

While many folks were working on their dining room tables 

or in very close proximity to the kitchen anyway, we’ve gotten 

used to the idea of food constantly being at our sides. Now 

might be a good time to work your way back to a more regular 

eating pattern that allows time in between regular meals and 

snacks to take a break from eating, let digestion happen, and 

permit appetites to build. Grazing patterns, or even filling up 

on liquids like milk and juice between meals, leave children 

without much of an appetite. This means there is very low 

desire or motivation to try new foods or even eat at all during 

meals. It is one of the most common concerns parents have 

about their children’s eating. 

Hunger really is the secret ingredient to building a child’s dietary 

variety. Every family will find their own rhythm with this, and 

often the pattern that works the best for children (and adults 

alike) is one that includes three meals, with one-to-three small, 

balanced snacks built in between. Allowing for two to three hours 

between meals and snacks, in which only water is offered, lets 

children’s tummies digest the food they’ve consumed, and come 

to the table hungry for their next meal or snack. 

Similarly, skipping meals, or going for prolonged periods 

without eating during the day, leaves people cranky, lacking the 

fuel supply required for their brains to think and concentrate 

at school and work, and causes people to become over-hungry, 

which can lead to more snacking or over-eating later in the day. 

Family routines, including regular meal times, help maintain a 

sense of normalcy even in difficult times. If you are wondering 

where to get started with your family’s nutrition, getting back to 

a routine with your meals and snacks is a great first step. 

COOK TOGETHER 

Perhaps your family picked up some traditions during the 

pandemic that are worth keeping, such as cooking together or 

experimenting with new recipes. 

Cooking together is a great way to reconnect with your family, 

to expose kids to new foods, and, of course, teach an important 

life skill. Getting kids involved in planning meals, shopping, 

gardening, and helping in the kitchen is a wonderful way to 

increase their exposure to food. Kids often need repeated but 

neutral (no pressure) exposure to new foods before they will 

School lunch ideas 

Muffin tin frittatas. Add a salad and finish with a 

yogurt and chopped-up fruit. 

California quinoa salad. make a big batch to serve 

up for lunches. Try this recipe at yumyummer.com/ 

california-quinoa-salad. 

Taco salad. Use leftover ground beef from tacos to 

serve on top of mixed greens or romaine lettuce, 

topped with their favourite additions like red peppers, 

black beans, green onions, grated cheese, and tortilla 

strip salad toppers. 

Chicken wraps. Grill extra chicken breasts for 

supper to use in wraps for lunches. Use whole-grain 

wraps, add their favourite dressing (try mayonnaise, 

southwest chipotle dressing or ranch), and their 

favourite veggies (chopped peppers, cucumbers, 

grated carrots or shredded cabbage). 


come to enjoy them as part of their normal dietary variety, so 

avoid the dreaded “just try a bite.” 

These experiences allow children to see, touch, and smell foods 

they might not yet be ready to put in their mouths. Simple acts 

like having your kids help you unload the groceries, wash the 

lettuce, cut the peppers, assemble a salad, or grate carrots for 

muffins helps your child learn important information about 

foods – how they look, feel and smell. This helps to build their 

comfort (and curiosity) for tasting, and eventually eating those 

foods. They’re also more likely to try new foods if they have a 

hand in preparing them. 

Many parents worry about their children’s limited dietary 

variety, and start to get sneaky, hiding foods in other foods 

(pureeing vegetables to add to muffins or sauces, adding feared 

foods into smoothies, etc.). While the intention may be good, 

the consequences can be quite negative. Hiding or sneaking 

foods into other parts of children’s meals leaves them with 

feelings of mistrust. Allowing children to come to new or feared 

foods themselves, through repeated neutral exposures, puts your 

child in the driver’s seat of becoming an adventurous eater and 

helps you avoid food battles at the table. 

For more ideas on how to involve your children in the kitchen 

at different ages, check out the resources section at the bottom 

of this article. 

EAT TOGETHER 

In addition to cooking together, the benefits of eating together 

are well known, and go beyond nutrition. Children feel a 

stronger sense of connection with their families when they take 

time to eat together. When extracurricular activities start to 

increase, it can be tricky to protect that time, yet we can find 

creative ways to keep this tradition going. Any meal or snack 

can be an opportunity to eat together. Taking a little more time 

in the morning to eat breakfast before hustling everyone off 

to work and school, having a picnic lunch on a weekend, or 

planning a family dinner the few nights a week when everyone 

will be home is worth the effort. 

Having screens or other distractions on during mealtimes can 

take away from that feeling of connectedness. With so much 

time at home, it’s been easy to eat meals with the TV on or with 

people on their devices at the table. Eating with distractions 

takes away from our ability to listen to our internal hunger 

and satiety cues. Sometimes parents feel that their children will 

eat better or eat more if they have a device in front of them, 

however, distractions at the table may actually take away from 

children’s ability to become competent eaters because they’re 

disengaged from the process of learning to eat and the benefits 

of using all of their senses to explore and enjoy foods. 

Consider implementing a “no screens at the table” plan, and 

be sure to be a good role model yourself by putting your own 

phone away during family meals. 

BUILD YOUR FOOD RELATIONSHIP 

When working on family eating habits, consider Ellyn 

Satter’s ‘Division of Responsibility in Feeding’ (www. 

ellynsatterinstitute.org), which provides a framework for 

fostering a healthy feeding relationship. When it comes to 

feeding your family, it is important to stick to your job, and 

allow children to do their part in eating. 


As parents, we can choose what, when and 

where we are offering food. By establishing 

a reliable meal and snack structure, offering 

a variety of foods in a balanced way, and 

determining where our family will eat, we 

can set the stage for our children to then do 

their part in eating. 

Children get to decide how much they will 

eat (if any) of what we have offered. When 

parents pressure their children to “eat one 

more bite” or “just try a bite,” children will 

often resist. Food battles generally don’t end 

well, and take away from children’s natural 

curiosity and desire to try new food. 

As you start to steer your family’s eating 

habits back to normal, remember to go 

slow and be patient with yourself and your 

family. With time and consistency, we can 

get our whole family back on track. Being 

organized in the kitchen can help things to 

go smoothly and save money. Try stocking 

your kitchen with healthy foods that are 

visible and easy to grab, keep fresh fruit 

in a bowl on the counter, and cut up fruit 

or vegetables in a clear container that is 

noticeable when you open the fridge door. 

Making a flexible meal plan that is 

based on your family’s upcoming weekly 

schedule, and purchasing groceries 

according to the plan can go a long way in 

creating a healthy eating pattern. Involving 

the whole family in meal planning, 

preparing food, and packing lunches and 

snacks helps reduce the workload on any 

one person, and provides the support kids 

need to do well with their eating. 

Finally, keeping a non-dieting approach in 

your house is critical to helping children 

develop a positive relationship with food 

and their bodies. Avoid diet, calorie, and 

weight talk, and the negative messaging that 

comes with it. Even very small children pick 

up on adult’s comments about their bodies. 

