1. Overview of Health Equity
© 2014, Saskatoon Health Region
January 10, 2019
As the health equity coordinator I am available to staff for support, consultation and encouragement with the intention to foster growth, confidence and competency with embedding principles of health equity into program planning, advocacy and reflective practice.

2. Objective Introduce the principle’s of health equity
Discussion of health equity concepts

3. Health Equity
Health Equity - is when everyone has the opportunity to attain their full health potential and no one is disadvantaged from doing so because of their socially determined circumstances.
Health Inequity - are differences in health status experienced by various individuals or groups in society. Health Inequities are the differences in health which are not only unnecessary and avoidable, but in addition are considered unfair and unjust.

4. Attitude Attention Intention
Health Equity is when everyone has the opportunity to attain their full health potential and no one is disadvantaged from doing so because of their socially determined circumstances.
Health Inequalities are differences in health status experienced by various individuals or groups in society. Health inequities are the differences in health which are not only unnecessary and avoidable, but in addition are considered unfair and unjust
The bases of our work today will be Mindfulness. Being mindful is about paying attention in a particular way: on purpose, in the present moment, and non-judgmentally. It is modeling intentionality.
When planning with a equity lens it is a moment-to-moment practice to reflect on what are you paying attention too when planning a program? How does this relate to your attitude? And what is your intention to address what you are paying attention too?
Being mindful is about self-reflection, self-exploration and self-management about one’s own experiences and about the collective experiences and/or organizational experiences.
It is about being the awareness of an observing consciousness that is both a part of and apart from the experience.
It is also about being accepting, open, and kind curiosity towards one’s own experience
Reference: Shapiro S, Carlson L, Astin J, Freedman B. Mechanisms of mindfulness. Journal of Clinical Psychology. 2006;62(3):373–386.
The text is also supported by McCown, D, Reibel, D, Micozzi, MS. Teaching mindfulness: A practical guide for clinicians and educators. Springer New York. 2010:1-

5. Awareness1 Reflection1 Action1 Process of becoming aware
Requires us to set aside our first reactions
Reflection1
Transform practices to address inequities
Action1
Our session today will involve disclosure and discussion about our own power and privilege. It is important to note that as professionals we are not neutral. No action is a decision.
There is three legs of our journey together, awareness, reflection and action. If we remain open to possibilities, our learning will be rich and rewarding. The exchanging of ideas about power, oppression, privilege, professional culture, social class can be risky. This type of learning may evokes an emotional response, please take time to work through these feeling and only share what you are comfortable sharing in this setting. We understand that part of the journey is personal.
Self-awareness is a process of becoming aware of the ways we think about ourselves and our worlds and conscious of oppressions and inequities in our worlds. This is about noticing viewpoints that are not familiar or are different from those you encounter in your usual surroundings
Self-Reflection: requires us to set aside our first reactions and be attentive, and to ask questions of what we think are understanding and to enter into a deep discussion exploring assumptions and contexts.
Action: Identify and implement actions that will transform practices to address inequalities through changes in your personal and professional environment based on concepts such as social justice, inclusivity, equity and human rights.
Reference: Getzlaf BA, Osborne M. A journey of critical consciousness: An educational strategy for health care leaders. International Journal of Nursing Education Scholarship. 2010;7(1):1-15.

6. Everyone needs something
Proportionate Universalism includes everyone. Its says “everybody needs something to stay healthy or be increase their sense of well-being”
Language can create a hierarchy and perpetuate shame and stigma in accessing services – creating an “us vs. them” or “those who have or those who don’t” or “survival of the fittest” mentality

7. The wheel is a visual cue/reminder, in meeting spaces and at work stations, of the matrix of health and wellness needs any community has. We recognize the SDOH are webbed together and influences (positive or negative) on each one of from contributes to their health outcomes. Priority populations is a common term in public health. The wheel highlights the many ways in public health we need to consider the varying priorities that need to be address in order to promote health. Everyone in a community is a priority and priorities will shift with our age or economic status, for example.
Health Equity Fruit activity – divide into small groups, present the task (5-10), groups report back on how they made decisions
Next steps for the committee: How might a health equity be integrated into your planning and decision-making
Supports growth in professional competency

8. We need to be mindful at the roots of inequities and not just focus on what we see…we need to dig beyond the data.

9. What can we do? Health Equity Programing Planning Tool
Health Equity Walk Through
Health Equity Impact Assessment
Trauma-informed care

10. Questions?
Next Steps

11. Health Unit Contact Information