Ryerson Stands with #BlackLivesMatterTO

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http://theeyeopener.com/2016/04/ryerson-students-march-with-blm-to/

Garnering a lot of media attention lately has been Toronto’s very own Black Lives Matter movement. A very pertinent social justice issue of our time, the Black Lives Matter movement holds its roots in our neighbouring country, the United States, where the current racial climate is centred on the persecution of the members of the black community. There have been numerous injustices involving the various police officers in different states of America, wrongly persecuting black individuals, namely, young black men. Unfortunately, for the majority, the result has been death for these wrongly persecuted individuals. This has led to a revolution in the black community; the Black Lives Matter activists used their voices to speak out on such injustices and bring honor to the fallen people of their community. They have protested various streets in the United States, asking government officials and police department officials to end the racial profiling and racial discrimination. The powerful voices of the Black Lives Matter movement in the States has been heard all around the world – including our very own neighbourhood, Toronto.

The Black Lives Matter Toronto – Coalition was is made up of Black Torontonians working in solidarity with various communities in our local streets of Toronto to work towards a common goal: social justice. This group has acknowledged the deep racial discrimination and stigmatization that black communities in the States have been going through, and have noticed similar patterns of behaviour in our very own neighbourhood. Currently, the Black Lives Matter Toronto activists have been fighting for justice for the death of Andrew Loku.

Andrew Loku was a 45 year old man, living in an apartment building on Eglinton Ave. W and Caledonia Ave. On the evening of July 4, 2015, Andrew was disturbed in his sleep by a significantly loud noise from his upstairs neighbours. He asked them continuously to minimize the noise, so that he can be able to sleep, but the noise persisted. Overwhelmed by the loud noise, and being unable to sleep, Loku grabbed a hammer and began banging it against the apartment hallway doors and walls. The police were called to address this particular noise. Within seconds of the police officer’s arrivals, a police officer shot Andrew Loku twice, killing him in the hallway of his apartment building.

Andrew Loku was regarded by all those who knew him as a kind and friendly man. He was a husband and a father to five children, and lived alone in Toronto, while working to bring his family to Canada from where they currently live in South Sudan. He graduated from George Brown College in the construction program, and worked various jobs to make ends meet for himself and for his family back in South Sudan.

The Black Lives Matter Toronto Coalition has challenged the Special Investigations Unit (SIU) to release the name of the officer who shot Andrew Loku, having not been in immediate danger or threat himself. The identity of the officer has remained un-released while the SIU investigates logistics of the situation – such as whether or not officers were notified that the building in which they were responding to, the building that Andrew Loku resided in, was leased by the Canadian Mental Health Association. This apartment complex offered affordable housing services for people suffering with a mental illness. The Black Lives Matter Toronto Coalition have worked tirelessly in protest, rain or shine – snow or sun, to plead to government officials, such as Toronto Mayor John Tory and Ontario Premier Kathleen Wynne, to address this serious injustice. As such, the officer who fatally shot Andrew Loku has not yet been charged for this unjust act nearly a year after his untimely death.

I have had the privilege of visiting the hub of the protests on 40 College Street, where I met protestors from BLM-TO. It was an environment unlike any other. While one would imagine a protest to have quite a tense, aggressive, and hostile energy, the BLM-TO exuded nothing but love and hospitality to all those who observed and/or joined the protest. There was food, water, warm blankets, gloves, and hats being passed around to the protestors – not just from amongst one another, but from the on-lookers as well. There were shouts of social justice, peace, and equality. There were cries and pleads of putting an end to racial profiling and discrimination, and a plea to the SIU and the Toronto Police Department to be accountable for their actions. There was music, dancing, motivating speeches, laughter, and deep discussions to honor the valuable black lives lost to racial injustices.

It was a pleasant surprise to see Ryerson students in solidarity with BLM-TO on campus the other day. The march was organized by numerous student groups on campus, in collaboration with BLM-TO, to protest social justice in and around the Ryerson community. With Ryerson being at the very heart of Toronto, it seemed only natural that Ryerson students stand in solidarity with our community. Among the student groups during this march for social justice included the Ryerson East Africans’ Students Association (REASA); Ryerson Student Union (RSU); and the United Black Students at Ryerson (UBSR). During the march, the students in protest used their voices to urge other fellow students to show their support by donating supplies, food, water, warm clothing, etc to the BLM-TO Coalition, to encourage the progression of the protest. Students on campus were eager and receptive to what Ryerson students and BLM-TO had to say, and showed their solidarity with the movement. It was a refreshing and culturally enriching experience to have witnessed – and frankly, it made me even more proud to be a Ram and a Torontonian.

