PRISM :: Browsing by Author "Kassan, Anusha"

Browsing by Author "Kassan, Anusha"

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Open Access
A Phenomenological Investigation of Newcomer Youths’ Experiences of Integration into High School and Transition to Post-Secondary Education in Canada
(2016) Gallucci, Alissa; Kassan, Anusha
Integration into the school system often represents the first point of contact with the host society for newcomer youth. Their long-term contributions to Canadian society are largely dependent on their experiences integrating into high school. This descriptive phenomenology aimed to develop an in-depth, contextual understanding of newcomer youth’s integration into high school and transition to post-secondary education. Ten graduated high school students, ages18 through 24, who migrated and attended high school in Canada were interviewed. The central research questions include: What factors throughout high school impact participants’ experiences of school integration? And (b) How did participants’ experiences of school integration impact their transition into post-secondary education? Data analysis revealed five structures: (a) school atmosphere; (b) language transition; (c) curriculum; (d) post-secondary decisions; and (e) post-secondary experience. Implications for counselling and practice, as well as, directions for future research are presented as they pertain to the school integration of newcomer youth.
Open Access
A Tender Revolution: An Exploration of Multiple Marginalization and Identity
(2021-01-14) Suehn, Megan R.; Kassan, Anusha; Kassan, Anusha; Russell-Mayhew, Shelly; Callaghan, Tonya
Feminist standpoint theory (FST) centres the object of psychological research inquiry upon the systemic power relations that enact discrimination, violence, and inequality. By continuing to enrich Canadian counselling psychologists’ understandings of these relations of sociocultural power, researchers and clinicians alike can better appreciate and respond to the ways that they produce unique experiences of stress, especially for people who hold multiple marginalized identities. In this dissertation, multiple-marginalization (MM) refers to the interlocking nature of systemic power relations that lead to structural and person-to-person behavioral manifestations of bias against a particular group; for example, oppression. Since the 1950s, identity development has been a prominent area of research in psychology, leading to the development of numerous conceptual models in response to differing perspectives and advancements in civil rights movements. Although at times an uneasy partnership, this combination of on-the-ground and academic work has served to mutually influence wider thinking about the constructs of identity and wellness. In this dissertation, I critically explore how the field of counselling psychology approaches identity development. In relation, there is a lack of counselling psychology research that investigates the experiences of identity development under the influences of MM using an intersectional and social justice perspective. As a result, my aim was to create a body of work that might invigorate counselling psychology (and allied professions) in recognizing and working in solidarity with clients/patients, research participants, and community members against the insidious forces of MM.
Open Access
Adapting Descriptive Psychological Phenomenology to Include Dyadic Interviews: Practical Considerations for Data Analysis
(NSUWorks - The Qualitative Report, 2019-02-23) Tkachuk, Michelle; Russell-Mayhew, Shelly; Kassan, Anusha; Dimitropoulos, Gina
Dyadic interviews are an approach to qualitative data collection designed to understand the meaning pairs of individuals make from experiences. The greatest benefit of dyadic interviews, and perhaps a reason for their gaining momentum in the literature, is that they encourage participants to interact, resulting in detailed and complex descriptions of phenomena. However, dyadic interviews pose challenges to qualitative researchers. Researchers must figure out how to account for the presence of two interviewees, any differences in perspective, and interactions. Unfortunately, no known study demonstrates how the interactions of dyadic interviews can be analyzed in accordance with a methodological approach. Rather, researchers tend to observe pre-existing methods without direct mention of modification for conducting and analyzing dyadic interviews. Thus, the degree to which participant interactions are being analyzed in current studies remains unknown. In the following paper, we use Giorgi’s (2009) descriptive psychological phenomenology as an exemplar for how dyadic interviews may be applied to qualitative investigations. The theoretical fit of dyadic interviews with Giorgi’s approach, proposed modifications, and their limitations, are discussed.
