Browsing by Author "Hughson, E. Anne"
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- ItemEmbargoA Descriptive study of free play and social behaviors of the preschool handicapped child(1983) Baxter, Joanne M. (Joanne Marlena), 1955-; Hughson, E. Anne
- ItemOpen AccessAttending an inclusive post-secondary education setting: the perspectives of students with significant intellectual disabilities(2001) Swift, Robin E.; Hughson, E. Anne
- ItemOpen AccessBecoming a birth mother of a child with fetal alcohol syndrome(2008) Badry, Dorothy Eleanor; Hughson, E. Anne; Tapp, DianneThe term and the meanings associated with 'Fetal Alcohol Syndrome' (FAS) originates from, and to a large extent has become institutionally colonized by, a positivistic-science dominated bio-medical model. This dissertation houses a qualitative inquiry into the lived experience effects and affects of what it means to become and be a birth mother of a child diagnosed with FAS. Fetal Alcohol Syndrome, in contemporary Western society, has become overtly represented as a moralized disability. As such, the dissertation locates - historically, culturally, socially, politically, and medically - the evolution of a prevailing discourse, grounded in the bio-medical definition of FAS, that suggests if only women refrain, by choice, from alcohol use during pregnancy, then FAS will cease to exist. Discourse on prevention suggests if pregnant women do not refrain from alcohol, then these mothers-to-be must be held responsible - ethically, socially, morally, medically, politically, etc. - for any alcohol-related difficulties the child experiences. Although there are 'takes' and 'solutions' on what to do about FAS in medical or political or cultural environments, there are very few studies that offer any in-depth insights or understandings of the lives of birth mothers who, indeed, give birth to a child diagnosed with FAS. Therefore, the purpose of the research advanced in this dissertation is to develop deeper understandings of the lived experiences of birth mothers of children diagnosed with FAS. To accomplish this inquiry, a hermeneutic phenomenology methodology was employed to provide a thick descriptive and significantly interpretive frame by which birth mothers with children diagnosed with FAS could be engaged with in meaningful, non-threatening conversations about their life experiences. This novel approach resulted in conversational - interview data, hermeneutically cared for, showing the lives of eight (8) women between the ages of twenty-five (25) and sixty (60) all of whom had given birth to one or more children medically diagnosed with FAS. Thus, this study sought to honour the often unheard voices its participant women whose lives were significantly fraught with poverty, trauma, abuse, violence, and alcoholism.
- ItemOpen AccessEmergency Department Staff Knowledge and Practice of Caring for Individuals with Intellectual Disabilities Seeking Mental Health Care(2020-09-21) Aboumrad, Mona; Lashewicz, Bonnie M.; Hughson, E. Anne; Haines-Saah, Rebecca J.; Lashewicz, Bonnie M.; Hughson, E. Anne; Haines-Saah, Rebecca J.; Estefan, Andrew; Dewey, DeborahIndividuals with intellectual disabilities have limited access to out-patient community-based mental health care. Emergency departments have become a fundamental entry for patients with intellectual disabilities to receive mental health care, leaving patients with intellectual disabilities being frequent users of the emergency department when compared to those without intellectual disabilities. The purpose of this study is to examine and unpack the knowledge, practice, and professional experience of emergency department staff regarding patients with intellectual disabilities seeking mental health care. The study aims to contribute to understandings about the ways in which emergency department staff utilize the emergency department space, time, and resources, and how this utilization impacts how responsive and supportive care is provided to patients with intellectual disabilities. Semi-structured face-to-face and phone interviews were conducted with seven emergency department social workers, registered nurses, and physicians from four emergency departments in Calgary, Canada. A qualitative descriptive study design was employed to collect, analyze, and describe and interpret findings. Emergency department staff described: the emergency department standard practice and procedures, environment, conflicting demands, professional and personal experience in the emergency department, and the ways these descriptions helped or hindered their ability to provide responsive and supportive care to patients with intellectual disabilities. Guided by a critical disability theoretical framing and the author’s experience as a disability service professional, the author has unpacked descriptive findings to illuminate that: the emergency department is not the place for any patient with or without an intellectual disability to receive adequate mental health care, the emergency department prioritizes physical health over mental health, emergency department staff do not have adequate time, space, resources, and academic or clinical training to provide responsive and supportive care, further illuminating how the knowledge, practice, and professional experience of emergency department staff additionally contribute to the marginalization of individuals with intellectual disabilities in various systems and practices, particularly the emergency department.
