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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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• Polling
After Today
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Knowledge Translation Graduate Student Awards
NCCMT Products and Services
Registry of Methods and Tools
Online Learning
Opportunities
Workshops
Video Series
Public Health+
Networking and
Outreach
Presenters
Shannon Bird Melissa MacKay Alexa Ferdinands
Brock University University of Guelph University of Alberta
Art as a Tool for Public and
Environmental Health:
A Lesson Plan for EcoJustice
Educators
Shannon Bird
MPH Student, Brock University
shannon.bird68@gmail.com
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.
Development Process
Conceptualizatio
n
Literature
Review
KT Tool
Development
Communit
y Review
Implementatio
n
Review
and
Evaluation
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!
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
Climate Art in 3 Parts
Part A: Everything is
Interconnected
Part B: Climate Art
Examination
Part C: Creating
Climate Art
Part A: Everything is Interconnected
A conversation
about the
interconnections
between climate,
art, and health
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
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
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
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
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
Everything is Interconnected
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
References
1. World Health Organization. (2021, October 30). Climate change and health. https://www.who.int/news-room/fact-sheets/detail/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. https://doi.org/10.1080/21500894.2021.1911839
3. Virago, M.-Ch. (2021). Art psychotherapy and public health. Public Health, 196, 150–157. https://doi.org/10.1016/j.puhe.2021.05.020
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.https://scholar.uwindsor.ca/major-papers/124
6. Galea, S. (2021). The Arts and Public Health: Changing the Conversation on Health. https://journals.sagepub.com/doi/full/10.1177/1524839921996341
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. https://doi.org/10.1037/aca0000247
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. https://doi.org/10.2105/AJPH.2008.1564
10. Drugan, E. R. A. (2014). A Case Study of a Socially Transformative Lesson in the Art Classroom [Kent State University].
https://etd.ohiolink.edu/apexprod/rws_olink/r/1501/10?clear=10&p10_accession_num=kent1406125005
School of Public Health
Collaborating with youth to address weight
stigma in healthcare, education, and the home
Alexa Ferdinands, PhD, RD
July 6, 2022
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.
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
School of
Public Health
Why weight stigma?
4
Image credit: Obesity Canada
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)
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
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
School of
Public Health
8
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)
School of
Public Health
10
School of
Public Health
What it’s like to grow up in a larger body: A letter to parents
11
● https://obesitycanada.ca/oc-news/what-its-like-to-grow-up-in-a-larger-body-a-
letter-to-parents/
Image credit: Obesity Canada
School of
Public Health
12
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
School of
Public Health
Thank you!
14
Supervisory Committee:
Dr. Kim Raine
Dr. Kate Storey
Dr. Tara-Leigh McHugh
Q&A
Share your story!
• Are you using EIDM in your practice? We want to hear about it!
• Email us: nccmt@mcmaster.ca
• Need support for EIDM? Contact us for help!
• Email us: nccmt@mcmaster.ca
• We typically respond within 24 business hours
40
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1. Participating in the webinar increased my knowledge and understanding of evidence-informed decision
making.
2. I will use the information from today’s webinar in my own practice.
3. Which of the following statements apply to your experience with the webinar today (check all that
apply):
□ The webinar was relevant to me and my public health practice
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Webinar Feedback
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For more information:
NCCMT website: www.nccmt.ca
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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
  • 3. Housekeeping • Connection issues • We recommend using a wired Internet Connection • If you are experiencing technical issues please send a private message to Alanna Miller • Use the Q&A and chat to post questions and/or comments throughout the webinar • Post your questions in the Q&A • Send questions about technical difficulties in a private chat to Alanna Miller • Polling
  • 4. After Today After the webinar, access the recording (in English) at www.youtube.com/nccmt and slides in English and French at www.slideshare.net/NCCMT/presentations.
  • 5. Pre-webinar Polling Questions 1.How many people are watching today’s session with you? A) Just Me B) 2-3 C) 4-5 D) 6-10 E) >10 2. Have you visited the National Collaborating Centre for Methods and Tools’ website or used its resources before? A) Yes B) No 3. If you stated YES on the previous question, how many times have you used the NCCMT’s resources? A) Once B) 2-3 times C) 4-10 times D) 10+ times
  • 6.
