Grey-BruceKids Winter 2022

A FREE MAGAZINE FOR 

PARENTS AND CAREGIVERS 

WINTER 2022/23 • Volume 11 Issue 4 • greybrucekids.com 

Holiday 

EATING 

Enjoy food traditions 

without feeling guilty 

You OK, 

Mom? 

Dealing with 

motherhood 

burnout 

RISKY 

BUSINESS 

Taking risks actually 

protects kids over time 

FREE!

Children's Services 

Choosing Quality Licensed 

Child Care in Your Community 

Finding a child care program that meets the 

needs of your family is an important decision. 

Licensed child care gives your family peace 

of mind knowing your child is learning and 

developing in a safe and healthy environment. 

Benefits of licensed child care centres and licensed home child care: 

Licensed locations are regulated and inspected 

Subsidies available for qualifying families 

Trained and educated professionals help children learn and develop 

Care providers are supported with training and resources 

Be An Early Childhood Educator in Grey County 

With a range of career opportunities and the ability to 

make a positive, lasting impact in a child’s life, 

working as a registered Early Childhood Educator 

(ECE) is more than a job - it's a rewarding career! 

ECEs are urgently needed by licensed child 

care providers in Grey County. To learn how to 

become a registered ECE, view contact info for 

locally licensed child care centres, and to learn 

more about providing licensed home child care 

please visit www.grey.ca/childrens-services 

or call 1-800-567-4739.

FROM THE PUBLISHER 

Soak in the season 

Every year the pages of the calendar seem to flip more quickly. At one moment 

it’s a hot summer’s day and then you blink and it’s Christmas. 

As the saying goes, “The days are long but the years are short,” and there are 

no truer words when you are raising children. Now that those calendars are 

back to looking like they did pre-COVID – with parents back at work, kids 

in school or daycare, and everyone running to the arena, ball diamond, pool, 

music class and everything in between – time seems to be flying. 

At this time of year, I try to reflect and take that quote to heart; to enjoy 

the time with our kids, embrace the busyness of the season, and enjoy the 

monotony of being in the trenches of parenting. Trying to embrace these 

moments while keeping one’s sanity and living your own life is a challenge, and 

Lesley Johnston gives some great tips in her article “You OK, Mom?” which 

looks at recognizing burnout and how to care for yourself. 

We also have an informative article from the Grey Bruce Health Unit on 

healthy eating habits during the holiday season, and a history lesson from Grey 

Roots Museum on the area’s Black settlers. 

Michele Bischof shares her expertise about encouraging resilience in children, 

while Paula Brunkard writes about the benefits of risky play. 

Although 2022 was not without its challenges, specifically affecting Grey-Bruce 

Kids in the form of industry-wide paper shortages and limited printer capacity, 

we are committed to publishing this magazine every quarter, and I thank 

all our readers, writers and advertisers who supported us in 2022. We look 

forward to continuing to inform and entertain local parents in 2023. 

I wish everyone a safe and healthy holiday season and prosperous New Year – 

be sure to take the time to soak it all in! 

CONTENTS 

4 Mom burnout 

8 Black settlers of Grey 

14 Thriving kids 

18 Guilt-free food traditions 

22 Risky business 

26 Resources 

30 Recipes 

Amy Irwin, Publisher 

WINTER 2022/23 

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 

You OK, Mom? 

MOTHERHOOD BURNOUT AND POST-PANDEMIC LIFE 

BY LESLEY JOHNSTON 

4 WINTER 2022/23

The last few years have not been kind to mothers. At the 

beginning of the pandemic and lockdowns, moms were 

asked to take on more tasks and responsibilities while 

simultaneously working from home, parenting full-time, helping 

children with online schooling, doing post-partum life alone, 

and/or experiencing significant financial constraints. 

With this increase in expectations we saw a distinct rise in 

depression and anxiety symptoms. Over two million mothers 

left the workforce in 2020 to be available for the mountain of 

responsibilities piled on top of their day-to-day life. Perhaps now 

some time has passed and we have a bit more perspective, we 

can re-evaluate societal norms and governmental expectations 

that put mothers in this lose-lose situation. Until those 

conversations happen, let’s talk about what we do to repair the 

mental-emotional damage many women suffered. 

We’ve now spent nearly three years rewiring our nervous systems 

to be on high alert. We’ve moved into a space where we are 

more triggered, not sleeping as well, quick to anger, and rarely 

alone. Now that life is returning to some sort of normalcy, 

it’s important to recognize the current state of our health 

and nourish our bodies, minds and souls from the long-term 

consequences of burnout. This brings us to the concept of the 

‘Window of Tolerance.’ This term is based off of the Polyvagal 

Theory of nervous system regulation. The diagram on Page 6 

provides a wonderful visualization to show us how our nervous 

systems work. 

When we are in a grounded, neutral and regulated state, we are 

within our Window of Tolerance. This window will get wider 

or narrower depending on our life experiences. Over the past 

two years, a mother experiencing chronic stress, trauma or 

burnout will narrow her window, making it easier to become 

dysregulated and subsequently fall into either a hyperarousal 

state or a hypoarousal state. 

Hyperarousal is seen as a state of anxiety, jitteriness, anger and 

fight-or-flight. She can’t sit still, there are way too many things 

on her plate, she has difficulty sleeping due to racing thoughts, 

and she feels that if she were to let anything slip, the weight of 

the world would come crashing down. She almost booked that 

flight for somewhere tropical because running away just seemed 

like the best way to stop the madness. 

Hypoarousal is more of a depressed state. She seeks numbing 

techniques such as bingeing TV, scrolling social media, eating, 

excess sleeping, or anything that takes her out of the present 

moment and prevents her from thinking about what needs to be 

done. She is extremely tired, yet sleep isn’t restorative, and she 

has no motivation to do anything or go anywhere. She wouldn’t 

be labeled with depression; she simply doesn’t care as much. 

GET BACK IN THE WINDOW 

Identifying our current state is the first step to becoming 

better regulated and to begin feeling like ourselves again. 

Techniques such as meditation, journalling, nature time, seeking 

professional help or therapy, and setting stronger boundaries 

can be used successfully in expanding our Window of Tolerance, 

when used consistently. 

Let’s talk about the more subtle basics of healing our nervous 

systems. They include: 

CONNECTION 

When chaos ensues, we are too busy putting out fires to 

connect with ourselves. In fact, we have put ourselves last for 

so long that the thought of “connecting to ourselves” carries 

little meaning. Nevertheless, this connection is the foundation 

for creating all the other healthy habits that re-regulate our 

nervous system. This means understanding who we are, 

what is triggering us, what old stories are still influencing us, 

what brings us the most energy and fulfillment, and who we 

authentically are. If we don’t know ourselves, it becomes very 

difficult to know our core values or what motivates us to do 

the things we do, think the things we think, and be the way we 

are. It then becomes challenging to create strong boundaries, 

healthy habits and an abundant mindset. 