- ItemOpen AccessEthical review for systematic investigations involving human subjects: determining the need for research ethics board review in health and human service organizations(2005) Gardiner, Helen Patricia; Hughson, E. Anne
- ItemOpen AccessExamination of social play behaviors of preschoolers with multiple handicaps(1992) Parrott, Beth Louise; Hughson, E. Anne
- ItemOpen AccessHow does a mother's knowledge inform a teacher's knowing?(2006) DesJardine, Patricia A.; Hughson, E. Anne
- ItemOpen Access“I was planning on going to an actual real school rather than a program like this”; Students with intellectual disabilities informing adult special education(2020-08) Swan, Teresa Louise; Hughson, E. Anne; Lashewicz, Bonnie M.; Milaney, Katrina J.This study is a critical ethnography exploring the experiences of four students with an intellectual disability (ID) label enrolled in an adult special education program in British Columbia, Canada. The study focused on the following broad questions: 1) How is adult special education programming at a post-secondary institution socially organized? and 2) How is knowledge and power reflected in the academic and social activities of students with ID through text? Data were collected through in-depth interviews, a focus group, observations, review of documents, and self-reflexive journaling. It was interpreted thematically, and three prominent themes were uncovered: Bureaucratic Structure: Text and Disability, Control and Compliance and Normality: “Don’t Act Like A Kid”, and Social Relations: Who Belongs Where? A main finding was that ID students are reliable and capable research participants. Another finding was that specialized programs fail to deliver an education that recognizes student’s identity, competence, learning, human rights, or sense of belonging. A further finding was that post-secondary structures subjectivized ID students as child-like, dependent, and incapable. The results of this study begin to add a critical perspective to the scholarship and practice related to intellectual disability and post-secondary education.
- ItemOpen AccessIncorporating Universal Design for Learning in Disciplinary Contexts in Higher Education(University of Calgary, 2021) Abegglen, Sandra; Aparicio-Ting, Fabiola; Arcellana-Panlilio, Mayi; Behjat, Laleh; Brown, Barbara; Clancy, Tracy; DesJardine, Patricia; Din, Cari; Ferreira, Carla; Hughson, E. Anne; Kassan, Anusha; Klinke, Chelsea; Kurz, Ebba; Neuhaus, Fabian; Pletnyova, Ganna (Anna); Paul, Robyn Mae; Peschl, Houston; Peschl, Rosalynn; Squance, Rod; Dyjur, PattiUniversal Design for Learning (UDL) is a set of principles that can be used to guide course design and delivery with the goal of enhancing the learning for the greatest number of students. Incorporating UDL in higher education is complex, varied and nuanced work that instructors are doing to meet the learning needs of students in their classes. In this guide we illuminate different ways in which UDL principles have been implemented across disciplines and in different ways to enhance student learning. Each chapter offers a case of how UDL has been incorporated into learning experiences in higher education. Our goal is to provide discipline-based examples of courses that illustrate how UDL can be incorporated into a higher education context. Along the way, we hope you will be inspired by the work of others. We wish you great success in your journey to teach courses that are increasingly accessible and inclusive!
- ItemOpen Access"Just" words: the perceptions of women with brain injury on the impact of verbal interactions with physicians(2003) Allison, Leslie H.; Hughson, E. Anne
- ItemOpen AccessLiving with a military-related posttraumatic stress disorder (PTSD): a hermeneutic phenomenological study(2009) Kroch, Rachel; Hughson, E. AnneThe present study explored the phenomenon of living with military-related (M-R) Posttraumatic Stress Disorder (PTSD). What it is like and what it means for the (M-R) traumatized person to live with PTSD in everyday living was the research question. The study follows the hermeneutic phenomenological methodology as developed by Max van Manen (1997). The study was conducted both in Canada and in Israel: Thirteen male military veterans, five Canadian former peacekeepers in Bosnia or Somalia (six to twelve years after traumas) and eight Israeli veterans who took part in Israel's wars and/or military operations (six to thirty six years after the traumas), participated in the study. Hermeneutic phenomenological interviewing was the study's main method for collecting lived-experience descriptions. With each of the Canadian participants, a two hour interview was conducted, and with each of the Israelis - one to seven hour interviewing, in one to three meetings. The interviews were taped, transcribed, and translated (if necessary). Phenomenological thematic reflection as a way to uncover the meaningdimensions of the phenomenon was done by researcher, sometimes in collaboration with the participants. Etymological reflection was another method used to disclose the meaning of the phenomenon. A line-by-line thematic analysis of the lived experience descriptions was done, as well as a wholistic approach. Four major themes emerged from the inquiry: trauma remembering, the encounter with death, being hypervigilant in an unsafe world, and being another to oneself and others. It is hoped that the research will contribute to mental health care of (M-R) traumatized persons, as well as to a better understanding of the phenomenon in society at large.
