Intersectional approaches to perinatal mental health training

Abstract

This final report presents findings and analysis from my practicum experience at a Canadian Perinatal Mental Health training where my primary project involved program evaluation identifying CPMHT’s curriculum’s strengths, barriers, and areas for improvement concerning intersectional perinatal mental health. The evaluation process specifically centered around Black, Indigenous and People of Colour(s) experience in the perinatal mental health service sphere from a (BIPOC) service provider perspective via interviews, focus groups and surveys as data collection points. This process was further informed by a literature review, implementing an autoethnography approach, and trauma informed, culturally responsive and anti oppressive frameworks. The literature review examined the existing perinatal mental health framework (s), approaches, best practices, limitations and challenges within a broader societal context, while considering questions from onset related to parenthood, motherhood and how social location shapes the ways in which service provider/receiver dynamic. The practicum description outlines my role not only as a student within the CPMHT Training environment but as a program evaluator, facilitator and curriculum trainer and emphasizes the role of critical analysis and reflection intertwined in both my personal and professional identity throughout the placement process. This paper contributes to the ongoing discussions regarding the importance of Perinatal Health Equity, Diversity, Inclusion in the creation of high-quality, inclusive, and practical training programs for healthcare and mental health providers. Moreover, it examines the nuances and complexities of bridging gaps in access to standardized perinatal mental health training in ways that emphasize genuine commitments to social and reproductive justice.