Join the winners of the National Collaborating Centre for Public Health (NCCPH) Knowledge Translation (KT) Student Awards and get a first-hand look at their crucial work in bridging the gap between research and practice. These students and recent graduates are leading the field in terms of innovative knowledge translation strategies. This session highlights their academic excellence and features unique and transferable strategies to address today’s public health priorities.
Melissa MacKay, PhD Candidate, Public Health, University of Guelph – Maintaining trust through effective crisis communication during emerging infectious disease
Alexa Ferdinands, PhD, Health Promotion and Socio-behavioural Sciences, University of Alberta – Collaborating with youth to address weight stigma in healthcare, education and the home
Shannon Bird, MPH, Brock University – Art as a tool for promoting public and environmental health: A lesson plan for ecojustice educators
Insights from the 2022 Knowledge Translation Student Award Recipients
1. Welcome!
• This webinar will be recorded.
• Your microphone and camera will be turned off for the duration of the
webinar.
• To ensure accessibility, live captions can be enabled from the control
panel.
2. July 6, 2022
Presenters: Shannon Bird
Melissa MacKay
Alexa Ferdinands
Facilitator: Emily Clark
Equity and Knowledge Translation: Insights from the 2022
Knowledge Translation Student Award Recipients
3. Housekeeping
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• Polling
4. After Today
After the webinar, access the recording (in English) at
www.youtube.com/nccmt and slides in English and French at
www.slideshare.net/NCCMT/presentations.
5. Pre-webinar Polling Questions
1.How many people are watching today’s session with you?
A) Just Me
B) 2-3
C) 4-5
D) 6-10
E) >10
2. Have you visited the National Collaborating Centre for Methods and Tools’ website or used its resources before?
A) Yes
B) No
3. If you stated YES on the previous question, how many times have you used the NCCMT’s resources?
A) Once
B) 2-3 times
C) 4-10 times
D) 10+ times
8. NCCMT Products and Services
Registry of Methods and Tools
Online Learning
Opportunities
Workshops
Video Series
Public Health+
Networking and
Outreach
11. Art as a Tool for Public and
Environmental Health:
A Lesson Plan for EcoJustice
Educators
Shannon Bird
MPH Student, Brock University
shannon.bird68@gmail.com
12. Land
Acknowledgement and
Positionality
The land upon which I currently live and
learn is on the traditional territory of the
Anishinaabe people, and the unceded
territory of the Algonquin Nation. The
land is governed by the Robinson Huron
Treaty of 1850, though treaties are
regularly broken to the detriment of the
land and its First Peoples; true land
protection remains the responsibility of
all treaty people. This project is an
offering of my thanks for all that both the
land and its people have taught and
provided me, Miigwetch. I hope this
work inspires young caretakers of the
land both here and afar.
14. Why Climate? Youth? Art?
Climate change
is the single
biggest human
health threat1
Art is a
socially
inclusive
communicatio
n tool2
Youth agency
is not being
translated into
action
Climate
Art!
15. Developments from the Literature Review
Art is not only good for
stimulating creativity; it is
a form of investigation3
Ecojustice education
teaches that the climate
crisis is a cultural crisis;
Ontario education
systems lack
environmental ed.4,5
Interdisciplinary thinking
is needed to solve
complex public health
problems6
The most engaging
climate art examines
“awesome solutions”7
16. Climate Art in 3 Parts
Part A: Everything is
Interconnected
Part B: Climate Art
Examination
Part C: Creating
Climate Art
17. Part A: Everything is Interconnected
A conversation
about the
interconnections
between climate,
art, and health
18. Part B: Climate Art Examination
Examples of diverse
climate artists across
Canada
A discussion about how
their work benefits the
health of land and
people
19. Part C: Creating Climate Art
Artmaking using any available supplies.
“For humans to have an ethical relationship with the land we
must imagine our space and place on it, and a sustainable future.”8
“Imagination is not just about the future but also thinking about how
and where we are living now, for whom we are responsible and
why.”8
20. Desired Outcomes
Short Term
• Artmaking improves health9
• Communication and advocacy tools improve agency and self-
efficacy10
Long Term
• Interdisciplinary learning improves public health thinking6
• Climate advocacy improves environmental health1
21. Implementation
Gould Lake Outdoor
Centre
• Summer arts
programming
North Bay Parry
Sound District Health
Unit
• Land-based events
with youth
organizations
• Train-the-trainer
events across the
region at youth
organizations
22. What does this mean for public health
professionals?
Knowledge translation
efforts should include
youth more often
Community health
communications should
make more effective use
of art
Public health interventions
and programming should
make more effective use
of art
24. Acknowledgements
• Dr. Valerie Michaelson, Brock University
• Indigenous Knowledge Keepers
• Elder Peter Beaucage, Nipissing First
Nation
• Kacey Dool, Red River Settlement of the
Métis Nation
• Bryanne Smart, De dwa da dehs nye>s
Aboriginal Health Centre
• Brock University Faculty of Graduate Studies
• Brock University Faculty of Applied Health
Sciences
• Gould Lake Outdoor Center
• Isabel Michaelson
• North Bay Parry Sound District Health Unit
• Jessica Love
• Brianne Peshko
25. References
1. World Health Organization. (2021, October 30). Climate change and health. https://www.who.int/news-room/fact-sheets/detail/climate-change-and-health
2. Mach, K. J., Cortada, X. I., Mignanelli, N., Owley, J., & Wright, I. A. (2021). Climate mobility and the pandemic: Art–science lessons for societal resilience. World Art, 11(3),
277–287. https://doi.org/10.1080/21500894.2021.1911839
3. Virago, M.-Ch. (2021). Art psychotherapy and public health. Public Health, 196, 150–157. https://doi.org/10.1016/j.puhe.2021.05.020
4. Chesky, N., & Milgram, J. (2021). Eco-Mathematics Education: K-8 Lesson Plans for Ecological and Social Change. BRILL.
