Search

The mental health treatment gap remains wide across the world despite mental illness being a significant cause of disability globally. Both end-user and healthcare provider perspectives are critical to understanding barriers to mental healthcare and developing interventions. However, the views of providers are relatively understudied. In this review, we synthesized findings from current literature regarding providers' perspectives on barriers to mental healthcare in Canada. We searched Medline, PsycINFO, Embase, and CINAHL for eligible Canadian studies published since 2000. Analysis and quality assessment were conducted on the included studies. Of 4,773 reports screened, 29 moderate-high quality studies were reviewed. Five themes of barriers emerged: health systems availability and complexity (reported in 72% of the studies), work conditions (55%), training/education (52%), patient accessibility (41%), and identity-based sensitivity (17%). Common barriers included lack of resources, fragmented services, and gaps in continuing education. Interestingly, clinicians often cited confusion in determining the ideal service for patients due to an overwhelming number of potential services without clear descriptions. These five domains of barriers present a synthesized review of areas of improvement for mental healthcare spanning both patients and clinicians. Canadian mental health systems face a need to improve capacity, clinician training, and in particular service navigability and collaboration.

This article compares the education, employment, and care work biographical sequences of Canadian and German women and men from late adolescence into mid-adulthood. Through the lenses of comparative gendered life course theory and welfare regime theory, sequence and cluster analyses are used to determine the adult life course sequences of women and men in each country and to assess the extent to which they differ across contexts. The analyses reveal clear gender differences in work-family balance in labour market participation and unpaid care work. Groups also differ strongly on educational attainment, income, and family composition. Comparatively, gender differences are less marked in the Canadian context. These results suggest that differing gendered trajectories result in diverse outcomes depending on the national context, shaping different outcomes for women cross-nationally. Our findings highlight how historical and contemporary country-specific welfare state policies support or hinder women as active and productive members of society.

Intimate partner violence (IPV) among college students is a significant problem that negatively affects their physical and emotional health. This study aimed at examining risk factors, especially childhood adversities at the individual, relationship, and community levels, of IPV perpetration among college students. Methods: The sample from seven universities in the U.S. and Canada (N = 3,725) completed an online survey. Major variables included IPV perpetration, five types of childhood adversities, alcohol and drug use, depression, and demographic information. Logistic regression was performed. Results: Peer violence victimization, witnessing parental IPV, experiencing child maltreatment, drug use, and depression were associated with a higher odd of perpetrating IPV. Conclusions: Research and practice must account for exposure to multiple risk factors when intervening with college students. An integrative approach that combines trauma-informed interventions with substance use and mental health treatment may be most successful at IPV perpetration prevention and intervention among college students.

Background: Most health and developmental issues affecting young people are interrelated. However, few interventions address multiple behavioral domains simultaneously or are based on theories that encompass a holistic perspective of youth development. Aim: The purpose of this scoping review was to identify and describe the range of theory-based, multibehavioral health interventions aimed at improving two or more of the following behavioral youth outcomes: (1) sexual and reproductive health; (2) education and employment; (3) violence; and (4) substance use. Methods: Interventions conducted worldwide and published in English or Spanish between January 2000 and July 2020 were identified using four databases: PubMed, PsycINFO, LILACS, and SciELO. Results: A total of 11,084 articles were identified, of which 477 were retrieved and assessed for eligibility. Twenty-three articles (evaluating 21 interventions) ultimately met the inclusion criteria. Most interventions were conducted in the United States and addressed two behavioral domains of interest, although seven interventions incorporated three domains, and one incorporated all four. Substance use was the most common domain (16 interventions) but only in the United States/Canada, followed by sexual and reproductive health (14 interventions). All produced significant improvement in at least one outcome or for at least one subgroup of youth. The most common theoretical foundations were positive youth development and social learning theory. Conclusion: Integrated interventions that are theory based and evidence informed can support positive development and empower youth to make healthy decisions. Further efforts are needed to address structural and policy issues that affect young people's developmental opportunities and health outcomes.