Remember that just like the fruits and 

vegetables created by nature, we too come 

in all shapes and sizes. Recognize that all 

foods fit, and that children and adults alike 

flourish when they enjoy a variety of foods 

together. GBK 

JENNIFER MacTAVISH is a Registered Dietician 

with the Brockton & Area Family Health Team. 

Learn more about the Family Health Team 

at www.bafht.com or call to speak to one of the 

dietitians today. 

Resources 

For more ideas on 

helping your children 

become adventurous 

eaters, and developing a 

positive relationship with 

food, visit: 

kidseatincolor.com 

kidfoodexplorers.com 

mymunchbug.com 

www.ellynsatterinstitute.org 

www.pbs.org/parents/ 

thrive/three-steps-toparenting-in-the-kitchen 

Please keep pets on a leash, on the 

trail, and under control at all times. 

Always clean up after yourselves. 

Pack out what you bring in, including 

pet waste. 

Keep dogs on leash. 

Rediscover Responsibly 

VisitGrey.ca | @visitgrey 


FINANCE 

Plan your savings 

MILLENNIALS FACE A HARDER ROAD TO 

FINANCIAL SECURITY THAN PREVIOUS GENERATIONS 

BY MICHELE MANNEROW 


Happy 40th! Where 

did the time go? 

You grew up so fast! 

The first Millennials (born 1981-96) are turning 40 this year. They represent 27 per cent of the 

Canadian population. 

They have been shaped by the Great Recession (2008-09), as they began to graduate and look 

for employment in a very tough economy. Home ownership rates for Millennials aged 30-34 

are 51 per cent, similar to Gen-X and Boomers. The Millennials have, however, taken on more 

mortgage debt relative to their income. Millennials are also the most educated generation with 

70 per cent holding a post-secondary certificate, diploma or degree. With this higher education 

comes higher student debt as well. 

Is it any wonder that Millennials may be feeling a bit squeezed? What I can say from personal, 

as well as 30 years of client experience, is that the years when you are just starting to work, 

buying a house, and starting a family are stressful! There are so many things to do, yet never 

enough money or time to do them all. 

What if I told you that if you concentrate on only three things, you will feel a whole lot less 

stress in your life? Would it be worth a couple of hours a month? Either on your own or with 

an advisor, if you are able to identify your short- and long-term goals, build your balance sheet, 

and set up your income/expenses to almost run themselves, you will have more time and have a 

better idea of the progress you are making. 

I often find that Millennial clients are running so quickly that they really have no idea where 

they’re going! A little bit of upfront work and time, followed by a once- or twice-a-year update, 

will save you hours of frustration and stress down the road. 


THE PLAN 

Goal setting. Have an honest conversation with yourself and 

your partner about short-term (one to five years) and long-term 

goals (5+), and always write them down. 

Build a balance sheet. Create a spreadsheet to outline 

everything you own and everything you owe. 

Organize. Automating your income and expenses will save you 

hours down the road. 

Sound terrifying? It doesn’t have to be. Let’s take a closer look 

and see if we can slay that finance monster. 

Goal setting: Studies have shown that what gets written down, 

gets done. Grab a glass of wine and do some blue-sky thinking 

about the future. Start a binder (or electronic folder, but I think 

paper is better) listing your short- and long-term goals. 

For example: 

• Pay off and cancel credit cards within the next three years. 

• Start regular, monthly retirement savings of $500 per 

month on Sept. 1. 

• By the end of next week, call to make an appointment 

with your lawyer to start drafting the will and powers of 

attorney you have been avoiding. 

• Open a separate account to save for vacations once every 

two years. 

• Have $50,000 in savings for each of the kids by the time 

they are 18. 

Goals need to be clear and concise, with defined timelines 

attached. You will likely also have to prioritize these goals. Is a 

vacation every two years possible while building your retirement 

nest egg? What are you willing to give up for that vacation? It 

can be tough to commit to long-term goals like retirement at 

the expense of short-term goals like a holiday. It is important to 

find a balance so you can enjoy life now, but also enjoy life later! 

Balance sheet. Also known as a net-worth statement, the 

balance sheet helps to clarify where you are in your financial 

life right now. Some items will be ballpark figures (the value 

of your house). Others, like your bank balance, mortgage, and 

credit card debt, can be more precise. If you are in a private 

pension plan through work, determine your total deposits plus 

interest online or on your most recent statement and add it to 

the balance sheet. Once every year or so, this can be updated to 

see actual progress in your finances! Sometimes it is tough to see 

the forest for the trees, but if the bottom line is increasing from 

year to year, then you are going in the right direction. If not, 

speak to a professional to see where you are going wrong and 

what your options are to fix it. 

Income and expenses. The good news is there’s an app for that! 

Taking a monthly or annual look at your income and expenses 

is critical to controlling your finances. Better the devil you 

know than the devil you don’t. There are budgeting apps such 

as ‘Mint’ or ‘You Need a Budget’ that allow you to link to your 

bank accounts, credit cards, etc., and help to categorize and 

notify you if you are going off the rails. If you don’t want to be 

that committed, almost all online banking systems allow you to 

download your bank account and credit card transactions into a 

workable format. Once your information is there, you can sort 


through and see where your money is being saved or spent. 

Remember your goals from above? Why do we always leave 

them to the bottom of our expense lists? Should we pay 

everything and then maybe save something if we’re lucky? I 

recommend Millennials consider first the money that hits their 

bank account (after taxes), then set aside the savings that are 

required to meet the goals as listed. Only then can you see 

how much money is left to pay the fixed (needs) and variable/ 

discretionary (wants) expenses. If you have too much money 

left at the end of the month, start from the top and re-crunch 

the figures until they work. 

Putting this all on paper or into an app is fine, but how can you 

really bring this income/expense structure to life? I find that 

creating one bank account for fixed savings and expenses, and a 

second bank account for discretionary spending, can really help. 

First, have all of your income deposited into one bank account 

(let’s call it the saving/fixed payment account), then deduct your 

savings, mortgage, car payments, utilities, phone, child care, 

insurance, and all other fixed expenses. You will be left with 

how much you actually have to spend on variable/discretionary 

expenses like groceries, gas for the car, dining out, clothes, etc. 

I think this is where people get into trouble. With so many easy 

ways to spend our money (debit, credit, line of credit, don’t 

pay for 18 months, etc.) it feels like we have more discretionary 

income than we really do. We then end up robbing Peter to 

pay Paul to make sure there is money in the account to make 

the car payment. That’s where the stress comes in, resulting in 

creative household accounting. What if you took your “leftover” 

or discretionary spending money figure and divvied it up into 

an automatic weekly transfer to your “discretionary” spending 

account? Sort of like paying yourself a weekly allowance. Back 

in the bad old days, people used to set up different envelopes for 

different expenses. With so little cash in use these days, separate 

bank accounts is the best strategy. 

If you can do this, you should always have enough money left in 

your fixed savings and expense account to pay the bills that never 

change. So much less stress! Only using the second discretionary 

spending account for the variable expenses puts a limit on your 

spending and allows you to meet your savings goals. 

