7 results
Search Results
2. Declining nudes: Canadian teachers' responses to including sexting in the sexual health and human development curriculum.
- Author
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Oliver, Vanessa and Flicker, Sarah
- Subjects
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CURRICULUM , *GENDER role , *PSYCHOLOGY of teachers , *SEXTING , *HEALTH attitudes , *RESEARCH funding , *SEX education , *INTERVIEWING , *ATTITUDES toward sex , *HUMAN sexuality , *LGBTQ+ people , *DEVELOPMENTAL psychobiology , *MOTIVATION (Psychology) , *COLLEGE teacher attitudes , *STUDENT attitudes , *SOCIAL support , *SEXUAL health - Abstract
Addressing sexting in sexual health education classrooms is one way of supporting young people to become good sexual citizens and to emphasise respect and consent in their sexual practices and in their lives. While a fair amount of research has worked with youth to understand their motivations for sexting, less research has been conducted with in-service teachers to understand their perspectives, pedagogical approaches, and beliefs regarding young people and sexting. Set in this context, this paper discusses findings from interviews with Canadian teachers who were teaching a new Ontario Health and Physical Education curriculum that included discussions of sexting. Our findings suggest that many teachers are still engaging discourses of risk, shame and blame when they talk to their students about sexting. Likewise, longstanding gender norms and stereotypical sexual scripts are evident in the ways in which many teachers both understand and teach sexting. Some teachers, however, are engaging in more promising pedagogical practices that frame sexting as having a range of uses, outcomes, and purposes, painting a more holistic picture of young people's sexting landscapes. Findings from this paper may be useful for educators and policymakers creating sexting curriculum for young people in educational settings. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
3. 'Then I Met This Lovely Police Woman' Young People's Experiences of Engagement with the Criminal Justice System.
- Author
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McElvaney, Rosaleen, Collin‐Vezina, Delphine, Alaggia, Ramona, and Simpson, Megan
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QUALITATIVE research , *VIOLENCE , *RESEARCH funding , *LEGAL liability , *INTERVIEWING , *CHILD sexual abuse , *EXPERIENCE , *THEMATIC analysis , *EMOTIONAL trauma , *RESEARCH methodology , *CRIMINAL justice system , *POLICE , *SOCIAL support , *SELF-disclosure - Abstract
Young people's voices detailing how they experienced engagement with the criminal justice system following child sexual abuse, what was helpful or unhelpful and how services can be improved to minimise secondary victimisation and maximise the potential for healing are largely absent from the research literature. This paper draws on semi‐structured interviews with a culturally diverse sample (n = 47) of young people aged 14 to 25 across Ireland and Canada about their experiences of disclosure and engagement with systems. Data were collected pertaining to experiences engaging with law enforcement personnel using thematic analysis with a trauma‐informed lens. The research identified three key themes: the importance of feeling safe through kindness, transparency and being believed; the importance of having a say; and the importance of timely court processes. The study builds on the small body of qualitative research illustrating young people's lived experiences of engaging with the criminal justice system and provides empirical support for promoting a trauma‐informed approach in how police engage with young people. Guidance is offered for police professionals on how to engage with adolescents following sexual abuse. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
4. Climate change and its impact on the mental health well‐being of Indigenous women in Western cities, Canada.
- Author
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Chapola, Jebunnessa, Datta, Ranjan, and Waucaush‐Warn, Jaime
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MENTAL health , *INTERPROFESSIONAL relations , *MENTAL health services , *CLIMATE change , *INDIGENOUS women , *AT-risk people , *COMMUNITIES , *CRISIS intervention (Mental health services) , *EXPERIENCE , *INTERSECTIONALITY , *CONCEPTUAL structures , *HEALTH equity , *SOCIAL support , *WELL-being - Abstract
This collaborative paper explores the interconnections between climate change and the mental health and well‐being of Indigenous women in Western Canada. As the impacts of climate change intensify globally, vulnerable populations, particularly Indigenous communities, face disproportionate and multifaceted challenges. Centering on Indigenous women in Western Canada, this study explores how the climate crisis magnifies Indigenous communities' mental health disparities. Drawing from the Indigenist feminist research approach, the investigation focuses on Indigenous women's lived experiences, perceptions, and land‐based coping strategies amidst climate challenges, while simultaneously addressing the unique social, cultural, and historical factors influencing their mental health vulnerabilities within the context of climate change. The findings shed light on the complex relationships between environmental degradation, ongoing colonial impacts on traditional practices, and the mental well‐being of Indigenous women. Concluding with implications for policy and community‐led interventions, this research contributes to the discourse on the intersectionality of climate change impacts and mental health, particularly focusing on Indigenous women in Western Canada. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
