Browsing by Author "Domene, José F."
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- ItemOpen AccessThe Billable Hour and its Impact on Lawyer Subjective Wellbeing and Burnout(2019-09-04) Pasyk, Victoria Summer; Mendaglio, Sal; Domene, José F.; Mudry, Tanya E.Many lawyers experience high workloads, challenging clients, and imposed expectations on the amount they bill, yet purport to have high job satisfaction. Therefore, the purpose of this study was to examine the impact of billable hours and practices on lawyer subjective wellbeing and burnout. Fifty-six lawyers responded to questions on the Copenhagen Burnout Inventory (CBI), the Personal Wellbeing Index (PWI), and a questionnaire developed by the researcher that examined lawyer job satisfaction, billing practices, and demographic information. ANOVAs and MANOVAs were used to determine whether levels of billing targets or types of billing practices were related to burnout or wellbeing while thematic analysis was utilized to examine job satisfaction. A correlation matrix was also created to examine the relationships between variables. Results demonstrated no statistically significant differences between levels of billing targets and scores on the PWI and CBI, however in comparison to other research studies, levels of burnout were significantly higher in the lawyer population. Burnout scores were also equally high across billing targets and practices. Lawyers had similar scores on the PWI as the Australian public, however rated health and community connectedness substantially lower. Correlations revealed that job satisfaction was significantly correlated with both burnout and wellbeing. Lawyers were also satisfied with their jobs, however thematic analysis suggested that lawyers desire changes in the industry and workplace to make their experience more positive. Results of this study suggest changes need to be made to both the culture of the professions and the milieu of the workplace.
- ItemOpen AccessCampus Mental Health: How Stigma Affects Students’ Approach to Resources(2020-08-27) Stamp, Julia; Wilcox, Gabrielle; Szeto, Andrew C. H.; Domene, José F.University mental health is an area of growing concern as students steadily report higher levels of psychological distress in comparison to the general population, and while university settings are increasing resources, there are barriers to students’ accessing these. One known barrier is mental health stigma. This research used a mixed methods sequential explanatory design in an undergraduate student population (N = 218) in order to answer the questions 1) to what extent are public and self-mental health stigma present within this undergraduate population?, and 2) how does mental health stigma affect students’ likelihood of approaching or recommending university mental health resources? Results indicated that public mental health stigma significantly predicted students’ likelihood of approaching resources, but not recommending, and that self-stigma did not predict either likelihood variables. There were no group differences based on age, gender, ethnicity, or area of study, but students who had previously used university mental health resources were more likely to approach these resources again if experiencing concerns. Thematic analysis resulted in five main themes: academics, conceptualization of mental health stigma, cultural considerations, university mental health services, and mental health culture on campus. Data were used to formulate student-based recommendations for improving university mental health climate and reducing mental health stigma, presented in three main areas for improvement: psychoeducation, feedback from a trusted source, and classroom-level mental health coverage.
- ItemEmbargoDis-Connected: Young Adults’ Experience of Growing Up With a Canadian Service Member Parent With an Operational Stress Injury(2024-04-09) Iverson, Heather; Robertson, Sharon Elaine; Robertson, Sharon Elaine; Domene, José F.; Kawalilak, ColleenMilitary-connected families in Canada have expressed concerns regarding the impact of having a parent with an operational stress injury (OSI), such as posttraumatic stress disorder (PTSD), on their children’s well-being. A recent trend in research has been focused on examining the impacts of parents’ PTSD on the mental health of military-connected children (MCC). However, there remains a paucity of studies that capture the perspective of the MCC themselves, particularly within a Canadian context. This study aimed to explore how young adult children of Canadian Armed Forces (CAF) veteran service members make sense of their experience of growing up with a parent with an OSI. Individual, semi-structured interviews were conducted with five young adults aged 19 to 23 years, and the transcripts were analyzed using interpretive phenomenological analysis (IPA). From this analysis, five Group Experiential Themes (GETs) emerged: (a) In a Way, I Lost My Dad, (b) Turbulent Waters at Home, (c) Don’t Rock the Boat, (d) In the Dark, and (e) Duty to Care. The participants’ accounts shed light on the complexity of dealing with a father who was present juxtaposed with a father who was absent. Participants’ narratives depicted tumultuous home environments where maintaining family harmony was a honed skill. Moreover, the pervasive uncertainty surrounding their father’s OSI during their upbringing called for participant resilience and resourcefulness in coping with a situation marked by limited information and communication. Furthermore, amidst the confusion and destabilizing circumstances, participants remained steadfast in their commitment to their families. These findings are discussed in the context of relevant literature. The strengths and limitations of the study are considered and implications for practice and research are presented.
