McMaster University Library Press Open Journal Systems
Not a member yet
3788 research outputs found
Sort by
The The Risk Factors and Preventative methods of Self-Harm and Suicidality for Autistic People
No full textNon-suicidal self-injury (NSSI) and suicide are not new concepts. However, prevention and intervention strategies are evolving. This paper explores NSSI/Self-Harm and suicidality in the context of autism spectrum disorders (ASD), starting with neurotypical children and adolescents aged 10-24 to compare differences. Suicide is a leading cause of death in adolescents and young adults and is disturbingly high in the autistic community. While evidence about causes and risk factors for NSSI, self-harm, and suicidal behavior in autistic people exist, a comprehensive review of peer-reviewed publications revealed significant gaps in research about severe mental health concern prevention. With high chances of developing mental health disorders, autistic people have higher rates of experiencing self-injury of various types throughout their lives and increased cases of suicide than neurotypical people. Four major risk factors for autistic people: Demographics/SES, ableism and otherness, autism camouflaging, and autistic burnout. Three recommendations for educators are provided on how to support autistic mental health. The implicit focus on causation and behavior identification in research needs to be addressed instead of comprehensive preventative strategy creation. If educators and mental health practitioners know mental health literacy methods and risk factors for suicide and self-harm, specifically for neurotypical students, neurodivergent students deserve equitable support and attention.L’automutilation non suicidaire (AMNS) et le suicide ne sont pas des concepts nouveaux. Cependant, les stratégies de prévention et d’intervention évoluent. Cet article explore l’automutilation non suicidaire et la suicidalité dans le contexte de l’autisme, en commençant par les enfants et les adolescents qui ne sont pas en situation de handicap âgés de 10 à 24 ans, afin de comparer les différences. Le suicide est l’une des principales causes de décès chez les adolescents et les jeunes adultes, et son taux est inquiétant dans la communauté autiste. Bien qu’il existe des preuves des causes et facteurs de risque de l’AMNS, de l’automutilation et du comportement suicidaire chez les personnes autistes, un examen complet des publications évaluées par les pairs a révélé des lacunes importantes dans la recherche sur la prévention des problèmes de santé mentale graves. Les personnes autistes, qui ont de fortes chances de développer des troubles mentaux, présentent des taux plus élevés d’automutilation de différents types tout au long de leur vie et des cas de suicide plus nombreux que les personnes n’étant pas autistes. Quatre facteurs de risque majeurs pour les personnes autistes sont 1) la démographie et le statut social ; 2) la discrimination fondée sur la capacité et l’altérité ; 3) le camouflage social ; et 4) le burnout autistique. Trois recommandations sont formulées à l’intention des éducateurs sur la manière de soutenir la santé mentale des personnes autistes. Il est nécessaire de se pencher sur l’accent implicite que la recherche met sur la causalité et l’identification des comportements plutôt que sur la création de stratégies préventives globales. Si les éducateurs et les praticiens de la santé mentale connaissent les méthodes d’éducation à la santé mentale et les facteurs de risque de suicide et d’automutilation, en particulier pour les élèves n’étant pas sur le spectre, les élèves issus de la neurodiversité méritent un soutien et une attention équitables
A multidisciplinary STEM and liberal arts students-as-partners project promoted the development of employability skills and embodied partnership values
Get PDFFew studies have explored student perceptions of participating in STEM multidisciplinary students-as-partners (SaP) projects integrated into the curriculum. We conducted content analysis on focus groups to determine partner perceptions of a STEM and liberal arts SaP project and used a mixed methods concurrent triangulation design to explore the degree to which partners thought the underpinning SaP values had been enacted. Four staff and seven students participated in the study. Perceptions of the project were aligned to four themes: outstanding student experience, development of student employability skills, a transformative change in the student-to-staff relationship, and barriers to success and enabling strategies. Qualitative and quantitative data indicated strong inclusion of the partnership values. This paper provides new insights into STEM and liberal arts SaP projects, indicating they may be well-suited to the embodiment of the underpinning SaP values, and help students prepare for the world of work
Curriculum enhancement through co-creation: Fostering student-educator partnerships in higher education
Get PDFThis case study presents an institutional approach to curriculum enhancement and co-creation. It explores how these two elements of a university’s strategy interlink through institutional values, curriculum development initiatives, and the advent of a new recognition scheme for student co-creators at Queen Mary University of London in the UK. It explores how the delivery of curriculum enhancement projects has been made possible through co-creation with students and discusses its outcomes: curriculum enhancement resources for staff and students, recognition for students, and joint presentations and publications. This case study also reflects on the experience of student co-creators and the benefits and challenges for staff and the institution, considers the specific contexts required to promote a shift in institutional culture towards co-creation, and shares successes and recommendations for implementing this approach
University work-study programs transitioning from student employment opportunities to student-faculty partnerships
Get PDFFear and Trembling: Performing the Protestant Conscience in Thomas Middleton’s The Lady’s Tragedy
No full textWith its glorified ghost, godly avenger, and idolatrous Tyrant, Thomas Middleton’s The Lady’s Tragedy appears to offer a thinly veiled allegory of Protestant triumphalism. Little attention has been paid, however, to how its characters do — or do not — respond to the play’s many crises of conscience. This essay sets Middleton’s tragedy against English Protestant understandings of the trembling body and vexed conscience. It demonstrates that while the play’s multiple instances of trembling seem to unsettle its Protestant triumphalism, its special effects, intended to provoke audience trembling, might nevertheless deepen playgoers’ attachment to the Protestant cause
Shelby Richardson, ed. The Witch of Edmonton by Thomas Dekker, John Ford, and William Rowley. Peterborough, ON: Broadview Press, 2021.
No full textReview of Shelby Richardson, ed. The Witch of Edmonton by Laura Jayne Wright
Domenico Lovascio. John Fletcher’s Rome: Questioning the Classics. Manchester: Manchester University Press, 2022.
No full textReview of John Fletcher’s Rome: Questioning the Classics by Domenico Lovasci
Jeremy Lopez, ed. The Routledge Anthology of Early Modern Drama. London and New York: Routledge, 2020.
No full textThis is a review of Jeremy Lopez, ed. The Routledge Anthology of Early Modern Drama. 
Eleanor Rycroft. Facial Hair and the Performance of Early Modern Masculinity. London and New York: Routledge, 2019.
No full textReview of Facial Hair and the Performance of Early Modern Masculinity by Eleanor Rycroft