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2. A Profile of Youth Not in Employment, Education or Training (NEET) in Canada, 2015 to 2017. Analytical Studies Branch Research Paper Series
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Statistics Canada, Davidson, Jordan, and Arim, Rubab
- Abstract
Reducing the proportion of youth not in employment, education or training (NEET) is one of the targets of the United Nations Sustainable Development Goal 8. This has become an important indicator that is monitored by many countries and international organizations since youth NEET are prone to long-term economic and social difficulties. Although Canada-centric studies on youth NEET exist, they tend to focus on sociodemographic characteristics and on educational and employment outcomes. This report aims to expand the information on Canadian youth NEET by examining various sociodemographic and psychosocial characteristics. It also aims to explore whether different subgroups of youth NEET experience similar psychosocial characteristics. This study is based on data from three recent Canadian Community Health Survey cycles (2015 to 2017). This study indicated various sociodemographic and psychosocial differences between Canadian youth NEET and non-NEET, and also highlighted the diversity among different youth NEET subgroups. Future research should continue to identify risk and protective factors related to NEET status by distinguishing among the subgroups of this population.
- Published
- 2019
3. Are Mental Health and Neurodevelopmental Conditions Barriers to Postsecondary Access? Analytical Studies Branch Research Paper Series
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Statistics Canada, Arim, Rubab, and Frenette, Marc
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The Canadian literature on postsecondary access has identified many of its key determinants including parental education and income, academic performance, and sex. However, relatively little work has investigated the independent role of disability in postsecondary enrollment. This study fills that gap by estimating the relationship between mental health and neurodevelopmental conditions diagnosed in childhood (available from the National Longitudinal Survey of Children and Youth [NLSCY]) and postsecondary enrollment during early adulthood (available from the tax credits on the T1 Family File [T1FF]). The study is possible as a result of the recent linkage between the NLSCY and T1FF. The findings suggest that 77% of youth who were not diagnosed with any long-term health condition in their school years (the comparison group) enrolled in postsecondary education (PSE) by their early 20s. In contrast, 60% of youth diagnosed with a neurodevelopmental condition (NDC) enrolled in PSE in the same time frame (a gap of 17 percentage points), while only 48% of youth diagnosed with a mental health condition (MHC) enrolled in PSE (a gap of 29 percentage points compared with youth in the comparison group). Youth diagnosed with both an NDC and an MHC were even less likely to enroll, with only 36% going on to PSE (41 percentage points behind youth in the comparison group). Differences in sex, academic performance and family background (e.g., parental income and education) explain only about one-third of these gaps. Among the MHCs, the most common diagnosis was Attention Deficit Hyperactivity Disorder (ADHD). Youth with an ADHD diagnosis were less likely to pursue PSE than youth diagnosed with other types of MHCs such as emotional, psychological or nervous difficulties. These findings suggest that youth diagnosed with NDCs and MHCs in their school years face barriers to enrolling in PSE that are distinct from those confronting other youth.
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- 2019
4. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (37th, Jacksonville, Florida, 2014). Volume 1
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Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-seventh year, the Research and Theory Division and the Division of Instructional Design of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. This year's Proceedings is presented in two volumes--Volume 1 includes twenty-seven research and development papers. Volume 2 includes thirty-one papers on the practice of educational communications and technology. The 27 papers with respective authors included in Volume 1 are: (1) Information Visualization in Students Eye: An Eye Tracking Study of Rising Sea Levels (Dalia Alyahya, Suzan Alyahya); (2) Interactive eBooks as a Tool of Mobile Learning for Digital-Natives in Higher Education: Interactivity, Preferences and Ownership (Aadil Askar); (3) Recognition of Prior Learning Occurring in Online Informal and Non-Formal Learning Environments: The Case of Higher Education in Turkey (Mesut Aydemir); (4) Open Dialogue: A Content Analysis of the #OpenEducation Twitter Hashtag (Fredrick W. Baker); (5) Enhancing Online Courses with Digital Storytelling (Sally Baldwin, Yu-Hui Ching); (6) Visualizing Learning for the Next Generation: Visual and Media Literacy Research, 2000-2014 (Danilo M. Baylen, Kendal Lucas); (7) Examining the Role of Emotion in Public Health Education Using Multimedia (Sungwon Chung, Kwangwoo Lee, Jongpil Cheon); (8) Students' Online Learning Experiences in Collectivist Cultures (Ana-Paula Correia); (9) Emphasis on Standards: What Do the Interns Report? (Lana Kaye B. Dotson); (10) A Comparison of Learner Self-Regulation in Online and Face-to-Face Problem-Based Learning Courses (Christopher Andrew Glenn); (11) Exploring the Influence of Academic Technology Professionals in Higher Education (Stephanie Glick); (12) Educational Technologies Working in Today's Classrooms: Tech Tools And Apps for Teaching in the Real World (V. Paige Hale); (13) Modeling the Processes of Diagramming Arguments that Support and Inhibit Students' Understanding of Complex Arguments (Allan Jeong, Haeyoung Kim); (14) A Review of Research on Collaboration via Blogs in Online Learning (Habibah Khan, Trey Martindale); (15) Competency of Teachers in Using Technology Based on ISTE NETS.T In Tatweer Schools-Saudi Arabia (Abdulrahman A Kamal); (16) Middle School Teachers' Perspective: The Benefits, Challenges, and Suggestion When Using the iPad (Jeungah Kim); (17) Concept Centrality: A Useful and Usable Analysis Method to Reveal Mental Representation of Bilingual Readers (Kyung Kim, Roy B. Clariana); (18) Adolescents' Internet Use and Usage in a Family Context: Implications for Family Learning (Wilfred W. F. Lau, Allan H. K. Yuen); (19) Leveraging Technology: Facilitating Preservice Teachers TPACK Through Video Self Analysis (James E. Jang, Jing Lei); (20) Use of the Flipped Instructional Model in Higher Education: Instructors' Perspectives (Taotao Long, John Cummins, Michael Waugh); (21) Evaluation of the "Let's Talk: Finding Reliable Mental Health Information and Resources" Pilot Program for Grades 7 and 8 Students in Three Ontarian School Boards and One Independent School in Quebec (Cameron Montgomery, Natalie Montgomery, Christine Potra); (22) Touching Our Way to Better Conversations: How Tablets Impact Cognitive Load and Collaborative Learning Discourses (Christopher Ostrowski); (23) The Effect of Self-Assessment on Achievement in an Online Course (Yasin Özarslan, Ozlem Ozan); (24) Perceptions of the Role and Value of Interactive Videoconferencing and Chat Rooms in Supporting Goals of Cross-Cultural Understanding among Three Educational Nonprofit Organizations (Shilpa Sahay, Pavlo Antonenko); (25) Pre-Service English Teachers' Achievement Goal Orientations: A Study of a Distance English Language Teacher Education Program (Hasan Uçar, Müjgan Bozkaya); (26) Perceptions of Online Program Graduates: A 3-Year Follow-up Study (Michael L. Waugh, Jian Su Searle); and (27) Course Structure Design Decision to Solve Academic Procrastination in Online Course (Yufei Wu, Tiffany A. Koszalka, Lina Souid, Jacob A. Hall). (Individual papers contain references.) [For Volume 2, see ED562048.]
- Published
- 2014
5. Comparing the feasibility, acceptability, clinical-, and cost-effectiveness of mental health e-screening to paper-based screening on the detection of depression, anxiety, and psychosocial risk in pregnant women: a study protocol of a randomized, parallel-group, superiority trial.