One of the best ways to reconnect to ourselves is to spend time 

in solitude. However, a common theme in motherhood is that 

we’re never truly alone. We can create 10 or 15 minute breaks 

of quiet time, but usually we’re occupied by thoughts of grocery 

lists, throwing a load of laundry in, running a solo errand or 

organizing something. This is not solitude. Also, solitude to 

a hyperarousal state can feel incredibly uncomfortable at first 

because the thought of doing nothing, or just “being,” feels 

unproductive or even dangerous. 

Think of it like stopping to do nothing while being chased by 

a bear – your nervous system may see this as threatening and 

irresponsible, and respond accordingly. 

Knowing this, we must first dip our toe into solitude, reminding 

ourselves that time alone is quality time that allows us to get 

to know ourselves more deeply. Solitude consists of extended 

periods of time spent in communion with ourselves. Nothing 

is to be accomplished except our complete presence in the 

moment. It is a time where we are only responsible for ourselves, 

our thoughts and our needs. It’s the space needed to hear our 

deepest desires and provide clarity on who we want to become. 

It may help to journal during this time or to put on music 

and see where the moment takes us. When we get a bit more 

comfortable, trying new solo adventures like a new hobby, 

recipe, hiking trail; all are really beneficial for strengthening the 

connection to self. From this connected state, we begin to make 

better decisions, we are able to ask for the support we need and 

we are able to say no to the tasks, events and people that aren’t 

aligned with our values. 

Connection also extends to the support system around us, 

people who know us best and have our backs; the folks we can 

turn to without judgment and allow into our inner world. 

During pandemic life, every person was dealing with their 

own high levels of stress, so asking for help from others felt 

impossible. This lack of support and social distancing left 

us feeling like we were alone in our struggles. Connection 

with other humans is a biological need and one we can’t take 

lightly. We need affection. We need conversation. We need 

love from others and we need to feel seen, heard and known. 

greybrucekids.com • 5

According to the National Institute on Aging, the health risks 

of prolonged isolation are equivalent to smoking 15 cigarettes a 

day. Social isolation and loneliness have even been estimated to 

shorten a person’s life span by as many as 15 years. Bottom line, 

we need people. Yes social media, and the Internet, has made it 

easier to “connect” with people around the world, but nothing 

takes the place of a heart-to-heart hug! 

PRIORITIZING YOUR HEALTH 

In my practice, the first questions I ask patients are, “How is 

your sleep, tell me about your diet, do you exercise, how are 

your bowel movements, and are you exposed to any chemicals 

or toxins regularly?” These five questions can tell me a lot about 

what’s going on in a person’s body, how they may respond to 

stress, and where their nervous systems are being influenced. 

To get back into our healthy, grounded Window of Tolerance 

state, we have to look at the whole body and tweak certain 

daily habits to create better physical health. 

For example: 

• Choose nutrient-dense foods, fewer processed foods, and 

hydrate properly to maintain good gut health. A healthy 

gut has a feedback loop to the brain to help with anxiety, 

depression, mental health triggers and improving mood. 

• Proper sleep hygiene and prioritizing sleep ahead of “one 

more show on Netflix” or “20 more minutes on Instagram” 

is important to regulate your hormones, nervous system, 

digestion and weight. 

• Limiting your toxin exposure from beauty products, 

cleaning products, environmental sources and certain foods 

(dyes, chemicals) will help to keep your liver and other 

detoxification pathways working efficiently, and prevent 

chronic diseases and inflammation. 

• Prioritizing physical activity and movement can reduce 

anxiety levels, provide time and space to process our day, 

and relieve any tension caused by too much sitting. 

The brain and body are tightly connected and yet our physical 

health is often the first area that gets neglected or deprioritized 

when we are burnt out. 

BE PRESENT, PAY ATTENTION 

Yes we’ve heard over and over how important it is to stay 

present, enjoy the moment, etc. However, when we are in a state 

of exhausted burnout, this doesn’t feel like an option. What I’m 

referring to is the realization that we actually don’t have anything 

but the present moment. The future has not been created yet, so 

worrying about the future and being in fear robs us of enjoying 


the present moment (the pandemic did an awesome job of 

throwing every human on the planet into fear and hijacking our 

nervous systems, collectively). 

Similarly, if we’re constantly thinking about the past and 

feeling guilty about what we did or didn’t do, this robs us of 

our ability to be happy in the moment. Staying present can be 

very difficult for a stressed out mind. The mind tells us that if 

we aren’t thinking about all the things we have to do and the 

lists we need to keep track of, it’s possible that everything will 

fall apart and subsequently our loved ones will suffer for it. 

The mind also likes to keep track of all the mistakes we’ve ever 

made and keep us locked in this feeling of unworthiness, which 

of course is detrimental to our mental health. 

Instead, I challenge you to stay right here, right now – in this 

moment. Look around and take stock of your surroundings 

as you read this. Can you bring some lighter energy into this 

moment? Can you think of a thought that is a little softer or 

gentler on your nervous system? Can you simply unclench your 

jaw and notice how the body has been craving a deep breath? 

Can you appreciate where you are in life, all that you have and 

who is in your corner? 

Staying present gives us the ability to understand ourselves 

more fully and extend gratitude for everything and everyone in 

our lives. 

OK, now that we have a chance to take a deep breath, let’s 

bring some much-needed compassion to what we’ve been 

through these past two years, allowing ourselves the space and 

time to simply ‘be’ and heal. Whether that means that we are 

sad, mad, tired, frustrated, irritated or relieved, it’s important 

to feel how we feel without burying, numbing or downplaying 

the emotions. We need to give ourselves permission and space 

to feel it all. Be gentle as we heal from what was likely the most 

stressful time of our adult lives, and know we aren’t alone in 

this process. 

Healing the nervous system from burnout will be ongoing. 

Healing takes place in the small daily choices we make to 

nourish ourselves, find more peace, and say yes to the things that 

bring us joy. GBK 

References: 

More than 2 million moms left the labour force in 2020 according 

to new global estimates | UN Women Data Hub Feb 21, 2022 

Loneliness and Social Isolation - Tips on staying connected 

Loneliness and Social Isolation — Tips for Staying Connected | 

National Institute on Aging (nih.gov) Jan 14, 2021 

LESLEY JOHNSTON is a Naturopathic Doctor turned health strategist 

that helps moms live a truly simple and abundant life. She is an 

advocate for maternal mental health and supports women in creating a 

deeper connection to herself and her family. Learn more at 

www.simplelifenaturopathic.com. 

We have your 

Winter plans Covered! 

