Behind the Pandemic in Aboriginal Communities - Interagency ...

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Overview of Workshop AgendaOutlined below are the activities along with approximate times for each. These timesare guidelines only – don’t hesitate to increase their duration if required. It is importantthat you tailor the workshop to the needs and expectations of your audience. See Tailorto Your Audience on page 13 for ideas.16ActivityStage 1 – Setting the StageBrief Introduction to the WorkshopRecommendedTime30 minsMaterials and Resource People5 mins • Accompanying presentation - learning outcomes• Laptop and LCD projectorWelcome and Introductions 20 mins • Consider inviting an Elder from the community.See Facilitator’s Note in Stage 1 for moredetails.Workshop Etiquette(Social Norms)Stage 2 – Background Information5 mins • Accompanying presentation - workshop etiquette15 minsFred’s Story: Portrait thinking 5 mins • Accompanying presentation - Portrait andFred’s Story: Landscape thinking 5 minslandscape frames• Flipchart or white boardIntroduction: From Portrait to 5 mins• MarkersLandscape ThinkingStage 3 – Rapids and Canoes35 minsActivity Overview 1 min • Accompanying presentation – instructionsActivity Rules4 mins• Game board• Vulnerability CardsActivity30 mins• Resiliency Cards• Facilitator’s Notes on Vulnerability Cards andResiliency Cards• 5 dice• 5 player markers• Flipchart paper or whiteboard• MarkersStage 4 – Debrief60 minsHot Debrief 15 mins • Accompanying presentation - debrief questionsSmall Group on Vulnerability: IssueExploration TreeSmall Group on Resiliency10 mins • Accompanying presentation - small group workinstructions• Flipchart with an Issue Exploration Tree (Seebox 2 on page 23)10 mins• Flipcharts for each group• Markers for each groupLarge Group Discussion 15 mins • Accompanying Presentation - large groupdiscussion questions• Flipchart or white board• MarkersIntroduction to the PopulationHealth ApproachStage 5 – Wrap UpTotal Time10 mins • Accompanying Presentation - BackgroundInformation• Participant handout - Background Information5 mins145 mins
MaterialsMaterials Provided• Game board• Participant handout• Accompanying presentation• Vulnerability Cards• Resiliency Cards• Facilitator’s Notes on Vulnerability Cards andResiliency CardsProcedureStage 1 - Setting the StageBrief Introductionto the Workshop5 MinutesWelcome andIntroductions5 MinutesExplain:Additional Materials• Laptop and LCD projector• Flipchart paper or whiteboards• Markers• Dice• Player markers• Referral list of local services and supports30 Minutes• This workshop provides an opportunity to learn how to use apopulation health lens to look at and respond to HIV epidemicsamong Aboriginal peoples.• The workshop focuses on the broad social, economic, politicaland historical factors that affect HIV epidemics among Aboriginalpeoples in Canada.• This way of looking at and responding to public health issuescan be used with other health issues and other populations inCanada and around the world.• The workshop may be set up differently than what you are usedto. The workshop primarily uses interactive learning approaches.This means that participants will be engaged in an activity anddiscussion rather than listening to a lecture.WelcomeIntroductionsInvite the facilitation team and participants to introduce themselves.Facilitator’s Note:Consider inviting alocal Elder to startand close the workshop,help establish theetiquette for the workshopand provide one-ononesupport.Facilitator’s Note:Talking about HIVmeans talkingabout many topics thatare controversial or seenas sensitive or private,such as sexuality anddrug use. It is importantto take time to create agroup environmentwhere people feel safe todiscuss these topics andto explore their ownvalues and beliefs.Facilitators can encouragethis sort of groupenvironment by takingtime to help groupmembers get to knoweach other, establishingsupportive social norms,and making sure everyoneunderstands thepurpose and process ofthe activity.Facilitator’s Note:This step isintended to helpgroup members get toknow each other and feelcomfortable participatingin the learning that is tocome. It should be donein a way that will helpparticipants to feelcomfortable with theworkshop, facilitator andeach other.17
Page 6 and 7: Facilitator’s Materials..........
Page 8 and 9: What is this Educational Resource f
Page 10 and 11: experienced traumatic life events s
Page 12 and 13: Getting Ready to Facilitate this Ed
Page 14 and 15: Table 1: Potential Audiences and Ad
Page 18 and 19: WorkshopEtiquette(Social Norms)5 Mi
Page 20 and 21: Fred’s Story:LandscapeThinking(co
Page 22 and 23: Facilitator’s Note:It is possible
Page 24 and 25: Facilitator’s Note:Resiliency mea
Page 27 and 28: Participant MaterialsActivity Mater
Page 29 and 30: Individual LevelIndividual LevelInd
Page 31 and 32: Family LevelIndividual LevelFamily
Page 33 and 34: Family LevelFamily LevelFamily Leve
Page 35 and 36: Community LevelCommunity LevelCommu
Page 37 and 38: Community LevelCommunity LevelCommu
Page 39 and 40: Systemic LevelSystemic LevelSystemi
Page 45 and 46: Systemic LevelArmand’s StoryArman
Page 47 and 48: Activity Materials: Resiliency Card
Page 49 and 50: Community Healing and Self-Determin
Page 51 and 52: Cultural ContinuityYou live in a co
Page 53 and 54: Building Community CapacityEveryone
Page 55 and 56: GIPA and ResearchA few years ago, t
Page 57: Handout #1: HIV Basics 11CATIE. 201
Page 62 and 63: 10/21/2010Activity Purpose• Incre
Page 65 and 66: 9/27/2010Activity InstructionsActiv
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9/27/2010Questions for Vulnerabilit
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9/27/2010Fred’s StoryHas no fridg
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9/27/2010Understanding Health Inequ
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9/27/2010Root Causes: BroaderDeterm
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9/27/2010Broader Determinants ofAbo
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Facilitator’s Note:These backgrou
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Gender and Gender Inequalities• G
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approach must be undertaken with in
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through collaboration and shared re
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Diagram 1: Factors that affect HIVv
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Card Key Issues Affecting Vulnerabi
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Individual LevelIssue Exploration T
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Card Key Protective Factors Suggest
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Card Key Protective Factors Suggest
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Glossary
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Gender norms refer to the expectati
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About the AuthorsLia De Pauw, MHSc,
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Bouey, Paul D., and Betty E. S. Dur
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Public Health Agency Health of Cana
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Mill, Judy E., Randy C. Jackson, Ca
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Scanlon, K., Travers, R., Humberto,
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