  • 8. NCCMT Products and Services Registry of Methods and Tools Online Learning Opportunities Workshops Video Series Public Health+ Networking and Outreach
  • 9. Presenters Shannon Bird Melissa MacKay Alexa Ferdinands Brock University University of Guelph University of Alberta
  • 10.
  • 11. Art as a Tool for Public and Environmental Health: A Lesson Plan for EcoJustice Educators Shannon Bird MPH Student, Brock University shannon.bird68@gmail.com
  • 12. 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.
  • 14. 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!
  • 15. 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
  • 16. Climate Art in 3 Parts Part A: Everything is Interconnected Part B: Climate Art Examination Part C: Creating Climate Art
  • 17. Part A: Everything is Interconnected A conversation about the interconnections between climate, art, and health
  • 18. 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
  • 19. 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
  • 20. 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
  • 21. 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
  • 22. 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
  • 24. 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
  • 25. References 1. World Health Organization. (2021, October 30). Climate change and health. https://www.who.int/news-room/fact-sheets/detail/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. https://doi.org/10.1080/21500894.2021.1911839 3. Virago, M.-Ch. (2021). Art psychotherapy and public health. Public Health, 196, 150–157. https://doi.org/10.1016/j.puhe.2021.05.020 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.https://scholar.uwindsor.ca/major-papers/124 6. Galea, S. (2021). The Arts and Public Health: Changing the Conversation on Health. https://journals.sagepub.com/doi/full/10.1177/1524839921996341 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. https://doi.org/10.1037/aca0000247 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. https://doi.org/10.2105/AJPH.2008.1564 10. Drugan, E. R. A. (2014). A Case Study of a Socially Transformative Lesson in the Art Classroom [Kent State University]. https://etd.ohiolink.edu/apexprod/rws_olink/r/1501/10?clear=10&p10_accession_num=kent1406125005
  • 26.
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  • 30.
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  • 32.
  • 33.
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  • 37.
  • 38.
  • 39. School of Public Health Collaborating with youth to address weight stigma in healthcare, education, and the home Alexa Ferdinands, PhD, RD July 6, 2022
  • 40. 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.
  • 41. 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
  • 42. School of Public Health Why weight stigma? 4 Image credit: Obesity Canada
  • 43. 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)
  • 44. 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
  • 45. 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
  • 47. 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)
  • 49. School of Public Health What it’s like to grow up in a larger body: A letter to parents 11 ● https://obesitycanada.ca/oc-news/what-its-like-to-grow-up-in-a-larger-body-a- letter-to-parents/ Image credit: Obesity Canada
  • 51. 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
  • 52. School of Public Health Thank you! 14 Supervisory Committee: Dr. Kim Raine Dr. Kate Storey Dr. Tara-Leigh McHugh
  • 53. Q&A
  • 54. Share your story! • Are you using EIDM in your practice? We want to hear about it! • Email us: nccmt@mcmaster.ca • Need support for EIDM? Contact us for help! • Email us: nccmt@mcmaster.ca • We typically respond within 24 business hours 40
  • 55. Webinar Feedback Your responses will be kept anonymous. Please indicate your level of agreement with the following: 1. Participating in the webinar increased my knowledge and understanding of evidence-informed decision making. 2. I will use the information from today’s webinar in my own practice. 3. Which of the following statements apply to your experience with the webinar today (check all that apply): □ The webinar was relevant to me and my public health practice □ The webinar was effectively facilitated □ The webinar had opportunities to participate □ The webinar was easy to follow along □ The webinar met my expectations Strongly agree Agree Undecided Disagree Strongly Disagree Strongly agree Agree Undecided Disagree Strongly Disagree
  • 56. Webinar Feedback Your responses will be kept anonymous. 4. Can we contact you in the future to discuss how the NCCMT can improve its webinar series? □ Yes □ No
  • 57. For more information: NCCMT website: www.nccmt.ca Contact: nccmt@mcmaster.ca