Behind the Pandemic in Aboriginal Communities - Interagency ...

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9/27/2010Hot Debrief• What were some of your feelings, thoughts,and reactions as you moved across theboard?• What happened that was most significant foryou?• How do the issues raised during the gamerelate to the real world? What is similar?What is different?Small Group Work• Step 1: Create an issue exploration treebased on your collective experienceduring the activity.– Roots: The factors that contribute tovulnerability.• Ask “but why?” to get to the root causes.– Leaves: The impacts (or consequences) ofHIV on individuals, families, and communities.– Space around the tree: The factors thatsupport resiliency and protect people andcommunities from HIV.681
9/27/2010Fred’s StoryHas no fridge tostore medicationUnder housedDoesn’t understand howto take medicationsCan’t read instructionsFred lives in a rooming house in a small city. His doctor put him on anti-retroviraltherapy a few months ago. Fred is too scared to ask the doctor to repeat theinstructions about when and how often he is supposed to take his medication, so herelies on what he remembers from that day. He doesn’t want to ask any of the otherroomers for help because then they will know he can’t read and that he is HIVpositive. 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’t have a fridge so he’skept his medications just outside his window.Small Group Work cont’d• Step 2: Brainstorm strategies to preventnew infections and take care of peoplewho are living with HIV. Consider:– Ways to strengthen resiliency.– Ways to reduce vulnerability.69 1
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Facilitator’s Materials..........
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What is this Educational Resource f
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experienced traumatic life events s
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Getting Ready to Facilitate this Ed
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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 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: 9/27/2010Questions for Vulnerabilit
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 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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