The majority of substance-involved women have experienced trauma.
The guidelines set out in this document focus specifically on the intersections of trauma and substance use issues among adult women. That focus is not intended to minimize or deny the impact of trauma on men, or on children and youth, or the need for effective service practices for all who have experienced trauma.
Evidence has demonstrated that:
• trauma is pervasive among substance-involved women
• the impacts of trauma are broad, diverse and often life-altering
• trauma and problematic substance use are often interconnected issues
• the voices and wisdom of women with 'lived experience' provide information and perspectives that are critical to traumainformed practices
• women need to be, and feel, safe in order to begin their recovery work.
This report provides an estimate of the economic impact of spousal violence that occurred in Canada in 2009. Spousal violence is a widespread and unfortunate social reality that has an effect on all Canadians. Victims of spousal violence are susceptible to sustaining costly and long-lasting physical, emotional, and financial consequences. Children who are exposed to spousal violence suffer in many ways and are at increased risk of developing negative social behaviours or disorders as a result (Dauvergne and Johnson 2001). The victims' family, friends, and employers are also affected to varying degrees. Every member of society eventually feels the impact of spousal violence through the additional financial strain imposed on publicly funded systems and services.
About This Booklet
This booklet is for older adults who may be suffering from abuse by someone they trust: it could be a partner or spouse, a family member, a caregiver, a service provider or another individual. This kind of abuse of intimacy or trust is wrong. People who know an older adult whom they believe may be abused may also find this booklet helpful.
To the reader
If you or anyone you know is being abused, this booklet is a good place to start finding answers to your questions. It will also help you find more information about people or places you can contact for help. Being abused by someone who is close to you is confusing. You may have trouble talking to other people about the abuse. You may feel afraid for yourself, for your children or grandchildren, or for the person who is abusing you. Anyone, man or woman, adult or child, who is experiencing abuse or who is acting in a violent way is encouraged to get help. Someone will listen.
Our Background Paper provides a detailed discussion of factors of the gender wage gap that reflects research and inter-jurisdictional perspectives. This report focuses on the following areas:
• There are insufficient options for child care and elder care, resulting in women doing more unpaid caregiving and having less time for paid work;
• The sectors and jobs where women and men work are differently valued, with work done by women being undervalued; and,
• There is gender bias and discrimination (intentional or unintentional) in business practices that can prevent women from achieving their fulleconomic potential.
This document replaces The Ontario Curriculum, Grades 9 and 10: Health and Physical Education, 1999 and The Ontario Curriculum, Grades 11 and 12: Health and Physical Education, 2000. Beginning in September 2015, all health and physical education courses for Grades 9 to 12 will be based on the expectations outlined in this document.
SECONDARY SCHOOLS FOR THE TWENTY-FIRST CENTURY
The goal of Ontario secondary schools is to support high-quality learning while giving individual students the opportunity to choose programs that suit their skills and interests. The updated Ontario curriculum, in combination with a broader range of learning options outside traditional classroom instruction, will enable students to better customize their high school education and improve their prospects for success in school and in life.
This document replaces The Ontario Curriculum, Grades 1–8: Health and Physical Education, Interim Edition, 2010. Beginning in September 2015, all health and physical education programs for Grades 1 to 8 will be based on the expectations outlined in this document.
ELEMENTARY SCHOOLS FOR THE TWENTY-FIRST CENTURY
Ontario elementary schools strive to support high-quality learning while giving every student the opportunity to learn in the way that is best suited to his or her individual strengths and needs. The Ontario curriculum is designed to help all students reach their full potential through a program of learning that is coherent, relevant, and ageappropriate. It recognizes that, today and in the future, students need to be critically literate in order to synthesize information, make informed decisions, communicate effectively, and thrive in an ever-changing global community. It is important for students to be connected to the curriculum; to see themselves in what is taught, how it is taught, and how it applies to the world at large. The curriculum recognizes that the needs of learners are diverse, and helps all learners develop the knowledge, skills, and perspectives they need to become informed, productive, caring, responsible, healthy, and active citizens in their own communities and in the world.
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Sexual violence and harassment are a reality in every community in this province — and that is not acceptable.Â
After all the work that has been done to eradicate sexual violence and harassment — and the misogyny that underpins them — it is difficult to believe that these actions and ideas are still pervasive today.Â
We can, and must, do better.
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