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Social Determinants of Health > Unit 7 > Flashcards

Unit 7 Flashcards

1
Q

What did The Constitution Act, 1982 do?

A
  • protects Aboriginal and treaty rights
  • recognizes that Aboriginal peoples include “the Indian, Inuit, and Metis people of Canada”
  • FNIM peoples are not a cultural group to Canada, but rather a distinct Constitutionally recognized peoples with Aboriginal and Treaty Rights
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2
Q

What are the 3 major Indigenous populations in Canada?

A
  • First Nations
  • Metis
  • Inuit
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3
Q

Truth and Reconciliation issues

A
  • disproportionate burden of disease
  • Post Truth and Reconciliation = Benevolence
  • Risk: perpetuating status quo
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4
Q

What are the 3 aspects of Contemporary Reality?

A
  1. Disproportionate apprehension of Indigenous children by child-welfare agencies
  2. Disproportionate imprisonment and victimization
  3. Denial of positive parenting, community leaders and a positive sense of identity and self-worth
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5
Q

The infant mortality rate for First Nations and Inuit children ranging from 1.7 average to over __________ the non-Indigenous

A

4 Times

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6
Q

What is the rate of diabetes in the Indigenous culture compared to non-Indigenous people?

A

twice the rate of diabetes in Indigenous cultures

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7
Q

True or false: the overall suicide rate among First Nations communities is about twice that of the total Canadian population

A

true

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8
Q

What are the 4 major social determinants of Indigenous Communities and Health?

A
  1. Income levels
  2. Employment
  3. Housing
  4. Health overall
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9
Q

Structural inequity is demonstrated by what organizations and committees?

A
  1. Canadian Institute of Health Research-Institue of Aboriginal Health
  2. National Aboriginal Health Organization
  3. National Collaborating Centre for Aboriginal Health
  4. FNIGC-First Nations Information Governance Committee
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10
Q

What was the intergenerational impact of contemporary reality?

A

Impact affected Survivor’s:
- partners
- children
- grand-children
- extended families
- communities

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11
Q

systemic racism

A
  • when acceptance of discriminatory and prejudicial practices is normalized across our society, in public services and institutions
  • the arrangements and practices that maintain racial hierarchies and racial inequality
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12
Q

colonization process

A

fuelled by racist beliefs and ideas about Indigenous peoples; their ways of knowing and being, customs and practices

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13
Q

inadequate police for positive health outcomes

A
  • the numbers do not serve the purposes or interests of Indigenous Peoples
  • limited scope, aggregate format, deficit focus and decontextualized framework
  • the policy narrative perpetuates inaccurate portraits of the embodies realities of Indigenous live
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14
Q

What was the reality of COVID-19 for Indigenous Communities?

A
  • need for race-based data
  • SDoH intersection
  • data governance
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15
Q

Truth and Reconciliation Tasks to Resolve the Issue

A
  1. first task-to understand the truths –> historically and locally
  2. develop partnerships that are based on values of reciprocity and equality
  3. personal/professional journey
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16
Q

1st Call to Action: Health

A

link between current state of FNIM health and government policies
- including residential schools

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17
Q

2nd Call to Action: Health

A

measurable goals to close gap

18
Q

3rd Call to Action: Health

A

sustainable funding for healing centres

19
Q

5th Call to Action: Health

A

recognize value of Indigenous healing practices

20
Q

6th Call to Action: Health

A

to increase number of Indigenous health professionals and cultural competency for all healthcare professionals

21
Q

What is the major Call to Action?

A

to increase number of Indigenous health professionals and cultural competency for all healthcare professionals

22
Q

UNDRIP

A
  • United National Declaration on the Rights of Indigenous People
  • Canada ~25 years of participation
  • Canadian Government pledged to respect-adopt as reconciliation frameowrk
  • “nothing about us-without us”
23
Q

Improvement of health, to be actively involved in developing and determining health, the right to their traditional medicines and to maintain their health practices, and the right to access to all social and health services are all examples of what?

A

Indigenous rights

24
Q

How do we understand the right to our own knowledge systems?

A

UNDRIP-recognizes that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development

25
Q

_________________ is central to culturally relevant exchange of health information

A

Indigenous Knowledge

26
Q

Two-eyed Seeing

A
27
Q

How do we close the gap?

A
  • level the gradient
  • continuum of approaches
  • universal, targeted, blended
  • assessment of values, assumptions, and evidence
28
Q

How do we complete the circle?

A
  • promote Indigenous-centred ways
  • Indigenous epistemology and ontology
29
Q

What initiatives can we do to increase the number of Indigenous healthcare providers?

A
  • Ensuring organizational capacity & readiness toaddress racial and ethnic disparities in healthcare
  • Training aimed at addressing implicit, pro-whitebias in health care which has been linked todifferential treatment in health care serviceprovision
30
Q

As a community how do we become an Indigenous ally?

A
  • community engagement
  • recruitment and retention of Indigenous faculty, staff, and students
  • anti-racism and cultural safety education
31
Q

Dish with one spoon

A

maintaining peaceful relations; recognition of land, nations

32
Q

Medicine Wheel

A

recognition of interdependency among four races of the world; seven grandfather teachings/principles: honesty, humility, courage, wisdom, respect, generosity and love

33
Q

What are the 7 grandfather teachings?

A
  • honesty
  • humility
  • courage
  • wisdom
  • respect
  • generosity
  • love
34
Q

Downey Research

A
35
Q

What are the 3 places where we can obtain education about Indigenous Communities?

A
  • Indigenous Health Learning Lodge
  • Ontario Indigenous Cultural Safety program (ICS)
  • Cancer Care Ontario: Aboriginal Relationship Cultural Competency
36
Q

According to the completing the circle article, what is health equity defined as?

A

ways that espouse values of social justice and benevolence and is held up as an ideal state achievable by all

37
Q

According to the completing the circle article, what do public health stakeholders aspire to do?

A

close the gap, and level the gradient
- to reduce inequities through the implementation of various health equity focused strategies

38
Q

According to the completing the circle article, what is the IND-equity model?

A
  • reconciliation inspired response that upholds Indigenous self-determination and is informed by diverse Indigenous ways of knowing
39
Q

According to the completing the circle article, what is the goal of IND-equity model?

A

to complete the circle and foster wholistic balance

40
Q

According to connection to the land as a youth article, what is the background of the article?

A

understanding the determinants from the perspective of Indigenous youth is vital to identifying means of alleviating future inequities

41
Q

According to connection to the land as a youth article, what was the results of the article?

A
  • connection to the land is an imperative determinant of YKDFN health
  • importance of a relationship to land including cultural skills, Elders passing on traditional knowledge, surviving the land
  • symbiotic relationship between land, environment and people is fundamental to building a healthy community
42
Q

According to connection to the land as a youth article, what is the conclusion of the article?

A
  • our research confirmed there is a direct and critical relationship between structural context and determinants of Indigenous Peoples’ health, and that this should be incorporated into health research and interventions

Social Determinants of Health (8 decks)

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