- ItemOpen AccessHealthy Weight Discourses Among Students in Graduate Level, Mental Health Focused, Education Programs(2020-09-17) Boutilier, Katrina J.; Russell-Mayhew, Shelly K.; Domene, José F.; Takeuchi, Miwa A.The definition of what constitutes a healthy weight has become debatable over recent years. In this study, discourses around healthy weight were explored among eight graduate students in mental health focused, education programs at the University of Calgary. Data were collected through semi-structured interviews and analysed using discursive psychology. A total of six interpretive repertoires were found through analysis as follows: measurable/visual, non-measurable/internal, tension/growth, behavioural, educational, and biological. The ways in which students in graduate level, mental health focused, education programs construct healthy weight may impact how these individuals treat future clients, especially those in large bodies. As such, the findings from this study provide support for expanding training in the area of healthy weight within the curriculum of these graduate programs.
- ItemEmbargoImproving Forensic Clinical Practice: Leveraging Concepts from Counselling and Counselling Psychology(2023-07-24) Pasyk, Victoria Summer; Domene, José F.; Cornell, Dewey G.; Friesen, Sharon L.The purpose of this research is to improve the practices of mental health professionals engaged in forensic practice by leveraging ideas and perspectives from counselling and counselling psychology. Counselling and counselling psychology are defined by their holistic, strength-based, and multiculturally competent ways of addressing mental health concerns and facilitating change. Despite both professions offering unique benefits for a variety of populations and needs, clinicians from these areas of practice are under-represented in a number of mental health work settings, one, in particular, being forensic. Additionally, there is also very limited research on how the practice of counselling and counselling psychology can benefit or enhance the area of forensic psychology. This knowledge gap is particularly evident in the areas of supervision, assessment, and psychotherapy. In this dissertation, I close some of these gaps by contributing three manuscripts that leverage ideas and perspectives from these related disciplines. Specifically, Chapter 1 presents an introduction to the potential benefits that counselling and counselling psychology could offer to the field of forensic mental health practice. Chapter 2/Manuscript 1 examines readiness to change as a key component to the working alliance with clients who have offended. The working alliance is a construct elaborated on by a counselling psychologist and is related to successful outcomes for both community and correctional populations. Chapter 3/Manuscript 2 draws upon existing literature from the field to provide recommendations to improve clinical supervision in forensic practice. Chapter 4/Manuscript 3 is a data-based research project that examines the application of a counselling perspective to forensic practice. Chapter 5 integrates themes across the three manuscripts and provides suggestions for forensic clinical practice. This chapter also considers the state of current forensic practice in Canada and its implications for counselling psychologists.
- ItemOpen AccessKey Outcomes and Ingredients of an Adolescent Day Treatment Program(2020-04-30) Colvin, Sean Alexander Grey; Domene, José F.; Zwiers, Michael L.; Mudry, Tanya E.The current study evaluated an adolescent day treatment program (ADTP) located in Alberta, Canada. Specifically, this study addressed three primary research questions: (a) Do youth attending the current ADTP experience significant improvements in their mental health following treatment? (b) Is there a significant difference in mental health outcomes for youth attending the current programming offered at the ADTP compared to those who attended the previous program, after controlling for admission severity? and (c) What do youth attending the current ADTP experience as helping, hindering, and missing from their treatment experience? A mixed methods sequential explanatory design was employed to evaluate the effectiveness of the program while ascertaining in-depth accounts of youths’ experience of day treatment. Results of the statistical analyses supported both the overall and relative effectiveness of the current programming in terms of significantly reducing problem severity (i.e., HoNOSCA scores). In addition, a qualitative analysis conducted using the Enhanced Critical Incident Technique identified 114 helping and 48 hindering critical incidents (CIs), as well as 14 wish list (WL) items, which were organized into 14 categories. These categories were organized into five distinct yet overlapping elements of effective day treatment for youth: (a) the therapeutic milieu (b) group-facilitated learning, (c) peer-centered growth, (d) a unique school experience, and (e) a graduated discharge. Each of these elements is discussed in relation to their importance, as expressed by youth in the present study, as well as their fit with existing literature. In addition, recommendations for practice stemming from the integration of findings are discussed, including strengthening the therapeutic milieu, capitalizing on peer-centered growth, and continuing to utilize the DBT-skills group and transition phase activities.
