Pub Date : 2021-01-20DOI: 10.32799/IJIH.V16I2.33906
Carrie LaVallie, JoLee Sasakamoose
The aim of this paper is to propose a new way of understanding data contemplation for Indigenous methodologies. There is a need for Indigenous methods that allow us to explore and organize findings that are steeped in the contextualized story and grounded in the research relationship. A study that asked Cree Kehte-ayak (Old Ones) about the relevance in harmonizing Indigenous and Western ways of knowing in healing from addiction shows that Reflexive Reflection (RR) offers a respectful way for discovery. RR offers epistemological underpinnings for data consideration when engaging Indigenous methodologies. Culturally rooted addictions research can contribute to Indigenous wellness and cultural renewal by bringing awareness to the link between colonialism and addiction and by actively re-centring an Indigenous worldview and governance in the research process (Hall et al., 2015). While challenging colonialism is vital, the strength of Indigenous culture must be central to the overall project, with relational accountability that implies all parts of the research process are related, and that the researcher is responsible for nurturing and maintaining this relationship with the research process and with “all relations.” Indigenous research inquiry involves moments of contemplation that explore dreams, intuition, teachings, and connection to land. It also involves spending intimate hours listening to stories of the “old ones” that are rooted in a sense of kinshipresponsibility that relay culture, identity, and a sense of belonging that are essential to the life of the researcher. Reframing the language around aftercare services for Indigenous Peoples can take place through reflexive investigation and knowledge creation.
{"title":"Reflexive Reflection Co-created with Kehte-ayak (Old Ones) as an Indigenous Qualitative Methodological Data Contemplation Tool","authors":"Carrie LaVallie, JoLee Sasakamoose","doi":"10.32799/IJIH.V16I2.33906","DOIUrl":"https://doi.org/10.32799/IJIH.V16I2.33906","url":null,"abstract":"\u0000 \u0000 \u0000The aim of this paper is to propose a new way of understanding data contemplation for Indigenous methodologies. There is a need for Indigenous methods that allow us to explore and organize findings that are steeped in the contextualized story and grounded in the research relationship. A study that asked Cree Kehte-ayak (Old Ones) about the relevance in harmonizing Indigenous and Western ways of knowing in healing from addiction shows that Reflexive Reflection (RR) offers a respectful way for discovery. RR offers epistemological underpinnings for data consideration when engaging Indigenous methodologies. Culturally rooted addictions research can contribute to Indigenous wellness and cultural renewal by bringing awareness to the link between colonialism and addiction and by actively re-centring an Indigenous worldview and governance in the research process (Hall et al., 2015). While challenging colonialism is vital, the strength of Indigenous culture must be central to the overall project, with relational accountability that implies all parts of the research process are related, and that the researcher is responsible for nurturing and maintaining this relationship with the research process and with “all relations.” Indigenous research inquiry involves moments of contemplation that explore dreams, intuition, teachings, and connection to land. It also involves spending intimate hours listening to stories of the “old ones” that are rooted in a sense of kinshipresponsibility that relay culture, identity, and a sense of belonging that are essential to the life of the researcher. Reframing the language around aftercare services for Indigenous Peoples can take place through reflexive investigation and knowledge creation. \u0000 \u0000 \u0000","PeriodicalId":54163,"journal":{"name":"International Journal of Indigenous Health","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47608509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-19DOI: 10.32799/IJIH.V16I1.33240
L. Wylie, S. McConkey, A. Corrado
Indigenous Peoples in Canada continue to experience racism and discrimination when accessing health care. Competencies of health care staff urgently need to be improved through cultural safety education and training programs to inform culturally appropriate and safe care practice among care providers serving Indigenous individuals and families. This paper explores current educational strategies, the perspectives of Indigenous and non-Indigenous care providers on training approaches, and recommendations for improving training. Qualitative semi-structured interviews were conducted with 31 participants to explore the current provision of culturally appropriate and safe care. Interviews were voice recorded and transcribed verbatim, and a thematic analysis was completed. The three key themes related to training that emerged from data analysis were (a) addressing the knowledge gaps, (b) challenges of current training approaches, and (c) recommendations for improvements in training. Each key theme had three subthemes that were further explored. Cultural safety training is a long and iterative process that has the potential to change care providers’ behaviours and attitudes. Various challenges to existing education and training included issues with implementation, limited follow up with health care staff to support practice changes, and/or limited commitment from senior leadership to change organizational policies and practices. As such, there is a clear need for systemic change within health care institutions to support staff participating in cultural safety training and to put that training into practice to create a culturally safe space for Indigenous individuals seeking health care.
