Faculty of Health and Community Studies

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21st century child and youth care education: an ontological relational turn in teaching and learning
(2020) Bellefeuille, Gerard; Berikoff, Ahna
The pedagogical challenges in preparing child and youth care (CYC) education for 21st century CYC practice, global citizenship and life cannot be rightfully addressed by an antiquated higher education system predicated on a Newtonian/Cartesian ontology that assumes a mechanistic view of the materialistic world and a solitary view of the “self” as completely autonomous, ego-based, and self-enclosed. In this article, we propose an alternative ontological stance for teaching and learning in higher education, one that is informed by the growing body of relational ontology scholarship in theology, philosophy, psychology, nursing, political theory, educational theory, and even information science. The basic contention of a relational ontology is that all relations between entities are ontologically more fundamental than the entities themselves. Within this perspective, the “self” is not so much a personal possession as it is a process of relatedness and a reflection of one’s relational experiences. This view of the self has enormous implications for teaching and learning. A relational ontological approach to education will employ more holistic, collaborative, and experiential methods of teaching and learning in which the learner’s (i.e., the self’s) mind, body, emotions, spirit, and environment are all considered essential components of the learning process. The conversation presented in this article is an invitation to rethink the ontological foundations upon which CYC education is currently constructed and to explore the potential of an ontological revolution in CYC teaching and learning pedagogy. In CYC, as in other disciplines, it is the visionaries operating at the edges of the discipline’s philosophical, theoretical, and practice boundaries who provide the critical reflection and creativity of thought to nudge the field forward. The educationists are suggested to join this adventure.
The academic turn of child and youth care practicum coordination at MacEwan University
(2023) Pope, Christine; McGrath, Jenny; Stiller, Rebecca; Bellefeuille, Gerard
The established agency-based approach to child and youth care (CYC) practicum coordination in post-secondary education is no longer sustainable. It has been impacted by the persistent expansion of professional programs requiring practicum placements for increasing student populations and must be rethought to address the changing needs of stakeholder service providers. This article discusses the creation of a non-administrative, academic CYC practicum coordination position at MacEwan University. The primary focus of this newly created position is to lead the transition from an all-inclusive agency-based placement model of field education to a multifaceted approach to coordination, which will include both research-focused and project-based practicum opportunities.
Activity in child and youth care: lessons from the classroom and the field
(2023) McGrath, Jenny; Pope, Christine; Stiller, Rebecca
Organized as a text for college level Child and Youth Care students, but it also is a resource for practitioners who need a practical guide to build more effective activity-based approaches. Creating recreational experiences that are useful, fun and impactful is a very large part of working in the life space. Practitioners must be fully prepared to use activity work to support the young people and families that they serve, and this book is designed to train newer CYC staff in the complexity of doing those activities.
Ageism and future cohorts of elderly: implications for social work
(2014) Azulai, Anna
In the field of prejudice and discrimination studies, an emphasis has been on racism and sexism, with comparatively little attention to understanding of ageism. This fact is alarming, particularly in the context of the growing population of older adults around the globe. This article provides a review of evidence of ageism among members of helping professions. The author expresses concern and develops an argument that ageism will increase as Baby Boomers reach retirement years. Implications for social work are then discussed.
Aligning perspectives of subjective well-being: comparing spouse and colleague perceptions of social worker happiness
(2014) Graham, John; Shier, Micheal; Newberry-Koroluk, Andrea; Esina, Elena
Social workers experience higher rates of burnout and attrition when compared to other health related occupational groups. Previous research on the well being of social workers has tended to focus on the social workers themselves. But the development of well-being is dynamic and is fostered through relationships and interactions with others. In the case of social workers, these relationships include workplace, professional, and personal life interactions. This research sought to better understand the level of congruence between a social worker’s perspective of well-being and perspectives held by significant people in their workplace and at home. Utilizing qualitative methods we interviewed colleagues and spouses (n=10) of social workers that were found to have high levels of work-related subjective well-being. The findings support previous conclusions on the positive subjective well-being (SWB) of practicing social workers, but also indicate a lack of a deeper understanding of the nuances that contribute to social worker SWB. These findings are particularly useful for social workers trying to enhance their SWB, and have direct applicability in education and professional development settings that seek to enhance social worker self-care.
