What We're About

Nicole is an Anishinaabe educator, researcher, and writer from Constance Lake First Nation. She has been working in Nibinamik First Nation since 2015, where she worked extensively on the community history project. Nicole was also a member of the Nibinamik Wellness Index and Roadmap to Healing team, which supported the youth council’s fundraising initiative in Toronto in 2018. Nicole currently acts as the team lead as a research associate at Ryerson University in the schools of Child and Youth Care and Early Childhood Studies. Nicole has a background in early childhood development, parent support, Indigenous perspectives of disability, health and social policy, and community-based youth practice. She is currently pursuing doctoral studies at the University of Toronto in Social Justice Education and Indigenous health where she is working on developing a land-based youth-elder leadership project in her community’s traditional territory. 

 Vanessa is an Anishinaabe Child and Youth Counsellor, researcher, educator and member of Sagamok Anishnawbek. She has an undergraduate degree in Forensic Psychology and a Master’s in Child and Youth Care (CYC). She has been working with FOPT in a variety of capacities since she was a placement student in 2019. Vanessa is currently the Mental Health Team Lead for FOPT. Her practices include a trauma-informed and anti-oppressive approach to CYC, with a focus on community-based youth practices. Vanessa currently works as a Counsellor at kapapamahchakwew- Wandering Spirit School with TDSB.

Nyle is an Anishnaabe artist, storyteller and Oshkaabewis (Traditional Helper) from Chippewas of Nawash Unceded First Nation. His art depicts the interconnectedness of all living things and incorporates teachings based on traditional knowledge. Nyle has worked on numerous projects supporting community organizations such as Anishnawbe Health Toronto, 7th Generation Image Makers, Chippewas of Nawash Health Centre, TakingITGlobal, Canadian Roots Exchange, Lower Simcoe Underpass Mural Project, Bold Realities Project, Sketch Toronto and Inkdigenous Tattoo Studio and Gallery. His work draws inspiration from woodland painters, Storytellers and the traditions of his Anishnaabe culture. 

Maggie Stein is a second year Master of Social Work Candidate at the University of Toronto. She earned an honours BA.Sc in Psychology at the University of Guelph and a diploma of General Arts and Sciences from Humber College. Maggie has 5-years of experience working directly in clinical practice and indirectly through academic research with Adolescents and Young Adults facing a variety of mental health concerns. She works from a trauma-informed and strengths-based perspective, taking a collaborative and client-centered approach when delivering evidence-based interventions for those with whom she works with, and for. Maggie has a background in cultural safety practices, attachment theory, emotion regulation, Adverse Childhood Experiences (ACEs), mental health policy and advocacy. Maggie has training and experience in delivering trauma-focused therapies, Dialectical Behavior Therapy (DBT), Radically Open Dialectical Behaviour Therapy (RO-DBT), Cognitive Behaviour Therapy (CBT) and other mindfulness-based approaches. In delivering such services she strives to build therapeutic plans based on each individual’s unique lived experiences, needs, and values.

Jessica is a recent graduate of the Social Work program (BSW) at Ryerson University. Her passion for social work has led her to find creative and innovative ways to combat mental health challenges within First Nation communities. She has previous experience working with youth and newcomers who struggle with mental health resources. Jessica was on the board of the Youth Sexual Health Committee raising awareness surrounding sexual health. She has worked in multiple disciplinary sectors using harm-reduction and anti oppressive models. Jessica assisted with the development of the Building Our Bundle program and has extensive research skills in Indigenous youth mental health. Jessica's interest in community building and development has led her to create meaningful relations as an ally in Indigenous communities that helps to better support their way of life.

 Jessica is a mixed Anishnaabe-settler Master of Social Work student who is currently finishing up her MSW. Jessica has had previous experience working in interdisciplinary teams supporting Indigenous communities in various capacities.  She has 10+ years experience working with children and youth in several different organizations and initiatives. Jessica has also provided in-class, individualized support to children who have exceptional needs. She is competent in developing and implementing activities and workshops that are culturally specific and age-appropriate. Jessica recently assumed the role of the Youth Leaders Circle Coordinator. She facilitated FOPT’s first ever Youth Leaders Virtual Roundtable in November 2020. Any Indigenous youth leaders who are interested -- keep an eye out for the second roundtable coming up in February 2021!! 

