Canadian Journal of Family and Youth (CJFY)
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L(GBT+)ove Outside the City
No full textIn popular media and academic literature, 2SLGBTQ+ individuals who live in rural environments are often viewed as outcasts, unable to find an intimate partner, leading to living an unfulfilling life. This idea, portrayed by media, has always felt like a trop and not a real indication of how 2SLGBTQ+ individuals who live in rural environments are actually existing. Through my research I hope to understand the real impacts of 2SLGBTQ+ individuals who live in rural environments through understanding how their environment impacts different aspects of their lives. The areas I have researched include access to healthcare and community support while also dealing with the public perceptions of the 2SLGBTQ+ community. These struggles all impact each individual’s sense of self, body image and identity for themselves and how they as individuals present themselves to the world. One’s ability for a strong presentation of self to the world plays a pivotal role, if and when an individual will engage in an intimate relationship. For my research I looked at various research articles, studies and news articles from all over the world to help create a well-rounded picture as there is not just one story when it comes to rural 2SLGBTQ+ individuals. Through my research I found that although 2SLGBTQ+ individuals do face hardship in accessing supportive healthcare and 2SLGBTQ+ youth do experience bullying in their school environments, not everything is negative. There are significant numbers of the 2SLGBTQ+ adult population who live rurally by choice.
 
An Autoethnography about being an International Student
No full textThe number of immigrant and international students in Canada and other Western countries has increased in recent decades. This group of people faces many challenges, especially at the beginning of their entrance to the host country, such as different expectations regarding two different cultures, being away from their family and loneliness, financial problems, language limitations, and racism. As the experiences of these students can affect their satisfaction and success during their academic years, it is essential to explore the experiences of this growing population during their higher education. In this paper, I explore my own experience as a female international student. My first several years in Canada illustrate the everyday struggles I have faced to attain social, cultural, and linguistic development and build a new life in a new country. Using evocative autoethnography as a research methodology has revealed layers of my consciousness by connecting my personal experience to culture. This autoethnographic study presents the reflections of an Iranian female scholar’s experiences in Canadian higher education; it explores how my personal status as an Iranian female scholar, along with social factors, have shaped my academic experiences in Canada
Orton-Gillingham Approach as an Online Intervention for Learners Diagnosed with Attention Deficit Hyperactivity Disorder (ADHD)-Specific Learning Disorder (SLD) in Mathematics: A Descriptive Case Study
No full textThe purpose of this qualitative descriptive case study was to investigate whether the use of Orton-Gillingham Math as an intervention in teaching a child diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and Specific Learning Disorder (SLD) with impairment in mathematics lead to an improvement in addition skills. This study had a single participant chosen purposively based on the criteria namely diagnosis, arithmetic calculation level, and unfamiliarity with OG-Math intervention. The learner-participant was taught using the OG-Math approach which two main features are multisensory approach and concrete-representational-abstract progression via an online platform for twice-a-week over a period of four weeks. The pre and post evaluation of the learner-participant’s Developmental and Behavioral Pediatrician and the pre and post paper and pencil test which was composed of 75-item addition problems conducted by the teacher were used to determine the learner-participant’s basic operation addition fact knowledge prior and subsequent to the implementation of OG-Math online intervention. The data were analyzed using trustworthy thematic analysis and pattern matching. The analysis revealed that the learner-participant can already solve addition problems involving 3-digit addends with and without regrouping after the math intervention from only being able to solve single-digit addition problems. Hence, it is recommended to mathematics teachers to use OG-Math approach as an online intervention to children with ADHD and SLD with impairment in math to improve their addition skills.
 
Are Students Submitting their Mathematics Outputs on Time during the COVID-19 Pandemic? A Statistical Modeling
No full textDuring the pandemic, submitting students\u27 outputs in mathematics is seldom on time because of a lack of focus on doing their activities before the deadline. In fact, several causal factors cause the students\u27 submission process of mathematics outputs. Hence, this study focused on investigating the factors of outputs submission on time among students at Visayas State University taking a mathematics course online amid the new normal. The study involved statistical measures to summarize the variables of interest and employed binary logistic regression to model the causal factors affecting the students\u27 submission on time. Results revealed that only 26.15% of the students are submitting their mathematics outputs on time. This means that during the pandemic, several students are having difficulty submitting their outputs on or before the given deadline. The logistic regression model showed that the significant factors that influence the students\u27 submission on time include the availability of laptops (p-value=0.011), money spent on internet load (p-value=0.062), small household size (p-value=0.087), and internet signal strength (p-value=0.020). It is concluded that appropriate gadgets (technology) for online learning are a great help in accomplishing learning tasks on time. Additionally, less distraction at home, enough budget, and a good internet signal can progress their required mathematics activities and sustain an effective learning behavior amid the distance learning process. Hence, students must be supported by the Philippine government in terms of their need for learning tools that are suitable for online learning. Furthermore, teachers must provide attainable learning tasks given the deadline of submission and encourage their students to develop time scheduling management for their mathematics activities
Incest: A Threat to Family Security
No full textThroughout history, societies have classified certain forms of sexual intimacy as unlawful in the family setting. These are punishable under religious rules and government status. Incest is sexual intercourse between close relatives. It is a social taboo and can be illegal or in some cases legal depending on the jurisdiction. Genetic Sexual Attraction (GSA) is one of the causes of incestuous behaviour especially between adults. It can also be caused accidentally, where the two partners will not be aware of their biological relationship. Incest effect is an increase in sexualized behaviour and also Post Traumatic Stress Disorder (PTSD). A prevention of incest is separate sleeping arrangements (i.e., bed separation) of the children between the ages of 5-7 years and above, and teaching children about different kinds of touching which could lead to incestuous behaviours early in life. By implication, sufficient information should be provided for children to prevent incest and counsellors should provide adequate guidance to victims to reduce its threat to family security
Book Review of Robertson, David A. (2020). Black Water: Family, Legacy and Blood Memory. Toronto: HarperCollins Publishers.