Open Access
An Exploration of Canadian Multicultural and Social Justice Training: Centring the Voices of Minoritized Students
(2020-10-29) Cohen, Julie A.; Kassan, Anusha; Goopy, Suzanne; Wada, Kaori
The Canadian discipline of counselling psychology has taken leadership in inciting change in the broader field of professional psychology—striving to adopt innovative multicultural (MC) and social justice (SJ) orientations and training. At the same time, most Canadian research that examines MC and SJ training relies on the experiences of participants who hold multiple dominant identities and social locations. While more recent MC and SJ scholarship has included an exploration of culture, there is still limited focus on non-dominant cultural influences outside of race and ethnicity. Hence, there is a lack of research that investigates MC and SJ training using a culturally inclusive perspective—one that recognizes the intersectionality and multiplicity of identities. This dissertation explores the perspectives of MC and SJ training from the standpoints of culturally non-dominant students, using an inclusive lens (e.g., those identities that are minoritized by dominant discourses and structures). This body of work offers a path to refocus Canadian counselling psychology towards culturally responsive and socially just training and research practices. Consisting of three linked manuscripts, which employ a feminist lens as a guiding framework, this research makes several contributions to research and practice. First, in Manuscript I, I explore current ways in which MC and SJ training are understood and taken up by counselling psychology graduate students. Second, in Manuscript II, I examine how a pluralistic approach that adopts a feminist standpoint theory epistemology to guide an interpretative phenomenological analysis method can provide a meaningful framework to conduct research with minoritized communities, offering suggestions for working through philosophical and methodological considerations that arise from this integration. Lastly, in Manuscript III, I explore the standpoints of eight culturally non-dominant counselling psychology doctoral students with respect to MC and SJ training in Canada to examine the following research question: How do counselling psychology doctoral students who self-identify with culturally non-dominant identities perceive their experiences of MC and SJ training? This body of work highlights unique aspects of culturally non-dominant students’ experiences, provides meaningful recommendations to advance MC and SJ training, and informs future pedagogical and methodological approaches in the Canadian field of counselling psychology.
Open Access
Apple Sauce & Academia: An Interpretative Phenomenological Analysis of Student-Mothers' Experiences in Graduate School
(2019-04-29) Fix, Jane Allison; Cairns, Sharon L.; Cairns, Sharon L.; Kassan, Anusha; Laverty, Ann M.
Despite extensive research on the impacts of stress on the traditional student body in higher education, the presence of mothers in graduate school and their unique experiences and contributions have all but gone unnoticed. Specifically, the emotional and physical impacts of gendered role integration in graduate school remain largely unknown. In this study, I explore the lived experience of six Canadian graduate student-mothers. All of the participants were married, residing with the biological father of their children, and were between the ages of 30 and 41 years during their time in graduate school. Using Interpretative Phenomenological Analysis (IPA) as a guide, semi-structured interviews were conducted to obtain a deeper understanding of the student-mothers’ multiple-role experiences. Five over-arching themes emerged (a) power of values, (b) socio-ecological system, (c) experience of role integration, (d) coping strategies, and (e) reflections of meaning. A better understanding of the experience of graduate student-mothers can help inform treatment protocols for medical and mental health professionals, provide recommendations to current and prospective students, as well as foster compassion and systemic change within the academe.
Open Access
Arts-based engagement ethnography with newcomer youth in Canada: Learning from their experiences.
(2020-06-12) Smith, Danielle J.; Kassan, Anusha; Domene, José, F.; Mudry, Tanya; Zhao, Xu; Roy, Sylvie
Newcomer youth experience unique challenges when integrating into high schools in their host countries. As newcomer communities grow across Canada, high schools are faced with the increased challenge of meeting their needs. Schools are often the first point of contact for newcomer youth, and their experiences of school integration can directly impact other aspects of their integration experience, including mental and physical health, relationships with friends and family, and the ability to fit into broader society. This research started with the question: How do newcomer youth experience school integration following migration to Canada? Using an art-based engagement ethnography (ABEE), coupled with a social justice framework, our aim was to capture newcomer youth’s experiences of school integration in order to identify ways in which schools, teachers, and practitioners, as well as the broader education system, could better support these students. Using cultural probes (e.g., maps, journals, cameras), qualitative interviews, and focus groups, four participants documented their everyday experiences of school integration. An ethnographic analysis of these materials revealed three interconnected structures (challenges to school integration; responses and resiliencies in the face of challenges, and; understanding of identity during school integration) as well as specific recommendations from participants for improving the experiences of other newcomer students. These are conveyed in two manuscripts that together give both a nuanced look into the experiences of newcomer students and suggestions for practitioners and policy makers who wish to support these youth.