{"title":"It’s a Journey Not a Check Box: Indigenous Cultural Safety From Training to Transformation","authors":"L. Wylie, S. McConkey, A. Corrado","doi":"10.32799/IJIH.V16I1.33240","DOIUrl":"https://doi.org/10.32799/IJIH.V16I1.33240","url":null,"abstract":"\u0000 \u0000 \u0000Indigenous Peoples in Canada continue to experience racism and discrimination when accessing health care. Competencies of health care staff urgently need to be improved through cultural safety education and training programs to inform culturally appropriate and safe care practice among care providers serving Indigenous individuals and families. This paper explores current educational strategies, the perspectives of Indigenous and non-Indigenous care providers on training approaches, and recommendations for improving training. Qualitative semi-structured interviews were conducted with 31 participants to explore the current provision of culturally appropriate and safe care. Interviews were voice recorded and transcribed verbatim, and a thematic analysis was completed. The three key themes related to training that emerged from data analysis were (a) addressing the knowledge gaps, (b) challenges of current training approaches, and (c) recommendations for improvements in training. Each key theme had three subthemes that were further explored. Cultural safety training is a long and iterative process that has the potential to change care providers’ behaviours and attitudes. Various challenges to existing education and training included issues with implementation, limited follow up with health care staff to support practice changes, and/or limited commitment from senior leadership to change organizational policies and practices. As such, there is a clear need for systemic change within health care institutions to support staff participating in cultural safety training and to put that training into practice to create a culturally safe space for Indigenous individuals seeking health care. \u0000 \u0000 \u0000","PeriodicalId":54163,"journal":{"name":"International Journal of Indigenous Health","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43880911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-17DOI: 10.32799/IJIH.V16I2.33082
J. Mcelhaney, Joy Helmer, Marion C. E. Briggs, M. Andrew, K. McGilton, Taima Moeke-Pickering, L. J. Pulver, Elder Betty McKenna
The purpose of this paper is to provide a narrative of our experience with community-driven change using our “Developer/Adapter” research method in Northern Ontario, Canada, so it can be explored in other First Nations contexts. The goal of our currently funded research is to identify community solutions and knowledge and implement community-developed interventions to better support older Indigenous persons, especially those in rural and remote communities, to “age in place” and remain independent in the community through timely access to relevant care. Our Developer/Adapter research method was developed in response to the community-identified need for self-determination to overcome the limitations of traditional Western approaches and effectively plan and execute change in Indigenous communities. Our approach commits to supporting a self- determining voice for Indigenous people and working collaboratively to develop wholistic care interventions. We believe this approach can generate compelling data for policy and practice change in both Canada and Australia.
{"title":"Developer/Adapter Method: A Community-Based Approach to Improve Health in Indigenous Communities","authors":"J. Mcelhaney, Joy Helmer, Marion C. E. Briggs, M. Andrew, K. McGilton, Taima Moeke-Pickering, L. J. Pulver, Elder Betty McKenna","doi":"10.32799/IJIH.V16I2.33082","DOIUrl":"https://doi.org/10.32799/IJIH.V16I2.33082","url":null,"abstract":"\u0000 \u0000 \u0000The purpose of this paper is to provide a narrative of our experience with community-driven change using our “Developer/Adapter” research method in Northern Ontario, Canada, so it can be explored in other First Nations contexts. The goal of our currently funded research is to identify community solutions and knowledge and implement community-developed interventions to better support older Indigenous persons, especially those in rural and remote communities, to “age in place” and remain independent in the community through timely access to relevant care. Our Developer/Adapter research method was developed in response to the community-identified need for self-determination to overcome the limitations of traditional Western approaches and effectively plan and execute change in Indigenous communities. Our approach commits to supporting a self- determining voice for Indigenous people and working collaboratively to develop wholistic care interventions. We believe this approach can generate compelling data for policy and practice change in both Canada and Australia. \u0000 \u0000 \u0000","PeriodicalId":54163,"journal":{"name":"International Journal of Indigenous Health","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44589166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-17DOI: 10.32799/IJIH.V16I2.33932
E. Fast, Melissa L. Lefebvre, C. Reid, Brooke Wahsontiiostha Deer, Dakota Swiftwolfe, Moe Clark, Vicky Boldo, J. Mackie, R. Mackie
