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Anti-racism work birth Health Care intersectionality Labour Doula LGBTQ2S+ Postpartum Doula Trauma Uncategorised understanding bias vulnerabiliity

Advocacy at Doula Canada

[vc_row][vc_column][vc_column_text css=”.vc_custom_1669384798061{margin-bottom: 0px !important;}”]Doulas support birthers, babies, and family members during an intimate and emotionally charged experience that often involves many medical twists and turns along the way. For many doula clients, pregnancy and childbirth are among the most complicated experiences with our healthcare system they will have ever had to navigate. We know that birthers need to feel in control of what happens to their bodies and to be making informed choices about their care to create a positive experience and avoid trauma. 

Doulas can change a person’s healthcare experience for the better by supporting their bodily autonomy and informed decision-making. Additionally, we are well placed to notice systemic issues that impact our clients again and again, and to use our knowledge to encourage and support changes.

Learning to engage in this type of advocacy within the scope of the doula’s role, so that our efforts are helpful, is an important aspect of our learning and professional development. To support our students and alumni, Doula Canada has developed an advocacy framework that defines advocacy in the context of doula practice and describes approaches to individual advocacy that are aligned with respect for client autonomy. 

Our framework identifies three categories of advocacy that doulas engage in: systemic advocacy, self-advocacy promotion, and individual advocacy. 

Systemic advocacy is any effort to change, remove, or add a policy or process that affects the lives of birthers, families, babies, or doulas. Examples include lobbying your elected federal representative to change the birth evacuation policy or amplifying social media campaigns that raise awareness regarding perinatal mental illness.

While we don’t usually think of it as such, our work with clients to support them to know the evidence regarding their perinatal circumstances, and ask the right questions of their healthcare providers is a form of advocacy. We encourage them to use their voice and make their conversations more effective because they are armed with information.

Sometimes, especially in the birth room, it might be necessary to advocate for the client in more direct ways. It is important that this individual advocacy does not manifest as speaking for or over the client, or in a manner that could worsen their care or medical situation.

A 2020 paper by S.S. Yam based on interviews with doulas identified three types of tactics that doulas use to advocate for their clients during labour and delivery. She calls these “soft-advocacy” techniques because they differ from what we usually think of as advocacy. Staff and instructors at Doula Canada agreed they used these strategies and had lots of guidance to offer on exactly how to use them. Their guidance was used to develop the advocacy framework. 

The three tactics identified by Yam are 1) creating deliberative space, 2) cultural and knowledge brokering, and 3) physical touch and spatial maneuvers. 

Creating deliberative space refers to strategies that give the client more time to ask questions and make decisions. One example of how doulas do this is by noticing that care that deviates from their preferences is about to happen and bringing it to the client’s attention, prompting them to ask about the intervention that is about to happen.

Cultural and knowledge brokering refer to the tactics doulas use to make sure the client understands medical jargon or cultural norms. This could involve paying close attention to the information provided by the medical team, observing how well this is understood by the client, and repeating the information in language that the client uses and understands.

Physical touch and spatial maneuvering refers to the ways we use our bodies and physical contact with the client to advocate for their needs. Examples include using our bodies to conceal the client from view, modeling consent by asking permission each time we touch the client, and using our presence to back up the client during interactions. 

The complete framework is linked below. It offers more detail on the three types of advocacy and the soft-advocacy strategies. It illustrates these concepts using case studies based on staff and instructor experiences. 

In 2023, Doula Canada will continue its work to support advocacy among its members by developing an advocacy toolkit from the framework and launching an advocacy working group for students and alumni. [/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][mk_button corner_style=”rounded” size=”large” url=”https://stefanie-techops.wisdmlabs.net/wp-content/uploads/2022/11/advocacy-framework-paper.pdf” align=”center”]Click here to view the full Advocacy Framework document[/mk_button][/vc_column][/vc_row]

Categories
Anti-racism work birth Business Childbirth Educator Equity Health Care Labour Doula LGBTQ2S+ research understanding bias Virtual Webinar

Why Is Evidence-Based Research a Vital Skill for Birthworkers?

[vc_row][vc_column][vc_column_text css=”.vc_custom_1645285741139{margin-bottom: 0px !important;}”]

Why Is Evidence-Based Research a Vital Skill for Birthworkers?

