Artifacts
During my Master of Health Studies program at Athabasca University, I collected the following artifacts. You are welcome to view them; I hope you find them informative.
1 / Engaging the Community: The Center for Addiction and Mental Health
The table below presents an overview of the Centre for Addiction and Mental Health's community engagement strategy. It outlines its framework for involving the community in developing mental health care services and policies.
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Engaging the Community: The Center for Addiction and Mental Health
Organization
Centre of Addiction and Mental Health (CAMH)
URL
Area(s) of Focus
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Professional leadership
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Drive social change (championing health equity, social justice and inclusion)
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Planning and designing services
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Population focus
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Client-centred services
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Accountability
Relevance to Social Determinants of Health and Health Equity
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Micro: patient-provider, point of care, “patient activation,” client-centred care.
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Meso: program planning, design, evaluation, team initiatives, service model, etc.
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Meso II: agency, organization, hospital, inter-agency, cross-sectoral- design, planning, governance, policy, evaluation.
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Macro: health system, funders, government- local, regional, provincial, national, international.
Intended Use
CAMH’s community engagement is both a range of activities and a process that aims to enhance stakeholder/community participation in health services and systems. Participants work collaboratively to incorporate different knowledge, values, perspectives, and experiences to inform or make decisions and to support or act, with the ultimate goal of enhancing coordination, integration and continuity of care that leads to improved health outcomes.
Principles/Values​
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Effectiveness
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Inclusion
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Clarity
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Respect
Tools/Guides
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CAMH’s ethics framework
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Health Equity Impact Assessment
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MOHLTC’s health planning toolkit
Strategies
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Inform
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Consult
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Involve
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Collaborate
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Empower/Co-design
Barriers/Risks
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Consistent and effective communication
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Appropriately connecting the individuals involved back to the community, groups, staff or leadership to create change
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Issues of representation and diversity of perspectives, including adaptability to community-based needs, breadth of diversity of social location and experience among stakeholders, patterns of power and hierarchy across communities and the health system
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Effective evaluation
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Establishing a common goal and process with diverse stakeholders with multiple interests
Success Factors
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Community partner satisfaction (with hospital relationship)
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New or modified services or programs (e.g., homeless infirmary, screening program for newcomers)
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New or modified practices or policies (e.g., city bylaws to reduce vehicle idling or ban pesticide use, community partnership policy)
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Improved client outcomes (e.g., enhanced follow-up care post-discharge, reduced ER admissions for particular populations)
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Improved health outcomes among specific populations (e.g., lower rates of tuberculosis and hepatitis C in a high-risk neighbourhood)
Evaluation
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Formative evaluation: It aims to ensure the program is based on stakeholder needs and is using appropriate strategies, procedures and materials.
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Process evaluation: Is used when a program or initiative is underway and examines the tasks, procedures and processes involved. It is tied to progress toward the project goals.
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Summative evaluation: It is completed at the end of the project to determine whether the goals were met and whether the project was effective. It can focus on short-, medium or long-term outcomes.
Other Comments
CAMH has a long history of collaboration and engagement with key internal and external stakeholders. Community engagement is integral to effective planning, service design and evaluation and is a quality, accountability and equity component. Community engagement is undertaken by many programs and services at CAMH and at the hospital- and
health-system levels. CMAH’s approach to engagement is consistent with the CAMH values of Courage, Respect and Excellence and is anchored in best practice.
Reference:
Centre for Addiction and Mental Health. (2015). CAMH Community Engagement Framework. https://camh.ca/-/media/files/camhcommunityengagementframework-pdf.pdf
2/ Health Infographic
I developed the infographic below as part of MHST 631: Health Promotion I. The importance of outdoor play and reduced screen time is emphasized in it.
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3/ Socio-ecological Model of Mental Health
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The socio-ecological model of mental health is an all-encompassing approach that considers the person, their connections, the community, and social variables that influence mental health. This concept stresses the necessity of approaching mental health in a proactive and preventive manner rather than merely treating symptoms when they emerge. Several elements might affect mental health, and it is essential to consider all of them while attempting to develop a healthy mind. The model gives a framework for doing so by considering the person, their connections, community, and cultural elements that impact mental health. My mini-presentation on the socio-ecological model of mental health is attached below.
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4/ Situational Assessment
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Insights into the current situation of excessive screen time among children revealed pressing health concerns driven by the digital age. This trend is exacerbated by children spending up to six hours daily on screens, displacing critical physical and developmental activities. Underlying causes include the easy availability of digital devices and a lack of awareness among parents. However, protective factors such as promoting alternative activities, educating parents, and providing support for behaviour change can mitigate this issue. Organizations bring strengths in child health expertise but may face limitations in resources and outreach. Opportunities lie in developing local policies and programs while addressing threats such as resistance to change. Proposed actions include implementing PLUMS, leveraging behaviour change models, and emphasizing cultural sensitivity in interventions, all through collaboration with key stakeholders. Continuous assessment and adaptation are crucial to effectively reduce excessive screen time and support children's overall health and well-being.
