Division
of
Social
and
Transcultural Psychiatry, McGill University
Summer Institute in
Indigenous Mental Health Research
June 9-12, 2014
Annual Meeting of the
Network for Aboriginal Mental Health Research
June 13, 2014
NETWORK FOR ABORIGINAL MENTAL HEALTH RESEARCH
Welcome to the Annual Summer Institute in Indigenous Mental Health Research sponsored by
the Network for Aboriginal Mental Health Research (NAMHR) and offered in conjunction with
the McGill Summer Program in Social and Cultural Psychiatry. Established as one of nine
CIHR-Institute for Aboriginal Peoples Health, Network Environments for Aboriginal Health
Research (NEAHR) programs across the country, NAMHR continues to pursue its goals of
building capacity for culturally-safe, competent and responsive mental health research to meet
the needs of First Nations, Inuit and Métis communities. We sincerely hope your experience in
the courses and workshops of the summer institute helps you to refine your research skills. The
NAMHR investigators, as well as the faculty of the Division of Social and Transcultural
Psychiatry of McGill University, are available as mentors and collaborators to help you address
the mental health issues that concern Indigenous peoples in Canada and globally.
Laurence J. Kirmayer, MD
James McGill Professor & Director,
Division of Social & Transcultural Psychiatry,
McGill University
Director, Network for Aboriginal Mental Health Research
Director, Culture & Mental Health Research Unit
Jewish General Hospital
VISIT OUR WEBSITE AT: www.namhr.ca
The NAMHR maintains a mailing list for researchers, health professionals, and others interested
in Aboriginal mental health. The mailing list is a useful place to post announcements, pose
questions and locate resource people.
To subscribe to the NAMHR listserv, send a registration email directly to the listserv program at
listserv@lists.mcgill.ca. In the email, the subject is to be left blank and the body of the email
should contain the following line:
•
SUB NAMHR firstname and lastname (replace the firstname and lastname with
your first and last names).
Everyone is welcome to subscribe to the listserv.
To register for the Network for Aboriginal Mental Health Research Annual Meeting on June 13,
2014, please complete the form on p. 15.
Cover: Katya Petrov
Photo: Laurence J. Kirmayer
McGill Summer Program in Social and Cultural Psychiatry
In 1995, the Division of Social and Transcultural Psychiatry, Department of Psychiatry, McGill
University, inaugurated an annual summer school in social and cultural psychiatry and psychiatric
epidemiology. The program provides the conceptual background for research and clinical work in social
and cultural psychiatry, and will be of interest to:
•
•
•
postdoctoral trainees, researchers, and clinicians in psychiatry and other mental health disciplines
residents and graduate students in health and social sciences
physicians, psychologists, social workers, and health professionals
GENERAL INFORMATION
Director:
Laurence J. Kirmayer, MD
Administrator:
Consuelo Errazuriz
Administrative Office: Division of Social & Transcultural Psychiatry
Department of Psychiatry
McGill University
1033 Pine Avenue West
Montréal (Québec) Canada H3A 1A1
Tel: (514) 398-7302
Fax: (514) 375-1459
E-mail: tc.psych@mcgill.ca
For more information: www.mcgill.ca/tcpsych
NETWORK FOR ABORIGINAL MENTAL HEALTH RESEARCH
Summer Institute in Indigenous Mental Health Research
June 9-13, 2014
Monday
June 9
Tuesday
June 10
Wednesday
June 11
Thursday
June 12
Friday
June 13
9:00-10:30
INTRODUCTION TO
INDIGENOUS MENTAL
HEALTH RESEARCH
Laurence J. Kirmayer
9:00-12:00
12:00-14:00
COMMUNITY-BASED
PARTICIPATORY
RESEARCH &
INTEGRATED
KNOWLEDGE
TRANSLATION
Kahnawake Schools
Diabetes Prevention
Project
Ann C. Macaulay et al.