Knowledge gathered about the impacts of land-based teachings on Indigenous youth is limited. Many Indigenous people and government commissions have pointed to targeted assimilation and land theft as central to historical and ongoing collective dissociation of Indigenous Peoples from their ways of being in relation with the land. It is thus paramount that Indigenous youth be given the opportunities to (re)connect with their cultures in safe, accessible spaces/places. Demonstrating the many ways learning from the land is beneficial for Indigenous youth, the Restoring Our Roots participatory action research project contributes to the knowledge base in this area to centre Indigeneity and reclaim our cultures by enacting Indigenous methodologies and pedagogies. An Indigenous youth advisory committee developed a four-day land-based retreat, held in July 2018, that focused on (re)connecting Indigenous youth to land-based teachings and ceremony. In interviews following the retreat, youth participants spoke about positive changes related to identity, belonging, well-being, and feeling free from violence in this space that engaged land-based teachings led by Elders, Knowledge Holders, and youth themselves. Some Indigenous youth who identify as Two-Spirit, non-binary, and/or LGBTQIA+ attended the retreat and shared how important it is to have safe spaces that are inclusive of diverse gender roles and identities. Restoring Our Roots created an inclusive community of support, sharing, and learning for Indigenous youth, extending into participants’ everyday lives in the city. This project has since grown into Land As Our Teacher, a five- year research project funded by the Social Sciences and Humanities Research Council of Canada, that explores benefits of land-based pedagogies for Indigenous youth.
{"title":"Restoring Our Roots: Land-Based Community by and for Indigenous Youth","authors":"E. Fast, Melissa L. Lefebvre, C. Reid, Brooke Wahsontiiostha Deer, Dakota Swiftwolfe, Moe Clark, Vicky Boldo, J. Mackie, R. Mackie","doi":"10.32799/IJIH.V16I2.33932","DOIUrl":"https://doi.org/10.32799/IJIH.V16I2.33932","url":null,"abstract":"\u0000 \u0000 \u0000Knowledge gathered about the impacts of land-based teachings on Indigenous youth is limited. Many Indigenous people and government commissions have pointed to targeted assimilation and land theft as central to historical and ongoing collective dissociation of Indigenous Peoples from their ways of being in relation with the land. It is thus paramount that Indigenous youth be given the opportunities to (re)connect with their cultures in safe, accessible spaces/places. Demonstrating the many ways learning from the land is beneficial for Indigenous youth, the Restoring Our Roots participatory action research project contributes to the knowledge base in this area to centre Indigeneity and reclaim our cultures by enacting Indigenous methodologies and pedagogies. An Indigenous youth advisory committee developed a four-day land-based retreat, held in July 2018, that focused on (re)connecting Indigenous youth to land-based teachings and ceremony. In interviews following the retreat, youth participants spoke about positive changes related to identity, belonging, well-being, and feeling free from violence in this space that engaged land-based teachings led by Elders, Knowledge Holders, and youth themselves. Some Indigenous youth who identify as Two-Spirit, non-binary, and/or LGBTQIA+ attended the retreat and shared how important it is to have safe spaces that are inclusive of diverse gender roles and identities. Restoring Our Roots created an inclusive community of support, sharing, and learning for Indigenous youth, extending into participants’ everyday lives in the city. This project has since grown into Land As Our Teacher, a five- year research project funded by the Social Sciences and Humanities Research Council of Canada, that explores benefits of land-based pedagogies for Indigenous youth. \u0000 \u0000 \u0000","PeriodicalId":54163,"journal":{"name":"International Journal of Indigenous Health","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48587765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-11DOI: 10.32799/IJIH.V16I1.33044
Victoria A. Carter, T. Healy, F. Nelson
This project focused on emergency department (ED) care provided in a rural northern Canadian community. It studied how supported and meaningful dialogue between health authority providers and physicians whose work is associated with the ED, and providers who work with Indigenous people outside the health authority, helped inform culturally safe care in the ED. Guided by Indigenous and non-Indigenous advisory committee members, this participatory action study created a space for dialogue that allowed the perspectives of two worlds and multiple disciplines to emerge and develop solutions. The findings demonstrated what culturally safe and unsafe care in the ED look like, identified current culturally safe practices, and described factors that challenge culturally safe care. This project, although small, was unique because of the degree of collaboration in health care improvement between those inside and outside the health authority. Supportive dialogue that is mutually negotiated to include attention to culturally safe practice may be the starting place for the creation of the right space, the ethical space, which is so crucial in moving forward. From this foundation, there are six priority suggestions on how to enhance culturally safe care within an ED setting. These recommendations, built from dialogue within a locally generated ethical space, may extend beyond the local context and may be crucial for supporting cultural safety more broadly in the health care system. The findings presented here were the result of a research project undertaken as part of a master’s degree and do not reflect the views of any other body.
