Our Evaluation Plan

How do you evaluate something that’s evolving?

We wanted an evaluation plan that would grow with the Child & Youth Health Network would enable us to adapt as we learned.

We also needed a plan that would utilize our strengths: enthusiasm and abundant resources in the form of in-kind donations of time and expertise.

And that didn’t rely heavily on the resources we don’t yet have much of: $!

Through reviewing all the literature we could find about evaluating Collective Impact and attending Tamarack’s Evaluating Community Impact workshop in Winnipeg in 2014, here’s the plan we came up with:

And here’s a short presentation on the plan, presented to Tamarack’s Collective Impact Community of Practice earlier this month:

WellAhead Initiative in School District 61

WellAhead is a collaborative initiative aimed at integrating social and emotional well-being into school communities through prototyping. It is occurring now in six school districts in British Columbia.

WellAhead is an initiative of the J.W. McConnell Family Foundation. In the first year, the initiative is focusing on ‘everyday practices that make a difference’: sustainable, scaleable approaches to advancing student well-being that don’t require major resources to implement; that fit naturally within the role and skill set of educators and school partners; and that build upon existing assets and capabilities.

The Prototyping Process

In school district 61 (Victoria), 15 practices that support the social and emotional well-being of students were generated at an ‘Ideation Jam’ on November 2nd, 2015.

Five of these were posted online for comments and voting.

Of these five, two were chosen to prototype in four pilot schools in District 61 the upcoming months.

In April and May 2016 these practices will be scaled up to include more schools

Two Practices For Protoyping

1. 2 X 10 A SOLID FOUNDATION

2 x 10” involves school staff members engaging in a casual conversation with a student for at least two minutes and at least 10 times over an agreed upon time frame (3 weeks, one month etc.). Once they have connected with a student 10 times a foundation for a relationship has been built which will be nurtured over the remainder of the school year. The staff member will then choose another student to connect with using the same process, so that collectively this spreads to all students. Casual conversations will explore topics that students find fun and interesting, and won’t focus on student behaviours or academics.

How it could make a difference: “2 x 10” aims to reduce feelings of isolation among students, establish stronger connections to adults at their school, and to the school community. Having these stronger connections will lead to happier, more resilient students who are more likely to succeed personally and academically.

2. Appreciating School Community (ASC)

In the “Appreciating School Community” practice, students are greeted with a celebratory acknowledgement in transition periods throughout the school day (e.g. arriving at/ leaving school, transition between classes). As the bell rings to signal transitions, staff groups gather to greet students and celebrate with them in a fun and creative way. Staff groups are voluntary & rotating.

How it could make a difference: Through this practice, students and staff will experience a boosted improved morale and an increased sense of cohesive school culture. This practice will lead to a sense of community, connectedness, and belonging as well as honouring all kids, helping them to feel seen, appreciated and connected. The practice will also create connections with and between staff.

Fast-tracking Trust

We know that “change happens at the speed of trust” (~Stephen M. R. Covey).
But David Sawyer & David Ehrlichman suggest that it can be fast-tracked. In a recent article called the

The Tactics of Trust in the Standford Social Innovation Review, they suggest a number of strategies for accelerating trust building, including using network briefings at cross-sector meetings:

Network Briefings

“In this exercise, each leader delivers a three-minute presentation, followed by a two-minute question-and-answer session. Leaders should discuss the main issue that concerns them, efforts that are under way to deal with the issue, and the obstacles to success that they face. To keep participants’ energy levels high, organizers should schedule sets of four to six presentations at various points during the day. By the end of these briefings, participants will understand the range of issues that affect a system, why those issues matter, and where the network might be able to intervene constructively.”

Connectedness & Belonging

2015 Vital Signs cover
This fall, partners in the Child & Youth Health Network are exploring ‘connectedness’ as the overarching population-level outcome to improve the mental & physical health of children & youth in our community. It turns out that connectedness & belonging is an emerging theme for others who are concerned about well-being, as it it is also the subject of the Community Foundations of Canada 2015 Vital Signs Report.