14:00-17:00
CULTURAL AND
COMMUNITY
APPROACHES TO
RESILIENCE
Stéphane Dandeneau
ACTION RESEARCH
Sarah Fraser
11:00-12:30
EMPOWERMENT
EVALUATION
Arlène Laliberté
ANNUAL MEETING
12:30-14:00
WELL-BEING AND
QUALITY OF LIFE:
CONCEPTUALIZATION AND
MEASUREMENT
Eduardo Chachamovich
DEVELOPMENTAL
PERSPECTIVES ON
ABORIGINAL IDENTITY
AND RESILIENCE
Jacob Burack
CULTURALLY-BASED
VISUAL METHODS IN
ABORIGINAL MENTAL
HEALTH RESEARCH
Christopher Fletcher
MENTAL HEALTH
PROMOTION
DISCUSSION OF
STUDENT PROJECTS
Laurence J. Kirmayer
NETWORK FOR
ABORIGINAL
MENTAL HEALTH
RESEARCH
WORKSHOPS
1. COMMUNITY-BASED PARTICIPATORY RESEARCH AND INTEGRATED KNOWLEDGE TRANSLATION
Monday, June 9: 9:00 a.m. – 5:00 p.m.
Facilitators: Ann C. Macaulay and Kahnawake Community Research Team
This workshop, facilitated by members of the Participatory Research at McGill (pram.mcgill.ca) centre,
together with Kahnawake Schools Diabetes Prevention Project researchers and community members
(www.ksdpp.org), will address participatory research, based on their experiences. Topics will include:
participatory research theory; building and maintaining healthy respectful partnerships; developing
collaborative project strategies from design through dissemination; ownership of research data;
maximizing benefits and minimizing community risks; capacity building, sustainability and increased
knowledge translation. The development and application of the CIHR Guidelines for Research Involving
Aboriginal People and the Kahnawake Schools Diabetes Prevention Project Code of Research Ethics will
be included. The obligations of researchers and community partners will be discussed in the context of the
ethics of respecting individuals and community.
Ann C. Macaulay, CM MD FCFP, is a Professor of Family Medicine at McGill University and Inaugural
Director of the Participatory Research at McGill center, whose mission is to undertake academic enquiry
and build capacity in all forms of participatory research and knowledge translation. She was a family
physician in Kahnawake for 35 years, a member of the Kahnawake Schools Diabetes Prevention Project
for 18 years and has 20 years of experience in developing and maintaining participatory research
partnerships with a wide variety of teams across North America, including Aboriginal communities. She
is widely published including A Guide to Researcher and Knowledge-User Collaboration in Health
Research (CIHR), is a past advisory board member of the CIHR Institute of Aboriginal Peoples’ Health, a
foreign member of the Institute of Medicine USA and received the Order of Canada in 2006.
Amelia Tekwatontie McGregor is a Kanien’keháa:ka woman who was born and has always lived in
Kahnawake. She is a Bear Clan member of the community. She is energetic, and considers herself to have
common sense as well as a sense of humour. The only child in her family, she decided at an early age to have
more than one child and ended up with five, all of them daughters. She is now the proud grandmother of five
granddaughters and two grandsons at last count. Her mother was diabetic so the seeds of interest were planted to
become involved in the project. Amelia has been a member of the Kahnawake Schools Diabetes Prevention
Project (KSDPP) Community Advisory Board since 1994, and served as Chairperson of its Executive Committee
since 2004.
Morgan Kahentonni Phillips MA, PhD (c), is a Kanien’kehá:ka (Mohawk) woman from Kahnawake
and a citizen of the Haudenosaunee/Six Nations Iroquois Confederacy. Morgan holds a BA Honours in
Anthropology and a MA in Social & Cultural Anthropology from Concordia University. She is a PhD
student in the Department of Integrated Studies in Education (DISE) at McGill University. Her areas of
interests are Indigenous mental health research, resilience, community-based participatory research,
decolonizing the academy, and curriculum development. Morgan is a volunteer Community Advisory
Board Member of the Kahnawake Schools Diabetes Prevention Project (KSDPP) since its inception in
August of 1994, and more recently, part of its Research Team. She also assists Ann Macaulay at
Participatory Research at McGill (PRAM) on the Indigenous Health Curriculum Committee at the McGill
Faculty of Family of Medicine, in developing Indigenous health curricula for medical students.
Judi Ohsennenawi Jacobs is a Mohawk woman, Bear Clan, who has been and continues to be very
involved in community and family activities, and has worked in the health field since 1977. From 1998 to
2006, Judi worked as a research assistant and then an administrative officer for the National Indian &
Inuit Community Health Representatives Organization (NIICHRO), and represented the organization at
various national meetings such as the ALCOA Roundtable, Tobacco & Youth Planning-Vancouver,
HIV/AIDS Leadership-Winnipeg, Injury Prevention – Ottawa, and the ANAC Sexual & Reproductive
Health Sourcebook – Ottawa. Judi is presently the AK-NEAHR Project Coordinator at PRAM-Family
1
Medicine, McGill and Research Assistant/Office Manager for Kahnawake Schools Diabetes Prevention
Project.