If you would like to donate and show your support and solidarity, BLM-TO can be found here:

Black Lives Matter Toronto Coalition Facebook

Black Lives Matter Toronto Coalition Twitter

blacklivesmatterTO@gmail.com

40 College Street, Toronto, ON

Resources:

http://news.nationalpost.com/toronto/the-life-and-bloody-death-of-andrew-loku

http://www.thestar.com/news/crime/2015/07/07/andrew-lokus-death-by-a-police-bullet-came-quickly-witness-says.html

RNAO Region 7 Mental Health Workshop

On Monday, March 21, I attended the last event for the academic school year hosted by the RNAO: The Region 7 Mental Health Workshop. The aim of this workshop was to educate Ryerson’s nursing students about the importance of Mental Health in health care and the application of medicine. There was also an emphasis about actions nurses in the field can take to prioritize and maximize optimal outcomes for the mental health of the patient population. The evening consisted of a dynamic panel of speakers – all of whom are professionals in the field of mental health – that provided a unique and comprehensive perspective on the role of nurses play in mental health. Some of the speakers who spoke out on the issue of mental health include: Alumni of Ryerson’s Nursing degree program, representatives from the Toronto Police Mobile Crisis Intervention Team (MCIT), and a new graduate registered nurse working in Psychiatric Emergency.

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Each speaker shared their personal experience in dealing with mental health throughout their clinical practice. The first speaker of the night – a Ryerson Nursing alumni who now worked at Ryerson to guide current nursing students as they navigate through this program – spoke about her experience with mental illness and working with nursing students. She spoke about nursing students being one of the most notorious group of students who experience the highest level of stress. This is all credited to a demanding, highly difficult, and competitive program; having to balance academic work with clinical placements; balancing extracurricular activities; balancing personal life; etc. All of these aspects can create quite a toll on the student’s mental health, as they begin to feel overwhelmed and over-stressed. Without a strong social support network, and without adequate coping mechanisms, the nursing student’s mental health may be compromised. They may feel isolated and depressed, their grades may suffer, their personal life and self-care may be neglected, etc. This speaker spoke about the importance for nursing students to seek help for whatever they may need; whether that’s academic or otherwise. She emphasized the importance of building a strong social support network, whomever that may include, and to take advantage of on-campus resources at Ryerson. Attendees were attentive and receptive to this speaker’s insights, as often times, nursing students neglect to take care of their self as they are too focused on taking care of others. Personally, I found it refreshing to be reminded that my own mental health is important as well, and that while the mental health of my patients is an important prioritization, it is important to take care of my own mental health. Providing care for others begins there.

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The next speakers for the evening were representatives from Toronto Police’s MCIT program. One of the representatives included a Toronto Police Officer who is specially trained to handle cases with individuals suffering from mental illnesses. The other representative from Toronto Police’s MCIT program was a mental health nurse, who is specially trained by Toronto Police to respond to cases with individuals who are compromising their conduct in society, due to their mental illness. This was a significant topic for the night, as the involvement of nurses in the industry of forensics is a relatively novel concept. Nurses typically work in the traditional health care environment – acute or community – whereas police officers work in their separate jurisdiction. Although there has been significant co-operation between both industries in several cases, the concept of merging both industries to address issues of mental health has only just been introduced. The speakers spoke about their individual experience with mental health as a police officer and as a mental health nurse. The police officer drew on different strategies he would employ to de-escalade situations where individuals who suffered from mental health were at jeopardy of experiencing trouble with the law. For example, as a police officer, he would often exert force and assertive actions in order to de-escalade situations and calm the individual down. If the situation escalated any further, he would be forced to apprehend the individual and take them to hospital to treat their mental illness. The mental health nurse described her role as the individual who would be typically more successful in de-escalating the situation and calming the individual down. She noted that most individuals tend to avoid police officers when in this state, for fear of repercussion, so they would prefer to talk to someone else. In this scenario, the mental health nurse is particularly useful in communicating with the individual, negotiating with them, and working with them to ensure they receive the most adequate care for their mental health illness. With both roles working together in the community, they prove to be a very successful service for the municipality of Toronto. They promote health and safety within communities in Toronto but addressing mental health crises experienced all over the city.

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The final speaker of the evening was a new graduate RN, working as a psychiatric emergency nurse at St. Joseph Healthcare Hamilton. This final speaker was especially significant as not only was she working in the mental health field, she also experienced mental illness herself early on in her life. This was a highlight of the evening as not only did we get to hear the insights and perspective of someone working in mental health, but she was also able to enlighten us with her experience as a mental health patient. She spoke about the struggles she faced making sense of her illness as a young child, how it progressed when she entered university, how difficult it was for her to find the help that she needed, and what resources she used when she was finally able to find the help that she needed. She talked about ending the stigma related to mental illness, and emphasizing how important it is to understand that mental illness is a biological and chemical imbalance in your physiology, not an “attitude you just need to fix.” She spoke about not being ashamed about having to take medication for your illness, and how taking medication can be life-saving measures to take. It was refreshing to hear a perspective that was beyond nursing and professionals. Hearing this perspective from someone having experienced both sides of the spectrum – both the patient and the health care provider – renewed my personal way of thinking, and my own clinical practice. She talked about how her personal experience has catapulted her career and how she uses it to affect positive change in the mental health of her own patients today, and how her personal experience today not only shaped her as an individual, but has shaped her personal clinical practice.