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Kingston D, McDonald S, Biringer A, Austin MP, Hegadoren K, McDonald S, Giallo R, Ohinmaa A, Lasiuk G, MacQueen G, Sword W, Lane-Smith M, and van Zanten SV
- Subjects
- Anxiety psychology, Canada, Clinical Protocols, Computers, Handheld, Depression psychology, Feasibility Studies, Female, Humans, Mental Health Services, Predictive Value of Tests, Pregnancy, Pregnancy Complications psychology, Prenatal Care, Psychometrics, Risk Factors, Urban Health Services, Anxiety diagnosis, Depression diagnosis, Internet, Mental Health, Pregnancy Complications diagnosis, Psychiatric Status Rating Scales, Research Design, Surveys and Questionnaires
- Abstract
Background: Stress, depression, and anxiety affect 15% to 25% of pregnant women. However, substantial barriers to psychosocial assessment exist, resulting in less than 20% of prenatal care providers assessing and treating mental health problems. Moreover, pregnant women are often reluctant to disclose their mental health concerns to a healthcare provider. Identifying screening and assessment tools and procedures that are acceptable to both women and service providers, cost-effective, and clinically useful is needed., Methods/design: The primary objective of this randomized, parallel-group, superiority trial is to evaluate the feasibility and acceptability of a computer tablet-based prenatal psychosocial assessment (e-screening) compared to paper-based screening. Secondary objectives are to compare the two modes of screening on: (1) the level of detection of prenatal depression and anxiety symptoms and psychosocial risk; (2) the level of disclosure of symptoms; (3) the factors associated with feasibility, acceptability, and disclosure; (4) the psychometric properties of the e-version of the assessment tools; and (5) cost-effectiveness. A sample of 542 women will be recruited from large, primary care maternity clinics and a high-risk antenatal unit in an urban Canadian city. Pregnant women are eligible to participate if they: (1) receive care at one of the recruitment sites; (2) are able to speak/read English; (3) are willing to be randomized to e-screening; and (4) are willing to participate in a follow-up diagnostic interview within 1 week of recruitment. Allocation is by computer-generated randomization. Women in the intervention group will complete an online psychosocial assessment on a computer tablet, while those in the control group will complete the same assessment in paper-based form. All women will complete baseline questionnaires at the time of recruitment and will participate in a diagnostic interview within 1 week of recruitment. Research assistants conducting diagnostic interviews and physicians will be blinded. A qualitative descriptive study involving healthcare providers from the recruitment sites and women will provide data on feasibility and acceptability of the intervention. We hypothesize that mental health e-screening in primary care maternity settings and high-risk antenatal units will be as or more feasible, acceptable, and capable of detecting depression, anxiety, and psychosocial risk compared to paper-based screening., Trial Registration: ClinicalTrials.gov Identifier: NCT01899534.
- Published
- 2014
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6. Theoretical Foundations of Culturally Responsive Teaching and Connections to Saskatchewan Curriculum and Indigenous Education
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Jessica K. Madiratta
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This paper examines the attributes of culturally responsive teaching (CRT) as well as its theoretical foundations. Gay's (2018) work describes the eight attributes of CRT as validating, comprehensive and inclusive, multidimensional, empowering, transformative, emancipatory, humanistic, and normative and ethical. After unpacking each attribute, I present and discuss four dimensions of Gay's (2018) theoretical foundations of CRT which include culturally diverse curriculum, teacher caring, home and school connection, and academic achievement. Further, I write about how CRT and the epistemologies of Indigenous education can lead to healthy and transformative spaces for Indigenous students in Saskatchewan public schools. For the purposes of this paper, I define healthy and transformative spaces as spaces where students have their needs met in the four dimensions of spirit, mental, physical, and emotional health.
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- 2024
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7. Voices and Insights: Using Student Voice to Understand and Address Mental Health Issues on Campus
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Squires, Vicki
- Abstract
Campuses are becoming increasingly aware of the issues with mental health and well-being among students. This paper explores the context of mental health on campuses and examines the urgent issue of how to address this growing phenomenon. Institutions need to use a holistic perspective to view wellness, and the framework of multiple, interrelated dimensions of wellness may provide a structure to examine the strengths of services and programs provided on individual campuses, as well as help in the process of identifying gaps. In designing a holistic strategy, though, it is imperative that student voice is a fundamentally important piece of planning for the necessary supports for student well-being, including academic and non-academic programs and initiatives.
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- 2019
8. Cell Phones, Student Rights, and School Safety: Finding the Right Balance
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Smale, William T., Hutcheson, Ryan, and Russo, Charles J.
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Despite the potential instructional benefits of integrating devices such as cell phones into schools and classrooms, research reveals that their improper use can negatively impact student behaviour, learning, and well-being. This paper reviews the literature and litigation on cell phone use in schools due to controversies over cheating, cyberbullying, sexting, and searches of student cell phones. Recent studies suggested that the presence of cell phones and related technologies in classrooms could detract from students' academic performances while contributing to higher rates of academic dishonesty and cyberbullying. The growing prevalence of cyberbullying is especially concerning because it can have severely negative, even tragic, effects on student mental health and safety. However, given the relatively discreet nature of cell phone use, regulations about their use can be difficult to enforce. After reviewing literature and litigation on the potential risks associated with inappropriate cell phone use in schools, this paper offers suggestions for educators to consider when devising or revising policies balancing students' individual rights with their safety and well-being before ending with a brief conclusion.
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- 2021
9. Canadian K-12 Schooling during the COVID-19 Pandemic: Lessons and Reflections
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Rizk, Jessica, Gorbet, Robert, Aurini, Janice, Stokes, Allyson, and McLevey, John
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The COVID-19 pandemic created an unprecedented disruption to education and schooling at the end of the 2019-20 school year. Operating in a context of great uncertainty, education leaders were tasked with making key decisions with potentially far-reaching impacts on the educational and mental and physical health of students and families. Drawing on 9 cross-sectoral focus groups with school board administrators, representatives from education industry partners, and K-12 educational policy research organizations, this paper provides a historical record of the evolution of decision-making and points to promising lines of inquiry and lessons that can be learned from this moment in education.
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- 2022
10. But at What Cost? Teacher Mental Health during COVID-19. Pandemic Research Report
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Canadian Teachers' Federation
- Abstract
When the pandemic brought life to a screeching halt and forcefully shuttered schools across the country, few were aware that a crisis in public education was already well underway. COVID-19 may have been an unexpected and devastating shock to the system, but a virus had already taken hold, leaving Canada's public-school systems vulnerable at the worst possible moment. Years and even decades of underfunding, understaffing, and increased demands both in and outside the classroom were coupled with outdated and inadequate infrastructure and resources. The burden of keeping public education operational had been downloaded onto the backs of teachers, school staff, and administrators. So, when COVID hit, too many people were already stretched far too thin. This report provides sobering and at times heartbreaking first-hand accounts of the mental health toll the pandemic has leveled on teachers across the country. Stemming from the 2020 pan-Canadian survey on mental health, teachers shared how before and during the pandemic they continue to carry the burden, in and out of the classrooms, psychologically, emotionally, and physically, for their students, colleagues, parents, and their own close relations. The unpredictable changes and new "invisible" workload are additional responsibilities that are once again placed on the shoulders of teachers and out of their control. This report centers the stories and voices of teachers. The experiences and stories are organized around three major spheres that greatly influence teacher mental health and well-being: (1) workload; (2) pedagogy; and (3) the teaching profession. Each sphere illustrates how education workers experienced the pandemic through different aspects of their work. In the first section, workload is explored using the body as a metaphor for the ways in which various parts of the work have left a mark on teachers' bodies, including the emotional, psychological, and physical weight that teachers continue to carry as part of their workload. The second sphere explores how changes to pedagogy, or 'pedagogical pivots' created multiple issues in connecting with students and colleagues, in expectations and ability to assess and appropriately and meaningfully deliver curriculum, and in how the sense of emergency embedded itself in teachers' learning and working environments. Lastly, the third sphere explores aspects that are outside of education workers' control, in terms of professional obligations, sense of autonomy in their professional expertise, and personal perceptions of the profession, as professional circumstances orbiting around them are often out of reach and beyond their grasp.
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- 2022
11. Exploring the Effects of the COVID-19 Pandemic on International Students and Universities in Canada
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Firang, David and Mensah, Joseph
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International students in Canada make enormous contribution to the Canadian economy. As domestic students' enrolment has declined, international students' admissions have compensated for economic losses that Canadian universities incur from the decline of domestic students' enrolment. The COVID-19 pandemic is impacting international students' admissions to Canadian universities. Drawing on various secondary data sources, this article argues that international students in Canada are vulnerable due to their temporary immigration status. They are excluded from most governments' relief programs aimed at supporting Canadians during this pandemic. Most international students experience psychological and financial difficulties amid the pandemic. The situation is triggering a further decline in international students' admission, creating economic implications for Canadian universities. By exploring the challenges facing international students and the strategies required to strengthen international students' resilience and universities' capacities, the paper contributes to our understanding of the plights of international students and educational institutions amid the COVID-19 pandemic.
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- 2022
12. Yazidi Refugee Students: A Lost Generation Finding Their Way
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Sadler, Carla
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This paper examines issues that Yazidi refugee students face upon arrival to Canada, and interventions that schools can implement to support these students. Due to traumatic experiences, Yazidi students suffer from post-traumatic stress disorder (PTSD). Therefore, school staff need training to recognize the symptoms of PTSD, and schools must provide targeted counselling services and connections to community-based services. Yazidi students are often illiterate or have gaps in education, so schools need to incorporate inclusive practices to increase engagement, and provide instruction that focuses on emergent literacy and functional language. Teachers require specific training that addresses the academic needs of Yazidi students.