5. Zheng, D. (2020). Cultural Roots: An EcoJustice Analysis of Scholarly Articles on Ontario’s K–12 Environmental Education, 2009–2018. Major
Papers.https://scholar.uwindsor.ca/major-papers/124
6. Galea, S. (2021). The Arts and Public Health: Changing the Conversation on Health. https://journals.sagepub.com/doi/full/10.1177/1524839921996341
7. Sommer, L. K., & Klöckner, C. A. (2021). Does activist art have the capacity to raise awareness in audiences?—A study on climate change art at the ArtCOP21 event in
Paris. Psychology of Aesthetics, Creativity, and the Arts, 15(1), 60–75. https://doi.org/10.1037/aca0000247
8. Foster, R., Mäkelä, J., & Martusewicz, R. A. (2018). Art, EcoJustice, and Education: Intersecting Theories and Practices. Taylor & Francis.
9. Stuckey, H. L., & Nobel, J. (2010). The Connection Between Art, Healing, and Public Health: A Review of Current Literature. American Journal of Public Health, 100(2), 254
–263. https://doi.org/10.2105/AJPH.2008.1564
10. Drugan, E. R. A. (2014). A Case Study of a Socially Transformative Lesson in the Art Classroom [Kent State University].
https://etd.ohiolink.edu/apexprod/rws_olink/r/1501/10?clear=10&p10_accession_num=kent1406125005
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38.
39. School of Public Health
Collaborating with youth to address weight
stigma in healthcare, education, and the home
Alexa Ferdinands, PhD, RD
July 6, 2022
40. School of
Public Health
Angela’s story
2
A lot of the time during bullying if I ever tried to stand up for myself they
would always say ‘well, it’s true’. They would call me fat and I would say like,
‘hey that’s mean,’ and they’d say ‘but it’s true. It’s true’. You know, they
would say that for how fat I was, how ugly I was, how stupid I was. So I kind
of developed this like super perfectionistic complex. Where I wanted to make
sure that none of it would ever be true again. So that it couldn’t be anybody’s
opinion that I was fat. That I could I could prove that I was skinny. I could
prove that I was smart. So I became really obsessed with losing weight.
Because like, if I was clinically underweight, nobody could call me fat. And
they would never be right. I would have medical proof.
41. School of
Public Health
Outline
3
● What is weight stigma and
why is it important?
● Using institutional
ethnography
● Results
● Lessons learned
Image credit: Oliva Chase Designs
43. School of
Public Health
What is weight stigma?
5
● Labelling, stereotyping, prejudice, and discrimination of people
based on their weight (Calogero et al., 2016; Puhl et al., 2010)
● Can be overt (e.g., bullying) or subtle (e.g., social exclusion)
● Range of physical, mental, and social health consequences
(e.g., anxiety, depression, high blood pressure, disordered
eating, social isolation) (Puhl & Suh, 2015)
44. School of
Public Health
Weight stigma and youth
6
● Preference for thinness over fatness
by age 3! (Ruffman et al., 2016)
● Importance of a life course
perspective (Puhl & Lessard, 2020)
● Youth have had comparatively few
opportunities to voice their concerns
in weight-related research (Bardick,
2015; Messner & Musto, 2014)
Image credit: Oliva Chase Designs
45. School of
Public Health
Using institutional ethnography (IE)
7
● Dorothy Smith (1987, 2005) designed
IE to help people better understand
the world in which they live
○ IE maps out how something
happens, rather than abstracting
or theorizing why
● Research purpose: To examine the
work of growing up in a larger body
○ Work = any activity that requires
time, energy, and intent
● Individual interviews (n=16) and
group interviews (n=5) with youth
aged 15-21 in Edmonton, Alberta
OISE, UofT, November 2018
47. School of
Public Health
Youth weight stigma working group
9
1. Name the problem (e.g., weight
stigma in healthcare)
2. Identify the intentions behind this
problem
3. Uncover the assumptions that support
these intentions
4. Identify who benefits
5. Identify who is disadvantaged
6. Link these specific ideas to current
society-level patterns
7. Conceive of alternatives that mitigate
actual or potential harms (Nixon et al.,
2017)
49. School of
Public Health
What it’s like to grow up in a larger body: A letter to parents
11
● https://obesitycanada.ca/oc-news/what-its-like-to-grow-up-in-a-larger-body-a-
letter-to-parents/
Image credit: Obesity Canada
51. School of
Public Health
Lessons learned
13
● IE was a valuable tool for addressing four
principles of participatory research central
to this study:
○ Go beyond “do no harm”
○ Provide opportunities for giving
feedback
○ Create space for critical engagement
○ Bring knowledge translation to the
fore
Image credit: Oliva Chase Designs
54. Share your story!
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• Email us: nccmt@mcmaster.ca
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• We typically respond within 24 business hours
40
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56. Webinar Feedback
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