Animating a curriculum framework through educator co-inquiry: co-learning, co- researching and co- imagining possibilities
(2019) Hewes, Jane; Lirette, Patricia; Makovichuk, Lee; McCarron, Rebekah
The shift toward a pedagogical foundation for professional practice in early childhood along with the introduction of curriculum frameworks in early learning and child care, calls for approaches to professional learning that move beyond transmission modes of learning towards engaged, localized, participatory models that encourage critical reflection and investigation of pedagogy within specific settings. In this paper, we describe ongoing participatory research that explores educator co-inquiry as an approach to animating a curriculum framework. A story of curriculum meaning making that opened a hopeful space for critical pedagogical reflection and changed practice serves as a basis for deeper reflection.
Anti-oppressive practice in anti-trafficking intervention in Nepal
(2019) Dhungel, Rita
A significant number of stakeholders are working on anti-trafficking interventions and have played a substantial role in both preventing trafficking and protecting trafficking survivors with a focus on rescue and reintegration. This article examines how various stakeholders, including Non-Governmental Organizations (NGOs), educators, media representatives, police officials, lawyers, and the community as a whole, have defined “successful” reintegration. The goals of this article are two-fold: (1) to explore the range of programs and services available to survivors to assist in the process of reintegration; and (2) to unpack what the construct of “successful” reintegration actually means to stakeholders, as this subjective standpoint will have an impact on the design, delivery and evaluation of the programs and services. Participatory action research was used as a tool to construct and refine knowledge around the two goals, and the article’s content is based on the research production of eight female trafficking survivors, recognized as co-researchers in this paper, who interviewed a range of stakeholders, and analyzed the resulting data by coding and categorizing. The findings of the study, together with implications for social work practice, will be discussed in this article.
Are grounded theory and action research compatible? Considerations for methodological triangulation
(2021) Azulai, Anna
This paper explores the prospects of combining Grounded Theory (GT) and Action Research (AR) methodologies to spark further methodological discussion. GT and AR methodologies are sometimes used together in the same study without a discussion of their methodological compatibility. However, different iterations of GT and various forms of AR may inform the level of mutual compatibility. The goal of this conceptual paper is to answer two questions: Which iteration of GT could be more compatible with which form of AR? What benefits and challenges would such a methodological combination pose? The author presents a brief comparative review of GT and AR approaches, commenting on the intriguing complementarities of these methodologies and the benefits of their triangulation in social research. The author concludes that, although the prospect of combining GT and AR is promising, it undeniably requires further scrutiny in the applied research.
Assessing capacity in the complex patient: RCAT's unique evaluation and consultation model
(2007) Pachet, Arlin; Newberry-Koroluk, Andrea; Erskine, Leslie
This paper describes the development of a unique multidisciplinary patient capacity assessment team, the Regional Capacity Assessment Team (RCAT), which operates in the Calgary Health Region of Alberta. The goals of this paper are to provide a brief review of seminal models that influenced RCAT's development, discuss its ethical and theoretical underpinnings, and provide an overview of the RCAT approach to the completion of complex capacity assessments. The overview of the RCAT model will elucidate our multidisciplinary assessment algorithm, our consultation model, and describe our specialized assessment tools. This paper will be of interest to health care practitioners and administrators looking for a cost-effective, efficient, and clinically sound model for complex capacity assessments.
ayahpatisi: practice as ceremony
(2020) Dion, Amber; Tyler, Stephanie; Pace, Christie; Delver, Karen
Western theory and practice are over-represented in child welfare services for Indigenous peoples, not the other way around. Contributors to this collection invert the long-held, colonial relationship between Indigenous peoples and systems of child welfare in Canada.
Barriers to the recognition of geriatric depression in residential care facilities in Alberta
(2020) Azulai, Anna; Hall, Barry L.
