Those questions and more are at the heart of , a new collection of essays edited by 91��ɫ history Professor Myra Rutherdale published this spring by McGill-Queen’s University Press.

The book examines the crucial role women have played in health and medicine as nurses and midwives, particularly in the remote geographical areas that dominate Canada’s landscape. As the book's editor, Rutherdale assembled a national contingent of scholars from nursing, women’s studies, geography, native studies and history to supply the essays and anecdotes that are contained within its pages. The result is a comprehensive volume that provides insight and understanding into the two centuries of history and courage of the women working on the front lines of health care and medicine in Canada’s remote communities.

"I was inspired to gather these works together into one collection because I was made aware that there were many scholars working on the history of outpost nursing and midwivery in rural Canada," says Rutherdale. "It struck me that there would be common themes across the country and across the two centuries explored in this book. Most particularly I thought that the perspective of ‘the periphery’ would be useful to explore."

"Were these women, especially the trained nurses, acting as agents of the state or in the best interests of agencies like the Red Cross? To what extent were they actually autonomous?" asks Rutherdale. "And, were they merely reinforcing the sometimes racist and social inequities that seemed to be part of many of the federal government schemes?"

Left: Myra Rutherdale

"Did they, for example, work with midwives from northern communities, and how did they respond to medical traditions which were already established in the communities before their arrival? What motivated these women nurses and midwives to take up their work in the first place?" notes Rutherdale. "Were they just looking for adventure or were they women who wanted to advance in their chosen careers?"

The essays contained in the book also explore themes of religion, colonialism, social divisions and native-newcomer relations. Special attention is paid by Rutherdale to nursing in Aboriginal communities and the relations of race to medical work, particularly in connection to ideas of British ethnicity and conceptualized meanings of whiteness.

Rutherdale looks at the experience of nurses in Newfoundland and Labrador, northern Saskatchewan, northern British Columbia and the Arctic. The book features essays on topics such as Mennonite midwives in Western Canada, missionary nurses and Aboriginal nursing assistants in the Yukon.

"There were many interesting submissions and several fascinating stories. The Mennonite midwives explored [in an essay] by University of Waterloo history Professor Marlene Epp were especially interesting since they were so integral to the communities in which they worked. Not only were they midwives but they also worked as undertakers and arranged bodies for funeral rites," says Rutherdale.

Right: A nursing station in Iqaluit

What she discovered in compiling the book was that creativity was a key attribute for the women profiled within Caregiving on the Periphery. "The midwives and nurses who worked on the periphery had to work often alone, or sometimes with just one partner, and they had to work quickly to ensure the survival of their patients," says Rutherdale. "They did not necessarily have the opportunity to consult doctors or to speak with teams. They had to do their best under some harsh circumstances. They had to be skilled and confident in themselves. Nurses were trained ‘not to diagnose,’ but they often found themselves having to do just that, and quickly. They were tested in these communities and had to work hard."

That quality of creativity was also a key element for some of the research that went into the book, says Rutherdale, as there were challenges associated with the fact that some of the nurses, midwives and patients did not leave detailed primary source material. "As is evident from this collection, there are some very innovative ways to get around this frustrating lack of evidence," says Rutherdale. She cites an article by Judith Young, professor emerita of nursing at the University of Toronto. "One example of this is the excellent article by Judith Young who researched midwives in 19th-century Toronto. She used directories and land purchase records as well as other official documents to trace the existence of these fascinating midwives – records that might not be turned to for the questions which she ultimately answered. Sometimes one has to be innovative and creative to find traces of the human past."

Rutherdale also drew on the creativity of her 19-year-old son when she was seeking an appropriate title for the book. "I always find titles rather challenging. I had several titles, most of which were not favoured by family, colleagues or publishers," says Rutherdale. "Finally, I hashed it out with my son who has two parents who are historians so he has heard his fair share about Canadian history throughout his life. He thought Caregiving on the Periphery made a lot of sense given what the authors were trying to highlight in their collective works. And how does one disagree with an opinionated 19-year-old?"