Snowshoes 

Museum and 

Park Passes 

Tech Kits 

Wonderbooks 

and more! 

library.brucecounty.on.ca 


COMMUNITY 

Building Grey 

County 

BLACK CITIZENS HELPED SHAPE THE REGION’S EARLY SETTLEMENT 

BY STEPHANIE McMULLEN AND ZAK ERB 

Black citizens have been part of Grey County since the first non-Indigenous settlers 

arrived in the northernmost part of the Queen’s Bush. Some of these early pioneers 

were born in Canada, while others had only recently slipped the bonds of slavery in the 

Upper South. 

All contributed significantly to the settlement of southern Ontario. 

After a long and arduous journey to freedom, the escaped slaves arrived to discover 

even greater challenges awaited them. Racism, insecurity, and uncertainty in border 

cities often propelled people to move further north into Ontario. Indeed, one of 

Grey County’s most prominent early Black citizens, John Hall, had been born in 

Amherstburg, Ont., but was captured in a border raid as a young man and sold into 

slavery in Kentucky. 

Several important Black settlements existed in Grey County, including Nenagh and 

Virginia (now Ceylon) in the southern part of the county, Artemesia Township, around 

Holland Centre, and Owen Sound in the north. The small village of Priceville in 

southern Grey County sprang to life very early in settlement history. Among its early 

pioneers were free Black citizens and escaped slaves. Many of these individuals practiced 

trades, although a good number of them also farmed the land. 


Morton Family. [c. 189-] - [c. 190-] 

Wilson Woodbeck (left) and George Woodbeck. 

[c. 192-] - [c. 194-] 

The vibrant Priceville community flourished initially. 

European immigration during the 1850s changed the district 

dramatically. While some families struggled to hold on to 

their lands, the new arrivals often forced Black residents out 

and many made their way to Collingwood, Owen Sound and 

elsewhere. By 1930, little evidence remained in Priceville of the 

early Black settlement, except for their gravestones, until a white 

farmer decided to remove the gravestones and plant potatoes on 

the land. The quest to uncover the early history of Priceville and 

restore the cemetery has taken the better part of 70 years. 

In central Grey County, south of Williamsford, the fertile land 

along Negro Creek and Negro Lake attracted pioneers in the 

mid-19th Century. Free of some of the discrimination found in 

more developed areas of southern Ontario, the district became 

home to some 50 Black families by 1851. The name Negro 

Creek appeared on Patents Plan No. 46 for Holland Township, 

on Dec. 29, 1851, indicating that the community was well 

established by that time. 

Although few of the original Black pioneer families remain 

in the area today, some of their descendants can be found in 

neighbouring communities. The Earll, Douglas, Miller and 

Bowie families, among others, cleared forests and ploughed 

fields around Negro Creek and Negro Lake. 

“Mudtown” was the name given to a section of Owen Sound 

north of 18th St. E., along 3rd Ave. The limestone bluffs east of 

the factories tended to have water run-off and mud slides in the 

spring, choking the streets in this low-lying area with mud. This, 

along with the poor state of roads and sidewalks, gave the area 

its name. 

Black residents first moved to Mudtown in the 1880s. The 

Polson shipyard employed many workmen, and the sudden 

influx of workers necessitated affordable housing. Some 

landowners built small houses near the shipyard and labeled 

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the area “Polsonville.” As other factories opened along the east 

shore of Owen Sound, workers who could not afford horses 

(and later, cars) lived in the area so they could be close to their 

workplaces. In 1920, a contest was held to rename Mudtown. 

The official name chosen was “Northcliffe,” in honour of a 

British statesman. However, residents continued to refer to the 

neighbourhood as Mudtown. 

Surnames from a 1932 directory show that many Black families 

lived in Mudtown. Names like Douglas, Booey, Scott, Morton, 

and Earlls. Douglass Street, which is now 8th Ave. E., north of 

16th St., bore the name of the first family to settle in the area 

– the African-Canadian Douglass family lent their name to the 

road. 

In the early-20th Century, Owen Sound developed as a thriving 

hub on the Great Lakes. Factories lined the city’s harbour, 

employing hundreds of residents. Black workers often faced 

hiring discrimination, particularly in difficult economic times. 

Seasonal employment was available on the ships of the Great 

Lakes, which berthed frequently in Owen Sound. Black men 

often worked as deckhands or cooks, while Black women 

sometimes joined their husbands on the boats, in the kitchens or 

in housekeeping. 

Many enterprising individuals made names for themselves in 

the community. William Henry Harrison established his career 

as a quarryman in Owen Sound during an important era of 

civic construction. Locally, Harrison worked on the First Baptist 

Church, St. Mary’s Separate School, cement plants, and several 


Mudtown east side of Owen Sound near the harbour (c. 1925). 


local stores. In addition to local work, Harrison shipped stone 

across the country, including for the locks at Sault Ste. Marie. 

The Cousby family displayed remarkable ingenuity and 

resourcefulness in Owen Sound’s early business community. 

Jeremiah’s Confectionery enjoyed great popularity, in large 

part due to the ice cream and Coca-Cola that his main street 

store offered. Cousby’s confectionery was the first to sell the 

carbonated beverage in the city. In 1907, Jeremiah was voted 

the most popular merchant in Owen Sound. Jeremiah’s son, 

Jeremiah Jr. (Jerry), learned from his father’s example and 

applied himself to his studies. Jerry Cousby practiced law, and 

co-owned the local newspaper, the Owen Sound Sun (1897- 

99), before seeking his fortune in the Alaskan frontier. 

Some community members achieved high levels of musical 

success, including opera singer Wilson Woodbeck, and 

musician/actor Tommy Earlls. The Sea Island Merry-Makers 

knew great popularity on the local scene in the mid-20th 

Century. Church life, and an active social community, 

including groups such as the Black (Prince Hall) Masons and 

the Daughters of the Eastern Star, ensured that the local Black 

community could find and draw strength from one another, 

while participating in the larger community. 

Grey County’s Black heritage stretches back to the early days 

of settlement. Controversy, challenge, and triumph mark the 

paths of individuals, and Black communities. The legacy of 

William Henry Harrison with son James. [c. 

190-] 

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Reverend Henry Cousby. [c. 186-] - 

[c. 187-] 

earlier generations lives on at Negro Creek, Priceville, Owen 

Sound, and elsewhere in Grey County, as modern citizens work 

to ensure the contributions of these important pioneers are not 

forgotten. GBK 

STEPHANIE McMULLEN is the Community Historian at Grey Roots 

Museum & Archives. She has enjoyed a varied career at the museum, 

beginning in 1999. After earning an MA in history from the University 

of Calgary, Stephanie worked at the Mackenzie King Estate and the 

Canadian Museum of Civilization before arriving at the County of 

Grey-Owen Sound Museum, now Grey Roots Museum & Archives. 