Open Access
Attending to the Needs of Newcomer Youth: A Collective Case Study of School Integration
(2021-08-23) Priolo, Alissa; Kassan, Anusha; Zaidi, Rahat; Goopy, Suzanne
In recent years, scholars have been calling for more innovative research in the area of immigration. Specifically, they are challenging the common acculturation strategies often used to describe the experiences of newcomer youth. Newcomer youth themselves have described school as a primary arena influencing their post-migration experiences. However, comprehensive reports continue to reveal unjust educational practices that place newcomer youth at risk of school disengagement. In response, this body of work focuses on the phenomenon of school integration. School integration represents a new point of entry to explore the adjustment of newcomer youth across all aspects of student life. This includes language acquisition, academic performance, classroom behaviour, social networking, identity negotiation, emotional and familial well-being, involvement in school life, and understanding of the academic system.A social constructionist epistemology, incorporating an integrated social justice lens, guided a collective case study within a single high school in Alberta. This inquiry was guided by the following overarching research question: How do participants perceive and describe newcomer youths’ experiences integrating into high school? Consisting of three manuscripts, this dissertation critically explores the experiences of three stakeholder groups (i.e., newcomer students, teachers, and service providers), with the aim of systematically weaving together a more holistic narrative of the factors impacting school integration.Manuscript 1 highlights the voices and experiences of 13 newcomer youth who entered high school in Alberta and offers insight into the triumphs and perils they face within a singular high school setting. Manuscript 2 explores the perspectives of eight teachers who support newcomer students in their daily practices, three of whom teach English as an Additional Language (EAL) courses. Finally, Manuscript 3 centres on the perspectives of six services providers, including a vice principal, school guidance counsellors, settlement workers, and an at-risk youth coordinator.Taken together, the findings from the case study complement traditional immigration frameworks and offer systemic solutions to help improve the social, emotional, and academic transitions of newcomer youth as they enter a new school system. It pushes beyond multicultural initiatives and strives towards more socially just research, training, policies, and practices.
Open Access
Barriers and Strategies of Newcomers to Canada in Forming Primary Supports During Pregnancy
(2019-01-03) Robinson, Alexandra; Arthur, Nancy; Benzies, Karen Marie; Kassan, Anusha
Canada has a long tradition as an immigrant-receiving country. Women who have recently immigrated to Canada contribute significantly to Canadian population growth, first by migrating to Canada, and second, by bearing children soon after arrival to Canada. Considering the crucial role that women who immigrate contribute towards the population growth of Canada, understanding her pregnancy health needs is of national importance. Surprisingly, there remains a conspicuous knowledge gap in understanding immigrant women’s experiences in pregnancy, in particular, in understanding her experiences establishing pregnancy supports. The aim in conducting this study was to address the current knowledge gap in relation to pregnancy experiences of newcomers to Canada who identify with a non-European ethnic group by identifying (a) facilitative strategies used in primary support formation, (b) the barriers to forming primary supports in Canada and, (c) what supports participants would have wanted but were unavailable to them at the time. Individual in-depth qualitative interviews were conducted with 13 participants using the Enhanced Critical Incident Technique (Butterfield, Borgen, Amundson, & Maglio, 2005). Findings from this study identified systemic barriers to forming pregnancy support networks such as acculturation issues, difficulty accessing information, language barriers, inadequate information on supports available, financial barriers, difficulty accessing maternity leave benefits, and not perceiving adequate attention from health care providers. There were also several factors identified as helpful in pregnancy support formation such as the support of their partner, persistence advocating for pregnancy care needs, pregnancy apps, community programs offering pregnancy supports for newcomers, doctors who showed concern, and mental health care services. Participants identified wanting access to information about supports that they thought would have been helpful but were not available to them at the time. This research informs primary healthcare providers about the social, psychological, and economic factors that contribute to primary support formation during pregnancy as well as specific considerations faced by newcomers to Canada. Findings from this study not only inform interventions specific to newcomers to Canada, many of the findings have elucidated barriers to primary support formations shared by pregnant women, regardless of her country of origin.
