University of Alberta

Course Guide for SPH 510 Winter 2017 (Online)

Health Promotion with Communities

Instructor:

Ann Goldblatt Phone: (780) 439-8813 Cell: (780) 953-8642 E-mail: [email protected]

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Health Promotion with Communities Course Guide - Winter 2017 Table of Contents Course Description …………………………………………………………………………………..

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Course Objectives …………………………………………………………………………………….

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Program Competencies ……………………………………………………………………………

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Prerequisites ……………………………………………………………………………………………

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Learning Resources …………………………………………………………………………………. Ordering information ………………………………………………………………….. Library ………………………………………………………………………………………….

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Communication ……………………………………………………………………………………….

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Course Evaluation ……………………………………………………………………………………

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Student Assessment ……………………………………………………………………………….. Participation criteria …………………………………………………………………….

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Grading ……………………………………………………………………………………………………

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Academic Integrity …………………………………………………………………………………..

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Introduction to Readings …………………………………………………………………………..

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Assignments Assignment #1 ……………………………………………………………………………… Assignment #2 ……………………………………………………………………………… Policy interview highlights …………………………………………………………….

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Course Schedule-at-a-Glance …………………………………………………………………...

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Detailed Outline and Readings, by week ………………………………………………….

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APPENDIX Directory of Support Personnel ………………………………………………………………..

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SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

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Course Description

Welcome to SPH 510: Health Promotion with Communities! This course is designed to help strengthen your approach to the practice of community-level health promotion. Health Promotion with Communities is focused on those aspects of health promotion that involve people taking collective action to influence change on issues of importance to them. The issues may range from specific health and social interests to the broader scope of ‘community-building’ as an entry point. The action will entail comprehensive approaches to promoting health, framed by citizen engagement and education for social change, creating supportive environments, strengthening community action, and advocating for healthy policies. A democratic approach to decision-making is an underlying premise. We will begin by discussing why we are looking at community as a context for health promotion and key concepts for community-level practice (Unit A). We will then explore community development, as both philosophy and method, and unpack some of the jargon. The course moves into the nuance of determining the community’s issue, understanding the community context for issues, and identifying stakeholders and potential alliances (Unit B), leading up to the first assignment of an issue analysis. After Reading Week, we will delve further into mobilizing participation with diverse populations. We will look at approaches for engaging citizens in naming and analyzing issues that matter to them and determining solutions, aligned with the second assignment of a citizen engagement strategy (Unit C). This portion includes a debate on whether the ‘new media’ is effective for mobilizing participation for change and a dialogue on communities influencing policy (Unit D). The final week is intended for pulling together themes and reflections on the course learnings. During this course, you will have the opportunity to:  Explore the questions and challenges that surface when applying principles and concepts of health promotion and related fields to practice at the community level. 

Expand your repertoire and understanding of methods and approaches for health promotion with communities.

I hope the course stimulates your thinking beyond where you begin and adds richness that will build on the experience you and I bring into this course. I look forward to learning with you.

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Course Objectives

Program Competencies

This course provides an opportunity for learners to…

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SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

Articulate the meaning and significance of community as a level to engage and create change.

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Recognize the significance of context in all aspects of community-level health promotion.

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Understand and analyze key concepts and components of community development.

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Integrate concepts from health promotion as they apply to community-level health promotion.

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Understand and critique selected approaches to taking action with communities, i.e. mobilizing citizen participation and engagement to name and analyze issues and determine action, supporting empowerment and building capacity, developing collaborative relationships, and influencing policy.

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Analyze an issue in the context of a particular community.

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Develop a community engagement strategy, grounded in an issue analysis of the population and their context.

SPH 510 creates opportunities for students to apply concepts to practice at the stage of ‘situation analysis’ and ‘community engagement’. The following represents a set of primary competencies that students will develop or hone through this course. 

Prerequisites

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Apply key health promotion concepts. Conduct a situation analysis. Create environments where others have a meaningful opportunity to contribute and collaborate. Demonstrate ability to develop inclusive and respectful collaboration and participation among those of diverse backgrounds. Build individual and group capacity for participation.

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Facilitate the development of people and learning in communities. Strengthen community capacities for overcoming barriers to health and well-being. Understand the essential elements, principles and strategies for creating effective partnerships. Design context-specific engagement strategies [health interventions] based upon situational analysis.

This course has been designed for MPH-HP students but is open to students in other streams and graduate programs who are interested in community-level issues and strategies. The prerequisite course is SPH 501 – Determinants of Health or an equivalent. Approval is University of Alberta, Centre for Health Promotion Studies Page 4

5 required for students who have not completed SPH 501. SPH 510 introduces concepts and skills developed in other courses, particularly SPH 505, with the understanding that the course sequence varies for each student.

Learning Resources

Course readings are available in three formats: the course text, online (with links), and uploaded readings on the website. There is no course pack. Required text: Minkler, Meredith (Ed.) (2012). Community organizing and community building for health and welfare (third edition). You can access additional literature from websites and electronic journals, and from the University of Alberta library system.

Ordering information

A free e-book version of the Minkler book is available through the University of Alberta library: http://login.ezproxy.library.ualberta.ca/login?url=http://search.ebscoho st.com/login.aspx?direct=true&db=e000xna&AN=473306&site=edslive&scope=site Alternatively, you can order a hard copy through … University Health Sciences Bookstore http://www.bookstore.ualberta.ca

Library

Communication Courseware: eClass

The University of Alberta library system’s website at www.library.ualberta.ca describes the range of services offered. Most of the course communication will take place through the course website using eClass Moodle software. You will want to be familiar with how to use the software before we begin. Self-guided modules are available online.  The website includes 11 modules with threads for each discussion question.  You can submit assignments to me at [email protected].  You will be able to send messages to me through the website or contact me with a question or feedback at [email protected] or 780-439-8813/Cell 780-953-8642 (email to [email protected] is automatically forwarded to me if you need an alternate address). Technology steps in advance eClass Live is a web-based software that allows real time, synchronous sessions (everyone online at the same time). We will have three scheduled sessions with guest speakers (see Course Schedule-at-aGlance below for dates).

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6 For these sessions, either a headset (earphones and microphone combined; two-prong connector) or an external microphone will enable you to hear and be heard clearly. Wireless access is possible but sometimes the sound is compromised. Please take a few minutes to test your sound prior to our first eClass Live session in January. You will be able to link to these sessions through the course website. Support If you have completed the orientation and still experience problems with the software, contact technical support personnel at [email protected] or Information Services and Technology (IST) at (780) 492-9372.  

Course Evaluation Mid-point evaluation

Final course evaluation

Please contact me at any time with a question or feedback at [email protected] or (780) 439.8813. We will use the course website to upload course readings that are not available through hyperlinks in the course guide. There will also be a place for you to pose questions about the assignments.

I am continually interested in improving the course and want to hear your comments. We will gather feedback and recommendations from you in two ways:  Direct feedback from you along the way.  Anonymous comments at the mid-point (after Module 5). Following completion of the course, you will receive a standardized summative evaluation which I use to help me modify the course. Course evaluations will be done online by Test Scoring and Questionnaire Services. An invitation to participate in the survey is emailed to each student. Note that the message includes a login button. I receive a summary of the quantitative and qualitative data after the grades have been submitted to the Faculty of Graduate Studies and Research. The due dates and weighting are followed by the participation criteria. Your total marks (out of 100) will be converted into a final grade.

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Student Assessment

Assignment

Percentage

Date

Participation

30

Ongoing

Assignment #1 Issue Analysis

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February 27, 2017

Draft ‘Introduction’ and ‘Significance’ sections of Assignment #1

Part of participation

Drafts February 6

Feedback to two fellow students Interview on a community influencing policy

Assignment #2 Community Engagement Strategy

Participation criteria

Mutual feedback by February 10 Part of participation

March 26, 2017 Can be done at any time during term

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April 19, 2017

You are expected to make three timely, quality contributions each week. You can expect to spend the equivalent of the time required to prepare for and take part in a campus course (12 hours/week) but spread throughout the week. My suggestion is to allocate a block of time every second day so that you do not have too much to read at once and you are able to stay actively engaged. The course is organized into modules. Day one of each new module is set for Monday. The lead person is asked to post an opening by Sunday evening. Sundays will be our ‘turnover day’ as we wind up one discussion and open the next. As a participant, your first of three contributions should be made by the end of day two to allow the discussion to unfold through the week. You are strengthening facilitation skills by assuming the lead role in two discussions. I will share a schedule for leads by January 18 (see Action Steps in Module 1 re: expressing your preferences). The quality of your postings is a component of the evaluation. Please check the criteria for evaluating "Participation" below. I will generally enter the conference discussions in each small group twice each week to add comments. My role is to focus discussion, provide feedback, answer questions, raises issues and generally guide our learning community.

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8 Participation includes four components:  Make quality contributions to the discussions (see guidelines below).  Facilitate two discussions (one in the first half; one in the second, with support), with your reflections on one emerging theme at the end of those discussions.  Share your draft ‘introduction’ and ‘significance and scope’ sections of the first assignment and provide written feedback to two other students: Is the content clear? Do you have any suggestions for strengthening these sections? (point form feedback is fine).  Conduct one interview specific to changing policy (point form highlights) Your participation is worth gold. For ‘quality’ participation, I am using the following criteria:  Reflective and critical thinking that demonstrates an ability to make connections, identify contradictions and dilemma, add insights, and raise questions.  Demonstration that you are reading the materials critically, connecting readings with one another, and integrating the ideas into your contributions.  As lead, an ability to stimulate and engage others in meaningful dialogue, to guide and shift the conversation as needed, and to critically reflect upon and synthesize key ideas and issues that surfaced.  Thoughtful integration of concepts and application to practice.  Build on the contributions of others; constructively offer and receive feedback.  Clear articulation of ideas. Each student will be in the role of discussion lead twice during the course, once in the first half and once in the second. You are welcome to choose an angle within the question posed. Taking the lead role involves designing an approach for group discussion, drawing from the readings (e.g., parallels, contradictions), and pulling the dialogue back on track if the focus is waning. At the end of the module, you are asked to share your reflections on one emerging question or theme, something from the discussion that you would like to understand more deeply (not a summary of the discussion), e.g., what dilemma, tension, or contradiction does this question raise for you? What reading helps answer the question or add to the dilemma? I will provide examples when I’m leading during the opening discussions.

Grading SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

The University of Alberta Grading System The University of Alberta uses a letter grading system with a four-point University of Alberta, Centre for Health Promotion Studies Page 8

9 scale of numerical equivalents for calculating grade point averages. Grades reflect judgments of student achievement made by instructors. These judgments are based on a combination of absolute achievement and relative performance in a class. Descriptor Excellent

Good Satisfactory Failure

Course Mark

Letter Grade

Grade Point Value

95-100 89-94 82-88 78-81 74-77 70-73 66-69 62-65 58-61 54-57 50-53 <49

A+ A AB+ B BC+ C CD+ D F

4.0 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 0.0

University of Alberta Calendar, Section 23.4 Regulations and Information for Students, Evaluation Procedures and Grading System

Academic Integrity

“Plagiarism is a serious offence. The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour and avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University. University of Alberta policy about course outline can be found in Section 23.4(2) of the University Calendar. (GFC 29 SEP 2003) http://www.governance.ualberta.ca/en/CodesofConductandResidenceC ommunityStandards/CodeofStudentBehaviour.aspx

Introduction to readings

SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

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Required readings are core to the discussion questions. You may wind up reading some more thoroughly than others. The intent is that you both stretch and delve into pieces that grab your attention. The readings are meant to stimulate critical thinking to bring into University of Alberta, Centre for Health Promotion Studies Page 9

10 your participation and your assignments. The ‘highly recommended’ and ‘additional’ resources are available if you are interested now or into the future.

SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

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I originally used a Canadian text and then shifted to using Meredith Minkler’s edited collection through the first, second, and now third edition. While the context south of the border differs, many of the contributions in this book resonate with the questions with which we grapple in community-level health promotion.

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Ron Labonte, in Chapter 6, draws an important comparison in the use of language, noting that, in Canada, “… community development is often used to describe what in the United States is called community organizing” (Labonte, 2012, p.95).

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Many of the readings outside the text are based on thinking and experience from Canada and, to some extent, internationally. Ideas about resources you have discovered are welcome.

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Throughout the guide, I included first names of authors (outside APA style) so that you have full names for future reference. ‘Vintage’ readings are highlighted in green; these classic resources continue to hold value.

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Assignment #1 – Issue Analysis 12 pages (not including appendix), 35 marks Due Monday, February 27, 2017 FOCUS: Picture yourself as an employee of a named organization, real or fictional. You are part of an imagined small team, working on an upfront analysis of an issue affecting the health – broadly defined - of a defined population. The upfront analysis comes before the organization decides whether to move forward and before engaging the community at large to plan and guide solutions. This assignment is the team’s completed in-depth analysis that you are giving to your manager. Your team members may have come from inside your organization or are part of a joint committee, coalition or network and the analysis is substantiated by key informant interviews and written material. Select a subject area that requires new learning for you though it can be related to your current activity. Please choose a specific population, outside the university, in a particular geographic community, urban or rural, to focus the analysis. Select a community that is not so large as to be unwieldy (e.g., not a whole city) but for which information is available. The key is to be clear about the issue upon which the analysis is built. In choosing an issue, you are thinking about one that citizens would name for themselves, a ‘felt’ issue, related to their quality of life. By working from a ‘web analysis’ (mind map), you can unravel the web of contributing factors and players. For this analysis, more or improved services and programs may be a possible response down the road, but not the starting issue. PURPOSE: To analyze the context for a health issue as the foundation for subsequent stages of engagement and planning. GUIDELINES:  Please organize your analysis in sections, using the major headings identified below (A. Health Issue, B. Context - Environment, etc.). Use the questions to gather material and then create your own narrative for the analysis, within the sections. You may think of other aspects you want to address under the major headings. Ann will speak to the reasons for using this detailed template. 