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Needless to say, this workshop provided quite a dynamic and varied range of perspectives and insights on mental health. Nurses are often used to hearing quite similar and repetitive talks about mental health issues and what we can do to address such issues with the patient population. During this night, new perspectives and thoughts word brought to the table. It gave eager nursing students something to really think about in terms of new ways to tackle mental health issues. It opened eyes and doors to different opportunities that will enable you to affect positive change in mental health on a larger scale. At the end of the night, attendees were able to leave with a renewed understanding of what mental health means to them, their patients, and to their clinical practice.

Global Health Nursing Conference 2016

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On Tuesday, March 15, 2016, I attended the Global Health Nursing Conference held at the University of Toronto, hosted by the Nursing Undergraduate Society at UofT. The purpose and the theme of the conference this year was to shed light on Refugee and Immigrant Health.

This year’s conference is particularly poignant due to the current social climate regarding the war conflicts that have started occurring in 2011 (and are still ongoing) within Syria, and the large influx of Syrian refugees within Canadian borders. Throughout this night, we explored topics related to refugee and immigrant health, and ways in which nurses play a significant role in facilitating access to safe and appropriate for a vulnerable population. The wide variety of panelists, speakers, and session facilitators encompassed a diverse group of registered nurses [RNs] and nurse practitioners [NPs] from a variety of different global health backgrounds. They offered their experiences and perspectives on global health, the impact that nurses can create in health care on a global scale, and the types of work in which nurses can play a part in on an international health care level.

This event garnered significant attention from a variety of different undergraduate nursing students. The evening was comprised of attendees from UofT’s second-entry BScN program, Ryerson’s BScN program, Nippissing, York, etc. It was refreshing to see variety in different nursing backgrounds, making it an optimal night for opportunities to network, meet new people, and make new nursing friends!

The first part of the evening began with a panel of four RN speakers with diverse careers within global health. Some of them worked in various acute care and community health settings in different parts of the world (i.e Sudan, Ethiopa, Sierra Leone), implementing global health initiatives such as surgical programs, vaccination clinics, maternal health education, etc. Some of them worked within the local community (i.e Women’s College Hospital), addressing refugee and immigrant health needs and concerns in the Greater Toronto Area. Having these varied experiences and backgrounds in nursing come to light truly widened perspectives and opened many minds. The nursing students in attendance, a majority of whom have yet to have any solid exposure to global health nursing, were able to think of adequate health care outside of a framework that is well-resourced, highly affluent, and well-supported by a competent government structure. We were forced to think critically about what health care and health care delivery looks like in various populations and cultures, and how we – as Canadian nurses – can use our influence to affect change, in order to improve global health outcomes. Moreover, we also had the opportunity to think critically about how to address global health issues within our own local community. Various speakers spoke about what immigrants – specifically refugees – experience, in terms of health services, once on Canadian soil. We discussed barriers they often face to receiving appropriate care, such as a lack of adequate health care insurance coverage and a lack of unfamiliarity in terms of navigating a new system. The panelists did a fantastic job in articulating that our roles as nurses are to ensure that immigrants and refugees receive a care that is reflective of our health care system’s values and beliefs – that is, a care that is individualized, patient and family-centred, and comprehensive.

 A highlighted global health organization that was brought to attention during this period of the evening was Medicins Sans Frontieres [MSF]/Doctors Without Borders. A number of the RN panelists discussed their own experience in working with this organization and how MSF carries out various global health initiatives in a number of resource deficient countries. The purpose of MSF is to provide medical support and services where it is most needed on a global scale, and to ensure that health care systems and organizations are well-supported and have sufficient resources to deliver adequate care across boarders. More information on MSF and their work, as well as how to get involved, can be found on:

Medicins Sans Frontieres/Doctors Without Borders

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The next portion of the evening was a dinner and Social, where we got to engage with the founders of the company iamsick.ca. iamsick.ca is a company that has created a technology platform in the form of an app and a website, to help facilitate access and equity to adequate health services in your own area. They have developed a system whereby one is able to access the most appropriate health care provider, for their specific needs, online. Furthermore, through this system, they are able to minimize things such as emergency visits, wait times, etc., as it specifically matches the individual’s health need with the specific health service and provider that addresses that need. iamsick.ca is a company that began at UofT and has grown over the last four years, with a large number of consumers that have been helped through its services. They work directly with healthcare providers and organizations to ensure that the link between patient and provider is more effectively established. iamsick.ca ensures that health needs do not go unaddressed and are addressed appropriately. For more information on iamsick.ca, please visit:

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The last portion of the evening involved Breakout Sessions, from which students were to choose whichever session they would like to partake in, to develop more knowledge in more specific niches of global health nursing. I chose to take part in the Sick Kids International Paediatric Global Health session, due to my interests in maternal and paediatric health. In this last hour of the evening, the Nursing Manager and the Advanced Nursing Practice Educator from Sick Kids International and Sick Kids Centre for Global Child Health spoke about paediatric health and nursing care on a global scale. They spoke about their past, present, and future projects and global health initiatives to address gaps in international paediatric care. A significant gap that they have found in terms of global child health is that nurses internationally lack the advanced competencies of paediatric nursing care, making it difficult for them to deliver the care that their country’s paediatric population requires. Sick Kids Centre for Global Child Health has taken steps towards developing a project that educates nurses abroad about paediatric nursing and paediatric care, in order to empower that country’s health care providers. This project has been a focus for a large part of their work and they hope to continue educating various nurses in various parts of the world, to ensure they receive adequate paediatric nursing education and training. For more information on Sick Kids Centre for Global Child Health, and to learn more about their work, please visit:

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The Hospital for Sick Children – The Centre for Global Child Health

Needless to say, the night was successful and the nursing students in attendance learned a lot about global health and how nursing plays a pivotal role in global health. With Canadian nursing school curriculums having a strong focus on nursing in the local and national community, there is a significant lack in education about the work nurses do on an international and global scale. This conference has definitely enabled nursing students across GTA to develop their knowledge and awareness in global health nursing, and has inspired us to build careers built on the foundation of community health development alongside with acute care development.