{"title":"The Right Space: The Impact of Meaningful Dialogue in Informing Culturally Safe Care in the Emergency Department in a Rural Northern Community","authors":"Victoria A. Carter, T. Healy, F. Nelson","doi":"10.32799/IJIH.V16I1.33044","DOIUrl":"https://doi.org/10.32799/IJIH.V16I1.33044","url":null,"abstract":"\u0000 \u0000 \u0000This project focused on emergency department (ED) care provided in a rural northern Canadian community. It studied how supported and meaningful dialogue between health authority providers and physicians whose work is associated with the ED, and providers who work with Indigenous people outside the health authority, helped inform culturally safe care in the ED. Guided by Indigenous and non-Indigenous advisory committee members, this participatory action study created a space for dialogue that allowed the perspectives of two worlds and multiple disciplines to emerge and develop solutions. The findings demonstrated what culturally safe and unsafe care in the ED look like, identified current culturally safe practices, and described factors that challenge culturally safe care. This project, although small, was unique because of the degree of collaboration in health care improvement between those inside and outside the health authority. Supportive dialogue that is mutually negotiated to include attention to culturally safe practice may be the starting place for the creation of the right space, the ethical space, which is so crucial in moving forward. From this foundation, there are six priority suggestions on how to enhance culturally safe care within an ED setting. These recommendations, built from dialogue within a locally generated ethical space, may extend beyond the local context and may be crucial for supporting cultural safety more broadly in the health care system. The findings presented here were the result of a research project undertaken as part of a master’s degree and do not reflect the views of any other body. \u0000 \u0000 \u0000","PeriodicalId":54163,"journal":{"name":"International Journal of Indigenous Health","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42431146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-11DOI: 10.32799/IJIH.V16I2.33173
M. Firestone, Jessica Syrette, T. Brant, M. Laing, Steve Teekens
While urban Indigenous populations in Canada are increasing and represent many diverse and culturally vibrant communities, disparities between Indigenous and non-Indigenous people’s experiences of the social determinants of health are significant. The Mino Kaanjigoowin (MK) program at Na-Me-Res (Native Men’s Residence) in Toronto, Ontario, Canada, supports Indigenous men who are experiencing homelessness or are precariously housed and who have complex health and social needs. Using a community-partnered approach that aligns with wise practices for conducting Indigenous health research, a mixed-methods process evaluation of the MK program was conducted in 2017‒2018 by the Well Living House in partnership with Na-Me-Res. Thematic analysis of qualitative data gathered through two focus groups with community members who access the MK program (n = 9) and key informant interviews with staff (n = 11) was carried out using a decolonizing lens. Results indicate that the MK program provides a unique healing model that is grounded in trust, honour, and respect. Strengths of the program include a harm reduction framework, meeting basic needs, and person-centred care. The program could be enhanced through increased human resource capacity and improved infrastructure, including a separate space for MK staff and activities. The evaluation findings demonstrate how the MK program provides specialized and culturally safe services as a best- practice model to meet the complex health and social needs of urban Indigenous people.