- ItemOpen AccessSelected Proceedings From The Canadian Counselling Psychology Conference 2018(2019-10) Kassan, Anusha; Domene, José F.; Wada, Kaori; Bedi, Robinder P.Selected Proceedings From The Canadian Counselling Psychology Conference 2018: Advocating For Ourselves, Advocating For Our Communities; Canadian Counselling Psychology Into the Next Decade and Beyond
- ItemOpen AccessUncanny Phenomenon: Existential Experiences among Iranian International Students(2020-09-15) Didehvar, Mina; Wada, Kaori; Guo, Shibaod; Domene, José F.As the number of Iranian international students in Canada continues to increase in the light of the recent socio-political unrests in Iran, studying the acculturation experiences of this population has become increasingly important for providing effective counselling. The existing literature on adjustment of international students has been critiqued for pathologizing the acculturation challenges of this population, while neglecting their underlying existential importance. Existential concerns, which reflect individuals’ conflicts with death anxiety, meaninglessness, isolation, and freedom, have been universally identified as a fundamental concern of humanity (Yalom, 1980). Cross-cultural transitions can provoke existential concerns since the challenges of acculturation can often touch on underlying existential meanings. In this study, I conducted semi-structured interviews with six Iranian international students to explore the existential inquiries that arose during acculturation. Interpretative phenomenological analysis (Smith et al., 2009) of participants’ experiences resulted in three overarching themes: (a) Migration as a Boundary Situation, (b) Facing Existential Concerns, and (c) Coping with Existential Concerns. I discuss these findings within the context of acculturation literature and present implications for counsellors and researchers in the field of counselling psychology.
- ItemOpen AccessWhat is Social Emotional Learning? Clarifying the notion through a literature review and an empirical study with educators.(2020-09-22) Lewis, Bradley Kyle; Zhao, Xu; Clark, Douglas B.; Schroeder, Meadow; Domene, José F.; Stam, Henderikus J.Social emotional learning (SEL) is the predominant approach to supporting students’ non-academic development in schools. The perceived mental health crisis of Canadian youth has brought SEL programming to the forefront as a school-based solution. Despite this, debates over the effectiveness and what exactly is meant by the term SEL demands a clarification of SEL and its appropriateness for Canadian schools. Therefore, this thesis aims to address the ambiguities of this notion known as SEL, and to help educators better understand SEL to inform decision-making on the integration of SEL into Canadian schools. To meet these aims, this thesis presents two manuscripts. The first manuscript provides a critical review of the literature on SEL that offers a nuanced understanding of SEL’s appropriateness for Alberta students. The review concludes that the heterogeneity of SEL programs, historical development, and current research on the effectiveness of SEL demonstrates how it cannot be claimed that SEL is an evidence informed approach appropriate for Alberta schools pursuing policy of multiculturalism in education (Government of Canada, 1988). The second manuscript presents a thematic analysis of ten interviews with educators on their perspectives towards the value and meaning of SEL. Two themes have emerged from educators’ perceptions of SEL. The first is a tension between two notions of SEL, one accepted as embedded in their existing teaching roles, the other rejected as additional responsibilities that educators are unprepared to fulfil. The second theme points to a challenge perceived by educators that has not been documented by the existing literature. That is, how to appropriately navigate personal connections with students when fostering SEL? The important implication of this research is that future SEL programming in Canadian schools should aim at reconciling the two notions of SEL; the development and implementation of such programs need to incorporate educators’ existing expertise with SEL. Further, there exist gaps in educators’ understanding and knowledge of SEL, which can be addressed by professional training that introduces research and theory on SEL. To sum, SEL programs should empower educators by allowing them to choose how to teach SEL in a way appropriate for the specific cultural and political contexts in which their classroom is embedded.
- ItemEmbargoWho am I? The Experience of Identity Change in Young Chinese Independent Migrants Living in Canada(2023-12-20) Chan Kent, Alysha Shay; Robertson, Sharon E.; Domene, José F.; Chang, JeffMigration trends over the past two decades have revealed a unique group of Asian international students who have left home to continue their education in the North American K-12 school systems. Within the literature, these students are referred to as parachute kids, independent migrants, or unaccompanied minors, denoting those sent to live and study abroad without their parents. This experience can have deep and long-lasting impacts. Not only do parachute kids experience a unique array of challenges, including psychological, relational, academic, and cross-cultural adjustment difficulties, but also they must navigate these without the presence of their parents. Although studies have explored the adjustment challenges faced by parachute kids, little research has been conducted on the long-term impacts of this experience, particularly as it relates to identity development. As such, the goal of this study was to explore Chinese unaccompanied minors’ experience of independently migrating to and growing up in Canada, with the primary aim of examining how they understand their changing sense of identity. My research question guiding this inquiry was “How do former Chinese independent migrants understand their changing sense of identity within the context of migrating to Canada as unaccompanied minors?” I adopted the qualitative methodology, Interpretative Phenomenological Analysis (IPA), to guide this multi-perspectival study. I recruited 11 participants (21–27 years old, five female and six male) who identified as having been parachute kids in Canada. I conducted individual audio-taped, in-depth, semi-structured interviews, in which I asked each participant about their experiences of independent migration, particularly as they related to their view of self. Following the steps of IPA, I analyzed the interviews, leading to the generation of themes that represented the ways in which participants understood their experience. The study findings included four Group Experiential Themes: (a) Living in an Alien World, (b) Impact on Relationships, (c) Identity Development and Change, and (d) Advice to Future Independent Migrants. I examine these findings within the context of relevant literature, outline the study’s strengths and limitations, and discuss their implications for future research, theory, and practice.