Dalhousie University Libraries Hosted Journals
Not a member yet
6269 research outputs found
Sort by
Young Adults and their Parents: The (Mis)understandings that Construct Mental Illness
Get PDFWhile public awareness about young people‘s mental health has been on the rise, the context in which it is studied has many gaps. Adolescent mental health is often studied within the context of family relationships but the same is not true for young adults over 18 years old. Drawing on interviews with young adults who have mental illness and their parents, I found that the parent-child relationship is a relevant context in which ideas about what mental illness is are constructed. Through the conscious presentation of self within the unique expectations of this relationship and the feedback from parents or children, young adults construct definitions of mental illness which guide their ideas of self and actions in the relationship. By considering this specific relationship and life stage, I hope to contribute to a more specific understanding of the social construction of mental illness and to highlight its practical implications in the lives and relationships of young adults
"You are what you eat": Plant-Human Relations in Home Gardens
Get PDFGardening has long been conceptualized as a practice that blurs nature-human binaries and connects humans to nature in rapidly urbanising worlds. Based on six weeks of fieldwork on the Cape Flats, this article explores human interpretations of beyond-human connections and experiences that are engendered in their home vegetable gardens. It weaves together ethnographic data and theoretical frameworks like posthumanism, multispecies ethnography and actor-network theory to analyse the inner workings of these relationships. I collaborated with six interlocutors and their gardens to reveal how companionships with plants and their produce complicate, contest or conform to nature-human binaries. In doing so, this paper investigates how through gardening, interlocutors come to recognize otherwise ‘invisible’ elements in the natural world as valued companions that not only co-produce healthy vegetables, but also co-create identities, emotions, practices, and justices. However, this paper also traces the exchanges that take place within the garden, contending that only the gardening agents that are perceived capable of maintaining beneficial reciprocities come to be coded as companions, whilst others that do not become pests or nuisances. Through these insights, it aims to add nuances to the claims that gardening dissolves human-nature dichotomies
New Norm, Old Obstacles: The Impact of Distance Learning on Student Agency during the Covid-19 Pandemic
Get PDFMandatory distance learning implemented during the COVID-19 pandemic has produced a new educational landscape for elementary students. Working- and middle-class students have had to meet new expectations around class attendance, homework, and time management, and some are now responsible for overseeing their own education. This study examines students’ agentive expressions and perceptions of time to explore the effects of these expectations, and to contribute to a discussion about the implications of distance learning. Through participant observation and interviews with elementary school students across four Southern California school districts, this study offers insights into how students conceptualize their new role in their education and it provides concrete examples of how this manifests day-to-day. Students from ages five to thirteen learning from home, especially those with limited assistancefrom guardians throughout the school day, have new responsibilities and a greater sense of “their time,” through which they simultaneously discover and establish their position as agents in their education
Offrir un soutien d‘aumônier aux femmes militaires ayant subi un préjudice moral
Get PDFThe following article may serve as a learning tool for chaplains who are available to provide care to servicewomen suffering from moral injury. Moral injury occurs when someone experiences, takes part in, or witnesses a traumatic event that violates their deeply held beliefs about truth, justice, or morality. Using a gendered approach rooted in feminist principles and research, the text provides a list of traits and attitudes that effective chaplains possess, five principles of support, and recommendations for how chaplains can enact those concepts in specific counseling situations. The five principles of support are: establish trust, enable storytelling, be empathetic and calm, listen for special themes, and offer alternative perspectives. Together, the principles help create an environment in which a military woman can receive vitalizing pastoral care. The article describes in detail the five special themes of disempowerment, sink holes, guilt and shame, loss of identity, and low self-worth and explains how chaplains can offer alternative perspectives so that a woman client might experience post-traumatic growth and recovery.El artàculo siguiente puede servir como una herramienta de aprendizaje para capellanes que se dedican a ofrecer consuelo a uniformadas que sufren herida moral. La herida moral se produce cuando una persona vive, participa en o es testigo de un evento traumático que transgrede sus creencias profundas acerca de la verdad, la justicia o la moralidad. Con un enfoque de género basado en los principios y la investigación feministas, el texto ofrece una lista de rasgos y aptitudes que posee un capellán eficaz, cinco principios de apoyo y recomendaciones para que los capellanes puedan aplicar esos conceptos en situaciones de consejeràa especàficas. Los cinco principios de apoyo son: establecer la confianza, estimular la narración de los hechos, mantener una actitud empática y calmada, escuchar los temas especiales y ofrecer perspectivas alternativas. En conjunto, los principios ayudan a crear una atmósfera que permite que la uniformada reciba apoyo pastoral vitalizador. El artàculo describe en detalle los cinco temas especiales de privación de poderes, depresiones, culpa y vergüenza, pérdida de identidad y baja autoestima, y explica de qué