虽然加拿大的城市土著人口正在增加，并代表了许多多样化和文化上充满活力的社区，但土著人民和非土著人民在健康的社会决定因素方面的经验差异很大。加拿大安大略省多伦多Na-Me-Res(土著男子之家)的Mino Kaanjigoowin (MK)方案为无家可归或居住不稳定以及有复杂健康和社会需求的土著男子提供支持。Well Living House与Na-Me-Res合作，于2017-2018年采用社区合作方式，与开展土著健康研究的明智做法保持一致，对MK计划进行了混合方法过程评估。采用非殖民化视角，对通过两个焦点小组收集的定性数据进行了专题分析，这些小组包括参加MK项目的社区成员(n = 9)和对工作人员进行的关键信息提供者访谈(n = 11)。结果表明，MK项目提供了一种基于信任、荣誉和尊重的独特治疗模式。该规划的优势包括减少伤害框架、满足基本需求和以人为本的护理。该计划可以通过增加人力资源能力和改善基础设施来加强，包括为MK工作人员和活动提供单独的空间。评估结果表明，MK方案如何提供专业和文化上安全的服务，作为满足城市土著人民复杂的健康和社会需求的最佳实践模式。
{"title":"Findings From a Process Evaluation of an Indigenous Holistic Housing Support and Mental Health Case Management Program in Downtown Toronto","authors":"M. Firestone, Jessica Syrette, T. Brant, M. Laing, Steve Teekens","doi":"10.32799/IJIH.V16I2.33173","DOIUrl":"https://doi.org/10.32799/IJIH.V16I2.33173","url":null,"abstract":"\u0000 \u0000 \u0000While urban Indigenous populations in Canada are increasing and represent many diverse and culturally vibrant communities, disparities between Indigenous and non-Indigenous people’s experiences of the social determinants of health are significant. The Mino Kaanjigoowin (MK) program at Na-Me-Res (Native Men’s Residence) in Toronto, Ontario, Canada, supports Indigenous men who are experiencing homelessness or are precariously housed and who have complex health and social needs. Using a community-partnered approach that aligns with wise practices for conducting Indigenous health research, a mixed-methods process evaluation of the MK program was conducted in 2017‒2018 by the Well Living House in partnership with Na-Me-Res. Thematic analysis of qualitative data gathered through two focus groups with community members who access the MK program (n = 9) and key informant interviews with staff (n = 11) was carried out using a decolonizing lens. Results indicate that the MK program provides a unique healing model that is grounded in trust, honour, and respect. Strengths of the program include a harm reduction framework, meeting basic needs, and person-centred care. The program could be enhanced through increased human resource capacity and improved infrastructure, including a separate space for MK staff and activities. The evaluation findings demonstrate how the MK program provides specialized and culturally safe services as a best- practice model to meet the complex health and social needs of urban Indigenous people. \u0000 \u0000 \u0000","PeriodicalId":54163,"journal":{"name":"International Journal of Indigenous Health","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45971778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-11DOI: 10.32799/IJIH.V16I1.33220
Jessica Barudin
This paper explores the promising practice of an emerging culturally adapted, trauma-informed yoga program for Indigenous adolescent girls. I draw from my experiential learning during a series of 12 yoga sessions over 2018 and 2019 with eight Indigenous girls (ages 13–17) from rural and remote Inuit communities in Quebec, Canada. Participants had experienced varying degrees of child maltreatment and interaction with the child welfare system, and they were all under the care of youth protection services in a residential facility. The yoga and mindfulness intervention provided weekly 60-minute sessions in the residential unit. Yoga sessions integrated a blended model of cultural teachings, group dialogue, and trauma-informed yoga. The approach included circle sharing, cultural teachings, gentle progressions of physical postures, guided meditation, breathing techniques, centring practices, and beadwork. This promising practice explores trauma-informed yoga as a strengths-based community strategy for relational healing that promotes cultural connectedness, safety, and resilience among Indigenous adolescent girls removed from their rural and remote communities to a residential facility in an urban area. This paper outlines an introductory framework for health professionals, paraprofessionals, program administrators, and staff working with Indigenous children and youth in residential facilities. Specifically, this promising practice builds on existing findings of trauma-informed yoga with adolescents, as well as movement and centring approaches through an Indigenous lens of relational healing.