Open Access
Beyond Translation: Exploring Child Language Brokering in Alberta's Culturally Diverse Landscape
(2024-09-26) Kassan, Anusha; Palova, Katerina; Silversides, Halley; Henry, Geneca; Pagtalunan, Amielle; Amery, Erica; Amer, Shekoufeh; Katoue, Walaa; Zak, Michelle
“Beyond Translation” represents a seminal work that delves into the intricate world of child language brokering (CLB) within the rich tapestry of newcomer families in Alberta, Canada. With a distinct focus on addressing research gaps, this book showcases a comprehensive understanding of the practice where children act as language and cultural intermediaries for their parents during their settlement and integration into a new country. Through a blend of quantitative analysis and qualitative accounts in multiple languages (i.e., English, French, and Arabic), this research delves deep into the heart of CLB dynamics, offering a nuanced understanding of the challenges, opportunities, and underlying motivations shaping this phenomenon. As an outcome of this comprehensive mixed methods research and resulting workshops, best practices are outlined based on the findings. Central to the project’s significance is its approach to incorporating an ethnoculturally diverse sample of newcomers. This book successfully bridges an extant gap in scholarly literature rooted in the Alberta context. Notably, it diverges from the predominant trend of studies centered on ethnoculturally homogeneous youth samples in the United States, which often lack practical support tailored to address the multifaceted challenges confronted by this population. By contextualizing the research within Alberta’s culturally diverse fabric, the book provides valuable insights into the intricate complexities inherent in CLB. Moreover, by weaving both children’s and parents’ perspectives into the fabric of CLB research, the book adds a fresh dimension to the discourse on the topic, ensuring that key voices and experiences are heard and acknowledged. The insights presented in “Beyond Translation” go further than theory, and in this way, they have direct, practical application. For example, research findings are mobilized through programs that leverage the identified best practices to support newcomer families in their CLB journey. These practical supports reflect the book’s commitment to actionable change and enhancing the well-being of those involved in the CLB process. This book is a valuable resource for scholars, educators, practitioners, and policymakers seeking to comprehend, navigate, and improve the practice of CLB in Alberta’s culturally diverse landscape. “Beyond Translation” transcends language barriers, cultural divides, and generational complexities – offering a holistic vision for enhancing communication, empowerment, emotional wellness, and unity within newcomer families.
Open Access
Capturing the shadow and light of researcher positionality: A picture-prompted poly-ethnography
(Sage Publications, 2020-12-10) Kassan, Anusha; Nutter, Sarah; Arthur, Nancy; Green, Amy R.; Russell-Mayhew, Shelly; Sesma-Vazquez, Monica
Acknowledging researcher positionality and engaging in ongoing reflexivity are important components of qualitative research. In this manuscript, we share our experiences of examining our positionality and engaging in reflexive practice related to a research project with newcomer women in Canada. As a team of researchers from diverse backgrounds, we engaged in a picture-prompted poly-ethnographic conversation to better understand our attitudes, assumptions, and biases in relation to the topic of our research and gain a better understanding of what were asking of participants. Using thematic analysis, we uncovered four themes: 1) researchers bring multiple identities, 2) researchers bring privilege/power, 3) understanding what we call home, and 4) walking in participants’ shoes. We discuss these themes in detail, highlighting their implications for reflexive research with newcomer communities.
Open Access
Clients' Perspectives on Cultural Competence in Counselling
(2018-04-27) Rebus, Michaela; Arthur, Nancy; Kassan, Anusha; Badry, Dorothy
In a nation like Canada, attention to the diversity of clientele is essential for counsellors to practice ethically. Multicultural considerations have become a fourth force in counselling practice, with a multitude of models and frameworks suggesting how to enact cultural competence in counselling. Research on cultural competence has typically focused on the counsellor perspective. A limited number of studies have solicited client perspectives on their counsellor’s competence, and no current studies examining client self-reflections of their contributions to the counselling experience. My research contributed to the literature by taking a social constructivist, qualitative approach to investigating what clients find beneficial and not beneficial in navigating culture in the counselling context. The research included exploration of both their counsellors’ beliefs, attitudes, sayings, actions and other ways of being, and an introduction to clients’ self-reflection on their contributions to the counselling experience. Through the Enhanced Critical Incident Technique (ECIT), 10 university students identified incidents that helped, hindered, or were desired in order to navigate culture in the counselling context. Data analysis resulted in 12 categories that encapsulated the 162 incidents about counsellor factors: (a) creating safety, (b) empathy, (c) genuineness, (d) communication skills, (e) engagement, (f) counsellor-client bond, (g) cultural identities, (h) flexibility, (i) impacts of categorization, (j) general counselling competence, (k) professionalism, (l) contributions to client outcomes. The 9 incidents related to client contributions fit within one category: style of engagement. I synthesized the findings with existing literature to offer recommendations for counselling practice and education.