Your strong narrative will convey your analysis, explicitly backed up by bracketed references to learning from your key informants and from your written resources. Please balance and integrate the learning from your sources by letting it flow through your ideas rather than quoting or describing what the interviewees said or describing theories and concepts in the literature.

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Direct consultation with key informants is an important part of the analysis to help flesh out your ideas. Please consult a minimum of four key informants from four different

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12 organizations/groups, people who know this population and reference them in the text. 

Please use a minimum of four references from the course readings (direct citations not required) and six from outside sources (‘grey literature’ included).

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Writing notes: Standing back from the separate pieces, you are integrating what you have learned from all of your sources and presenting your case tightly while reflecting depth of thought. The analysis is a formal document for a manager. Please use third person rather than the first person voice (i.e. not ‘we’ or ‘I’) and the active rather than passive voice to ‘punch home’ your points. Essential: Proofread a hard copy to eliminate spelling and grammar errors and to ensure your ideas flow; use the ‘Writing Tips’ I will post on the website as a checklist before submitting the assignment.

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Formatting: 1” margins, 1.5 line spacing, 12 point body text font size, Times Roman, Calibri, or comparable font. APA referencing in-text and in reference list (https://owl.english.purdue.edu/owl/resource/560/01/). Create a list of the key informants at the end of the reference list, including the names (or anonymous if names cannot be shared), roles and the groups they represent.

Issue Analysis Introduction (brief) (Draft by February 6, 2017)  

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In your opening sentence, name the issue, the specific population and their geographic location. What is the name of the organization (real or fictional) that employs you? How does working on this issue fit with your employer’s mandate, i.e. what is in the purpose or priorities of this organization that tells you they would have an interest in this population and this issue? What will be the long-term outcome if this issue is resolved (i.e. in the end, what will be different for the population if action is taken on this issue and that action is successful)?

A. Significance of the issue (Draft by February 6, 2017) Why is this issue significant enough that it needs to be tackled?    

What are the trends that signal this is a significant issue? What are the direct and indirect consequences of the issue? [Web analysis is a valuable tool.] What is the size of the population directly affected (small can still be significant)? What evidence did your team use to determine these factors?

B. Experience How has this issue been addressed in the past, locally and in other jurisdictions? Locally …  Has this community tried to address this issue in the past (overview)? Did it make a SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

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13 difference? What is an example of a specific action taken on this or a related issue that reveals experience this community can build upon? Describe the example and what it reveals about local readiness to move your issue forward. From two different communities outside your chosen community … i.e. not in your city, town or settlement and not a whole province or state; examples can be from inside or outside Canada; descriptions accessible through the internet.  What experience can your organization build upon? Provide separate profiles of two specific examples of action already taken in other communities that could be useful for your community. Describe what was done. (The examples are concrete experiences within specific communities rather than research reports or plans to take action.)  For each example, create a sub-section, titled ‘Insights’. Under insights, what can you draw from the experience you are citing that will add value for your community and issue?

C. Context: Understanding the environment and the people affected What do you know about the physical, social, and political environment in which this issue exists?   

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What are the upstream factors that created this issue? Peel back the layers. [Web analysis is a valuable tool here as well.] The following are components of the factors. Provide a brief description of the geographic setting. What are relevant features – supports or barriers - of the physical environment in which this issue exists? What supports and barriers in the broader social environment in which this community is situated may be significant (e.g., attitudes, influential leaders, supportive or opposing groups)? What political supports and barriers exist that may be significant in addressing the issue (e.g., policies, ideology, funding priorities)?

What do you know about the people affected?  

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What do you know about the demographics that shed light on the people affected by the issue (e.g., ethno-cultural composition, age, gender, economic status, level of education, housing, density)? What do you know about beliefs, values, traditions, and priorities among the people affected that may have some bearing on the issue? What do you know about the relationships within the community which may have some influence (e.g., politics and power issues)? With whom do they connect naturally (informally and formally)? Is there a sense of community among the people affected?

Reference documents (e.g., data, studies, reports) that substantiate your claims.

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D. Stakeholder analysis Create a table, as the only appendix (place after references), to show the specific stakeholders and their perspectives on the issue. 

Who are the stakeholders? Consider the full range. Based on your exploration (readings and interviews), speculate on the starting position of each stakeholder on this issue, stemming from their respective mandate, beliefs and values. [References not expected for this portion.]

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In the narrative, based on your stakeholder analysis, which stakeholders do you anticipate will be assets or barriers on this issue and why? What kinds of alliances already exist that could support or block taking action on this issue?

Note: You do not have to make direct contact with stakeholders or name individuals. Website descriptions and your key informants will inform your speculations.

Stakeholder #1, i.e. specific groups or organizations, by name; prominent individuals by position. Please omit all personal names.

Anticipated perspective on the issue

Specific experience (e.g., knowledge, skills, connections) they would bring to the table

Point form and smaller font are fine for the content in the two columns.

Point form and smaller font are fine for the content in the two columns.

Stakeholder #2

Conclusion From what you have learned throughout the analysis, what assets and barriers do you consider the most significant ones for moving this issue forward? What tells you whether this community currently has the capacity to advance this issue?

Student Evaluation Criteria Quality of introductory and concluding sections Quality of analysis of the significance and scope, experience, and context (environment and people affected) Quality of stakeholder analysis Selection and use of appropriate, reinforcing literature and key informants Quality of writing (style and flow; grammar and spelling) Total SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

Weight /4 /15 /6 /5 /5 /35

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Assignment #2 – Citizen Engagement Strategy 12 pages (not including appendices), 35 marks Due Wednesday, April 19, 2017 FOCUS AND PURPOSE: Present a community engagement strategy to your employer. We are assuming that a team came together several months ago and you are sharing their conclusions. For this assignment, the focus is on engaging the citizens affected by the issue that you analyzed in the first assignment. This assignment is the bridge between the upfront analysis your small group carried out (the first assignment) and action on solutions to the ‘problem’ that will follow, further down the road. The strategy is explicitly linked to what you learned about the people and their environment in the analysis.

On a continuum, the green is the upfront analysis, the orange is the front-end engagement strategy at the planning stage, where we are now, to find out what citizens think about the issue and its causes, and what they think should be done about it, and the blue is the action phase. The creative engagement will build connections within the community, taking us beyond surveys, interviews and focus groups, and inform providers about how the community experiences the issue. This strategy is not a process of professionals consulting with the community to fulfill their well-intentioned agenda, nor is it about engaging citizens to come to programs. Your thorough description of the strategy should incorporate the conceptual thinking and rationale behind the strategy and the team’s recommended methods for engaging the citizens. As a ‘front-end strategy’, the engagement is at the stage of naming and analyzing the issue and determining action with the citizens affected by the issue. You want to invite citizens to think comprehensively, as reflected in the Ottawa Charter for Health Promotion strategies. What you learn from this stage will inform the design of appropriate action strategies to address the issue. The engagement strategy comes before moving into solutions; the stop sign is a reminder to back up if you find yourself describing solutions. We assume the planning team has already pooled insights about processes that are going to be effective. You want to be explicit about how the process is going to roll out rather than a ‘plan to plan’. Having a plan does not preclude the likelihood that there will be learning and adjustments as the plan unfolds.

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GUIDELINES:  You want to make explicit and give your employer confidence that this strategy is grounded in the upfront analysis. 

Please back up your arguments by citing readings from the course and other sources to demonstrate your understanding of the material. Please use a minimum of four references from the course readings and four to six from outside sources, extending your references beyond the materials you used for the first assignment.

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Direct consultation with key informants is important to help flesh out your ideas. The people you contacted for the first assignment may have provided insights that will be useful as you develop the engagement strategy. Using your upfront analysis and list of stakeholders, who else would be useful for you to contact? Please add at least three new contacts beyond the people you reached for the first assignment as you develop this strategy. Follow the same approach to referencing to support your arguments as described in the first assignment.

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Writing notes: Please use third person only and focus on making your strategy is integrated, tight, and thorough. Assume the team has completed exploring options and you are describing what is going to take place rather than what might or could be done. Please attend to the feedback you received on the first assignment.

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Formatting: 1” margins, 1.5 line spacing, 12 point body text font size, Times Roman, Calibri or comparable font. APA referencing in-text and in reference list (https://owl.english.purdue.edu/owl/resource/560/01/) followed by a list of the key informants at the end of the reference list, including the name of the respective group or organization.

GUIDING QUESTIONS: Your engagement strategy should incorporate these areas of exploration. This sequence can provide a logical flow but you may decide to blend some sections, as long as you’re addressing the questions. Please provide a brief introduction and address questions #1 and #2 to set the stage, and include a conclusion to capture the essence of your strategy.

1. What was the composition of the team that developed the plan? As in the first assignment, this plan is the work of a team. Who was on the team that designed the creative engagement plan you are submitting? Using a table format in the narrative, identify each person’s position and group/organization (individuals’ names excluded) and the rationale for the selection of each team member specifically for the planning phase. Revisit your stakeholder analysis to imagine who would have been valuable and SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

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17 appropriate to have on the team for this early stage of concrete planning. These will not necessarily be the same people who will be important to have around the table after the front-end engagement process has ended. Consider …  Individuals with natural connections and credibility with the community.  People with lived experience. Having two people and a back-up organization creates a circle of support.  People knowledgeable about the issue or the engagement processes included in the plan.  People with access to the resources required to carry out the plan.

2. What is the strategy trying to accomplish by engaging citizens at this stage? What specific value will be added by undertaking this process of citizen engagement, based on what you know about this population and issue? What does the team want to learn from the community to shape the solutions?

3. What did the team learn from the upfront analysis of the people and context that guided their approach? What elements of the learning about the people and the context were significant in the design of the engagement strategy? The elements shape, for example, who they want to involve and specific factors that will influence how they will engage people. This includes removing potential barriers to participation. Please use critical thinking in making the connections rather than repeating sections from the first assignment.

4. What experience in other communities (outside your city, town, or settlement) can inform your approach to citizen engagement? Provide profiles of two new examples that demonstrate citizen engagement strategies:   

One example of front-end engagement involving the same issue and the same population in another community, outside your city, town, or settlement. One example of engaging the same population in a planning process, on the same or a different issue (this example is not limited to ‘front-end’ engagement). For each example, please include a sub-section, titled, ‘Insights’. Why is this example relevant? What light does each example shed on your community strategy?

5. What method(s) will the team use? What is their rationale? Citizen engagement up front is getting at these questions: What do the people affected see as the issue? How do they understand the causes, based on their lived experience? What do they think needs to be done about it?

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Start with a brief overview of the components of the plan so that it is easy to follow the flow to explain how the components are connected and build on one another. In detail, please describe the concrete method(s) the team created to reach and engage those directly affected by the issue, including the sequence of steps. You want to be clear about how one step leads to the next so that it flows logically. You are ‘flying close to the ground’.

Considerations …  Look for ways to be creative in your choice of methods.  Consider the broad scope of the Ottawa Charter for Health Promotion in helping people look at layers of the issue.  Explain the connection between what the team learned from the issue analysis and the choice of particular methods. Steps …  Which partners were involved in recruiting people and how did they do that?  Where will the gathering(s) take place and over what time period? What processes will be used to engage people? Who will be facilitating? What specific questions will be posed?  What are some opportunities to build capacity among members of the community as the process unfolds?

6. What supports will be in place to nurture and sustain community engagement? What is going to happen with citizens’ ideas? What is the next step to take this learning forward, e.g., a conference, a forum, a task force where the results can be shared? Is there an organization that would be a natural fit for taking the learning from the citizen engagement forward?

Student Evaluation Criteria Consistency with the assignment guidelines as stated (#5 is most detailed section) Sound concepts, compelling and clear arguments, logical development Selection and use of appropriate, reinforcing literature and key informants Quality of writing (style and flow; grammar and spelling) Total

SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

Weight /20 /5 /5 /5 /35

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Policy Interview in preparation for Modules 10 and 11 by March 26, 2017 Talking with someone with first-hand experience trying to influence policy on a topic that catches your interest is a window into a story for which you need no prior knowledge! Please identify an example of a community that tried to influence a policy (creating a new policy or changing an existing policy) that benefited the well-being of that community. Select an example that would be new learning for you. The Policy.ca link below offers useful list of policy topics to stimulate your thoughts and the internet is a great resource for identifying groups and organizations doing advocacy work. If you need help finding someone to interview, please ask Ann. Example: Protection for Farm and Ranch Workers Eric Musekamp and Darlene Dunlop, Farmworkers Union of Alberta, have advocated for protection of farm workers for years. Under proposed legislation introduced on November 17, 2015, Alberta’s farm workers will now be able to refuse unsafe work, access employment standards such as minimum wage and vacation pay, receive compensation under occupational health and safety regulations, and join a union (already available in all other provinces). “The Alberta government wants to give farm and ranch workers the same protection as other workers in the province. Every worker in Alberta has the right to a safe, healthy and fair workplace. Currently, Alberta offers less protection for farm and ranch workers than any other jurisdiction in Canada. The Government of Alberta is proposing changes to its workplace legislation through the new Enhanced Protection for Farm and Ranch Workers Act.” http://work.alberta.ca/farm-and-ranch.html

You are asked to contact someone to interview (by phone is fine) who is or was involved in the process and use the following questions as a guide. You can add questions if you wish. 1. 2. 3. 4. 5. 6. 7. 8.

