Aboriginal Community Based Research Proposal 180571
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Aboriginal Community Based Research Proposal 180571
Sarah Flicker (Nominated Co-Principal Applicant), Randy Jackson (Co-Principal Applicant) Operating Grant: HIV/AIDS (Aboriginal Community Based Research – proposal 180571)
Amount Requested: $100,000/Year for Three Years Research Proposal
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TAKING ACTION: USING ARTS-BASED APPROACHES TO DEVELOP ABORIGINAL YOUTH LEADERSHIP IN HIV PREVENTION SPECIFIC AIMS Our concern with HIV prevention among Aboriginal youth is situated in the current HIV epidemiological context that suggests Aboriginal youth are overrepresented in the Canadian HIV epidemic. The Public Health Agency of Canada states that “Aboriginal peoples appear to be infected at a younger age then non- Aboriginals.”1 A national review of HIV prevention programming targeted to Aboriginal youth reveals significant gaps in services, capacity and prevention resources.2 “Incorporating history into awareness programs may help disrupt the racist stereotypes associated with AIDS. Such efforts may diminish the stigma, fatalism and self-blame that negatively impact on Aboriginal youth while allowing for youth populations to distance themselves from the disease.”3 Arts-based approaches to engaging youth in health promotion activism have been effective with youth populations in Canada4 and beyond.5,6 The goals of this study are:
- To build Aboriginal youth capacity in the areas of HIV prevention knowledge and resources development to address HIV issues in their local communities;
- To examine the efficacy of engaging Aboriginal youth in HIV prevention leadership using art- based approaches.
The assembled multi-stakeholder team of community leaders and academic researchers has expertise in community-based research, community-based Aboriginal health programming, adolescent HIV prevention, health promotion and arts-based approaches to research. Our specific objectives are:
(1) To further explore how Aboriginal youth link structural inequalities with individual risk, HIV and Aboriginal culture(s) using art-based methodologies;
(2) To investigate the efficacy of art-based models of engagement (e.g., hip-hop, video/photographic documentary, popular theatre, music and/or dance, etc.);
(3) To develop and disseminate community-specific “by youth for youth” HIV prevention and support materials; and
(4) To create a national digital repository of “by youth for youth” HIV prevention materials. LITERATURE REVIEW HIV/AIDS in Aboriginal Communities – HIV infection is a serious and ongoing health concern in Aboriginal* communities. In fact, Aboriginal persons living with HIV/AIDS continue to be over- represented in the HIV epidemic in Canada. There are roughly one million Aboriginal peoples living in Canada today, accounting for approximately 3.3% of the total population. However, the Public Health Agency of Canada estimates that “[Aboriginal peoples] are estimated to account for 7.5% of persons living with HIV in Canada at the end of 2005 and 9% of all new HIV infections in 2005. This shows an estimated overall infection rate in Aboriginal persons that is nearly 3 times higher than among non- Aboriginals.”1 The profile of Aboriginal AIDS diagnoses differ from non-Aboriginal diagnoses in three important ways: gender, age and exposure category: women, youth and injection drug users are over- represented in the Aboriginal epidemic as compared to the general Canadian population. Aboriginal Youth and HIV – Young people are at the center of the global HIV pandemic with an estimated 11.8 million youth living with HIV/AIDS (UNAIDS, 2004). Each day nearly 6 000 young people between the ages of fifteen and twenty-four acquire HIV, accounting for half of all new infections (UNICEF, UNAIDS, & WHO, 2002). Globally, Indigenous youth are disproportionately affected by HIV/AIDS and available epidemiological evidence suggests that Canada’s Aboriginal First Nations, Inuit
Sarah Flicker (Nominated Co-Principal Applicant), Randy Jackson (Co-Principal Applicant) Operating Grant: HIV/AIDS (Aboriginal Community Based Research – proposal 180571)
Amount Requested: $100,000/Year for Three Years Research Proposal
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and Métis youth are among them. The increasing rates in Aboriginal youth infection rates coupled with a recent surge in sexually transmitted infections7 and a decline in youth knowledge about HIV8 are signs of the potential for the spread of HIV amongst youth in Canada. Accounting for HIV rates of Infection in Aboriginal Communities – Local, as well as global research, indicates that HIV follows patterns of inequity,9,10 with marginalized groups most at risk. Globally, Indigenous peoples are more likely to be economically disadvantaged, displaced from their lands or live in rural locations, have lower educational attainment and have poorer health outcomes than their non- Indigenous counterparts.11 Locally, these outcomes can be linked directly to historical and ongoing systemic oppression. Factors facing Aboriginal peoples in Canada including racism, assimilation, the legacies of the residential schools, persistent economic inequality and cultural and social isolation.12-19 As a result, Aboriginal peoples are disproportionately affected by many social and behavioural factors that increase their vulnerability to HIV infection including higher rates of substance abuse, (sexual and physical) violence, sexually transmitted infections, and limited access to, or use of, health care services.20 While most HIV prevention approaches tend to focus on individual behaviors, an active engagement with the social, political and historical determinants of health (eg colonialism) that shape these behaviors may be crucial to reaching Aboriginal youth.21 In order to address HIV, prevention and education strategies need to consider the socioeconomic and systematic factors that put youth at risk in the first place.21-25 Learning to cope with hardships such as poverty, violence and racism as a result of colonialism may put youth at risk.22 Common coping mechanisms are associated with high risk behaviours such as trading sex for food, shelter or drugs; alcohol and substance abuse; inconsistent condom use; sex with multiple partners; and sharing needles or other drug equipment.22 HIV Prevention for Young Aboriginal/Indigenous Peoples- In preparation for this grant submission, we conducted a global scoping review of the published literature relating to HIV prevention with Indigenous youth and collected community based reports from North American agencies engaged in this work.26 In total, we found 38 relevant scholarly peer-reviewed articles, and 14 community reports. Key findings from the scoping review indicate: Colonial Impacts