It will take some time and commitment, but know that it 

will be worth it when you start to achieve your goals, not to 

mention being able to sleep at night. GBK 

MICHELE MANNEROW, CFP, RFP, CIM, FCSI, FMA, is a financial advisor, 

Manulife Securities Incorporated and Life Insurance Advisor, Manulife 

Securities Insurance Inc., based in Owen Sound. Visit her online at 

mannerow.ca Stocks, bonds, and mutual funds are offered through 

Manulife Securities Incorporated. Insurance products and services are 

sold through Manulife Securities Insurance Inc. Please confirm with your 

Advisor which company you are dealing with for each of your products 

and services. The opinions expressed are those of the author and may 

not necessarily reflect those of Manulife Securities Incorporated or 

Manulife Securities Insurance Inc. 

We’re scientists, 

engineers, safety 

experts. And 

PROUD CANADIANS. 

At the Nuclear Waste Management Organization, we’re responsible for 

Canada’s plan for the safe, long-term management of used nuclear fuel. 

Canada’s plan involves safely containing and isolating used nuclear 

fuel in an area with suitable geology and informed, willing hosts. 

Every day, we are conscious of our duty to be accountable to 

Canadians—to work and learn together, and to protect our safety, 

our environment and this beautiful land. 

Dig deeper, learn more 

by visiting nwmo.ca 

@NWMOCanada 


HEALTH 

DEALING WITH 

TRAUMA 

HELPING KIDS PROCESS HARDSHIP CAUSED BY COVID-19 

BY REBEKKAH WILLIAMS 


Over this past year-and-a-half, our world has faced 

unprecedented hardship. COVID-19 changed everything; 

the very nature of how we behave as social creatures has been 

indelibly affected. The pandemic continues to cause additional 

stressors, and it is imperative that we adapt to this new reality 

with flexible thinking patterns. It is an evolving global world. 

The pandemic has caused a crisis of physical, public and mental 

health, including rising addiction and personal hardships of 

many types. There has been unprecedented stress put upon our 

children, from shifting formats of learning, to unprecedented 

amounts of screen time, and the removal of friends, school and 

social supports. 

Anxiety in families and individuals is at an all-time crisis point. 

For some kids school, socialization and extra-curriculars are a 

relief from the stressors at home. Some kids have had to deal 

with chronic adult issues and domestic crisis, while others have 

had to navigate increased substance use at home and intensified 

abuses. 

COVID-19 forced us to make sudden and dramatic changes to 

our lives, which has seen us pivot quickly, with no certainty for 

how long or to what end. So now what? How do we ‘get back 

to normal’ when no one knows what that will look like? When 

transitioning back to ‘normal’ life after such a traumatic event 

we need to redefine what ‘normal’ even is. And what can we do 

to help support our children? 

Trauma is a fact of life. However, so is resilience. 

RESILIENCE 

Resilience is the capacity that we all possess to rebound from 

stress, feelings of fear, helplessness and being overwhelmed. 

We actually build the capacity and increase our resilience as we 

encounter the stressors and traumas of life. 

Trauma can result from many extraordinary events such as 

violence or child abuse, and also from everyday events like 

medical procedures and accidents. Changes in family structure 

can cause children to develop negative feelings, withdraw, and 

develop anxiety or behavioural problems such as aggression. 

The way trauma is responded to is either by building increased 

capacity and resilience or being traumatized and displaying 

negative psychological, emotional and physical behaviours. By 

the nature of trauma, it tends to be an intense experience which 

overwhelms the child, often coming out of nowhere, leaving 

them altered and disconnected, perhaps from their body, mind 

and spirit. Trauma can also be the result of ongoing fear, tension, 

and anxiety. 

It is the opposite of empowerment. Vulnerability to trauma 

differs from child to child depending on a variety of factors, 

including age, quality of early bonding and attachment, trauma 

history, and genetic pre-disposition. Often, the younger the 

child, the more likely they will be overwhelmed by an experience 

that might not overwhelm an older child. 

The child’s capacity for resilience is a paramount factor in 

determining severity symptoms. 

TRAUMA AND THE BODY 

The physiological connection to trauma – rather than 

psychological – is grounded in the fact that, at the base of our 

brains, the limbic system is hard-wired for survival. The limbic 

system controls our basic survival instincts, which means our 

primary responses are instinctual. 

When faced with something fearful, there is redirection of blood 

flow away from the digestive and skin organs and into the large 

motor muscles for flight. There is fast and shallow respiration 

and a decrease in the normal output of saliva. Pupils dilate to 

increase the ability of the eyes to take in more information. 

Blood clotting increases, while verbal ability decreases. Muscles 

often become excited, causing the child trouble. 

Alternatively, when faced with mortal threat or prolonged stress, 

certain muscles may collapse in fear as the body shuts down 

in an overwhelmed state. In fact, as trauma also diverts muscle 

responsiveness away from certain areas (such as the bladder) to 

more necessary areas (legs), this is the reason we pee our pants if 

faced with sudden fear. 

It’s important to remember we’re all animals. Pay attention to 

self-care. Respond to your body through trauma first aid – pay 

attention to eating high-quality whole foods and drinking lots of 

water. Rest. Sleep. Go outside and breathe in the air. Lie on your 

back and look at the stars. Walk. Run. Scream. Connect with 

nature and animals. 

TRAUMA AND REGRESSION 

When traumatized, children are in a state of alarm, or – and 

this important to remember – even if they are reminded of the 

trauma, they will be less capable of concentrating, will be more 

anxious, and will pay more attention to non-verbal cues such as 

tone of voice, body posture and facial expressions. 

Trauma can cause regression and a loss of learned skills and 

information. During COVID-19, children have not had access 

to learning on an even scale. The fluctuation between online and 

in-person learning, as well as differing levels of parental oversight 

for home-schooling, has created an uneven landscape of learning 

and social skills. 

Teachers and schools need to be mindful of the fact that 

the content is of far less importance than the return to a 

safe, socialized environment. Children are experiencing 

unprecedented amounts of anxiety, and the school environment 

needs to help children acclimate by establishing safety and 

positive non-anxiety provoking environments and routines. 

Children will need more coaching on how to resolve 

interpersonal issues and cope with separation anxiety. 

Children at school would benefit from increased physical 

education, yoga, and exercises involving self-awareness, 

emotional intelligence and healthy social relationship activities, 

including role-playing. 

TRAUMA AND KIDS’ BRAINS 

It is crucial to understand that a child’s brain is different from 

that of an adult because it is still developing. Children gradually 


develop a sense of time. When discussing time they usually link it 

to an event. Children also do not understand language as well as 

adults, so they don’t process information in the same manner as 

adults as their brains are still growing. They need more time and 

space. They also have shorter attention spans and more concrete 

thinking caused by not being able to think abstractly until about 

age 12. 

Research has shown that toxic stress and trauma can alter a 

child’s brain chemistry. Chronic stress and trauma may shrink 

the hippocampus, and actually kill neurons, as well as drastically 

slow down the growth of new neurons. In addition to this, the 

wiring of the brains neurochemical systems becomes oversensitized, 

and this results in the symptoms commonly seen as 

Post-Traumatic Stress Disorder (PTSD). The complex chemical 

neurological reactivity affects parts of the brain that are all 

about learning, memory, and fear conditioning. This is why 

traumatized children may have difficulty with learning. 