{"title":"From Breath to Beadwork: Lessons Learned From a Trauma- Informed Yoga Series With Indigenous Adolescent Girls Under Youth Protection","authors":"Jessica Barudin","doi":"10.32799/IJIH.V16I1.33220","DOIUrl":"https://doi.org/10.32799/IJIH.V16I1.33220","url":null,"abstract":"\u0000 \u0000 \u0000This paper explores the promising practice of an emerging culturally adapted, trauma-informed yoga program for Indigenous adolescent girls. I draw from my experiential learning during a series of 12 yoga sessions over 2018 and 2019 with eight Indigenous girls (ages 13–17) from rural and remote Inuit communities in Quebec, Canada. Participants had experienced varying degrees of child maltreatment and interaction with the child welfare system, and they were all under the care of youth protection services in a residential facility. The yoga and mindfulness intervention provided weekly 60-minute sessions in the residential unit. Yoga sessions integrated a blended model of cultural teachings, group dialogue, and trauma-informed yoga. The approach included circle sharing, cultural teachings, gentle progressions of physical postures, guided meditation, breathing techniques, centring practices, and beadwork. This promising practice explores trauma-informed yoga as a strengths-based community strategy for relational healing that promotes cultural connectedness, safety, and resilience among Indigenous adolescent girls removed from their rural and remote communities to a residential facility in an urban area. This paper outlines an introductory framework for health professionals, paraprofessionals, program administrators, and staff working with Indigenous children and youth in residential facilities. Specifically, this promising practice builds on existing findings of trauma-informed yoga with adolescents, as well as movement and centring approaches through an Indigenous lens of relational healing. \u0000 \u0000 \u0000","PeriodicalId":54163,"journal":{"name":"International Journal of Indigenous Health","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43124362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-11DOI: 10.32799/IJIH.V16I1.33095
P. Carney, Cynthia Taylor, A. Empey, Dove Spector, A. Bruegl, E. Brodt
Purpose: Recent studies on programs designed to support Indigenous faculty are lacking. Expanding numbers of successful Indigenous health faculty could help to improve delivery of culturally appropriate/responsive health care for Indigenous people. Methods: We enrolled nine American Indian/Alaska Native (AIAN) faculty participants in 2017 and 53 in 2018 in an Indigenous Faculty Forum (IFF). We provided instruction on academic advancement, addressed unique cultural considerations, and fostered networking and ongoing career support for AIAN faculty. We used a post-session survey, including the 22-item Diversity and Engagement Survey (DES) and focus groups, to assess initial reactions to the program and a follow-up survey to assess change at 1 year. Findings: Participants in both IFF sessions were predominantly female, most often aged 35–44 and from primary care disciplines. Two faculty members rose to a higher rank during the 1-year follow-up period. Findings from the DES illustrated that Common Purpose, Equitable Reward and Recognition, Cultural Competence, Trust, a Sense of Belonging, and Appreciation of Individual Attributes increased slightly from post-session to 1 year. The greatest change was for Respect, which increased from a mean of 3.42 (SD = 0.77) to 3.76 (SD = 0.67), p = .05. Focus group findings revealed that mentoring that includes the cultural perspectives of AIAN is lacking, as is respect for these faculty from the academic community, though survey findings showed respect improved over time. Conclusions: More tailored work is needed to support AIAN in U.S. academic settings if they are to achieve academic success and become role models for others entering academic settings.
目的:最近的研究旨在支持土著教师缺乏。扩大成功的土著保健教师的人数可以帮助改善向土著人民提供文化上适当/符合其需要的保健服务。方法:我们在2017年和2018年分别招募了9名美国印第安人/阿拉斯加原住民(AIAN)教师参加土著教师论坛(IFF)。我们提供了学术进步方面的指导，解决了独特的文化考虑，并为AIAN教师建立了网络和持续的职业支持。我们使用了一个会后调查，包括22个项目的多样性和参与调查(DES)和焦点小组，来评估对项目的初步反应，并在1年后进行了一次后续调查，以评估变化。研究结果:两次IFF会议的参与者主要是女性，大多数年龄在35-44岁之间，来自初级保健学科。在1年的随访期间，有两名教员晋升到更高的级别。DES的研究结果表明，共同目标、公平奖励和认可、文化能力、信任、归属感和对个人属性的欣赏从课程结束到1年略有增加。变化最大的是尊重，从平均3.42 (SD = 0.77)增加到3.76 (SD = 0.67)， p = 0.05。焦点小组调查结果显示，包括AIAN文化观点在内的指导缺乏，学术界对这些教师的尊重也缺乏，尽管调查结果显示，随着时间的推移，尊重程度有所提高。结论:如果AIAN想要在学术上取得成功，并成为其他进入学术环境的人的榜样，就需要更多的量身定制的工作来支持他们在美国的学术环境。