manera los capellanes pueden ofrecer perspectivas alternativas de manera que la mujer que busca consuelo pueda superar y recuperarse del evento traumático.L‘article ci-après peut servir d‘outil d‘apprentissage aux aumôniers qui sont disponibles pour prodiguer des soins aux femmes militaires souffrant d‘un préjudice moral. Il y a préjudice moral lorsque quelqu‘un subit un événement traumatisant qui va à l‘encontre de ses croyances profondes au sujet de la vérité, de la justice ou de la moralité, participe à un tel événement ou en est témoin. Adoptant une perspective sexospécifique ancrée dans les principes et la recherche féministes, le texte présente une liste de traits et d‘attitudes qui caractérisent les aumôniers efficaces, cinq principes de soutien, ainsi que des recommandations sur l‘application de ces concepts par les aumôniers dans des situations de counseling particulières. Les cinq principes de soutien sont les suivants : établir la confiance, favoriser la communication narrative, faire preuve d‘empathie et de calme, être attentif aux thèmes spéciaux et offrir d‘autres perspectives. Ensemble, ces principes contribuent à créer un environnement dans lequel une femme militaire peut recevoir des soins pastoraux vitalisants. L‘article décrit en détail les cinq thèmes particuliers que sont la perte de pouvoir, les trous noirs, la culpabilité et la honte, la perte d‘identité et la faible estime de soi, et explique comment les aumôniers peuvent offrir d‘autres perspectives afin qu‘une cliente puisse vivre une croissance et un rétablissement post-traumatiques
Parcours d\u27un vétéran - Réflexions sur les répercussions des opérations de paix complexes mettant en cause des enfants : Un appel à la réflexion, à la réaction et à des réponses proactives
Get PDFEditors‘ Note: Publishing commentaries reflects our commitment to methodological pluralism and the importance of experiential knowledge. This commentary captures a conversation between Colonel (ret‘d) Roberto Gil of the Uruguayan Army and Presidency Advisor to the International Association of Peacekeeping Training Centres (IAPTC), and Dr. Catherine Baillie Abidi, a professor in Child & Youth Study at Mount Saint Vincent University in Halifax, Nova Scotia, Canada. The commentary touches on many complex issues in peace and security and is intended to spark reflection and discussion.Nota de los editores: la publicación de comentarios refleja nuestro compromiso con el pluralismo metodológico y la importancia del conocimiento experimental. Este comentario cita una conversación entre el coronel (R) Roberto Gil del ejército de Uruguay y asesor presidencial de la Asociación Internacional de Centros de Formación para el Mantenimiento de la Paz (International Association of Peacekeeping Training Centres, IAPTC), y la Dra. Catherine Baillie Abidi, profesora de Estudios sobre niños y jóvenes en la Universidad Mount Saint Vincent en Halifax, Nueva Escocia, Canadá. El comentario contempla numerosos aspectos de paz y seguridad complejos, y tiene el propósito de fomentar la reflexión y el debate.Note de la rédaction : La publication de commentaires reflète notre engagement envers le pluralisme méthodologique et l‘importance de la connaissance expérientielle. Cet article rend compte d‘une conversation entre le colonel (à la retraite) de l‘armée uruguayenne Roberto Gil, conseiller de la présidence de l‘International Association of Peacekeeping Training Centres (IAPTC), et Catherine Baillie Abidi, professeure en études sur l‘enfance et la jeunesse à l‘Université Mount Saint Vincent, à Halifax, en Nouvelle-Écosse, au Canada. Le commentaire aborde de nombreuses questions complexes sur la paix et la sécurité et vise à susciter la réflexion et la discussion
Exploring Collaborative Approaches to Indigenous Science Outreach Programs on Turtle Island: A Scoping Review
Get PDFIntroduction: Past and recent calls to action (e.g., Truth and Reconciliation Commission of Canada, 2015) call for inclusion of Indigenous Peoples, including residential school Survivors, in all stages/phases of program development and education. Objective(s): This scoping review identifies and maps the extent (i.e., level) of collaboration reported in published accounts of science outreach programming targeting Indigenous youth on Turtle Island (North America) between 2010 and 2022. Additionally, this review lists and describes program evaluation methods reported. Methods: Arksey and O‘Malley‘s (2005) scoping review methodology was applied. Education Resources Information Center (ERIC), Education Research Complete (ERC), Academic Search Premier (EBSCO), CBCA Complete (ProQuest), SocINDEX (EBSCO), Google Scholar, and Google were searched for science outreach programs targeting Indigenous youth on Turtle Island between 2010 and 2022. Each program‘s process and methods were identified. A scoring schema was developed in collaboration with community members to map these data by extent of community collaboration (three categories; 0 = none, 1 = some, 2 = full). Results: In total, 20 programs were identified, and 12 (n = 12/20) programs met criteria for full collaboration during program development and implementation, while eight (n = 8/20) did not. Of the 12 programs, six (n = 6/20) programs reported collaborative evaluation. Diverse evaluation methods were reported and are described. Moreover, 15 (n = 15/20) programs were identified as taking place post 2015, with four (n = 4/15) being Canadian programs. Conclusions: A total of 20 STEM programs targeting Indigenous youth on Turtle Island were identified in this review. Although 60% of the programs reported collaboration during development and implementation of programming, only 30% collaborated with community during program evaluation. These findings are supportive of the need for ongoing education and research on collaboration with Indigenous communities at all stages of intervention/program development
The Outcome of Exercise for Adults and Older Adults with Visual Impairment: A Scoping Review Protocol