What was the catalyst for this process? What evidence was needed? In what way would the policy support health/well-being? What strategies were used? What difference did those strategies making? Who participated? Who did not? Why? What factors (assets and barriers) influenced the process and the outcome? What resources were needed? What were the lessons learned?

By the end of March 26, please post on our website highlights of your interview, with a brief description of the policy initiative, emphasizing the supports and barriers, and the lessons learned (point form is just fine) Ideas for policy issues … https://canada.isidewith.com/polls SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

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SPH 510 Course Schedule-at-a-Glance Winter 2017 UNIT

Module

Dates

Topic

A

1

Week of January 9

Introductions and Key Concepts for Community Level Health Promotion – Lead into assignments

A

2

Week of January 16

Key Concepts for Community Level Health Promotion

A

3

Week of January 23 ECLASS LIVE GUEST: January 25 Somkhuun Thongdee

Community Development as a Philosophy and Method and Unpacking the Jargon

Community development experience within refugee communities

B

B

4

5

Week of January 30

Peeling back the Layers to Understand Context

Week of February 6

Break from discussions

Submit: Monday, February 6

Draft introductory sections of Assignment #1

Submit: Friday, February 10

Mutual feedback Am I on the right track?

Week of February 13

Identifying Stakeholders and Potential Partners and Nurturing Collaboration MID-TERM TWO WAY FEEDBACK

February 20 – 24, Reading Week Submit: Assignment #1 Monday, February 27 (Any hour!)

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UNIT

Module

Dates

Topic

C

6

Week of February 27

Thinking Comprehensively to Create Change

ECLASS LIVE March 7 (see below)

C

7

Week of March 6 ECLASS LIVE GUEST: March 7 Kate Quinn

Issues in Participation and Mobilizing Communities

Experience taking a comprehensive approach on a complex issue: sexual exploitation

C

8

Week of March 13

Participatory and Creative Citizen Engagement in Analysis and Planning

C

9

Week of March 20

Mobilizing Participation for Change via the Internet ‘Idle No More’

Post interview highlights by March 26

Policy interview highlights

Week of March 27 ECLASS LIVE GUEST: March 30 Michael Phair

Citizens Influencing Policy

D

10

Experience of influencing politicians and public as a citizen and being influenced as a politician

D

11

Week of April 3

Citizens Influencing Policy

Week of April 10 Post personal reflections

Synthesis and Reflection

Submit: Wednesday, April 19

Assignment #2

(Any hour!)

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23 UNIT A

Introductions and Key Concepts for Community-Level Health Promotion Module 1 – Week of January 9, 2017 Continued in Module 2

Introduction Welcome to the opening unit of our course! We will use the first module to introduce ourselves and begin to explore our own connections with the concept of community. We will look at how the course will unfold, with an opportunity for you to identify areas of curiosity within each section. We will also have dedicated time to clarify the intentions and approach for the assignments, working with sample topics, and walking through a web analysis (mind map). My intent is to set the stage for a comfortable, open and stimulating dialogue that builds on your experience and mine, and expands your thinking throughout.

Objectives 1.

2.

Establish a foundation for this learning community by becoming aware of key elements in one another’s background, experience, and starting perspectives on the concept of community. Acquire a clear picture of the whole course and, in particular, the intentions and approach for the assignments.

Action Steps for Module 1: 1. Together, the threads of our experience and ideas will be woven together like a quilt as the course unfolds. At the first session, we will look at the path of experiences (work, paid or volunteer; places you have lived; your education) that led you to your graduate program and this particular course. At this point in your life, consider the communities to which you belong, following your own definition of ‘community’. How would you rank the strength of their ‘communityness’ (see Minkler article)? My own introduction, including my circle of communities, is posted to start things off. 2. What would you like to understand more deeply? Within one or two of the course themes – community development, understanding community context, stakeholders and collaboration, , using comprehensive approaches to creating change, participation and mobilizing communities, participatory methods and creative citizen engagement, and communities influencing policy – please post a question or challenge that interests you, something you are curious about, under Questions and Challenges.

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24 3. Please read through the Course Guide and find three discussion questions from Module 3 to Module 11 with a subject area that interests you and for which you would be willing to take the lead role. (Please note that some questions do not require a discussion lead, indicated by ‘ALL’.) Each person will lead a discussion twice during the term and once in the second. The role is explained in the introduction to the course under ‘Participation Criteria’. When we reach the module with your question, you can use the question as worded, and find an angle that resonates for you, or modify the question to suit your interests, in connection with the theme of the original question. You may decide to use one or more of the ‘consider …’ points as an opening angle. Please choose three individual questions from separate units (spread across the first half/second half, before and after Reading Week) and send me your preferences with the date, the module number and the question number by Monday, January 16, e.g., Module 3, Question #1. I will try to match the questions with your interests as much as possible, distribute the remaining ones evenly, and circulate the schedule by January 18. When you are planning your session, feel free to use me as a resource. 4. Begin preparation for assignments What community and issue do you have in mind for the two assignments? I will create an ‘Assignment’ forum where you can post your topic idea (even it is still taking shape) and your beginning questions by the end of Monday, January 16.

Required reading for Module 1 Edmonton Board of Health, Health Promotion Division, Adapted by Goldblatt, Ann (2002). Knowledge, skills, resources and supportive environment framework [two pages; uploaded to website] University of Kansas (n.d.). Analyzing root causes of problems: The “But Why?” technique. [Short and useful] Resource within the Community Tool Box [Rich resource!]. http://ctb.ku.edu/en/tablecontents/sub_section_main_1128.aspx Walter, Cheryl & Hyde, Cheryl (2012). Community building practice. In Meredith Minkler (Ed.). Community organizing and community building for health and welfare, Chapter 5

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UNIT A Key Concepts for Community-Level Health Promotion Module 2 – January 16, 2017 Continued from Module 1

Introduction In this module, we will lay a foundation for the upcoming discussions. You will have the chance to put forward your views related to core elements of community, community development, empowerment and capacity-building as you enter this course. We will also start to draw on examples from an array of sources.

Action Steps for Module 2: Questions for discussion Please use the Required readings to stimulate your thoughts. 1. Who do you include in your definition of “community”? Is the practitioner inside or outside the community? (see Eversole article) Example: Adding supervised injection services In June 2015, the federal government passed new legislation affecting communities applying for a ‘federal exemption’ to offer supervised injection services. A federal exemption is required so that staff and people bringing in drugs to inject are not at risk of getting charged for possession of illegal substances while onsite. One of the new requirements prior to approval is that the ‘community’ is consulted. Their definition of community is essentially homeowners. If homeowners object, then the Minister of Health can decide not to grant a federal exemption. Who do you include in your definition of community?

2. Briefly outline an example familiar to you that excites you about the power of people coming together around an issue of common interest to make a difference. You can draw your example from personal experience or from another source. In your example, what elements of community development, empowerment or capacity building do you see surfacing, as you understand these terms? Do you see any similarities or differences in these elements when you look at another example from our group?

Objectives Students will be able to …  Articulate why we would focus on communities as a context.  Describe the link between the political environment and community-level health promotion practice in their province/region.  Discuss key concepts in community-level health promotion practice. SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

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Required readings Community Development Exchange – CDX (n.d.). What is community development? http://www.iacdglobal.org/files/what_is_cd.pdf Community Development Exchange - CDX (n.d.). What is community empowerment? http://www.iacdglobal.org/files/what_is_community_empowerment.pdf Eversole, Robyn (2010). Remaking participation: challenges for community development practice. Oxford University Press and Community Development Journal, Advance Access publication. (January 2012), 47 (1), 29-41. http://login.ezproxy.library.ualberta.ca/login?url=http://dx.doi.org/doi:10.1093/cdj/bsq033 Student, SPH 510 (2002). Youth taking action on condom machines (example for Unit A, Module 2). [one page, uploaded] Tackling Inequality through Community Development Work (8:27) https://www.youtube.com/watch?v=PjylzoZe5pU Trust for Developing Communities, Brighton, England Resource for a glance This is a reading for Module 10, when we look at citizens influencing policy, but it is such a creative and inspiring example and way of telling the story of youth coming together to make a difference that I thought I would include it here so that you can take a glance … Youth Leaving Care Hearings Team (2012), Office of the Provincial Advocate. My REAL Life Book: Report from the Youth Leaving Care Hearings. Ontario. Digital report includes the process of youth organizing hearings at the provincial legislature, engaging hundreds of youth who had been ‘in care’, and their recommendations. [Valuable to read about their process, a sampling of the contributions, and their recommendations.] http://digital.provincialadvocate.on.ca/i/69162/1

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UNIT A Community Development as a Philosophy and Method and Unpacking the Jargon Module 3 – January 23, 2017 ECLASS LIVE FORUM – Wednesday, January 25, 2017 GUEST: Somkhuun Thongdee, Community Leader

Introduction The intent at this stage of the course is to begin to explore the philosophy and application of community development, unravel some of the jargon, and open up the dialogue on how these concepts fit with health promotion practice. We will use the principles as a backdrop for the rest of the course. Community development is a term that is widely used in health promotion circles, but not necessarily with a common meaning. We can distinguish between offering a community-based service or program in the community (e.g., breastfeeding classes by a lactation consultant) and community development that engages the community in identifying a felt issue, planning, implementation and evaluation. For some, community development is first and foremost about redressing inequities and shifting power to those with fewer resources. For others, the starting point is building healthier communities among citizens, based on strengths, but not specific to people who are marginalized. Language associated with community development, including empowerment and capacity building, has seeped into the lexicon of all kinds of organizations and publications. I would argue that, in some settings, they have become ‘buzzwords’ that have lost their original intent. Robyn Eversole’s article (in Module 2), brings forward the misrepresentation created by using the language of community development to describe processes that actually discount community knowledge. In Ron Labonte’s chapter in the Minkler text (Chapter 6), he offers a definition of community development, originally articulated by the Toronto Department of Public Health. What is community development? “A process of supporting community groups in identifying their health issues, planning and acting upon their strategies for social action/social change, and gaining increased self-reliance and decision-making power as a result of their activities.” [bold added] (Labonte, 2012, 101)

The UK Community Development Exchange offers an accessible explanation in answer to the SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

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28 same question (see required readings below). Jack Rothman developed a classic, oft quoted framework some 30 years ago, breaking community development into three modes of practice: locality development, social planning, and social action. More recently, he reworked his model, conceiving of it as more of a matrix of interwoven modes of practice:  community capacity development (the people affected are empowered with knowledge and skills to address issues they experience),  planning and policy (data-driven), and  social advocacy (applying pressure on those who induced the problem, with an equity and social-justice orientation). You can access Rothman’s full model in an online article, Multi Modes of Intervention at the Macro Level, if you would like to delve further into his framework. (http://www.tandfonline.com/doi/abs/10.1300/J125v15n04_02) Jackson, Mitchell and Wright, from Australia, took an interesting approach in the late ‘90s, placing community development along a practice continuum. Each level informs and builds toward the next. Goldsworthy (see link in required readings) provides another layer of understanding about how this model fits with community practice.

______________________________________________ Developmental casework

Mutual support

Issue identification and campaigns

Participation Control of Services

Social Movements

We will use a portion of this session as a window into a practical application of community development with guest, Somkhuun Thongdee. Somkhuun is a respected community leader in the Cambodian community, who began working with children and youth in response to barriers he experienced and witnessed in high school.

Objectives Students will be able to …  Outline the ideology and key principles in community development.  Critically examine key terms used in community development.  Understand practice tensions in community development work within mainstream practice and suggest opportunities for movement toward community development.

Action Steps for Module 3: Questions for discussion Please review the required readings and consider the following questions:

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29 1. What do you see as realistic and what do you see as contradictions / dilemma raised by the concept of empowerment when applied to working with communities? What would empowerment look like in the community you are focused upon for the issue analysis? 2. In the scenario below, how does cultural perspective (e.g., experiences, assumptions,

beliefs, values, attitudes) influence the way the community is responding to the idea of ‘building capacity’? Are there limits to what citizens can be expected to take on vs. the efforts of paid staff? What kinds of capacities would be relevant for your issue? Who’s on board? A housing co-op opened in a semi-rural area 15 years ago after movers and shakers organized to establish an affordable, quality housing option for their community. It took five years to come to fruition but they were committed to see it through. Times have changed in the last two years. A new wave of ‘newcomer’ families has moved into the co-op and the picture has changed. These families do not have a history of ‘volunteerism’ and the adults and primarily young children are dealing with language, literacy, and cultural transitions. Long working hours in more than one job and shift work makes it hard for them to spend time with their kids. The residents are not happy with some of the decisions being made about the housing development but they have not connected with the co-operative and don’t see they have power to influence the way it is run. The residents assume that the paid staff are the people who carrying the responsibilities and make decisions, and the idea of sitting on boards and committees is foreign and intimidating. 3. Health and social organizations are often most comfortable at the left end of the CD continuum, providing services to individuals/families, one at a time. What strategies could move the work of an organization along the continuum? What conditions would have to be in place to work comfortably at the right end? (Feel free to use one organization you know - in any capacity - as an example if that makes it more concrete.) Consider … Do you see ways to mitigate the tensions that could arise between a ‘pure’ community development ideology and health promotion practice within government, health, and community agencies? (See Lurie and Kenny readings below.) Consider … Is there reconciliation between health promotion as first and foremost about reducing inequities – addressing issues of power and social justice – or about disease and injury prevention as the starting point?

