Indigenous Service Provider Perspectives of an Online Education Module to Support Safe Clinical Encounters about Family Violence in Canada

Christine Wekerle, Kahontiyoha Cynthia Denise McQueen, Bronwyn Barker, Anita Acai, Savanah Smith, Ilana Allice and Melissa Kimber ()
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Christine Wekerle: Department of Pediatrics, McMaster University, Hamilton, ON L8S 4L8, Canada
Kahontiyoha Cynthia Denise McQueen: Department of Pediatrics, McMaster University, Hamilton, ON L8S 4L8, Canada
Bronwyn Barker: Offord Centre for Child Studies, McMaster University, BAHT 132, Hamilton, ON L8S 4L8, Canada
Anita Acai: Department of Psychiatry & Behavioural Neurosciences, McMaster University, Hamilton, ON L8N 3K7, Canada
Savanah Smith: Department of Pediatrics, McMaster University, Hamilton, ON L8S 4L8, Canada
Ilana Allice: Offord Centre for Child Studies, McMaster University, BAHT 132, Hamilton, ON L8S 4L8, Canada
Melissa Kimber: Offord Centre for Child Studies, McMaster University, BAHT 132, Hamilton, ON L8S 4L8, Canada

IJERPH, 2022, vol. 19, issue 23, 1-19

Abstract: Given colonial genocide, Indigenous peoples are rightfully reticent to disclose their experiences of family violence to practitioners working within mainstream health care and social services. Health care and social service providers (HSSPs) have varied formal education on providing trauma-and-violence informed care to Indigenous and non-Indigenous families affected by family violence, including intimate partner violence and child maltreatment. The purpose of this study is to understand and describe the perspectives of Six Nations of the Grand River community members on the relevance of an education module to support HSSPs to provide physically and emotionally safe care to Indigenous families affected by family violence. Two-Eyed Seeing and Two Row Wampum approaches guided our qualitative study. Twenty-one (66.7% women) Indigenous HSSPs completed a semi-structured interview; 15 identified as a regulated HSSP, nine as a Knowledge Keeper/Cultural Holder, and three as a HSSP trainees. Conventional content analysis guided the development of codes and categories. The Violence, Evidence, Guidance, Action (VEGA)—Creating Safety education module was described as having elements consistent with Indigenous experiences and values, and supportive of Indigenous peoples seeking care from HSSPs for family violence related concerns. Participants described several suggestions to better adapt and align the module content with the diversity of values and beliefs of different Indigenous Nations. Collectively, the Creating Safety module may be used as an educational adjunct to Indigenous-focused, cultural safety training that can support HSSPs to provide physically, emotionally, and psychologically safe care to Indigenous peoples who have experienced family violence. Future work needs to consider the perspectives of other Indigenous communities and Nations.

Keywords: family violence; indigenous peoples; health professions education; trauma and violence-informed care; intimate partner violence (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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