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- 2021
13. Challenges for Higher Education in Times of COVID-19: How Three Countries Have Responded
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Funk, Robert L.
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The COVID-19 pandemic brings to the fore strengths and weaknesses in many public policies, including higher education. There are at least three separate but related areas where institutions of higher learning have been stressed by COVID-19: financing, issues related to the logistics of learning, and inequality. These problems are especially pronounced in countries that suffer from high levels of inequality, such as Chile. This editorial offers a review of some of these challenges and their implication for long-term education policy, touching on the cases of Chile, Canada, and the United States.
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- 2021
14. A Trend Analysis of the Challenges of International Students over 21 Years
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Omotoyosi Oduwaye, Askin Kiraz, and Yasemin Sorakin
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International students leave their countries to pursue their educational goals in a different country and must adapt to succeed. However, they may face challenges when adapting to and learning a new culture. This study investigates the challenges common to international students in their host countries and summarizes the publishing trends. A literature search of peer-reviewed articles published in Scopus, Taylor & Francis, EBSCO Host, Web of Science, Springer, PubMed, and Wiley Online over 21 years (2002-2022) was done for data collection. After the screening, a total of 175 articles were included in this review and analyzed with content analysis. The findings show that the top four destinations for international students (USA, UK, Australia, and Canada) produced the most articles about international students' challenges. Additionally, most papers investigated more than one challenge, and sociocultural (82.9%) and academic challenges (82.3%) were the most researched, with language issues as the primary cause. The results also show no changes or improvement in the challenges of international students in 21 years, and areas such as psychological and economic challenges need more research. These challenges and other trends found in the articles are discussed and directions for future research are suggested.
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- 2023
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15. International Psychological Applications Conference and Trends (InPACT) 2016 (Lisbon, Portugal, April 30-May 2, 2016)
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World Institute for Advanced Research and Science (WIARS) (Portugal), Pracana, Clara, and Wang, Michael
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We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2016, taking place in Lisbon, Portugal, from 30 of April to 2 of May, 2016. Psychology, nowadays, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2016 received 332 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 96 submissions (29% acceptance rate). The conference also includes: (1) A keynote presentation from Prof. Dr. Richard Bentall (Institute of Psychology, Health & Society of the University of Liverpool, United Kingdom); (2) Three Special Talks, one from Emeritus Professor Carlos Amaral Dias (University of Coimbra, Director of Instituto Superior Miguel Torga, Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Private practitioner of psychiatry and psychoanalysis, Portugal) and Prof. Clara Pracana (Full and Training member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal), another from Emeritus Professor Michael Wang (University of Leicester, United Kingdom), and a third one from Dr. Conceição Almeida (Founder of the Portuguese Association of Psychoanalysis and Psychoanalytical Psychotherapy, and Vice-President of the Board. Member of the Teaching Committee, Portugal); (3) An Invited Talk from Dr. Ana Vasconcelos (SAMS--Serviços de Assistência Médico-Social do Sindicato dos Bancários de Sul e Ilhas, founding member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, and member of NPA-Neuropshycanalysis Association, Portugal). Thus, we would like to express our gratitude to all our invitees. This volume is composed by the abstracts of the International Psychological Applications Conference and Trends (InPACT 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). This conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. To develop the conference program six main broad-ranging categories had been chosen, which also cover different interest areas: (1) In CLINICAL PSYCHOLOGY: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) In EDUCATIONAL PSYCHOLOGY: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) In SOCIAL PSYCHOLOGY: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) In LEGAL PSYCHOLOGY: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) In COGNITIVE AND EXPERIMENTAL PSYCHOLOGY: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) In PSYCHOANALYSIS AND PSYCHOANALYTICAL PSYCHOTHERAPY: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to Psychology and its applications. It includes an extensive variety of contributors and presenters by sharing their different personal, academic and cultural experiences. Authors will be invited to publish extended contributions for a book to be published by inScience Press. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, partners and, of course, to the organizing and administration team for making and putting this conference together. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]
- Published
- 2016
16. Part I--A Case Study in Post-Secondary Mathematics: The Importance of Mental Health Awareness
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Resch, Janelle
- Abstract
Due to the shift of civilization from the Industrial Age to the Information Age, mathematical literacy has become a necessity in the twenty-first century. However, in order to learn and contribute to the mathematical community, one has to be in a state of good mental health. Where "good mental health," is defined as one who has developed a set of healthy coping strategies, while being in a positive learning environment, and having a social support system. Traditionally, universities have been the venue of such higher learning. If these institutions want to remain as thriving grounds for higher education and engines of research, post-secondary institutions need to be aware of these factors and actively contribute to the well-being of its students and faculty. Unfortunately, students do not always receive the support necessary to be mentally healthy. The purpose of this paper is to examine how social awareness and sensitivity of mental health in a university setting is a key component for individuals to flourish academically and grow personally. Several voluntary surveys completed by first and second year math students at the University of Waterloo will be presented. The surveys investigated the students' experiences at the university, particularly in the Mathematics Department. In addition, this paper explores an alternative way to structure math classes, specifically assignment scheduling, in order to help students develop healthy study habits. Instead of giving students weekly-assignments which is typically done at the University of Waterloo for the core math classes, mini-assignments were assigned after each lecture. This experiment was conducted for the second year linear algebra class, and the two methods are compared and statistically analyzed. The group who completed mini-assignments after each class consisted of 459 students, whereas the group that completed weekly-assignments consisted of 387 students. The results indicate that the more frequent assignment schedule helped students increase confidence and overall grades while reducing anxiety and stress. Finally, this paper briefly discusses the importance of socialization, specifically for young mathematicians and scientists, and potential consequences of reduced social exposure in the Digital Age. The following are appended: (1) An Exhaustive Statistical Analysis of the Weekly and EoL Assignment Group Data; and (2) Additional Comments from Students. [This paper was edited and written with the help of Eric Ocelewski.]
- Published
- 2015
17. Socio-economic resources and adult mental health in Canada: controlling for time-invariant confounders and investigating causal directionality.
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Vanzella-Yang A and Veenstra G
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- Adolescent, Adult, Canada, Female, Humans, Income, Male, Socioeconomic Factors, Stress, Psychological epidemiology, Young Adult, Mental Health, Psychological Distress
- Abstract
Objective: The aim of this study was to investigate whether family income and education have a causal effect on psychological distress among Canadian adults., Methods: We executed fixed-effects regression analyses using data from the Longitudinal and International Study of Adults (LISA). We investigated whether changes in family income and education from wave 2 (2014) to wave 3 (2016) corresponded with changes in psychological distress during this same time period. We also investigated whether changes in these socio-economic resources from wave 1 (2012) to wave 2 (2014) corresponded with lagged changes in psychological distress from wave 2 (2014) to wave 3 (2016). These models controlled for all time-invariant confounders with time-invariant effects, as well as the time-varying factors age, marital status, household size, and employment status., Results: Obtaining a postsecondary degree corresponded with lagged decreases in psychological distress among women ages 18 to 32 (b = -1.97; 95% CI = -3.53, -0.42) and men over the age of 32 (b = -1.86; 95% CI = -3.57, -0.15). The effect of postsecondary education was stronger when considering adults who stayed married throughout the three waves (b = -2.29; 95% CI = -4.37, -0.21)., Conclusion: Completing postsecondary education may have a lagged causal effect on psychological distress, and the life course timing for when postsecondary completion reduces distress is different for women and men., (© 2021. The Canadian Public Health Association.)
- Published
- 2021
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18. Trauma-Sensitive Practice for New Teacher Standards: Addressing the Epidemic of Our Times
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Fidyk, Alexandra
- Abstract
In response to provincial and national calls for whole school approaches, and in the hope to support new teacher competencies aimed at promoting mental health, this paper considers the changing dynamics within the current classroom through elements and implications of a participatory study conducted in an Alberta urban elementary school. Specifics from this research with young "girls," who engaged in ritual, ceremony, arts-integrated, contemplative, and somatic practices, target the on-going conversation on mental health and best practices in schools. Images of and from their life-size body maps are imbedded into the discussion, promoting the inclusion of body-centred, emotional, and imaginal dynamics to be integrated throughout teaching and learning. The discussion calls for the conscious shift of teachers, counselors, and leaders into more integral and ecological paradigms that understand health through the multifold relations with others and the environment. This argument is supported by trauma literature that calls for affective embodied experience, greater inclusion of right hemispheric activities, relational ethics, and teacher professional learning.