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References
Clarke, J. (2019, April 17). This is a health fact sheet about physical activity and screen time among Canadians aged 5 to 17 years
of age. The results are based on data from cycle 5 (2016-2017) of the Canadian Health Measures Survey. Statcan.gc.ca; Government of Canada, Statistics Canada. https://www150.statcan.gc.ca/n1/pub/82-625-x/2019001/article/00003-eng.htm
Hashemzadeh, M., Rahimi, A., Zare-Farashbandi, F., Alavi-Naeini, A. M., & Daei, A. (2019). The transtheoretical model of health
behavioural change: A systematic review. Iranian Journal of Nursing and Midwifery Research, 24(2), 83. https://doi.org/10.4103/ijnmr.IJNMR_94_17
Janssen, X., Martin, A., Hughes, A. R., Hill, C. M., Kotronoulas, G., & Hesketh, K. R. (2019). Associations of Screen Time, Sedentary
Time and Physical Activity with Sleep in Under 5s: A Systematic Review and Meta-analysis. Sleep Medicine Reviews, 49, 101226.https://doi.org/10.1016/j.smrv.2019.101226
Jones, A. M. (2021, October 21). Children spent triple the recommended screen time during a pandemic: Ontario study.
Kaur, N., Gupta, M., Malhi, P., & Grover, S. (2020). Protocol of a Randomized Control Trial to Reduce Screen Time among children
aged two to five years in Chandigarh, a North Indian Union Territory (Preprint). JMIR Research Protocols. https://doi.org/10.2196/24106
Ponti, M. (2022, November 25). Screen time and preschool children: Promoting health and development in a digital world. A home
for pediatricians. A voice for children and youth. | Canadian Paediatric Society. https://cps.ca/en/documents/position/screen-time-and-preschool-children
Prochaska, J. O. (2020). Transtheoretical Model of Behavior Change. Encyclopedia of Behavioral Medicine, 2266–2270.
https://doi.org/10.1007/978-3-030-39903-0_70
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory. Basic psychological needs in motivation, development, and wellness.
5/ Stakeholder Identification
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Identifying stakeholders is the essential first step in addressing the issue of excessive screen time among children. It is crucial to involve experts from various fields, such as child health, psychology, and screen time effects, along with the valuable perspectives of public health specialists. Renowned child psychologists, pediatricians, and public health officials can provide essential insights, while experts with experience in similar needs assessments or programs can offer their valuable knowledge.
Diverse perspectives are equally important, encompassing parents, teachers, children, healthcare providers, and community organizations. The programs aim to benefit children, parents, and schools the most, with support from schools, pediatricians, and child psychologists. Ethicists and community leaders play an integral role in shaping values, while potential critics, such as screen technology companies and skeptics of intervention programs, provide essential perspectives to consider.
To drive the project forward, a team of experts with responsibility and authority is required. Securing funding sources, partners, and resources is vital for success. Advocates for child health, policymakers, and influential figures in relevant sectors play a pivotal role in the project. Collaborating with community organizations and local experts, these stakeholders share a commitment to improving child health and well-being, with the potential for innovative solutions stemming from technology, education, and child health innovators.
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Adapted from: Bartholomew Eldredge, L. K., Markham, C. M., Ruiter, R. A. C., Fernández, M. E., Kok, G., & Parcel, G. S. (2016). Planning health promotion programs: An intervention mapping approach. John Wiley & Sons.
6/ Logic Model
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A logic model serves as a structured visual representation of the key components of a program or initiative. In the case of addressing excessive screen time among children and promoting their health and development in the digital age, the logic model for the program, "Addressing Excessive Screen Time for Child Health (AEST-CH)," outlines its foundational inputs, including funding, a dedicated team of experts, research data, and support from schools and community organizations. The model details activities such as research, educational material development, workshops, and awareness campaigns. The model then captures the program's outputs, including creating educational resources, campaigns and the number of participants in various initiatives. Importantly, it outlines the expected outcomes, encompassing increased knowledge among parents, reduced screen time, improved physical activity and sleep patterns in children, greater engagement in alternative activities, and enhanced communication. Lastly, the logic model underscores the program's overarching goals: to significantly reduce average daily screen time, enhance physical activity, foster a supportive community environment, and raise awareness about the importance of balanced screen time.
7/ Environmental Scan
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Excessive screen time in young children poses significant challenges to their health and development. Implementing effective interventions requires a thorough understanding of the dynamic environment in which these efforts take place. Environmental scanning is a strategic and ongoing process aimed at comprehending the multifaceted landscape surrounding interventions for excessive screen time in young children.
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8/ Addressing Excessive Screen Time Among Young Children
- Action Plan
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Excessive screen time in young children poses significant health risks, necessitating evidence-based interventions and advocacy efforts. By promoting healthy screen habits, we aim to ensure a brighter future for our children. Community-focused interventions involve families, caregivers, educators, and local stakeholders, recognizing diverse influences and tailoring programs accordingly. Involving everyone in the community enhances program effectiveness and fosters overall health and wellness. Together, let's create environments where children can thrive beyond the screen.
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