Métis Community Perspectives Inform a School-based Health Promotion Intervention Using Participatory Action Research
Keywords: Métis health, health promotion, wellbeing, participatory action research, community engagement
AbstractIndigenous children in Canada have an increased risk of developing chronic conditions compared with the general Canadian population. There is limited understanding of the design of Comprehensive School Health (CSH) interventions to support health and wellness among Métis children. Comprehensive School Health (CSH) frameworks and interventions focus on supporting whole school and classroom environments and actions to promoting holistic health and well-being for children. This paper highlights experiences of a participatory action research (PAR) project engaging Métis community members to inform the design of a Métis comprehensive school health intervention. Findings highlight the process of enacting participatory action research in a Métis community while revealing Métis community priorities to inform a comprehensive school health intervention. We demonstrate a participatory approach to integrating Métis knowledge throughout the research process. We anticipate findings will be relevant to researchers, health care professionals, and community knowledge users working collaboratively to design health promoting interventions for the health and wellbeing of other Métis communities.
How to Cite
Oosman, S., Smylie, J., Humbert, L., Henry, C., & Chad, K. (2016). Métis Community Perspectives Inform a School-based Health Promotion Intervention Using Participatory Action Research. Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning, 1(2). https://doi.org/10.15402/esj.v1i2.112
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