Browsing by Author "Nicholas, David"
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- ItemOpen AccessA Mother’s Story: Phenomenological Study of Adoptive Mothers’ Experiences(2014-08-26) Gish, Gillian Leigh; Nicholas, DavidThis thesis reports on an Interpretive Phenomenological Analysis (IPA) of adoptive mothers’ experiences of raising a child who has previously experienced maltreatment. Six mothers from Edmonton and the surrounding area participated in the study. They all had adopted a child in government care who had previously experienced maltreatment. Six unstructured interviews were conducted and analyzed, gaining insight into mothers’ experiences of the adoption process, parenting a maltreated child, managing past caregivers, the nature of and relationship with systems and supports, mothers’ internal worldview, how mothers view themselves, and their emotional and psychological reactions. It is hoped that this study will positively impact social work practice, policy, and future research.
- ItemOpen AccessA Phenomenological Study on the Experience of Composing Rap Lyrics among ‘at-risk’ Youth(2017) Young, Amber; Nicholas, David; Benzies, Karen; Dimitropoulos, GinaExisting literature exploring the integration of Hip Hop in therapeutic contexts predominately focuses on utilizing the music in a receptive fashion, while a limited amount of literature has explored active techniques (i.e., lyric composition). Utilizing a qualitative phenomenological method, this study explored the experience of composing Hip Hop lyrics of young people who have been labelled ‘at risk’ (N=5). From the participant interviews emerged seven categories related to the experience of composing Hip Hop: (a) Hip Hop as a constant in one’s life, (b) Descriptions of the composing process, (c) Hip Hop song composition is therapeutic, (d) Hip Hop supports expression, (e) Remixing the story: Constructing and living the story we tell of ourselves, (f) Acts of resistance: ‘Each one, teach one’, and (g) Delivery of content: Messages within messages. The findings are discussed in relation to existing literature and implications are offered for the clinical social work context.
- 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 AccessAutoethnographic Praxis of Recovery from Complex Trauma(2013-12-18) Smith-Windsor, Meagan P.; Nicholas, DavidThis is an exploratory autoethnographic research project using anti-oppression theory on recovery from complex trauma. Data analysis focused on poetry that was generated during my graduate studies. Recovery is an emergent approach to mental health and is a process that has been virtually unresearched. A recovery intervention focuses on hope, taking responsibility for illness management, finding purposeful meaning in life, resuming control of one’s life, and redefinition of self. Emotion-focused coping, spirituality, peer support, and the unconditional positive regard of at least one person are also important in recovery. Hope for recovery gradually shifted from faith in trauma recovery and anti-oppression theories, through an evolving faith in Spirit, through an arising hope in myself, and through an emergent hope in relationships. Indicators of recovery suggested in the literature and reflected in the data include increased capacity for self-regulation, deconditioned traumatic memories, shedding of a victim identity, and identity reclamation.
- ItemOpen AccessComing of Age: Examining the Transition from Child to Adult Services for Persons with Autism(2013-12-18) Milen, Mathew; Nicholas, DavidAutism Spectrum Disorder (ASD) presents pervasive challenges across the lifespan. Although systems of support exist for children affected by ASD, there are few resources available to assist individuals with ASD in the transition to adult care. With an exponential growth in the number of young persons diagnosed with ASD moving into adulthood, it is important to consider the multidimensional shifts associated with transition for the individual, his or her parent/caregiver, care planning, service resources, and vocation. Inherent to these processes are multiple barriers, opportunities, and disruptions that may require substantial adjustment, work, and time to understand and coordinate. The transitional period can be further confounded by impaired physical or mental abilities, health setbacks, forced dependence, misconceptions about condition, perceived outcomes, and care needs. The combination and overlap of these factors may occur simultaneously and can render transitions extremely difficult, warranting comprehensive and individualized planning for young persons with ASD.
