Behind the Pandemic in Aboriginal Communities - Interagency ...

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WorkshopEtiquette(Social Norms)5 MinutesExplain:• Talking about HIV means talking about topics that many peoplefind difficult to speak about or have strong opinions about.The Workshop Etiquette (see Box 1) provides some socialnorms that help to create a supportive group environment.Adaptation:• Depending on how much time you have and what you thinkwill work best for the group, it may be better to develop socialnorms in collaboration with the participants. One way to dothis is to have participants first reflect on the characteristicsand qualities that make groups work well.Box 1: Workshop EtiquetteContribute Your Experience and Thinking – Most of the learning in this workshopcomes from discussion among participants. Your ideas and experience are important.Respect – HIV is connected to many issues that can be difficult for people to talk aboutand that may be connected to our values.Listen to Understand – Listen with curiosity to the perspectives and insights of otherparticipants.Take Care of Yourself – Everyone is different. Choose the level of engagement thatfeels right for you. Take care of your physical and emotional needs: it is okay to getfood, go to the bathroom, stretch, step out of the room or be an observer.Use Technology Respectfully – Turn off and put away cell phones, laptops, etc. If adevice must be left on, please put it on silent.18
Stage 2 - Background InformationFred’s Story:Portrait Thinking5 MinutesRead the first part of Fred’s story:Ask:40 MinutesFred’s doctor put him on anti-retroviral therapy a few monthsago. Fred is too scared to ask the doctor to repeat the instructionsabout when and how often he is supposed to take hismedication, so he relies on what he remembers from that day.• What do we know about Fred based on this picture and thestory?Possible Answers:• Fred has HIV.• Fred is confused about his medications.• Fred is afraid to ask his doctor to help him with his medications.• What solutions do you see based on what you know about Fredfrom this picture and the story?Possible Answers:• Fred can ask a friend, family member, or support worker forhelp.• Fred can tell his doctor or pharmacist that he does not understandhow to take his medications.Facilitator’s Note:Different audienceswill requiredifferent kinds andamounts of backgroundinformation to fullyunderstand the ideas inBehind the Pandemic.We recommend that youconsider whether theparticipants have a basicunderstanding of Aboriginalpeoples in Canadaand their histories, andthe basics of HIV andAIDS. Consider how tobest provide thisinformation; for example,you may be able tointegrate a shortintroduction of additionalthemes into thisworkshop or you maywant to first hold an indepth workshop with asubject matter expert.Fred’s Story:LandscapeThinking5 MinutesRead the second part of Fred’s story:Fred lives in a rooming house in a small city. He doesn’t wantto ask any of the other roomers for help because then they willknow he can’t read and that he is HIV positive. On top of this,he needs to figure out how to keep his medication cool nowthat the weather is warming up. The room he rents doesn’thave a fridge so he keeps his medications just outside his window.19
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 16 and 17: Overview of Workshop AgendaOutlined
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
Page 67 and 68: 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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