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Additional ‘food for thought’ Where would you place the example you shared in Module 2 along the continuum (discussed by Goldsworthy / Jackson, Mitchell and Wright in the required readings list below)?

The co-operative model One structural model for participatory approaches for decision-making is that of co-operatives. All co-operatives around the world are guided by a common set of seven principles (see below). We have 8,000 co-operatives in Canada, a third of which are in Quebec, with 17 million members. Awareness of co-operatives increased in parts of the world during the UN’s International Year of Co-operatives in 2012 (see the Canadian Co-operative Association website for a retrospective video on how the year was celebrated in Canada - www.coopscanada.coop). This excerpt from the Nova Scotia Co-operative Council provides a clear explanation of the model.

What is a co-op? A co-operative is a business owned and democratically controlled by the people who use its services. The user-owners are called members and they benefit from the cooperative because the more they use the co-operative, the more services they receive. Earnings are allocated to members based on the amount of business they do with the co-operative. Co-operatives provide virtually any product or service, can be either non-profit or forprofit, and resemble other businesses in many ways. Although they have similarities to regular businesses, co-operatives are focused on serving their member’s needs rather than returns for investors. Co-operatives exist in every sector of the economy. You can be born in a health care coop and buried by a funeral co-op. In between you can work in a worker's co-op, live in a housing co-op, buy your groceries, clothing and other items from retail co-ops, send your children to a child care co-op, do all your banking at a credit union, and purchase your insurance from an insurance co-op. Co-ops and credit unions provide consumers with a distinct values-based and communityowned and controlled alternative. Unlike the private, public, or voluntary sectors, all cooperatives around the world are guided by the same seven principles:

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31 Seven International Co-operative Alliance Principles Voluntary and open membership Education, training, and information Democratic member control

Co-operation among co-operatives

Member economic participation

Concern for community

Autonomy and independence

Types of Co-operatives Consumer co-operatives  Primarily retail co-ops. Members are the customers, e.g., MEC (formerly Mountain Equipment Co-op), housing co-ops, car-share co-ops, funeral co-ops. Financial co-operatives  Members are the people who use their services, e.g., credit unions, caisses populaires, The Co-operators insurance company. Producer co-operatives  Groups of producers band together to process and/or market their products, e.g., agricultural co-ops, dairy co-ops. Worker co-operatives  Businesses owned and controlled by their employees, e.g., La Siembra (Camino chocolate projects), Ottawa; The Big Carrot (Toronto); Vancouver Renewable Energy Coop. Multi-stakeholder co-operatives  Include different categories of members with a common interest, including clients, employees, investors, and community organizations, e.g., Aylmer Health Co-op (Gatineau), formed by citizens, doctors, and health professionals; West End Food Co-op (Toronto), owned by consumers, producers, and employees.

Stories about co-operatives for your interest Co-operatives and Mutuals Canada http://canada.coop/en International Year of Co-operatives 2012 http://social.un.org/coopsyear/

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32 Co-ops of the west

Co-ops of the centre

Co-ops of the east

Galleria – Stories of the BC Co-op Movement http://www.uvic.ca/researc h/centres/cccbe/resources/ galleria/index.php

Co-ops in Ontario http://www.ontario.coop/all_about_coope ratives/coops_in_ontario

Nova Scotia Co-operative Council http://www.novascotia.coo p/ Co-operative Enterprise Council, New Brunswick http://www.cecnb.ca/ PEI Co-operative Council https://www.facebook.com /Prince-Edward-Island-Cooperative-Council287203584668508/

Alberta Community and Cooperative Association http://acca.coop/

Nechi Foods Co-op Ltd, Winnipeg http://neechifoods.files.wordpress.com/20 10/12/neechi-brochure-dec102.pdf

Newfoundland-Labrador Federation of Cooperatives http://www.nlfc.coop/files/ NLFC%20Bro-Web.pdf

Saskatchewan Co-operative Association http://www.sask.coop/

Conseil québécois de la coopération et de la mutualité http://www.coopquebec.coop/fr/accueil.as px

Co-op Atlantic http://www.coopatlantic.ca /province.aspx

1900-1990: The co-operative movement in Quebec - Larry Gambone http://libcom.org/library/co-operativemovement-quebec-canade International Co-op Africa – Promising Practices: How cooperatives work for working women in Africa http://www.ilo.org/public/english/employment/ent/coop/africa/download/women_day_coop.pdf

Required readings This week’s readings include many of the core concepts for our discussions. Even if you do not have time to read all the ‘required readings’, give yourself a chance to read some in depth and scan others so that you can come back to them as a resource. Burchill, Marlene, Higgins, Daryl, Ramsamy, Leanne, & Taylor, Sandi (2006). Workin’ Together, Indigenous perspectives on community development. Family Matters (75), Australian Institute of Family Studies, 50-59. https://aifs.gov.au/sites/default/files/mb.pdf SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

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*** One of the next two readings: Goldsworthy, Jessica (2001). Resurrecting a model of integrating individual work with community development and social action [voice of community social workers]. http://www.iacdglobal.org/files/goldsworthy.pdf OR Jackson, Terri, Mitchell, Sally, & Wright, Maria. (1998). The community development continuum [voice of health workers, uploaded]. *** Labonte, Ronald (2012). Community, community development, and the forming of authentic partnerships. In Meredith Minkler (Ed.), Community organizing and community building for health and welfare, Chapter 6 (95-104 only). *** Lurie, Steve (1974). The dilemma of the government community worker. (See Kenny reading below for a more contemporary analysis.) [three pages, uploaded] Ontario Prevention Clearinghouse (2002) [renamed Nexus]. Capacity building for health promotion, More than bricks and mortar. http://www.mentalhealthpromotion.net/resources/capacity-building-for-health-promotion.pdf [three pages] *** One of the next two readings: Blackwell, Angela Glover & Colmenar, Raymond (2012). Principles of community building. In Meredith Minkler (Ed.), Community organizing and community building for health and welfare, Appendix 1, 423-424. OR Stirling, Alison & Hansen, Barbara (1987). Basic ideas (principles) that guide community development practice. [two pages, uploaded]

Additional resources Community development Craik Ecovillage (n.d.). Craik Sustainable Living Project in Saskatchewan. This small community was on the verge of disappearing but rallied to become a model and teaching centre for environmental sustainability in Saskatchewan. The community collaborated on building an eco-centre that houses a restaurant, golf club and meeting spaces and is retrofitting buildings and the infrastructure to reduce the size of their ecological footprint. http://www.craikecovillage.com/ SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

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Frank, Flo & Smith, Anne (1999). Developed for Human Resources and Development Canada, Community Development Handbook: A tool to build community capacity. [See Sections 1 and II] https://ccednet-rcdec.ca/en/toolbox/community-development-handbook-tool-buildcommunity-capacity [Advance note: This document is 90 pages in length IF you decide to print it off in its entirety!] Kenny, Sue (2001). Tensions and dilemmas in community development: New discourses, new Trojans? (Keynote speech, International Community Development Conference, New Zealand). http://www.iacdglobal.org/files/kenny.pdf Landry, Ian ‘Tay’. The homeless men of Halifax: Organizing for action. http://comm-org.wisc.edu/papers2002/landry.htm Ponic, Pamela & Frisby, Wendy (2001). Feminist organizing as community development: A strategy for delivering accessible recreation to women living in poverty. http://lin.ca/Uploads/cclr11/CCLR11-112.pdf Public Health Agency of Canada (2007). Community capacity building tool – A tool for planning, building and reflecting on community capacity in community-building health projects. Scroll down to ‘What is the Community Capacity Building Tool?’ and scroll down to select, Click here, for pdf (click again on link under archived content … CCBT_English_web_000.pdf) http://www.phac-aspc.gc.ca/canada/regions/ab-nwt-tno/downloads-eng.php Tostan, Community-led development (n.d.). Our Programs: Community Empowerment Program [NGO operating in Senegal, Africa]. http://www.tostan.org/community-empowerment-program

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UNIT B Peeling back layers to understand context Module 4 – January 30, 2017 Introduction Understanding context is a core concept for community-level health promotion and community development and a significant theme in the first assignment of developing an issue analysis. Naming and analyzing issues upfront allows for reflection on who is affected, why the current situation exists, and the social, cultural and political context in which the issue is experienced. As identified in the introduction to the course, the ‘issue’ can be a specific health or social concern or an opportunity to address a theme to create a supportive environment, or a hybrid. An analysis explores how the issue is defined and experienced by various players, and considers both the resources available to tackle the issue (assets) and anticipated barriers. The analysis becomes a foundation for determining strategies. The web analysis is a valuable tool for exploring contributing factors and stakeholders. You can place your issue in the centre of the page and brainstorm all of the factors that contribute to or are affected by this issue. With a separate web, you can repeat the process with a focus on stakeholders. Arrows between points demonstrate relationships. When health promotion is initiated by an agency wanting to address an issue, a beginning analysis among colleagues, prior to engaging the community, can clarify the evidence and internal support for moving ahead, the people with whom they want to connect and the kinds of questions that need to be explored (Assignment #1). The chosen strategies to initially find out how the community affected sees the issue and its causes will influence whose voice is heard, which voices will be excluded, and the decisions about action needed. From the outset, communities or their representatives can be engaged in the analysis as partners. When communities initiate the process of choosing priorities, they too may engage in a similar analysis to understand the context, assets and barriers in order to determine what action is needed. McKnight’s asset-mapping approach is based on an assumption that focusing on problems, needs and deficiencies in traditional ‘needs assessments’ inevitably leads to a service response and reinforces dependencies. These assessments do not tap into the myriad strengths that are present in every community. Others would argue that a community will rally because there is a problem they want to solve, and the assets become a resource for taking action. Agencies and funders often support action based on evidence that an issue needs to be addressed. These differing perspectives surfaced under ‘community development’, but are more specifically explored in this unit on determining what needs attention in a given community.

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Objectives Students will be able to …  Frame an issue analysis.  Critique and identify effective methods for engaging communities in the process of naming and analyzing issues.  Identify practice tensions in the domain of naming and analyzing issues.

Action steps for Module 4: 1. Questions for discussion Please review the required readings and consider the following questions: 1. What are the implications of who names the issue? Can you take an agenda from your agency and genuinely respond to a community’s felt needs? Consider … Can the asset and problem-based approaches be united? If yes, how? If no, why not? What could emerge as tensions? 2. What factors could shape getting the ‘true story’ when you consider potential key informants to learn about a community and an issue affecting that community? Whose knowledge is valued and by whom? Consider, for example, the significance of social status, culture, language, gender, and age. 3. Which elements in the social and political environment do you believe provide the most insight into understanding ‘context' as a lead into addressing a community issue? Why do you think so? [What will be good sources of information about the environment and demographics for your community and issue?] 4. What could be the pitfalls of skipping over the upfront analysis and moving directly into planning a program or strategy?

Required readings Note: Module 8 includes an array of practical resources and tools for engaging citizens in naming and analyzing issues. Capital Health Authority, Community Health Promotion and Preventive Services (1995), Health promotion in thought and action [uploaded] Minkler, Meredith, Pies, Cheri, & Hyde, Cheryl (2012). Ethical issues in community organizing and capacity building. In Meredith Minkler (Ed.), Community organizing and community building for health and welfare, Chapter 7, 110-116 only. SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

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*** Hancock, Trevor & Minkler, Meredith (2012). Community health assessment or healthy community assessment, Whose community? Whose health? Whose assessment? In Meredith Minkler (Ed.), Community organizing and community building for health and welfare, Chapter 9. OR Staples, Lee (2012). Selecting and cutting the issue. In Meredith Minkler (Ed.), Community organizing and community building for health and welfare, Chapter 11. *** Silver, Jim (2004). Community development in Winnipeg’s inner city, Canadian Dimension. (November/December). http://canadiandimension.com/articles/1951 Assignment #1 questions for Issue Analysis in Course Guide

Highly recommended Hertzman, Clyde, McLean, Sidney A., Kohen, Dafna E., Dunn, Jim, & Evans, Terry (2002). Early Development in Vancouver: Report of the Community Asset Mapping Project (CAMP). https://secure.cihi.ca/free_products/ecd_van_e.pdf University of Kansas (n.d.). Assessing Community Needs and Resources. Chapter 3 [Includes … Understanding and describing the community, Identifying community assets and resources, Conducting public forums and listening sessions, Collecting information about the issues, Conducting focus groups … interviews … surveys, Conducting concerns surveys. Community Tool Box [Wonderful resource!]. http://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-needs-and-resources

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Am I on track? Mutual feedback on Introduction and Significance and Scope Sections Assignment #1 Week of February 6 - Break from discussions Why solicit and offer feedback now? From my experience, clearly defining the issue and the community affected is a place where people can run into difficulty with the issue analysis. This then has a ripple effect on the subsequent portions of the first assignment. We will take a break from discussions for one week, and ask each person to provide feedback to two other students on the draft ‘introduction’ and ‘significance and scope’ sections of the first assignment. The purpose is to dive into the assignment sooner than later and to receive feedback so that, from the outset, you know if you are on track. Peer review is also reflective of a process I frequently experience in the workplace. I will not be evaluating the quality of your draft but I will be paying attention to the thoughtfulness of your reflections on other people’s drafts. My expectation is that you provide a page or so of feedback to each person. We’re not commenting on one another’s writing. The intent is that we are constructive and honest but kind so that everyone feels energized to carry on. Your feedback is part of the participation mark.