ZAK ERB is a freelance writer and photographer contributing to 

numerous publications in Grey, Bruce and Simcoe counties. Since 

2021, he has served as Public Relations Coordinator for Grey Roots 

Museum & Archives. 


HEALTH 

EMPOWERING KIDS 

to thrive 

RESILIENCE HELPS CHILDREN BE SUCCESSFUL 

BY MICHELE BISCHOF

Growing up in Bruce County, I like to give back by sharing 

why I’m so passionate about empowering kids to thrive 

and what I have done to help my kids in challenging times. 

Being a mom of three has been my greatest blessing and my 

biggest challenge in life. My children are my greatest teachers 

and have taught me some invaluable life lessons. 

As parents, we want our children to grow up well – to be happy 

and confident in who they are, and to have healthy relationships 

with themselves, peers, and teachers. We want them to be 

successful in school and in their careers, and to live a healthy 

life and one that they love. Our children look up to us for 

guidance, encouragement, support, and love, and our role is to 

provide access to activities that enable the child to grow both 

emotionally and mentally. 

As parents, it’s easy to get caught up in the day-to-day busyness 

of our lives, and we can forget to focus on the present moment 

that can make the greatest impact in our children’s life. When 

we focus on the good, the good gets better. When we are happy, 

our children are happy. 

A few years ago, while out shopping, I saw an art piece that 

instantly touched my heart. It said, “The most important 

work you will ever do will be within the walls of your home.” 

Immediately, my mind flooded with thoughts, and I knew I had 

to have it. 

What better reminder is there for a parent or caregiver than 

this? It’s a perfect reminder for me in any season of my life that 

being a mom is a privilege and my responsibility. Put simply, 

everything starts at home and it’s where we build the foundation 

together with our children. 

While it does indeed take a village to raise a child, the best 

starting point is at home, with parents. It is essential for children 

to develop deep, strong roots through positive relationships with 

their parents and to be supported by other significant adults 

and peers so their resilience will carry them successfully into the 

future. 

With everything going on in the world today, and with mental 

health issues on the rise, there’s no better time to work together 

to build a solid foundation for our kids’ continued success now 

and in the future. It’s our responsibility to help our children 

develop resiliency skills so they can confidently navigate the 

world. 

WHAT IS RESILIENCE? 

Resilience is the ability to bounce back after challenges and 

tough times. Resilience develops when children experience 

challenges and learn healthy ways to navigate through adversity. 

Resilience is often described as the “invisible superpower” like a 

muscle – the more we use it, the stronger it grows. 

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A resilient child: 

• Feels confident, optimistic and empowered. 

• Shows empathy towards the feelings of others, as well as 

their own. 

• Sets realistic goals and expectations for themselves. 

• Uses healthy coping strategies and tools when challenges 

arise. 

• Sees challenges as opportunities. 

• Sees mistakes as a way of learning and not failure. 

• Has a strong sense of who they are and asks for help when 

needed. 

• Knows what they can and cannot control in their lives. 

• Often actively involved in sports, mentoring, and leadership 

activities. 

WHY IS RESILIENCE IMPORTANT? 

There are certain things in life we cannot change, but one thing 

we can change is our perception of the situation. Many of us 

weren’t taught as children about emotional flexibility and how 

to be more comfortable with whatever emotions we are feeling. 

Instead we learned how to resist or avoid our emotions and keep 

them bottled inside. 

We will always have both good stress and bad stress, but it’s 

important to learn to manage it in a positive healthy way. I 

believe that if we teach our children how to build their resilience 

earlier in life, their ability to adapt to change and be resilient in 

the face of adversity would increase and help them in the long 

run. 

Research has shown that resilience is an essential factor in 

determining which children will adapt and who will thrive in 

challenging times. Resilient children are able to problem solve 

better and look for the solution to the problem rather than focus 

on the problem itself. They have an optimistic mindset when 

faced with challenging situations and are able to see how the 

problem may have helped them. Instead of looking externally 

for answers they will have the confidence to look within and 

trust the answers that they get. 

They are also more likely to find healthy ways to cope with stress 

and release their feelings by doing things like going for a walk 

or listening to calming music, or talking about how they feel 

instead of turning to alcohol or drugs and avoiding situations. 

Kids face real pressures socially, academically, and mentally and 

it’s up to us to help our kids develop resiliency skills at a young 

age that will grow with them into adulthood. 

Building on our children’s strengths rather than their weaknesses 

leads to positive mindset changes that will empower them to see 

their true potential instead of what they perceive they lack. This 

strengthens their resilience mindset, so they feel confident in 

being able to handle anything that comes their way. All children 

are capable of extraordinary things. The potential for happiness 

and greatness lies in each one of them. We can’t change that they 

will face challenges along the way, but we can help them develop 

resiliency skills, so these challenges don’t break them. 

While the journey of each child is uniquely shaped, I share with 

you the following 10 things that have helped my children grow 

their resiliency superpower. 

See the potential in your child. Every child is unique and has 

their own potential. As parents, we want what is best for our 

children, but sometimes we overprotect them and give them the 

answers before they even have a chance to think about it, as we 

try to mitigate all of life’s challenges. Focus on their strengths 

and what they are doing well, and encourage them to think 

outside the box and guide them to brainstorm ways to problem 

solve. 

Parent-child connection. The connection between a child and 

their parents is just like a house that needs a solid foundation 

– built on trust and love. This helps them develop trust, selfesteem, 

and confidence in themselves and others. Kids won’t 

always notice the people who are in their corner cheering them 

on, so when you can, let them know about the people in their 

fan club and tell them often how proud you are of them. 

Promote learning from mistakes. It can be hard as a parent to 

watch your child make mistakes, but we have to resist the urge 

to step in and save them. Let them make their own mistakes and 

give them the space to try to resolve it on their own first. If they 

ask for help, let them know that they did not fail and help them 

brainstorm solutions of how they could approach the situation 

differently. Children need to know that making mistakes does 

not define who they are, but rather it helps them grow. 

Healthy emotions. Children need to learn how to express 

their feelings and emotions in healthy ways. Holding in stress 

only harms their mental and physical health. Give your child 

the freedom to express their emotions and feel safe sharing 

them instead of keeping those negative feelings bottled inside. 

Emotions are simply “energy in motion,” so encourage your 

child to move their body to help release any negative emotions 

they’re feeling. Exercise or movement such as a walk or dancing 

will release good endorphins or “happy brain chemicals” that 

will have an immediate mood-boosting effect. 

Celebrate your child’s wins along the way. Each step in the 

right direction is an achievement regardless of how big or small 

it is. Recognize their accomplishments and show praise at each 

moment. This builds their self-confidence and self-esteem and 

motivates them to keep going and setting new goals to work 

towards. 