Above: Donalda McKillop Copeland with her interpreter and his friends, Southampton Island, early 1950s. Rutherdale is researching the experiences of McKillop Copeland.

Rutherdale teaches Canadian history, with a special focus on 20th-century Canada and native-newcomer relations in the Department of History in 91��ɫ's Faculty of Liberal Arts & Professional Studies. She also teaches courses on the history of the body and Canadian women's history.

Her current research project is on the history of the introduction of westernized medicine into northern Aboriginal communities. "I look at the history of traditional medicine and ask what changes took place when doctors and nurses moved to northern communities to establish nursing stations and small hospitals," she says. "Northern Canada is still woefully under-served in terms of access to health care and there are many inequities that still exist in northern communities. The infant mortality rate is high, and women are still being sent to the south to deliver their children. This is ridiculous in 2010."

Caregiving on the Periphery is available online through , and .

By Jenny Pitt-Clark, YFile editor

Republished courtesy of YFile– 91��ɫ’s daily e-bulletin.

The post Professor Myra Rutherdale's new book examines women's role in health and medicine appeared first on Research & Innovation.

Right: Megan Davies

Davies and University of Victoria Professor E. are in the final stages of a community-informed curriculum project that will provide middle- and secondary-school teachers in Ontario and British Columbia with a set of innovative, cross-disciplinary teaching units they can integrate into the classroom. The Youth & Mental Health project is funded by a Collaborative Faculty Incentive Grant from ResearchImpact, which is a 91��ɫ and University of Victoria initiative. The project is the result of a series of consultations with community groups, educators, and psychiatric survivors and it will offer students a wide range of perspectives on mental well-being. The goal is to facilitate critical thinking on this sensitive – and often controversial – topic, and to explore interrelated themes of diversity and social justice.

Davies got the idea for the project in an undergraduate class she taught at 91��ɫ over five years ago. Her students – inspired by the material they were exploring on the history of mental health in Canada – told her that mental health issues should be tackled in the classroom much earlier in a student’s education. “I really took that to heart,” she notes. “They were right; we need to talk to their younger selves.”

A series of community consultations were held in Toronto and Victoria. In September, Davies and Marshall presented four draft teaching units to middle- and secondary-school focus groups for feedback and criticism. Feedback from the groups was integrated into the units and the researchers began to develop a Web site that would house the teaching units and other resources. launched at the end of January and it is rich with lesson plans, hands-on activities, resources and helpful learning objectives.

Learners explore, across cultures and history, the shifting contours of what is, and what has been regarded as, normal mental health in the first teaching unit, Understanding, Experiencing & Equity. The lessons in the unit encourage students to consider where stereotypes about mental health come from, how they impact individuals and communities, and what can be done to combat these negative responses. In one of the activities, students are asked to discuss passages from the diary of a young woman named Lara Gilbert who lived in Vancouver during the 1980s and 1990s and struggled with depression. “The idea is to get students to think about what life is like for someone with mental health issues,” says Davies. “What better way to provoke discussion than through the writings of someone who has actually dealt with the challenges, the discrimination and the struggle for well-being.”

Traditionally, mental health patients in Canada were sent to live at institutions for extended periods of time, if not their entire lives. In the 1960s and 1970s, improved treatment options and a shift in ideology occurred; governments and health professionals started to advocate for the deinstitutionalization of mental health care. The idea was to integrate – rather than isolate – patients into the community. The second teaching unit, Self-Determination & Activism, provides a snapshot into the conditions of mental health institutions and explores what the shift in practice meant for those living with mental health issues.

As Davies notes, though integrating individuals into the community may have been a noble idea, it has been a difficult and flawed process. Insufficient community services, limited health care, and a lack of funding for resources have prevented mental health patients from getting the support they need. Instead, the most powerful force for positive change has often come from psychiatric survivors themselves who have united against discrimination and pushed for better living conditions. Students in the second unit examine patients’ rights and reflect on the mixed freedoms and hardships that community living can provide.