Rally and March Against Sexism, Racism and Islamophobia in the Workplace

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On March 1st, students, faculty and community members met in the Student Learning Centre for a rally and march against sexism, racism and Islamophobia in the workplace.  The event was put on by the Sam Gindin Chair, the Anti-Racism Coalition at Ryerson, CESAR, the Jack Layton Chair and the Ryerson Feminist Collective.  The event was in response to recent incidents within Ryerson and the Ryerson Students’ Union, including the firing of Gilary Massa, who was on maternity leave.

The event began with a rally in the Student Learning Centre, with close to one hundred people gathered in the lobby.  Anne-Marie Singh, from the Anti-Racism Coalition at Ryerson, spoke first drawing parallels between the outdoor climate of wintry weather and the climate women experience.  She commented that “it’s not just chilly outside; it’s chilly in courtrooms, our work spaces, our offices…”  Singh cited racialized women on maternity leave being restructured out of their jobs as an example of this chilly climate at Ryerson.  She also discussed Indigenous faculty being questioned about their credentials and racialized staff being harassed with impunity at Ryerson.  Singh also spoke to those who hold privilege on this campus stating that, “if fighting racism seems racist, if equity feels like oppression, check your privilege”.  She also called out the Ryerson Students’ Union for needing to check their privilege if they think the firing of Gilary Massa was fair.

Massa also spoke at the event and was joined by the lawyer representing her for the Ontario Human Rights Complaint against the Ryerson Students’ Union and its current executives.  Massa described what happened to her as putting the rights of working women back 20 or 30 years; she didn’t think it was possible to be fired while on maternity leave and neither did most people she has spoken to following her termination.  She also discussed the business decision made by the Ryerson Students’ Union as anti-woman and anti-worker, and asked what kind of message this send to students and women who are entering the workforce and want to start a family.  Massa’s lawyer, Saron Beresellasi, thanked the Massa family for their decision to obtain council and fight this as well as encouraged people to pay attention to the case in hopes it will serve as a public education example for the RSU and others.

Awo Abokor, from the Ryerson Feminist Collective spoke about being frustrated by the lack of support for women, especially women of colour, in the workplace at Ryerson.  She went on to say there is no justice in the decision made that lead to Massa being fired and that intersections of class, race and gender were at play here.  Abokor sent a clear message to the entire Ryerson community: “if you don’t know what equity is, learn it”.  She described the firing of Massa as taking multiple steps back and not something that the RSU can simply apologize and move on from.

Social Work Professor, Akua Benjamin described her pride for Ryerson but was disappointed the school had not taken a stand.  Ryerson University has been quiet on the issue, but Benjamin urged the school to take a stand as this is not just something between Massa and the RSU.  She also urged people to stand in solidarity for change beyond coming out the rally; this issue is ongoing and women are continuously suffering from racism on this campus.  Benjamin described the decision to fire Massa as not in the best interest of Ryerson and not what Ryerson stands for.  Benjamin ended by speaking about Massa’s baby, who was present for the rally, and calling them a “social justice baby”.

Pascale Diverlus, from the United Black Student’s at Ryerson and co-founder of Black Lives Matter Toronto, described seeing first hand of what it’s like to be a Black woman on Ryerson’s campus and the terrifying culture that is being created.  Diverlus expressed concern for future students and the community as the RSU is currently not a place of equity; Massa was the only Black full-time worker at the RSU.  “Black lives matter, Black women matter, Black Muslim women matter, Black families matter”.

Following the rally, we marched to the Student Campus Centre, which houses the offices of the Ryerson Students’ Union.  We gathered on the third floor of the building, outside the executive team’s offices.  Winnie Ng and Janet Rodriguez lead the crowd in a number of chants; none of the executive members came out to address the crowd.

This rally can’t be the end; we need more action beyond March 1st.  Ng encouraged the crowd to write letters to the Ryerson Students’ Union and to bring this issue to the attention of Ryerson administration.  The injustice in the decision to fire Massa is clear to anyone with a basic understanding of human rights and equity, but this is not an isolated incident.  It’s a clear and blatant action that is representative of what racialized women experience in the workplace daily.  The workplace in general is a chilly place for racialized women across this country, but we have an opportunity to start changing that at Ryerson.

The Secret Life of Milk Bags

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Have you ever wondered what you could do with a milk bag? You know, those multicoloured bags that hold our milk. Well they can also hold a person, that is if you weave above 500 of them together. The School of Early Childhood Studies held an event this past week where I was able to do just that. I came together with other nutrition students and faculty, early childhood education students, and parents and children from the Early Learning Centre to turn old milk bags into mats and mattresses of a different kind.

