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Beyond a spec: Assessing heterogeneity in the unregulated opioid supply
No full textThis article was originally published as: Gozdzialski, L., Louw, R., Kielty, C., Margolese, A., Poarch, E., Sherman, M., Cameron, F., Gill, C., Wallace, B., & Hore, D. (2024). Beyond a spec: Assessing heterogeneity in the unregulated opioid supply. Harm Reducation Journal, 21, 1-9. https://doi.org/10.1186/s12954-024-00980-5This study assesses the consequence of drug heterogeneity and sampling of consumer level opioid purchased in Victoria, British Columbia (n=21, 50–100 mg each) on quantitative fentanyl results determined from testing with paper spray mass spectrometry. This study found that the variability in fentanyl concentration from drug heterogeneity and sampling is greater than that attributed to the analytical technique. On a practical level, this provides data to help guide communication of limitations of drug checking services, supporting the aim of trust and transparency between services and people who use drugs. However, if drug checking services continue to be restricted from fully engaging with the reality of manufacturing, buying, selling, mixing and dosing practices, the accuracy, usefulness, and impact will always be limited.This project was funded by a grant from the Health Canada Substance Use
and Addictions program (1819-HQ-000042), with additional support from the
Vancouver Foundation (UNR17-0265). LG is grateful to the Natural Sciences
and Engineering Research Council of Canada for a CGS-D scholarship
How Can Canadian Universities Tell Stories About Indigenous Engagement That Amplify Indigenous Voices and Advance Indigenous Objectives?
Get PDF2024This study explores how Canadian universities frame Indigenous engagement through their public communications, potentially marking the first comprehensive analysis within this context. By analyzing university communications published between 2022 and 2023, this research establishes how current storytelling practices align or deviate from principles of reciprocal Indigenous engagement. Interviews with university communicators and senior Indigenous engagement advisors further contextualize these findings, offering insights into the motivations and challenges inherent in such storytelling efforts. This study finds that while many universities have made progress toward reciprocal storytelling, significant gaps remain in amplifying Indigenous voices and fostering community-university partnerships. The study provides actionable recommendations such as prioritizing narratives that feature Indigenous partners as leaders and co-creators and emphasizing reciprocal relationships over institutional agendas. Additionally, this thesis explores innovative applications of OpenAI's Chat GPT-4 to enhance research methodologies, presenting a novel approach to content analysis that could inform future academic inquiries
Drinking from the Wellspring: An Embodied Inquiry at the Confluence of Ecological Identity, Water, and Wellbeing
Get PDF2024This autophenomenographic study was formed at the confluence of diverse sources: existing literature and poetry, and subjective being-in-the-world experiences of sitting, listening, and learning from the wisdom of Mission Creek, “speaking”. I explored how this kind of embodied inquiry might shape me as a burgeoning environmental educator and communicator synthesizing these knowledge streams to create my own new wellness narrative larger than any one source could convey. As I gathered ‘warm’ subjective data from my mind-body, I recognized the implications of myself in this research as a concomitant cell within the body of the Earth. Delving into theories and insights gleaned from studying water intelligence, exploring my own ecological identity in relationship to river, and experiencing nature-as-medicine through place-responsive sitting practice at the river, I explore the ebbs and flows of these relationships with (and for) the world, toward a greater understanding of how wellbeing might be expressed and lived
Queer Utopian Theory for Transformative Change in Theatre Organizations
No full text2024Canadian theatre has the potential to incite social change but inequitable working environments within theatre organizations have hindered this prospect. The sector needs new frameworks to improve conditions for arts workers. Inspired by several scholars such as José Esteban Muñoz, Jack Halberstam, and Lee Edelman, I look to the concept of queer utopia to address inequities within the theatre sector, with a focus on the role of theatre organizations. By defining Queer Utopian Theory (QUT), analyzing calls to action in the Canadian theatre sector, and employing three focus groups, I created a Queer Utopian framework for Canadian theatre organizations to answer the research question: What is the utility of the concept of queer utopia in addressing inequities in the Canadian theatre sector? My research found that relationship building, embracing fear, and subverting socio-political norms are aspects of QUT that are of utility to organizational leaders who wish to foster equitable environments