It’s OK to ask for help. Children will often have the idea that 

being brave is about dealing with things by themselves. Let them 

know that being brave and strong means knowing when to ask 

for help too. Sometimes they just need someone to listen to 

them so they can express their feelings. 

Trust your gut. We all have intuition – like a deep gut feeling, 

or a sudden thought, or a strong sense of knowing something. 

It’s like an internal compass, a GPS that’s always with them, 


and it’s there to help them make decisions, keep them safe and 

guide them in the right direction. Teach your child that when 

they feel easy and comfortable with a decision that means it’s 

usually the right one, and when they feel tense and unsure, it’s 

best to wait or make a different decision. This will help children 

build self-awareness and resiliency by going with their gut 

feeling and not relying on what others do or say. 

The power of positivity. Positive thinking is a powerful healthy 

coping tool that helps to build resilience in a child. Positive 

thinking is a mental attitude that perceives situations in a 

constructive way. If your child is sad or upset about something, 

always acknowledge and honour a negative situation or feeling 

and then help your child see it in a way that is positive and 

productive. 

Practice mindfulness and meditation. Meditation helps 

children connect their mind to their body and get in touch 

with their present emotions and feelings. Meditation, even if 

only for a few minutes, will help children work through hard 

feelings, and process and learn from them. Focus on breath 

and body connection. Simply noticing their belly move up 

and down as they take deep breaths helps to build these skills 

and reduces stress and anxiety resulting in a more relaxed and 

calming energy. 

Make gratitude a habit. Making gratitude a habit reminds 

us of our blessings, and it can also help children focus on the 

small stuff in life that we often take for granted. Maybe it’s 

making a gratitude jar or daily journalling about something 

they are grateful for, or maybe it’s simply showing appreciation 

to others, but children who practice gratitude are happier and 

show more compassion and kindness towards themselves and 

others. 

As parents and caregivers, it’s natural to want nothing, but the 

very best for your children. We want them to be happy, healthy, 

independent and confident as they take on the world. Helping 

them to build a resilience mindset early will provide children 

with the foundation they need. The benefits of being resilient 

are like tentacles that will thread through every aspect of your 

child’s life, including their relationships, learning ability, selfesteem 

and confidence. It is really an invaluable gift to give 

them. Let’s empower our kids to thrive! GBK 

MICHELE BISCHOF is a high vibe health and fitness coach, selfconfidence 

trainer, international #1 best-selling author, speaker, 

empowerment and motivational coach, personal growth mentor, 

creator of THRIVE Confidence Training for Young Kids Program 

and Finally Free transformational program. Learn more at www. 

michelebischof.com, and find her on Facebook and Instagram. 

CHRISTIAN ENVIRONMENT IS AN 

INTENTIONAL INTEGRATION OF 

FAITH AND ACTIVITY 

BIBLE BASED 

TRAINED, QUALIFIED STAFF 

POSITIVE CHRISTIAN ROLE MODELS 

SKILL BASED ACTIVITIES! 

(ARCHERY, EQUESTRIAN, MOUNTAIN BIKING, 

CRAFTS, CANOEING, KAYAKING, EXPLORING, 

SWIMMING AND SO MUCH MORE) 

NON COMPETITIVE ATMOSPHERE 

FUN, SAFE STRUCTURED ENVIRONMENT 

AGES 6 - 16 

Loacted along 

the Saugeen River, 

Bruce County 

TEL (519) 881.2448 

director@campcherith.ca 

www.campcherith.ca 


HEALTH 

Enjoy food 

TRADITIONS 

without guilt 

DIET CULTURE GIVES US WRONG IMPRESSION 

OF OUR CELEBRATIONS BY LAURA NEEDHAM 


December, for many in Grey/Bruce, marks the return of the 

holiday season. This is the time of year when we gather 

with those we care about, surrounded by an array of foods. 

These festive foods are central to many traditions, but do they 

negatively impact our overall health? 

Canada’s Food Guide recommends enjoying our food and eating 

with others. Many parents, however, worry that the holidays 

will derail their efforts to plan, prepare, and serve their families 

nutritious meals and snacks. Many may ask, what are the 

lifelong health impacts? 

Certainly, food contributes to our health and well-being in 

many ways. The nutrients in food give our bodies the building 

blocks they need to grow, develop, and thrive. Both physical and 

mental health can be affected by the nutrients we need in food 

over time. However, food is more than nutrients and health is 

more than the absence of disease. 

Through our food, we can build or maintain connections to 

others, share traditions and culture, protect our environment, 

and express our creativity. 

These connections with loved ones, culture, and environment 

also support our physical, mental, and social well-being. 

Diet culture has led us to believe that our food traditions 

and celebrations are a danger to our well-being rather than a 

support. 

This season, I encourage all parents and caregivers to consider 

their family’s relationship with food and gift their child with the 

skills for building a positive relationship with food. 

NUTRIENTS AND CONNECTIONS 

Holiday food traditions provide us with nutrients and 

connections. 

Many traditional foods may be high in sugar or saturated fat. 

Diet culture is a system of beliefs that teaches us that some body 

sizes are more worthy than others and that health may only be 

achieved through restriction. It also teaches us that weight is 

the best indicator of health and good character. Sharing food 

traditions without guilt or labels is one way families can combat 

diet culture and promote healthy relationships with food. 

The holidays are a perfect time to invite kids into the kitchen to 

help cook and bake, teach them food skills, and pass on family 

traditions. Kids of all ages can help with a variety of 

tasks in the kitchen. Young children can 

safely help wash fresh produce or 

sort ingredients. As they grow, 

adults can introduce new skills 

like measuring, mixing, 

counting, reading recipes, 

and cutting or chopping 

foods. 

With each new skill, your 

child’s confidence and 

comfort in the kitchen can 

grow. Creating these positive moments around food will help 

build their resilience and support their mental well-being now 

and in the future. 

Being aware of the messages kids hear about food is also critical 

to establishing a healthy relationship with food. It is easy for us 

all to fall into a habit of labelling food as healthy or unhealthy, 

good or bad, or speaking about needing to ‘work off’ a meal. 

Instead, try to role model mindful eating and positive foodtalk. 

Avoiding value statements (eg. healthy, junk, treat) will 

prevent picky eating since food will no longer be seen as a 

reward or punishment. When you speak about food, focus on its 

characteristics like taste, texture, colour, or cultural uses. Some 

foods may be bright and colourful, others may sweet, salty, or 

crunchy. By encouraging children to explore the various tastes 

and textures of food, you are building their food literacy and 

preventing picky eating. 

ENCOURAGE POSITIVE MEALTIMES 

To encourage positive mealtimes, you can ask them to help plan 

or prepare their meals and snacks. Sometimes, simply asking, 

“Would you rather have beans or broccoli at dinner today?” can 

make all the difference for a peaceful mealtime. 