MILKBAGSunlimited is an organization that works with schools and other institutions and individuals to create bedding and other valuable items out of old milk bags and donates them to people all over the world who need them. Working with donated milk bags that are durable, washable, don’t retain moisture, and will last for up to 25 years is not only economical but it is also environmentally conscious. These milk bags would have regularly ended up in landfills poisoning our earth and now they are providing comfort to someone who may have only a piece of cardboard to sleep on. MILKBAGSunlimited estimates that they have saved 5.7 million milk bags from landfills and created 7200 mats out of them.

MILKBAGSunlimited not only provides mats but they also collect supplies such as wheelchairs, crutches, school materials, toys, and tools and send them all over the world. What I found to be very interesting is that the mats are used as packing material, they serve a dual purpose, to protect and insulate the packing crates and to be used as a mattress at their destination. On top of all this MILKBAGSunlimited provides an opportunity for micro-entrepreneurship. They provide the supplies so that individuals in communities around the world can make their own products and sell them within their countries. This provides an opportunity for people who might otherwise not have the resources or occasion to earn an income. This allows these communities to prosper and the individuals who live there to buy food, clothing, and other necessities.

I was delighted when I heard that there was an opportunity to take some time out of my study schedule to weave together some old milk bags. It sounds strange but it’s actually quite fun and a bit of a workout. What was even more beneficial for me was getting a chance to work with the kids from the Early Learning Centre. I believe that children need a chance to learn new skills and be exposed to different kinds of work. Even though they probably had no idea why we were tying a bunch of milk bags together they got the opportunity to do something new with their hands which is very important. Kids need to see that there are different ways to learn even if they don’t see it that way, these kinds of experiences can be very formative for their brains. Additionally, being able to socialize with people who they don’t know will help them to grow.

After all the mats were finished being woven together I was given one to give away to someone who is experiencing homelessness. I regularly walk home from school and so I was sure I would find someone to give my mat to, but because of the extreme cold I had trouble. However, a few days later I was walking down Yonge Street and saw a man with his dog sitting on the street. Thankfully I had decided to try again to give the mat away that day. When I went up to him, a little nervousness in my step because I know if I were him it would be strange to have some random person come up to me and ask if I wanted some mat they made out of milk bags. After I explained what it was, he decided to keep the mat and he unrolled it and gave it to his dog to sleep on instead of using it for himself.

This whole experience made my heart feel a little lighter, but while I was walking I noticed more and more people experiencing homelessness that could have used my mat which made me sad. I found myself saying “damn I could’ve given it to that person too or that person”. It made me realize just how fortunate I am and it instilled some fear into my heart and mind. I don’t know how people who live on the street handle the stress, I can barely deal with assignments let alone not having a room of my own. I sometimes hear people comment about how disgusting homeless people are and how they are a waste and this rips my heart up because what if that were them? What if they had nowhere to go, would they want to be called disgusting? There are so many factors that lead into homelessness and so many things that come out of it that make it extremely difficult to remove oneself from it. People experiencing homelessness do not deserve to be treated as someone lesser, they are just as important to our world as we are. I feel that sometimes people create a “them and us” attitude when it comes to homelessness when it should really just be us. We are all responsible for homelessness and we can all do something about it. We should not “other” homeless people, they are a part of our society, and they are a part of us.

PedNIG Paediatric Nursing Skills Workshop: March 2016

On Saturday, March 05, 2016, I had the privilege of attending the Paediatric Skills Workshop hosted by the Paediatric Nursing Interest Group (PedNIG) of RNAO. The event was held at McMaster Medical Centre in Hamilton, Ontario. A large group of nursing students from nursing schools across Ontario eagerly attended the event, hoping to learn something new about the field of paediatrics. The room was filled with excited and anxious nursing students, waiting to hear from respectable and established paediatric registered nurses, hoping to pick their brains and learn some skills of the trade.

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The day began with open remarks from PedNIG RNAO representatives and executives, outlining the agenda for the day. The line up of speakers and presenters proved to be very exciting for the students, with a wide variety of speakers – from professionals who have been in practice for 20+ years, to new graduates who are all to familiar with the feelings of the students in the room. It was interesting to see the wide rang of experiences come together and speak about Paediatric nursing through different yet similar lenses. Each speaker and presented provided different perspectives and illustrated different ways of approaching this practice through their individualized experiences.

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The morning progressed with starting by learning how to complete a head-to-toe assessment of the paediatric population. We analyzed the process of how to conduct various health assessments in children ages 0-18 years of age, and how to act on complications found during certain assessments. It was a comprehensive review of the anatomy and physiology of the paediatric population that touched on key concepts and skills in paediatric nursing.

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The next session that followed was an overview of medication administration and dosage calculation for the paediatric population. Through this session, nursing students learned about different forms of administrating certain medications with various paediatric patients. We learned about how to assess for any signs and symptoms, how to assess for any adverse effects/toxic effects, etc. We also learned how to calculate the appropriate dosage of medication for paediatric patients depending on their weight and their condition. Students were attentive, actively participating, and collaborative with their peers throughout the entire session.