On a positive note, a child’s brain is far more elastic than 

an adult, which has positive implications for both trauma 

resolution and resiliency. 

If the essence of trauma is the loss of the self then this is the 

time to begin self-esteem and self-awareness activities, including 

beginning a new hobby. 

Parents should also avoid declaring things as ‘over.’ This leaves 

nowhere for residual feelings to live or be expressed. We are 

creating flexible thinking about this ever evolving new global 

world. 

GROUNDING EXERCISES 

Children will benefit from getting offline and slowing their 

world down by completing grounding exercises on a regular 

basis. Some ideas include: 

• Tense and release. Focus on a certain part of the body, such 

as the fists, and clench them as hard as you can. Count to 

10 and release. 

• Socks and shoes off, and place your bare feet on the 

ground. Feel the connection to the physical earth. 

• Mountain, tree and child’s poses in yoga. 

Anti-anxiety techniques such as blowing bubbles with a wand, 

which helps to replicate that beautiful deep inwards breath and 

concentrated outwards breath from the diaphragm and out 

through the mouth. This is an anti-anxiety breathing technique. 

Plus, it’s fun to have bubbles blowing around you. Keep one in 

your glovebox for driving stress. 

Breathe deeply and slowly from the diaphragm. Sit in a chair 

with one hand on your chest and one hand on your stomach 

and listen to your breathing. Slowly breathing in and out your 

nose 10 times creates calm. 

MINDFULNESS EXERCISES 

Participate in ceremony and personal cultural events and 

activities. Mindful, earth-focused activities such as collecting 

stones, including a cool activity such as leaving the stone behind 

that represents a certain pain or suffering. Build a bonfire. 

Primal basic earth response to fire is deeply grounding. 

Run warm water across your hands. Swim. Go in the bush. 

Express gratitude. There are many online resources for daily 

affirmations, and apps for meditation, yoga and mindfulness. 

Collage to help articulate feelings or images. Draw in the sand. 

Smell pleasant things that have pleasant associations. Make 

sure there are several wonderful smelling things in your child’s 

backpack when they return to school, including the T-shirt of a 

parent, or a marker that smells like tangerine or sage. 

Keep a dream journal. Anxious thinkers should keep paper and 

a pen beside the bed to make a list of anxious feelings so they 

can catalogue their thoughts for the next day. 

Garden. Get your hands dirty and grow something in a pot. 

Communicate with family and community elders. Meditate. 

Seek activities in which the child can use his voice. Singing and 

screaming are both affective at dispensing both positive and 

negative feelings and encourage the child to vocalize. 

TURN OFF THE NOISE 

Look at the influence of media and turn off the news. 

Kids have had unprecedented amounts of online time and 

have likely experienced some frightening messages on social 

media platforms. Parents must be informed about the media 

availability to your child and ‘leaked’ to your child via other 

children during online platforms. 

Remember what was good from the early days of the pandemic 

and foster creativity. Puzzle, play board and card games, and get 

out the paint and the paper maché, blank paper and pencils, 

metal and wood and remind them of the no-limitations, handson, 

messy creativity of the pandemic’s early days when families 

were forced to reconnect when on lockdown. 

Go outside! Kids have been sitting sedentary for abnormal 

amounts. Get out and run, or jump rope, or walk in the bush. 

Seek fun ways to reconnect in a non-structured way. Free 

your brain of schedules if you can, even for small amounts of 

unplanned time. 

Above all talk and communicate. Listen to what they’re 

saying. Children are more informed than ever and often have 

information they do not understand. Their fears mirror the 

climate in which our media reflects negativity. 

Your kids might have very strong opinions and these need 

to be respected. Do not dismiss their fears even if they seem 

unrealistic to you. Find out where these fears have originated 

and help them develop plans to ensure their safety and wellbeing. 

Give them facts. Use simple and clear language to explain 

things like vaccination and herd immunity. Use language that 

speaks about the trauma. Create a clear system that works for 


your family, and explain why this might not be the same for all 

families. 

Model your behaviour. Watch your own fear-based behaviours 

and intolerances. Respect others even in today’s climate of 

negativity. Model the routines and procedures that you want 

your child to adopt. All kids learn by copying. 

START SMILING 

Practice socialization. The lockdown caused a stunting of our 

basic human social skills. We haven’t seen people’s mouths 

in public in a very long time. Practice smiling and be aware 

of how we can use body language and eye contact to help 

communicate positivity and to express ourselves. In fact there 

is an Instagram page dedicated to posting photos of smiles (@ 

smileyouhappy)! 

Try role-playing to address social fears. Say hello to random 

people on purpose. Reconnect with family and elders. We all 

may have degrees of separation anxiety after lockdown. 

Expect a fear of germs and of getting sick. These anxious and 

catastrophic thinking patterns could be socially restricting, 

so face them head on! Focus on hope, looking forward and 

filling your environment with positivity. Establish new 

routines that deliberately seek joy. Ensure humour is part of 

your day-to-day life. 

We can create resiliency by practicing many fun and useful 

skills that simply keep us well as people and give us strength to 

face any traumatic event. Most importantly, be aware of feelings 

of negativity that don’t lift or change, and seek help if required. 

The importance of good mental health is and there is no longer 

a place for shame or silence. Ask for help and never stop asking 

until you get the help and support you need. 

SAFETY FOR TRAUMATIZED KIDS 

Do not be afraid to talk about the traumatic event. Provide 

a consistent, predictable pattern for the day. Be nurturing, 

comforting and affectionate, but be sure this is in an 

appropriate context. Discuss your expectations for behaviour. 

Talk with the child. Watch closely for signs of reenactment, 

and protect the child. Give them tools to talk and express 

themselves. And don’t be afraid to ask others for help. GBK 

REBEKKAH WILLIAMS, RP, Ex.A.T, TIR, is a Registered Psychotherapist 

and Expressive Arts Therapist specializing in the treatment of trauma 

for over thirty four years. Currently in private practice, she is the 

co-founder and Director of Nemesis Group. Rebekkah contracts with 

Health Canada Indigenous Services, NIHB/IDS, Indian Residential 

Schools Resolution HSP, MMIWG, Internet Child Exploitation and 

Canadian Armed Forces/Veteran’s Affairs. Rebekkah specializes in 

training on trauma and is registered with the College of Registered 

Psychotherapists of Ontario, Canadian Counselling and Psychotherapy 

Association, and has recently trained in Trauma Informed Yoga. In 

addition to her psychotherapy practice, Rebekkah is the author of 

several fiction and non fiction books, curriculum, and numerous articles. 

Live the 

skilled life. 

OYAP is a School to Work program that opens the door 

for students to explore and work in apprenticeship 

occupations starting in Grade 11 or Grade 12 through the 

Cooperative Education program. 

The goals of OYAP are: 

• To provide students with the opportunity to 

start training in a skilled trade while completing 

the requirements for an Ontario Secondary 

School Diploma. 

• To enable students to make the school to work 

transition by direct entry into apprenticeship 

training. 

• To provide employers with the opportunity to 

train the skilled workers they require. 