Jon Salsberg MA PhD (c), is Associate Director of Participatory Research at McGill. Jon is a qualitative
researcher with a background in public health promotion and the anthropology of development. He is coauthor of CIHR’s Guide to Researcher and Knowledge-User Collaboration in Health Research, was on
the faculty of the 2008 CIHR Summer Institute for KT Science, and is co-author of the highly-rated,
systematic, realistic review uncovering the benefits of participatory research in health (Milbank Q, 90(2)
2012). Jon has undertaken partnered research involving a broad range of stakeholders including patients,
health practitioners, community members, organisations, policy makers and health service decisionmakers, and has worked with both northern and southern Indigenous communities. Jon currently teaches
introductory and advanced participatory research in health, in the McGill University Faculty of Medicine.
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2. INTRODUCTION TO INDIGENOUS MENTAL HEALTH RESEARCH
Tuesday, June 10: 9:00 a.m. – 12:30 p.m.
Faculty: Laurence J. Kirmayer, McGill University
This introductory presentation will survey recent work on the social determinants of mental health and
discuss issues in the design and implementation of culturally-appropriate mixed-methods research with
Indigenous communities and populations. The emphasis will be on conceptual issues and the
development of research methodology to address both common and severe mental health problems and
interventions. Specific topics will include: ethical issues in Indigenous health research; the role of
indigenous identity in mental health, resilience and well-being; suicide prevention and mental health
promotion; visual methods in Aboriginal mental health research; evaluation of community-based mental
health services; culturally-adapted interventions; and Indigenous approaches to healing.
Text:
Kirmayer, L. J., & Valaskakis, G. G. (2009). Healing Traditions: The Mental Health of Aboriginal
Peoples in Canada. Vancouver: UBC Press.
Laurence J. Kirmayer, MD, FRCPC, is James McGill Professor and Director, Division of Social and
Transcultural Psychiatry, Department of Psychiatry, McGill University. He is Editor-in-Chief
of Transcultural Psychiatry, a scientific journal published by Sage (UK) and directs the Culture & Mental
Health Research Unit at the Department of Psychiatry, Jewish General Hospital in Montreal where he
conducts research on the mental health of Indigenous peoples, mental health services for immigrants and
refugees, psychiatry in primary care, and the anthropology of psychiatry. He founded and directs the
annual Summer Program and Advanced Study Institute in Social and Cultural Psychiatry at McGill. He
directs the Network for Aboriginal Mental Health Research. His past research includes funded studies on:
cultural concepts of mental health and illness in Inuit communities; risk and protective factors for suicide
among Inuit youth in Nunavik; resilience among Indigenous peoples; the development and evaluation of a
cultural consultation service in mental health; pathways and barriers to mental health care for immigrants;
and somatization in primary care. He co-edited the volumes, Current Concepts of Somatization
(American Psychiatric Press), Understanding Trauma: Integrating Biological, Clinical, and Cultural
Perspectives (Cambridge University Press), Healing Traditions: The Mental Health of Aboriginal
Peoples in Canada (University of British Columbia Press) and Encountering the Other: The Practice of
Cultural Consultation (Springer SBM).
3
3. WELL-BEING AND QUALITY OF LIFE: CONCEPTUALIZATION AND MEASUREMENT
Tuesday, June 10: 2:00 – 3:30 p.m.
Faculty: Eduardo Chachamovich, McGill University
Well-being (WB) and Quality of life (QOL) have emerged as two of the most important concepts in fields
such as sociology, medical anthropology and medicine. Increasing quality of life of one individual or a
community is the ultimate goal of any intervention (political, social, or health-related intervention).
