Health & Healthy Lifestyles

Urban Canvas Project

Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how): 
Darrell Lechman - Founder and Executive Director
Email address of primary contact person: 
scyapinc@gmail.com
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon): 

Urban Canvas Project is a Monday to Friday arts skills and personal development training program for youth at risk, ages 16 to 30. The project consists of practical experience and public art portfolio building obtained through community art projects, skill enhancement workshops, life skills training, and post-project employment preparation.

Describe the timing of your project (Please describe the date and length of time the project runs): 

The project is 35 weeks in length.  It runs week days 10 to 5:30.

Keywords (Please list keywords, separated by commas, that relate to the project): 
At risk youth, art skills development, grafitti, SCYAP, community art projects, murals
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project): 

Intensive art skills development comparable to first year university.

What level of education does this project address?: 
Professional and other training outside the formal school/higher education system (non-formal education)

Free Knowledge Day

Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how): 
Charlotte Morrissette
Email address of primary contact person: 
charlotte@rpirg.org
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon): 

The Regina Public Interest Research Group (RPIRG) hosted a one day event for students and community members to learn and participate in discussions on issues of public interest.  The issues discussed this year included: provincial politics and student/voting apathy (this was a highlight because the provincial election was happening shortly after the event. Note that we brought in a professor to speak, and also an aboriginal politically active community member as well), Saskatchewan Tar Sands (educating people on the effects of oil and tar sands that are coming to saskatchewan), Aboriginal issues within post-secondary education (unfortunately our speaker was sick and unable to make it),  Videos (we showed films about Nuclear power, mulitculturalism and discrimination), Queer theory (the executive director of GBLUR spoke about the "economics of hate and happiness" as it relates to gay and lesbian issues, university education and student apathy (we discussed what university is, used to be, should be...etc). We had different student groups tabling the event and providing information for students. The event was free and catering was purchased from the local organic food store Eat Healthy Foods.

Describe the timing of your project (Please describe the date and length of time the project runs): 

The event was on September 22nd, 2008 and began at 10:00am and ran until 7:30pm. There were guest speakers every 1-2 hours, along with films and audio clips.

Keywords (Please list keywords, separated by commas, that relate to the project): 
Student apathy, Tarsands, discrimination, queer theory, sustainability, environmental awareness.
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project): 

The education was provided in a lecture-style format for most of the presentations. This would qualify as a formal-school type of education. Some well documented research was thoroughly provided and explained through slide shows, lectures and discussions.

What level of education does this project address?: 
Public awareness, for example, through the media (informal education)
Are there any research questions and opportunities that have or could be examined with this project?: 

There are many research topics that can be explored as a result of this event. The effects of tar sands and how it will affect sasaktchewan people (aboroginal people/homes/economies...etc in particular). Queer theory is a growing and expanding field with many opportunities for research on queer quality of life in canada, on campus and in the prairies. Research on why students don't vote, volunteer or engage themselves actively in issues of public interest compared to past generations. What is the university experience like for ethnic, gender and other visible minorities?

 

Publications (Has there been any documentation of this project/research?): 

To answer this question, you would have to discuss the particular works brought forth with the presentors. They were responsible for sharing their research, experiences and knowledge on particular issues.

Project sponsors/funders: 

Fully funded by: Regina Public Interest Research Group (RPIRG)

How did you find out about this survey?: 

I was sent an email by Jill Arkles

Addional comments/suggestions: 

The "Theme Areas" are not very inclusive. There should, at least, have an "other" option.

Young Women's Wellness (Grrlzone)

Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how): 
Christine Smith,
Email address of primary contact person: 
ppr@accesscomm.ca
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon): 

This after-school and summer camp is designed to provide a space of support and empowerment for girls aged 11 to 13.  At the after-school program (facilitated at four community schools) and summer camp, the young adult women facilitators lead activities and discussions about various topics.  These topics include, but are not limited to: healthy relationships, assertiveness, body awareness and puberty, community activism, media and body image, decision-making, and boundaries and safety.  These activities and discussions provide opportunities for youth participants to develop healthy decision-making skills, leadership skills, self-esteem, and self-awareness. 

Describe the timing of your project (Please describe the date and length of time the project runs): 

September to June (after-school) and July (all day, four days a week).

Keywords (Please list keywords, separated by commas, that relate to the project): 
Self-esteem, Girls, Young Women, Leadership, Health, Body Awareness, Health Promotion
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project): 

Informal awareness

What level of education does this project address?: 
Public awareness, for example, through the media (informal education)
Are there any research questions and opportunities that have or could be examined with this project?: 

How do skills developed in youth through this health promotion program influence later behaviours?