- Published
- 2019
19. 'Hungry for an Education': Prevalence and Outcomes of Food Insecurity among Students at a Primarily Undergraduate University in Rural Nova Scotia
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Frank, Lesley
- Abstract
This paper reports on food insecurity among students attending a university in rural Nova Scotia. In 2015, 1,030 students completed an online, 38-item cross-sectional survey. The results report that 38.1% of students experienced food insecurity during the previous 12 months. Food insecurity was statistically associated with living arrangements, source of funds for schooling, meal plans, and year of study. Poor overall health, poor mental health, high stress, and poor academic performance were significantly higher for food-insecure students. Students employed multiple coping strategies, with implications for academic success and long-term debt. Qualitative analysis revealed four themes related to insufficient money for food: inability to cover basic needs, health-related outcomes of persistent worry, loss of time from learning, and impacts on social life. This research demonstrates the need to re-evaluate funding policies for post-secondary education in Canada to ensure students can afford the costs of basic needs and educational costs.
- Published
- 2018
20. Are They Nuts? When Psychopathology Interferes with Career Issues.
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Bernes, Kerry
- Abstract
This article is written to help career practitioners better understand mental health problems, or psychopathology from a career case-study perspective. After an introduction to the core concepts of psychopathology, three case studies of increasing complexity will be discussed to illustrate the effects that mental health problems may have on a person's career. (Author)
- Published
- 2002
21. Isolated and Invisible: Gay, Lesbian, Bisexual and Transgendered Youth. Report for the South Fraser Regional Health Board, March 1998.
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Shelby, Patricia
- Abstract
Gay, lesbian, bisexual, and transgendered youth are largely unsupported by health service providers, educators, and parents. Problems facing these youth, especially feelings of being isolated and invisible, are far greater than expected. Discrimination and prejudice stemming from a lack of accurate information is the norm, although small pockets of support are growing in number. This report examines the health issues of gay, lesbian, bisexual, and transgendered youth in the South Fraser Region, the resources currently available to help them, and the strategies needed to improve their health. Health risks are significantly higher for them, and are largely attributed to the societal discrimination. Health risks include depression, suicide, verbal and physical assault, homelessness, school drop-out, substance abuse, and HIV infection. Individual health service providers, regional health boards, the Ministry for Children and Families, and the Ministry of Education must become involved in developing and implementing policies and strategies to improve the health of this group. Such strategies include educating health service providers, school staff, and the general public; promoting acceptance in schools and society in general; strengthening self-help networks; and conducting further research into health issues related to the needs of this group. (Contains 29 references.) (EMK)
- Published
- 1998
22. Wilding Liability in Education: Introducing the Concept of Wide Risk as Counterpoint to Narrow-Risk-Driven Educative Practice
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Beeman, Chris
- Abstract
Consideration of risk and liability in outdoor educative practice has normally been limited to the narrow risks, usually to physical health, of incidents that can cause a particular injury. In this view of risk management, the more readily controlled the circumstance, the less likelihood of risk and consequent liability. Thus, to reduce risk, learning in the natural world is often avoided because it occurs in far more complex and less controllable contexts than human-created ones. However, wider and more grave risks to physical, emotional and mental health that may accrue through a life that is lived in separation from the natural world are not often considered or evaluated. In part, this may be because these kinds of risks are less immediately evident, and liability for negative outcomes may be more difficult to measure. Thus, there is less incentive to consider them. However, delayed outcomes are still outcomes. To consider easily discerned "narrow risk" alone, while ignoring more complex and longer-term "wide risk," is no excuse for avoiding the ethical responsibility that public education carries to provide both the safest "and" most fecund context for learning. This paper introduces the concept of wide risk as a counterpoint to the narrow risk calculations now performed, and argues that in incorporating an understanding of wide risk in educative practice, at least two results are likely. The first is that learning outdoors will frequently be discovered to be a less risky alternative, if a broad range of outcomes over time are considered. The second is that the value of embracing risk in all aspects of learning ought to become a part of the learning process, and part of what is taught in public schools.
- Published
- 2021
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23. Public Wellness--Preventive Mental Health.
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Paterson, John G.
- Abstract
As today's society places more and more emphasis on preventive mental health, the use of counselors and psychologists as consultants on the radio is a viable alternative form of public education. The radio can be used to educate and inform the public about psychological issues. In 1982, a local radio station in Edmonton, Alberta aired the first program of "That's Living," a talk show that was hosted by psychiatrists and psychologists. This radio program provided a context where counselors, psychologists, and psychiatrists communicate directly with the public. This program was built on the philosophy that people are important and can be educated and informed. The program operates in the following manner. The host presents a topic and initial comments; then the telephone lines are opened for calls, and the host answers questions related and unrelated to the topic of the show. Ethical guidelines have been developed for psychologists working in the mediums of radio and television by the Association of Media Psychologists. Information on additional counseling talk shows is included. (BHK)
- Published
- 1991
24. Factors to Consider in Syrian Refugee Families' Journeys to Social Inclusion: A Literature Review
- Author
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Dodd, Jennifer, Clandinin, D. Jean, Vigneau, Gillian, Kubota, Hiroko, and Caine, Vera
- Abstract
This paper offers a review of the research literature on the experiences of young children and their families who left Syria as refugees and resettled in Canada. We identify five key factors that influence Syrian refugees' experience of social inclusion within the context of the public-school systems as well as unveil the silences in and across the current studies. The five factors are pre-arrival experiences, mental health, social supports, acquisition of English language skills, and lack of preparedness of teachers and schools. Based on limited availability of research, we outline needed research to better understand social inclusion of Syrian refugee families with young children in Canada. There is a call to pay particular attention to their educational and social encounters.
- Published
- 2021
25. The Practice of Supporting International Students Learning English in Canada: Grounding Decisions in Evidence and Lived Experience
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Carter, Alanna
- Abstract
This paper is a response to the language, learning, and life needs of the increasing number of international students studying in Canada. In addition to introducing two "real-life" international students who chose to live in Canada to learn English and otherwise study, the paper presents what the literature tells us about: international students in general; culture shock and acculturation; the struggle of international students for identity, based on the International Student Identity model; and mental health issues among this learner group. It then juxtaposes key themes found in the literature with the life experiences of the aforementioned students. Implications for students, extracurricular and preparatory program planners, and classroom instructors are shared. Given the role of many continuing education centres in providing ESL instruction and supports, the paper holds particular value for educators and administrators in the continuing education sector.
- Published
- 2016
26. Acknowledge the Barriers to Better the Practices: Support for Student Mental Health in Higher Education
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DiPlacito-DeRango, Maria Lucia
- Abstract
Despite marked improvements, intervention for students with a mental health problem or illness in Canadian higher education settings remains not yet successful, mature, or sustainable. A number of challenges have been identified as contributory to the shortcomings surrounding student mental health in colleges and universities. In this paper, I explore some of the more common barriers that currently limit the development, implementation, and sustainability of student mental health support practices. The barriers of focus include, prevailing stigma and stereotypes, underdeveloped policies, and minimal opportunities for professional development and training. I specifically highlight how these barriers frame the challenges for teaching faculty and academic staff in promoting or supporting student mental health and well-being. Following an identification and discussion of barriers, I offer suggestions on how they can be overcome, or at the very least minimized, and what this would mean for teaching and learning in relation to post-secondary student mental health. For example, in an attempt to clarify current policies surrounding mental health, I suggest and explore how institutions can assign particular individuals (i.e., a designated "task force") as responsible for the development, implementation, and evaluation of mental health policies. Ultimately, the first step to better mental health support practices is to acknowledge how they are challenged.
- Published
- 2016
27. Attendance Management in BC's K-12 Public Education System. BCTF Research Report. RR2016-01
- Author
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British Columbia Teachers' Federation (BCTF) (Canada), Research Department and Naylor, Charlie
- Abstract
Every British Columbia (BC) school district has been mandated and funded to initiate attendance management programs. Three "advisory" and seven "pilot" school districts have been announced. While the issue is evolving, this paper provides some background, research, and details about the current proposals for attendance management in BC. The rationale for introducing attendance management hinges on two claims: (1) Attendance management will save BC's public education system considerable amounts of money by reducing teachers' absences from work and therefore lower the costs of providing teachers teaching on call (TTOC); and (2) BC teachers take more time off work than do teachers in other provinces. This report discusses these claims and argues that the BC Public School Employers' Association (BCPSEA) has launched the attendance management initiative (with an initial expenditure of $3,700,000) with claims, but without evidence that long-term costs will be reduced, and by making claims about teacher absences that appear unsubstantiated and not based on the sources referenced. The following are appended: (1) Summary of Recommendations of the Service Delivery Project--Report of the Attendance Support, Wellness and Occupational Safety Working Group; (2) Attendance Support and Wellness Grant Allocation by School District; and (3) Work Absence: Critique of the Cost Estimates in "Service Delivery Project Phase 1 Report."