Open Access
Employing Polyethnography to Navigate Researcher Positionality on Weight Bias
(NSUWorks - The Qualitative Report, 2017-05-20) Arthur, Nancy; Lund, Darren E.; Russell-Mayhew, Shelly; Nutter, Sarah; Williams, Emily; Sesma-Vazquez, Monica; Kassan, Anusha
Researchers often focus on the content of their research interests but, depending on the research approach, may pay less attention to the process of locating themselves in relation to the research topic. This paper outlines the dialogue between an interdisciplinary team of researchers who were at the initial stages of forming a research agenda related to weight bias and social justice. Using a polyethnographic approach to guide our discussion, we sought to explore the diverse and common life experiences that influenced our professional interests for pursuing research on weight bias. As a dialogic method, polyethnography is ideally suited for the reflexive work required of researchers seeking to address issues of equity and social justice. Beyond more traditional approaches such as journaling, personal interviews, or researcher notes, the intersubjectivity highlighted by this method affords a richer space for exploration, challenging ideas, taking risks, and collectively interrogating both self and society. Following a discussion of positionality, the dialogue between researchers is presented, followed by their critique of the discussion, informed by professional literature.
Open Access
Exploring Relationship Dynamics in Polyamorous Families
(2019-12-20) Kaiser, Melody Anne; Chu, Manwai; Radtke, H. Lorraine; Kassan, Anusha; Boon, Susan D
The practice of polyamory appears to be increasing in North America. If so, the number of children being raised in polyamorous families will also rise. The construct of polyamory is still being formulated and more quantitative studies are needed to define, measure, and examine polyamory over time. This study compared 117 polyamorous and 193 monogamous parents on measures of relationship stability, relationship health, communication styles during conflict, relationship satisfaction, and parenting styles. A new measure that gauges monogamous and polyamorous propensities, the Monogamy Polyamory Spectrum Questionnaire (MPSQ), was also examined for its use in future polyamory research. Analyses indicated that compared to monogamous parents, polyamorous parents reported (a) having healthier relationships with more social support, companionship, and less social distress from negative relationships; (b) using the constructive communication style of compromise more, and the destructive communication styles of emotional reactivity and domination less; (c) higher relationship satisfaction; and (d) using the authoritative parenting style to a greater extent. Gender differences were only found on the MPSQ, with men scoring significantly higher than women. The MPSQ demonstrated psychometrics evidence of high reliability, good construct validity, and strong predictive validity. This study provides evidence that polyamorous families may be just as healthy, if not healthier than monogamous families. These findings have implications for counselling and health professionals, as well as for marriage and family law to ensure policies and practices do not discriminate against those who practice polyamory. Researchers may use the MPSQ to improve upon participant self-categorization and examine the stability of polyamory over time.
