Browsing by Author "McLaughlin, Anne Marie"
Now showing 1 - 3 of 3
Results Per Page
Sort Options
- ItemOpen AccessApproaches Perceived to Promote Allyship Between Researchers and the Autistic Community(2021-05-06) Orjasaeter, Jesse Daniel; Nicholas, David; McLaughlin, Anne Marie; Benzies, Karen; Nicholas, David; Samson, PatriciaPrevious research regarding autistic people has largely been limited in regards to its meaningful engagement with the autistic community, particularly in terms of determining research priorities and engagement in research planning and processes. This tendency of exclusion in such research opportunities may result in diminished community understanding of autism from the direct perspective of autistic people themselves, and of a potential lack of social and community inclusion overall. This study addressed the question, ‘what are perceived to be optimal approaches of promoting allyship between researchers and the autistic community?’ Research aims were to explore and promote allyship and collaboration between the research and autistic community in (a) identifying perceived means to build allyship in autism research, and (b) demonstrating and exploring an instance of meaningful engagement of autistic adults in research. Two mixed focus groups and an email interview were facilitated with a total of 6 autistic individuals, 4 autism researchers, and 2 individuals who identified as both autistic individuals and researchers. Methodologic decisions were made according to principles of participatory research and guided by a critical theoretical framework. Study results included the identification of approaches for allyship in autism research, including (a) a mediation or advisory group that would serve to ‘bridge’ the autistic community and autism researchers; (b) mentorship opportunities for autistic individuals aiming to access research information and experience, as well as for researchers aiming to inclusively engage with the autistic community; and (c) a partnership between community members and a research or university setting.
- ItemOpen AccessClinical social work and social justice(2006) McLaughlin, Anne Marie; Rothery, Michael A.This study explores how clinical social workers working in the field of mental health understand and express social justice. Interest in this area arose in the context of an increased interest both within the social work profession and from outside, to increase efforts to attain social justice. Yet the concept of social justice is not well understood. Meanings differ, depending on underlying political philosophy and goals. Eighteen social workers practicing in the field of mental health were interviewed in order to gain insight into their understanding and interpretation of what social justice means. Grounded theory method was utilized in the collection and analysis of data. With respect to the meaning of social justice for participants the following main themes were identified: social justice as social systems, social justice as resources, and social justice as transformative respect. The primary vehicle for advancing social justice for participants in this study was through advocacy. A re-conceptualization of what advocacy entails is presented. Barriers, identified by participants, to achieving social justice include: time, the organization, complexity, ambivalence, and the clinical trap. Recommendations for improving the ability of clinical social workers to engage in social justice strategies are suggested. For example, a revamping of the advanced practice social work curriculum is required with particular emphasis paid to the multiple meanings of social justice, including different underlying political philosophies. Further, it is suggested that professional associations are an under utilized resource for engaging social workers in social justice pursuits.
- ItemOpen AccessTeachers’ Perceptions of Student Vulnerability and Risk: Considerations for School Social Work Practice(2020-09-14) Marianchuk, Stacey Lynn; Enns, Richard A.; McLaughlin, Anne Marie; Brown, Barbara; Samson, Patricia L.; Boynton, Heather MarieRisk and vulnerability are common terms used in education, yet there is limited research on teachers’ perceptions of student vulnerability and risk. This study uses the epistemological framework of social constructionism and qualitative research methodology of interpretative phenomenological analysis (IPA), to capture the essence of teachers’ perspectives that shape understandings of student vulnerability and risk as a way to inform school social work practice. Seven teachers from a large school district in Alberta participated in semi-structured interviews, garnering insights into their identities as teachers, navigating the complex lives of students, making sense of student risk and vulnerability, and ways to strengthen supports for students in schools. Considerations for school social workers as collaborative partners in schools are illuminated, with the hope that this research will inspire further research into school social work practice and training.