2015 Vital Signs

2015 Vital SignsAccording to the 2015 Vital Signs Report, when we feel a strong sense of belonging and connection to people around us:

  • We are healthier. Belonging to social groups and networks is as important to our health as diet and exercise. People with strong support networks tend to have a lower prevalence of mental illness and better overall physical health.
  • Extensive support networks provide better opportunities for sustained and secure employment.
  • Children learn better. Belonging is a key element in the curriculum for early childhood education across Canada.
  • Life has more purpose. When people have a stronger sense of belonging, they perceive life to be more meaningful.

Trans Youth Health Survey

Being Safe Being Me (2015) is a report from the Candian Trans Youth Health Survey. The following are some excerpts from this report relating to Health and Connectedness.

Trans Youth

Being Safe, Being MeWe have chosen to use the word trans in this report to describe youth whose gender identity and sex assigned at birth differ (Being Safe, Being me, 2015, p. 4).

The survey contained several different questions asking trans youth about their gender identity in slightly different ways. The question “What is your gender identity?” was rated the highest by trans youth, both in how much they liked it and how well the options fit them. This question allowed them to select their gender identity or identities from a long list of options, and to select more than one option from the list: just under one third checked one option on the list, and about half checked two or three options on the list. Younger participants were more likely to choose only one option from the list. Participants could also write in additional options if they felt their identity was missing from the existing list. More than 1 in 5 trans youth wrote in an identity that was not on the list. Some of the most common additions were: non-binary, agender, gender-neutral, and to a lesser extent, transmasculine or transfeminine. The comments after this question suggest that the ability to self-identity in unique ways resonated very positively with trans youth (Being Safe, Being me, 2015, p. 11).

Youth who have a non-binary gender identity (and might use different pronouns than he or she) also face the additional barrier that people tend to be unfamiliar with gender-neutral pronouns, which can complicate the process of asking people to use different pronouns (Being Safe, Being me, 2015, p. 68).

I identify under the trans* umbrella but as someone who is genderqueer, and does not want to transition in a traditional way but stay somewhere between the lines. I feel as if I am appropriating an identity that is not mine by stating that I am transgender.” Youth survey participant (Being Safe, Being me, 2015, p. 11).

I am technically a transsexual man, having transitioned my sex to male, but I don’t identify as transgender. I have spent more than half my life as a boy, having transitioned as a kid.” Youth survey participant (Being Safe, Being me, 2015, p. 12).

I’m non-binary/genderqueer. Most days I feel like there is no way for me to actually live in my “felt gender” in a way that other people can understand when they look at me.” Youth survey participant (Being Safe, Being me, 2015, p. 14).

Demographics

  • The survey included 923 trans youth participants from all 10 provinces and one of the territories and included somewhat different questions for younger (14-18 years) and older (19-25 years) trans youth (Being Safe, Being me, 2015, p. 2).
  • 1 in 10 participants identified as Aboriginal (Being Safe, Being me, 2015, p. 10).
  • 40% identified as boys or men, and nearly as many identified in “some other way,” and only about 1 in 6 identified as girls or women. Older trans youth were more likely to identify as girls or women (Being Safe, Being me, 2015, p. 13).
  • Nearly three quarters of trans youth in our survey were assigned female at birth. This could be because trans female and transfeminine youth might be more marginalized in our society, and so harder to reach, for example, if they are less connected to community organizations. Older trans youth were more likely to have been assigned male at birth (29% compared to 18% of younger participants), and trans youth in Québec were also more likely to have been assigned male at birth (45% compared to 26% overall in Canada) (Being Safe, Being me, 2015, p. 13).

Findings

Many of these youth face rejection, discrimination and even violence, within their families, at school or work, in their community, and in health care settings. They report significant stress and mental health challenges, a profound lack of safety in navigating their daily lives, barriers to supportive health care, and worrying rates of poverty (Being Safe, Being me, 2015, p. 69).