[/vc_column_text][vc_separator color=”white”][/vc_column][/vc_row][vc_row][vc_column][vc_column_text css=”.vc_custom_1645285895328{margin-bottom: 0px !important;}”]The term “evidence-based” gets used a lot more than it gets explained. “Evidence-Based medicine” is a movement within health care practice that started about 30 years ago. It is a shift in approach to relying on the best available research data to support clinical decision making regarding testing, diagnosis and treatment. It differs from the previous practice in medicine and other health professions where teaching was largely apprenticeship-based, and physicians relied on their personal clinical experience to determine patient care plans (Masic et. al., 2008).[/vc_column_text][vc_column_text css=”.vc_custom_1645285507272{margin-bottom: 0px !important;}”]Relying upon scientific evidence to make decisions has the potential to improve patient outcomes because decisions are made based on clinical data that clearly show what happened most of the time when certain choices were made or methods used. It all sounds logical and straightforward, but evidence-based care is actually more challenging to implement than it sounds and it is not without controversy. In reality, evidence-based care happens very inconsistently (Lehane et. al., 2019).[/vc_column_text][vc_column_text css=”.vc_custom_1645286010844{margin-bottom: 0px !important;}”]This is where doulas have the potential to help. There is no organized system whereby new research makes it into the hands of healthcare professionals. There can be quite a lag between new, credible research being published and health care professionals updating their practice to align with it (Lehane et. al. 2019, Soliday and Smith, 2017). It takes physicians an average of 17 years to change their practice in accordance with new research. [/vc_column_text][vc_column_text css=”.vc_custom_1645285541602{margin-bottom: 0px !important;}”]Additionally, while unintentional, an evidence-based approach can be in contradiction with a patient-centred, individualized approach to care. The standard 15 minute medical appointment does not make it feasible to conduct research for each individual. This means that even providers who are staying apprised of new research developments may provide “one-size fits all” care due to resource constraints.[/vc_column_text][vc_column_text css=”.vc_custom_1645285557316{margin-bottom: 0px !important;}”]Institutional policies and legislations are often even slower to change with new evidence. For example, while evidence has been available for quite some time that routine antibiotic eye ointment for newborns is unnecessary, this is still a hospital requirement in many jurisdictions. If providers feel pressured by institutional policy, these interventions are often framed as requirements. From the provider’s perspective that is true, however the patient always has the right to refuse treatment. Often, legislation and institutional policies only change when concerned patients and healthcare providers call for change (Soliday and Smith, 2017).[/vc_column_text][vc_column_text css=”.vc_custom_1645285573376{margin-bottom: 0px !important;}”]Doulas who are skilled at evidence-based research can support clients to gather and interpret credible scientific information that is specific to their unique needs and circumstances. Clients equipped with this information are well-positioned to self-advocate by speaking a language the provider understands (Soliday and Smith, 2017). I know from lived experience as a Queer, Black woman that being an informed and educated healthcare consumer makes for much more empowering healthcare experiences.[/vc_column_text][vc_separator color=”white”][/vc_column][/vc_row][vc_row][vc_column][vc_column_text css=”.vc_custom_1645286312153{margin-bottom: 0px !important;}”]On February 24 at 6 PM EST, I am hosting a webinar on conducting evidence-based research in birthwork. The webinar will focus on preparing a strong literature review for perinatal informational support. A literature review refers to the process of compiling and synthesizing all of the current and relevant scientific information that is available on a topic. Analysis involves assessing the quality of each source and summarizing the complete body of literature. [/vc_column_text][vc_column_text css=”.vc_custom_1645285639985{margin-bottom: 0px !important;}”]During this session, we will discuss what exactly is “evidence”. We’ll go over the different types of health research evidence that exists, as well as how to determine which sources are credible, and how different sources can vary in quality. Participants will also learn about the different types of bias that can crop up in how we search for and analyze information, as well as how to spot and reduce bias in their own research.[/vc_column_text][vc_column_text css=”.vc_custom_1645285655944{margin-bottom: 0px !important;}”]Using real scenarios provided by DTC members and webinar attendees, we’ll walk through how to turn a client concern into an unbiased research question and find a solid answer that supports your client to make informed decisions and have confident discussions with their healthcare team. [/vc_column_text][vc_column_text css=”.vc_custom_1645285674079{margin-bottom: 0px !important;}”]My approach to research draws from a mix of my graduate education in health services research, professional experiences in policy and healthcare research and my lived experiences as a Queer, racialized healthcare user. I am very excited to share knowledge and grow with those who can attend![/vc_column_text][vc_btn title=”Register here for our RESEARCH SKILLS FOR BIRTH WORKERS Webinar” color=”mulled-wine” align=”center” link=”url:https%3A%2F%2Fstefanie-techops.wisdmlabs.net%2Ftraining%2Fresearch-skills-for-birth-workers-webinar%2F|||”][/vc_column][/vc_row][vc_row][vc_column][vc_column_text css=”.vc_custom_1645285701619{margin-bottom: 0px !important;}”]Citations

Lehane, E., Leahy-Warren, P., O’Riordan, C., Savage, E., Drennan, J., O’Tuathaigh, C., O’Connor, M., Corrigan, M., Burke, F., Hayes, M., Lynch, H., Sahm, L., Heffernan, E., O’Keeffe, E., Blake, C., Horgan, F., & Hegarty, J. (2019). Evidence-based practice education for healthcare professions: An expert view. BMJ Evidence-Based Medicine, 24(3), 103–108. https://doi.org/10.1136/bmjebm-2018-111019

Masic, I., Miokovic, M., & Muhamedagic, B. (2008). Evidence Based Medicine – New Approaches and Challenges. Acta Informatica Medica, 16(4), 219–225. https://doi.org/10.5455/aim.2008.16.219-225