{"title":"Findings Associated With a Novel Program Designed to Support Indigenous Faculty Members of U.S. Health Professions Schools","authors":"P. Carney, Cynthia Taylor, A. Empey, Dove Spector, A. Bruegl, E. Brodt","doi":"10.32799/IJIH.V16I1.33095","DOIUrl":"https://doi.org/10.32799/IJIH.V16I1.33095","url":null,"abstract":"\u0000 \u0000 \u0000Purpose: Recent studies on programs designed to support Indigenous faculty are lacking. Expanding numbers of successful Indigenous health faculty could help to improve delivery of culturally appropriate/responsive health care for Indigenous people. Methods: We enrolled nine American Indian/Alaska Native (AIAN) faculty participants in 2017 and 53 in 2018 in an Indigenous Faculty Forum (IFF). We provided instruction on academic advancement, addressed unique cultural considerations, and fostered networking and ongoing career support for AIAN faculty. We used a post-session survey, including the 22-item Diversity and Engagement Survey (DES) and focus groups, to assess initial reactions to the program and a follow-up survey to assess change at 1 year. Findings: Participants in both IFF sessions were predominantly female, most often aged 35–44 and from primary care disciplines. Two faculty members rose to a higher rank during the 1-year follow-up period. Findings from the DES illustrated that Common Purpose, Equitable Reward and Recognition, Cultural Competence, Trust, a Sense of Belonging, and Appreciation of Individual Attributes increased slightly from post-session to 1 year. The greatest change was for Respect, which increased from a mean of 3.42 (SD = 0.77) to 3.76 (SD = 0.67), p = .05. Focus group findings revealed that mentoring that includes the cultural perspectives of AIAN is lacking, as is respect for these faculty from the academic community, though survey findings showed respect improved over time. Conclusions: More tailored work is needed to support AIAN in U.S. academic settings if they are to achieve academic success and become role models for others entering academic settings. \u0000 \u0000 \u0000","PeriodicalId":54163,"journal":{"name":"International Journal of Indigenous Health","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48937178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-11DOI: 10.32799/IJIH.V16I2.33099
Cowichan Tribes
Cowichan Tribes’ territory, located in the Cowichan Valley on Vancouver Island, British Columbia, Canada, is experiencing an alarmingly high rate of preterm births compared to the national average of Indigenous Peoples in Canada. In response, and in partnership with the First Nations Health Authority (FNHA), Cowichan Tribes is in the first year of a 3-year study to investigate causes. Cowichan Tribes’ Elders and community members are guiding the study to ensure it follows Cowichan Tribes’ research processes and to support self- determination in research. Furthermore, as a way to enhance reconciliation, Elders and community members guided an on-site ethics review on Cowichan Tribes territory. This article outlines the collaborative, in-person research ethics review process that Cowichan Tribes, Island Health, and FNHA completed on August 21, 2019. The purpose of this article is to provide suggestions other First Nations could use when conducting a research ethics review, and to explain how this process aligns with the principles of ownership, control, access, and possession (OCAP®), the United Nations Declaration on the Rights of Indigenous Peoples, the Truth and Reconciliation Commission of Canada, and above all, the Cowichan snuw’uy’ulh (teachings from Elders).
coichan部落的领地位于加拿大不列颠哥伦比亚省温哥华岛的coichan山谷，与加拿大全国土著居民的平均早产率相比，该地区的早产率高得惊人。作为回应，科伊坎部落与第一民族卫生局(FNHA)合作，开展了一项为期三年的病因调查研究，目前正处于第一年。coichan部落的长老和社区成员正在指导这项研究，以确保它遵循coichan部落的研究过程，并支持研究中的自决。此外，作为促进和解的一种方式，长老和社区成员指导了对coichan部落领土的现场道德审查。本文概述了coichan Tribes, Island Health和FNHA于2019年8月21日完成的协作式亲自研究伦理审查过程。本文的目的是提供其他原住民在进行研究伦理审查时可以使用的建议，并解释这一过程如何与所有权，控制，访问和占有原则(OCAP®)，联合国土著人民权利宣言，加拿大真相与和解委员会，最重要的是，coichan snuw 'uy 'ulh(长老的教导)保持一致。
{"title":"Bringing Ethics Review Home to Cowichan: Indigenizing Ethics Review in British Columbia, Canada","authors":"Cowichan Tribes","doi":"10.32799/IJIH.V16I2.33099","DOIUrl":"https://doi.org/10.32799/IJIH.V16I2.33099","url":null,"abstract":"\u0000 \u0000 \u0000Cowichan Tribes’ territory, located in the Cowichan Valley on Vancouver Island, British Columbia, Canada, is experiencing an alarmingly high rate of preterm births compared to the national average of Indigenous Peoples in Canada. In response, and in partnership with the First Nations Health Authority (FNHA), Cowichan Tribes is in the first year of a 3-year study to investigate causes. Cowichan Tribes’ Elders and community members are guiding the study to ensure it follows Cowichan Tribes’ research processes and to support self- determination in research. Furthermore, as a way to enhance reconciliation, Elders and community members guided an on-site ethics review on Cowichan Tribes territory. This article outlines the collaborative, in-person research ethics review process that Cowichan Tribes, Island Health, and FNHA completed on August 21, 2019. The purpose of this article is to provide suggestions other First Nations could use when conducting a research ethics review, and to explain how this process aligns with the principles of ownership, control, access, and possession (OCAP®), the United Nations Declaration on the Rights of Indigenous Peoples, the Truth and Reconciliation Commission of Canada, and above all, the Cowichan snuw’uy’ulh (teachings from Elders). \u0000 \u0000 \u0000","PeriodicalId":54163,"journal":{"name":"International Journal of Indigenous Health","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46000675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-11DOI: 10.32799/IJIH.V16I1.33193