Action steps 1. By Monday, February 6, please send a draft of your introduction and significance and scope sections from Assignment #1. I will circulate the draft to two other people in our group. 2. By Friday, February 10, each person is asked to provide feedback (point form is fine) on two other people’s draft sections in response to these questions:  In the introduction, is the health issue and the community affected by this issue clear and specific? In Part A, is the scope and significance clear?  Do you have suggestions that could add clarity to these elements? 3. Please send your feedback on the two drafts to me and I will forward both your feedback and my own to the respective individuals.

Thank you!

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UNIT B Identifying Stakeholders and Potential Partners and

Nurturing Collaboration Module 5 – February 13, 2017 Introduction A comprehensive health promotion approach recognizes that there is potentially a wide range of players in the community who can contribute to the health of its citizens. It is nigh to impossible for formal organizations to hold all of the expertise or resources that are required to support and sustain health gains at the community level. Not all players are allies. Stakeholders have a vested interest (weak or strong) in a particular issue and may or may not be onside with a community’s desire for change. They are players who are influenced or could influence how action proceeds. Early in the process of communitylevel health promotion, planners benefit by taking time to identify the range of stakeholders and to analyze where they stand on the issue and what they could contribute. The preliminary analysis for the first assignment is based on perception; it becomes the basis for further inquiry. The analysis opens the door to identifying allies who could be engaged as partners and understanding the concerns of those who could stand in the way. A stakeholder analysis can extend further than we will go, e.g., researching and gathering detailed information about each stakeholder, analyzing power and influence, and establishing relationships with stakeholders. For the purpose of the issue analysis, our approach is an environmental scan of stakeholders that will set the stage for identifying partners. The resource from the Netherlands (in Additional Resources below) offers a strong rationale and a more indepth exploration of stakeholder power and interests. Multisectoral partnerships and coalitions are a means of tapping into the strengths, resources, experience, knowledge, skills and networks that will advance an issue of common interest. A key partner, often on the sideline, is the group or community directly affected. What makes participation in collaborative efforts accessible for citizens? Collaboration can also involve well-resourced agencies supporting citizens, community groups and associations so that they can be involved in taking action, e.g., free meeting space, access to computers and photocopying, skill-building. Partnerships can produce synergistic effects. Interests that could not have been met separately may be satisfied through partnerships John Kretzmann and John McKnight’s book, Building Communities from the Inside Out, offers numerous examples of alliances to “release the power” of individuals, associations and organizations. Coalitions allow for a wider reach and impact SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

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40 than any single organization could generate. The process of developing a partnership or coalition necessitates clarity on the reason(s) for coming together and a rational approach for deciding who needs to be involved. Unusual, nontraditional alliances among people who have a compatible agenda can take partners into novel and creative approaches to issues. Should we dance? A resource for effective partnering (2007) is a resource that emerged from a dialogue on partnerships among individuals from 16 organizations. The intent was to capture the reflective questions and insights that arose during the discussions rather than create another ‘how-to’ manual since many excellent resources already exist. The Partnership Handbook by Flo Frank and Anne Smith is a classic resource available on-line (see the Human Resources Development web-site listed below) and can be ordered as a hardcopy at no charge. The handbook takes you through what a partnership is and is not, conditions that support partnerships, the partnership process, knowledge, attitudes and skills required, issues and concerns, lessons learned and points to ponder. There is also a facilitators’ guide. In this unit, we will look at examples and discuss the challenges and strategies associated with partnerships and coalitions. From my experience, the Health for Two partnership was used as a vehicle to promote health within a community of women living in poverty. It has grown from seven partners twenty years ago, reaching about 35 women in the inner city, to 35 partners across the region, connecting with over 1500 women each year. The reading listed below describes how the program developed and reviews the value of the partnership model, the reach to the intended participants and the health outcomes. Within the Health Promotion Division of public health, we had a focus on redressing inequities and we had a strength in nutrition expertise. We identified pregnancy as a time when women with fewer resources, often living in poverty, were more hopeful about being able to make changes. Unhealthy birth outcomes and a high number of child welfare apprehensions were outcomes we hoped to influence but our organization did not have a relationship with them until after babies were born. Together with the Nursing Division, we acknowledged that we needed to work through front line, ‘non-health’ organizations that already had a trusting relationship with the women (e.g., through community drop-ins, financial and housing support, alternative school programs). Pregnant women were coming to them but usually at a crisis point. Women in the community said free milk coupons would be an effective means of creating an ongoing supportive relationship earlier in the pregnancy and partners said they were willing to offer that support if they could acquire more health knowledge. A secondary partnership developed, called the Health for Two Economic Health Project, SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

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41 through which we sought to link the Health for Two network with the employment and training sector. The intent was to support women to plan for a future that would move them away from poverty. Women Building Futures is one option that is training women in carpentry and other trades, supports them on personal issues while they are going through the training, and links them to jobs with good starting wages.

Objectives Students will be able to …  Articulate the value of forming partnerships and coalitions.  Identify the characteristics of effective partnerships and coalitions.  Understand nuances in developing effective collaboration.

Action Steps for Module 5: Questions for discussion Please review the required readings and consider these questions: 1. Who are some of the stakeholders for your community issue (focus on three or four for this discussion)? Based on your knowledge, what do you anticipate their starting positions will be on the issue? What resources (skills, knowledge, experience) will they be able to bring to the table? ALL 2. What kinds of tensions do you expect to see in partnerships and coalitions? If key characteristics of effective partnerships are in place, how will these tensions be affected? What could get in the way? 3. Being selective and limiting the number of partners vs. being broad and inclusive can lead to different results. Drawing on examples in the readings and ones familiar to you, what are the gains and risks of choosing one approach over the other? 4. Can agencies represent the interests of citizens as members of a collaboration without having citizens at the table? What processes would you use to involve those who are directly affected in a partnership or coalition, particularly people who are marginalized?

Additional ‘Food for Thought’ In the community where you live (or have lived in the past), what have creative examples of collaboration been able to achieve that they could not have pulled off by working separately?

Required readings The first resource is brief, presented in the form of a checklist.

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Identifying stakeholders and stakeholder analysis University of Kansas (n.d.). Identifying and Analyzing Stakeholders and their Interests. Community Toolbox [Wonderful resource!). http://ctb.ku.edu/en/tablecontents/chapter7_section8_tools.aspx Partnerships and nurturing collaboration Capital Health, Public Health Services (1995). Health for Two: Program development and review. Edmonton. [uploaded] Goldblatt, Ann (2002). Building effective partnerships [table, uploaded]. Goldblatt, Ann (2006). Should we dance? A resource for effective partnering. Edmonton: Boyle Street Community Services. [uploaded] Forming coalitions; underlying theory Labonte, Ron (2012). Community development and the creation of effective and authentic partnerships. In Meredith Minkler (Ed.), Community organizing and community building for health and welfare, Chapter 6, 104-108 only.

Additional resources Asset and stakeholder analysis Kretzmann, John & McKnight, John (1993). Building Communities from the Inside Out, A Path Toward Finding and Mobilizing a Community’s Assets. The Asset-Based Community Development Institute: Chicago (book). Partnerships and nurturing collaboration Human Resources Development (Flo Frank and Anne Smith) (2000). The Partnership Handbook. [This is a large document to print, but an excellent resource you can use over time. As you skim through online, you can identify an area or two that particularly interests you to read in more depth.] https://ccednet-rcdec.ca/en/toolbox/partnership-handbook Coalitions Butterfoss, Frances & Kegler, Michelle (2012). A coalition model for community action. In Meredith Minkler (Ed.), Community organizing and community building for health and welfare, Chapter 17.

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Anonymous Mid-Point Feedback Please provide your feedback through the website by February 24

Reading Week February 20 - 24, 2017 Assignment #1 due February 27, 2017

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UNIT C Thinking Comprehensively to Create Change Module 6 – February 27, 2017 ECLASS LIVE FORUM – Tuesday, March 7, 2017 GUEST: Kate Quinn, Executive Director, CEASE - Centre to End All Sexual Exploitation

Introduction Within a health promotion framework, the starting assumption for taking action is that a comprehensive approach is critical. The strategies in the Ottawa Charter for Health Promotion offer a multi-level approach to addressing health issues that encompass personal skill-building, supportive environments and policies, and strengthened community action. Enabling people to make healthier choices and experience a sense of community is linked to having supports at other levels. Comprehensive action stems directly from the upfront analysis in which we explore the context of who is affected by an issue, the factors ‘upstream’ that contribute to the issue and how that issue is experienced in the community. It means being able to identify natural entry points for connecting with people and adopting strategies that build relationships, maximize strengths, create supportive environments and policies, and engage community action. Supportive environments that do not necessarily entail creating more services suggest a ‘nonservice’ response, as articulated by John McKnight. Health promoting examples at a local level include rerouting a bus and adding stops and shelters so that people without vehicles can get out of their homes. Requiring that people clear sidewalks of ice and snow in winter opens up options for those with limited mobility. Putting sharps containers in key locations reduces the likelihood of needles being tossed on the street. An “Apple Festival” in Edmonton connected school-age children with seniors who needed their apples picked because they were going to waste. The effort culminated in a community event to bake the apples, celebrate and distribute the food, with multiple spin-off benefits. There are planning tools that facilitate an assessment of the supports and barriers for taking action. One is the “force field analysis” which will be uploaded. The ‘program logic model’ is a common framework for planning and evaluation. It focuses on outcomes, on changes that can be achieved for the people who are meant to benefit, and strategies that will lead to those outcomes.

Objectives Students will be able to …  Analyze the application of a comprehensive approach within community-level health promotion and the gains that can be achieved.  Identify action that reflects a “non-service response”.  Understand the significance of outcomes and who names them as a basis for planning SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

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45 action.

Action Steps for Module 6: ‘Town Hall Meeting’ We are going to stage a community meeting, for which I will divide up the roles among our group members, and we will use the meeting as a launching point to explore two questions. What do you anticipate players will hold to be true (see considerations in #1 below)? Kate Quinn, Executive Director of CEASE, Centre to End All Sexual Exploitation, will follow on our exchange by describing with CEASE’s layered approach to addressing prostitution and sexual exploitation in Edmonton. Please review the required readings. Scenario: In a community of residents fed up with needles and condoms on their lawns, harassment by johns, and night traffic, a community parent has called a meeting to create a plan to remove prostitution from their neighbourhood. Many of the people involved are under 18.

1. For each person … Consider … What is your perspective on the problem that needs to be solved? What outcome would you like to see? How would you see getting to that outcome? Why do you think this is the best way to go? Feel free to use your imagination as you tell us a little bit about yourself. [Community parent as ‘discussion lead’ to open and close the community meeting with a synthesis to follow.] ALL    

As a community resident? As a ‘sex worker’? As a street beat police officer? As a municipal planning officer for the area?

   

As a community worker? As a local school principal? As a small business owner? As a clergy person?

2. Debrief: Are there approaches that can be used at the stage of determining action so that one community’s solution does not become another community’s problem? Is there another issue in which the same challenge might surface? ALL Consider … What comprehensive approaches could be used to address the issue of prostitution in the neighbourhood that would support the sex workers and the community? Consider … What strategies would you consider “non-service” responses? SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

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46 3. The community meeting used one form of engagement, bringing all of the interested parties together on one evening for an open dialogue. What alternative strategies could have been used to more effectively engage citizens prior to or during the session?

Required readings Comprehensive approaches Edmonton Board of Health, Health Promotion Division (McPherson, Nancy). (1992). Strategies guide for an Edmonton-based Women and AIDS project. [uploaded] Refer back to: Knowledge, skills, resources and supportive environment framework [uploaded in Module 1]. National Rural Health Alliance (2006). Providing fresh food in remote Indigenous communities. [Publications – Papers] http://ruralhealth.org.au/sites/default/files/position-papers/position-paper-06-03-01.pdf Planning tools for engaging citizens in dialogue Goldblatt, Ann (2002). Health Promotion Planning Tools: Consulting the community to identify issues. Module 11, Human Services Administration Program, Siberian project. Edmonton: Grant MacEwan College [now MacEwan University]. [uploaded] Minkler, Meredith & Coombe, Chris (2012). Using force field and “SWOT” analysis as strategic tools in community organizing. In Meredith Minkler (Ed.), Community organizing and community building for health and welfare, Appendix 7, 449.