• To provide a viable solution to address the 

problem of skilled tradespeople shortages in 

general, and specifically the lack of young people 

joining the trades. 

Contact Dave Barrett at Ontario Youth Apprenticeship Program 

Bluewater District School Board and Bruce Grey Catholic District School Board 

351 1 st Avenue North Chesley, Ontario N0G 1L0 

519-363-2014 | 1-800-661-7509 

The program is funded by the Government of Ontario 

oyap.com 


RESOURCES 

ABUSE 

Assaulted Women’s Helpline 

Crisis line: 1-866-863-0511 

www.awhl.org 

Bruce Grey Child and Family Services 

(Bruce and Grey Children’s Aid Societies 

amalgamated April 1, 2012) 

1-855-322-4453 

Keystone Child, Youth & Family Services 

1-800-567-2384; 519-371-4773 

kcyfs@bmts.com or keystonebrucegrey.org 

Owen Sound 

Saugeen First Nation - Kabaeshiwim 

Respite Women’s Shelter 

519-797-2521 

cgeorge@saugeenfirstnation.ca 

www.saugeenfirstnation.ca 

Sexual Assault and Partner 

Abuse Care Centre 

Grey Bruce Health Services 

1-888-525-0552 or www.gbhs.on.ca 

Owen Sound 

Victim Services Bruce Grey 

Perth 

Crisis: 1-866-376-9852 

Administration: 1-888-577-3111 

info@victim-services.com 

www.victim-services.com 

Victim/Witness Assistance Program 

Owen Sound - 1-866-259-4823 

Walkerton - 1-866-994-9904 

attorneygeneral@ontario.ca 

http://bit.ly/ujKyeE 

Women’s Centre (Grey and Bruce) 

Administration: 519-376-0755 

Crisis: 1-800-265-3722 

womenscentre@bmts.com 

www.bmts.com/~womenscentre 

Owen Sound 

Women’s House Serving Bruce and Grey 

Sexual assault crisis: 1-866-578-5566 

Crisis line: 1-800-265-3026 

Administration: (519) 396-9814 

crisis@whsbg.on.ca 

www.whsbg.on.ca 

Kincardine 

BREASTFEEDING 

Brockton and Area Family Health Team 

1-866-507-2021 or 519-881-1920 

RN/certified Lactation Consultant available 

www.bafht.com 

Walkerton 

Grey Bruce Health Unit 

1-800-263-3456 

publichealth@publichealthgreybruce.on.ca 

www.publichealthgreybruce.on.ca 

Owen Sound 

Hanover Family Health Team 

RN/Certified Lactation Consultant 

519-506-4348 

www.hanoverfht.ca 

La Leche League Canada 

Owen Sound; 519-376-5916; www.lllc.ca 

Moms Walkerton 

New Mom support 

320 Durham St.., Walkerton; 519-379-6769 

Support groups 

Southampton, Port Elgin, Paisley, and Tara - 

519-797-2010 

Kincardine, Ripley, Tiverton, and Lucknow - 

519-368-4847 

South-Bruce Breastfeeding Buddies - 

519-881-1920 

Wiarton and Bruce Peninsula - 519-534-0912 

Markdale - 519-369-3381 

Owen Sound - 519-372-1330 

The Mama Nurse 

www.themamanurse.com 

CHILDBIRTH 

Glamma Doula 

Christine Piotrowski, Postpartum Doula 

www.glammadoula.com; 519-477-9985 

Hanover and District Hospital Obstetrics/ 

Family Centred Care Birthing Centre 

519-364-2340 

admin@hanoverhospital.on.ca 

www.hanoverhospital.on.ca 

Midwives Grey Bruce 

519-371-2886 

www.midwivesgreybruce.com 

Owen Sound 

Owen Sound Hospital Labour and Delivery 

519-376-2121 

www.gbhs.on.ca/owensound.php 

Walkerton Hospital Family Birthing Centre 

519-881-1220 

www.sbghc.on.ca 

CHILD CARE 

Acorn Montessori 

705-606-1642 

Thornbury 

Amabel-Sauble Child Care Centre 

519-422-3611 

Sauble Beach 

Beaver Valley Outreach 

519-599-2577 

Bobi’s Playschool 

519-538-5483 

Meaford 

Brockton Child Care Centre 

sbross@brockton.ca 

Brooke Montessori Toddler Program 

519-376-3447 

Owen Sound 

Bruce County Childcare Services 

519-881-0431 or www.brucecounty.on.ca 

Walkerton 

Bruce Peninsula Family Centre 

519-793-4100 

Lion’s Head 

Chesley Nursery School 

519-363-9544 

Durham Nursery School 

519-369-6973 

Grey County Childcare Services 

519-376-7324 

www.greycounty.ca/childcare 

Hanover Montessori Children's House 

1-800-906-7036 or 519-364-6455 

Happy Hearts Day Care Centre 

519-376-1284 

Owen Sound 

Inglenook Creche Day Care 

519-371-9471; Owen Sound 

Kids & Us Community Childcare 

and Family Education Centres 

Ayton - 519-665-2022 

Dundalk - 519-923-2182 

Durham - 519-369-9911 

Holstein - 519-334-3132 

Markdale - 519-986-3692 

Osprey - 519-922-2333 

Paisley - 519-353-7220 

www.kidsandus.ca 

Kids Street Nursery School - Port Elgin 

519-389-9050 

Kinhuron Integrated Day Nursery School 

Co-op 

519-396-4532 

Kincardine 

Le Jardin des decouvertes - Owen Sound 

519-371-4411 

Military Family Resource Centre - Meaford 

519-538-1371 x6753 

mfrc.meaford@sympatico.ca 

www.mfrcmeaford.com 

Meaford Co-operative Nursery School 

519-538-3854 

Nawash N'Shiime Day Care Centre 

519-534-3909 

Neyaashiinigmiing (Cape Croker) 

OneList – Find and apply for child care 

brucecountychildcare.ca 

greycountychildcare.ca 

Queen of Hearts Nursery School 

109 Balmy Beach Rd., Owen Sound 

www.queenofheartsnurseryschool.com 

Sandbox Daycare - Hanover 

519-506-7263 

Saugeen First Nation G’Shaw-da-Gawin 

Day Care Centre 

519-797-2419 

gshawdagawin@bmts.com 

www.saugeenfirstnation.ca 

Tobermory Primary Place 

519-596-2606 

Unity House - Owen Sound 

519-371-8686 

Viola Jean’s Garden Daycare - Owen Sound 

519-416-5633 or 519-371-2362 


Wiarton Kids Den Day Care/Kids Club 

School age Program 

519-534-4434 

Wiarton Nursery School 

519-534-2121 

Wooden Hill Child Care Centre (La Colline 

De Bois) at Notre Dame School 

519-376-6952 

Owen Sound 

YMCA Childcare 

Arran Tara - 519-376-0484 

Hanover - 519-364-4938 

Kincardine - 519-396-9622 

Owen Sound - 519-376-0484 

Port Elgin - 519-832-6225 

Ripley - 519-395-5570 

ymcaowensound.on.ca 

DIET/NUTRITION 

EatRight Ontario 

Ministry of Health Promotion and Sport 

1-877-510-5102; www.eatrightontario.ca 

Foodlink Grey Bruce 

Find locally grown meat, fruit and produce 

www.foodlinkgreybruce.com 

Good Food Box 


519-376-9420 or 1-800-263-3456 



1-800-263-3456 



Owen Sound 


519-506-4348; www.hanoverfht.ca 


1-800-567-2384, 519-371-4773 


Ontario Student Nutrition Program Grey 

Bruce 

www.osnp.ca 

EDUCATION 

Academy of Learning - Owen Sound 

1077 2nd Ave. E., Suite B (2nd floor) 