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The morning concluded by learning about paediatric mental health. This was a very new topic introduced to the practice of paediatric nursing, as mental health – up until recently – was not a standard assessment practiced in medicine. With increasing demands of putting more of a focus on mental health within health care, the paediatric population has proven to be one of the most vulnerable populations for instability in mental health. Through this particular session, we learned why exactly that is and certain influencing factors that affect the mental health of children. We learned what kinds of plans of action and intervention that paediatric nurses can take, in order to ensure that our patient population has a cohesive mental health. We learned about the importance of providing family-centred care and patient-centred care, and how we – as nurses – can play an important role as a source of support for our patients and their families.

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Following the morning’s workshop sessions, a lunch break ensued and afterwards, the afternoon’s session began. The afternoon’s session covered important topics in the field of paediatric nursing such as “Hot Topics in Paediatrics,” covering key illnesses and complications amongst the paediatric population (i.e Asthma, Type I Diabetes, pain). Following the Hot Topics session, a panel of esteemed professionals in the field conducted a Questions and Answers session with the students. This proved to be the highlight of the entire event, as students eagerly asked questions about the field and how to pursue a career in paediatrics as nurse to experienced professionals. Students asked questions such as:

“How do I gain experience in paediatrics as a student?”

“What makes a resume outstanding?”

“How can we maximize our experience in our clinical placements?”

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The panel of esteemed professionals were all too welcoming and eager to answer any inquiries and concerns that the students had. They answered with a high level of efficiency and conviction. The students were very receptive to the replies and very eager to participate in the discussions that were facilitated through the Q&A panel. This last session proved to be the most exciting aspect of the entire event and was a good way to end the day.

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Needless to say, the entire event proved to be very useful and very interactive for both the student attendees and the event hosts. The workshop was able to enhance the professional development of nursing students eager to build a career in paediatrics in a very significant way. The response to the various sessions held throughout the day were quite positive and enabled PedNIG – RNAO to be hopeful for future sessions. The event overall proved to be a huge success and attendees – myself included – left learning something new and feeling one step closer to their goals of becoming paediatrics nurses.

What I Learned From A Child Soldier

You never know what to expect when you come to Ryerson University. Surrounded by such diversity and opportunities, I’ve come to take every day as an unexpected journey – an everyday Bilbo Baggins. That’s why when I saw a poster that read “In Conversation with Michel Chikwanine: A Former Child Soldier,” I couldn’t look away. Although my parents were expecting me home in the next 2 hours, I knew this was another one of those “once in a lifetime opportunity”.

The International Issues Discussion (IID) series is designed to engage the community on major events and issues in contemporary global affairs. Michel’s presentation was incredibly captivating as he effortlessly took us back to when he was a boy living in the Democratic Republic of Congo, a refugee in Canad and now, a public speaker and  student at the University of Toronto. I had not intended on retelling his story on this blog but I feel it is important to do so. His story is special because he survived but it isn’t unique as people to this day, are still living his story.

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Courage and the pursuit of knowledge are two things that Michel has come to live by. For one, I think courage is a loaded term. What one might find courageous, another finds idiotic as it often means fighting the norm or what is expected of you.


“If you want anything you must be resilient’ – Michel Chikwanine

It was when Michel was a boy that his one courageous act is the reason he is still alive today. When he was a boy, Michel stayed afterschool to play soccer with his friends – defying his father’s order. It was there that soldiers came and abducted him and his bestfriend. There, like thousands before him, he was conditioned to become a weapon. Stabbed in the arm with cocaine and gun powder, he was blindfolded and told to shoot the gun that was placed in his small hands. The foreign curves and weight of such a violent tool was too much for him and he dropped it. But as the hysteria from his wounds took over him, he finally shot. When he opened his eyes, he saw his best friend lying there, in a pool of his own blood. He was 5 at the time and his best friend was 12.

That was his initiation. The soldier then evoked more fear by saying because he had killed his best friend, his family will never love him and they are his family now. This initiation step has forced children to believe a lie that encapsulates them in a life of fear, hate and violence. But Michel knew he needed to escape and he finally did when the soldiers took him to a village. Everyone went with their guns into the village but Michel ran into the forest. He ran for days, in a direction he did not know without food or water. To this day, he still has scars around his body. After days of running, he came out of the woods, to a shop that looked familiar. He ran into it, mumbled hysteria and passed out. He woke up in the hospital with his family around him.

After that things got worse and better. Michel’s father was a human rights lawyer and was abducted and tortured because he spoke out against the injustices that went unnoticed. When soldiers came to his house they made Michel watch as they raped his mother and three sisters. They said they would come back the next day so they fled that night with the clothes on their backs. Their journey as refugees was brutal but they eventually made it to Canada. To my shock, they were billed for the flight and food they had not only on the plane which amounted to $5,000.