Open Access
Exploring the Self-Reported Experiences of Autistic High School Students
(2021-01-18) Lebenhagen, Chandra; Alonso-Yañez, Gabriela; Friesen, Sharon; Kassan, Anusha
A critical review of the literature indicates that the inclusion of autistic student voice in research and education discourse is minimal, which is problematic because this gap contributes to unethical and often ineffective educational practices and ultimately, poorer education and wellbeing outcomes for autistic students. This study investigated the self-reported school experiences of autistic high school students in Canada using a critical disability theory framework and a phenomenological informed research lens. Student perception data were collected using a mixed-method convergent parallel research design where quantitative data (n=72) was collected via an online survey, and qualitative data (n=19 open-ended responses and n=10 email interviews) was collected using an open-ended survey question and a short semi-structured email interview. Participants were recruited via snowball and convenience sampling through provincial and territory autism agencies, self-advocacy groups, parent councils, superintendents of schools, and Amazon’s Mechanical Turk. Quantitative data were analyzed using descriptive statistics, and qualitative interview data were analyzed using inductive thematic analysis. Based on self-reports, this study found that generally, autistic students’ school experiences were unexceptional. However, students reported most favourably on their school experiences when they were made to feel welcome; when they had access to personalized school spaces; when they received support from their peers; and when teachers used flexible and non-stigmatizing pedagogical practices. A unique finding of this study is that over half of autistic participants shared that they preferred to use non-speaking modes of communication to interact with their teachers and peers because typing and drawing helped improve the clarity of their messages and to minimize feelings of stress and anxiety. The implications of this study are that it provides researchers, educators, and autism allies with new information based on “actually autistic” (Craine, 2020, p. 263) experiences, and it offers researchers a methodological framework to improve the authentic participation of autistic people in research.
Open Access
Finding Ourselves Through the Clutter: An Arts-Based Engagement Ethnography With Newcomer Youth in Canada
(2020-11-18) Mukred, Rabab; Kassan, Anusha; Mudry, Tanya E; Domene, José F
This manuscript-based thesis explores the phenomenon of school integration among newcomer youth in Calgary, Canada and their experiences around identity negotiation. I first examine andreflect on data analysis and trustworthiness in arts-based engagement ethnography (ABEE; manuscript one), an innovative research method that allows for alternate points of entry whenworking with certain hard-to-reach groups. In this manuscript, I propose a three-stage process of data analysis, using a social justice framework: pre-analysis, analysis, and integration. Then,using ABEE and a social justice framework, I explore newcomer youths’ unique experiences with school integration and identity negotiation, implementing the three-stage process of dataanalysis (manuscript two). The research suggests that through school integration, newcomer youth use two structures when negotiating identity: self and relational. These findings haveimplications for practice, training, policy, and future research.
Open Access
“I don’t want a handout, I want a hand”: Exploring Mental Health Service Engagement among Partners of Veterans with Post-Traumatic Stress Disorder
(2017) Beks, Tiffany; Cairns, Sharon; Kassan, Anusha; Schwartz, Kelly
This study incorporated ecological systems theory, systems of care, and social justice principles to explore mental health service engagement among partners of veterans with post-traumatic stress disorder (PoPVs). Using the exploratory method of the Enhanced Critical Incident Technique, 16 PoPVs were interviewed about the factors that hindered, facilitated, or would have facilitated, mental health service engagement. Data analysis revealed 13 categories: (a) Beliefs and Attitudes; (b) Skills, Competencies, and Roles; (c) Veteran’s State of Readiness; (d) Support from Peers/Family; (e) Media and Communication Technology; (f) Support from First-Contact Care; (g) Health Care System Management; (h) Service Characteristics; (i) Institutional Accountability and Transparency; (j) Cultural and Organizational Influences; (k) Family-Centred Care; (l) Provider Expertise/Competencies; and (m) Therapeutic Alliance and Change. The findings are discussed in relation to the literature on PoPVs’ and PTSD-affected military and veteran families. Recommendations for key stakeholders involved in the care of PTSD-affected veteran families are offered.
Open Access
Impressions and Experiences of Blackfoot Artists Involved in a Community-Led Art Intervention for Student Wellness and Educational Engagement
(2018-09-14) St. Pierre, Shannon Michelle; Fellner, Karlee D.; Murry, Adam; Kassan, Anusha
Since the initiation of the Truth and Reconciliation Commission of Canada, there has been increasing demand for culturally-rooted interventions to support the wellness of Indigenous youth. The context of colonialism in Canada has serious implications for the wellbeing of Indigenous people. To address the source of illness, this study used a decolonizing, community-based approach in both the implementation of an intervention and the study of that intervention. An Indigenous approach was considered throughout the research process to support the centring of Indigenous voices in research. In the present study, the purpose was to gain an understanding of Niitsitapi (Blackfoot) artists’ experiences and impressions of an art workshop/intervention as it related to student wellness and educational engagement. For this purpose, an Indigenous storywork method was used to analyze research conversations with Niitsitapi artists who took part in facilitating the art workshop. The findings of this study have practical implications for the integration of art in a pedagogical framework to improve student wellness and educational engagement.
