Behind the Pandemic in Aboriginal Communities - Interagency ...

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Fred’s Story:LandscapeThinking(continued)Ask:• What do we know about Fred based on this picture and the story?Possible Answers:• Fred lives in a rooming house.• Fred does not have non-medical things like a fridge that heneeds to stay healthy.• Fred likely lives in poverty.• Fred cannot read and is embarrassed about this.• Fred is afraid of people finding out he is living with HIV. Theremay be high levels of HIV stigma in his community.• What are some of the factors that affect Fred’s ability to take hisHIV medications?Facilitator’s Note:The Overview ofthe PopulationHealth Approach: Influencesof HIV Vulnerabilityamong AboriginalPeoples provides furtherinformation on portraitframes, landscapeframes and populationhealth.Introduction:From Portrait toLandscapeThinking5 MinutesKey Messages:• What solutions do you see based on what you know about Fredfrom this picture and the story?Possible Answers:• Doctors can become more sensitive to their patients’ livesand can be encouraged to discuss possible obstacles to medicalregimes and strategies with their patients.• Medication instructions can be written for people with lowliteracy levels.• Communities can try to reduce HIV stigma.Introduce participants to portrait frames, landscape frames, andthe population health approach using the accompanying presentation.Portrait frames are the dominant perspective used in North America to understand healthand social issues. This way of looking at HIV encourages a focus on personal responsibilityfor HIV prevention, care and support.Landscape frames encourage us to look at how people’s choices and behaviours are connectedto broader events. This way of looking at HIV encourages a focus on personal andsocial responsibility for HIV prevention, care and support.Landscape frames are connected to Canada’s population health approach which looks atwhat affects the health of populations and groups.20
Stage 3 - Rapids and CanoesActivity Overview1 MinuteActivity Rules4 MinutesThis activity is an adaptation of the popular children’s gameSnakes and Ladders, which was created in ancient India.40 MinutesWe have adapted the main ideas of Snakes and Ladders to providean opportunity to practise using a population health lens tounderstand the factors that contribute to HIV vulnerability andresiliency among Aboriginal peoples.The process of the game and the opportunities for discussion aremore important for our collective learning than is being the first toreach the 100 th square.There will be 5 players on the board; each player can be an individualor a small team to accommodate different group sizes.Players will take turns rolling the dice to see how many squaresthey can move forward (maximum of 6 spaces).If you land on a square with the top of a rapid, you slide down tothe square at the bottom of the rapid and are given a Vulnerabilitycard with the story of someone in your community who may beexposed to the HIV virus or who is currently living with HIV.If you land on a square with the bottom of a canoe, you climb upto the square at the top of the canoe and are given a Resiliencycard. Resiliency cards describe a characteristic or quality of yourcommunity that promotes the health and wellbeing of communitymembers.Whenever anyone lands on a rapid or canoe, we will stop for adiscussion. We will use one of four frames to analyze the card:• Individual: The thoughts, feelings, needs, and actions of maincharacter.• Family: The relationships, dynamics, and communication amongthe characters.• Community: The relationships, support structures, and infrastructureamong the individuals and family members.• Systemic: The overarching structure under which communitiesmust exist, including large systems such as education, justice,and health services.After the activity, you will have the opportunity to further examinethe information in the cards.Facilitator’s Note:This activity is intendedto encouragedialogue among theparticipants that broadenstheir understandingof the factors that influencepeople’s decisionsabout sex and drug use.You should be preparedto ask questions thatencourage participantsto think critically aboutthe issues and dynamicsthat are raised, and toraise key issues yourself.The Facilitator’sNotes on VulnerabilityCards (pages 28-44) andFacilitator’s Notes onResiliency Cards (pages47-56) highlight keyissues within the cardsand provide questions tohelp stimulate discussion.Facilitator’s Note:Prepare yourIssue ExplorationTree in advance (seebox 2). Your tree shouldinclude the roots, trunk,branches and leaves.Facilitator’s Note:The VulnerabilityCards andResiliency Cards aredesigned to fosterdialogue among theparticipants. The cardsdo not provide exactanswers but ratherencourage participantsto draw on their individualand collectivewisdom to understandthe issues.21
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 18 and 19: WorkshopEtiquette(Social Norms)5 Mi
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
Page 69 and 70: 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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