- Published
- 2016
28. Primus Inter PARES: First among equals—practical strategies for young adult PAtient RESearch partners (PARES) by young adult PARES.
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Rao, Sandy, Dimitropoulos, Gina, Jardine, Rae, Quickstad, Julien, Satam, Laetitia, Qureshi, Mohammad, Bui, Thyra, Todorova, Antoaneta Alexandrova, Tumaneng, Ysabelle, Suthakaran, Abitha, Dalley, Kaiden, Smith, Stacie, and Patten, Scott B.
- Subjects
YOUNG adults ,PEOPLE with mental illness ,DISCRIMINATION (Sociology) ,INTELLECTUAL disabilities ,RESEARCH personnel - Abstract
Background: This manuscript is coauthored by 15 young adult Patient RESearch partners (PARES) with lived and living mental health experiences and three institutional researchers across Canada involved in a patient-oriented research (POR) study called the HEARTS Study: Helping Enable Access and Remove Barriers To Support for Young Adults with Mental Health-Related Disabilities. We share our reflections, experiences and lessons learned as we grapple with the field of POR for its lack of clarity, hierarchical structures, internalized ableism, and accessibility challenges, among others. To mitigate the difficulties of POR, we started by laying the groundwork for equality by embracing the principle of Primus Inter Pares: First Among Equals as the foundation of our approach. In this way, we began with what we know for certain: the inherent worth and dignity of young adults as equal partners, recognizing their expertise, worldviews, creativity, and capacity to contribute meaningfully and intentionally to the research that affects their lives and futures. Main Body: The manuscript underscores the need to reconceptualize meaningful engagement in POR, advocating a shift from traditional, biased paradigms that fail to address the complexities faced by young adults with mental illness. It introduces what we have termed Adaptive and Differential Engagement, underscoring the necessity of tailoring participation to individual preferences and circumstances alongside a Tripartite Compensation model that promotes fair and holistic remuneration in research collaborations. Then we discuss the approaches we have conceptualized, such as Equitable Dialogue, Trust Architecture, Community Continuum, Unity in Diversity, Shared Stewardship, and Agile Frameworks that collectively aim to overcome barriers like language intimidation, power imbalances, framework fatigue, consultation burnout, trust deficits, and systemic discrimination and exclusion. The manuscript does not seek to prescribe any universal or standardized solutions; in fact, it seeks the opposite. Instead, it offers a thoughtful and transparent contribution to the POR canon, providing resources for young adults eager to engage in research and institutional researchers aspiring to collaborate with them. Conclusion: This manuscript is a product of our collective learning and critical self-evaluation. By integrating theoretical insights with practical strategies, we present a justice-oriented blueprint for an inclusive and egalitarian approach to POR. We advocate for applications of POR that are responsive to the individualized contexts of young adult PARES, ensuring their perspectives are central to the research with the resources to take the lead should they choose. Plain Language Summary: Together with a graduate student, co-supervisors, and 15 young people from across Canada who have experience with mental health challenges, this paper looks at how research involving young adults as patient research partners can be better. We feel that the types of research that are supposed to include us are often not clear enough and make it hard to join, especially those with unique life situations and health issues. So, in this paper, we suggest a few new ways of doing things where everyone is treated equally. We call it Primus Inter PARES: First Among Equals. This means young people are just as important as anyone else in research. We want to change the old ways that do not consider our unique experiences as young people with mental health issues. We came up with new ideas like 'Equitable Dialogue' and 'Trust Architecture' to ensure everyone understands the research and feels that they can trust the process. We also suggest ways to make sure different voices are heard and that everyone has a fair chance to contribute. We do not just offer a one-size-fits-all solution; instead, we share many ways to improve research to help young adults who want to be part of research and for the researchers who want to work with us. Our paper is about making research fair and including everyone's point of view. We hope this will make the research better for everyone, especially for young adults. [ABSTRACT FROM AUTHOR]
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- 2024
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29. Sense of Belonging and Mental Health in Hamilton, Ontario: An Intra-Urban Analysis
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Kitchen, Peter, Williams, Allison, and Chowhan, James
- Abstract
This paper examines geographic variations in sense of community belonging in Hamilton, Ontario. It also identifies the most significant health and social factors associated with belonging in the city. The research employs data from the 2007/08 Canadian Community Health Survey for respondents aged 18 or over living in the Hamilton Census Metropolitan Area. The primary unit of geography is the forward sortation area (FSA), which correspond with the boundaries comprising the first three digits of the postal code. The paper found that, overall, residents of Hamilton enjoy a strong sense of belonging to their community, one of the highest rates in Canada. Consistent with research at the national level, the paper revealed a strong and clear association between lower sense of belonging and lower self-perceived mental health. Age (45-64) and household type (couples with children) were associated with higher sense of belonging. The mapping analysis revealed that sense of belonging was generally strongest among residents of rural Hamilton and became weaker moving towards the city centre, with particularly low levels evident in the Lower City. The presence of lower sense of belonging and lower mental health was clearly visible in three FSAs comprising the central portion of the Lower City.
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- 2012
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30. Sense of Place and Health in Hamilton, Ontario: A Case Study
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Williams, Allison and Kitchen, Peter
- Abstract
The concept of sense of place has received considerable attention by social scientists in recent years. Research has indicated that a person's sense of place is influenced by a number of factors including the built environment, socio-economic status (SES), well-being and health. Relatively few studies have examined sense of place at the neighbourhood level, particularly among communities exhibiting different levels of SES. This article investigates sense of place among three neighbourhood groups in Hamilton, Ontario representing areas of low, mixed and high SES. It analyses data from a 16-point sense of place scale derived from the Hamilton Household Quality of Life Survey carried out in 2010-2011 among 1,002 respondents. The paper found that sense of place was highest among residents of the high SES neighbourhood group as well as among home owners, people residing in single-detached homes, retired residents and those living in their neighbourhood for more than 10 years. From a health perspective, the paper found that a strong association existed between sense of place and self-perceived mental health across the three neighbourhood groups. Furthermore, by way of regression modeling, the paper examined the factors influencing health-related sense of place. Among the sample of respondents, a strong connection was found between housing, particularly home ownership, and high levels of health-related sense of place. (Contains 5 tables and 1 footnote.)
- Published
- 2012
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31. Measuring Social Capital in Hamilton, Ontario
- Author
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Kitchen, Peter, Williams, Allison, and Simone, Dylan
- Abstract
Social capital has been studied by academics for more than 20 years and within the past decade there has been an explosion of growth in research linking social capital to health. This paper investigates social capital in Hamilton, Ontario by way of a telephone survey of 1,002 households in three neighbourhood groups representing high, mixed and low socio-economic status (SES). A Social Capital Measurement Tool is proposed as a straightforward way to account for differences in social capital perceptions and actions among residents. Consistent with the literature, the paper found that there was a strong association between social capital perceptions and health, particularly mental health and life stress. Social capital was greater in the high and mixed SES neighbourhoods and much weaker in the low SES neighbourhoods. With respect to social capital actions, both volunteering and voting was associated with positive overall health and mental health. Finally, the paper identified the social capital "elite"--respondents with high or above average perceptions and who participated in the two social capital actions--voting and volunteering. Prominent among the social capital elite in Hamilton is the "health wealthy" senior, a positive development for the continued social well-being of the city.
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- 2012
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32. Sense of Community Belonging and Health in Canada: A Regional Analysis
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Kitchen, Peter, Williams, Allison, and Chowhan, James
- Abstract
This article investigates the association between sense of community belonging and health among settlements of different size and across the urban to rural continuum in Canada. Using data from the recent 2007/08 Canadian Community Health Survey (CCHS), the objective is to identify the major health, social and geographic determinants of sense of community belonging and to consider policy options aimed at improving sense of belonging among certain segments of the population. The research found a significant and consistent association between sense of belonging and health, particularly mental health, even when controlling for geography and socio-economic status. At the same time, sense of community belonging improved progressively across the urban to rural continuum with remarkably high levels of belonging evident in the outer most regions of Canada. Despite the health deficit that exists in rural and small-town Canada, the paper postulates that these communities are able to overcome health challenges to create conditions conducive to a positive sense of belonging. Overall, sense of belonging was also found to be highest among seniors, people residing in single-detached homes and among couples with children and was lowest among youth, residents of high-rise apartments and among single-parents. Finally, in the context of addressing deficiencies in sense of belonging, the paper examines several recent policy developments aimed at improving mental health services in Canada.