Living in Felt Gender

  • While the majority of youth (83%) reported living in their felt gender at least part of the time, only about half lived in their felt gender full time. Those who lived in their felt gender all the time were almost 50% more likely to report good or excellent mental health (Being Safe, Being me, 2015, p. 2).
  • The majority of our participants (83%) reported that they were currently living in their felt gender at least part of the time, and only about 1 in 5 were not living in their felt gender at all. Younger youth were more likely to be living in their felt gender part-time, while older youth were more likely to be living in their felt gender full-time. Trans youth in British Columbia were more likely than those in other provinces to be living full-time in their felt gender (53%), and least likely not to be living in their felt gender at all (10%) (Being Safe, Being me, 2015, p. 14).
  • In the comments about this question, trans youth pointed out this question is complicated to answer for people who have a non-binary identity. Since we live in a society that often does not recognize genders other than female and male, someone with a non-binary identity might experience themselves as living in their gender full-time, yet not be seen as such by others (Being Safe, Being me, 2015, p. 14).
  • Participants living in their felt gender only part-time were less likely to report “very good” or “excellent” physical health (15%) than those living in their felt gender full-time (24%). Those living in their felt gender fulltime were also more likely to report their mental health was “good” or “excellent” (29%) than those not living in their felt gender or living in their felt gender part-time (20%) (Being Safe, Being me, 2015, p. 68).

Violence

  • Safety, violence exposure, and discrimination were major issues. For example, two thirds of participants reported discrimination because of their gender identity and about half reported discrimination due to their physical appearance (Being Safe, Being me, 2015, p. 2).
  • Most youth (70%) reported sexual harassment; more than 1 in 3 younger participants had been physically threatened or injured in the past year (36%); and nearly half of older youth reported various types of cyberbullying (Being Safe, Being me, 2015, p. 2).
  • Most youth reported having been in a romantic or dating relationship (88% of older youth, 69% of younger youth). Among those who had ever had a romantic or dating relationship, 27% had been physically hurt by the person they were going out with. “Being hurt” included being shoved, slapped, hit, kicked, or forced into any sexual activity. Older youth were more likely to report relationship violence than younger ones (28% vs. 24%), in part because they were more likely to have been in a romantic relationship (Being Safe, Being me, 2015, p. 56).
  • On average, trans students felt safe overall at school: on a scale of 0 to 10, where 0 means a student never feels safe, and 10 means a student feels safe always, the average score was 6.5. Students felt least safe in washrooms and changing rooms, and the most safe in classrooms and the library. We also asked younger participants how many times they had been bullied at school in the past year, defined as being repeatedly teased, threatened, kicked, hit or excluded. Just under half had not been bullied at all (45%), while more than half had been bullied once or more (55%). Just under 1 in 4 (24%) reported being bullied 1 to 3 times, and 13% had been bullied 12 or more times in the past year (Being Safe, Being me, 2015, p. 57).
  • More than 1 in 3 younger participants reported they had been physically threatened or injured in the past year (36%), and 9% had been threatened or injured with a weapon. Almost 2 in 3 reported being taunted or ridiculed (64%) (Being Safe, Being me, 2015, p. 58).
  • 70% said they had experienced unwanted sexual comments, jokes or gestures directed at them. Physical sexual harassment was less common, but 37% of younger participants said another person had touched, grabbed, pinched or brushed against them in a sexual way that they did not want (Being Safe, Being me, 2015, p. 60).
  • Nearly 1 in 4 participants (23%) reported being physically forced to have sexual intercourse when they did not want to (Being Safe, Being me, 2015, p. 60).
  • 40% had been the target of hateful comments on the web, in email or instant messages, and 5% reported someone else had sent out threatening emails using their identity. Another 30% reported being cyberbullied in ways other than those already mentioned (Being Safe, Being me, 2015, p. 61).

Health & Health Care

I’m afraid that I’ll take my life before I can get the surgery to help me, because it’s such an arduous and unnecessarily difficult path. I just want to live.” Youth survey participant (Being Safe, Being me, 2015, p. 33).

I’ve never reached out for mental health care. I’m worried they’ll be more concerned about my gender identity and sexuality (which I am fairly confident in) than they will be about my actual problems.” Youth survey participant (Being Safe, Being me, 2015, p. 34).

