CONCEPTUALIZATION OF COMMUNITY WELLNESS IN THREE FIRST NATIONS COMMUNITIES by Brittany May McBeath A thesis submitted to the School of Kinesiology and Health Studies In conformity with the requirements for the degree of Master of Science Queen’s University Kingston, Ontario, Canada (May, 2020) Copyright © Brittany McBeath, 2020 Abstract Introduction: It is well known, and well documented that Indigenous conceptualizations of wellness differ from Western conceptualizations. Using Western parameters and formulations to appraise Indigenous health and wellness is highly problematic. Purpose: To address the need for Indigenous community-led conceptualizations of wellness in order to inform the creation of more culturally relevant and applicable indicators of Indigenous community wellness. Methods: Conceptualizations of wellness were explored in three First Nations communities participating in the Kahnawà:ke Schools Diabetes Prevention Project (KSDPP) Community Mobilization Training (CMT). Kane & Trochim’s (2007) Concept Mapping for Planning and Evaluation was used to systematically collect and analyze data in partnership with each Indigenous community. The research consisted of three phases including Wellness Indicator Talking Circles, online unstructured sorting and rating, and concept map interpretation sessions. Data Analysis: Using Concept Systems® Global Max™ software, three data analysis steps were conducted to create the concept maps including a similarity matrix, multidimensional scaling, and hierarchical cluster analysis. All interpretations of these outputs were completed using a participatory approach. Results: The themes of balance and wholism, intergenerational relationships, the importance of Indigenous language and culture, connectedness, food systems and the environment were prominent in all three communities. However, each community’s concept map was distinct, highlighting that the meaning of wellness within each community was directly related to their local history, context, ideals, and resources. Discussion: Given the diversity of perspectives, histories, cultures, contexts, values, and experiences across Indigenous nations, establishing generalizable Indigenous community wellness indicators is unrealistic. Conceptualizing Indigenous community wellness is a process that should be locally determined to foster ownership and sovereignty over strategic planning and evaluation efforts related to the promotion of wellness within a community. ii Statement of Collaboration This thesis is the work of Brittany McBeath under the supervision of Dr. Lucie Lévesque. This project is ancillary to the Canadian Institutes of Health Research (CIHR) funded projects titled Mobilizing Indigenous Knowledge for Community-Driven Wellness (#IAW-151691) and Community Mobilization Training for Diabetes Prevention: Implementation and scale-up of a best practice training model for diverse Indigenous communities (CIHR PI3-151327) of which Dr. Lucie Lévesque is the Nominated Principal Investigator. The idea to explore conceptualizations of Indigenous Wellness was a collaborative effort between all members of the Kahnawà:ke Schools Diabetes Prevention Project (KSDPP) Research Team, led by Dr. Lucie Lévesque (Professor, Queen’s University), Dr. Treena Delormier (Associate Professor, McGill University), and Dr. Alex M. McComber (Adjunct Professor, Queen’s University). The collection of qualitative data through Wellness Indicator Talking Circles was coordinated by Dr. Lucie Lévesque, Dr. Treena Delormier, Dr. Alex M. McComber, Donna Ivimey (Research Coordinator for Dr. Lévesque), and Community Research Assistants (Tanager Abigosis, Pam Smith and Denise Leafe). The collection of qualitative data through Wellness Indicator Talking Circles was facilitated by Brittany McBeath, Andrea Ianni (MSc, Queen’s University) and Olivia Franks (MSc Student, Queen’s University). Data collection and analysis of concept maps using Concept Systems® Global Max™ software was performed by Brittany McBeath, and the interpretation of results was done by participants of the KSDPP Community Mobilization Training (CMT). Brittany McBeath performed the writing for these thesis chapters, extensively reviewed, revised and approved by the KSDPP Research Team, and KSDPP Community Advisory Board. Each community involved in the project is in the process of providing revisions and approval of this document. Dr. Lucie Lévesque revised this thesis extensively. iii Acknowledgements In line with the Ohén:ton Kariwatékhwen, I will start by giving my greetings and thanks to onkwe’shón:’a. First and foremost, I would like to acknowledge my supervisor, Dr. Lucie Lévesque. Thank you for convincing me that pursuing a research-based Master’s degree would align with my aspirations