This paper applies Information and Communication Technologies (ICT) as well as data analysis to gain a better understanding of the existing perception on the education system. 45,278 tweets were downloaded and processed. Using a lexicon-based approach, examining the most frequently used words, and estimating similarities between terms, we detected that a predominantly negative perception of the education system exists in most of the analysed countries. A positive perception is identified in certain low-income nations. Men exhibit a more positive sentiment than women as well as a higher subjectivity in some countries. The countries that exhibit the most positive perceptions India, Canada, Pakistan, Australia, South Africa and Kenya are also those that manifest the highest subjectivity.

This study assessed needs and outcomes for people with developmental disability (DD) to understand the socioeconomic status of this group prior to implementation of the Accessible Canada Act in June 2019. The 2017 Canadian Survey on Disability (CSD) was used to analyze data for a sample of individuals with self-reported disability. Data related to employment, education, income, housing, caregivers, and use of government benefits is reported. Compared to the general Canadian public, persons with DD are less likely to: finish high-school or post-secondary education; participate in the labor force or be employed; and earn on average less/year in total income. To align with recent accessibility legislation, significant progress is needed to address disparities for people with DD.

This article is a critical interpretive study of residential group homes as school preparatory environments for children and youth in their care. Utilizing social pedagogic analytics, the paper analyzes the role of residential group homes in the education of the children and youth under their care. Evidence gathered in this study suggests that residential child and youth care staff does not play the expected in loco parentis roles as expected of all care givers by Canadian Family Law. Against the established view that there are healthy and conducive home environments that enhance school learning, group home environment is assessed. Building upon narratives from child care workers, observations of group homes and analysis of documents, the main conclusion derived from this study is that it is high time that child and youth care workers give equal attention to safety concerns for and educational progress of the children and youth in their care.

Background: Continued evolution of knowledge-to-action (KTA) theories requires increased attention to dynamics of power and ways to integrate multiple forms of knowledge. Peer learning -- a process through which knowledge users interact with other learners -- is a valuable but largely unexamined strategy for integrating practice-based knowledge in the KTA process. Aims and objectives: This study undertakes a scoping review to examine how peer-learning strategies have been used to advance knowledge users' capacity for implementing evidence-based practices. Methods: A search of ten online databases and a manual search of five journals was conducted to identify studies published between 2001 and 2018. Selected publications included 26 studies conducted in Canada, the US, the UK, Australia, and the Netherlands. Studies utilised peer learning as a capacity-building strategy to advance the uptake or implementation of evidence-based practices among professionals in social services, education, or health/mental health sectors. Findings: Links between peer-learning strategies and multiple individual and/or collective capacities for implementing evidence-based practices were identified from selected studies. Individual capacities linked to peer learning include knowledge of the practice, attitudes (for example, motivation and 'buy-in'), and practical skills. Collective capacities supported through peer learning included knowledge exchange, knowledge generation, relationship development, networking, and resource/tool sharing. Peer learning was often paired with didactic or expert-led activities. Discussion and conclusions: This scoping review identifies how peer learning has been used as a capacity-building strategy in implementation initiatives. Peer-learning activities provide a means to help integrate multiple forms of knowledge in the KTA process.

This article offers systematic review of literature on the educational colonization of Indigenous populations within global Canadian contexts. Questions guiding this study were, 'What colonizing dynamics exist in education for Canadian aboriginal populations, and what decolonizing dynamics suggest progress or advancement?' Across disciplines, sources were located with perspectives on decolonizing education for aboriginal populations, in addition to policy reforms and effects on aboriginal learning. Using a document analysis approach, 85 articles and reports identifying colonizing and decolonizing dynamics were analyzed. Four overarching themes revealing de/colonizing dynamics within Canada emerged: colonizing through testing cultures; building Indigenous education system-wide; unsettling colonial teaching and learning; and unpacking discourse central to decolonization. What Canadian Indigenous literature imparts about colonization and the future is socially, politically, and educationally important. Tribal justice -- an enduring problem of humanity -- is a collective and global responsibility for which interventions are needed. Social, political, and educational recommendations from the literature are advanced for building up a glocal perspective that enriches the contribution of this work to the wider literature.

