Moving Forward Together in Aboriginal Women's Health: - Theses ...
Moving Forward Together in Aboriginal Women's Health: - Theses ...
Moving Forward Together in Aboriginal Women's Health: - Theses ...
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<strong>Mov<strong>in</strong>g</strong> <strong>Forward</strong> <strong>Together</strong>Janet KellyThe Aborig<strong>in</strong>al Education Worker, teacher/counsellor and hear<strong>in</strong>g <strong>in</strong>terpretercame with the young women, support<strong>in</strong>g them and jo<strong>in</strong><strong>in</strong>g <strong>in</strong> activities.Evaluation – look<strong>in</strong>g, listen<strong>in</strong>g, th<strong>in</strong>k<strong>in</strong>g and discuss<strong>in</strong>g aga<strong>in</strong>Feedback via evaluation forms and verbal feedback by education staff/coresearchersrevealed that the young Aborig<strong>in</strong>al women really enjoyed the day,learn<strong>in</strong>g and shar<strong>in</strong>g alongside the other women (HS D2). The school staffrecognised that the activity enabled the young women to <strong>in</strong>crease theirknowledge about health and well-be<strong>in</strong>g, and helped them to become familiarwith local services and health staff <strong>in</strong> non-threaten<strong>in</strong>g ways. The young womenand school staff were <strong>in</strong>terested <strong>in</strong> further programs, and the education coresearchersasked if someth<strong>in</strong>g could take place at the school <strong>in</strong> the next term,as ga<strong>in</strong><strong>in</strong>g consent to leave the school and arrang<strong>in</strong>g leave from lessons was acomplex and lengthy process. This request was taken to the Aborig<strong>in</strong>alOutreach <strong>Health</strong> Service management by health co-researchers and the healthmanager was able to secure fund<strong>in</strong>g to support a creative program with<strong>in</strong> theschool. <strong>Health</strong> and education management got together to discuss thepossibilities.Term 2, 2006 – Leadership programIn term two, a life coach<strong>in</strong>g/media/leadership program was facilitated by anexperienced non-Aborig<strong>in</strong>al youth worker/life coach and an Aborig<strong>in</strong>al filmmaker at the school. The program ran one day a week for ten weeks, and youngAborig<strong>in</strong>al women were released from other classes to attend. They learntabout leadership, film mak<strong>in</strong>g, well-be<strong>in</strong>g, strength and celebration of cultureand womanhood. Members of the Aborig<strong>in</strong>al health team came each week todiscuss a health topic such as diabetes, asthma, nutrition and healthy weight,shar<strong>in</strong>g knowledge and build<strong>in</strong>g relationships. This enabled health promotionand <strong>in</strong>formation shar<strong>in</strong>g to be part of the program (albeit one way knowledgeshar<strong>in</strong>g). At the end of the program, the young Aborig<strong>in</strong>al women were allpresented with an A3 booklet record<strong>in</strong>g their artwork, journey and sharedknowledge.Education co-researchers expressed mixed feel<strong>in</strong>gs about the program from aneducation perspective, question<strong>in</strong>g how much learn<strong>in</strong>g took place when a large281
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