o In order to address HIV with Indigenous youth, prevention and education strategies need to consider the socioeconomic and systematic factors that put youth at risk in the first place. 21-25
o Historical and current systemic factors facing Aboriginal youth include racism, assimilation, residential school system legacies and isolation.12-18
o Young people may adopt a fatalistic outlook and may be less able to negotiate with partners about safe behaviours, or they may be seeking consolation or affirmation through risky behaviour after dealing with stressful situations.27
Attending to Diversity o Culturally sensitive HIV prevention services and education are needed.12,14-16,18,20,28-34 o Taking a pan-Aboriginal approach to HIV prevention will not be successful; youth are not a homogenous group and they come from diverse, distinct cultures and each needs to be addressed and respected.21,22
o Messages need to address the environment youth live in: urban messages for urban youth and relevant messages for on-reserve youth, Inuit youth and those who live in rural areas.21,22
Reaching youth at younger age o Prevention messages need to reach youth before the age of 15; develop and implement programs to address the service gap for children ages 7-12. 21-23
Sarah Flicker (Nominated Co-Principal Applicant), Randy Jackson (Co-Principal Applicant) Operating Grant: HIV/AIDS (Aboriginal Community Based Research – proposal 180571)
Amount Requested: $100,000/Year for Three Years Research Proposal
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o Education that addresses risks, consequences and prevention needs to begin in sixth grade; continued education or information on “safe” sex practices i.e. condom use.35-37
Peer Education o Peer education is an effective choice for HIV prevention with Indigenous youth.12,15,16,22,23,36,38 o Using peer educators as part of an intervention strategy can have both positive impacts on the peer educators and the youth they are targeting.12,24,25,36,38,39
Traditional Knowledge, Community Involvement, Strengthening and Building Partnerships o All members of the community need to be a part of the solution – collaborations with various members the community including, youth, Elders, front-line workers, community members, nurses and community organization are necessary. 13,16,17,22,23,28,33,34,36-38,40,41
o Involving leaders in the community will build awareness in the community. 22 o The importance of adult role models (both familial and otherwise).42,43 o The use of traditional knowledge in sex education and curriculum works better in some communities than others.22,23
HIV testing, Harm Reduction, Condoms & Other ‘Risky’ Behaviors o HIV prevention, testing and counseling and new treatment options need to be made more relevant for Aboriginal youth.21,22,29,40,44
o Harm reduction programs are needed to address existing or exacerbated vulnerabilities.14,27,45 o It is important to situate condom use in the context of youth lives, and address issues of access.20-23,27,46
o It is important to address the links between physical and sexual violence and HIV risk.13,14,23- 25,27,37,47-49
o It is important to address the links between substance use and HIV risk factors.14,22-25,30,35,45,50-52 Stigma
o Stigma and negative attitudes towards people living with HIV is present; stereotypes about who can become infected are prevalent 12,31,53. Addressing the ways in which stigma intersects with HIV risk is key.21,22,31
Decolonizing Methodologies o Extensively collaborating with the local community and designing culturally appropriate methods for collecting data improved research outcomes. 13,20,29,45,54
o The importance of adhering to Indigenous ethical guidelines and protocols. 40,45,55,56 PRELIMINARY RESEARCH The Canadian Aboriginal AIDS Network’s (CAAN) mission is to provide leadership, support and advocacy for Aboriginal people living with and affected by HIV/AIDS regardless of where they reside. Founded in 1997, CAAN is a national umbrella organization representing over 200 member organizations and individuals, and provides a forum for ongoing dialogue around pressing HIV prevention and support issues facing the Aboriginal community. CAAN believes strongly in the adoption of community-based research approaches that subscribe to the principles of OCAP (Ownership, Control, Access and Possession).57,58 Careful attention to these principles means including Aboriginal community and academic scholars as full partners in the research process. CAAN has been a leader in addressing issues related to Aboriginal HIV youth issues and has spearheaded a number of studies that have lead to the development of this proposal. This included a national review of HIV prevention resources targeting Aboriginal youth that found significant gaps in services, capacity and prevention resources.2,59 In addition, a recent CAAN/University of Alberta examination of 413 purposively sampled Aboriginal youth testing attitudes and practices60 revealed that nearly half (49.2%) had never been tested for HIV, however, 2/3 of the
Sarah Flicker (Nominated Co-Principal Applicant), Randy Jackson (Co-Principal Applicant) Operating Grant: HIV/AIDS (Aboriginal Community Based Research – proposal 180571)
Amount Requested: $100,000/Year for Three Years Research Proposal
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sample reported unprotected oral sex in the past six months and about 1 in 4 reported unprotected anal or vaginal sex.