Quality of life cannot be defined as the mere absence of negative aspects in one’s life. It is a
multidimensional construct, and encompasses several distinct domains such as physical, psychological,
social, religious, personal beliefs, and expectations. Moreover, quality of life is subjective since the same
phenomenon can be perceived differently by two individuals, therefore having a different impact on their
lives. The United Nations define quality of life as the notion of welfare (well-being), and stress that it
should not be measured by “quantitative measures of income and production.” The World Health
Organization also emphasizes the subjective nature of quality of life, defining quality of life as the
“individuals’ perceptions of their position in life in the context of their culture and value systems in which
they live and in relation to their goals, expectations, standards and concerns.” Studies that apply QOL
scales that were designed for non-Aboriginal populations to Indigenous peoples are fundamentally
flawed. This is true for several reasons. Firstly, those scales are designed to address domains that are
relevant to the population for which they were created. One would expect that the reality of Indigenous
populations is significantly different from populations in the US or Europe, for example. Secondly,
traditional practices and values are not included in those measures, and they are fundamental to the lives
of Indigenous peoples. Therefore, these scales only access a narrow portion of the complexity of
Indigenous life. Finally, by simply applying a scale that is not culturally sensitive, one might be reenacting the history of cultural oppression and colonialism. In this workshop, we will explore the research
findings on WB/QOL of Indigenous peoples. We will focus on methodological strategies to develop (or
adapt when possible) measures to adequately capture WB/QOL, from qualitative approaches to
conceptualize it, to modern psychometric strategies to validate its measurement properties.
Recommended Readings:
The WHOQOL Group. (1995). The World Health Organization Quality of Life assessment (WHOQOL):
position paper from the World Health Organization. Soc Sci Med, 41(10), 1403-1409.
Kral, Michael J., Minore, J. Bruce, Minore, J. Bruce, Dyck, Ronald J., & Kirmayer, Laurence J. (2011).
Unikkaartuit: Meanings of Well-Being, Unhappiness, Health, and Community Change Among
Inuit in Nunavut, Canada. American Journal of Community Psychology, 48(3-4), 426-38.
da Rocha, N. S., Chachamovich, E., de Almeida Fleck, M. P., & Tennant, A. (2013). An introduction to
Rasch analysis for psychiatric practice and research. Journal of Psychiatric Research, 47(2),
141-148. doi: 10.1016/j.jpsychires.2012.09.014
Eduardo Chachamovich, MD, PhD, is a clinical psychiatrist and an Assistant Professor in the
Department of Psychiatry at McGill University. He completed his PhD in Brazil and the UK, where he
explored modern psychometric approaches to measure multidimensional health phenomena in a large,
multicenter, World Health Organization project. He has worked on suicide prevention and mental health
promotion strategies in Nunavik, Nunavut and the Cree Territory in Quebec, for several years. He is
currently the medical director for the Great North Mental Health Program based at the Douglas University
Mental Health Institute (McGill). Dr. Chachamovich’s work focuses mainly on social and clinical
determinants of mental health in Aboriginal populations, as well as on strategies to develop valid and
culturally-appropriate measures for mental health in Aboriginal contexts.
4
4. DEVELOPMENTAL PERSPECTIVES ON ABORIGINAL IDENTITY & RESILIENCE
Tuesday, June 10: 3:30 – 5:00 p.m.
Faculty: Jake Burack, McGill University
Although cultural identity is too nuanced to be encapsulated in a single statement, the initial evidence
suggests that identification with, and maintenance of, ancestral culture is largely adaptive and essential to
the well-being of Aboriginal youths in Canada. The identification with ancestral culture largely appears to
be adaptive when it is the primary cultural orientation, but may be also when it is part of a bicultural
identification with the majority culture. This complexity does not end there as, as is the case with all
developmental issues, the role of identity with ancestral and mainstream culture is dynamic and everchanging in relation to each individual’s developmental level, social and emotional challenges, familial
and communal input, and other environmental factors such as those leading to “cultural mismatches.” In
light of this developmental complexity, we will examine evidence highlighting the influence of the
continuity of ancestral cultures in promoting well-being among Aboriginal youths in Canada and
elsewhere.
Recommended Readings:
Burack, J. A., Blidner, A., Flores, H. V., & Fitch, T. A. (2007). Constructions and deconstructions of risk,
resilience and well-being: A model for understanding the development of Aboriginal adolescents.
Australasian Psychiatry, 15, S18-S23.
Burack, J.A., Bombay, A., Flores, H., Stewart, J., & Ponizovsky, V. (2014). Developmental perspectives
on the role of cultural identity in well-being: Evidence from First Nations communities in
Canada. In J.A. Burack & L.A. Schmidt (Eds.), Cultural and contextual perspectives on
developmental risk and well-being. New York: Cambridge University Press.
Fryberg, S. A., Covarrubias, R., & Burack, J. A. (2013). Cultural models of education and academic
performance for Native American and European American students. School Psychology
International, 34, 439-452.
Fryberg, S., Troop-Gordon, W., D’Arrisso, A., Flores, H., Ponizovskiy, V., Ranney, J. D., Mandour, T.,
Tootoosis, C., Robinson, S., Russo, N., & Burack, J. A. (2013). Cultural mismatch and the
education of Aboriginal youth: The interplay of cultural identities and teacher ratings.