Today, his family is not whole as his father was poisoned and one of his sisters went missing when she was getting her refugee papers. But Michel remains optimistic and courageous. He speaks about his experience and advocates for change that one day children won’t have to endure the terrifying experiences that he went through. I leave you now with the words his father told him many times before and that he strives to live by:

“Who in this world won’t die? But what defines us is the legacy we leave behind”  – Ramazani Chikwanine

The Story Behind The Storyteller

The Storyteller Logo

The Storyteller Logo

I think the Internet is full of trolls and it’s not necessarily the safest place to share things, that’s why I love the idea behind The Storyteller.

In a nutshell, The Storyteller is an online platform that gives people the opportunity to speak about things they might not be open about sharing with other people. It is not affiliated to Ryerson or the RSU. The only relation The Storyteller has to Ryerson is that it was started by Ryerson students.

I had the honour of meeting up with the creators of The Storyteller and learning about the inspiration behind it all.

Banner with 'The STORYTELLER' written on it

Banner with ‘The STORYTELLER’ written on it

Trisha Rolfe is a fourth year Child and Youth Care (CYC) student here at Ryerson. She told me that she learned a lot from other people’s stories and that’s why she wanted to start the blog. She’s found that she tends to be a person people come to when they need someone to talk to and it’s made her realize how much she’s learned from being an open ear. She wants to give people an opportunity to learn about aspects of peoples’ lives that they may not necessarily share openly with others. The original plan was to start a blog with her friend however that kept getting pushed back so she just ended up spearheading The Storyteller alone. Now there is a team of four working together to maintain the blog and various other social media sites.

The team! <Jamie Lupie, Kiri Witmer, Trisha Rolfe, Deanna Aguiar>

The team! Jamie Lupia, Kiri Witmer, Trisha Rolfe, Deanna Aguiar

Trisha first recruited her friend Jamie Lupia, a 3rd year student double majoring in creative writing and labour studies at Brock University. Initially, Jamie was just to help with the blog’s illustrations but she eventually started contributing posts based on some of her own experiences as well. She is the one responsible for the beautiful illustrations found throughout the blog. Afterwards, two more CYC students, Kiri Witmer and Deanna Aguiar, joined them.

Around the same time the blog was started Kiri had posted a video talking about her experiences with suicide. Kiri expressed how important it is for people to talk about issues however she felt that she keeps a lot to herself. Trisha saw this video and approached Kiri because she thought that she embodied ideals that would fit well with The Storyteller. Similarly, Trisha approached Deanna as well because she also thought that she would also be a good fit as she is extremely supportive. Each of the four members contribute to the blog in their own way.

Trisha started The Storyteller blog back in April 2015 and it is amazing how much it has grown since then. They have had several events one at Brock University and an open mic night in Niagara as both Trisha and Jamie are originally from there. They also showcased The Storyteller here at Ryerson during the FCS Student Achievement event. Trisha told me that this was her favourite event as there were a lot of people interested in reading stories. Also, it was a great way to bring awareness to our faculty to inspire people to do things outside of the classroom.

The Storyteller booth at the FCS Student Achievement Event at Ryerson University

The Storyteller booth at the FCS Student Achievement Event at Ryerson University

However, the classroom has helped fuel some of the ideas behind The Storyteller as Kiri has told me that they use concepts they’ve learned throughout the CYC program. One extremely important concept being self-care which is something that we can all relate to and should practice. It’s meant to be an outlet for not only sharing experiences but also to educate as well as to be a sort of therapy. The Storyteller also incorporates a strength-based approach because they want to focus on one’s strengths as well as celebrate the challenges or barriers one was able to overcome.

The Storyteller stresses the idea that “You are not alone” and that all of us are The Storytellers. That’s why submissions are strongly encouraged as sharing may find the solution or sharing might very well be the solution. It’s a way for people to get things off their chest so they want your rants! Submissions can be about any topic and in any form of media: stories, poetry, art, songs, etc. You can choose if you want your posts to be anonymous. They will be accepted and shared as long as posts aren’t racist, homophobic, transphobic, sexist, ablist, sanist, or discriminatory in any way. If you’re interested in making a submission click here! 

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OR if you would like to know more or if you would like to contribute in other ways you can email thestorytellerweb@gmail.com or visit any of their social media platforms: the blog, Facebook, Twitter, and Instagram.

 

Santa Needs Sensitivity Training

santa

Over the past year, I’ve been visiting a 10 year old boy with a disability at his group home.  I met him three years ago at a hospital I volunteered with; when he was leaving, group home staff invited me to come see him because they saw he had bonded with me.  I now visit him weekly and we are best friends.  This has been a year of “firsts” for my friend as he spent his life in a hospital.  The group home has provided him with so many childhood experiences that I realize we take for granted.  With that being said, this was his first time travelling to the mall to get his picture taken with Santa.

My friend was dressed in a red sweater and khakis, all ready for his Christmas picture.  His worker and I helped him practice telling Santa that he wanted Dora and Barney for Christmas.  As we waited in line, we asked him if he was excited and talked up Santa.  It was finally my friend’s turn to see Santa; we took him out of his wheelchair, put him on Santa’s lap and that is where Santa let us down.