The Gendering Adolescent AIDS Prevention (GAAP) Project is a community/academic partnership across two countries (i.e., Canada and South Africa). GAAP uses a variety of innovative approaches (e.g., Photovoice,5 performed ethnography,61,62 peer developed surveys,63 youth-lead focus groups 64-66 and participatory video making67) to engage youth in transnational HIV activism, awareness and curriculum development. Most recently, in partnership with CAAN, we have completed a small qualitative study focusing on how Aboriginal youth understand HIV risk. We held six focus groups and spoke with 61 Aboriginal youth in Ontario and Quebec.68 Several themes emerged from the data including how youth understood the role of colonialialism and traditional knowledge in relation to HIV risk and how youth want these issues to be addressed and incorporated into HIV prevention strategies. In terms of addressing HIV in their communities, youth identified the need for adopting peer approaches, leveraging youth media, incorporating GIPA (Greater Involvement of People with HIV) principles to address issues of stigma, increasing condom accessibility, intergenerational programming, and making HIV prevention fun while integrating the issues of risk with other issues going on in their lives. The present proposal seeks to take their advice and build on this work. We will build on this knowledge, network and infrastructure to create a space for Aboriginal youth and communities to see and learn from each other’s experience. METHODS, RESEARCH APPROACH & DESIGN Arts-based Approaches to Participatory Action Research (PAR). This study adopts PAR as a methodology emerging from work with oppressed peoples in developing countries.69,70 Heavily influenced by the work of Paulo Friere among others,71 PAR takes an empowerment approach to social change.72 PAR is premised on the notion that local communities ought to be full partners in the processes of knowledge creation and social change,70,73,74 and breaks down the distinctions between the researcher and the researched.75 PAR approaches have been used effectively to partner with youth on health promotion interventions in a variety of contexts.76-81 Our interest in investigating arts-based approaches to engaging youth in HIV leadership is situated in our understanding of the importance of framing youth as ‘Knowledge Producers.’ This is supported by a growing body of literature82-85 that is interested in the links between “youth media” or a framework incorporating a wide range of communication tools (e.g. the Internet, photography, video, and music production software) that promote community development, critical literacy, artistic expression, civic engagement and social activism. At the crux of this approach is an understanding that our world is indeed transformable, and youth can play active roles as change agents.4 By using arts-based approaches, youth are encouraged to critically research their worlds using familiar youth media methodologies and then supported in developing active strategies for change. By taking successful concrete actions towards improving their communities, youth can build their self-respect and confidence to cope with other life situations86 while becoming better connected with their communities and cohort.87 Furthermore, engaging in community action projects, can foster positive relationships with caring adults88,89 and allow marginalized youth who have few positive outlets to feel like they can make a positive difference.77,90 Furthermore, our scoping review highlighted the appropriateness of this approach with Aboriginal youth.24,25,39 Teaching through storytelling was an effective method of educating women, youth, 2-Spirit people, and Elders. Performances also proved to be powerful in educational settings, health conferences
Sarah Flicker (Nominated Co-Principal Applicant), Randy Jackson (Co-Principal Applicant) Operating Grant: HIV/AIDS (Aboriginal Community Based Research – proposal 180571)
Amount Requested: $100,000/Year for Three Years Research Proposal
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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