Housing, Homelessness & Poverty, the focus of the third teaching unit, asks students to think about complex questions such as: Why are people with mental health issues vulnerable to being homeless? Should safe, affordable housing be considered a fundamental right? Highlights of the unit include surprisingly grim figures about the state of homelessness in Canada and an activity that gets students to create skits that portray the real-life stories they’ve read in class.

The last teaching unit, Well-Being, Health Care & Treatment, looks at positive mental health strategies and resources. It also examines mental health care through the lens of human rights. Lessons are complemented by historical archives, cartoons and artwork.

“Each of the four teaching units draw heavily on personal experiences, historical documents, poetry and graphic art in order to help students gain a more comprehensive and personal understanding of the complex aspects of mental health,” says Davies. “The lessons are interactive and designed to encourage a deeper learning experience through personal reflection and engagement in classroom discussion.”

Davies, who teaches in the Health & Society Program in 91��ɫ's Faculty of Liberal Arts & Professional Studies, continues to exchange ideas with community partners on revisions for the teaching units. She hopes to develop more units in the future and to have them linked to curriculum in other provinces, translated so that they can be accessed by francophone students and reworked for aboriginal communities. Davies also welcomes suggestions for improvement from students. In fact, she says students played a key role in the overall success of the project. “A lot of the work was done by youth – from the original artwork on the Web site to data entry and research,” Davies notes. “This was very much a youth-centred project and it only made sense to involve them at each phase.”

The project has already attracted .

The curriculum project is part of a larger heritage initiative that is funded by the Canadian Institutes for Health Research. As part of that initiative, Davies has been active in the creation of another Web site, , which serves as a research, resource and educational hub on mental health issues.

For more information on Davies’ research, e-mail daviesmj@yorku.ca.

By Kristin Taylor, communications coordinator, Faculty of Liberal Arts & Professional Studies

Republished courtesy of YFile – 91��ɫ’s daily e-bulletin

The post 91��ɫ prof launches Caring Minds, mental health Web site for students, teachers and parents in Grades 7-12 appeared first on Research & Innovation.

helps young people address the stigma and discrimination associated with mental health concerns and treatment. It provides Grade 7 to 12 teachers, students and parents with four teaching units—covering discrimination and stigma, housing and poverty, rights and activism, and well-being and treatment—that come with activities, lesson plans and resources.

The project garnered coverage in Victoria, BC’s .

Led by , associate professor in 91��ɫ's Faculty of Liberal Arts & Professional Studies' Department of Social Science (left) and ,  professor of Educational Psychology and Leadership Studies at UVic, the project was , which launched several pilot projects by offering grants to help researchers and their partner organizations address research issues with relevant public policy and/or professional practice implications. , which covers Esquimalt, Oak Bay, Victoria, View Royal and a portion of Saanich and Highlands, is among the project's partners.

Caring Minds features original artwork created by William Willis, a sixteen year-old secondary school student, and help make the site visually appealing while keeping its focus appropriate for a youth-centred project.

Davies and Marshall are now disseminating their research findings, pursuing additional funding to further resource development and expand the program internationally while seeking ways to integrate their materials with other provincial curricula and international Web sites. A more detailed overview of the is available here.

The curriculum project is part of a larger heritage initiative that is funded by the Canadian Institutes for Health Research. As part of that initiative, Davies has been active in the creation of another Web site, , which serves as a research, resource and educational hub on mental health issues.

By Elizabeth Monier-Williams, research communications officer, with files courtesy of YFile – 91��ɫ’s daily e-bulletin – and – researchimpact's blog about knowledge mobilization at 91��ɫ and the University of Victoria.

The post 91��ɫ and UVic launch Caring Minds, mental health Web site for students, teachers and parents in Grades 7-12 appeared first on Research & Innovation.