Programme définitif du CISEA 2023

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After this session, participants will be able to:

1. Examine how best practices for pediatric obesity management can be applied in a tribal setting.
2. Integrate into daily practice these principles of care.

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After this session, participants will be able to:

1. Examine various barriers that exist for urban Indigenous children with developmental differences seeking developmental services.
2. Collaborate with different disciplines, and local/regional partnerships to successfully develop integrative service planning for Indigenous children with developmental differences.
3. Apply best practices in this collaborative and culturally rooted approach to other urban contexts.

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After this session, participants will be able to:

1. Examine how chronic and repetitive trauma has adverse effects that can be biologically transmitted across generations.
2. Identify new treatment models for arthritis and how they may impact immune function and other aspects of health through dietary changes.
3. Provide community-based solutions for what are commonly perceived as medical problems by supporting children and young mothers with achieving healthy diets.

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After this session, participants will be able to:

1. Identify ancient traditional foods vs. more modern traditional comfort foods.
2. Recognize the resiliency of traditional foods, still used today, in Haudenosaunee communities that are not found on grocery store shelves. 
3. Identify environmental contaminants and their impact on traditional foods used today and how to monitor it for a healthy future.

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After this session, participants will be able to:

1. Identify S. aureus as a major public health concern for Indigenous pediatric populations worldwide. 
2. Implement best practices targeted to address prevention and care of pediatric S. aureus infections in indigenous children.

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After this session, participants will be able to:

1. Describe a new resource guide about Indigenous youth suicide. 
2. Identify examples of community-based programs and research focused on cultural strengths to prevent Indigenous youth suicide.

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After this session, participants will be able to:

1. Recognize the impact of cultural connection and identity on mental health outcomes for AI/AN youth and adolescents.
2. Develop skills to engage youth in conversations about identity and cultural connection and assess correlation to mental health. 
3. Identify existing resources to develop and implement community-based interventions that strengthen cultural connection and resilience.

(en anglais seulement)

After this session, participants will be able to:

1. Recognize the importance of cultural background as it ties in with the health of our aboriginal communities.
2. Describe how merging of paradigm with western medicine and First Nations science created a safe space for healing. 
3. Apply a First Nation’s culturally safe and appropriate FASD service delivery model as health care best practice.

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After this session, participants will be able to:

1. Identify the need for an FASD resource hub specifically made by and for Indigenous communities.
2. Discuss the relationship building necessary to design an app for people from diverse cultures and backgrounds. 
3. Demonstrate how an app can bring health resources to Indigenous communities.

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After this session, participants will be able to:

1. Review a new knowledge exchange platform of wellness resources (spiritual, emotional, mental, and physical) that support Indigenous children and youth. 
2. Appraise how their community or organization could benefit from and contribute to these resources to support diverse Indigenous children and youth in their home communities.

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After this session, participants will be able to:

1. Apply their own process for developing Nation defined wellness indicators based on the needs and protocols of that Nation. 
2. Critique the implemented epidemiological measures currently used to measure health in the community.

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After this session, participants will be able to:

1. Identify five common values of an Indigenous perspective on childhood disability and health promotion from across Turtle Island.
2. Evaluate the process of developing collaborative partnerships between multiple communities, service organizations, and health researchers to improve health care services. 
3. Assess how, as clinicians and researchers, they integrate Indigenous and Western knowledge in their practice with children, families, and communities, and identify resources to expand that capacity.

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After this session, participants will be able to:

1. Examine key features of a combined Participatory Action Research/ Implementation Science approach and how to use the approach in First Nations contexts. Methods used for community engagement, partnerships, and health service contributions in research projects.
2. Identify the common barriers experienced and how barriers can be addressed and overcome with a partnership approach. 
3. Describe three research examples of successful implementation of the approach with sustained benefit to children's respiratory health in several First Nations communities.

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After this session, participants will be able to:

1. Identify ways in which conventional methods for assessing social-emotional health and wellbeing are rooted in colonial perspectives and practices.
2. Recognize the perspectives of youth and service providers regarding promising practices for supporting social-emotional health and wellbeing in culturally safe ways. 
3. Apply knowledge of methods for putting into practice a strength-based approach to working with Indigenous youth.

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After this session, participants will be able to:

1. Discuss the importance of resiliency in promoting health and well-being among elementary-aged children.
2. Identify factors in an elementary school classroom environment that promote and threaten a child’s resiliency. 
3. Apply specific interventions that promote American Indian children’s resiliency in elementary school classrooms.

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After this session, participants will be able to:

1. Identify objective measures to assess change in healthy behaviors. 
2. Identify key health promotion topic areas in health promotion curricula.

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After this session, participants will be able to:

1. Apply the VOICES methodology and its relevance to their own jurisdictions and injury prevention work. 
2. Review the VOICES methodology through practical involvement in the steps of the process.

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After this session, participants will be able to:

1. Identify and define cultural safety in healthcare systems for Innu peoples.
2. Define Innu representation in health professions such as midwifery.
3. Assess and evaluate access to cultural safe maternity care close to community and home.
4. Evaluate progress of program implementation and the reduction of anti-Indigenous racism in health systems.
5. Increase support systems for Indigenous women and families.
6. Increase Innu control and responsibility over the design, delivery, and management of their health services.