Christopher David Macklin, C. Marchand, E. Mitchell, R. Price, V. Mitchell, Leslie Bryant
Health research in Canada carries a history of exploitation and cultural insensitivity in its approaches, resulting in a deeply rooted mistrust among Indigenous Peoples. Communities are signalling the urgent need for health research to be conducted in a more conscientious way. To address these gaps, our team of three Elders and three researchers co-developed a series of workshops in the province of British Columbia, Canada, in 2019 to increase participants’ knowledge and skills for conducting culturally responsive health research. Workshops examined power and privilege; self-awareness/self-reflection; Indigenous and Western worldviews; cultural safety; allyship; and research principles and practices. Activities were experiential and privileged Indigenous knowledges. An Indigenous-informed evaluation captured participants’ experiences via online surveys. Participants described workshop learnings as deeply impacting ways they approach research practice. Thematic analysis of participant reflections revealed three overarching themes: bringing together the mind and the heart; self-reflection and initiating change; and understanding cultural safety as a lifelong journey. Lessons learned by facilitators included the importance of applying Indigenous ways of knowing to create safe spaces for healing and learning; empowering participants to critically self-reflect; and rooting the work in ceremony. The ethical responsibility to allow time and space for meaningful dialogue was crucial for aligning with Indigenous protocols of coming together. This project demonstrates that experiential workshops, co- facilitated by Elders and researchers, are an innovative, effective, and Indigenous-centred approach for providing education on how to engage in culturally safe and culturally resonant research.
{"title":"Planting the Seeds: Insights for Researchers Interested in Working With Indigenous Peoples","authors":"Christopher David Macklin, C. Marchand, E. Mitchell, R. Price, V. Mitchell, Leslie Bryant","doi":"10.32799/IJIH.V16I1.33193","DOIUrl":"https://doi.org/10.32799/IJIH.V16I1.33193","url":null,"abstract":"\u0000 \u0000 \u0000Health research in Canada carries a history of exploitation and cultural insensitivity in its approaches, resulting in a deeply rooted mistrust among Indigenous Peoples. Communities are signalling the urgent need for health research to be conducted in a more conscientious way. To address these gaps, our team of three Elders and three researchers co-developed a series of workshops in the province of British Columbia, Canada, in 2019 to increase participants’ knowledge and skills for conducting culturally responsive health research. Workshops examined power and privilege; self-awareness/self-reflection; Indigenous and Western worldviews; cultural safety; allyship; and research principles and practices. Activities were experiential and privileged Indigenous knowledges. An Indigenous-informed evaluation captured participants’ experiences via online surveys. Participants described workshop learnings as deeply impacting ways they approach research practice. Thematic analysis of participant reflections revealed three overarching themes: bringing together the mind and the heart; self-reflection and initiating change; and understanding cultural safety as a lifelong journey. Lessons learned by facilitators included the importance of applying Indigenous ways of knowing to create safe spaces for healing and learning; empowering participants to critically self-reflect; and rooting the work in ceremony. The ethical responsibility to allow time and space for meaningful dialogue was crucial for aligning with Indigenous protocols of coming together. This project demonstrates that experiential workshops, co- facilitated by Elders and researchers, are an innovative, effective, and Indigenous-centred approach for providing education on how to engage in culturally safe and culturally resonant research. \u0000 \u0000 \u0000","PeriodicalId":54163,"journal":{"name":"International Journal of Indigenous Health","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46482881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：