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- 2012
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33. A Suffering Generation: Six Factors Contributing to the Mental Health Crisis in North American Higher Education
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Kruisselbrink Flatt, Alicia
- Abstract
The number of students on university and college campuses that are struggling with depression, anxiety, suicidal thoughts, and psychosis across North America is rising (Gallagher, 2008). This intensification of students' psychological needs has become a mental health crisis. The age at which many mental disorders manifest themselves is between 18 and 24, which coincides directly with the average age of student enrollment in higher education (Kessler et al., 2005). Adolescent suicide rates have tripled over the past 60 years, making suicide the second leading cause of death for that age group (Vastag, 2001). Studies conducted by the American College Health Association (2005) suggest that 12 to 18 percent of college students are being treated for a mental disorder. Canadian statistics mirror the tragic rate of mental disorders in American university students. Studies have also shown that there are more students seeking psychological care than in previous decades (Watkins, Hunt, & Eisenberg, 2011). The mental health crisis faced by North American institutions of higher education is relevant to institutional funding challenges, as the crisis is creating a growing need for financial and human resources to address this serious problem. Counselling centres in post-secondary educational institutions have difficulty meeting the growing needs of students as they are underfunded and understaffed. Resources are required to increase staffing, improve training, and increase physical space on campus for counselling centres (Kadison & DiGeronimo, 2004). There is evidence to support the reality of the mental health crisis, and the serious challenge it poses for post-secondary educational institutions. What are the factors behind this crisis? This paper identifies six factors that recent research has implicated as contributing to the mental health crisis: academic pressure, financial burden, increased accessibility of higher education, increased female to male student ratio, increased use of technology, and dramatic change in the lifestyle of university and college students. All of these factors play an important role in the mental health crisis.
- Published
- 2013
34. Resilience and Risk
- Author
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Brackenreed, Darlene
- Abstract
In the age of the human Genome Project wide spread prodigious information technology, our system of education is unable to keep pace with and meet the demands for knowledge, skills, and identification and treatment of academic, emotional, social, mental and health concerns of our youth. As the Saskatchewan task force on the state of education in Saskatchewan, Canada (1999) noted, the educational system's problems mirror those problems found in society in general. Increasingly, these societal problems are being deferred to the educational institutions for identification, treatment and prevention. While all parties tend to agree that prevention of problems is desirable, there is not general agreement about the efficacy of prevention programs rather than deficit models, nor the means by which to develop resilient students. The purpose of this paper is to identify risk factors and their potency, to identify protective or resilient factors and their potency, to identify the relationship and relevancy of these two concepts for students, and to identify family, community and school practices that foster resiliency.
- Published
- 2010
35. In Search of a Pedagogy for Character, Competence, and Fitness in Ethics Training for Graduate Psychology
- Author
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Wall, Thomas
- Abstract
Melba Vasquez (1992), educator, and ethicist, and the President Elect of the American Psychological Association wrote, "Professionals concerned with the problems of unethical behavior believe that the strongest weapon against professional misconduct may be the education of trainees" (p. 196). It is this statement, my professional experience as both a clinician and educator in a graduate psychology-training program, and my membership on a State Examining Board of Psychology that serves as the inspiration for this paper. Every state in the Union and Province in Canada has an Examining Board of Psychology that regulates the practice of psychology. In addition clinicians are responsible to the codes of ethics as members of their respective professional organizations. These groups set the standards for ethical practice that are defined by the various governing laws and ethical standards. These may vary somewhat, but all are designed to define professional practice and safeguard the public. Two of the criteria that define a profession are both the establishment of an ethics code and the capacity to work meaningfully within this code. Nowhere is this more important than in the delivery of mental health care in general and clinical psychology in particular. When problems arise resulting from an ethical violation in the course of treatment, the clinician may be faced with a disciplinary complaint to a licensing or regulatory board or the ethics committee of their professional organization. It is estimated that one in four psychologists will have a disciplinary complaint sometime in their career. In addition, certain specialties with in psychology are at a higher risk due to the nature of their practice.
- Published
- 2010
36. Poetry, Prose, and Personhood: The Art of Storytelling with the Homeless
- Author
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Zhang, Paige and Kteily-Hawa, Roula
- Abstract
In 2016, 235,000 Canadians experienced homelessness, and on any given night, there are 35,000 Canadians who are homeless. Many have significant mental-health needs. This article describes a series of storytelling workshops offered at a shelter and medical clinic to provide a space for homeless people to reflect, share their voices, gain communication skills, and connect within a peer group. Fourteen self-selected homeless men participated. The staff and participant experiences shared in this paper point to how narratives and storytelling provide a rich ground for better understanding and empowering people experiencing homelessness.
- Published
- 2018
37. A Narrative Review of Mental Health Services for Indigenous Youth in Canada: Intersectionality and Cultural Safety as a Pathway for Change.
- Author
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Weerasinghe, Navisha, Wright, Amy L., VanEvery, Rachel, and Mohammed, Shan
- Subjects
CULTURAL identity ,ONLINE information services ,PSYCHOLOGY information storage & retrieval systems ,WELL-being ,SUICIDE ,SYSTEMATIC reviews ,TRANSCULTURAL medical care ,MENTAL health ,MEDICAL care ,INTERSECTIONALITY ,MENTAL depression ,MEDLINE ,ANXIETY ,MENTAL health services - Abstract
Objectives: Indigenous youth who identify themselves as First Nations, Métis or Inuit living in Canada between the ages of 12-25 experience higher rates of depression and suicide than non-Indigenous youth. Using narrative review, this paper provides a critical analysis of the scholarly literature to explore the current delivery and accessibility of mental health services among Indigenous youth and suggests areas for improvements in system recovery. Research Design and Methods: The narrative review selected papers from databases including Google Scholar, PubMed, APA PsychInfo, and Indigenous Peoples Atlas of Canada to capture literature from several academic disciplines between August 2020 to May 2022. Data was then synthesized to deliver broad perspectives on this topic. Results: Three categories describe how the accessibility of mental health services for Indigenous youth is impacted by (1) research, (2) current mental health practice, and (3) the location of care services. The medicalization of mental health services, and its emphasis on individual causation and intervention, grounded this discussion. Intersectionality and cultural safety offered a counterpoint to medicalization since these ideas encourage the consideration of social, political, economic, and historical forces. These concepts inform possibilities for change at the micro, mezzo, and macro system levels to address this growing issue. Conclusion: Future implications for improving mental health services and mental health recovery among Indigenous youth include advancing research and implementing innovative solutions that promote intersectionality and culturally safe care across multiple system levels. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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38. Flyboy: Using the Arts and Theater to Assist Suicidal Adolescents
- Author
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Mullen, Carol A., Buttignol, Margie, and Diamond, C. T. Patrick
- Abstract
This article integrates story and the form of qualitative methodology known as arts-based inquiry. The authors use this approach to provide a case study of Kal, a 15-year-old boy who had unsuccessfully attempted to end his life by "flying" off his apartment balcony. The paper begins with orientation to the background of this case and to arts-based inquiry and case history and then proceeds with an imaginative re-creation of the involvement of Margie, Kal's caregiver, in this case in the form of a letter written in role by her as Kal to his mother. Finally, the authors discuss how arts-based representations can be used to positively affect mental health and to generate creative healing energy. In this presentation Kal is the leading character, and Margie, Kal's real-life teacher in a hospital-based mental health unit in Ontario, Canada, is the supporting actress. Through dramatic fictionalization of her work with Kal, Margie found that "human learning can be renewed when teacher researchers use arts-based textual strategies to reflect on experience and invite others to respond to these inquiries" (Diamond & Mullen, 1999, p. 18).
- Published
- 2005
39. What features of drug treatment programs help, or not, with access? a qualitative study of the perspectives of family members and community-based organization staff in Atlantic Canada.