When food is just food, meal times can respect the ‘Division of 

Responsibility’ as recommended by experts. Parents can focus 

on offering a variety of foods, where and when it is appropriate. 

Allow your child to learn to listen to their body’s hunger and 

fullness cues by respecting their responsibility to choose whether 

and how much to eat. If they choose not to eat a certain 

item, do not worry and avoid pressuring them. Instead of 

commenting on their food choices, share how you are enjoying 

your meal or ask if they would like to save part of their meal 

for later. If it is something they are not interested in eating, do 

not make a replacement. Remember, it is your responsibility to 

choose what is served and theirs to choose how much to eat. 

Often parents who are new to this approach are concerned that 

their child will skip dinner and only eat dessert. There are a few 

ways to manage this. Consider serving dessert with dinner – 


whether your dessert is some fruit or ice cream, serving it at the same time will keep it 

from becoming a reward for finishing dinner. If they finish their dessert before eating 

their dinner that is OK, when they are still hungry they can return to their dinner. 

Second servings do not have to be available for all foods. 

Most children will start hearing messages about food and health very early in life. 

When asked about the health impacts of certain foods, tailor your comments to 

your child’s age, but continue to avoid value labels. For example, you may tell a 

young child that carrots and other bright orange vegetables help our eyes see in 

the dark. As they get older, you can explore the names and benefits of different 

nutrients like Vitamin A. All foods contribute to our nutritional intake. Protein 

foods like eggs, meat, fish, beans, and milk help our muscles and make us feel 

full until our next meal or snack. Sugary foods provide fast energy, when we have 

protein foods with sugary foods, we get the energy we need and we will stay full 

until our next meal or snack. 

DISCUSS DIET MESSAGING 

Talk to your kids about the weight and diet messages they see and hear. Help them 

be aware of how social media and marketing is used to make them want to eat 


certain foods and look a certain way. Explain that this is about 

making money and is not about what is best for our bodies or 

our mental well-being. Help them learn from their positive food 

experiences rather than these messages. The best way to decrease 

the influence of food marketing is to reduce our exposure, but it 

is not possible to avoid it entirely. 

Marketing exists in print ads, food packaging, and billboards. 

It is hidden in product placement, social media influencers and 

pop-up ads. Reducing screen time can minimize our exposure 

and reading food labels can help cut through marketing 

messages to better understand food products. Remember that 

food marketing is not limited to telling us what to buy; the diet 

industry also tells us that we must restrict. 

Make sure that you are also having conversations about body 

diversity. Help kids see that bodies come in many different 

shapes and sizes and that we cannot know about a person’s 

behaviours, health, or character based on their appearance. 

Weight is the top source of bullying. Children need to know 

that their value is not tied to a body shape or size. Weight bias 

can be found in all settings including at home, school, and in 

health care. Try being aware when your child may be hearing 

judgmental language about body shape or size and counter these 

messages to prevent unhealthy coping strategies like extreme 

dieting, disordered eating and eating disorders. 

This holiday season share your food traditions and skills 

without guilt or judgment. All children deserve to have a 

healthy relationship with food and their bodies. Laying a strong 

foundation now will nourish their bodies and minds, help them 

grow resilient to harmful diet culture, and protect their wellbeing 

far better than restricting their food choices ever can. GBK 

LAURA NEEDHAM BASc, MPH, RD, is a public health dietitian with the 

Grey Bruce Health Unit. She has worked in public health since 2011 and 

her current portfolio focuses on food insecurity, prenatal and early 

years nutrition, climate change, and sustainable food systems. 

Come visit us! 

Are you an educator or a community organization 

looking for a fun adventure for your class or group? 

The Bruce Power Visitors’ Centre is open 

year-round, Monday to Friday, and offers an 

interesting and interactive way to learn more about 

reliable, carbon-free nuclear energy. 

Contact us at BNPDVisitorCentre@brucepower.com 

or 519-361-7777 to discuss class visit options for 

this winter! 

3394 BRUCE ROAD 20, NORTH OF TIVERTON WWW.BRUCEPOWER.COM/VISIT 


FAMILY 

RISKY 

BUSINESS 

ALLOWING YOUR CHILD TO TAKE RISK ACTUALLY 

PROTECTS THEM BY PAULA BRUNKARD

In the mid-70s, Robert Munsch, then an Early Childhood 

Educator, began creating oral stories to entertain the children 

in his care. One of his first stories was called Mud Puddle. 

In this story, the young girl, Jule Anne, gets filthy every time 

she goes outside to play, claiming a mud puddle keeps jumping 

on her. This story became one of his first published books and 

continues to delight children around the world (Munsch, 2012). 

Hidden in the story’s humour is an important message – the 

chance to wander outdoors and the joy of experimenting with 

mud and dirt are becoming freedoms of the past. Parental and 

societal concerns about keeping children safe have increased 

over the past few decades, causing children to spend far less 

time playing outdoors (Pimento & Kernested, 2019, p352). 

Children’s outdoor play has been replaced with indoor activities 

and organized sports, causing our current generation to be more 

scheduled, stressed, and involved in adult-directed activities, 

resulting in what specialists are calling ‘play deprivation’ (Dietze 

& Kashin, 2019, p37). 

Research indicates that play is critical to the healthy 

development of children. Play helps them develop physically, 

mentally, emotionally, and socially (Pimento & Kernested, 

2019). The United Nations Convention on the Rights of the 

Child (UNCRC) includes the ‘Right to Play’ as one of 42 

rights recognized around the world (UNICEF, 1989). This right 

ensures children can spend time in leisure activities. 

Yet are our children really enjoying leisure time when we 

structure the majority of their play experiences? Is it truly 

considered play when most of the decisions are made by the 

adults supervising them? 

LEARNING THROUGH PLAY 

Since research has proven just how important play is to 

children’s healthy development, educators have begun to embed 

it into their curriculum. You will now find children attending 

play-based programs in Kindergarten and sometimes into the 

older elementary grades. Schools are placing a special emphasis 

on learning outdoors, and some have outdoor classrooms. 

Play is typically driven by children’s own interests and curiosity 

because when these two meet, learning follows. Play is how 

children make sense of their world as they try on ideas, skills, 

and concepts (Best Start Expert Panel, 2006). 

Given time, space, and encouragement, children are inspired to 

explore the environment and materials around them – they take 

on imaginary roles with items they find; make decisions and 

solve problems; and take risks guided by their developmental 

level and temperament (Pimento & Kernested, 2019). For 

example, toddlers learn how to solve simple problems when they 

experiment with manipulating objects, while preschool children 

solve problems by collecting information, making predictions 

about what happens next, and talk about what they found (Best 

Start Expert Panel, 2006). 