Developmental Psychology. 49, 72-79. doi: 10.1037/a0029056
Jacob A. (Jake) Burack is Professor of School/Applied Child Psychology and Human Development in
the Department of Educational and Counselling Psychology at McGill University, a researcher at Hôpital
Rivières-des-Prairies, and the founder and Director of the McGill Youth Study Team. Along with his
students and colleagues, he studies and works with a variety of populations, including First Nations
adolescents, persons with autism spectrum disorders, and persons with Down syndrome. These
enterprises are carried out within the context of the interface between general development and
development that is at-risk for any number of experiential, environmental, circumstantial, medical, or
biological reasons. The premise is that the essential component of all groups is their universal humanity
and underlying relationships across all areas of development.
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5. CULTURAL AND COMMUNITY APPROACHES TO RESILIENCE
Wednesday, June 11: 9:00 a.m. – 12:00 p.m.
Faculty: Stéphane Dandeneau, Université du Québec à Montréal
Until recently, the concept of “resilience” was conceptualized and studied at an individual level.
However, many of our “individual” characteristics and traits stem from social-ecological sources such as
our community, our cultural beliefs and worldviews, and the context and times in which we currently live.
Our constant interaction with our social-ecology greatly shapes who we are and how we think. To fully
understand and appreciate the resilience process in which a person or a group is engaged, we must
consider their past, current, and future social ecologies. This presentation will share different approaches
to trying to understand the cultural and community sources of resilience. It will present methodological
options for investigating social-ecological resilience. Finally, ways of sharing resilience through the
different knowledge translation mediums used in the Stories of Resilience Project will be presented.
Required Readings:
Kirmayer, L. J., Dandeneau, S., Marshall, E., Phillips, M. K., & Williamson, K. (2011). Rethinking
resilience from Indigenous perspectives. Canadian Journal of Psychiatry, 56(2), 84-91.
Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist,
56(3), 227-238.
Ungar, M. (2008). Resilience across Cultures. British Journal of Social Work, 38, 218-235. doi:
10.1093/bjsw/bcl343
Recommended Readings:
Kirmayer, L. J., Dandeneau, S., Marshall, E., Phillips, M. K., & Williamson, K. J. (2012). Toward an
ecology of stories: Indigenous perspectives on resilience. In M. Ungar (Ed.), The Social Ecology
of Resilience (pp. 399-414). New York: Springer.
Dandeneau, S., Turenne, P., Perreault, C., & Penner, L. (2012). Rapport communautaire: Récits de
résilience des Métis francophones du Manitoba. Montréal, QC: CMHRU, UQAM
http://www.archipel.uqam.ca/5770/1/Résilience_Métis_-_Rapport_Communautaire.pdf
Phillips, M. K., Dandeneau, S., & Kirmayer, L. J. (2012). Community Report: Stories of Resilience,
Healing and Transformation in Kahnawake. Montreal: Culture and Mental Health Research Unit,
Jewish General Hospital.
Stéphane Dandeneau, PhD, is currently assistant professor of psychology at the Université du Québec à
Montréal. After completing his PhD in social psychology at McGill University, Stéphane worked on the
Roots of Resilience Project at the Culture and Mental Health Research Unit, Jewish General Hospital,
during his postdoc. Stéphane has broad interests in social psychology, social-cultural psychology and the
underlying social cognitive processes of social resilience. His first line of research investigates the links
between self-esteem, social stress, and attentional processes involved in perpetuating psychological
insecurities. His research examines ways of training people with low self-esteem “high self-esteem-like
skills” such as inhibiting social rejection which is shown to buffer against social and performance threats
(www.selfesteemgames.mcgill.ca and www.mindhabits.com). His research also investigates sources of
resilience and definitions of resilience from an Aboriginal perspective using a community-based approach
with the Roots of Resilience Project (www.mcgill.ca/resilience). The current hegemony of individualistic
conceptualisations of resilience in today’s literature overshadows other, more eco-centric,
conceptualisations. Using a combination of qualitative and quantitative methods, the project aims to
develop a more culturally-appropriate model of resilience as well as showcase the many different facets
of Aboriginal people’s strengths.
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6. VISUAL METHODS IN ABORIGINAL MENTAL HEALTH RESEARCH
Thursday, June 11: 2:00 – 5:00 p.m.
