1. Objectifs

Intentions :
«The aim of the regional initiative, named Ilagiinut (‘For families’), was to develop community-led prevention, promote children, youth, and family wellbeing, and enhance connections between communities and services.» (p. 25) «This article […] aims to sketch the collaborations among service providers and between services and the community, as perceived and experienced by various stakeholders: medical and social professionals; administrative staff of local services; and institutional representatives of Nunavik.» (p. 26)

Questions/Hypothèses :
«What does collaboration look like in child and youth mental health services? What are the gaps and how can a community fill some of them to improve care?» (p. 26)

2. Méthode

Échantillon/Matériau :
«Participants included psychiatrists, general practitioners, nurses, social workers, school principals, teachers, student counsellors, representatives of local committees (education committee, health committee), and police officers. […] Of the 58 participants, 39 were non-Inuit and 19 were Inuit.» (p. 28)

Instruments :
Guide d’entretien semi-directif

Type de traitement des données :
Analyse de contenu

3. Résumé

«We noticed at least two major areas of discrepancies between ideal and current collaborations. First and foremost, participants seem to desire integrative collaboration where stakeholders sit around a table and share information and decision-making on youth and children. […] Second, within these idealized models of collaboration, ''community'' and, more specifically, the parents of youth were at the centre, defining priorities, ensuring links with services, attending appointments, and asking for preventive support.» (p. 36-37) As of now, for instance, «[i]n cases where school/parent collaboration has not been established, and where the student’s behaviours are becoming worrisome or problematic, the school might report the situation to the Department of Youth Protection (DYP). [This often leads to] over-reporting and overloading of the DYP system. In cases where parent/school collaboration is positive, school staff may be able to offer an intervention, or encourage parents to bring their child or teen to the community social worker or nursing clinic for further assessment.» (p. 31) Within the idealized models, «[c]ommunity was described almost as a ''saviour'' in a situation where service providers feel overwhelmed, overworked, and undertrained to offer the complex support required for Inuit children and youth who present behavioural and mental health problems.» (p. 37) «A first step for Ilagiinut will be to create spaces for communication between the services and the community where community members will meet to […] invite service providers individually in order to initiate dialogue […].» (p. 38)