Additional resources Engaging citizens in dialogue See array of citizen engagement resources and tools in Modules 6 and 8. Department of Health and Human Services (n.d.). Community mobilization guide, A communitybased effort to eliminate syphilis in the United States. http://www.cdc.gov/stopsyphilis/toolkit/Community/CommunityGuide.pdf [This guide is 64 pages in length if you decide to print the whole document.] International Institute for Sustainable Development (IISD) (n.d.). Appreciative inquiry and community development, Skownan First Nation community values project. https://www.iisd.org/pdf/skownan_final_nopics.pdf (especially 3-5) Owen, Harrison (n.d.). A brief user’s guide to open space technology. http://www.openspaceworld.com/us;’rs_guide.htm The World Café (n.d.). World café method. http://www.theworldcafe.com/method.html SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

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UNIT C Issues in Participation and Mobilizing Communities Module 7 – March 6, 2017 ECLASS LIVE FORUM – Tuesday, March 7, 2017 GUEST: Kate Quinn, Executive Director, CEASE - Centre to End All Sexual Exploitation

Introduction Community action to promote health can arise because people in the community see a need or an opportunity and come together to make it happen. There is a will and a capacity to participate and to be effective. “Social capital” is a term used to describe the value of strong relationships within communities. It is understood to be the connections between people in a community and their ability to work together in positive ways. Quite often, as health promoters at the community level, we are trying to engage the community in naming and analyzing issues, determining action and becoming involved in the action itself, with varying degrees of success. A host of factors influence whether people will participate. Their capacity to take on roles is also influenced by the strengths with which they begin and the ones they develop. Citizen participation is often addressed from the angle of professionals engaging citizens. The Swindon People First Contract (below) turns the table in the opposite direction. In this case, it is the citizens who are stating their conditions for participation. While this is a contract set by a group of adults with developmental disabilities asked to participate in a committee, their experience is not unique and we have an opportunity to surmise what another population would include in a comparable document, for the same purpose. We will also explore aspects of engagement that are built into participation research. Participatory action research engages those affected by an issue in the process of inquiry, and assumes that people will use that understanding to stimulate action, often with a view to redressing inequities. In the same vein, participatory evaluation involves those who are affected in determining their desired outcomes and indicators of progress toward those outcomes, as well as reflecting on the reasons a process unfolded as it did. Participation focused on policy-making will be the focus in Unit D.

Objectives Students will be able to …  Articulate the significance of participation for health promotion.  Analyze the reasons why people do or do not choose to participate.  Understanding barriers to participation.  Identify the capacities that support and indicate community participation.  Expand their repertoire of methods for engaging citizens, particularly those who are marginalized. SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

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Action Steps for Module 7: Questions for discussion Please review the required readings and consider the following questions: Swindon People First Contract If you want People First to be on your committee you must agree to these things to make it OK for us:  We should have a voice to say what we want.  You need to listen to us and give us time to talk. We won't come to your committee just so it looks good.  You need to let us know why you want us on the committee.  You need to tell us what we will get out of being on your committee.  You have got to make minutes and agendas on tape if we want them.  The committee should pay for a supporter.  Everyone on the committee needs to be trained to know how to involve us.  The committee has to use words we understand.  We must be able to stop meetings if we need you to say something again or explain it.  Everyone should have their expenses paid.  If the rest of the committee gets paid then we should too. [Developed in the UK by an organization of and with people with developmental disabilities; their website is no longer available.] 1. Using the Swindon People First Contract as the stepping off point … What underlying assumptions about participation emerge for you when you read this contract? What challenges would these expectations pose for an organization? As the discussion lead, choose a different population of citizens (e.g., youth, single parents, seniors, Aboriginal youth, refugee family leaders, people with HIV/AIDS). The group will craft a new contract to reflect elements participants think this selected population might choose to include. 2. Child abuse among infants is on the rise in a particular community. What would be the difference and the impact (challenges and benefits) of involving the community as the inquirer and hiring outside researchers to explore what is going on? Consider … What skills do you need, as a health promoter, to build community capacity?

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Required readings Coombe, Chris M. (2012). Participatory evaluation, Building community while assessing change. In Meredith Minkler (Ed.), Community organizing and community building for health and welfare, Chapter 19. Frey, Ada Freytes & Cross, Cecilia (2011). Overcoming poor youth stigmatization and invisibility through art: A participatory research experience in Greater Buenos Aires [Art and Action Research publication]. Action Research, (2011, March), 9 (1), 65-82. http://login.ezproxy.library.ualberta.ca/login?url=http://dx.doi.org/doi:10.1177/147675031039 6951 Refer back to Landry, Ian ‘Tay’, The homeless men of Halifax: Organizing for action. http://comm-org.wisc.edu/papers2002/landry.htm and The Community Development Continuum article, Module 3. Minkler, Meredith, Pies, Cheri, & Hyde, Cheryl (2012). Ethical issues in community organizing and capacity building. [Sub-section: Cultural conflicts and the –Isms]. In Meredith Minkler (Ed.), Community organizing and community building for health and welfare, Chapter 7, 120 – 122 only. *** University of Victoria, Office of Community-Based Research (n.d.). What is community-based research? http://communityresearchcanada.ca/res/download.php?id=3380 (two pages) University of Victoria, Office of Community-Based Research (n.d.). Creative methods in community-based research. http://communityresearchcanada.ca/res/download.php?id=3384 (two pages) One of the examples cited in ‘Creative methods in community-based research’ Community-based research Research Laboratory (2009). Binning through Victoria (YouTube Video) https://www.youtube.com/watch?v=6zB06zytV7k [first 8 minutes seem to repeat] Magner, Kate & Healey, Gwen (2010). Climate change and health community photovoice research project, Research Report. http://www.qhrc.ca/sites/default/files/Climate%20Change%20and%20Health%20Research%20 Report%20-%20FEB%202010.pdf Sauerhaft, Beth & Williams, Marty (2001). Women create knowledge: Participatory Action Research and Breast Cancer. In Nash, Andy (Ed.), Civic Participation and Community Action Sourcebook. New England Literacy Resource Center, 117-118. http://files.eric.ed.gov/fulltext/ED442307.pdf

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Highly recommended Frank, Flo & Smith, Anne. (1999). Developed for Human Resources and Development Canada, Community development handbook: A tool to build community capacity. [Especially Sections II and III -1 - Building Support] https://ccednet-rcdec.ca/en/toolbox/community-development-handbook-tool-buildcommunity-capacity [Advance note: This document is 90 pages in length IF you decide to print it off in its entirety!] Markell, Lynne (2004). Building assets in low-income communities through co-operatives: A policy framework. http://ccrnrcrc.files.wordpress.com/2012/03/policybook_e_final.pdf Vancouver Community Network (n.d.). The Citizen’s Handbook: Practical assistance for those who want to make a difference. [An extensive and invaluable guide to grassroots organizing and community activism, with articles and links to web-sites applicable to other communities.] http://www.vcn.bc.ca/citizens-handbook/

Additional resources Australian Centre for Health Promotion, NSW Health Department (2000). Indicators to help with capacity building in health promotion. [Valuable for framing capacity building; Checklist 9 specifically focuses on assessing community capacity.] http://www.bvsde.paho.org/bvsacd/cd64/capbuild.pdf [Please note: This publication is 60 pages long if you plan to print the entire document.] Checkoway, Barry & Richards-Schuster, Katie (n.d.). Facilitator’s guide for participatory evaluation with young people (1-20). http://ssw.umich.edu/public/currentprojects/youthAndCommunity/pubs/guidebook.pdf Crooks, Claire V., Chiodo, Debbie, & Thomas, Darren (2009). Engaging and empowering Aboriginal youth: Toolkit for service providers. London, Ontario. http://docplayer.net/22519019-Engaging-and-empowering-aboriginal-youth-a-toolkit-forservice-providers.html [Note: Takes a few minutes to automatically download without having to select ‘download pdf’] Qaujigiartiit Health Research Centre Community-led health research centre for Nunnavumiut http://www.qhrc.ca/

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Unit C Participatory and Creative Citizen Engagement in Analysis and Planning Module 8 – March 13, 2017 Introduction “Education for empowerment and social change” moves people from the position of passive recipients to being agents of collective change, i.e. seeing that there is something they can do collectively to create change. Further, it moves beyond the sole focus on changing personal behavior to the social and political arena of community action and supportive environments. Traditional approaches to educating people about health topics, with the intention of convincing them to make healthier choices, assume that the role of the professional is to use expert knowledge to tell people what they need to know. For some, this approach leads to change. But the ‘knowledge, skills, resources and supportive environment’ framework (Modules 4 and 7) and the comprehensive approach introduced in the last module suggest people need more than information to make changes. A different approach to learning has emerged, which engages people as learners who are sharing knowledge based on experience, exploring issues arising critically and planning collective action to support healthier choices. As an example, a traditional approach to tuberculosis prevention might focus on giving people information about the causes and treatment of tuberculosis (TB). An empowering approach would engage citizens in a dialogue, asking questions such as:  Who gets tuberculosis? Why?  How does it affect people’s lives?  Who accesses treatment?  What factors influence whether people follow through with the treatment regime?  What has our community tried in the past to address TB? With what results?  What kinds of support do people need? Where would people want to access support?  What needs to change in our community to lower people’s risk of developing TB? The foundation for this thinking is in popular education, developed by the Brazilian literacy educator, Paulo Freire. He is known for his vision of education for transformation and his articulation of the principles and practices of popular education.

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52 In this module, we will have the opportunity to look at several examples of this philosophy being put into practice and explore the issues arising. In practice, methods often fall somewhere along a continuum from those who are directly involved to outside players driving all the decisions.

The learning spiral – WHAT? SO WHAT? and NOW WHAT? The learning spiral is a fundamental image for popular education. The notion is …  We begin with naming our experience, often through stories, and then search for the common themes among those experiences (WHAT IS OUR EXPERIENCE?).  We analyze the meaning of those experiences, linking them to larger forces and pulling in additional knowledge to help inform our understanding (SO WHAT DOES IT MEAN?), and  We then move to planning the action we can take to change the quality of our experiences (NOW WHAT DO WE WANT TO DO ABOUT IT?). We take action and that becomes the beginning of the spiral. Two brief learning spiral explanations … http://www.ruralsupportpartners.com/docs/TheSpiralModelOfPopularEducation.pdf http://www.re.rollingearth.org/?q=node/109 In popular education, the learning process starts with identifying and describing everyone's own personal experience, and that knowledge is built upon through various activities done in groups. After the activity, a debriefing process allows us to analyse our situation together; seeing links between our own experience and historical and global processes in order to get the "big picture". Through the generation of this new knowledge, we're able to reflect more profoundly about ourselves and how we fit into the world. This new understanding of society is a preparation to actively work towards social change. In fact, in popular education, the education process isn't considered to be complete without action on what is learned; whether it be on a personal or political level. From: Bob Hale Youth College for Social Justice: Participants' Handbook

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Concepts in Popular Education The literature about popular education artfully describes its roots and intentions. I selected a few passages from authors that offered valuable explanations. According to Freire, the objective of education is to change society through a process that is focused on achieving understanding as a means rather than an end. Education is people-centered and people-controlled and uses a dialogue approach in which everyone participates as equals and colearners to create social knowledge. Critical thinking is developed through problem-posing techniques, designed to help participants recognize root causes of their place in the socio-economic, political, cultural and historic web of their everyday lives-- and then to propel them to action to take control of their lives. From: former NCSALL - National Center for the Study of Adult Learning and Literacy

… Paulo Freire was writing in the context of literacy education for poor and politically disempowered people in his country. It's different from formal education (in schools, for example) and informal education (learning by living) in that it is a process which aims to empower people who feel marginalized socially and politically to take control of their own learning and to effect social change. Popular education is a collective effort in which a high degree of participation is expected from everybody. Teachers and learners aren't two distinct groups; rather, everyone teaches and everyone learns! Learners should be able to make decisions about what they are learning, and how the learning process takes place. A facilitator is needed to make sure that new ideas arise, progress, and don't get repetitive, but this isn't at all the same thing as a teacher. In popular education, then, we can't teach another person, but we can facilitate another's learning and help each other as we learn. From: Bob Hale Youth College for Social Justice: Participants' Handbook

[Traditional education follows a “banking” model] where learners are seen as empty vessels awaiting deposits of knowledge by the teacher who makes all the decisions and controls the process. According to Freire, the banking model "...supports the development of individuals who accept the passive role imposed on them and learn, along with a fragmented view of reality, to adapt to the world as it is and not to act upon it and change it"

Many people are probably doing popular education without knowing it. The name is really secondary. If the process is participatory, critical, and supports people in organizing to change their situation, it’s popular education” (Eduardo Baez, formerly quoted on Catalyst Centre website). There are many times in your practice where you will see the principles of popular education intertwined with the methodological aspects.

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(Rudd & Comings, 1994 in former NCSALL - National Center for the Although you never want to reduce popular education to a series of Study of Adult Learning and Literacy) techniques, it is good to know that some of the methods that people use come from these principles. The belief that all people have the capacity In opposition to the banking model, Freire calls for "education for to become critical thinkers and to work to solve their own problems lies transformation" in which the goal is to enable learners to at the heart of popular education methodology. Participants in a popular become active participants in shaping their own reality. (Hohn, education setting are active subjects, not passive objects. Taking an active M. 1998. Empowerment Health Education in Adult Literacy: A role helps people learn better. It helps them care more about what they Guide for Public Health and Adult Literacy Practitioners, Policy are learning. A facilitator who works this way becomes a co-learner with Makers and Funders) the participants. Indeed, the facilitator should take guidance from the participants throughout the planning and workshop process. Excerpts from Mary Zerkel (Ed.) (2001). Economics Education: Building a Movement for Global Economic Justice. American Friends Service Committee, 6-9. http://legacy.oise.utoronto.ca/research/edu20/courses/popeddefinitions. html

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Objectives Students will be able to:  Understand the concept and application of “empowering education for social change”.  Appreciate the shift from seeing community members as clients to community members as citizens.  Identify popular education principles and practice and employ techniques for engaging citizens in learning that are based on critical thinking and taking action.  Experiment with tools for determining action and framing planning and evaluation in ways that engage the community.