  • Access to health care is especially important for trans youth, because many of them require specialized care for medical transition. They often face discrimination in health care settings (Being Safe, Being me, 2015, p. 31).
  • As with school staff, professionals from all the different health care disciplines who deliver services to youth need further training to improve their competency in providing high quality care, which is more than just “trans friendly” care. This should include general education about gender identity and barriers that trans people face in accessing health care, and discipline-specific training in appropriate protocols for addressing trans youth health issues. Young people especially need safe access to and support around hormone therapy, and mental health services to help them cope (Being Safe, Being me, 2015, p. 70).
  • Just under half of youth (44%) used walk-in clinics as their main source of health care, with youth in Quebec and British Columbia most likely to rely on walk-in clinics. More than a third of youth were “very uncomfortable” discussing their trans status and trans-specific health care needs with doctors at a walk-in clinic (Being Safe, Being me, 2015, p. 31).
  • Nearly half of older youth (47%) and one third of younger youth (33%) had not received physical healthcare when they needed at some point during the last year (Being Safe, Being me, 2015, p. 33).
  • Among younger youth, two thirds (68%) also reported at least one time in the last 12 months when they had not received needed mental health services. The most common reasons these youth gave for not getting mental health services included not wanting parents to know, thinking or hoping the problem would go away, afraid of what the doctor might say or do, previous negative experiences, and not knowing where to go (Being Safe, Being me, 2015, p. 33).
  • Only 1 in 5 participants said their health was very good or excellent (Being Safe, Being me, 2015, p. 22).
  • More than 1 in 4 (27%) younger youth and more than 1 in 3 older youth (38%) told us they have a physical health problem that has lasted at least 12 months (Being Safe, Being me, 2015, p. 22).
  • Many youth reported missing needed physical health care during the past year (33% of younger and 49% of older youth) and even more missed needed mental health care (68% of younger youth) (Being Safe, Being me, 2015, p. 2).
  • Over half of youth with a family doctor (53%) said their current family doctor knew about their trans identity. However, only 15% of youth with a family doctor felt “very comfortable” discussing their trans status and trans-specific health care needs. Even fewer felt comfortable at walk-in clinics (Being Safe, Being me, 2015, pp. 2-3).
  • Healthcare providers and clinics should work with trans communities to ensure adequate and timely access to gender-affirming healthcare for trans youth. Professionals from all health care disciplines need further training to improve their ability to offer high quality care, including discipline-specific training in protocols for addressing trans youth health issues (Being Safe, Being me, 2015, p. 3).
  • Youth who are unable to access hormones through a health care provider may seek access to hormones without a prescription. A third of all youth (34%) reported they had ever taken hormones for trans-related reasons at some point, including 20% of younger youth and 42% of older youth. Youth in British Columbia were twice as likely (41%) as those in the Prairie Provinces (19%) to take hormones (Being Safe, Being me, 2015, p. 35).
  • Many youth who had taken hormones reported getting these medications without a prescription at some point, whether through friends or relatives (10%); strangers or on the street (5%); herbals or supplements (5%); internet pharmacy (2%); or other means (8%) (Being Safe, Being me, 2015, p. 37).

Mental Health

  • Mental health issues were a key concern. Nearly two-thirds reported self-harm in the past year; a similar number reported serious thoughts of suicide; and more than 1 in 3 had attempted suicide (Being Safe, Being me, 2015, p. 2).
  • Fewer than half of trans youth rated their overall mental health as excellent or good (Being Safe, Being me, 2015, p. 38).
  • Almost half of younger youth feeling stressed to the point that they could not do their work or deal with things during the last 30 days (Being Safe, Being me, 2015, p. 40).
  • More than half the youth reported they had hurt themselves on purpose without wanting to die in the last 12 months. Older youth were less likely (51%) than younger youth (75%) to have engaged in self-harm in the last 12 months (Being Safe, Being me, 2015, p. 42).
  • Within the last 12 months, 65% of younger youth had seriously considered suicide, more than a third had attempted suicide at least once, and nearly 1 in 10 had attempted suicide 4 or more times (Being Safe, Being me, 2015, p. 42).
  • Almost three-quarters of older youth had seriously considered suicide at some point during their lives, and many of them had made at least one suicide attempt (Being Safe, Being me, 2015, p. 43).