Although interdisciplinary approaches to education are found throughout the West, interdisciplinarity is not everywhere conceived and implemented the same way. Adopting a socio-historical perspective, this article presents two conceptions of interdisciplinarity in primary and middle school education (though the conceptions are apparent at other levels, also), one Anglo-Saxon and American, based on the notion of curriculum, the other French and European, based on the notion of didactics. The Anglo-Saxon and American conception promotes a functional, pragmatic and utilitarian reading of interdisciplinarity that translates, in education, into a greater focus on pedagogical methods in order to promote learning processes and to address societal problems, questions, and phenomena related to the real world. The Francophone European conception for its part puts greater emphasis on the question of epistemology, on the theoretical question of the meaning of interrelationships between disciplines, and hence on the acquisition of disciplinary knowledge. To conclude, we will bring attention to the greater complementarity observed between these two approaches in education today, in the context of globalization, universalization (on economic, social, cultural, and political levels), and internationalization of exchanges. Indeed, these two approaches effectively combine the operational modes of interdisciplinary work (the "how") with the aims pursued (the ''why") and the cognitive contents (the ''what").

The Brothers of the Christian Schools, popularly known in the United States as Christian Brothers, have made numerous significant contributions to the development of Catholic education. Building and staffing schools, colleges, and orphanages, producing textbooks and catechetical materials, advocating for the poor, and creating new models of Catholic education are among their many successes. Manhattan College, St. Mary's Press, and San Miguel Schools are all products of this community of Catholic educators.

In a country as diverse as Canada, spread over an incomprehensibly large land mass, the connections between citizens may require more imagination. One way that these connections have been traditionally imagined in Canada is through national myths, including the myth of the wilderness. This myth draws the Canadian identity out of an "untouched" wilderness landscape. As much as there are problems with the wilderness myth of Canada, the land provides a valuable connection between all disparate members of Canadian society. And so, the author proposes a much more inclusive re-imagining of this myth, in which people draw national identity from the land in all the variety of its meanings and uses. In this way, Canadians can work to develop attachments to their specific pieces of land, while acknowledging the interconnections of the national landscape. In this article, the author discusses how to build national identity through place-based outdoor education. She argues that educators need to introduce their students to the places in which they live, and encourage them to find the connections between their selves and their places in addition to fostering an understanding of their connections to others and other people's places.

This paper examines the mediating role that education plays between religion and democratic community. The paper is situated in the Canadian context and examines this mediation through two questions: First, what is the relationship between religion and education and what is the contribution of this relationship to and within a pluralist society? And, second, do schools have a responsibility in developing a unified model of who the citizen is as a person? Both questions are founded upon the premise that citizens are more than citizens; they are also persons.

This study examines the role of pre-service teacher research in facilitating early and meaningful links between research and practice. Results from this mixed methods study show that pre-service teacher research is a promising method of early acculturation. However, despite a programme-wide emphasis on research as a mechanism for learning to teach and about education, challenges continue to exist. One notable contribution to the existing literature is the importance of principals taking a leadership role in school-based research. (Contains 4 tables.)

This study uses citation analysis to examine students' dissertations and theses in history, psychology, and education, noting changes in research practices since the introduction of electronic journals and other online sources. Some findings challenge earlier studies, showing that students are making greater use of journal backfiles and that this trend may be driving them toward monographs with a wider range of publication years. While the disparate research styles between the broad categories of sciences and humanities and social sciences are generally understood, this study also shows significant differences among students within humanities and social sciences programs. However, all disciplines in this study seem to be invigorated by their access to electronic resources. (Contains 13 figures, 6 tables and 25 notes.)

Globalization makes living in the world more complex. Many children live as social cyborgs attached to the digital spaces of the virtual play worlds of television, video and computer games rather than connected to their own local places. The impact of this change may well be that children lack acquaintance with their local places and may never develop the ecological literacy or the positive attitudes toward place that is so crucial to its sustainability. This paper presents an autoethnographic study of a third grade class engaged in reading picture story books that featured place-based settings in partnership with embodied learning textually and visually through art, photography, poetry, story writing and environmental journals of class field experiences along their local river valley. Combining place-based education with social constructivist pedagogy fostered places for learning for children to create a knowing that they, too, can take action for places where they live throughout their lives. (Contains 10 notes.)