Faculty: Christopher Fletcher, Université Laval
Interest in visual methodologies in Aboriginal health research has been growing rapidly in recent years.
Projects across the provinces and territories have used a variety of image-oriented approaches to explore
local, culturally-specific meanings of health, sources of community strengths and challenges, and the
consequences of individual and collective experiences of suffering and healing. Visual methods hold out
the possibility of an engaged research process that incorporates research participants as creative partners
seeking new understanding and effective action. They lend themselves to community-based and
participatory research particularly well. In this workshop, we will explore how visual methods may be
used in Aboriginal mental health and community wellness research. Three approaches will be explored:
Photovoice, community mapping, and digital storytelling. In each of these methods the final product can
be shown to family, community members or the entire world through the internet. They thus lend
themselves to providing “voice” to those who have been silenced, and to bringing forward perspectives
that are otherwise marginalized. Prerequisites: We welcome everyone to this workshop but ask that
participants do their best to come with a single photograph that represents health, healing, and/or strength
in their communities, their work, or their lives, however and wherever that may be. The workshop will
run more smoothly if the photograph is printed on a single sheet of paper.
Recommended Readings:
Amsden, J. & anWynsberghe. R. (2005). Community mapping as a research tool with youth. Action
Research 3.4: 357-81.
Brooks, C., Poudrier, J., & Thomas-MacLean, R. (2008). Creating collaborative visions with Aboriginal
women: A Photovoice project. In: Liamputtong, P. (Ed.) Doing Cross-Cultural Research (pp.
193-211). New York: Springer SBM.
Castleden, H., Garvin, T., & Huu-ay-aht First Nation. (2008). Modifying Photovoice for communitybased participatory Indigenous research. Social Science & Medicine 66.6: 1393-405.
Fletcher, C., & Cambre, C. (2009). Digital storytelling and implicated scholarship in the classroom.
Journal of Canadian Studies, 43.1: 109-30.
Parker, B. (2006). Constructing community through maps? Power and praxis in community mapping
Professional Geographer, 58.4: 470-84.
Christopher Fletcher is Associate Professor of Social and Preventative Medicine at Université Laval and
an Adjunct Professor in Anthropology at the University of Alberta. He has worked for close to 20 years
with people in communities in Labrador, Nunavik, Nunavut and the Northwest Territories on a variety of
issues including mental health and healing, Aboriginal health knowledge, traditional medicinal practices,
ecological issues and educational projects. His research is animated by the idea of ecological subjectivity
as a part of human experience. Within each of his research areas, he is interested in the articulation of
traditional and alternative research methods, tools and dissemination strategies. He teaches Aboriginal
health issues to Undergraduates in the MD program, and qualitative research methods in the MSc and
PhD programs in Community Health.
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7. EMPOWERMENT AND ACTION RESEARCH
Thursday, June 12: 9:00 – 10:30 a.m.
Faculty: Sarah Fraser, Université de Montréal
Action research is a type of socially-motivated research with a methodological approach oriented towards
social justice, reduction of social inequalities, empowerment and action. CBPR (community-based
participatory research) has been used with success in First Nation and Inuit communities as a way of
decolonising research. Questions surrounding governance and empowerment are particularly important in
Aboriginal health research where these issues have been directly associated with indicators of well-being
in Aboriginal communities. Adopting various theories, including systemic theories and theories of
intergenerational trauma, we will explore the complex dynamics of empowerment and disempowerment,
dependence and independence that can take place in action research. We will reflect upon the role of
research and the research methods that can improve Aboriginal governance and empowerment in
Aboriginal health research.
Required Readings:
Cargo, M., & Mercer, S.L. (2008). The value and challenges of participatory research: strengthening its
practice. Annual Review of Public Health. 29, 325-350.
Chataway, C. (2002). Successful development in Aboriginal communities. Does it depend upon a
particular process? The Journal of Aboriginal Economic Development, 3, 1, 76-88.
Recommended Readings:
Bellefeuille, F., & Frances, R. (2003). A pathway to restoration: From child protection to community
wellness. School of Native Human Services, 5, 23-43.
Gillespie, J., & Whitford, D. (2009). Keeping the Circle Strong: Social Promotion through Community
Networking to Strengthen Off-Reserve Aboriginal Child Welfare. Retrieved from
http://iog.ca/publications/keeping-the-circle-strong-social-promotion-through-communitynetworking-to-strengthen-off-reserve-aboriginal-child-welfare/
Gone, J. ( 2013). Redressing First Nations Historical Trauma: Theorizing Mechanisms for Indigenous
Culture as Mental Health Treatment. Transcultural Psychiatry, 50(5), 6883-706.