Get PDFIntroduction: Exercise programs provide numerous health benefits, including improved physical fitness, psychosocial status, and sense of well-being. Previous research has identified a range of positive outcomes as a result of exercise for most populations; however, the current understanding of the exercise outcomes for adults from 18 to 65 years and older adults over 65 years with visual impairment is limited. Objective: The proposed scoping review aims to allow a better understanding of current exercise outcomes for adults (including older adults) with visual impairment. This protocol enhances the research quality and the transparency of the proposed scoping review. It pre-defines the objective and methods of the scoping review, including details of the criteria of inclusion and exclusion for evidence sources and the way the data will be identified, extracted, and presented. Inclusion criteria: Articles involving participants with visual impairment aged 18 and over will be the focus of the proposed scoping review. All English-language peer-reviewed studies with a focus on outcomes of exercise programs and interventions for adults with visual impairment, including quantitative, qualitative, and mixed methods study designs, will be considered. In order to make the result more applicable for future research and practice, studies published from 2000 to present will be included, given consideration of the changing concept and format of exercise since 2000. The exercise-related programs and interventions to be included can be delivered via any format in any geographical area. Methods: The search strategy will aim to locate all eligible published studies in the following databases: Ovid MEDLINE, Embase, CINAHL Complete, PsycInfo, AMED, and SPORTDiscus. Full text review will be undertaken of articles that meet criteria on initial review of title and abstract. Reference lists and citations of studies selected for full text review will be further reviewed to identify any additional studies that meet inclusion. Data from the selected studies will be extracted and tabulated based on the exercise and the key findings relevant to the research question. Findings from this scoping review will be presented as a summary of the data from the selected studies in a tabular form, which will categorize exercise outcomes and the corresponding exercise along with a narrative summary. Conclusion: It is expected that the results of this scoping review will enable a better understanding of exercise for adults with visual impairments and inform future exercise programs for adults with visual impairment
Measurement and Design in Surveys of Teachers‘ Mental Health Literacy: A Scoping Review
Get PDFMental health literacy (MHL) was introduced four decades ago as a term referring to knowledge and beliefs about mental disorders that aid in their recognition, management, or prevention. This scoping review mapped the peer-reviewed literature to understand how MHL is defined, conceptualized, and measured in studies involving those becoming teachers (pre-service teachers) and working teachers (in-service teachers). The search was performed following the method for scoping reviews by the Joanna Briggs Institute (JBI). Searches were conducted in four scientific databases with no time limit, although all sources had to be written in English or French. Primary studies (N = 35) that measured MHL for pre- and in-service teachers provided a global snapshot of MHL conceptualization and measurement across five continents. Global conceptualizations of MHL were largely driven by the definition and measures developed by Jorm, though the definition by Kutcher et al. was used in one fourth of the papers. Few studies explicitly stated a theoretical framework. Most studies used closed-ended scales, or a combination of closed-ended scales and vignettes to measure MHL. From a closer examination of the results, Canada emerged as a major leader in teacher MHL. Future research in this area should aim to include vignette measures, especially for pre-service teachers, and explicit theoretical frameworks, including socio-ecological and social or structural determinants of health-related frameworks that take an intersectional approach to MHL
Book Review: Fiddler Joe Marble Plays to St. Anne: A Etuaptmumk/Two-Eyed Seeing Pilgrimage by Elder John R. Prosper and Settler Dorothy A. Lander
Get PDFWhile documenting significant Mi‘kmaw and settler histories in northeastern Mi‘kmaki/Nova Scotia, authors John R. and Dorothy came upon serendipitous signs signalling a much greater mission and opportunity for strengthening Indigenous-settler relationships and spiritual reflection through the lens of St. Anne. Etuaptmumk is the Mi‘kmaw word for “multiple perspectives” and asks that we consider, and equally value the strengths of multiple perspectives and ways of knowing. John R. and Dorothy had indeed been guiding their work together through Etuaptmumk from the outset. As researchers who engage in Etuaptmumk in our work, this book proved helpful in guiding our own conversations on ways to strengthen Indigenous-settler relationships and what that looks like “in the real world.
Exploring the Gender (Non)Binary
No full textThis research poster is a qualitative study exploring the experiences of ALOK, a gender non-conforming mixed-media artist of colour, and Jonathan Van Ness (JVN), a white settler non-binary TV star on Queer Eye and influencer using a podcast transcript from Getting Curious with Jonathan Van Ness of a conversation between JVN and ALOK. The research explores what stories and narratives ALOK and JVN use to describe their experiences as non-binary people, examines how those narratives construct their queer identities through an intersectional lens, and compares the experiences of ALOK and JVN with the gender binary through identifying shared and opposing themes. The findings are presented through found poetry, a method through which the research uses phrases from the words of the participants (in this case from the podcast) to write poetry highlighting the main themes and ideas. The found poetry and discussion highlights experiences of emotional pain and trauma due to the oppression they face, experiences of being “othered”, and the lack of acceptance both within and outside the queer community of their gender identities