Browsing by Author "Gray, Shawna M."
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- ItemOpen AccessBuilding a Case for Using “Coercive Control” in Alberta: Discussion Paper(2020-09) Lee, Lianne; Wells, Lana; Gray, Shawna M.; Esina, ElenaAs part of Shift’s collaboration with IMPACT (a provincial collective impact initiative to eradicate domestic and sexual violence in Alberta), a series of papers and trainings modules are being developed to help build an evidence-informed primary prevention framework in Alberta. This particular report was focused on helping members of IMPACT better understand the coercive control model and examine the potential of adopting the model to inform the development of Alberta’s primary prevention framework. A presentation of the findings was also developed and shared with IMPACT members. Findings from this review suggest that the coercive control model has many strengths; however, adoption of the model in Alberta will require additional research to address its limitations and understand the usefulness of the model in advancing primary prevention.
- ItemOpen AccessDisclosure of an Autism Spectrum Disorder (ASD) Diagnosis: Parent Reported Impacts of Disclosure to Siblings(2018-09-07) Gray, Shawna M.; McCrimmon, Adam W.; Andrews, Jac; Hindes, Yvonne L.Autism Spectrum Disorder (ASD) is a neurodevelopmental spectrum disorder of social communication and behaviour. ASD presents many different challenges to families in which an ASD diagnosis is present. As there is a growing prevalence rate of ASD, it is important to explore the impact that ASD can have on the family system. Researchers have focused on the disclosure of an ASD diagnosis to parents or individuals with ASD, but there is a lack of investigation of the impact of disclosure to siblings without ASD. To explore this gap in the literature, 22 parents of a child with ASD and another child without ASD were purposively sampled to complete a semi-structured interview about their perceived impacts of their telling their child(ren) without ASD about the affected child’s diagnosis. Data were analyzed via Thematic Analysis and five themes were derived: (1) Incorporation into support networks; (2) Making sense of difficult situations; (3) Embracing the sibling with ASD as they are; (4) Comprehension of observed differences; and (5) Endorse inquiry towards a greater understanding. Themes were fit into a temporal framework (long- or short-term impacts). The results provide a starting point for understanding how ASD diagnostic disclosure impacts unaffected siblings.