519-371-6188 or www.academytraining.ca 

Adult Learning Centres 

Collingwood, Port Elgin, Markdale, Owen 

Sound, Walkerton, Wiarton 

www.adultlearningcentres.com 

Bluewater District School Board 

1-800-661-7509 or www.bwdsb.on.ca 

Bruce-Grey Catholic District School Board 

519-364-5820 or www.bgcdsb.org 

Conseil Scolaire Catholique Providence 

(French Catholic School Board) 

1-888-768-2219; www.cscprovidence.ca 

Edgehill Country School, Durham 

www.edgehillschool.org 

Georgian Tutors 

www.georgiantutors.com 

EMPLOYMENT SERVICES 

JobsWork 

Aimee Kim, Job Developer, akim@clkd.ca 

519-396-9434 x223 

Leads Employment Services 

1051 2nd Ave. E Owen Sound 

1-866-955-3237 

www.leadsservices.com 

LiveGreyBruce 

www.livegreybruce.ca 

VPI Employment Strategies (Walkerton) 

519-881-4900 or 1-855-260-4900 

jobswalkerton@vpi-inc.com 

www.vpi-inc.com 

YMCA Employment Services 

1450 1st Ave. W., Suite 4A, Owen Sound 

519-371-9222 

employmentservices@ymcaowensound.on.ca 

FAMILY SUPPORT 

211 Ontario 

Online database of services in your area 

www.211ontario.ca 

Aspire Youth Services Inc. 

Ryan McLeod, CPT, RSW, MSW, CYC (BA) 

ryanmcleodplaytherapy@gmail.com 

aspireyouth.ca; 416-417-7098 

Big Brothers Big Sisters 

Owen Sound - 519-376-4449 

www.bigbrothersbigsisters.ca/bbowensound 

Kincardine - 519-396-3565 

www.bigbrothersbigsisters.ca/kincardine 

Bruce Grey Child and Family Services 

1-855-322-4453 

www.bgcfs.ca 

Bruce Grey Mentorship 

504 10th St., Suite 2, Hanover 

519-506-5065 

www.brucegreymentorship.ca 

Chippewas of Nawash Unceded First Nation 

- Native Child Welfare - Cape Croker 

519-534-3818 

supervisor.ncw@gbtel.ca 

www.nawash.ca 

EarlyON Child and Family Centres 

Chesley, Hanover, Kincardine, Markdale, 

Meaford, M’Wikwedong (Owen Sound), Owen 

Sound (East Ridge), Port Elgin, Thornbury, 

Wiarton 

1-800-616-8116 

Family Support Initiative 

Peer support for family of those with mental 

health issues 

519-371-4802; fsi@hopegb.org 

mhagb.ca 

Grandparent Network 

For grandparents raising grandchildren 

Meets first Monday of month at 9:30 a.m. 

Owen Sound 

Call Mary Nuckowski at 519-371-2498 

Grey Bruce Supervised Access Program 

519-371-5991; pc-superacc@bmts.com 

www.supervisedaccess.ca 

Owen Sound 

Kids Help Phone 

1-800-668-6868 (24 hours) 

www.kidshelpphone.ca 

Multiples in Bruce 

For families with or expecting multiples 

http://multiplesinbrucecounty.webs.com 

Nemesis Group Services 

Owen Sound; 519-372-2425 

www.nemesisgroupservices.com 

Parent Help Line 

1-888-603-9100 

Penetangore Wellness 

Art and family therapy 

www.penetangorewellness.com 

Salvation Army 

Hanover - 519-364-3450 

Owen Sound - 519-371-0957 

Port Elgin - 519-389-3942 

Wiarton - 519-534-0353 

Victim Services Bruce Grey 

Perth 

Crisis: 1-866-376-9852; Admin: 1-888-577-3111 

info@victim-services.com; 

www.victim-services.com 

Victim/Witness Assistance Program 

1-866-259-4823 - Owen Sound 

1-866-994-9904 - Walkerton 

attorneygeneral@ontario.ca 

http://bit.ly/ujKyeE 

FINANCIAL SUPPORT 

Beaver Valley Outreach (Thornbury) 

519-599-2577; info@bvo.ca; www.bvo.ca 

Bruce Children are Special Foundation 

Directs donations to the children programs 

provided by Bruce Grey Child and Family 

Services (formerly Children’s Aid) 

1-855-322-4453 ext 4133 

Social Services 

Grey County - 1-800-265-3119 

www.grey.ca/health-social-services/ 

Owen Sound 

Bruce County - 1-800-265-3005 

www.brucecounty.on.ca/ontworks.php 

Walkerton 

United Way of Bruce Grey 

519-376-1560 or manager@unitedwaybg.com 

www.unitedwayofbrucegrey.com 

YMCA of Owen Sound and Grey/Bruce 

519-376-0484 or ymcaowensound.on.ca 

FOOD BANKS/HOUSING 

Beaver Valley Outreach - Thornbury 

519-599-2577 

info@bvo.ca or www.bvo.ca 

Durham District Food Bank 

Monday and Friday, 9 a.m.-noon 


RESOURCES 

Flesherton and Area Food Bank 

Marian Doyle, 519-599-3576 

Kincardine Ministerial Food Bank 

519-396-2185 or circlek@bmts.com 

Lion’s Head and District Food Bank 

519-793-3860 or helen.rick@amtelecom.net 

Markdale and District Food Bank 

519-986-3094 

Meaford Food Bank 

519-538-4550 

Paisley Food Bank 

Immanuel Evangelical Mission Church 

307 Balaclava St.; 519-353-5270 (Carol) 

Salvation Army 

Hanover - 519-364-3450 

Owen Sound - 519-371-0957 

Port Elgin - 519-389-3942 

Tobermory Food Bank 

519-596-1501 

Walkerton and District Food Bank 

519-881-0168 

Wiarton Food Bank 

519-534-0353 

Habitat for Humanity Grey Bruce 

1-866-771-6776 or habitatos@bmts.com 

www.habitatgreybruce.com 

Ontario Tenants Rights 

ontariotenants@hotmail.com 

www.ontariotenants.ca 

Safe ‘n Sound Homelessness Initiative 

519-470-7233; www.safensoundgreybruce.com 

Subsidized housing 

Bruce County - 1-800-265-3022 

www.brucecounty.on.ca/socialhousing.php 

Grey County - 376-5744 

Online: http://bit.ly/vVG1k0 

HEALTH CARE 

Auditory Health Care 

202 Cayley St., Walkerton 

519-881-4994 or info@auditoryhealthcare.com 

Brockton and Area Family Health Team 

1-866-507-2021 or www.bafht.com 

Walkerton 

Canadian Mental Health Association 

Grey-Bruce Branch 

Administration - 519-371-3642 

Crisis: 1-877-470-5200 

jralph@cmhagb.org; www.cmhagb.org 

Collingwood General and Marine Hospital 

705-445-2550 

www.cgmh.on.ca 

Connect Rehabilitation, Yoga and Fitness 

1100 16th Ave. E., Owen Sound 

admin@connectrehab.com; 519-372-2121 

www.connectrehab.com 

ConnexOntario Help Lines 

Drug and alcohol - 1-800-565-8603 

Gambling - 1-888-230-3505 

Mental health - 1-866-531-2600 

www.connexontario.ca 

Grey Bruce Health Services (hospitals) 