The play process teaches children how to make decisions, some 

of which work while others don’t. The outcomes teach them 

what to do differently the next time. When they are successful, 

children feel excited and competent. When they fail, they feel 

frustrated and must rethink their approach. These feelings of 

frustration are important too – children who learn how to 

overcome their negative feelings, how to regulate their emotions, 

and how to move on in their thoughts, are more likely to have 

better mental health (Little, et al., 2012). 

Recent research has highlighted the importance of something 

called ‘risk’ within play. The reference to risk does not mean 

danger or hazard, but rather some type of challenge the child 

must solve or conquer (Pimento & Kernested, 2019). Risky 

play, “Allows children to push themselves to the limits of their 

capabilities,” and gives them a sense of control over their actions 

and learning (Pimento & Kernested, 2019). By managing the 

risks they encounter, children gain confidence in their own 

abilities and learn the boundaries of what they are capable. 

Through acceptable risk, children build on their own ideas, feel 

empowered physically and emotionally, and develop a sense of 

belonging in the environment (Dietze & Kashin, 2019). Healthy 

risk taking prepares children to be observant and make good 

decisions (Little, et al., 2012). 

RISKS REQUIRE PRACTICE 

Ellen Sandsetter, a Norwegian researcher, observed children’s 

outdoor play and found six different types of risk that children 

around the world seem to be particularly attracted to (Little, et 

al., 2012). You may have witnessed some of these and perhaps 

Need space? 

Community Use of Schools is a provincial initiative that 

supports access to school space outside of school hours 

for community members and groups. 

To book space for a community event or activity, or if you 

have questions regarding the use of any Bluewater District 

School Board schools or sites, please call 519-363-2014 

or email community_education@bwdsb.on.ca. 

LEARNING TODAY, LEADING TOMORROW 

www.bwdsb.on.ca 


even tried to discourage children from them. 

Height. Children enjoy climbing, jumping from different 

heights, hanging, or swinging from heights, and balancing at 

various heights. The risk of falling teaches children to overcome 

anxiety and fear. 

Speed. Children enjoy sliding, sledding, spinning, running, 

skiing, and cycling at various speeds. Safety equipment such as 

helmets may be needed for protection. The risk of a collision 

teaches children to control speed. 

Adult tools. Children enjoy adults’ cutting tools that pose a 

sense of possible harm. Tools include hammers, saws, knives, 

lawnmowers, and axes. Supervision and direct instruction may 

be needed to keep them safe. The risk of getting cut inspires 

children to learn careful handling. 

Rough and tumble play. Children often invent games that 

require hitting, dragging, or pushing. They wrestle or play fight, 

sometimes using sticks for swords. Risk of getting hurt teaches 

children about the importance of consent from others. They 

learn to distinguish between ‘pretend’ and ‘real’ harm. 

Play with dangerous elements. Children are drawn to fire pits, 

deep icy water, and cliffs. The potential danger of falling into or 

from something gives them a respect for situations beyond their 

control. 

Disappear/get lost. Children enjoy exploring on their own, 

without adult intervention or supervision. This activity teaches 

children to be resourceful and rely on their own abilities. This is 

crucial for developing self-esteem. 

It seems that children are instinctively inspired by a sense of 

thrill or challenge. Even as adults, we feel exhilarated after 

successfully completing a challenge – running marathons, 

climbing mountains, and skydiving are based on our thrillseeking 

behaviours, and athletes will tell you it takes practice to 

appreciate your own limits. 

Research indicates that children who practice risky play are less 

likely to get hurt. When they learn the limits of their physical, 

emotional, and mental abilities, they know what they can or 

cannot control. Children who have less experience are more 

likely to misinterpret dangers and make poor decisions (Little, et 

al., 2012). 

Risky play is simply exploration driven by children’s own 

desires, in which they challenge themselves to be at the edge of 

their own comfort zone. It means children need opportunity 

to actively choose and assess risk for themselves, and this can 

result in getting dirty or experiencing some bumps, scrapes, and 

bruises. 

SUPPORT RISKY PLAY 

For parents and teachers, risky play requires us to re-evaluate 

our habits and thoughts regarding what it means to protect 

our children. Can we trust our children to make accurate selfassessments? 

How do we encourage children to take risks, yet 

keep them safe? Here are several ideas for giving your children 

the best learning experience possible. 

Begin by ensuring safety. Watch your children play, or join 

them, to understand what risks they might be ready for, and 

what skills they demonstrate. This will help you know in what 

play situations they’ll do well (Pimento & Kernested, 2019). 

Some children are comfortable with risks and can assess their 

abilities for themselves, while others seem to be fearless and 

impulsive, requiring some supervision and reminding of safer 

behaviour. Other children may be hesitant to try new activities 

and require support to attempt even small challenges. Once 

you understand what your child is ready for, you can provide 

a safe environment for them to explore. When you provide a 

variety of experiences and materials, your children will challenge 

themselves at a level they’re ready for. 

Balance supervision with opportunities for independent 

exploration and discovery. Continue to gradually give your 

children additional freedom and risk. Follow your children’s 

lead to ensure they are feeling secure and in control of their 

challenges. Celebrate with them as their confidence increases. 

Your enthusiasm is important in encouraging their joy in 

exploration (Rodgers, 2018). 

Provide time and space. Allow for uninterrupted and extended 

periods of play (College of ECE, 2018). It takes time for children 

to fully grasp a concept and begin to explore its boundaries. 

This process can’t be rushed. Planning for extended periods of 

play time, gives children the opportunity to fully explore their 

abilities. 

Provide interesting materials. Encourage children to contribute 

their ideas and to help with set up of activities when possible 

(College of ECE, 2018). You can provide creative outlets – or 

“loose parts” – that help children discover, invent, create, and 

construct. Loose parts can include boxes, buckets, baskets, cloth, 

building materials, old pots and pans, milk crates, etc. Children 

are guided by their own ideas and abilities, in how to play 

with these materials – there is no right or wrong way to play. 

Decision-making becomes a natural aspect of their play when 

children need to move or build using loose parts. The creative 

element of this type of play engages children for longer periods 

of time than standard playground equipment, and loose parts 

can be used in endless ways. 

Include natural elements in their environment. Having 

children play in trees, grasses, stones, leaves, sand, water, helps 

them learn more about nature and the physical world. The 

next time you see someone cutting down a tree, bring back 

some tree stumps and watch how children incorporate these 

into their play. You’ll be amazed by their imagination. Heavy 

and large items like these require children to use their whole 

body, exercising their muscles and challenging their physical 

knowledge. 

Offer a wide range of age-appropriate tools and equipment. 

Check in with your children. Are there any tools they need 

to help extend their play? Choose items that match children’s 

abilities. For example, while some children are ready to cut with 

a sharp knife, others still require a knife that is dull. Provide 


instructions or demonstrations on how to safely hold or use 

a tool if necessary to increase children’s awareness. Listen and 

respond to their questions, as you explore together. 