Project sponsors/funders: 

Planned Parenthood Regiona, Regina Public School Board

Completing the Circle: End of Life Care with Aboriginal Families

Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how): 
Dr. Mary Rucklos Hampton
Email address of primary contact person: 
mary.hampton@uregina.ca.
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon): 

In order to educate health-care providers about culturally appropriate end of life care for Aboriginal families, we interviewed Saskatchewan Elders, asking them to share their experiences and beliefs about death and dying in the Aboriginal world. From those interviews, this project has developed curriculum that can be delivered to health care providers within the bounded context of our Health District. This curriculum includes information about culturally sensitive and appropriate protocol for Aboriginal families. Curriculum consists of a video ("Completing the Circle: End of Life Care with Aboriginal Families"), PowerPoint presentation, and lecture material. Fact sheets describing key messages about appropriate cultural protocol when delivering end of life care to Aboriginal families are distributed to those who attend presentations as well as widely distributed to health care and service providers in hospitals and community agencies. Fact sheets of available services have been prepared for easy distribution to Aboriginal individuals, families, and service providers. They are culturally sensitive and provide relevant and easily accessible information. Fact sheets are provincially and nationally relevant. In addition, a video containing messages from elders to Aboriginal families has been produced ("Completing the Circle: Healing Message About End of Life Spoken to Aboriginal Families".

Describe the timing of your project (Please describe the date and length of time the project runs): 

2006-2009 (applying for grant renewal to extend the length of project)

Keywords (Please list keywords, separated by commas, that relate to the project): 
End of Life care, Aboriginal, First Nations’, Métis, cultural competent, culturally sensitive, training with health professionals, fact sheets, awareness of end of life care services
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project): 

Informal-professional training and awareness

What level of education does this project address?: 
Public awareness, for example, through the media (informal education)
Describe any participation in your project from the grassroots community, youth, the poor/vulnerable, minority groups: 

In order to educate health-care providers about culturally appropriate end of life care for Aboriginal families, we interviewed Saskatchewan Elders, asking them to share their experiences and beliefs about death and dying in the Aboriginal world. From those interviews, this project has developed curriculum that can be delivered to health care providers within the bounded context of our Health District.

Are there any research questions and opportunities that have or could be examined with this project?: 

This project is meeting three research objectives a) Enhance health-care workers' awareness of Aboriginal families' end of life care needs, b) increase awareness of the available end of life care services, c)increase Aboriginal families' access to palliative care services.

Publications (Has there been any documentation of this project/research?): 

The project's team members have facilitated several conference and community presentations.

Project sponsors/funders: 

Canadian Institutes of Health Research

YEAH - Youth Educating About Health

Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how): 
Meagan McIlmoyl
Email address of primary contact person: 
yeah.ppr@accesscomm.ca
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon): 

Statistics have shown that Saskatchewan has the highest chlamydia rate of all provinces in Canada. As well, Saskatchewan has the second highest rate of teen pregnancy.  Therefore, Planned Parenthood Regina was created in order to provide youth-focused sexual health services.  As part of these sexual health services, Youth Outreach Educators visit schools, youth care facilities, and other community locations where they present information about prevention of unplanned pregnancies, birth control, Sexually Transmitted Infections, safer sex practices, delaying sexual activity and Planned Parenthood Regina's clinical services.  Using humour and interactive presentations, Youth Outreach Educators provide judgement-free sexual health information and refer youth to youth-appropriate health care services.  Organizations interested in booking presentations contact Planned Parenthood directly.

Describe the timing of your project (Please describe the date and length of time the project runs): 

Ongoing

Keywords (Please list keywords, separated by commas, that relate to the project): 
Sexually Transmitted Infections; STIs; Planned Parenthood; Regina; presentations; education
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project): 

Informal-awareness

What level of education does this project address?: 
Public awareness, for example, through the media (informal education)
Are there any research questions and opportunities that have or could be examined with this project?: 

Do youth in care have significantly differing attitudes toward sexual health and practices than their mainstream counterparts?  There seems to be a differences in perceived risk activities and attitudes about disease and unplanned pregnancy.  What are those differences, are they real? Or, not really that different?

Publications (Has there been any documentation of this project/research?): 

Hampton, M.R., Fahlman, S., Goertzen, J. & Jeffery, B. (2005). A process evaluation of the Youth Educating About Health (YEAH) program: A peer-designed and peer-led sexual health education program. Canadian Journal of Human Sexuality. SIECANN Newsletter

Project sponsors/funders: 

Public Health Agency of Canada

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