Social Investigation of Management Approaches to Effectively Control Scotch Broom (Cytisus scoparius) Invasion in the Sooke Region of Vancouver Island, BC
No full text2024Invasive plant species, particularly Scotch broom (Cytisus scoparius), pose significant threats to biodiversity and ecosystem services on Vancouver Island by obstructing native plant restoration and elevating wildfire risks. This study investigates social perspectives on management strategies for Scotch broom control in the Sooke Region through key informant focus group discussion and an online community survey. The analysis identified significant challenges in disposal management, including high costs, limited funding, and regulatory gaps. Participants from both groups emphasized the need for enhanced community engagement and comprehensive invasive species policies. The primary obstacle to effective management was found not to be removal methods—chemical, biological, or mechanical—but an inadequate regulatory framework that lacks sufficient disposal management and support. Establishing a clear regulatory framework for invasive species management is essential for successful control and ecosystem restoration. This study offers evidence-based recommendations to improve management practices in the region and potentially other jurisdictions
Facilitating Multidisciplinary Team Functioning in Child and Youth Advocacy Centres using Shared Mental Models
No full text2024Child Advocacy Centres/Child and Youth Advocacy Centres (CAC/CYAC) are places where children who have experienced abuse can go and receive the support they need in one location. CAC/CYACs use a multidisciplinary team (MDT) to respond to cases of child abuse by offering coordinated and collaborative investigations, forensic interviewing, medical evaluation, mental health and therapeutic supports, and victim support (National Children’s Alliance, 2022). The MDT includes professionals from law enforcement, child protection services, prosecutors, medical and mental health professionals, victim advocates, and CAC/CYAC staff. The underlying premise of CAC/CYACs is that the inter-professional response and diverse expertise results in better decision making and improved outcomes for children and families (Jackson, 2012). While these diverse professions are a hallmark of effective CAC/CYACs, merging to provide integrated, inter-professional services continues to be an obstacle to achieving the desired outcomes (McGuier et al., 2022). There is a significant body of literature which describes various organizational capabilities that influence effectiveness of integrated and inter-professional service delivery initiatives like CAC/CYACs. However, there is also a noted lack of specificity about how these broad factors can be used to improve team functioning (Evans et al., 2016; Li et al., 2018; Seaton et al., 2018). Evans and Baker (2012) introduced the idea of shared mental models as a theory to examine the operational effectiveness of an integrated service delivery environment and as a facilitator to inter-professional service delivery. Shared mental models could serve as a framework to understand the collaborative operational processes necessary for individuals from across sectors and with diverse expertise to work together for better decision making and improved outcomes for children and families. There is, however, insufficient empirical assessment of the relationship between shared mental models and the quality of integrated and inter-professional service delivery (Evans et al., 2014). The aim of this research was to explore how shared mental models could be used to improve MDT functioning in CAC/CYACs. Four methodological approaches were used in this exploratory sequential mixed methods research: individual interviews and document review to understand the operating context and relevant background of each participating CAC/CYAC; facilitated card sorting (Gisick et al., 2018) to inform the development of a survey and provide initial insights into the use of shared mental models as a framework to improve MDT functioning; a survey to identify and understand the extent to which shared mental models are evident in MDTs; and finally, focus groups to support the interpretation and contextualization of the results. This research presents preliminary findings that show that a shared mental model framework can be an important facilitator for MDT functioning in CYACs. The concept alone, however, is not enough to improve MDT functioning. The effectiveness of the overall approach is rooted in a contextual understanding of CYAC operating environments and their organizational capabilities. In this research, the methodological approaches described above were specifically designed to deepen contextual understanding (i.e., engaging CYAC staff through data collection and analysis, mapping specific attributes of each CYAC to statements that describe shared mental models)
Creating a virtual equity, diversity, and inclusion community of practice