No full textBook Review of Zafar, Samra (with Meg Masters). (2019). A Good Wife: Escaping the Life I Never Chose. Toronto: HarperCollins Publishers Ltd.
No full textPostabortion Family Planning Utilization and Associated Factors among Women seeking Abortion Services: A Cross-Sectional Study
No full textEthiopia is a country which suffers with one of the highest levels of unintended pregnancies and unsafe abortion practices. The aim of this study was to assess the utilization of post-abortion family planning and associated factors among women seeking abortion services in Asella town health facilities. A facility based cross-sectional study design was conducted among women who came for abortion services from July 15 to October 15, 2019. Two hundred seventy-six participants were included using a systematic random sampling technique. Both descriptive and logistic regression analysis were conducted. In multivariate analysis, variables which had a p-value < 0.05 was considered as significantly associated with the outcome variable. Postabortion family planning utilization among study participants was 146 (53.7%) (95% CI=47.4, 59.2). Formal education (AOR=4.45: 95% CI: (1.18, 16.74), previous history of abortion (AOR=0.35; 95% CI: (0.14, 0.85), positive attitude to towards family planning (AOR=2.62; 95% CI: (1.09, 6.27), counseled on postabortion family planning utilization (AOR=3.12; 95% CI: (1.30, 7.51) were significantly associated with post abortion family planning utilization. In this study, nearly fifty percent of the respondents did not utilize Postabortion Family Planning (PAFP). Educational status, history of pervious abortion, decision when to have a child, attitude toward PAFP utilization and counseling about PAFP were significantly associated with post-abortion family planning use. The health care providers who give abortion service should give counseling for all women who get abortion service. More accents should be given to misperception of PAFP to change the negative attitude of utilization of PAFP
Development of a Community-Based Training for Peer Support Workers in Youth Mental Health Settings: An Exploratory Pilot Study
No full textIntegrating peer support workers (PSWs) into mental health community programs for young people has the potential to increase their access to mental health services. However, very little research has focused on the development of training that is relevant for and readily accessible to youth and employees seeking to acquire a general overview of peer support fundamentals as applicable to youth mental health in community settings. This pilot study aimed to document the implementation fidelity of a newly developed youth mental health peer support training and its impacts on participants’ understanding and perceived ability to provide peer support in community-based youth mental health settings. A multiple-informant approach was used to develop the training which is mapped onto the existing theoretical framework for peer support (Mead, Hilton, & Curtis, 2001). A descriptive quantitative and qualitative research design was used and data were collected using self-reported measures. Five participants completed the 16-hour training, which was offered online through videoconferencing. Results showed that, overall, components of the training were implemented with a high level of fidelity to the theoretical framework. Furthermore, participants reported that the training has had a positive impact on their level of preparedness and ability to provide peer support. Despite the limited sample size, this study suggests that the training developed has practical value as an introductory training tool for youth mental health PSWs. Moreover, this study is the first to provide evidence that the theoretical framework selected is relevant to inform such training.
L’intégration de pairs aidants dans les programmes communautaires de santé mentale jeunesse a le potentiel d’accroître l’accès des jeunes aux services de santé mentale. Toutefois, très peu d’études se sont penchées sur le développement de formations adaptées et facilement accessibles aux jeunes et employé·e·s souhaitant acquérir une vue d’ensemble des principes fondamentaux du soutien par les pairs applicables en santé mentale jeunesse en milieu communautaire. Cette étude pilote visait à documenter la fidélité d’implantation d’une formation pour pairs aidants travaillant en santé mentale communautaire jeunesse et ses impacts sur la compréhension et la capacité perçue des participant·e·s à fournir un soutien par les pairs. Cette formation a été développée selon une approche multi-informateurs en s’appuyant sur le cadre théorique de la pair-aidance de Mead, Hilton et Curtis (2001). Une méthodologie descriptive quantitative et qualitative a été utilisée avec collecte des données par questionnaires autoadministrés. Cinq personnes ayant complété la formation sur deux jours, par vidéoconférence, ont pris part à l’étude. Les résultats montrent que les éléments de la formation ont été mis en œuvre avec un niveau élevé de fidélité relativement au modèle théorique. Les participantes mentionnent que la formation leur a permis de se sentir prêtes et capables d’offrir du soutien comme pairs aidants. Malgré le nombre limité de participants, cette étude suggère que la formation développée possède une valeur pratique pour la formation initiale des pairs aidants en santé mentale jeunesse. Elle révèle également que le cadre théorique utilisé est pertinent pour la formation de ces intervenants.
 
