Browsing by Author "Caine, Vera"
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- ItemA visual narrative inquiry into the experiences of youth who are homeless and seek mental health care(2013) Jackson, Margot; Richter, Solina; Caine, VeraOur study, a narrative inquiry into the experiences of at risk youth who experience precarious housing situations and mental health needs, is a collaborative conceptualization among representatives of iHuman staff, youths and researchers. Key findings relate to: the number of distinct and disconnected services youth have had contact with in their lives; the life situations and events that at risk youth have experienced over time; their feelings and emotions on what it is like to be homeless; as well as the youths’ suggestions and recommendations for services they deem important for themselves and future generations. [Taken from report]
- ItemContemplating place in nursing: ontological understandings(2023) Hurley, Erica; King, Keith; Jackson, Margot; Caine, VeraHow nurses understand and integrate their understanding of place is important to nursing practice. In this paper, we explore the concept of place in relation to our varied backgrounds, with the understanding that this concept differs from one person to another depending on their experiences. By coming together to talk about place, and the intersections between our common circumstances, interests, and beliefs, we share and discuss the realm of place as home, as relationship(s), as memory. Each of our unique and distinct identities–Mi’kmaw, M´etis, Jewish, and newcomer to Canada–brought varied perspectives on how place is integrated into our lives and our work as nurses. When we pay close attention, we can begin to understand that nursing research, practice, and education are intertwined with place. Along with spirit and healing, these factors have implications in our health and wellbeing.
- Item“Hear me”: collaborating with youth to address sexual exploitation(2019) Jackson, Margot; Caine, Vera; Huber, Janice; Vastani, Muneerah AminEngaging with the youth as narrative inquirers as we collaboratively attend to sexual exploitation has required their collective, ongoing attentiveness to the complexity and layeredness of lives. Staying in this process of relationally developing interventions that attend to the lives of children and youth at risk for sexual exploitation, and that situate their experiences as leading change, has been a slow, gradual unfolding. This unfolding has required attentiveness to each of our multiplicities and the tensions present in both the meeting of our lives with one another's lives and in the meeting of our lives with dominant social, cultural, and institutional narratives that may, instead, encourage us, as researchers, to look away from or to silence the many long-term personal and professional relational ethical responsibilities that these relationships and this inquiry continue to shape. Perhaps the most significant contribution of our work is that we made the youth themselves central to the efforts of developing early interventions within the context of sexual exploitation. 'Hear me!' their voices continue to call us; their voices continue to work on us, on the youth, and our relationships with them.
- ItemNarrative research in education(2017) Jackson, Margot; Clandinin, D. Jean; Caine, VeraWhile the study of narratology has a long history, narrative research became a methodology for the study of phenomena in the social sciences in the 1980s. Since that time there has been what some have called a narrative revolution, which is reflected in the rapid uptake in the use of narrative methodology across disciplines. There are diverse definitions of narrative research with different ontological and epistemological commitments, which range from semiotic studies and discourse analysis of spoken and written text to analysis of textual structures of speech and performances of texts as in narrative analysis to the relational studies of narrative inquiry where a focus on lived and told experience is central.