No full textThis article was originally published as: Khwaja, T., Wager, A., O’Neil Green, D., & Lyon, M. (2024). Creating a virtual equity, diversity, and inclusion community of practice. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 58(2), 270–282. https://doi.org/10.26443/mje/rsem.v58i2.10240Post-secondary institutions in Canada are trying to bring about policy and culture change to promote equity, diversity, and inclusion (EDI) on their campuses. Uniquely, smaller institutions face barriers due to lack of capacity and personnel. As such, the research presented in this note from the field recommends that forming virtual communities of practice to learn EDI best practices from similar institutions can aid in building capacity and addressing those barriers. However, for EDI communities of practice to be sustainable, the folks leading the community have to be in ongoing, empowered EDI positions rather than being precarious contract employees, as is often the case at smaller Canadian institutions.This research was made possible by a Social Sciences and Humanities Research Council Connection Grant
Applied project: empowering future educators: a comprehensive module on trauma-informed teaching fundamentals
No full textThe repercussions of trauma experienced at any point in life can persist throughout the entire lifespan, influencing individuals at various stages. It has the potential to shape an individual's emotional, psychological, and physical well-being, influencing their thoughts, behaviours, and relationships. This necessitates a comprehensive approach to addressing and processing trauma at an early stage, fostering healing and resilience development. This project highlights the pivotal role of educators in fostering a supportive learning environment and the profound impact of childhood trauma on individuals. It emphasizes the critical role of pre-service educators in implementing trauma-informed teaching practices. Early intervention and the incorporation of these practices not only facilitate the addressing and processing of trauma but also contribute to the healing process and the development of resilience. By integrating trauma-informed approaches into teaching methodologies, educators can create safe and nurturing spaces that accommodate the diverse needs of students who may have experienced trauma. The call for a holistic educational approach, prioritizing the emotional and mental well-being of students, becomes imperative. This approach lays a foundation for lifelong resilience and positive outcomes, thereby promoting the overall well-being and success of individuals throughout their lives. It is crucial that pre-service educators are well-equipped with self-care strategies to maintain their well-being, nurturing resilience, and adeptly supporting students as they navigate the path to learning and being successful in the classroom
Fueling the fire: supporting students' intrinsic motivation through goal setting
No full textIntrinsic motivation typically declines throughout the middle school years of students, and this is especially true of those students with learning disabilities. It is important that educators have skills and strategies necessary to provide the support to mitigate this effect. Utilizing Self-Determination Theory (Ryan & Deci, 2017), the author engaged in action research to monitor, develop, and improve teacher practices to implement effective goal setting that would support the intrinsic motivation of students. First, the author developed an understanding of growth mindset (Dweck, 2016) and monitored personal practice and engaged in self-reflection to identify areas of strengths and areas for growth. Second, using Goal Setting Theory (Locke & Latham, 1990), a comprehensive goal setting unit was developed and implemented over the span of eight weeks. During this time the author delivered lessons on growth mindset and goal setting, while also implementing growth mindset techniques into her personal practice, such as mastery approach language, and verbal and written feedback. Data was gathered from personal reflections and observations, as well as from student journals. This study found that goal setting can be an effective way to provide support for the intrinsic motivation of students in an inclusive classroom
A Jig in Three Parts: Identity, Power and Agency in the Therapeutic Relationship between Mental-Health Counsellors and Métis Clients in British Columbia
Get PDF2024This study explores the relationship between mental-health counsellors and Métis counselling clients in British Columbia by including perspectives from individuals from both of these groups. The study used a transformative paradigm and a Two-Eyed Seeing framework to conduct and analyze semi-structured, qualitative conversations with eight individual participants. The literature reviewed in this study pertains to Métis identity and historical injustices, as well as cross-cultural counsellor training. The literature review then explores themes of identity, agency and power in the context of the therapeutic relationship. Findings support assertions in the literature advocating for systemic change in supporting Indigenous counselling clients and elaborates on approaches specific to Métis people. The study recommends more Métis-specific mental health resources and funding, as well as greater awareness of Métis culture for counsellors-in-training and existing counsellors. Keywords: Métis; mental health; counselling; Two-Eyed Seeing; cultural humility; identity; self-determinatio