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Insights from the 2022 Knowledge Translation Student Award Recipients

  1. Welcome! • This webinar will be recorded. • Your microphone and camera will be turned off for the duration of the webinar. • To ensure accessibility, live captions can be enabled from the control panel.
  2. July 6, 2022 Presenters: Shannon Bird Melissa MacKay Alexa Ferdinands Facilitator: Emily Clark Equity and Knowledge Translation: Insights from the 2022 Knowledge Translation Student Award Recipients
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  6. Knowledge Translation Graduate Student Awards
  7. NCCMT Products and Services Registry of Methods and Tools Online Learning Opportunities Workshops Video Series Public Health+ Networking and Outreach
  8. Presenters Shannon Bird Melissa MacKay Alexa Ferdinands Brock University University of Guelph University of Alberta
  9. Art as a Tool for Public and Environmental Health: A Lesson Plan for EcoJustice Educators Shannon Bird MPH Student, Brock University
  10. Land Acknowledgement and Positionality The land upon which I currently live and learn is on the traditional territory of the Anishinaabe people, and the unceded territory of the Algonquin Nation. The land is governed by the Robinson Huron Treaty of 1850, though treaties are regularly broken to the detriment of the land and its First Peoples; true land protection remains the responsibility of all treaty people. This project is an offering of my thanks for all that both the land and its people have taught and provided me, Miigwetch. I hope this work inspires young caretakers of the land both here and afar.
  11. Development Process Conceptualizatio n Literature Review KT Tool Development Communit y Review Implementatio n Review and Evaluation
  12. Why Climate? Youth? Art? Climate change is the single biggest human health threat1 Art is a socially inclusive communicatio n tool2 Youth agency is not being translated into action Climate Art!
  13. Developments from the Literature Review Art is not only good for stimulating creativity; it is a form of investigation3 Ecojustice education teaches that the climate crisis is a cultural crisis; Ontario education systems lack environmental ed.4,5 Interdisciplinary thinking is needed to solve complex public health problems6 The most engaging climate art examines “awesome solutions”7
  14. Climate Art in 3 Parts Part A: Everything is Interconnected Part B: Climate Art Examination Part C: Creating Climate Art
  15. Part A: Everything is Interconnected A conversation about the interconnections between climate, art, and health
  16. Part B: Climate Art Examination Examples of diverse climate artists across Canada A discussion about how their work benefits the health of land and people
  17. Part C: Creating Climate Art Artmaking using any available supplies. “For humans to have an ethical relationship with the land we must imagine our space and place on it, and a sustainable future.”8 “Imagination is not just about the future but also thinking about how and where we are living now, for whom we are responsible and why.”8
  18. Desired Outcomes Short Term • Artmaking improves health9 • Communication and advocacy tools improve agency and self- efficacy10 Long Term • Interdisciplinary learning improves public health thinking6 • Climate advocacy improves environmental health1
  19. Implementation Gould Lake Outdoor Centre • Summer arts programming North Bay Parry Sound District Health Unit • Land-based events with youth organizations • Train-the-trainer events across the region at youth organizations
  20. What does this mean for public health professionals? Knowledge translation efforts should include youth more often Community health communications should make more effective use of art Public health interventions and programming should make more effective use of art
  21. Everything is Interconnected
  22. Acknowledgements • Dr. Valerie Michaelson, Brock University • Indigenous Knowledge Keepers • Elder Peter Beaucage, Nipissing First Nation • Kacey Dool, Red River Settlement of the Métis Nation • Bryanne Smart, De dwa da dehs nye>s Aboriginal Health Centre • Brock University Faculty of Graduate Studies • Brock University Faculty of Applied Health Sciences • Gould Lake Outdoor Center • Isabel Michaelson • North Bay Parry Sound District Health Unit • Jessica Love • Brianne Peshko
  23. References 1. World Health Organization. (2021, October 30). Climate change and health. 2. Mach, K. J., Cortada, X. I., Mignanelli, N., Owley, J., & Wright, I. A. (2021). Climate mobility and the pandemic: Art–science lessons for societal resilience. World Art, 11(3), 277–287. 3. Virago, M.-Ch. (2021). Art psychotherapy and public health. Public Health, 196, 150–157. 4. Chesky, N., & Milgram, J. (2021). Eco-Mathematics Education: K-8 Lesson Plans for Ecological and Social Change. BRILL. 5. Zheng, D. (2020). Cultural Roots: An EcoJustice Analysis of Scholarly Articles on Ontario’s K–12 Environmental Education, 2009–2018. Major Papers. 6. Galea, S. (2021). The Arts and Public Health: Changing the Conversation on Health. 7. Sommer, L. K., & Klöckner, C. A. (2021). Does activist art have the capacity to raise awareness in audiences?—A study on climate change art at the ArtCOP21 event in Paris. Psychology of Aesthetics, Creativity, and the Arts, 15(1), 60–75. 8. Foster, R., Mäkelä, J., & Martusewicz, R. A. (2018). Art, EcoJustice, and Education: Intersecting Theories and Practices. Taylor & Francis. 9. Stuckey, H. L., & Nobel, J. (2010). The Connection Between Art, Healing, and Public Health: A Review of Current Literature. American Journal of Public Health, 100(2), 254 –263. 10. Drugan, E. R. A. (2014). A Case Study of a Socially Transformative Lesson in the Art Classroom [Kent State University].