Yellow Horse Brave Heart, M., Chase, J., Elkins, J., Altschul, D.B. (2011). Historical Trauma Among
Indigenous Peoples of the Americas: Concepts, Research, and Clinical Considerations. Journal of
Psychoactive Drugs, 43(4), 282-290.
Wallerstein, N.B. & Duran, B. (2006). Using Community-Based Participatory Research to Address
Health Disparities. Health Promotion Practice, 7(3), 312-323.
Sarah Fraser is a professor in the Department of Psychoeducation at the University of Montreal. She
completed her PhD in clinical psychology at Laval University and her post-doctoral fellowship in
Transcultural Psychiatry at McGill University. Her general field of interest is intercultural psychology.
She has specialised in the field of Inuit health and well-being with a particular focus on child welfare,
community well-being and community-based participatory research methods.
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8. EMPOWERMENT EVALUATION
Thursday, June 12: 11:00 a.m. – 12:30 p.m.
Faculty: Arlène Laliberté, Université du Québec en Abitibi-Témiscamingue
Empowerment evaluation is a form of collaborative evaluation, in which the program stakeholders take an
active and engaged role in the evaluation process, guided by the evaluator who acts as a facilitator. In
addition to making the evaluation results more useful and relevant to the organisation, the advantages of
empowerment evaluations include capacity building, self-determination, enhanced cohesion among
program staff, accountability, and integrating evaluation in the organizational routine. In the context of
First Nations communities, in which disenfranchisement and “top-down” programs imposed on
communities and organizations are a common occurrence, these advantages can be particularly
interesting. This presentation will describe collaborative evaluations and highlight the specificities of
empowerment evaluation and its steps. We will discuss tailoring evaluations, and the advantages,
inconveniences and challenges of empowerment evaluation.
Arlène Laliberté, PhD, is Anishenabekwe (Algonquin woman) from Timiskaming First Nation.
Following the completion of her doctorate in psychology at the Université du Québec à Montréal, she was
a postdoctoral fellow at the University of Queensland in Australia where she worked with several
Aboriginal communities on community-based participatory action research projects to support
empowerment, health equity, well-being and prevent suicide, as well as on program evaluation. Arlène is
currently a professor of psychoeducation at Université du Québec en Abitibi-Témiscamingue.
9
FACULTY CONTACT INFORMATION
Jacob Burack
jake.burack@mcgill.ca
Eduardo Chachamovich
eduardo.chachamovich@mcgill.ca
Stéphane Dandeneau
dandeneau.stephane@uqam.ca
Sarah Fraser
sarah.fraser.1@umontreal.ca
Christopher Fletcher
christopher.fletcher.1@ulaval.ca
Judi Ohsennenawi Jacobs
judi@ksdpp.org
Laurence J. Kirmayer
laurence.kirmayer@mcgill.ca
Arlène Laliberté
arlene.laliberte@uqo.ca
Ann C. Macaulay
ann.macaulay@mcgill.ca
Amelia Tekwatontie McGregor
mohawkmom48@hotmail.com
Morgan Kahentonni Phillips
kahentonni@yahoo.ca
Jon Salsberg
jon.salsberg@mcgill.ca
10
Summer Institute in
Indigenous Mental Health Research
June 9-12, 2014
Montréal, QC
Workshops
Community-Based Participatory Research and
Integrated Knowledge Translation
Introduction to Indigenous Mental Health Research
Faculty
Jacob Burack t Eduardo Chachamovich t Stéphane Dandeneau t Christopher Fletcher
Sarah Fraser t Laurence J. Kirmayer t Arlène Laliberté t Ann Macauley
The Summer Institute in IMHR will be followed by the Annual Meeting of the
Network for Aboriginal Mental Health Research, June 13, 2014.
Network
for
Aboriginal Mental Health Research
www.namhr.ca t www.mcgill.ca/tcpsych
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McGill Summer Institute in Indigenous Mental Health Research

2014 REGISTRATION FOR CME CREDITS & PROFESSIONAL INTEREST*
Enrolment is limited. Registration must be accompanied
by an up-to-date curriculum vitae and a $50.00 (CAD)
non-refundable registration fee, by cheque payable to
McGill University or by credit card (see verso). The
balance of fees must be paid by the first day of classes.
