Photovoice: Assessing Barriers To Health Among Maine\u27s Somalian Refugee Women

UNE Graduate students Lilia Bottino and Collyn Baeder present this Interprofessional Student-Led Mini Grant Team’s Photovoice project. This project involved the distribution of cameras to women in a refugee community in Portland, Maine, with the aim of enabling them to communicate health-related issues in their community through the visual language of photography.https://dune.une.edu/ssw_artisttalks/1005/thumbnail.jp

Grant Application: Photovoice

IPEC Mini-grant application for funding of UNE student project Photovoice: A Visual Narrative into the Lives of Maine Refugee Women. Photovoice was proposed as a participatory action strategy which would provide Maine refugee women the opportunity to teach their community and policy makers about health and social issues they face. A UNE MSW student and MPH student sought to understand the barriers to health that Maine refugee women face. They proposed a project where participants would be given a camera to take photos of perceived health and social problems refugees face living in Maine. The photos would seek to work as an alternative communication model, as photos are a universal language. Images can influence how we understand and give meaning to our environments, which can impact community education and shape policy. The project was intended to strengthen communication between health professionals and our community’s refugee population in hopes of improving health and social services.https://dune.une.edu/minigrant_photovoice/1000/thumbnail.jp

Visual Voices Weekly Session Scripts

Eleven weekly session scripts for UNE student project Visual Voices: An Arts-Based Assessment Of The Perceived Identity Of Aging Maine Residents. This project was designed to investigate the topics of perception, identity, and aging. Between February and May 2015, over the course of twelve sessions, the UNE team met with six female residents of the Park Danforth senior living community in Portland to have conversations and create art about how the residents perceive themselves in contrast to how they feel perceived by important people in their lives, such as friends, family, and healthcare providers.https://dune.une.edu/minigrant_visvoice/1002/thumbnail.jp

Visual Voices Participant Recruitment Flyer

Participant recruitment flyer for UNE student project Visual Voices: An Arts-Based Assessment Of The Perceived Identity Of Aging Maine Residents. This project was designed to investigate the topics of perception, identity, and aging. Between February and May 2015, over the course of twelve sessions, the UNE team met with six female residents of the Park Danforth senior living community in Portland to have conversations and create art about how the residents perceive themselves in contrast to how they feel perceived by important people in their lives, such as friends, family, and healthcare providers.https://dune.une.edu/minigrant_visvoice/1001/thumbnail.jp

Visual Voices Approved Consent Form

Approved project consent form for UNE student project Visual Voices: An Arts-Based Assessment Of The Perceived Identity Of Aging Maine Residents, designed to investigate the topics of perception, identity, and aging. Between February and May 2015, over the course of twelve sessions, the UNE team met with six female residents of the Park Danforth senior living community in Portland to have conversations and create art about how the residents perceive themselves in contrast to how they feel perceived by important people in their lives, such as friends, family, and healthcare providers. This form documents the scope of the project and participants\u27 role therein.https://dune.une.edu/minigrant_visvoice/1003/thumbnail.jp

Grant Application: Visual Voices, An Arts-Based Assessment Of The Perceived Identity Of Aging Maine Residents

IPEC Mini-grant application for funding of UNE student project Visual Voices: An Arts-Based Assessment Of The Perceived Identity Of Aging Maine Residents. This project was designed to investigate the topics of perception, identity, and aging. Between February and May 2015, over the course of twelve sessions, the UNE team met with six female residents of the Park Danforth senior living community in Portland to have conversations and create art about how the residents perceive themselves in contrast to how they feel perceived by important people in their lives, such as friends, family, and healthcare providers.https://dune.une.edu/minigrant_visvoice/1000/thumbnail.jp

Visual Voices Project Pre-Post Survey

Participant pre-/post-project survey for UNE student project Visual Voices: An Arts-Based Assessment Of The Perceived Identity Of Aging Maine Residents. This project was designed to investigate the topics of perception, identity, and aging. Between February and May 2015, over the course of twelve sessions, the UNE team met with six female residents of the Park Danforth senior living community in Portland to have conversations and create art about how the residents perceive themselves in contrast to how they feel perceived by important people in their lives, such as friends, family, and healthcare providers.https://dune.une.edu/minigrant_visvoice/1004/thumbnail.jp

Cross-cutting principles for planetary health education

Since the 2015 launch of the Rockefeller Foundation Lancet Commission on planetary health,1 an enormous groundswell of interest in planetary health education has emerged across many disciplines, institutions, and geographical regions. Advancing these global efforts in planetary health education will equip the next generation of scholars to address crucial questions in this emerging field and support the development of a community of practice. To provide a foundation for the growing interest and efforts in this field, the Planetary Health Alliance has facilitated the first attempt to create a set of principles for planetary health education that intersect education at all levels, across all scales, and in all regions of the world—ie, a set of cross-cutting principles

Interprofessional Peer Leadership in Support of Teaching First Year Students

The Westbrook College of Health Professions (WCHP) has recruited a highly motivated group of sophomore, junior, and senior students, from across the health professions majors, to serve as Peer Teachers for the IHS 130 Interprofessional First Year Experience course for first-year health professions students. Peer Teachers are responsible for attending their weekly course section to co-lead the class with the instructor. As Lead Peer Teachers, Colleen Moody and Carolyn Nevin collaborate with Collyn Baeder each week to provide continuous support to the Peer Teachers. Weekly communication and monthly meetings from the Lead Peer Teachers serve as guidance for Peer Teacher leadership development, and in turn, supports the first year student’s adjustment to the first year of college. In addition, Lead Peer Teachers are working with faculty to revise the curriculum to enhance an interactive and engaging learning environment.https://dune.une.edu/cecespring2022/1016/thumbnail.jp

Visual Voices ArtWalk Poster

ArtWalk poster for UNE student project Visual Voices: An Arts-Based Assessment Of The Perceived Identity Of Aging Maine Residents. This project was designed to investigate the topics of perception, identity, and aging. Between February and May 2015, over the course of twelve sessions, the UNE team met with six female residents of the Park Danforth senior living community in Portland to have conversations and create art about how the residents perceive themselves in contrast to how they feel perceived by important people in their lives, such as friends, family, and healthcare providers. The artwork created by participants was showcased at Mechanics Hall during the May 1, 2015 First Friday ArtWalk in Portland, Maine.https://dune.une.edu/minigrant_visvoice/1005/thumbnail.jp