This research involves the current educational challenges facing First Nation students of northern Canada through examination of two experiential and place-based educational programs presently being applied in both the public school system of the Yukon Territory (Experiential Programs in Whitehorse and surrounding communities) and in two Cree Nation reserve schools in northern Alberta (Community-Based Experiential Education Program in Kehewin and Cold Lake). These programs successfully utilize experiential and placed-based initiatives to address the lack of success and disengagement among Indigenous students by promoting a holistic form of education that values the importance of place and its cultural knowledge. The primary objective of this research is to discover which elements of experiential and place-based education lead to greater engagement of Indigenous students and improved educational outcomes. These two programs are practical applications of experiential education and critical theory as praxis. The programs were chosen as they represent an extensive cross-section of cultural groups (Yukon First Nations, Cree, and Dene), the schools' placement in the educational system (public vs. reserve schools), diversity of geographic location (Yukon and northern Alberta), and scope (diverse pedagogies and epistemologies).

As co-editors of this theme issue of this journal, the authors have accepted that knowledge systems and teacher education programs are deeply interconnected. Further, they claim that teacher education programs must incorporate in theory and practice the fact that knowledge systems are a determining factor in the effectiveness of a teacher education program. In this article, the authors use the term "knowledge systems" to refer to those systems of knowledge and information that are connected to physical locations or places. The work is a process of conversation as a scholarly endeavor based on the authors' understanding of the importance of dialogue as an educational praxis that takes them into the conflicting and often liminal spaces of identity, inclusivity, bordering, and belonging. Their intention is to provide a critical engagement with these issues through their own experiences and theoretical positions. The authors found after numerous conversations that they were delving into complex intellectual challenges to what they had learned about the meaning of "knowledge" in academic settings and what this term meant to everyone as individuals and cultural beings. (Contains 1 note.)

This article examines the outcomes of participation in mental health Consumer/Survivor Initiatives (CSIs) and identifies helpful qualities of CSIs through a longitudinal, qualitative study that involved in-depth interviews of people who experienced severe mental health challenges in Ontario, Canada. We used a nonequivalent control group design in which we compared active participants in CSIs ( n = 15) with nonactive participants ( n = 12) at baseline and at 9- and 18-month follow-up intervals. Compared with non-CSI participants, CSI participants reported more stable mental health, enhanced social support, sustained work, stable income, and participation in education and training at 9- and 18-month interviews. The helpful qualities of CSIs that participants reported were (1) safe environments that provide a positive, welcoming place to go; (2) social arenas that provide opportunities to meet and talk with peers; (3) an alternative worldview that provides opportunities for members to participate and contribute; and (4) effective facilitators of community integration that provide opportunities to connect members to the community at large. The findings are discussed in terms of previous research in self-help and consumer-run organizations in mental health. [For Part 2, see EJ958021.]

To evaluate the impacts of participation in mental health Consumer/Survivor Initiatives (CSIs), we used a nonequivalent control group design to compare new, active participants in CSIs ( n = 61) with nonactive participants ( n = 57) at baseline, 9-month, and 18-month follow-up intervals. The two groups were comparable at baseline on a wide range of demographic variables, self-reported psychiatric diagnosis, service use, and outcome measures. At 9 months, there was a significant reduction in utilization of emergency room services for active participants, but not for nonactive participants. At 18 months, the active participants showed significant improvement in social support and quality of life (daily activities) and a significant reduction in days of psychiatric hospitalization, whereas the nonactive participants did not show significant changes on these outcomes. Also, active CSI participants were significantly more likely to maintain their involvement in employment (paid or volunteer) and/or education over the 18-month follow-up period when compared with those who were not active in CSIs. These results are discussed in the context of the self-help literature and their policy implications for people with mental illness. [For Part 1, see EJ958020.] (Contains 2 tables.)

This section of "Educational Media and Technology Yearbook" includes annotated entries for associations and organizations, most of which are headquartered in North America, whose interests are in some manner significant to the fields of instructional technology and educational media. Entries are separated into sections for the United States and Canada. (AEF)

Identified the effects of government information policy on accessibility, use, and users by investigating policy effects on a government agency, Statistics Canada. Presents a case study and discusses bibliometric research on the use of statistics sources, examining Canadian social science journal articles in economics, education, geography, political science, and sociology. (PEN)