Moving Forward Together in Aboriginal Women's Health: - Theses ...

Moving Forward TogetherJanet Kellywomen. These included one Aboriginal education worker, three teachers, andone youth worker. One of the teachers was also a counsellor, and another wasan interpreter for students who were hearing impaired. Two Aboriginal healthstaff from Gilles Plains became involved for some of the time until other workcommitments prevented their involvement.Although originally I envisioned working directly with young Aboriginalwomen in this research, this was not possible when the research became schoolbased due to ethical, confidentiality, and consent and time considerations.Rather, most young Aboriginal women became stakeholders of this research,and participants of specific health and education programs. One youngAboriginal woman who had already left school became involved in aninterview.Stakeholder selectionStakeholders included young Aboriginal women students, other education staffand management, and health staff and management at Gilles Plains. Aboriginalcommunity members and Elder women specifically were another stakeholdergroup who influenced this Collaboration Area; they specifically identified theneed for young women to be involved in this research.Coding of dataTo increase confidentiality interviews are coded as HS I 1 – 5; high schoolinterview 1 to 5. The interview involving the young Aboriginal woman iscoded (YAW I1).Difficulties in researching directly with young AboriginalwomenOriginally when co-planning this research, I envisioned working with youngAboriginal women in Gilles Plains programs such as the campus youth groupand a proposed young Aboriginal women’s group at the Aboriginal OutreachHealth Services. However, the youth group discontinued soon after theresearch began, and the young women’s group did not come into fruition.Neither the Aboriginal Outreach Health Services nor I had sufficient resources262