 Kruti is a 4th-year student at Ryerson University in the Child and Youth Care program. She occupies the position of a South Asian female and is an ally on Turtle Island. Kruti has provided individualized, in-class support to students with behavioural disorders, and intellectual and physical disabilities, using youth-centered, anti-oppressive, and strengths-based approaches. She has also developed and facilitated peer-support groups, stress relief activities, and expressive arts activities for children and youth between the ages of 6 and 22. Kruti currently provides academic and social support to marginalized students, ages 13 to 18, living in low-income communities. She is also pursuing a double minor in French and Psychology.  

 Megan is a Métis placement student completing her Child and Youth Care degree at Ryerson University. She takes pride in her Indigenous roots as well as her Scottish, Irish, and French ancestry. Megan has a passion for working with young people, especially teenagers. She has 5+ years of experience working with vulnerable youth in both camp and community settings. Through working with Finding Our Power Together Megan aims to learn more about advocacy and how to better support Indigenous youth across Turtle Island. After she finishes her degree, Megan hopes to pursue a Master of Social Work to further explore her passion for serving others. She hopes to one day open her own equine therapy business where she can support and aid children and youth in their healing from trauma.  

 Amanda is a fourth-year student at Ryerson University in the Child and Youth Care program with interests in Criminology, Sociology, and Psychology. She has experience in planning and facilitating programs for children aged 4-17 in various educational settings. Working with young people who experience behavioural disorders, she is able to practice patience and empathy and working one-on-one with young people to meet their needs. She has a desire to get involved with advocacy work to work closely with young people and policy makers to create positive changes in society. With the Finding Our Power Together organization she hopes to apply her therapeutic approaches and advocacy skills to support and create a positive change for young people within Indigenous communities. 

 Ashlee is a student at Ryerson University. She is in her second semester of the one year Master of Arts- Child and Youth Care program. She grew up and currently resides on the Six Nations reserve and is a member of the Onondaga, wolf clan nation. She has earned her Advanced Diploma in Child in Youth Work at Sir Sandford Fleming College and a Honours Bachelor of Arts degree in Youth and Children’s Studies with a minor in Criminology and Psychology at Wilfrid Laurier University. Her interest in Finding Our Power Together (FOPT) began when she was introduced to it by Judy Finlay. Most of the work in the field focused primarily on the Six Nations reserve. She is excited to work with others from different areas to collaborate on common goals for Indigenous children and youth to succeed.  

Jordyn is a fourth year student at Ryerson University completing her bachelor of arts in Early Childhood Studies and minoring in French and Psychology. In addition, she is completing a Mental Health certificate program with Wilfrid Laurier University to gain an awareness of the appropriate resources, referrals, and responses for students who may be struggling with mental health challenges. She has previous experience creating positive and inclusive environments to support diverse families and children. 

Jordyn is passionate about helping others and believes every individual deserves the best resources and support to grow and reach their full potential. As a positive and empathetic individual, her goal is to inspire, motivate and engage others in meaningful experiences that will make a positive difference in their lives. She joined FOPT to learn more about Indigenous cultural approaches and advocacy, in the hopes of better supporting Indigenous communities. 

 Samantha is a fourth-year Early Childhood Studies (ECS) placement student at Ryerson University, currently pursuing her Bachelor of Arts along with a minor in Sociology. She was a direct entry student from George Brown College, having obtained her Early Childhood Education diploma. She works in various childcare centres as an Early Childhood Assistant (ECA) and has experience in working with children from ages 6 months to 13 years. Samantha has worked individually with children and youth with exceptionalities, has implemented numerous learning activities and conversations including a variety of cultures and traditions in multiple types of settings such as childcare, the school board, and in outdoor classroom settings. Samantha has experience in communicating with families and shares children’s ongoing development in all areas such as socially, emotionally, cognitively, spiritually, and physically. She is also a member of Conscious Minds Coop (CMC), which is a non-profit organization that centers on holistic educational and healing experiences that focuses on intergenerational learning. After her undergraduate degree, Samantha hopes to obtain her Bachelors of Education degree in order to be qualified to teach in an elementary school one day.