- ItemOpen AccessEvaluation of a group intervention for people with HIV, substance use and trauma(2011) MacGregor, Jakalin; Nicholas, DavidThis mixed method study evaluated the utility and perceived impact of a twelve week trauma and substance-use group intervention for people who have HIV and histories of substance abuse, and who are considered at risk for poor psychosocial and health outcomes. Administration of a psychometric measure, the Detailed Assessment of Post traumatic Stress (DAPS) was conducted to pre group (n=25) and post group (n=7) participants to determine traumatic symptomatology levels. Semi-structured interviews were conducted with participants post group (n=7). Findings demonstrated that a group for people with HIV which provides concurrent treatment for trauma and substance use, utilizing cognitive-behavioural, case management and interpersonal strategies, shows promise for its ability to serve as a catalyst for moving participants into contemplation and action toward decreased substance abuse and increased medication adherence. It may also provide an increased sense of agency in key areas of psychosocial functioning. The mechanisms behind positive and negative feedback loops that function as triggers and reenactments to traumatic stress and substance use were explored as useful clinical tools. Short-term, clinical interventions should be seen as part of a more holistic, traumafocused, ongoing treatment plan for those patients that have complex posttraumatic stress diagnoses.
- ItemOpen AccessThe Experience of Receiving a Late Diagnosis for Autistic Young Adults(2021-09) Schembri-Mutch, Taylor; McCrimmon, Adam; Zwiers, Michael; Nicholas, DavidAutism spectrum disorder (ASD) is a neurodevelopmental disorder which presents with deficits in social communication and restricted, repetitive patterns of behaviour. ASD is estimated to occur in 1 in 59 individuals, with the average age at diagnosis being 53 months. Yet, many individuals are missed as children and diagnosed later in life. As a result, adults are now diagnosed more often than youth and/or children. Despite this, little is known about the experience of receiving a late ASD diagnosis. A qualitative inquiry was conducted to better understand the experience of diagnosis and what it is like to be undiagnosed vs. diagnosed with ASD. Eight participants were interviewed and their responses analyzed using interpretive phenomenological analysis. Results identified 29 themes across three different levels. Level 1 themes represented pre-diagnosis and post-diagnosis timeframes and were broken down into Level 2 themes. The pre-diagnosis Level 2 themes were circumstances leading to diagnosis, hidden diagnosis, alternative identities, and potential negative outcomes of not having an ASD diagnosis while the post-diagnosis Level 2 themes were settling into diagnosis, potential benefits of receiving an ASD diagnosis, potential negative outcomes of an ASD diagnosis, and desires. Some Level 2 themes were further broken into more detailed Level 3 themes which communicated the nuances in experiences for each of the participants.
- ItemOpen AccessExploring the lived experience of patients and families who speak language other than English (LOE) for healthcare: developing a qualitative study(2023-07-10) Do, Victor; Buchanan, Francine; Gill, Peter; Nicholas, David; Wahi, Gita; Bismilla, Zia; Coffey, Maitreya; Zhou, Kim; Bayliss, Ann; Selliah, Presanna; Sappleton, Karen; Mahant, SanjayAbstract Background Patients who use Languages other than English (LOE) for healthcare communication in an English-dominant region are at increased risk for experiencing adverse events and worse health outcomes in healthcare settings, including in pediatric hospitals. Despite the knowledge that individuals who speak LOE have worse health outcomes, they are often excluded from research studies on the basis of language and there is a paucity of data on ways to address these known disparities. Our work aims to address this gap by generating knowledge to improve health outcomes for children with illness and their families with LEP. Body We describe an approach to developing a study with individuals marginalized due to using LOE for healthcare communication, specifically using semi-structured qualitative interviews. The premise of this study is participatory research—our overall goal with this systematic inquiry is to, in collaboration with patients and families with LOE, set an agenda for creating actionable change to address the health information disparities these patients and families experience. In this paper we describe our overarching study design principles, a collaboration framework in working with different stakeholders and note important considerations for study design and execution. Conclusions We have a significant opportunity to improve our engagement with marginalized populations. We also need to develop approaches to including patients and families with LOE in our research given the health disparities they experience. Further, understanding lived experience is critical to advancing efforts to address these well-known health disparities. Our process to develop a qualitative study protocol can serve as an example for engaging this patient population and can serve as a starting point for other groups who wish to develop similar research in this area. Plain English Summary Providing high-quality care that meets the needs of marginalized and vulnerable populations is important to achieving an equitable, high-quality health care system. Children and families who use a Language other than English (LOE) in English dominant regions for healthcare have worse health outcomes including a significantly increased risk of experiencing adverse events, longer lengths of stay in hospital settings, and receiving more unnecessary tests and investigations. Despite this, these individuals are often excluded from research studies and the field of participatory research has yet to meaningfully involve them. This paper aims to describe an approach to conducting research with a marginalized population of children and families due to using a LOE. We detail protocol development for a qualitative study exploring the lived experiences of patients and families who use a LOE during hospitalization. We aim to share considerations when conducting research within this population of families with LOE. We highlight learning applied from the field of patient-partner and child and family-centred research and note specific considerations for those with LOE. Developing strong partnerships and adopting a common set of research principles and collaborative framework underlies our approach and initial learnings, which we hope spark additional work in this area.