- ItemOpen AccessPerceived social support and patient satisfaction in rehabilitation: an exploratory study(1995) Donovan, Patricia Rose; Hughson, E. Anne
- ItemOpen AccessPerceptions of friendship based on the views of people with and without cognitive disability(1991) Lehman, Daphne Ruth; Hughson, E. Anne
- ItemOpen AccessPhysicians attitudes and knowledge of elder suicide(1991) Graham, Mabel Edith Patricia; Hughson, E. Anne
- ItemOpen AccessPost-secondary students with disabilities share stories of belonging(2019-01-11) Foy, Patricia; Hughson, E. Anne; Lashewicz, Bonnie M.; Kawalilak, ColleenThis study examined a sense of belonging as integral to inclusion for students with disabilities within a post-secondary context. Grounded in a critical disability lens, coupled with identity theories, a narrative research approach was used. Nine students with disabilities from a small, Canadian, rural college shared stories of belonging and of the significance they ascribe to belonging in their overall post-secondary experience. Three prominent themes, narratives of becoming a student, narratives of engagement and narratives of barriers to belonging were uncovered. Narratives of becoming a student relate to the development of a student identity and its reciprocal relationship to the development of a sense of belonging. Narratives of engagement capture the positive and/or negative interactions of students with faculty and peers and the impact on belongingness. Narratives of barriers to belonging highlight the environmental, physical, systemic and attitudinal obstacles encountered by students. Analyzing narrative accounts through critical disability and identity frameworks revealed in-depth understandings of students’ belonging experiences. Results of this study offer both theoretical and practical implications for institutions to consider in their commitment to cultivating belonging-centred campuses. Further, I suggest including disability as part of institutional diversity and also the use of a multifaceted critical lens of identity and disability in which to view stories of belonging.
- ItemOpen AccessRaising Children with Disabilities: A Critical Understanding of the Lived Experiences of Chinese Immigrant Parents in Canada(2020-07-07) Fang, Xiao Yang; Hughson, E. Anne; Milaney, Katrina J.; Lashewicz, Bonnie M.; Nelson, Fiona; McConnell, David B.; El-Lahib, YahyaPeople with disabilities are widely disadvantaged and often excluded from participating fully in society and its major institutions. Negative societal attitudes towards disabilities as well as restrictive social policies and practices frequently lead people with disabilities, as well as their families, to experience stigma and social isolation. Little is known about the experiences of immigrant parents raising children with disabilities, whose marginalization may be compounded by the additional challenges faced in the process of transition and adapting to a new country and culture. Through the examination of lived experiences of first-generation Chinese immigrant parents raising children with disabilities in Calgary, Canada, this qualitative study provides a deeper understanding of the complexity of the immigrant disability experience and how it is related to the ways in which dominant political ideologies and related policies and practices respond to and manage disability. Using hermeneutic phenomenology and in-depth interviews with 11 Chinese immigrant parents, I explore meaning- and decision-making as these parents navigate the social processes and structures of assessment, diagnosis, intervention, and service provision for their children. Employing a critical social theory lens in my analysis, I unpack the question, “how does dominant neoliberal ideology and a medically-informed view of disability systemically influence the lives of Chinese immigrant parents raising children with disabilities?” The phenomenological experience of being a Chinese immigrant parent to children with disabilities manifests itself through the themes of transformation, capacity for choice, and hope. In essence, becoming a parent to a child with a disability is a transformative experience that has significant impacts on the choices that parents are subsequently forced to make and the hopes they have for what will become of their children. Critical analysis further reveals that structural processes exclude parents from acquiring knowledge and power regarding how diagnoses are performed and how access to services is negotiated. Silently and invisibly, Chinese immigrant parents are wilfully assimilated into a new language and culture of understanding and responding to disability, and subsequently of understanding their children. Findings from this interpretive investigation offer insights into the struggles and sacrifices that Chinese immigrant parents raising children with disabilities experience and provides suggestions for more inclusive future directions.