5. Encouraging workforce diversity- supporting medical students with mobility and sensory disabilities.
- Author
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Sonn, Tammy, Fleming, Angela F., Bharghava, Rashmi, Cox, Sue, Everett, Elise N., Graziano, Scott C., Morgan, Helen K., Madani Sims, Shireen, Morosky, Christopher, Royce, Celeste S., Sutton, Jill, and Baecher-Lind, Laura
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SCHOOL environment , *VISION disorders , *ACADEMIC accommodations , *INTERPROFESSIONAL relations , *UNDERGRADUATES , *PRIVACY , *STUDENTS with disabilities , *DIVERSITY in the workplace , *ASSISTIVE technology , *GYNECOLOGY , *SOCIAL integration , *MEDICAL schools , *PSYCHOLOGY of medical students , *SOCIAL support , *HEARING disorders , *SPECIAL education , *PSYCHOSOCIAL factors , *OBSTETRICS , *MEDICAL ethics , *COMMITTEES , *ACCESS to information - Abstract
This article is prepared by the Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee and provides educators recommendations for optimizing inclusive education for our students with disabilities. Medical educators are increasingly encountering students with disabilities and have the responsibility of ensuring requirements are met. Medical education committee members from the US and Canada reviewed the literature on disabilities in medical student education to identify best practices and key discussion points. An iterative review process was used to determine the contents of an informative paper. Medical schools are required to develop technical standards for admission, retention, and graduation of their students to practice medicine safely and effectively with reasonable accommodation. A review of the literature and obstetrics and gynecology expert opinion formed a practical list of accommodation strategies and administrative steps to assist educators and students. Medical schools must support the inclusion of students with disabilities. We recommend a collaborative approach to the interactive process of determining reasonable and effective accommodations that includes the students, a disability resource professional and faculty as needed. Recruiting and supporting medical students with a disability strengthens the diversity commitment and creates a more inclusive workforce. Medical School Education Medical schools have the responsibility to train a diverse physician workforce including those with disabilities. The integration of students with disabilities is important and should be done in a structured and timely manner that maximizes the individual's abilities and incorporates reasonable accommodations in the clinical learning environment. Though the definition of disability traverses a wide variety of diagnoses, this review highlights sensory and physical disabilities and the various accommodations to facilitate access and successful completion of required objectives. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
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6. Lived Experience of the Dyad and Their Relationships Following a Fetal Death: A Hermeneutic Phenomenological Study.
- Author
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McDonough, Mary Rose and Leone-Sheehan, Danielle
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MEMORY , *GRIEF , *SOCIAL support , *RESEARCH methodology , *SOCIAL media , *MEDICAL personnel , *INTERVIEWING , *PERINATAL death , *SPOUSES , *PATIENTS' families , *EXPERIENCE , *PHENOMENOLOGY , *QUALITATIVE research , *INTERPERSONAL relations , *SOUND recordings - Abstract
Little is known about the lived experience of the dyad following a fetal death and the impact on relationships. The purpose of this paper is to explore the dyadic relationship between partners, with health care providers, and with the baby's memory after birth. This qualitative study utilized hermeneutic phenomenology. The sample included 10 heterosexual dyads from the United States and Canada. All experienced a fetal death between 6 months and 7 years prior to their interviews. The data revealed three themes: (a) The Dyad Relationship: Moving Through the Experience Together; (b) Keeping the Memory Alive: Memorializing the Baby; and (c) Relationships With Health Care Providers: A Spectrum of Caring. The findings from this study provide the beginning knowledge needed to improve the care of dyads who have experienced a fetal death and for future studies to improve care delivery for dyads as their relationships change after fetal death. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
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7. Do Residential Long-Term Care Policies Support Family Involvement in Residents' Quality of Life in Four Canadian Provinces?
- Author
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Keefe, Janice M., Taylor, Deanne, Irwin, Pamela, Hande, Mary Jean, and Hubley, Emily
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HEALTH policy , *SOCIAL support , *TERMINAL care , *FAMILY roles , *FAMILY-centered care , *FAMILY attitudes , *QUALITY of life , *RESIDENTIAL care , *DECISION making , *FAMILY relations , *LONG-term health care - Abstract
Family members are essential contributors to the quality of life (QoL) of persons living in residential long-term care (RLTC). This paper analyzes how the system enables or inhibits family involvement with residents in RLTC. Our analysis of 21 policies that regulate long-term care in four Canadian Provinces reveal differences in their portrayal of residents' families. Family roles are characterized procedurally (task-oriented) or relationally (interactive). Operational standards linked to licensing of RLTC homes employ more formal terminology, while RLTC program guidelines, use facilitative language to engage families and build relationships. Examples of orientation procedures, care protocols, living at risk, and end-of-life care reveal inter-provincial variations. We argue that there are opportunities to further engage families within the current regulatory framework and improve their continued contributions in the post-pandemic era. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
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