- Author
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Mathias H, Jackson LA, Buxton JA, Dubé A, Kiepek N, Martin F, and Martin P
- Subjects
- Humans, Qualitative Research, Canada, Family, Mental Health
- Abstract
Background: Withdrawal management and opioid agonist treatment (OAT) programs help to reduce some of the harms experienced by people who use substances (PWUS). There is literature on how features of drug treatment programs (e.g., policies and practices) are helpful, or not helpful, to PWUS when seeking access to, or in, treatment. There is, however, relatively little literature based on the perspectives of family members/family of choice of PWUS and community-based organization staff within the context of Atlantic Canada. This paper explored the perspectives of these two groups on what was helpful, or not, about drug treatment programs in Atlantic Canada in terms of supporting access to, and retention in, treatment., Methods: One-on-one qualitative telephone interviews were conducted in 2020 with the two groups. Interviews focused on government-funded withdrawal management and OAT programs. Data were coded using a qualitative data management program (ATLAS.ti) and analyzed inductively for key themes/subthemes using grounded theory techniques., Results: Fifteen family members/family of choice and 16 community-based organization staff members participated (n = 31). Participants spoke about features of drug treatment programs in various places, and noted features that were perceived as helpful (e.g., quick access), as well as not helpful (e.g., wait times, programs located far from where PWUS live). Some participants provided their perceptions of how PWUS felt when seeking or accessing treatment. A number of participants reported taking various actions to help support access to treatment, including providing transportation to programs. A few participants also provided suggestions for change to help support access and retention such as better alignment of mental health and addiction systems., Conclusions: Participants highlighted several helpful and not helpful features of drug treatment programs in terms of supporting treatment access and retention. Previous studies with PWUS and in other places have reported similar features, some of which (e.g., wait times) have been reported for many years. Changes are needed to reduce barriers to access and retention including the changes recommended by study participants. It is critical that the voices of key groups, (including PWUS) are heard to ensure treatment programs in all places support access and retention., (© 2024. The Author(s).)
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- 2024
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40. Development of Children's Noncompliance Strategies from Toddlerhood to Age 5.
- Author
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Kuczynski, Leon
- Abstract
Examined were the development and correlates of children's strategies for resisting maternal control. Subjects were 51 dyads consisting of depressed or nondepressed mothers and their young. Children were 1.5 to 3.5 years of age at first observation and 5 years old during the second. Data on parent and child behaviors were coded from 9 hours of videotapes of spontaneous interactions. Active and passive forms of noncompliance were distinguished; active noncompliance behaviors were also coded in terms of their quality as interpersonal influence strategies. Findings indicated that developmental changes in children's responses to control were consistent with a perspective on noncompliance that emphasizes children's growth as autonomous agents and developing social skills. Aversive strategies such as passive noncompliance and direct defiance decreased with age while relatively more sophisticated forms of resistance, simple refusal and negotiation, increased with age. Both compliance and quality of noncompliance were predictable over time. Children 5 years of age who used skillful forms of noncompliance tended to use skillful strategies when making requests. At both ages only unskillful forms of noncompliance were related to maternal perceptions of children's maladjustment. During toddlerhood only unskillful forms of noncompliance were associated with observed negative affect in the mother. Overall, boys used more defiance and refusals than girls. Girls were more compliant than boys in families with well mothers. (Author/RH)
- Published
- 1989
41. Incorporating First Nations, Inuit and Métis Traditional Healing Spaces within a Hospital Context: A Place-Based Study of Three Unique Spaces within Canada's Oldest and Largest Mental Health Hospital.
- Author
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Ambtman-Smith VN, Crawford A, D'Hondt J, Lindstone W, Linklater R, Longboat D, and Richmond C
- Subjects
- Humans, Canada, Hospitals, Psychiatric, Inuit, Mental Health, Indigenous Canadians psychology
- Abstract
Globally and historically, Indigenous healthcare is efficacious, being rooted in Traditional Healing (TH) practices derived from cosmology and place-based knowledge and practiced on the land. Across Turtle Island, processes of environmental dispossession and colonial oppression have replaced TH practices with a colonial, hospital-based system found to cause added harm to Indigenous Peoples. Growing Indigenous health inequities are compounded by a mental health crisis, which begs reform of healthcare institutions. The implementation of Indigenous knowledge systems in hospital environments has been validated as a critical source of healing for Indigenous patients and communities, prompting many hospitals in Canada to create Traditional Healing Spaces (THSs). After ten years, however, there has been no evaluation of the effectiveness of THSs in Canadian hospitals in supporting healing among Indigenous Peoples. In this paper, our team describes THSs within the Center for Addiction and Mental Health (CAMH), Canada's oldest and largest mental health hospital. Analyses of 22 interviews with hospital staff and physicians describe CAMH's THSs, including what they look like, how they are used, and by whom. The results emphasize the importance of designating spaces with and for Indigenous patients, and they highlight the wholistic benefits of land-based treatment for both clients and staff alike. Transforming hospital spaces by implementing and valuing Indigenous knowledge sparks curiosity, increases education, affirms the efficacy of traditional healing treatments as a standard of care, and enhances the capacity of leaders to support reconciliation efforts.
- Published
- 2024
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42. Enhancing the value of digital health tools for mental health help-seeking in Canadian transitional aged youth during the pandemic: Qualitative study.
- Author
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Lo B, Teferi B, Wong HW, Abi-Jaoude A, Chopra J, Charow R, Zhang M, Shi J, Johnson A, Levinson A, Cleverley K, Henderson J, Voineskos A, and Wiljer D
- Subjects
- Humans, Adolescent, Aged, Young Adult, Adult, Digital Health, Canada epidemiology, Qualitative Research, Mental Health, Pandemics
- Abstract
While the COVID-19 pandemic has greatly exacerbated the mental health challenges of transition-aged youth (TAY) between 17 and 29 years old, it has also led to the rapid adoption of digital tools for mental health help-seeking and treatment. However, to date, there has been limited work focusing on how this shift has impacted perceptions, needs and challenges of this population in using digital tools. The current study aims to understand their perspectives on mental health help-seeking during the pandemic and emerging issues related to digital tools (e.g., digital health equity, inclusivity). A total of 16 TAY were invited from three post-secondary institutions in the Greater Toronto Area. A total of two streams of focus groups were held and participants were invited to share their perceptions, needs and experiences. Five main themes were identified: 1) Helpfulness of a centralized resource encompassing a variety of diverse mental health supports help-seeking; 2) The impact of the shift to online mental health support on the use of informal supports; 3) Digital tool affordability and availability; 4) Importance of inclusivity for digital tools; and 5) Need for additional support for mental health seeking and digital tool navigation. Future work should examine how these needs can be addressed through new and existing digital mental health help-seeking tools for TAY., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2023. Published by Elsevier B.V.)
- Published
- 2024
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43. Mental Health Promotion Efforts for Children and Youth in Canada and Beyond: Evidence in Research, Policy and Practice
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Whitley, Jessica and Gooderham, Suzanne
- Abstract
Mental health issues continue to present barriers for Canadian children, in terms of both psychological and academic outcomes. Growing numbers of students are placed "at risk" as a result. A mental health promotion approach suggests that students can develop a number of skills and competencies, namely those related to social-emotional learning (SEL), which can reduce their chance of developing mental health difficulties. In Canada, a wide range of curricula, frameworks, initiatives, and programs have been put in place that address elements of SEL. In this paper, a sampling of these drawn from across the country is described. The emphasis on SEL apparent in many provinces and territories is evidence of the shared understanding of its importance with respect to improving student outcomes. However, a lack of evidence to support these approaches, inconsistencies in terms of terminology and practices, the lack of alignment between SEL and academics, and the piecemeal approach adopted within some provinces leave SEL and mental health promotion approaches vulnerable to being labelled "add-ons" and becoming transient initiatives.
- Published
- 2015
44. Supporting At-Risk Learners: Introduction
- Author
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Hutchinson, Nancy
- Abstract
In its final report, the At-risk Working Group, which reported to the Ontario Minister of Education, described at-risk secondary students as performing significantly below the provincial standard, failing to meet curriculum expectations, and being disengaged from school (O'Connor, 2003, p. 5). In this special issue, authors examine this topic, supporting at-risk learners, from many perspectives and report on recent research conducted across the country. Contributors to this issue address questions concerning the following: (a) motivational issues that both contribute to and result from at-risk status; (b) mental health issues that may arise as students experience low achievement and disengagement and that may also cause students to experience poor achievement and disinterest in school; and (c) challenges associated with the transition from adolescence to adulthood, from school to work. This issue of "Exceptionality Education International" offers seven papers that challenges the shift of the focus away from what "these learners are not doing" and onto "what we can" do to make schools better contexts for disenfranchised youth in Canada.