- ItemOpen AccessRepresentation and Regulation: A Critical Analysis of the Woman in Jail(2014-01-07) Milaney, Katrina; Hughson, E. AnneAbstract Women make up approximately 11% of the total number of incarcerated adults in provincial jails across Canada. While overall crime rates are declining, incarceration rates, particularly at the provincial level, and for women, are growing. Examination of the literature on the experiences of incarcerated women shows complex histories that include physical and sexual violence, poverty, mental health concerns or disabilities and often addictions. The purpose of this study is to understand the complexity of women’s experience and how it is related to the ways in which policies and practices to manage crime emerge within dominant political ideologies. Using institutional ethnography, in-depth interviews and analysis of authorizing and interfacing texts inside the women’s unit of a provincial prison in Alberta, Canada, I examine power and decision making. The following questions guided this study: how specifically do dominant ideologies manifest within the prison experience? Does sustaining a prison system meant to punish and rehabilitate offenders at the same time reduce future crime? How do dominant ideologies construct women offenders? And how do prison processes and decisions rooted in these ideologies impact the women offenders’ experiences in prison? My interdisciplinary approach, using a gendered-disability lens seeks to understand how the ‘woman in jail’ is constructed within the dominant economic philosophy of neoliberalism, as well, how these constructions lead to a particular representation and corresponding regulation of her. The critical analysis reveals that current practices of incarcerating women with histories of trauma has deleterious effects. An alternative approach is theorized
- ItemOpen AccessSiksikaitsitapi Parenting of Children with Disabilities(2020-09-22) Yellow Old Woman, Pearl; Hughson, E. Anne; Milaney, Katrina J.; Roach, Pamela M.; Leason, Jennifer; Ottmann, JacquelineCanada has a dark colonial history with her relationship with the Indigenous population that entered the national consciousness through the Truth and Reconciliation Commission final report findings released in June 2015. It illuminated and informed Canadians about the Indian residential school survivor experience when many Indigenous children were forcibly removed from their families and communities to attend these schools. The traumatic impact to survivors was detrimental to their health and Indigeneity, which compromised Indigenous family systems and influenced parental skills. Research suggests that disability among Indigenous people is rising within the general Canadian population and recommendations are consistent in addressing the dearth in literature to comprehend Indigenous experiences of impairment, disability, health, education, marginality, oppression and colonization related to parenting practices. Today, Indigenous parents continue to endure many challenges, in particular, achieving health service equity in provision for the needs of their children who have disabilities. Despite facing adversarial predicaments, there are Indigenous parents who demonstrate resilient strength-based approaches to parenting. This Indigenous community-based study explored the parental stories of Siksika (Blackfoot) parents to comprehend how they parent a child with a disability within their community. An Indigenous framework informed by Siksika ontology and epistemology guided the project. The collaborative story analysis gathered from parental stories were interpreted and discussed according to the teachings of the Siksikaitsitapi. A decolonizing theoretical approach utilizing an Indigenous methodology contributes to the scholarship of Indigenous knowledge, identity, parenting and creates an understanding that can inform and enhance culturally competent health care for Siksika children.
- ItemOpen AccessStress and coping: A test of the ABCX model on families caring for a member with disabilities(1999) Ohuegbe, Ezinwanyi Obioma; Hughson, E. Anne
- ItemOpen AccessWomen's transformation in nothingness: a feminist-existential-transpersonal interpretive account of women's transformative experience of existential crisis(2004) Rich, Marcia; Hughson, E. Anne'What is women's experience in Nothingness as a transformational experience?' The study of this question, through conducting interviews of five women's accounts of their lived-experience in Nothingness, resulted in an interpretive analysis of women's transformative experience of existential crisis. This study included an initial analysis of the research question to reveal what may influence our understanding of women's transformational experience in Nothingness. Thus, areas of knowledge relating to Nothingness, women and transformation were explored, including Western existential philosophy and psychology, women's psychology, and transpersonal psychology. The research topic required a methodology that would help the researcher remain sensitive to a phenomenon that was not definitive, but transformative, in nature. Thus, a research approach embracing methodological pluralism was utilized by blending together feminist, existential, and transpersonal epistemologies to yield a feminist-phenomenological- integral hermeneutics framework for research. Using this framework, research interviews produced narratives of the lived-experience of Nothingness in the lives of ordinary women. By analyzing and interpreting the deep meanings embedded within the narratives, ten themes emerged in response to the research question. The themes were: 1) early developmental experiences of Nothingness as the devalued female self, 2) disconnecting from the deep self and embracing socio-cultural scripts, 3) existential crisis and the descent into Nothingness, 4) women's ways of coping with the pain of Nothingness, 5) experiences of awakening, 6) spiritual searching and revaluing of the feminine, 7) breaking through: experiencing the mystical fullness of Nothingness, 8) cutting ties: hanging alone, 9) the never-ending process, and 10) the difficulty of ineffability and the need for mentoring.