Behind the Pandemic in Aboriginal Communities - Interagency ...

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Vulnerability CardVulnerability CardVulnerability Card40
Systemic LevelSystemic LevelSystemic LevelCharlie’s StoryCharlie has been a teacher in a fly-in community for the past two years. He’s seen girls as young asfourteen leave school early when they become pregnant. He has befriended a community healthnurse for the region. She’s told him that this situation isn’t unusual in many fly-in communities– thatthe rates of sexually transmitted infections and unintended pregnancies are very high throughout theregion.Charlie would like to do something to help his students, but he keeps running into obstacles. Theschool where he teaches at is chronically underfunded and lacks access to specialized teachers andhigh quality resources. He doesn’t have a background in sexuality education and isn’t comfortablewith the idea of talking about sex with his students. He did try to find some teaching resourcesthrough the Ministry of Education’s website. It took forever for the materials to download through theschool’s slow Internet connection and then he discovered that the materials were more than fifteenyears out of date and didn’t reflect the reality of his students’ lives!Jill’s StoryJill has been living with HIV for three years. About a year ago she started working with a traditionalhealer at the local health centre. She really likes this type of healing - it is helping her not only to learnmore about her culture but also to take control of her HIV.Just recently the doctor at the health centre discovered that Jill’s immune system was getting tooweak, so he referred her to an HIV specialist in a nearby city. The specialist put Jill on anti-retroviraltherapy. While telling Jill how to use the medications, the specialist said, “Are you doing any of thattraditional healing stuff? I really hope you won’t do anything stupid like go off your drugs.” Jill feltreally disrespected and thought the doctor didn’t know the first thing about why she would see a traditionalhealer in the first place.Jane’s StoryJane recently returned to her community after having been evacuated for the fourth year in a rowbecause of flooding. Each time it happened she and her four kids would move in with her aunt downsouth until the flood waters receded, the water system was flushed, and the school and clinic werecleaned. The first couple of years hadn’t seemed so bad, but this year her family can’t drink the waterunless it’s been boiled first, and now mould has begun growing in her house. Jane doesn’t haveenough money to get the mould cleaned out. She is really tired of having to deal with one bad situationafter another.41
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 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: Systemic LevelSystemic LevelSystemi
Page 43 and 44: 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
Page 71 and 72: 9/27/2010Understanding Health Inequ
Page 74 and 75: 9/27/2010Root Causes: BroaderDeterm
Page 76 and 77: 9/27/2010Broader Determinants ofAbo
Page 80 and 81: Facilitator’s Note:These backgrou
Page 82 and 83: Gender and Gender Inequalities• G
Page 84 and 85: approach must be undertaken with in
Page 86 and 87: through collaboration and shared re
Page 88 and 89: Diagram 1: Factors that affect HIVv
Page 90 and 91:
Card Key Issues Affecting Vulnerabi
Page 92 and 93:
Page 94 and 95:
Page 96 and 97:
Individual LevelIssue Exploration T
Page 99 and 100:
Card Key Protective Factors Suggest
Page 101 and 102:
Card Key Protective Factors Suggest
Page 103 and 104:
Glossary
Page 105 and 106:
Gender norms refer to the expectati
Page 107 and 108:
About the AuthorsLia De Pauw, MHSc,
Page 109 and 110:
Bouey, Paul D., and Betty E. S. Dur
Page 111 and 112:
Public Health Agency Health of Cana
Page 113 and 114:
Mill, Judy E., Randy C. Jackson, Ca
Page 115 and 116:
Scanlon, K., Travers, R., Humberto,
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