  24. School of Public Health Collaborating with youth to address weight stigma in healthcare, education, and the home Alexa Ferdinands, PhD, RD July 6, 2022
  25. School of Public Health Angela’s story 2 A lot of the time during bullying if I ever tried to stand up for myself they would always say ‘well, it’s true’. They would call me fat and I would say like, ‘hey that’s mean,’ and they’d say ‘but it’s true. It’s true’. You know, they would say that for how fat I was, how ugly I was, how stupid I was. So I kind of developed this like super perfectionistic complex. Where I wanted to make sure that none of it would ever be true again. So that it couldn’t be anybody’s opinion that I was fat. That I could I could prove that I was skinny. I could prove that I was smart. So I became really obsessed with losing weight. Because like, if I was clinically underweight, nobody could call me fat. And they would never be right. I would have medical proof.
  26. School of Public Health Outline 3 ● What is weight stigma and why is it important? ● Using institutional ethnography ● Results ● Lessons learned Image credit: Oliva Chase Designs
  27. School of Public Health Why weight stigma? 4 Image credit: Obesity Canada
  28. School of Public Health What is weight stigma? 5 ● Labelling, stereotyping, prejudice, and discrimination of people based on their weight (Calogero et al., 2016; Puhl et al., 2010) ● Can be overt (e.g., bullying) or subtle (e.g., social exclusion) ● Range of physical, mental, and social health consequences (e.g., anxiety, depression, high blood pressure, disordered eating, social isolation) (Puhl & Suh, 2015)
  29. School of Public Health Weight stigma and youth 6 ● Preference for thinness over fatness by age 3! (Ruffman et al., 2016) ● Importance of a life course perspective (Puhl & Lessard, 2020) ● Youth have had comparatively few opportunities to voice their concerns in weight-related research (Bardick, 2015; Messner & Musto, 2014) Image credit: Oliva Chase Designs
  30. School of Public Health Using institutional ethnography (IE) 7 ● Dorothy Smith (1987, 2005) designed IE to help people better understand the world in which they live ○ IE maps out how something happens, rather than abstracting or theorizing why ● Research purpose: To examine the work of growing up in a larger body ○ Work = any activity that requires time, energy, and intent ● Individual interviews (n=16) and group interviews (n=5) with youth aged 15-21 in Edmonton, Alberta OISE, UofT, November 2018
  31. School of Public Health 8
  32. School of Public Health Youth weight stigma working group 9 1. Name the problem (e.g., weight stigma in healthcare) 2. Identify the intentions behind this problem 3. Uncover the assumptions that support these intentions 4. Identify who benefits 5. Identify who is disadvantaged 6. Link these specific ideas to current society-level patterns 7. Conceive of alternatives that mitigate actual or potential harms (Nixon et al., 2017)
  33. School of Public Health 10
  34. School of Public Health What it’s like to grow up in a larger body: A letter to parents 11 ● letter-to-parents/ Image credit: Obesity Canada
  35. School of Public Health 12
  36. School of Public Health Lessons learned 13 ● IE was a valuable tool for addressing four principles of participatory research central to this study: ○ Go beyond “do no harm” ○ Provide opportunities for giving feedback ○ Create space for critical engagement ○ Bring knowledge translation to the fore Image credit: Oliva Chase Designs
  37. School of Public Health Thank you! 14 Supervisory Committee: Dr. Kim Raine Dr. Kate Storey Dr. Tara-Leigh McHugh
  38. Q&A
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