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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 Kellyamount of time <strong>in</strong>volved listen<strong>in</strong>g and colour<strong>in</strong>g <strong>in</strong> mandalas, and that theanticipated video was not produced when the Aborig<strong>in</strong>al film maker had tosuddenly go <strong>in</strong>terstate for sorry bus<strong>in</strong>ess (HS D4). The high schoolmanagement rema<strong>in</strong>ed supportive of the program throughout.The Aborig<strong>in</strong>al Education Worker, who arguably was <strong>in</strong> closest contact withthe young women, felt that the course was very positive and significant <strong>in</strong><strong>in</strong>creas<strong>in</strong>g the young women’s self confidence. Look<strong>in</strong>g back at the end of theyear she said she could def<strong>in</strong>itely see a difference <strong>in</strong> the young women whoattended. She also said there was a great advantage <strong>in</strong> the young Aborig<strong>in</strong>alwomen be<strong>in</strong>g able to meet various health professionals and that it would<strong>in</strong>crease their comfort <strong>in</strong> go<strong>in</strong>g to see such workers <strong>in</strong> cl<strong>in</strong>ics. Some of theyoung women did attend various services follow<strong>in</strong>g the program. Also <strong>in</strong> herrole as AEW, she found it useful to have updated <strong>in</strong>formation about women’shealth and the services available.Two education co-researchers noted that the hear<strong>in</strong>g impaired studentsparticularly enjoyed the visual art and camera usage. As one of them said andwho knows where that could lead. It has opened up another whole avenue ofoptions for them (HS D 7). The health staff <strong>in</strong>volved <strong>in</strong> the program viewed itvery positively and held it up as a model of practice that was later used forolder women <strong>in</strong> the Aborig<strong>in</strong>al Outreach <strong>Health</strong> Service (AHS D9).Term 3, 2006 - Young Aborig<strong>in</strong>al women’s get togetherToward the end of term two, health and education co-researchers and I weretalk<strong>in</strong>g through how best to evaluate our collaborative programs and build onthe strengths. While attend<strong>in</strong>g a primary health care conference I spoke atlength to a youth worker from a rural regional centre about the programs wewere <strong>in</strong>volved <strong>in</strong> and the difficulty we were experienc<strong>in</strong>g <strong>in</strong> evaluat<strong>in</strong>g them <strong>in</strong>ways that enabled young women’s voices to be heard, and that were <strong>in</strong>terest<strong>in</strong>gand mean<strong>in</strong>gful for them. The youth worker said that she also needed toevaluate programs she was work<strong>in</strong>g with, and that the young women she waswork<strong>in</strong>g with were very <strong>in</strong>terested <strong>in</strong> meet<strong>in</strong>g other young Aborig<strong>in</strong>al women.By the end of the conference we had begun to consider the idea of br<strong>in</strong>g<strong>in</strong>g the282

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