to simply ‘work with people’. Thank you for introducing me to your network of community partnerships, research partnerships and colleagues. All of the opportunities you offered to me over the past two years have enriched my development both personally and academically. Graduate studies under your supervision brought me coast-to-coast and even to the other side of the world. Thank you for providing a space for me to learn and grow at my own pace. You have been encouraging from the very beginning and I am grateful for your unwavering support, and guidance throughout this process. I look forward to all that is to come over the next few years. Along with Lucie, I would like to acknowledge her Research Coordinator, Donna Ivimey. Thank you for being the backbone of the entire operation. Thank you for all of your help navigating the administrative side of conducting research. And thank you for always making a point to advocate for and acknowledge the work of graduate students. Your office is one of my go-to stops when I am on campus and I always appreciate our conversations. I would like to acknowledge the School of Kinesiology and Health Studies for all of the resources and learning experiences they have provided. I am most grateful for the Teaching Assistantship opportunities that are available to graduate students in our department. Our department is made up of a very diverse range of expertise and interests. Being able to study within an environment made up of such diverse perspectives has allowed me to become more knowledgeable, open-minded and versatile. I am also grateful that the department and the School of Graduate Studies has been so accommodating as I completed this degree. Thank you for iv supporting me throughout my first, and second, time limit extension required to complete this project. I would like to acknowledge the Kahnawà:ke Schools Diabetes Prevention Project (KSDPP) for welcoming me as a graduate student trainee. I feel very fortunate to have been able to learn from such an accomplished community organization that is leading the way in the field of Indigenous Health Promotion. I would like to give a special shout-out to Dr. Alex M. McComber, Dr. Treena Delormier, Amelia McGregor, Dr. Morgan Phillips, Judi Jacobs, Kaia’tanó:ron Mayo and all of the Community Advisory Board members. I offer my deepest thanks to each of you for supporting me in my studies in various ways whether it be by providing letters of recommendation for scholarship applications, taking the time to review my thesis and countless abstracts, or spending time visiting during kitchen table conversations. I am grateful for the opportunity to grow as a student within a research context that is grounded in Rotinonhsyón:ni principles. I look forward to continuing as a graduate student trainee working with KSDPP. I would like to acknowledge each of the community partners that took part in the KSDPP Community Mobilization Training. Spending time getting to know each of the community members that participated in the training was my favourite part of this project. It is with great thanks that I acknowledge each of the community members that generously shared their knowledge throughout their participation in this project. Your perspectives are so valuable, and I have done my best to do them justice. Thank you for allowing me the privilege to be the author of this story. I would like to acknowledge my fellow ‘lab’ mates. I am so thankful for the supportive dynamic that we have created. To Colin, thank you for also playing an integral role in my journey to grad school. It was no coincidence that you showed up at Four Directions as a representative from the School of Kinesiology and Health Studies in place of a representative from the Rehabilitation department to speak to me about opportunities for graduate students almost five years ago. I don’t think you realize how much you have taught me over the past few years. You v have a way of turning side conversations into stimulating discussions that have shifted my entire worldview. Thank you for your mentorship and for always setting a great example. To Anoushka, we also crossed paths almost five years ago at Four Directions back when you were doing a project with the Aboriginal Youth Leadership Program. You have been a key part of what has led me here today as well. Thank you for your gentle soul and great advice. You have a way of seeing the bigger picture and I always look forward to catching up with you. To Sarah D., thank you for always seeing the best in me when I could not see it in myself. Thank you for involving me in your Play-Streets Project in partnership with Kingston Gets Active. Thank you for lending me books from your satellite library collection, and for our often- therapeutic