Santa seemed awkward and uncomfortable with my friend on his lap.  He didn’t ask my friend’s name or what he wanted for Christmas, he wouldn’t even really look at him or speak to him.  This wasn’t how Santa treated the kids before and after my friend; smiling, asking their name, talking to them about what they wanted for Christmas, everything a mall Santa is supposed to do.  Although my friend is smaller than the average 10 year old, he is verbal and talks a lot.  He sat on Santa’s lap singing and talking, looking so happy yet Santa couldn’t even respond or look at him.

I’m extremely disappointed in Santa; I could understand if he was concerned about how to hold my friend or that he may hurt him due to his physical disabilities but that wasn’t the case.  If he was concerned about hurting him, he would have asked us.  He couldn’t be bothered to talk to a little boy with a disability, a little boy who has never in his life been to see Santa outside of a hospital.  I don’t know if my friend noticed this and I really hope he didn’t.  I kept trying to prompt Santa by telling my friend to tell Santa what he wants for Christmas; Santa didn’t get it.

The holidays are for all children who celebrate, not just those that are able-bodied.  My friend is just as special, spirited, unique and worthy of Santa’s time and attention as any kid standing in that line.  He has interests which he bases his Christmas wishes off of, just like every kid who has grown up celebrating Christmas.  This goes for all children with disabilities who celebrate Christmas.  They look forward to opening presents, putting out milk and cookies, decorating the tree, writing letters to Santa, and visiting him at the mall.

This specific experience relates to the systemic issues of ablelism, and the discrimination against and marginalization of folks with disabilities.  This involves our entire world learning and unlearning what we have been told and assume about people with disabilities.  This issue reaches far beyond my friend visiting Santa but regardless, there’s a little boy whose first visit to Santa may have been spoiled by the person he was most excited to see, and I’m sure there are many more kids experiencing this.  If you are a parent, family member, friend, worker, etc. to a child with a disability, I suggest avoiding the Dufferin Mall for your Christmas pictures this year.

 

 

Bullying Awareness and Prevention Week

November 15th– 21st is Bullying Awareness and Prevention Week.  Ontario has designated this week to help promote safe schools and a positive learning environment.  During this week, Ontario students and school staff are encouraged to learn more about bullying and how it affects a student’s learning and well-being.  The Ministry of Education defines bullying as “a form of repeated, persistent and aggressive behaviour directed at an individual or individuals that is intended to cause (or should be known to cause) fear and distress and/or harm to another person’s body, feelings, self-esteem or reputation”.  It goes on to describe the different forms bullying can take and more information about what this week will look like in Ontario’s schools.  What is missing from these types of conversations about bullying is the true motivations behind the actions we have associate with bullying.

The word “bullying” is often used as a softer alternative to describe what is really going on when these actions occur- racism, sexism, homophobia, transphobia, ableism, classism, sanism, etc.  Think back to your own elementary and secondary school experiences; these are the places where the language of bullying is most often used.  Think of the kids who were bullied because they wore the same clothes everyday or didn’t wear the popular brands- that is classism.  Think of the girls whose bras were cut, snapped and undone in the school yard- that’s sexism.  Think of the children of colour who were questioned and tormented following 9/11- that’s racism.  Think of all the kids who came out as LGBTQ in your high school that were harassed relentlessly by students and staff- that’s homophobia and transphobia.  Think of the students with disabilities who were harassed for the accommodations they received at school- that’s ableism and sanism.

Even after our primary and secondary school experiences, the language of bullying is still being used to soften and leave what is happening unnamed.  This past week, Black students at the University of Missouri were threatened following protests and action regarding the university’s unwillingness to address racism on campus.  Howard University and several others saw threats and/or white supremacist presence on campus.  Despite the threats against Black students, the University of Missouri did not cancel its classes, prompting many students to e-mail their professors requesting to be exempt from class the following day as they did not feel safe on campus.  One professor, who is white, responded to his students with a challenge to attend class to defeat the “bullies”.  Bullies? You mean white supremacists and racists who are threatening Black students’ lives?  Using the term “bully” attempts to make these threats less serious and leave the racism that is occurring on campus unnamed.

The language of bullying has also been commonly used in describing the Rehteah Parsons case.  This was a sexual assault rooted in misogyny and rape culture, and what took place after could be described as nothing less than harassment rooted in sexism.  When this story hit mainstream media, the term “cyber-bullying” was used to describe what Rehtaeh endured after photos of the assault were posted online.  “Cyber-bullying” is a softer term for harassment using technology and social media.

I think there should be conversations in schools around bullying prevention and awareness but this conversation is meaningless if we do not address the motivations behind the behaviour we determine to be bullying.  The Ministry of Education website states, “bullying occurs in a context where there is a real or perceived power imbalance”.  Let’s talk about what this power imbalance is; it’s race, gender, sexual orientation, gender identity, class, and ability.  The racist, sexist, homophobic, ableist, classist, transphobic world we live in does not only begin when we graduate high school.  It trickles down into our elementary and high schools where we name these children’s experiences as “bullying”.

Sources:
https://www.edu.gov.on.ca/eng/safeschools/prevention.html

https://www.washingtonpost.com/news/morning-mix/wp/2015/11/11/as-threats-spread-fear-at-mizzou-a-professor-asks-students-to-defeat-bullies-and-attend-class/

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