Health promotion among Indigenous groups
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Durham College *
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NURS26367
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Medicine
Date
Apr 3, 2024
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docx
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6
Uploaded by pragunjot
Sheridan College
February 16, 2023
Discussion post- 2
Health promotion among Indigenous groups
The health standards of the over 400 million Indigenous people worldwide are poor. Poverty,
hunger, crowded living conditions, sloppy personal hygiene, contaminated environments, and
common diseases are all linked to ill health. This condition is made worse by subpar disease
prevention services, insufficient clinical care, and health promotion. (Gracey & King, 2009).
Regardless of ethnicity, socioeconomic status is a key factor in determining differences in
Indigenous health. (Gracey & King, 2009). When it comes to some health indicators, such as life
expectancy, the prevalence and rates of chronic diseases and infectious diseases and the
frequency of drug abuse, suicide, and addiction, there are persistent disparities in healthcare
between Indigenous communities in Canada (Hajizadeh et al., 2018). Assessing the degree to which governments have fulfilled their obligations to lessen
socioeconomic health disparities depends in large part on tracking these health disparities.
Moreover, figuring out what causes socioeconomic health disparities is crucial to putting these
disparities into practice by designing interventions and policies that work. To promote more
equal access to wellness programs and medical care and reduce the observed income-related
health disparities, the healthcare industry must develop culturally sensitive programs and public
health efforts led by local Indigenous peoples and organizations. Initiatives aimed at increasing
the incomes of low-income adults living off-reserve in Canada as well as those that provide
access to chances for economic growth, jobs, and higher education may mitigate income-related
inequities in health among Indigenous groups in Canada (Hajizadeh et al., 2018).
Through political activism, empowerment, and reconciliation, many Indigenous communities are
fortifying their capacity for both individual and group agency. In addition to financial gains,
successful political engagement in areas like land claims or the pursuit of other kinds of identity
and rights recognition boosts both societal and personal self-esteem and is linked to improved
mental health among Indigenous communities (Kirmayer et al., 2011). Although the focus of
early research on resilience was on the individual, communities can also exhibit resilience.
Communities and their surroundings coexist in an ecological equilibrium. They demand a moral
economy governed by coexistence principles. Efforts to revive language, culture, and spirituality
as tools for self-fashioning, group unity, and individual and collective healing are another
fundamental source of resilience on both the individual and collective levels (Kirmayer et al.,
2011).
Most governments have not given Indigenous health a lot of consideration because of ignorance,
indifference, political disfavour brought on by the brutal reality of the situation, and an
unwillingness to properly recognize or include Indigenous people in official statistics. Due to a
lack of knowledge or acceptance of Indigenous cultural behaviours, agencies that have attempted
to deliver healthcare services to Indigenous communities have frequently encountered difficulties
(Gracey & King, 2009). The language of the dominant civilization is frequently difficult for
indigenous people to grasp. Improving communication is essential for better health. Big health
bureaucracies frequently fall short in a number of these areas. To sum up, enhancing
communication, giving Indigenous peoples more authority, teaching them, and inspiring them to
work with healthcare organizations are crucial steps toward attaining health parity and enhancing
the health of Indigenous communities. Healthcare institutions can better meet the varied
requirements of Indigenous communities and strive to reduce health inequities by placing a high
priority on cultural competence, community involvement, and partnership-building. (Gracey &
King, 2009)
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References-
Gracey, M., & King, M. (2009). Indigenous health part 1: determinants and disease patterns.
The Lancet
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(9683), 65–75. https://doi.org/10.1016/s0140-6736(09)60914-4
Hajizadeh, M., Hu, M., Bombay, A., & Asada, Y. (2018). Socioeconomic inequalities in health among indigenous peoples living off-reserve in Canada: Trends and determinants.
Health Policy
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122
(8), 854–865. https://doi.org/10.1016/j.healthpol.2018.06.011
Kirmayer, L. J., Dandeneau, S., Marshall, E., Phillips, M. K., & Williamson, K. J. (2011). Rethinking resilience from indigenous perspectives.
The Canadian Journal of Psychiatry
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56
(2), 84–91. https://doi.org/10.1177/070674371105600203
Response- I completely agree with your post that highlights the disparities in education among children in
foster care. One of the reasons that creates disparities is the high level of movement that children
in foster care experience as they frequently move multiple times during the academic year, and
they almost always change schools which contributes to a variety of at-risk school indicators
(Weinberg & Luderer, 2004). In comparison with adolescents living with at least one parent,
foster care youth frequently face more learning challenges and fall further behind in their
academics because of repeated school transfers. Furthermore, extremely mobile foster children
often miss a large portion of the academic year, forfeit academic credits, and have missing
education and attendance records (Weinberg & Luderer, 2004). This is because they travel
frequently during semesters. Everyone agrees that having a top-notch education is essential to
success in the future. Foster children's education shouldn't be jeopardized due to careless
behaviour on the part of the child welfare and educational systems. It is imperative to ensure that
the educational requirements of foster children are met promptly and that their academic records
are transferred with them to any new placement. Foster adolescents should be held more
accountable for their educational success, and caseworkers and school officials should be held
accountable as well. Our public systems need to make sure that when children are taken from
their families and placed into state custody, they are not only kept safe but are also given the
education they need (Weinberg & Luderer, 2004).
Weinberg, L., & Luderer, J. W. (2004). Problems and solutions to improving education services for children in Foster Care.
Preventing School Failure: Alternative Education for Children and Youth
,
48
(2), 31–36. https://doi.org/10.3200/psfl.48.2.31-36
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