Connectedness

When young people felt cared about, they reported much lower levels of distress and better health (Being Safe, Being me, 2015, p. 69).

Family & Community Connectedness

  • Family relationships are important, and while trans youth generally reported feeling their parents cared about them, 70% reported their family did not understand them, and about 1 in 3 did not have an adult in their family they could talk to about problems. When youth had high levels of parent support and family connectedness, they reported much better health (Being Safe, Being me, 2015, p. 2).
  • More than 1 in 4 younger trans youth reported they had run away from home in the past year and this was much more likely among those who had reported a history of physical or sexual abuse (Being Safe, Being me, 2015, p. 3).
  • The majority felt safe at home often (64%), with 24% feeling safe sometimes, and 9% feeling safe rarely, and 3% never (Being Safe, Being me, 2015, p. 55).
  • Trans youth who had supportive adults both inside and outside their family were four times more likely to report good or excellent mental health, and were far less likely to have considered suicide (Being Safe, Being me, 2015, p. 2).
  • One third of younger youth (33%) had no adult that they could talk to if they were having a serious problem. Another third had an adult in their family that they could go to for support, and almost half (47%) had an adult outside their family they could go to for support. Younger youth with supportive adults both in and outside the family were about four times more likely to report good or excellent mental health (as opposed to poor/fair), and were over four times less likely to have considered suicide. Additionally, those with a supportive adult in the family were about four times less likely to have self-harmed in the past 12 months” (Being Safe, Being me, 2015, p. 63).
  • Younger youth were also asked how much they felt various adults outside their family cared about them. These adults included police officers, teachers, community adults, adult relatives and church leaders. Youth scored an average of 3.5 on this 10-point adult caring scale (Being Safe, Being me, 2015, p. 64).
  • We asked older trans youth how they would describe their sense of belonging in their local community, on a 0-10 scale from “very weak” to “very strong.” Participants scored an average of 3.6 on that scale, indicating a low sense of belonging overall (Being Safe, Being me, 2015, p. 68).

School Connectedness

  • Trans youth generally reported low connectedness to school, but those who reported higher school connectedness were twice as likely to report having good mental health (Being Safe, Being me, 2015, p. 2).
  • Trans youth reported that they did not feel very connected to their school: on a scale of 0 to 10, they scored 4.9 in school connectedness (Being Safe, Being me, 2015, p. 18).
  • As with other youth, for trans youth, school connectedness can have an important link to positive mental health: participants with higher levels of school connectedness were almost two times more likely to report good or excellent mental health compared to those with lower levels of connection to school (Being Safe, Being me, 2015, p. 18).

 

Equity in Collective Impact

According to John Kania and Mark Kramer, the authors of the original 2011 article on Collective Impact, equity is a vital component for collective impact. The following is an excerpt from their recent article The Equity Imperative in Collective Impact in the Stanford Social Innovation Review:

The five conditions of collective impact, implemented without attention to equity, are not enough to create lasting change.

With input from thoughtful partners, clients, and community members, we’ve come to understand that most efforts to achieve collective impact inevitably take place within a context of structural inequity that keeps people of different backgrounds and races from achieving equitable outcomes.

If participants in collective impact initiatives are to make the lasting change they seek, they must pay explicit attention to policies, practices, and culture that are reinforcing patterns of inequity in the community. They must develop targeted strategies that specifically and differentially take into account any underlying advantages that some people have, as well as the disadvantages that other groups face. And throughout every aspect of the collective impact process, they must bring to the table those whose lives are affected by the results of the work.

Without vigilant attention to equity, efforts to align and coordinate resources can inadvertently reinforce institutional patterns that promote disparities and constrain progress for our most vulnerable community members.

5 conditions of CI
The 5 conditions of collective impact, implemented without attention to equity, are not enough to create lasting change.

