to teach through guiding, mentoring, and experiencing


Over a number of years, IRM Research and Evaluation Inc. (IRM) – Leona Makokis, Ph.D., and Ralph Bodor, Ph.D., R.S.W., have developed and delivered a variety of training and teaching courses that have focused on the provision of Indigenous human services.

Often, non-Indigenous service providers, agencies, and programs are providing these services. At times, the services provided in this context are not based on Indigenous worldviews and practices. This is often not the fault of the service providers or agencies.

Instead, most service providers are eager and willing to provide appropriate services. The issue is not willingness but is based on a two-pronged lack of knowledge. First, service providers are often not providing Indigenous-based services, and secondly, there also seems to be a lack of understanding of what those services could be. This situation is often referred to, as “they don’t know what they don’t know”. In an effort to support human service organizations with understanding Indigenous knowledge and worldviews, IRM has developed a number of teaching/training/learning experiences.

Prior to the Covid-19 pandemic, IRM has provided intensive four-day culture and ceremony training to over 1500 social workers, caseworkers, policymakers, supervisors, and front-line workers. Since then, we have adapted our training to an online learning environment where possible. IRM has also developed additional teaching/training/learning experiences that range from an introductory to advanced focus on nêhiyaw knowledge – supporting human service professionals to understand foundational nêhiyaw pre-contact teachings, history and colonization, and the transmission of intergenerational trauma to then transition towards ceremony-based healing and extensive nêhiyaw worldview teachings.

omanitew ii

The practice of omanitew – to celebrate your visitors, to make space for them physically and spiritually – is a core teaching […]


An introduction to indigenous worldviews with a focus on foundational pre-contact teachings, history and colonization, the transmission of intergenerational trauma, allyship, and the connection between healing and ceremony.