- ItemOpen AccessMethods of Teaching Piano to Children with Autism(2022-04-28) Dimitrova, Violetta; Bell, Adam; Parsons, Jani; Nicholas, David; Radford, LaurieThe present study investigated pedagogical approaches of teaching piano to beginner level students with autism. The research focused on consideration of students’ learning abilities and traditional piano methods and assessing better practical solutions for learning and playing piano. Taking into consideration the positive effects of music therapy on social communication, cognitive, emotional, and motor abilities of children with autism, and the difficulties public schools have in providing music education for children with diverse abilities, the purpose of this study was to enhance the opportunities for accessible music education and practical performances for children with autism. Participants were elementary school children aged 6.5, 7.5, and 11 years old, who have never taken piano classes before, but had an interest in participating in musical activities. Using an action research approach that followed a 12-week (24 lessons) cycle design, each cycle was completed within two lessons each week. The expectation for accomplishment after the completion of 24 lessons was that each student would have the ability to memorize and play 8 measures with various rhythms, such as quarter and eighth notes, understand melodic lines, and play without interruptions when performing. In conclusion, all three participants performed two pieces (8 measures), understood rhythms, read notes from the staff, and could identify them on the piano keys. Given that the students had learned differently, and each had distinct logical understandings of the material, some of them demonstrated a higher-than-expected understanding of the theory. This study was sufficiently successful in terms of developing piano teaching strategies for students with autism. It includes positive emotions, an enjoyable collaborative teaching-learning process, and the piano classes where they can create harmonious environments, musical sounds, and wonderful friendships.
- ItemOpen AccessService Dogs for Children with Autism Spectrum Disorder: Child and Family Experiences(2014-05-01) MacKinnon, Leslie; Nicholas, DavidThis thesis describes a hermeneutic phenomenological study examining families’ experience of having a service dog for their children with autism spectrum disorder (ASD). Eight families in Alberta who had received a service dog for their child with ASD participated. An important voice in the study is from four of the children with ASD themselves, including their interpretation of what their dog means to them. The study was theoretically based in the social work lens of a Person-in-Environment approach along with attachment theory and Bronfenbrenner’s ecological theory of human development. Semi-structured interviews were conducted with participants. Results indicated that the dogs were perceived to foster increased safety for the child as well as enhancing social interaction, companionship, and sensory support. Parents experienced a sense of support in which they believed the dogs shared some of the parenting burden in that the dog carried aspects of care for the child. The children with ASD communicated and demonstrated a deep connection with their service animals, and much of that connection seemed to occur regardless of whether language skills were present. Understanding the nature and impact of this connection invites further study with a priority of hearing children’s voices. As there is a lack of information about how this population handles the eventual loss and death of a service dog, and some participants expressed a concern for this eventuality, future research about such loss is warranted. Implications for practice are discussed.
- ItemOpen AccessUnderstanding and Supporting the Needs of Post-Secondary Students with Autism Spectrum Disorder (ASD): A Qualitative Study of the Student Perspective(2017) Schembri, Taylor; Zwiers, Michael; McCrimmon, Adam; Nicholas, DavidIndividuals with autism spectrum disorder (ASD) are a growing subgroup within post-secondary populations. However, little is known about post-secondary students with ASD, and even less regarding the barriers to their success. Available information suggests students with ASD struggle more and are less successful than neurotypical students, but this information has often relied on expert opinions and has failed to incorporate the first-hand perspective of students with autism. To address the gap in direct research of student experiences, a qualitative inquiry was conducted into the barriers to success for post-secondary students with ASD. Student participants from post-secondary institutions in Calgary, Alberta were interviewed and their responses analyzed using Thematic Analysis. Results identify multiple barriers to success for this population. Ten themes were identified in three categories: intrapersonal barriers, interpersonal barriers, and system concerns; while two separate cross-cutting themes (compounded concerns and achieving competency in independence) also emerged.