Epigenetics~

Epigenetics~!

The expression of genes based on environment.

Basically we all get issued our genes at conception, but the way that they are expressed (in the simplest terms: turned on or off) is based on our experiences.

Epigenetic factors are therefore ‘actionable’: we can do something about them~. They include such things as diet, exercise, toxins, sleep & stress. Pretty much everything we are exposed to, in fact.

This is a cute introductory video on epigenetics:

 

And another:

School Connectedness

Research consistently shows that high levels of school connectedness are associated with better health outcomes for children and youth:

why_we_care_chart_500x503

While the positive impacts of school connectedness are greatest on the students involved, here is a spill-over effect on our communities and society:

societal_benefits

This information is available at BC Healthy Schools. Find the full report (& all the evidence) here.

June 2015 Constellation Update

The Child & Youth Health Network (C&YHN) uses the constellation model.

As of early June 2015, there were 8 active constellations in the C&YHN. These include:

  1. Youth;
  2. Active Transportation;
  3. Shared Measurement & Evaluation;
  4. Mental Health;
  5. Physical Health/Physical Literacy;
  6. Healthy Schools;
  7. Mutually Reinforcing Activities;
  8. Enhancing the Lived Experience of Young Children Who Live in Poverty.

One constellation (Common Agenda) completed its objective in the Spring of 2015 and dissolved.

Youth Constellation

Coordinator: Nathan Papik & Sage Kendall, youth: youthinvaders@gmail.com Alternate contact: Petra Chambers-Sinclair petra@ypsn.ca

Key Successes/Activities:

  • Youth partners in the C&YHN have been attending meetings of various constellations (Common Agenda, Mental Health & the Stewardship Committee) since January.
  • The Youth Constellation has met frequently throughout the spring. Six youth age 15-17 have participated. The youth constellation also includes 4 adult allies.
  • The youth have created a vision for a Youth Mental Health Resource Hub which they presented at the whole network meeting on June 22.
  • Secured funding from the Horner Foundation for a youth engagement coordinator for the C&YHN.

Opportunities:

  • The youth are interested in continuing to work to improve access to mental health services for youth through a service delivery hub that addresses mind, body & spirit.
  • Over the summer they also plan to explore alternate ways of looking at mental health: a social/political view; an Indigenous shamanic perspective; and an exploration of the research into the connection between gut health and mental health.

Active Transportation Constellation

Coordinator: Jennifer Black, community member: jennifer.n.black@gmail.com

Key Successes/ Activities:

  • Active and Safe Routes to School Forum was hosted by West Shore Parks and Recreation in February
  • The District of Oak Bay hosted a Bike to School Week in May. The District of Saanich just awarded a project for a pilot active and safe routes to school project

Opportunities:

  • To create programs and infrastructure that make it safe and enjoyable for families to be able to get to school, recreation, shopping, visiting, etc. by foot and by bike. Improve access to a range of amenities along safe and convenient cycling and walking routes.
  • Aim to get families active and enjoying quality time together, helping to ensure strong and vibrant communities. The overall effect is better physical and mental health for kids, safer streets, and more opportunities.

Shared Measurement & Evaluation Constellation

Coordinator: Shannon Clarke, CRD: sclarke@crd.bc.ca

Key Successes/ Activities:

  • Meets regularly.
  • Launched a Developmental Evaluation Community of Practice with a 2-day training session.
  • Review of literature relating to child & youth health indicators.
  • Currently working on defining the domains of health and wellbeing for children and youth as the start of our shared measurement system.

Opportunities:

  • After the Common Agenda is endorsed by the community, the next step for the C&YHN is to develop the shared measurement system. This constellation will lead the way in establishing network-wide outcomes, linked to the Common Agenda, and selecting a set of 15-20 indicators that will guide the network.

Mental Health Constellation

Coordinator: Colleen Hobson, Saanich Neighbourhood Place: colleen@snplace.org

Key Successes/ Activities:

  • The constellation has a wide representation of people, communities, sectors and organizations. The group is very passionate.
  • Held a ‘mapping the child & youth meantl health session’ in June.