This study explored the barriers that regulated nurse professionals encountered in recognizing and assessing geriatric depression in residential care facilities in the Canadian province of Alberta. The study used a convergent parallel mixed methods design, including a cross-sectional survey (N = 635) and qualitative interviews (N = 14) with regulated nurse professionals. Findings revealed six major barriers to the recognition of geriatric depression in Alberta, including 1) insufficient clinical knowledge and training in geriatric depression; 2) misconceived beliefs about geriatric depression; 3) limited access to resources; 4) unclear depression assessment protocol and procedures in facilities; 5) characteristics of models of care and organizational culture in facilities; and 6) communication difficulties among all stakeholders in the process. Socio-cultural values and beliefs about geriatric depression played a key role in the complex interaction of the various structural and agential barriers to the effective recognition and assessment of depression in residential care facilities in Alberta.
Bidding on aprons
(2018) McGrath, Jenny; Garfat, Thom
During the recent 3rd Child & Youth Care World conference in Ventura, California we were hanging about (as CYC people are wont to do) looking at the variety of amazing items on bid for the CYC-Net silent auction. One of the items up for bid was an apron from Newfoundland and Labrador and this led to a conversation about aprons! Alas, only one of us won the apron but we both left with a new appreciation for the valuable versatility of them in our work. So, why are we writing about aprons? Well, the more we talked, the more we realized that aprons are a nice addition to some aspects of child and youth care practice. And, we also realized, an apron is a potentially great tool for Child & Youth Care Workers. Hang on, we will get to the explanation!
Both sides now
(2022) McGrath, Jenny
I am writing today to show love and respect to those child and youth care workers that came before me. There are too many to mention here but know that I see you and I value you. I have been in relationship with many of you throughout my career. You have inspired me, challenged me, and encouraged me. You gave me hope and helped me see possibilities, in myself, and for the field of child and youth care.
Calculated kindness? The voices of women refugee claimants: accessing pre- and postnatal health care services in Toronto, Ontario
(2024) Gateri, Hellen
In Canada, refugee claimants are given temporary immigration status, making access to health care services challenging. While the federal government determines the entitlements granted to refugee claimants, provinces are responsible for delivering health care services. This qualitative study conducted in-depth semi-structured interviews with eight refugee claimants and six service providers in Toronto, Ontario. An intersectional theoretical framework was employed to examine the experiences of women refugee claimants and their complicated and often incomplete access to prenatal and postnatal health care services. Findings revealed that delivery of health care services in Ontario created barriers to access and under-utilization of services resulting from intersections of health coverage, immigration status, gender, class, and discrimination.
Can mental training help to improve shooting accuracy?
(1999) Couture, Roger T.; Singh, Mohan; Lee, Wayne; Chahal, Paul; Wankel, Leonard; Oseen, Margaret; Wheeler, Gary
The study investigated the effects of two mental training strategies separately and combined on subjects’ shooting performance following an endurance march. Further, the study examined the suitability of a ten‐session training programme for the police force. On Trial 1, following a three hour march, 44 subjects shot 25 rounds. Subjects were then randomly assigned to four groups (biofeedback, relaxation, combined biofeedback and relaxation and control). After two weeks of mental training, subjects performed both tasks again on Trial 2. A repeated two‐way ANOVA indicated a significant improvement (p < 0.01) in shooting accuracy by the combined group. Suitability for this mental training programme was strongly supported by the experimental groups (71 per cent to 80 per cent). Subjects were generally better able to relax and focus. They were also more aware of their body and their physiological control. Results are discussed in light of potential benefits for cognitive strategies in precision tasks following endurance activities.
Cell-based therapies and functional outcome in experimental stroke
(2009) Rissanen, Anna; Schallert, Timothy; Jolkkonen, Jukka
One of the most promising frontiers in neuroscience is the potential for stem cells to treat brain damage. Cell-based strategies are of particular interest in neurological conditions because mature brains have limited capacity for self-repair. It is often argued that stem cells might be used to replace lost neurons and restore function (Lindvall et al., 2004). Prior to clinical trials, safety and efficacy must be demonstrated in animal models. Indeed, a recent review strongly suggests that preclinical and clinical trial procedures and outcome measures, including behavioral assessments, must be closely aligned and sophisticated (Ginsberg, 2008). Unfortunately, a lack of translational success has been observed in stroke neuroprotection trials conducted thus far, and this experience should serve to caution that histological benefits in animals are not a sufficient reason to move to the clinic carelessly.