Open Access
In her Eyes: A Hermeneutic Study of Self-Compassion and Body Shame Among Women
(2018-06-26) Klingle, Kirsten; Russell-Mayhew, Shelly K.; Kassan, Anusha; Moules, Nancy J.
Body shame is a body-centric form of self-criticism that includes the belief that one’s body does not adhere to societal norms, and an individual feels shame as a result. The topic of body shame, especially among women, has become a growing area of research interest given the implications this negative self-evaluation may have on both physical and mental health. One way to mitigate the experience of body shame among women may be to enhance self-compassion. Defined as kindness turned inward, the central tenets of self-compassion include mindfulness, treating oneself with kindness, and recognizing common humanity. Research on self-compassion and body shame has shown promising results; self-compassion has been negatively correlated with body shame, body dissatisfaction, drive for thinness, and emotional distress. While this research is significant in elucidating the relationship between self-compassion and body shame, limited research to date has explored the perceptions and experiences of body shame and self-compassion from the viewpoint of women who have suffered or are currently suffering with body shame. This is an important area of investigation, as the findings may have direct and specific implications for research, interventions, and supports among women. Therefore, my purpose in conducting this research was to understand self-compassion from the perspectives of women who have experienced or are experiencing body shame. To explore this research question I was guided by Gadamer’s (2014) philosophical hermeneutics. This reflexive, dialogical, and interpretive philosophy is especially appropriate when applied to questions aimed at the nature of understanding. In total, 10 women took part in semi-structured interviews. Each participant was asked about her experiences with her body, self-compassion, and obstacles to self-compassion. Interviews were audio-recorded, transcribed verbatim, and analyzed. The findings include interpretations and participant quotes as support, incorporated with a selection of relevant and topical literature. The results of this study offer a novel and necessary contribution to the research field by addressing the nuanced viewpoints and experiences of body shame and self-compassion.
Open Access
Incorporating 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, Patti
Universal 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!
Open Access
Indigenous Focusing-Oriented Therapy from the Client Perspective
(2023-11-29) Lupton, Melissa Erin; Fellner, Karlee Dawn; Wada, Kaori; Kassan, Anusha
While Indigenous people account for only 5% of the general population of Canada, they are greatly overrepresented in our social service systems. Within children services, 69% of children are Indigenous (Children Services, 2020). In 2020, out of all incarcerated women, 50% were Indigenous (Government of Canada [GOC], 2022, June 30). The rate of suicide in Indigenous youth is 5-11 times higher than non-Indigenous youth (Canadian Federation of Medical Students, 2017), and Indigenous folks are six times more likely than non-Indigenous people to be victims of homicide (Statistics Canada, 2022, July 19). There is a clear need for change in these systems. Counselling psychology is dominated by Euro Western approaches that are not accessed by Indigenous people for a number of reasons including that these approaches have also been found, in many cases, to be ineffective within the Indigenous population. Psychology’s response to the Truth and Reconciliation Commission of Canada (CPA & PFC, 2018) encourages psychologists to familiarize themselves with Indigenous approaches to therapy to better serve this population. One therapeutic approach, named specifically in this response, is Indigenous Focusing-Oriented Therapy (IFOT). As there is an almost non-existent research base for psychologists to become familiar with IFOT, the aim of this research is to fill this gap in the literature. The current research focused specifically on the client perspective of IFOT. The question was: How do clients experience Indigenous Focusing-Oriented Therapy? Utilizing an Indigenous research paradigm, this question was explored through an Indigenous Storywork (ISW) methodology. Storytellers were IFOT practitioners who had experience as clients through their training. Storytellers shared their experience of IFOT from the client perspective. The researcher made meaning of the stories gathered and through this process, themes emerged. An overarching theme of IFOT is Effective surrounded the themes: IFOT as ceremony, a decolonized approach, IFOT Felt Sense, Medicines, Land, and All My Relations. These themes are understood in an interconnected, non-linear framework wherein they are all related and influence each other. This framework offers a preliminary understanding of the benefits of IFOT as well as recommendations for clinicians aiming toward culturally safe and relevant practice with Indigenous peoples.