Soliday, E., & Smith, S. R. (2017). Teaching University Students About Evidence-Based Perinatal Care: Effects on Learning and Future Care Preferences. The Journal of Perinatal Education, 26(3), 144–153. https://doi.org/10.1891/1058-1243.26.3.144[/vc_column_text][/vc_column][/vc_row]

Categories
Anti-racism work Business Equity intersectionality LGBTQ2S+ Members understanding bias

Applying an Equity, Diversity, and Inclusion Lens to our Curricula

[vc_row][vc_column][vc_column_text css=”.vc_custom_1626172064269{margin-bottom: 0px !important;}”]In Fall 2020, Doula Canada circulated a survey that was looking to hear specifically from members self-identified as belonging to equity-seeking groups such as, but not limited to, Indigenous, Black, racialized, immigrants or newcomers, LGBTQ2S+, and/or disabled peoples. We really wanted to hear directly from members about their experiences, learn from them, and listen for ways that they felt that we could do better. Something that came up repeatedly was the gaps in our curriculum materials that resulted in members feeling excluded – things like gendered language, white dominant images, only heteronormative references, limited or inappropriate cultural references, and more. We were feeling this too and it was powerful to hear it echoed back at us!

We certainly see that, historically, the primary narrative in education and training in the perinatal field (especially in Canada) centers and reflects persons and experiences characterized in the following ways: white (including white/light skin tones and hair that tends towards long, blonde/brown and straight/wavy), in a heterosexual and racially homogenous couple, able-bodied, thin, 30-something, with pregnancy intentional and resulting from sexual intercourse between a cisgender woman and man. This narrative has been applied to both doula clients and doulas themselves. It is seen in images, language, resources and references, and focus of discussions. This narrative leaves so many valued people and groups OUT.

In late 2020, we took deeper action to change this narrative in our own house by initiating the development of a robust Curriculum Checklist that is built around an intentional integration of an equity, diversity, and inclusion (EDI) lens in curriculum materials (oral and written). Yes, a checklist sounds like it could be ugh when it comes to EDI work  – like a token action that gets people off the hook from doing any deeper, transformational work. We thought about that! Our Curriculum Checklist is for internal and external course developers and instructors who work with Doula Canada. It pushes them to reflect on how people who differ from the primary narrative are excluded and ignored, or, are mentioned and described in ways that present them as out of the ordinary. The Checklist means that dominant biases get reduced or removed from our curriculum through an intentional and guided change in language, images, references, and resources. The Checklist is also part of our Equity, Diversity and Inclusion (EDI) Action Plan (that we will officially launch soon). 

We have just started to test out the Checklist in practice. We will watch the results and take action as required. We see it as a living document that will be continuously refined and improved. Right now, it largely focuses on sexual orientation, gender identity, race, and culture as areas where the dominant narrative is exclusionary. We have started adding more on intentional inclusion of Indigenous Peoples and disabled people.

Wondering what it looks like? Here are a few snippets![/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_single_image image=”377355″ img_size=”full”][/vc_column][/vc_row]

Categories
balance birth Business Equity intersectionality Labour Doula LGBTQ2S+ Postpartum Doula pride

Bringing Your Whole Self into the (Birth) Room

[vc_row][vc_column][vc_column_text css=”.vc_custom_1623409186714{margin-bottom: 0px !important;}”]It’s June, which means it’s Pride month here in Ontario as well as many other places across Canada and the world. For many of us who are lesbian, gay, bisexual, trans, queer, and/or Two Spirit, (LGBTQ2S) that means an opportunity to celebrate our identities, our relationships, our families, and our whole fabulous selves. But even as we take to the (virtual) streets, we might wonder about bringing our identities into our work with clients.

You might be wondering, “Why do you have to bring your identity into your work? Why can’t you just keep the two things separate?” Bringing your identity into your work doesn’t necessarily mean beginning every introduction with, “Hi, I’m a doula and I’m gay!” (Though it can!) It means being able to use your pronouns, talk about your family, and share stories without having to edit yourself. It means not just seeing your clients, but also being seen by them.

While everybody has different ideas of professionalism, our work as doulas is deeply personal and relational. Sharing between doulas and clients is rarely one sided, and doesn’t have to be. Straight and cisgender doulas share their identities all the time, whether talking about their husbands or posting a family photo on social media, it’s just not seen as coming out because those identities have already been assumed.   

You might also be wondering how moving through the world as an LGBTQ2S doula might impact your business. It’s a real fear: homophobia and transphobia exist everywhere, and there are families who might choose not to hire you because of how you identify or present yourself. There are also families who will hire you exactly because of these things.  

This doesn’t mean that you have to come out: it’s a deeply personal decision. LGBTQ2S doulas navigate their identities in many different ways. You can incorporate your identity into your business mandate and name, and choose to work primarily with LGBTQ2S communities. You can market to a broader audience but share how you identify in your bio or on social media. You can plaster your website with rainbows. You can ask and expect your clients to use your name and pronouns. You can come out in your meet and greet, or as your relationship with a client builds, or when they ask you about your family. You can come out to some clients and not to others. It’s up to you.

Whatever you choose to do, we’re proud of you.

 

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