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After this session, participants will be able to:

1. Identify the historically rooted structural inequalities that contribute to poor health outcomes in Inuit children in Inuit Nunangat.
2. Recognize the ways in which Inuit Child First Initiative and/or Jordan’s Principal funding can be used to address individual and systemic gaps in services for Indigenous children in Canada. 
3. Illustrate models for improving pediatric practice for Canadian indigenous children through partnership with Child First Initiative and/or Jordan’s Principle programs.

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After this session, participants will be able to:

1. Describe how an Indigenous youth-focused, communal-led health promotion program was tailored to an urban community to foster connections and school engagement.
2. Discuss the impacts of mentorship to those involved in various capacities in community programs. 
3. Assess how diverse partners can work side-by-side with Indigenous peoples to support youth health through community programs.

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After this session, participants will be able to:

1. Apply knowledge about community-based programming implemented with caregiver-youth dyads, its strengths, challenges, and potential ways to overcome those challenges.
2. Identify key components of the Asdzaan Be’eena’ program that contributed to its success, namely the influence of Native family health coaches. 
3. Define teen pregnancy and substance use protective and risk factors that were influenced by the Asdzaan Be’eena’ program.

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After this session, participants will be able to:

1. Conceptualize the development of research and data strategies to broaden the existing early learning child care information and research knowledge base.
2. Recognize available data and identify data gaps within First Nations, Inuit, and Métis existing early learning child care.
3. Identify and articulate key measures used for First Nations, Inuit, and Métis children’s existing early learning child care, including an international context. 
4. Examine a list of indicator themes that could be used to inform research and data strategies in First Nations, Inuit, and Métis early learning and child care.

(en anglais seulement)

After this session, participants will be able to:

1. Identify the value of a co-development process in the creation of a culturally-based early childhood intervention program.
2. Identify the importance of prioritizing Indigenous culture in the development and implementation of the program. 
3. Analyze the initial program outcomes of a community-based early childhood intervention program in a First Nations community in Canada.

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After this session, participants will be able to:

1. Recognize how reconnecting Métis children, youth, and families with their culture and identity may contribute to their wholistic wellness and safety. 
2. Identify wise practices that exist within Lii Michif Otipemisiwak, and the broader Métis community, for supporting the wholistic wellness and safety of Métis children, youth, and families.

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After this session, participants will be able to:

1. Use consultation with primary health care providers, the Aboriginal community, and key stakeholders, to develop effective partnerships to improve health outcomes for Aboriginal people. 
2. Identify features of best practice interventions to address substance use concerns of Aboriginal women in the antenatal and postnatal periods.

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After this session, participants will be able to:

1. Utilise key lessons to improve programs that are being developed and/or implemented to improve translation outcomes. 
2. Apply an iterative process in developing future programs to improve success.

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After this session, participants will be able to:

1. Identify effects of climate and heat on fetuses, cardiovascular health, and mental health.
2. Describe some traditional knowledge to improve climate-causes problems. 
3. Apply skills to communicate both concern and prevention strategies to patients at risk for worsening health due to climate and heat.

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After this session, participants will be able to:

1. Describe the strengths, weaknesses, and impacts of the current implementation of Jordan's Principle,
2. Assess the ways in which both health equity and Indigenous self determination are undermined by the current implementation of Jordan's Principle. 
3. Identify key structural supports for achieving both health equity and self determined systems of services.

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After this session, participants will be able to:

1. Describe and reflect on leveraging the concept of structural violence to advance systemic change in their jurisdiction.
2. Identify how inter-related structural inequities continue to impede the implementation of Jordan’s Principle in Canada. 
3. Identify what structural changes are required to advance the social and health equity of Indigenous children in Canada.

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After this session, participants will be able to:

1. Examine the number of Indigenous specific regional/ community partnerships in place.
2. Identify appropriate Indigenous specific resources. 
3. Leverage evidence of the unique local Indigenous youth to develop more effective programs within the acute care setting.

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After this session, participants will be able to:

1. Increase awareness of the tools and methodologies for transforming the research sector to incorporate Aboriginal ways of knowing to improve child health research. 
2. Develop knowledge of Australia’s NHMRC and the Telethon Kids Institute’s approaches to embedding the Aboriginal standards in our research teams.

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After this session, participants will be able to:

1. Evaluate potential factors associated with increased risk of child respiratory infections in their communities. 
2. Identify potential strategies to prevent respiratory infections that they can implement in their communities.

(en anglais seulement)

After this session, participants will be able to:

1. Identify ALRI as a major public health concern for Indigenous children worldwide.
2. Describe different approaches to prevention and care for pediatric. 
3. Evaluate various interventions for the prevention of RSV.

(en anglais seulement)

After this session, participants will be able to:

1. Identify crucial factors affecting behaviour change that may not have been considered in previous theoretical frameworks used in evaluating health promotion and prevention activities. 
2. Assess the P4 framework in the context of their own work involving public policy and health systems and how this model can be translated beyond the Australian Aboriginal context

(en anglais seulement)

After this session, participants will be able to:

1. Identify what the ACHWM is by getting an overview of the Tool itself, the Balance Chart, and the Resource Hub.
2. Examine how the ACHWM follows OCAP Principles emphasizing data sovereignty in Indigenous communities and organizations. 
3. Identify the benefits of using the ACHWM at the community or organization level.