Challenges and possibilities of intravascular cell therapy in stroke
(2009) Rissanen, Anna; Jolkkonen, Jukka
Stroke is the third leading cause of death in Western countries and more importantly a leading cause of adult disability. The recovery process of stroke patients might be enhanced by intensive rehabilitation, which acts through brain plasticity mechanisms. Restorative approaches such as cell-based therapies are clinically appealing as it might be possible to help patients even when treatment is initiated days or weeks after the ischemic insult. An extensive number of experimental transplantation studies have been conducted with cells of different origins (e.g., embryonic stem, fetal neural stem, human umbilical cord blood) with promising results. Noninvasive intravascular administration of cells, which provides a broad distribution of cells to the close proximity of ischemic tissue, has perhaps the most immediate access to clinical applications. However, surprisingly little is known about whole body biodistribution of intravascularly administered cells and mechanisms leading to improved functional recovery. This review examines the recent literature concerning intravascular cell-based therapies in experimental stroke.
Chercheurs de « l’entre-deux » - Travailleurs sociaux dans le rôle de chercheurs : proximité et distance d’une ethnographie interpretative
(2014) Ouedraogo, Valerie
Le présent article porte sur les réflexions de terrain menées au Burkina Faso dans le cadre d’une étude doctorale qui a porté sur le retour forcé de travailleurs migrants burkinabè. Il interpelle à la fois les chercheurs de « l’entre-deux » et les chercheurs en travail social qui se trouvent pris à porter des chapeaux parfois en tension en tant que personne appartenant à la société étudiée, praticiens et chercheurs. L’objectif de notre article se resserre à cet effet autour des deux points c’est-à-dire chercheuse de l’entre-deux et travailleuse sociale placée dans le rôle de chercheuse avec le terrain.
Children’s connectedness with siblings and friends from early to middle childhood during play
(2021) Leach, Jamie; Howe, Nina; DeHart, Ganie
The purpose of the present study was to investigate children’s connected communication during play with a sibling and friend from early to middle childhood. Participants included 65 4-year-old focal children at time 1 (T1) and 46 7-year-old focal children at time 2 (T2) who were videotaped at home in separate semi-structured free play sessions with an older or younger sibling and a same-aged friend at both time points. Data were coded for connectedness in communication (e.g., smooth and flowing or disjointed and fragmented) across relationship contexts and time. Research Findings: Focal children made more failed attempts at establishing connectedness and engaged in more self-talk with their siblings than with their friends, whereas they maintained connectedness more often with their friends. In terms of the partners’ balance of participation, at T1 focal children ended connected interactions more often than their siblings, and the siblings engaged in more self-talk and unclear statements. In contrast, the balance of participation did not differ between friends at T1 and T2, nor did siblings differ at T2, suggesting friend partners made equal contributions to the play interactions, whereas developmental differences were apparent for siblings. Practice or Policy: The findings contribute to our understanding of developmental and relationship differences of children’s connected communication during play from early to middle childhood. Parents and educators need to be aware that opportunities for connection and disconnection during sibling play are typical and provide experiences for children to practice communication skills.
Classroom practices and peer social status in junior high school
(2023) Di Stasio, Maria; Savage, Robert
Bullying by peers remains a serious problem facing adolescents. A key social support for adolescents is their parents. The unique contributions of specific dimensions comprising authoritative parenting, and adolescents’ involvement in bullying situations was investigated. Self-report data were collected from 125 grade 7 students and 100 grade 8 students (60% female; mean age = 12.74 years). Model testing indicated a positive relationship between parent support, beliefs against aggression, high levels of communication, and low levels of bullying and victimization, both in self-reports, and in effectiveness of problem-solving in hypothetical bullying situations. Results indicate that warm, supportive parenting influences the way adolescents consult with their parents about how to manage conflict, deal with bullying issues, and identify solutions to interpersonal problems. The implications of these findings may influence the comprehensiveness of prevention and intervention models that focus on the aspects of parental education.

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