Browsing by Author "Crowder, Rachael"

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    Contemplative Pedagogy, Mindfulness, and Transformative Conversations
    (2017-05) Crowder, Rachael
    This workshop introduces theoretical foundations of contemplative approaches to teaching and learning; engages participants in experiential learning to demonstrate some mindfulness exercises that can be used when difference and difficulties arise in discussions; and offers other resources to cultivate a classroom culture of wellbeing.
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    The Impact of Parent Inclusion In Mindfulness Early Interventions For Children With Sub-Clinical Anxiety
    (2015-08-19) Hestad, Gillian; Crowder, Rachael
    Parents play a large role in the socialization of children and parent wellbeing has the capacity to influence children’s attachment security, self-regulation, and overall mental wellbeing. The most common mental illnesses impacting children in Canada are anxiety related. The benefits of including parents in early interventions for children with symptoms of anxiety, fears, and worries have not been studied. It has been theorized, though not empirically tested, that parent inclusion in mindfulness interventions may enhance therapeutic outcomes, further decreasing children’s anxiety symptoms. The present study investigated this assertion using two groups, one including 6 parent–child dyads and another with 10 children participating without a parent present (n=16). The paper presents mixed methods research findings that explore the benefits of parent inclusion in mindfulness early-interventions for children. Implications and directions for future research are discussed.
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    Unraveling How Social Workers Recover from Workplace Bullying Through Rediscovering Self
    (2020-01-21) Tanchak, Sherri Lynn; Kreitzer, Linda; Crowder, Rachael; Nicholas, David Bruce
    Social workers are increasingly sharing stories about witnessing and experiencing the injustice of workplace bullying across varied practice environments. Inherent in many stories are themes of discrimination, trauma, betrayal, anger, shame, and loss. Workplace bullying is essentially an abuse of power within the workplace. In the current workplace bullying literature, there is a disproportionately high representation of quantitative studies that describe and measure the nature, scope and prevalence of workplace bullying and its impact on the physical health, emotional well-being, social relationships, and work performance of targets and bystanders. Although this repository is rich with descriptive knowledge, it lacks the voices and experiences of workplace bullying targets. The purpose of this dissertation study is to examine how social workers recover from WPB. Ecological systems theory and socialist feminist theory provide a theoretical framework to guide this research. By utilizing constructivist grounded theory methodology, 13 registered social workers with active membership with the Alberta College of Social Workers, Canada were interviewed by semi-structured open-ended questions about their experiences of workplace bullying recovery. Four key themes emerged from the data: awareness, responses, impacts and rediscovering self. The findings inform a unique description of workplace bullying recovery and have been adopted into a conceptual framework to illustrate the social processes of workplace bullying recovery. A discussion of key findings of this study along with recommendations for social work educators, professional social work regulatory associations and clinicians working with WPB targets conclude this dissertation.