Lion’s Head - 519-793-3424 

Markdale - 519-986-3040 

Meaford - 519-538-1311 

Owen Sound - 519-376-2121 

Southampton - 797-3230 

Wiarton - 534-1260 

www.gbhs.on.ca 

Grey Bruce Health Unit - Owen Sound 

1-800-263-3456 



Hanover and District Hospital 

519-364-2340/info@hdhospital.ca 

www.hdhospital.ca 

Healthy Babies, Healthy Children 


519-376-9420 or 1-800-263-3456 



519-506-4348 or dford@hanoverfht.ca 

www.hanoverfht.ca 

Healthy Smiles Ontario 

Dental for families making under $20,000/yr 

Register through the health unit 

Online: http://bit.ly/JAqJbY 

Honouring Life Network 

Indigenous youth suicide prevention 

www.honouringlife.ca 

HopeGreyBruce - Owen Sound 

Mental Health and Addiction Services 

519-371-4120 or www.mhagb.ca/gbchc/ 


1-800-567-2384 or 519-371-4773 


Kids Help Phone (24 hours) 

1-800-668-6868 or www.kidshelpphone.ca 

Kincardine Family Health Team 

Kincardine - 519-396-2700 

Ripley - 519-395-2601 

www.kincardinefht.ca 

Mino Bimadsawin Health Centre 

57 Mason Dr., Saugeen First Nation 

519-797-3336 

M’Wikwedong Native Cultural Resource 

Centre - Owen Sound 

1-866-202-2068 or admin@mwikwedong.com 

www.mwikwedong.com 

Owen Sound Crisis Pregnancy Centre 

1-888-371-2004 

oscpc@wightman.ca 

Pediatric clinics 

Hanover - 519-364-2340 

Kincardine - 519-396-3331 

Markdale - 519-986-3040 

Owen Sound - 519-376-2121 

Walkerton - 519-881-1220 

Penetangore Wellness 

Art and family therapy 

www.penetangorewellness.com 

Poison Control Centre 

1-800-268-9017 

Postpartum depression 

Grey Bruce Health Unit - 1-800-263-3456 

Keystone Child, Youth and Family Services - 

1-800-567-2384 

Sandra Hall Physiotherapy 

519-270-6528; shallphysio12@gmail.com 

www.sandrahallphysiotherapy.com 

South Bruce Grey Health Centre (hospitals) 

Chesley - 519-363-2340 

Kincardine - 519-396-3331 

Durham - 519-369-2340 

Walkerton - 519-881-1220 

www.sbghc.on.ca 

South East Grey Community Health Centre 

55 Victoria St., Markdale 

519-986-2222 or 1-855-519-2220 

info@segchc.ca or www.segchc.ca 

St. John Ambulance First Aid training 

519-364-7004 or grey.bruce@on.sja.ca 

Online: http://bit.ly/t3Ye8g 

TeleHealth Ontario 

1-866-797-0007 

Thames Valley Children’s Centre 

519-396-3360 or 1-866-590-8822 

www.tvcc.on.ca 

LIBRARIES 

Blue Mountains Public Library/ 

L.E. Shore Memorial Library 

Thornbury 

519-599-3681 or thebluemountainslibrary.ca 

Bruce County Public Library 

opac.brucecounty.on.ca; 519-832-6935; 

libraryinfo@brucecounty.on.ca 

Cargill - 519-366-9990 

Chesley - 519-363-2239 

Kincardine - 519-396-3289 

Lion’s Head - 519-793-3844 

Lucknow - 519-528-3011 

Mildmay - 519-367-2814 

Paisley - 519-353-7225 

Port Elgin - 519-832-2201 

Ripley - 519-395-5919 

Sauble Beach - 519-422-1283 

Southampton - 519-797-3586 

Tara - 519-934-2626 

Teeswater - 519-392-6801 

Tiverton - 519-368-5655 

Tobermory - 519-596-2446 

Walkerton - 519-881-3240 

Wiarton - 519-534-2602 

Collingwood Public Library 

519-445-1571; www.collingwoodpubliclibrary.ca 

Dundalk/Southgate Public Library 

519-923-3248; http://southgate-library.com/ 

Grey Highlands Public Library 

Flesherton - 519-924-2241 

Kimberley - 519-599-6990 

Walter Harris Memorial Library (Markdale) - 

519-986-3436; greyhighlandspubliclibrary.com 


Hanover Public Library 

519-364-1420 or www.hanoverlibrary.ca 

Meaford Public Library 

519-538-1060 

www.meaford.ca/meaford-library-home.html 

Owen Sound and North Grey 

Union Public Library 

519-376-6623; www.owensound.library.on.ca 

West Grey Public Library system 

www.westgreylibrary.com 

Durham (main) branch - 519-369-2107 

Elmwood and area - 519-363-3321 

Neustadt - 519-799-5830 

Ayton/Normanby - 519-799-3242 

MUSEUMS 

Billy Bishop Heritage Museum - Owen Sound 

519-371-0031 or www.billybishop.org 

Bruce County Lighthouse Museums 

Cabot (Lion’s) Head - 519-795-7780 

Chantry Island (Southampton) - 866-318-8889 

Kincardine - 519-396-3468 

Point Clark - 519-395-2494 

Bruce County Museum, Cultural Centre & 

Archives - Southampton 

519-797-2080 or www.brucemuseum.ca 

Bruce Peninsula Visitors Centre 

519-596-2233 or http://bit.ly/rQQFf6 

Tobermory 

Bruce Power Visitors’ Centre 

519-361-7777; www.brucepower.com 

Chesley Heritage & Woodworking Museum 

519-363-9837 

Craigleith Heritage Depot - Thornbury 

519-599-3131 

www.thebluemountains.ca/Craigleith- 

Heritage-Depot.cfm 

Grey Roots Museum & Archives 

Includes county’s archives 

1-877-GREY ROOTS; www.greyroots.com 

RR4 Owen Sound 

Meaford Museum 

519-538-5974 

www.visitmeaford.com/meaford-museum.html 

Owen Sound Marine and Rail Museum 

519-371-3333 

www.marinerail.com 

Paddy Walker Heritage Society - Kincardine 

519-396-1850 

www.walkerhousekincardine.com 

South Grey Museum - Flesherton 

519-924-2843 or museum@greyhighlands.ca 

www.southgreymuseum.ca 

St. Edmunds Township Museum - Tobermory 

519-596-2479 or online http://bit.ly/vEdicK 

Tobermory Maritime Association 

519-596-2700; www.tobermorymaritime.ca 

Treasure Chest Museum - Paisley 

519-353-7176 or http://bit.ly/1PjTS1D 

ONLINE SUPPORT 

www.211.ca 

www.pathwaysawareness.org 

www.mentallyfit.ca 

www.shelternet.ca 

www.targetyouth.ca 

www.thehealthline.ca 

www.wesforyouthonline.ca 

PLAYGROUPS 

Kincardine Toy Library and Playgroup 

249 Bruce Ave.; Wednesday, 9:30-11:30 a.m. 

Pine River Moms 

519-389-7136; jill.ricica@gmail.com. 