- Published
- 2015
45. Experiences of Frontline Managers during the COVID-19 Pandemic: Recommendations for Organizational Resilience.
- Author
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Udod, Sonia, Baxter, Pamela, Gagnon, Suzanne, Halas, Gayle, and Raja, Saba
- Subjects
HEALTH services administration ,PSYCHOLOGICAL resilience ,NURSES ,HEALTH facility administration ,NURSE administrators ,MENTAL health ,RESEARCH funding ,QUALITATIVE research ,LEADERSHIP ,INTERVIEWING ,WORK environment ,EMOTIONS ,DECISION making ,PSYCHOLOGICAL adaptation ,JUDGMENT sampling ,HEALTH services administrators ,EXPERIENCE ,ATTITUDES of medical personnel ,RESEARCH methodology ,PSYCHOLOGICAL stress ,ROLE models ,INTERPERSONAL relations ,COVID-19 pandemic ,WELL-being - Abstract
The COVID-19 pandemic caused a global health crisis directly impacting the healthcare system. Healthcare leaders influence and shape the ability of an organization to cope with and recover from a crisis such as the COVID-19 pandemic. Their actions serve to guide and support nurses' actions through unpredictable health service demands. The purpose of this paper was to examine frontline managers' experiences and organizational leadership responses that activated organizational resilience during the COVID-19 pandemic, and to learn for ongoing and future responses to healthcare crises. Fourteen managers participated in semi-structured interviews. We found that: (1) leadership challenges (physical resources and emotional burden), (2) the influence of senior leader decision-making on managers (constant change, shortage of human resources, adapting care delivery, and cooperation and collaboration), and (3) lessons learned (managerial caring behaviours and role modelling, adaptive leadership, education and training, culture of care for self, and others) were evidence of managers' responses to the crisis. Overall, the study provides evidence of managers experiences during the early waves of the pandemic in supporting nurses and fostering organizational resilience. Knowing manager's experiences can facilitate planning, preparing, and strengthening their leadership strategies to improve work conditions is a high priority to manage and sustain nurses' mental health and wellbeing. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
46. Multifaceted precarity: pandemic experiences of recent immigrant women in the accommodation and food services sector.
- Author
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Mũrage, Alice and Smith, Julia
- Subjects
FOOD industry ,WOMEN immigrants ,SERVICE industries ,PRECARITY ,FOOD service - Abstract
The COVID-19 pandemic disproportionately affected those who face historical and ongoing marginalization. In centering pandemic experience of recent immigrant women in the accommodation and food services sector in Canada, we examine how their precarious work translated to experiences of work precarity and wellbeing. This paper illuminates how pre-existing and ongoing marginalization are reproduced during a health crisis for those at the intersection of gender, race, migration, and labour inequities. Using semi-structured interviews and systematic analysis using the Work Precarity Framework, we found that the pandemic exacerbated pre-existing socio-economic marginalization and resulted in unique experiences of work precarity. The latter was experienced as precarity of work (unpredictable work hours and job or employment insecurity), precarity from work (inadequate incomes), and precarity at work (physical, psychological, and relational unsafety). Work precarity stood out as a social determinant of health in relation to its outcome of degraded mental health and wellbeing. Recognizing the role of policies in producing, reproducing, and distributing precarity, we recommend policy directions to reduce social inequities in pandemic recovery. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
47. What Is Most Important: Social Factors, Health Selection, and Adolescent Educational Achievement
- Author
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Roos, Leslie L., Hiebert, Brett, Manivong, Phongsack, Edgerton, Jason, Walld, Randy, MacWilliam, Leonard, and de Rocquigny, Janelle
- Abstract
This paper explores the relative importance of social factors and health measures in predicting educational achievement in early and late adolescence using population-based administrative data. The sample was made up of 41,943 children born in Manitoba, Canada between 1982 and 1989 and remaining in the province until age 18. Multilevel modeling nests each individual (level 1) within a family (level 2) residing within a neighborhood (level 3). Most important in predicting adolescent achievement were a broad socioeconomic status index (and a narrower measure of household income), being on social assistance, mother's age at first birth, gender, residential mobility, the presence of ADHD/Conduct disorders, and measures of family functioning (child taken into care or offered protection services and family structure history). Family size, birth order, and newborn characteristics (birthweight, APGAR, gestational age) were statistically significant but of little importance in explaining the outcomes. Both examining regression coefficients and systematically omitting variables showed social factors (often emphasized by epidemiologists) to have markedly greater effects than the combination of health measures (often stressed by economists) in predicting achievement. However, mental health in childhood is identified as among the important predictors. Record linkage across population datasets from health, education, and family services ministries allowed: tracking health and educational attainment at different times in a child's life, following a large number of cases across childhood, considerable sensitivity testing, controlling for unmeasured family and neighborhood effects, generating an extensive list of predictors, estimating effect sizes, and comparing Manitoba results with those of well-known American studies.
- Published
- 2013
- Full Text
- View/download PDF
48. Comprehensive School Mental Health: An Integrated 'School-Based Pathway to Care' Model for Canadian Secondary Schools
- Author
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Wei, Yifeng, Kutcher, Stan, and Szumilas, Magdalena
- Abstract
Adolescence is a critical period for the promotion of mental health and the treatment of mental disorders. Schools are well-positioned to address adolescent mental health. This paper describes a school mental health model, "School-Based Pathway to Care," for Canadian secondary schools that links schools with primary care providers and mental health services, enabling them to address youth mental health in a collaborative manner. The model highlights the fundamental role of mental health literacy, gatekeeper training, and education/health system integration in improving adolescent mental health, and enhancing learning environments and academic outcomes. (Contains 1 figure and 1 table.)
- Published
- 2011
49. The Role of Educational Leaders in Supporting the Mental Health of All Students
- Author
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Whitley, Jessica
- Abstract
There has been recent attention paid to the mental health issues experienced by many children and youth in Canada and internationally. In particular, the role of the school and educational leaders in preventing mental health difficulties and intervening in the case of mental illnesses has been highlighted. This paper presents an overview of several policies, programs, and initiatives related to the prevention of and intervention for mental health difficulties in Canadian schools with a focus on the Ontario context. Following this, literature examining the role of educational leaders in meeting the mental health needs of students will be reviewed and recommendations put forward.
- Published
- 2010
50. Psychosocial factors associated with the mental health of indigenous children living in high income countries: a systematic review.
- Author
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Young, Christian, Hanson, Camilla, Craig, Jonathan C., Clapham, Kathleen, and Williamson, Anna
- Subjects
MENTAL illness prevention ,MENTAL illness risk factors ,INDIGENOUS children ,DISCRIMINATION (Sociology) ,MEDICAL information storage & retrieval systems ,PSYCHOLOGY information storage & retrieval systems ,MEDLINE ,MENTAL health ,OPTIMISM ,PARENTING ,SELF-perception ,SUBSTANCE abuse ,SYSTEMATIC reviews ,COMORBIDITY ,AFFINITY groups ,FAMILY relations ,QUANTITATIVE research ,CROSS-sectional method ,CHILDREN - Abstract
Background: Indigenous children living in high income countries have a consistently high prevalence of mental health problems. We aimed to identify psychosocial risk and protective factors for mental health in this setting. Methods: A systematic review of studies published between 1996 and 2016 that quantitatively evaluated the association between psychosocial variables and mental health among Indigenous children living in high income countries was conducted. Psychosocial variables were grouped into commonly occurring domains. Individual studies were judged to provide evidence for an association between a domain and either good mental health, poor mental health, or a negligible or inconsistent association. The overall quality of evidence across all studies for each domain was assessed using the Grades of Recommendation, Assessment, Development, and Evaluation (GRADE) guidelines. Results: Forty-seven papers were eligible (mainland US 30 [64%], Canada 8 [17%], Australia 7 [15%], Hawaii 4 [9%]), including 58,218 participants aged 4-20 years. Most papers were cross-sectional (39, 83%) and measured negative mental health outcomes (41, 87%). Children's negative cohesion with their families and the presence of adverse events appeared the most reliable predictors of increased negative mental health outcomes. Children's substance use, experiences of discrimination, comorbid internalising symptoms, and negative parental behaviour also provided evidence of associations with negative mental health outcomes. Positive family and peer relationships, high self-esteem and optimism were associated with increased positive mental health outcomes. Conclusions: Quantitative research investigating Indigenous children's mental health is largely cross-sectional and focused upon negative outcomes. Indigenous children living in high income countries share many of the same risk and protective factors associated with mental health. The evidence linking children's familial environment, psychological traits, substance use and experiences of discrimination with mental health outcomes highlights key targets for more concerted efforts to develop initiatives to improve the mental health of Indigenous children. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
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