Offer children challenges rather than solutions. Let them 

decide how to handle situations. For example, “Your feet 

are stuck in the mud. How will you get them out?” Resist 

interfering with your children’s ability to solve a problem by 

being too helpful and taking over. Shifting your tolerance for 

risk will depend on your understanding that risk can be positive. 

Knowing that even solving problems requires practice may 

encourage you to be more patient and allow your child time to 

figure out the solution. GBK 

References 

Best Start Expert Panel (2006). Early learning for every child today: 

A framework for Ontario early childhood settings. Ontario Ministry 

of Children and Youth Services. 

College of Early Childhood Educators. (April 2018). Play-based 

learning. https://www.college-ece.ca/wp-content/uploads/2021/10/ 

Practice_Note_Play-Based_Learning-1.pdf 

Dietze, B. & Kashin, D. (2019). Outdoor and nature play in Early 

Childhood Education. Pearson Canada Ltd. 

Little, H., Sandseter, E., Beate H., & Wyver, S. (2012), Early 

childhood teachers’ beliefs about children’s risky play in Australia 

and Norway. Contemporary issues in early childhood, Vol. 13, No. 

4, pp. 300-316. http://dx.doi.org/10.2304/ciec.2012.13.4.300 

Munsch, R. (2012). Mud puddle. 4th ed. Annick Press. 

Pimento, B. & Kernested, D. (2019). Healthy foundations in early 

childhood settings. 6th edition, Nelson Education Ltd. 

Rodgers, A. (October 17, 2018). The Importance of Risky Play in 

Childhood. Early Years Resources. https://www.earlyyearsresources. 

co.uk/blog/2018/10/risky-play-importance/. 

UNICEF (1989). The convention on the rights of the child: The 

children’s version. 

https://www.unicef.org/child-rights-convention/convention-textchildrens-version 

PAULA BRUNKARD M.Ed., RECE, is an Early Childhood Education 

Professor at Fanshawe College’s Regional Sites Huron/Bruce. Learn 

more about the program at www.fanshawec.ca/huronbruce. 

Internet | Digital TV | Home Phone | Mobile 

Bundle Up 

with 

(519) 368-2000 

1-866-517-2000 

brucetelecom.com 

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2022-10-14 11:31 AM 


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 

Jessica Connor Doula Services 

519-580-0612 or jconnor.doula@gmail.com 

www.jessicaconnor.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 x6509 

mfrc.meaford@gmail.com 

www.cafconnection.ca/Meaford/Home.aspx 

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 

Saugeen Shores Childcare Centre 

519-832-2400 

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 


RESOURCES 

Durham District Food Bank 

Monday and Friday, 9 a.m.-noon 

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 

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 

TVCC 

519-3370-0777 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 

NEWCOMER SERVICES 

Grey Bruce Settlement & Langauge Services 

519-371-9222 or settlement@osgb.ymca.ca 

ONLINE SUPPORT 

www.211.ca 

www.pathwaysawareness.org 

www.mentallyfit.ca 

www.shelternet.ca 

www.targetyouth.ca 

www.thehealthline.ca 

www.wesforyouthonline.ca 

PLAYGROUPS 

Grey Bruce Play 

Monthly inclusive playgroup 

Greybruceplay@gmail.com 

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, Paisley, Kincardine, Port Elgin, and 

Wiarton - 1-800-616-8116 

Hanover, Markdale, Meaford, M’Wikwedong 

(Owen Sound), Owen Sound (East Ridge), and 

Thornbury - 1-866-483-7774 

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 

Bruce County Children’s Services Resource 

Program 

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 

TVCC 

519-370-0777 or 1-866-590-8822 


United Way of Bruce Grey 

519-376-1560; unitedwaybg@bmts.com 

www.unitedwayofbrucegrey.com/ 

Owen Sound 

SPEECH/LANGUAGE 

Bruce County Childcare Services 

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 

South West Community Care Access Centre 

In-Home Services 

Owen Sound - 519-371-2112 

Walkerton - 519-881-1181 

www.sw.ccac-ont.ca 

TVCC 

519-370-0777 or 1-866-590-8822 


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 

Muffin time! 

HONEY OAT APPLE MUFFINS 

A crunchy topping elevates these muffins to a new level, and are 

more economical than your usual coffee spot. Freeze muffins for 

a take-along breakfast or mid-morning break 

Baking Time: 25 minutes 

Preparation Time: 20 minutes 

Makes: 12 

INGREDIENTS 

Topping: 

• ½ cup apple, unpeeled and diced 

• ⅓ cup pecans, chopped 

• ¼ cup large flake rolled oats 

• 3 tbsp brown sugar, packed 

• ½ tsp ground cinnamon 

• ¼ tsp ground nutmeg 

• 1 tbsp butter, melted 

Batter: 

• 2 cups all-purpose flour 

• ½ cup large flake rolled oats 

• 1½ tsp each baking powder and ground cinnamon 

• ¾ tsp salt 

• ½ tsp each baking soda and ground nutmeg 

• 2 eggs 

• ⅔ cup milk 

• ⅓ cup each packed brown sugar and vegetable oil 

• ⅓ cup honey 

• 1½ tsp vanilla 

• 2½ cups apples, unpeeled and diced 

MAPLE BRAN MUFFINS 

Cooking Time: 20 minutes 

Servings: 12 

INGREDIENTS 

• ¾ cup natural wheat bran 

• ½ cup milk 

• ½ cup maple syrup 

• 1 egg 

• ¼ cup vegetable oil 

• 1¼ cup whole wheat flour 

• 3 tsp baking powder 

• ½ tsp salt 

• ⅓ cup chopped walnuts 

INSTRUCTIONS 

Combine bran, milk and maple syrup. Mix in egg and oil. Combine 

remaining ingredients and add first mixture to this until just 

moistened. Spoon batter into greased muffin tins. Bake at 400 F for 20 

minutes. GBK 

Recipes courtesy Foodland Ontario 

INSTRUCTIONS 

Sprinkle topping evenly over muffins and press lightly into batter. 

Bake in 375 F oven for 20 to 25 minutes or until toothpick inserted in 

centre comes out clean. 

Cool pan on wire rack for five minutes. Remove muffins to wire rack 

to cool. 


CAMP 

EST. 1984 

SUMMER CAMP 

2023 

REGISTRATION 

NOW OPEN! 

campceltic.ca 

Since 1984 Camp Celtic has been 

a sports, arts, and adventure 

facility for children ages 6-17. 

Located on the beautiful and 

rugged Saugeen-Bruce Peninsula, 

we offer traditional overnight 

camp sessions, leadership 

programs, sports specializations, 

canoe tripping, and more! Spaces 

are limited and filling up quickly. 

Register today!

Grey-BruceKids Winter 2022

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