The department reserves the right to cancel undersubscribed courses in the Summer Institute in IMHR. In
this case, all fees will be refunded to the applicant.
Return this completed form to:
Division of Social & Transcultural Psychiatry
Department of Psychiatry
McGill University
1033 Pine Avenue West
Montréal (Québec)
Canada H3A 1A1
Fax: (514) 375-1459
E-mail: tc.psych@mcgill.ca
Name:
family name
/
given name
Address:
street number
city
/
/
state or province
street name
/
/
country
apartment
/
postal code
Home Tel: _____________ Office Tel: _____________Fax: _____________ E-mail: _____________________
Workshops
CME*
Community-Based Participatory Research (June 9)
$150.00 $ _________

Indigenous Mental Health Research (June 10-12)
$300.00 $ _________

Application Processing Fee (non-refundable)
$50.00
TOTAL COURSE & WORKSHOP FEES
$ _________
$ _________
FEES TO BE REMITTED IN CANADIAN FUNDS
Balance due
_____________________________
$ _________
___________________
Signature of Applicant
Date
*Please check box to request CME credits.
McGill University
Division of Social & Transcultural Psychiatry
12
McGill University
Division of Social & Transcultural Psychiatry
Summer Program in Social & Cultural Psychiatry
Indigenous Mental Health Research
CREDIT CARD PAYMENT
Authorization Form
I, ____________________________________ (print name clearly), authorize the Division of Social
& Transcultural Psychiatry of McGill University to use my credit card to pay for registration for the
Summer Institute in Indigenous Mental Health Research.
Credit Card: __ MasterCard __ Visa
Amount: _____________ (Canadian Funds)
Card #: ________________________________________ Expiry Date: ________________
Month/Year
Cardholder: ________________________________________________________________
(Name as it appears on credit card)
Billing Address: _____________________________________________________________
___________________________________________________________________________
Signature: ________________________________ Date:
_______________________
Day/Month/Year
Return completed form to:
Division of Social & Transcultural Psychiatry
Department of Psychiatry
McGill University
1033 Pine Avenue West
Montréal (Québec)
Canada H3A 1A1
Do not send this form electronically.
If you have any questions, please contact: tc.psych@mcgill.ca
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Réseau de
Recherche en
Santé
Mentale chez
Autochtones
les
Network for
Aboriginal
Mental
Health
Research
NAMHR Annual Meeting
June 13, 2014 (Montréal, QC)
Rethinking Historical Trauma: After the TRC
Indigenous Perspectives on Resilience and Well-Being
Culturally-Based Mental Health Promotion
Implementation Research in Indigenous Community Mental Health
The Future of Research and Training in Indigenous Mental Health
The Network for Aboriginal Mental Health Research
(NAMHR) funded by the Institute for Aboriginal
Peoples Health of the CIHR brings together students,
researchers, community members, and mental
health practitioners from across the country to build
capacity for culturally-safe and appropriate mental
health and addictions research, and knowledge
exchange to meet the needs of Aboriginal populations
and communities.
The annual meeting provides an opportunity to
present new research, develop collaborations and
identify mentors and collaborators for training
and research.
The meeting will be preceded by the annual Summer
Institute in Indigenous Mental Health Research
(June 9-12, 2014) presented by the McGill Division
of Social & Transcultural Psychiatry. For more
information visit our website:
Registration
Name: ..............................................................
Email: ...............................................................
Institution: .........................................................
Check all that apply: □ community member □
. researcher
□ student □ service provider Address:.............................................................
.......................................................................
Phone: ..............................................................
Abstract submission deadline: May 15, 2014
To submit an abstract (oral or poster presentation), fill out
registration and the abstract form on the following page.
www.mcgill.ca/tcpsych
Kay Berckmans, Program Coordinator
Email: kay.berckmans@mail.mcgill.ca
Network
for
□ educator
Aboriginal Mental Health Research
www.namhr.ca
15
NAMHR Annual Meeting
June 13, 2014
APPLICATION FOR CONFERENCE PRESENTATION
TITLE: ..............................................................................................................................
AUTHORS: .......................................................................................................................
INSTITUTION: ..................................................................................................................
TYPE OF PRESENTATION PREFERRED:
□ ORAL □ POSTER
ABSTRACT (150 WORDS)
Deadline for abstract submission: May 15, 2014. Registration for the conference must accompany
submission of application for poster presentation. Applicants will be notified of acceptance within a
few days after the receipt of the abstract.
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