 Opportunities:

  • Aligning with other groups working towards improving access to child & youth mental health services.
  • Supporting the youth partners in the network in developing their proposal for a Youth Mental health resource hub.

Physical Health/Physical Literacy Constellation

Coordinator: Nicky Brown, Oak Bay Recreation: nicbrown@oakbay.ca

Key Successes/ Activities:

  • Has met monthly with a number of participants from Recreation, Island Health, The Ministry of Health, Consultants and Community Associations.
  • Working on a goal statement to drive the direction of the group
  • Great discussions around what programs/initiatives already exist in the CRD and what can be built upon.
  • Review of literature/research to again help guide the group.

Opportunities:

  • Looking to further grow the constellation to include parents, schools, active transportation and mental health representatives.
  • Researching funding opportunities for future projects.

Healthy Schools Constellation

Coordinator: Cindy Andrew, Chair, SD 62 District PAC Healthy Schools Committee: cindypandrew@gmail.com

Key Successes/ Activities:

  • A ‘Promoting Mental Health Forum’ was held on May 27th. Representatives from each of the four participating school districts (Assistant Superintendents, District Principals/Directors of Student Services and Instruction, Trustees and a parent who chairs a District PAC Healthy Schools Committee as well as a District Coordinator, Healthy, Safe and Caring Schools) and Island Health (who were represented by Medical Health Officers, Managers responsible for Healthy Schools related programs and Healthy Schools Coordinators) were involved in the planning and implementation.
  • This group, building on the school readiness grant proposal and previous conversations around related tables (e.g., Western communities Healthy Schools network; CRD wide Healthy Kids R Us), worked collaboratively to plan for the day. There was a high level of engagement from all parties – helping make for a strong program and ultimately a successful day

Opportunities:

  • Enhanced collaboration across the school districts
  • Strengthened partnerships between school/district communities, Island Health and other community partners/stakeholders
  • Enhanced uptake of evidence-aligned school-based approaches to promoting and supporting the mental health of children and youth across the CRD
  • The student voice was invaluable in the afternoon planning sessions as it provided insight into the youth’s perspective on what they require in regards to their health and learning needs.

Mutually Reinforcing Activities Constellation

Coordinator: Kelly Greenwell, Quadra Village Community Centre: kelly@quadravillagecc.com

Key Successes/ Activities:

  • Key activity for this constellation has been considering the need for mapping: (1) a map of everything that is contributing to child & youth health in the region; (2) a systems map of child & youth health services & actions.
  • Identified the need for funding and partnerships to help with the above-mentioned mapping and prepared an application for funding to Success by Six to begin mapping the early years system in the capital region.

Opportunities:

  • Mapping the system.
  • Developing systems to ensure that C&YHN constellations align & do not ‘re-silo’ (!).

Enhancing the Lived Experience of Young Children Who Live in Poverty Constellation

Coordinator: Sibylle Artz, School of Child & Youth Care, UVic: sartz@uvic.ca

Key Successes/ Activities:

  • Participated in a Theory of Change Exercise.
  • Partnered with UVic’s Centre for Early Childhood Research and Policy and with the Burnside Gorge Community Association.
  • Applied through UVic for a Success by 6 grant to carry out research with population of interest.

New Constellations (as of June 2015)

Youth Justice

Coordinator: Ranj Atwal, MCFD: Ranjit.Atwal@gov.bc.ca and Petra Chambers-Sinclair, Young Parents Support Network: petra@ypsn.ca

Decolonization

Coordinators: Suzanne Nievart, International Institute of Child Rights & Development: suzanne.nievaart@iicrd.org and Jin-Sun Yoon, School of Child & Youth Care, UVic: jsyoon@uvic.ca

Tillicum Early Years Centre

Coordinator: Corinne Bains, Saanich Neighbourhood Place: corinne@snplace.org

Contact the Network:

Kathy Easton, Chair, Stewardship Committee: Kathy.Easton@viha.ca

Petra Chambers-Sinclair, Network Coordinator: petra@ypsn.ca