Thursdays during school year, info on FB 

EarlyON Child and Family Centres 

Chesley, Hanover, Kincardine, Markdale, 

Meaford, M’Wikwedong (Owen Sound), Owen 

Sound (East Ridge), Port Elgin, Thornbury, 

Wiarton; 1-800-616-8116 

SPECIAL NEEDS 

Autism Ontario Grey Bruce Chapter 

226-787-0333 or marti@autismontario.com 

http://bit.ly/tO6kam; Owen Sound 

Autism Parent Support Group 

Community Living Kincardine & District 

519-396-9434 or www.clkd.ca 


1-800-265-3005 or www.brucecounty.on.ca 

Walkerton 

Bruce Peninsula (Wiarton) Association 

for Community Living 

519-534-0553 

Community Living Kincardine & District 

519-396-9434; www.clkd.ca 

Community Living Meaford 

519-538-4165 

Community Living Owen Sound 

and District 

519-371-9251 or communitylivingowensound.ca 

Community Living Walkerton & District 

519-881-3713 or www.clwalkerton.org 

Georgian Riding Association 

for Challenged Equestrians 

519-372-2721; grace@log.on.ca 

Wicklen Stables, RR5 Owen Sound 

Hope Haven Therapeutic Riding Centre 

519-986-1247 

www.hopehavencentre.org 


Owen Sound; 1-800-567-2384 


PRANCE Therapeutic Riding Centre 

519-832-2522 or prance@bmts.com 

Miramichi Farms, Hwy. 21 Port Elgin 

Reading Rescue Ontario 

519-794-4745 or soehner@bmts.com 

www.readingrescueontario.ca 

Holland Centre 

South Grey Bruce Youth Literacy Council 

519-364-0008 or info@sgbyouthliteracy.org 

www.sgbyouthliteracy.org 

Hanover 

Special Therapy and Education 

Program of Saugeen (STEPS) 

519-797-1935 

info@stepsahead.ca; www.stepsahead.ca 

Southampton 

Thames Valley Children’s Centre 

519-396-3360, 1-866-590-8822 

Paula.Holla@tvcc.on.ca or 

Clare.Matthews@tvcc.on.ca 

www.tvcc.on.ca 

United Way of Bruce Grey 

519-376-1560; unitedwaybg@bmts.com 

www.unitedwayofbrucegrey.com/ 

Owen Sound 

SPEECH/LANGUAGE 


1-800-265-3005; www.brucecounty.on.ca 

Walkerton 

Closing the Gap Healthcare Group 

Rehab Express Grey Bruce 

1-866-990-9901 or www.closingthegap.ca 

Owen Sound 

Grey Bruce Health Unit - Owen Sound 

1-800-263-3456 



South West Community Care Access Centre 

In-Home Services 

Owen Sound - 519-371-2112 

Walkerton - 519-881-1181 

www.sw.ccac-ont.ca 

VOICE for Hearing Impaired Children 

Support, speech and language therapy 

Grey/Bruce chapter is free to families 

www.voicefordeafkids.com 

WISH PROGRAMS 

Children’s Wish Foundation of Canada 

1-800-267-9474 

on@childrenswish.ca or www.childrenswish.ca 

Ajax, ON 

Make-A-Wish - Southwestern Ontario Chapter 

519-471-4900 or www.makeawishswo.org 

London, ON GBK 


RECIPES 

Start your day 

the delicious way 

OVERNIGHT OATS 

INGREDIENTS 

½ cup old fashioned oats 

½ cup milk 

¼ cup Greek yogurt 

1 tbsp chia seeds 

1 tbsp maple syrup 

INSTRUCTIONS: 

Add all ingredients into individual bowl or Mason jar. 

Stir to combine. 

Place in a container and refrigerate for eight hours. 

Add preferred toppings in the morning. 

TOPPING IDEAS: 

 

 

 

 

Chopped banana, chopped walnuts, ½ tsp vanilla and ½ 

tsp cinnamon. 

Sliced pear or apple, chopped pecans, ½ tsp cinnamon 

and a pinch of nutmeg. 

Diced pineapple, shredded coconut, ¼ tsp vanilla – you 

can replace cow’s milk with coconut milk in the base 

recipe. 

Add your own ideas/favourite nuts, seeds or nut butters, 

favourite fruit and spices. 

In a large bowl, combine: 

½ cup yogurt (vanilla goes well) 

1 cup apple sauce (unsweetened) 

1 tsp vanilla extract 

½ cup honey 

1 egg 

½ cup skim milk 

BREAKFAST COOKIES 

Preheat oven to 350 F. Line two large baking sheets with 

parchment paper and set aside. In a medium bowl, combine: 

3 cups bran flakes – crushed (less than 2 cups crushed) 

2 cups oatmeal 

2 tbsp wheat germ 

2 tsp cinnamon (can use a little less) 

Mix well and set aside. 

Mix well and then add: 

1 tsp baking soda 

1 tsp baking powder 

Mix well. Gradually add the cereal/oatmeal mixture and stir 

after each addition. Add ¾ cup raisins if preferred and stir in. 

Roll heaping tablespoons into balls with your hands and set 

on parchment lined baking sheets. Lightly flatten the top of 

each cookie with your fingers. Bake 15-18 mins in preheated 

oven. 

Makes ~36 cookies. Can modify by adding mashed bananas or 

shredded carrots. 

Recipes courtesy of Brockton & Area Family Health Team 


SCHOOL STARTS 

SEPTEMBER 7 TH 

ÉCOLE CATHOLIQUE 

SAINT-DOMINIQUE-SAVIO 

800 23 rd Street East, Owen Sound 

519-371-0627 

REGISTER ONLINE AT ALL TIMES 

MyFrenchSchool.ca 

BY PLAYING A CRITICAL ROLE IN 

CANADA’S CLEAN ENERGY FUTURE. 

brucepower.com 


Thank you! 

Every issue of Grey-Bruce Kids is 

always available online at 

www.greybrucekids.com 

Your support during these difficult times 

has meant the world to us and other 

businesses in Grey/Bruce. 

To advertise or write for our Winter 2021/22 issue, contact 

Amy at 519-524-0101 or amy@greybrucekids.com 

Follow us on Facebook

Grey Bruce Kids Fall 2021

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