Action steps for Module 8: Questions for discussion Please review the required readings and consider the following questions: 1. How does a popular education approach challenge the traditional approaches found within a traditional health organization? What are gains and losses, for citizens? For workers? For organizations? Are there ways to reduce the tensions? The discussion lead for this question can take the group through a first-hand experience of using the learning spiral, starting with our individual experiences of something relevant to our daily lives (e.g., stressors, built environments that are not conducive to feeling safe, encounters with the medical system, unexpected unemployment), looking for connections and meaning that tie together our individual experiences, and planning for action. Consider … What challenges would you anticipate in a traditional health organization if you tried to incorporate a participatory evaluation approach? (See Participatory Evaluation reading.) You could use one of the examples in the required readings. 2. The following scenario signals deeper thinking about community engagement. How can people be engaged so as to learn about their priorities? Consider one of the ‘subcommunities’ named in the scenario below.  Who likely already has a trusting relationship with this community?  What creative methods could you use to uncover their primary issue and stories and what they see as possible solutions?  Where could this take place? Scenario – Food heading down the drain? A group of highly motivated and social justice-oriented folk, including several professionals, established a food co-op 20 years ago in a low-income urban neighbourhood. The co-op was successful for many years. Most of the people who shop in the store now are not actually co-op members but

56 they appreciate the prices and quality of the food. The neighbourhood has a high number of teen mothers, Aboriginal families, and newcomers to the country. It has not been easy to attract people onto the board or committees, to sign up members or fill the volunteer tasks of buying food from wholesalers, pricing, stocking shelves, and handling the cash register. The store is starting to feel run-down. 3. For the issue you are addressing in your engagement strategy, what are a couple of your ideas for exploring how community members understand and experience the issue and what they see as solutions, incorporating popular education thinking and creative methods ? ALL

Required readings (several of these are very short) In addition to the ‘required readings’, this module includes an array of resources on popular education and ‘empowering’ processes that you can tap as a reference toolkit over time. Goldblatt. Ann (2003). Food security: a digestible example of “empowerment education”. [two pages, uploaded] Hofer, Judy (1999). Saying what is true: women speak out against domestic violence. In Nash, Andy (Ed.), Civic Participation and Community Action Sourcebook. New England Literacy Resource Center, 109-110. http://files.eric.ed.gov/fulltext/ED442307.pdf Martinson, Marty & Su, Celina (2012). Contrasting organizing approaches. In Meredith Minkler (Ed.), Community organizing and community building for health and welfare, Chapter 4 (three sub-sections on Freirian approach, 64-69). Parrish, Richard (1987). Heart Beat Wales. [one page, uploaded] Quiñones, Wendy (1999). Campaigning should always be like this. In Nash, Andy (Ed.), Civic Participation and Community Action Sourcebook. New England Literacy Resource Center, 65-67. http://files.eric.ed.gov/fulltext/ED442307.pdf

Highly Recommended http://www.thechangeagency.org/tag/popular-education/ One of the links on The Change Agency website … Rising Tide (n.d.). Climate action, Popular education resource pack http://risingtide.org.uk/sites/risingtide.org.uk/files/RTpopedpackUK_PRINT_3.pdf Other resources … Ashford, Graham & Patkar, Saleela (2001). The positive path, Using appreciative inquiry in rural Indian communities [field guide]. International Institute for Sustainable Development, Winnipeg SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

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57 and Myrada, Bangalore, India [Section Two] http://www.iisd.org/pdf/2001/ai_the_positive_path.pdf Catalyst Centre – Links [The Canadian “Catalyst Centre One-Stop Pop-Ed Shop Worker Co-op” is a collective of educators committed to democratic, social justice education and community development. Their renewed website includes an excellent set of links on popular education and related fields of activity, including adult education, anti-racism, community organizing, environmental education, global justice, literacy, popular arts and culture, popular theatre, and social justice and policy research.] http://www.catalystcentre.ca/resource-library/links/ Everyday Democracy: Ideas and tools for community change [Website includes a rich array of resources, downloadable for free.] http://www.everyday-democracy.org/dialogue-to-change#.VJzbrcBELA International Institute for Sustainable Development (IISD) (2000). Appreciative inquiry and community development, Skownan First Nation community values project. https://www.iisd.org/pdf/skownan_final_nopics.pdf McDonald, Marian, Catalani, Caricia, and Minkler, Meredith (2012). Using the arts and new media in community organizing and community building: An overview and case study from post-Katrina New Orleans. In Meredith Minkler (Ed.), Community organizing and community building for health and welfare, Chapter 16 (p.288). Palibroda, Beverly, Krief, Brigette, Murdock, Lisa, & Havelock, Joanne (2009). A practical guide to photovoice: sharing pictures, telling stories and changing communities. Prairie Women’s Health Centre of Excellence. [84 pages if you decide to print the whole document!] http://www.pwhce.ca/photovoice/pdf/Photovoice_Manual.pdf Sloman, Annie (2011). Using participatory theatre in international community development. Oxford University Press and Community Development Journal, Advance Access publication. (2012, January) 47 (1), 42-57. http://login.ezproxy.library.ualberta.ca/login?url=http://dx.doi.org/doi:10.1093/cdj/bsq059 Vancouver Coastal Health, Our Stories [Valuable resource on the use of storytelling, through a variety of media, to share life experiences.] http://ourstories.vch.ca/

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Additional resources Gilman, Robert (1996). Community Animation - Tapping public spirit is a first step in building sustainable communities. An interview with Jeff Bercuvitz. Context Institute. http://www.context.org/iclib/ic33/bercuvit/ Health Canada (1995). Community Action Resources for Inuit, Metis and First Nations. [Accessible descriptions of a wide variety of techniques for assessing needs, evaluation, finding resources, making it happen, planning, and toolbox.] http://www.hc-sc.gc.ca/fniah-spnia/pubs/services/_adp-apd/toolbox-outils/index-eng.php Labonte, Ron, Feather, Joan, & Hills, Marcia (1999). A story-dialogue method for health promotion knowledge development and evaluation. Health Education Research. 14(1), 39-50. http://her.oxfordjournals.org/content/14/1/39.full.pdf+html Nash, Andy (2001). Civic Participation and Community Action Sourcebook, A Resource for Adult Educators. New England Literacy Resource Centre. Whole book available at … http://files.eric.ed.gov/fulltext/ED442307.pdf University of Kansas (n.d.). Implementing Photovoice in Your Community. Community Tool Box [Rich resource!]. http://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-needs-andresources/photovoice/example University of Kansas (n.d.). Analyzing root causes of problems: The “But Why?” technique. [Short and useful, cited in Module 1] Community Tool Box http://ctb.ku.edu/en/tablecontents/sub_section_main_1128.aspx

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UNIT C Mobilizing Participation for Change via the Internet Module 9 - March 20, 2017 Introduction Social media is emerging as a significant channel for community engagement for social change, linking people locally, nationally and internationally. The examples are infinite as you scan the net and the intentions and methods cover a range of approaches and technologies, e.g.,  Using websites to inform and engage people in taking action. The assumption is that understanding an issue and the need for change will serve as a catalyst to influence people in positions of power (e.g., write letters, sign petitions).  Inviting opinions and trying to influence others’ views, potentially stimulating people to coalesce around a particular issue or support a particular cause or individual.  Distributing video footage to raise awareness of a particular event or series of events. The story of the Zapatistas in Chiapas, Mexico is hailed as one of initial and prime international examples of using the internet to influence change, successfully changing the way the Mexican government dealt with land use in the wake of free-trade. More recent events have brought the methodology to the forefront; Idle No More, Occupy Wall Street, and the Arab Spring have made significant use of social media to build pressure for change. An important question is whether these movements are creating lasting social change or short-term flashes that fizzle in the absence of meaningful engagement. The question forms the basis of our friendly debate during this module. We have the opportunity to step back and explore whether the rapidly growing attention on social media is having an impact on health promotion. Thus far, popular methods of influencing individuals to make healthier choices in Canada have largely remained in the domain of print material and, where money flows, through radio and television. We have seen an increased awareness of the value of engaging those who are affected in the process of developing materials that are culturally and linguistically accessible and relevant to the context of people’s lives. At the level of community engagement, health promotion is often oriented toward working with partners and community leaders who already have a rapport with a given constituency. Efforts are made to bring people together or reach them in places where they naturally gather, face-to-face. People are asked to respond to an issue identified by an agency or to identify their priority issues and develop plans to reduce or eliminate barriers to individual and community health. Advocacy for systemic change may be a component of the work that is done. How does social media fit into health promotion work? Is it largely being ignored or are there examples of where it has become central to the work? What can we learn from examples SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

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60 within and beyond health promotion? Who is included? Who is excluded? Can we push the edges in this area?

Objectives Students will be able to …  Identify and understand the dynamics behind existing uses of mobilization via the internet.  Articulate potential gains and costs of using the new media in relation to citizen engagement and democracy.  Conceive of the potential scope of applications in the field of health promotion combined with elements that make it effective and reflective of health promotion principles.

Action steps for Module 9: Please review the required readings in preparation for the friendly debate (see below the box).

1.

Friendly debate

I will set up a friendly debate, organizing our group into the YEAs and the NAYs, so that we can explore the various angles of the following resolution, with a particular focus on Idle No More. ALL

Be it resolved that mobilization via the internet creates lasting social change. 2.

What do you see as the creative potential and the limitations of using the internet in the field of health promotion?

Readings and video to introduce three movements Idle No More International Centre for Northern Governance and Development. The Idle No More movement, Northern Saskatchewan https://www.usask.ca/icngd/publications/fact-sheets/Fact%20Sheets-Files/INM-Factsheet.pdf Idle No More @ West Edmonton Mall, January 13, 2013 http://www.ege7.net/watch/pD-2XS4_xMI/idle-no-more-west-edmonton-mall-january-132013.html Waging Non-Violence. Idle No More - No more is it just for Canada http://wagingnonviolence.org/feature/idle-no-more-no-more-just-for-canada/ Idle no more – where is the movement two years later? http://www.cbc.ca/news/indigenous/idle-no-more-where-is-the-movement-2-years-laterSPH 510 Course Guide (Ann Goldblatt) Updated December 2016

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61 1.2862675 http://www.idlenomore.ca/ Occupy Wall Street Levinson, Paul (2011). Occupy Wall Street, Direct Democracy, Social Media: A Thumbnail History of Media and Politics Since Ancient Athens http://paullevinson.blogspot.ca/2011/10/occupy-wall-street-direct-democracy.html Arab Spring Srinivasan, Ramesh (2012). Taking power through technology in the Arab Spring. Aljazeera. [Interesting opinion piece by UCLA academic] http://www.aljazeera.com/indepth/opinion/2012/09/2012919115344299848.html Mobilization via the internet Bazell Satariano, Nickie & Wong, Amanda (2012). Creating an online strategy to enhance effective community building and organizing. In Meredith Minkler (Ed.), Community organizing and community building for health and welfare, Chapter 15. *** One of the next two readings Bennett, W. Lance (n.d.). Digital Natives as Self-Actualizing Citizens. https://wrt235rich2015.files.wordpress.com/2015/10/wlancebennett.pdf OR Stoecker, Randy (n.d.). Cyberspace vs. Face to Face: Community Organizing in the New Millennium. Citizen’s Handbook. Vancouver Community Network. http://www.vcn.bc.ca/citizens-handbook/cyberorganize.html SPH 510 Creative uses of technology (2009-2013) [uploaded] Students have been contributing two examples of people creatively using technology for citizen engagement and influencing social change. This resource is a compilation of those examples over the past five years.

Additional websites Center for Communication & Civic Engagement www.engagedcitizen.org http://www.engagedyouth.org/ Truth and Reconciliation Commission http://www.trc.ca/websites/trcinstitution/index.php?p=3

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Additional articles Cleaver, Harry (2000). The Zapatista Effect: The Internet and the Rise of an Alternative Political Fabric, Harry Cleaver, The Zapatista Rebellion and The role of the internet from the margins to the centre (second and third sections). http://libcom.org/library/zapatista-effect-cleaver Martinez-Torres, Maria Elena (2001). Civil Society, the Internet, and the Zapatistas. Peace Review, 13 (3), 347–355. http://globalalternatives.org/files/MartinezTorresZapatistas.pdf Predos, Miha. Role of social media in social movements: Egyptian Revolution and Occupy Wall Street https://blogs.fu-berlin.de/mediaanthro/student-presentations/role-of-social-media-in-socialmovements-egyptian-revolution-and-occupy-wall-street/ Zwarenstein, Carlyn (2011). The social (justice!) media, How the labour movement is using new media. http://ourtimes.ca/Features/article_195.php

Social marketing and media advocacy Buchanan, David R., Reddy, Sasiragha, & Hossain, Zafar (1994). Social Marketing: a critical appraisal. Health Promotion International, 9 (1), 45-57. http://login.ezproxy.library.ualberta.ca/login?url=http://dx.doi.org/ doi:10.1093/heapro/9.1.49 Dorfman, Lori & Gonzalez (2012). Media advocacy: A strategy for helping communities change policy In Meredith Minkler (Ed.), Community organizing and community building for health and welfare, Chapter 22 [reading in Strategies in Health Promotion Practice]

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UNIT D Citizens Influencing Policy Module 10 – Week of March 27, 2016 Continued in Module 11

ECLASS LIVE FORUM – Thursday, March 30, 2017 GUEST: Michael Phair, educator, consultant, former politician Introduction Creating supportive environments for health is often achieved through health promoting policies. Healthy public policy refers to government policies but institutions (e.g., hospitals, schools), community organizations, and the private sector can also generate policies that are health enhancing or not. Policies may be formal or informal. Influencing policies may involve communities exerting pressure to introduce or change an existing policy. Alternatively, policy makers may seek input from the community. With these as the two polarities of a continuum, often there is a blend. For example, the policy maker initiates the process but the community exerts pressure to steer it in a particular direction, or in the reverse, the policy maker responds to pressure to act and undertakes a wider consultation. One example of public policy affecting health is ensuring the availability of affordable housing. The federal government stopped funding social housing in 1993 and, in turn, most provinces stopped building social housing altogether. The results have been devastating. Michael Phair will be our policy guest on March 30. His experience influencing policy comes from advocating for change at the community level, working within government and as a highly respected politician. Michael served as a city councillor in Edmonton, from 1992 until 2007 made the decision to move away from municipal politics after winning five terms, he was described as a “profoundly influential politician and role model”. Michael was a pioneer in advocating for support for people with HIV/AIDS, beginning in the 1980s when fear and homophobia prevailed. He has also worked as an advocate on policy issues related to the environment, sustainable urban development, the arts, immigrant/refugee communities and poverty. The purpose of involving Michael Phair is to learn from his experience and open a dialogue on the process, outcomes, challenges and compromises made along the way. There will also be an opportunity to draw on examples from the community where you live or work through an interview.

Objectives Students will be able to …  Articulate the health promotion implications of minimal to maximum participation in policy and decision-making.  Identify effective strategies to advocate for change and solicit input on policy SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

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

development. Recognize barriers to participation in policy development and identify strategies to reduce those barriers.

Action Steps for Module 10: Questions for discussion Please review the required readings and consider the following questions: 1. What assumptions do policy makers hold about the capability or entitlement of citizens to assume a meaningful role in decision-making? Can quality policy-making take place without community participation? 2. Is health promotion reflected at all levels of the “ladder of citizen participation” (See Arnstein reading and in the Levels of Participation typology from Amsterdam included at the end of this module)?

Additional ‘food for thought’ What could sustain partner and community involvement, given the often protracted time frame for policy change or development?

Required readings Arnstein, Sherry (1969). A ladder of citizen participation. [With web commentary, 2006]. http://lithgow-schmidt.dk/sherry-arnstein/ladder-of-citizen-participation.html See Levels of Participation at the end of this module (p. 62). The typology was developed to measure participation levels in a health promotion initiative focused on weight with Turkish and Moroccan women in Amsterdam. [one page] Glover Blackwell, Angela, Thompson, Mildred, Freudenberg, Nicholas, Ayers, Jeanne, Schrantz, Doran, and Minkler, Meredith (2012). Using community organizing and community building to influence policy. In Meredith Minkler (Ed.), Community organizing and community building for health and welfare, Chapter 20. [also a reading in Strategies in Health Promotion Practice] Gurnett, Jim (n.d.). Don’t bitch if you can persuade. [three pages, uploaded] Hart, Roger (1992). Children’s participation: from tokenism to citizenship, Italy: UNICEF International Child Development Centre [uploaded]. Labonte, Ron & Edwards, Rick (1995), Barriers to participation in decision-making, in Equity in action, Supporting the public in public policy [uploaded]

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65 Public Health Agency of Canada. (Lilley, Susan) (2004). What Works! Putting Community Issues on the Policy Agenda, Eight stories from Atlantic Canada. [Please choose two stories to read.] http://vibrantcanada.ca/files/what_works.pdf Youth Leaving Care Hearings Team (2012), Office of the Provincial Advocate. My REAL Life Book: Report from the Youth Leaving Care Hearings. Ontario. Creative digital report includes the process of youth organizing hearings at the provincial legislature, engaging hundreds of youth who had been ‘in care’, and their recommendations. [Valuable to read about their process, a sampling of the contributions, and their recommendations.] http://digital.provincialadvocate.on.ca/i/69162/1

Additional resources Badovinac, Kimberly (1997). Policy advocacy for public health practitioners: workshops on policy change. Public Health Nursing. (1997 October). 14 (5), 280–285. [follow: ‘Get PDF’ in top right corner of abstract] http://login.ezproxy.library.ualberta.ca/login?url=http://dx.doi.org/DOI:10.1111/j.15251446.1997.tb00376.x Morgan, Mary Anne & Lifshay, Jennifer (2012). A Ladder of Community Participation in Public Health. In Meredith Minkler (Ed.), Community organizing and community building for health and welfare, Appendix 4 (p. 437). Public Health Agency of Canada (Devon Dodd, J. & Hebert Boyd, M.) (2000). Capacity Building: Linking Community Experience to Public Policy. http://www.enil.eu/wp-content/uploads/2012/07/Capacity-Building_Linking-CommunityExperience-to-Public-Policy.pdf Affordable housing and homelessness The Tyee (2007). Seven solutions to homelessness. http://thetyee.ca/Views/2007/01/08/HomelessSolutions/ Tool for influencing policy decisions Steelhead Society of BC (1994). Writing letters that count. [Layout is simple but content is valuable] http://www.steelheadsociety.org/node/37

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Levels of Participation This typology was developed to measure participation levels in a health promotion initiative with Turkish and Moroccan women in Amsterdam. Many of the women were overweight. The professionals wanted to evaluate the women’s perception of their level of participation in an initiative related to weight. They also wanted to understand the contributing factors and involve the women in determining what would make a difference. Levels of participation

Characteristics

6. Self-Mobilization

Completely bottom-up. Community members make independent decisions, develop their own contacts and have full control over planning and implementation of activities. Main funding is acquired by the community members who have control over its allocation.

5. Interactive participation

Community members are involved in a partnership with the professionals. Decisions are made jointly and the community members contribute to resources.

4. Functional participation

Community members are involved in the decision-making process and in developing activities. Community members participate to meet predetermined objectives. Professionals still have control and make final decisions.

3. Participation by consultation

Community members are consulted and their views heard and acted upon if necessary. Decision-making lies with professionals. Community members participate in activities and, during evaluation, make suggestions to improve the activities.

2. Participation by information

Community members are informed about the program and activities, and participate by answering questions posed by researchers. Findings are not shared or checked for accuracy.

1. Passive participation

Professionals have full control over the program, planning and organizing activities, making contacts, and taking responsibility for funding. Community members are informed of plans.

0. No participation

Completely top-down. Community members not informed about plans, only about activities in which they are involved.

Adapted from the Healthy Lifestyle Westerpark typology Wagemakers, A. et al. (2008). Participatory approaches to promote healthy lifestyles among Turkish and Moroccan women in Amsterdam, IUHPE – Promotion & Education, 15 (4), 17-23. Originally adapted from typology by J.N. Pretty, Regenerating Agriculture policies and practice for sustainability and selfreliance. London: Earthscan Publications, 1995. SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

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UNIT D Influencing Policy Module 11 – April 3, 2017 Continued from Module 10

Introduction The second module on influencing policy will open up the opportunity to draw together common themes and insights from the interviews you conducted and from the examples presented by Michael Phair and myself (see below). You may be able to add insights from policy initiatives in which you have been involved. One example from my experience is the “Phone in Every Home Campaign” that stretched over a three-year period. The project is described in the document titled Phone in Every Home Campaign (uploaded). A brief summary follows. A group of volunteer citizens of a Community Health Council chose to focus their attention on the recurring issue of low income households without telephones and the impact on people’s health/quality of life. As a ‘community health developer’, my role was as the staff support to the council and this initiative. The catalyst was a telephone policy change effort that had been successful in Saskatchewan, a council looking for something concrete that they could do, a challenge named by public health nurses and a former Minister of Telephones representing the health authority board on the council. We were trying to bring about policy change within Telus that would increase access for low income customers. Citizens without telephones joined the working group and surveyed community members while they were using free telephones in community sites. That data provided a starting point for dialogue with Telus. Our strategy involved building a small coalition of agencies and community members aware of or living without a telephone, and trying to move the issue through the Telus bureaucracy, starting with middle managers. We had an excellent model of an American, for-profit telephone company, that had made a commitment to actively informing low income customers of options by collaborating with the non-profit sector. We created a display that we took to public events and published a group of stories, gathered by community interviewers, of the impact on people’s health and safety. Further data gathering revealed that most of the people without telephones owed money to Telus and the company decided it was not in the interest of their bottom line to collaborate on finding a solution. In turn, the strategies became more political and turned to the national stage of influencing the CRTC. Public health withdrew its resources, indicating the issue was too political and outside its mandate, and the project moved into hiatus.

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68 From the experience, we recognized that we would have been wise to start from the top of Telus rather than middle-managers, we needed the expertise of a telecommunications consultant, the issue was a national one (especially once Telus took over both BC and Alberta and moved their offices from Edmonton to Vancouver) and we were not well-positioned in a local community to influence an interprovincial corporation or federal policy. A liaison with an interested advocacy organization in Ottawa was established but a coalition on a larger scale was needed, along with the supporting resources of a non-governmental association to sustain the campaign. While a health authority was seen as having clout, and the board seemed interested after a presentation to them, we did not secure and nurture a solid, ongoing commitment to the advocacy initiative from the board and senior management. Your thoughts on what could have been done differently would add depth to this experience. The questions are intended to open up the discussion on the issues arising in creating healthier policies.

Action Steps for Module 11: Questions for discussion Please review the required readings and consider the following questions: 1. What are the common themes and key insights that emerge from the interviews and the examples presented? What role are citizens playing? Who is driving the decisions? What barriers to citizen participation are evident in the examples? (see Labonte and Edwards reading from Module 10). ALL 2. What tensions might arise with your employer/funder if you become involved in advocacy and policy change? Can you see alternative ways to use your resources to advocate for policy change? 3. Do you believe policy change affecting the health of a community comes about as a result of a rational policy-making process or largely because of political will?

Additional ‘Food for Thought’ Policies support particular interests. A policy change in favour of one interest may compromise the interests of another. Have you seen examples of this conflict in your practice? What are effective means for resolving this conflict?

Required readings Centre for Urban Health Initiatives (2005). Key barriers and strategies to the implementation of food security policy. Toronto: Project summary for the 3rd National Food Security Assembly. http://www.ryerson.ca/content/dam/foodsecurity/projects/paperspres/MobilizingFoodSecurit y2pdf.pdf SPH 510 Course Guide (Ann Goldblatt) Updated December 2016

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Feldberg, Georgina (2001). The power of citizen engagement to influence research and policy. http://www.cwhn.ca/sites/default/files/CEWH-bulletin/bulletin/v2n1/page3.html Goldblatt, Ann (1999). Phone in Every Home – Update [three pages, uploaded] Wright, Mary Francis (2002). Healthy Public Policy as a Health Promotion Strategy: Strategies for influencing public policy, Module 6, Human Services Administration Program, Siberian project. Edmonton: Grant MacEwan College [now MacEwan University]. [uploaded]

Additional resources Canadian Centre for Policy Alternatives http://www.policyalternatives.ca/ Carter, Susan, Plewes, Betty, & Echenberg, Havi (2005). Civil society and public policy: a directory of non-profit organizations engaged in public policy. [This extensive inventory includes national and provincial organizations that responded to the survey. A helpful reference for policy-related work although some URLs may be dated.] http://www.havidave.com/pubpol/directoryfinal.pdf Goldblatt, Ann (1999). Memorandum – Phone in every home presentation to Capital Health Board. [two pages, uploaded] Goldblatt, Ann (2000). Community Research Proposal to the Muttart Foundation – In pursuit of telephones as an essential service and a tool for communication in the 21 st century. [uploaded]

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Synthesis and Reflection Week of April 10, 2017 The three questions below provide an opportunity for you to take a step back from the learning experience in this course. I will create a forum on the course website for you to post your reflections by the end of April 14, 2017. Thank you in advance! 1.

At what point(s) did you feel you experienced the greatest learning, insights or shift in your thinking or understanding? What contributed to that gain? (Try to be as specific as possible, e.g., a particular reading(s), a particular discussion question, comments from another person, something about the way the discussion unfolded….) At what point(s) did you feel your learning was at a low ebb? What contributed to that low? (Try to be as specific as possible, e.g., direction of the discussion, content gaps, reading gaps, overload, external circumstances …)

2.

As you reflect on you contributions from early, middle and late stages of the course, and the different times when you took on the lead role, what are your observations about your contributions and growth as the course unfolded? The “participation criteria” can stimulate your thoughts.

3.

What learning do you see you will be able to apply in your health promotion practice? Is there one element that makes you feel hopeful about health promotion with communities after being part of this experience?

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Appendix Directory of Support Personnel Graduate Student Advisor

Shona Williams

[email protected] (780) 492.6407

MPH Program Lead, Health Promotion

Mary Jane Yates

[email protected] (780) 248.1566

Centre Administrator

Karyn Gibbons

[email protected] (780) 492.1382

Health Sciences Bookstore

Sandy Hansen

[email protected] (780) 492.3084

Technical support

Information Services and Technology (IST) eClass support

[email protected] (780) 492.9372

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