Browsing by Author "Russell-Mayhew, Shelly K."
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Item Open Access Coming into Focus: Parents’ Experiences of Discovering their Child has Anorexia Nervosa(2019-06-05) Williams, Emily Pauline; Russell-Mayhew, Shelly K.; Dimitropoulos, Gina; Moules, Nancy J.After witnessing from both up close and afar how different families can respond to learning that their child is sick, and most likely has an eating disorder, I became deeply curious about the nuances in these parents’ reactions. I wondered about why some parents take fast action in helping their children, while others seem complacent or hesitant to recognize or admit that anything troublesome is happening. These curiosities propelled me into this research, where I sought to better understand how parents discover that their child has anorexia nervosa. My aim for this philosophical hermeneutic inquiry was to speak to parents who had discovered that their child was or had been experiencing anorexia nervosa. I interviewed 12 parents, making up nine families with a child with anorexia nervosa and asked about their discovery experiences. Findings from interviews and analysis revealed that discovering one’s child has/had anorexia nervosa was incredibly complex. Parents’ experiences illustrated that they were fractured by the discovery and by the illness, questioning their competencies and actions as parents. It was evident that the discovery was a continuous, ambiguous process, and at times information was both revealed and concealed from parents. Finally, interviews exposed the unspeakable nature of anorexia nervosa, and ways parents coped with the devastating impacts that anorexia nervosa had on their child, their family, and themselves. I conclude with implications for both research and clinical practice, where I make a case for greater supports being made available for parents during these chaotic and ambiguous times. Every parent that I interviewed shared that they felt left in the dark, without basic information regarding their child’s current status and possible prognosis. Parents felt unsure of how their lives had and were about to change, understandably, feeling enormous pressures and confusion as to how to support and care for their child with anorexia nervosa. While the child with anorexia nervosa is the fundamental focus, parents are worthy and in fact desperate for special attention as well.Item Open Access Feeling Red about Bullying! An Application of the Stress Process Model to the Relationship among Bullying, Emotional Agitation, Peer Social Support, and Self-Esteem(2018-03-22) Dittrick, Crystal June; Russell-Mayhew, Shelly K.; Beran, Tanya Nathalie; Bierman, Alex E; Cairns, Sharon L.Bullying is a pervasive problem worldwide. Children and adolescents who are victimized, perpetrate bullying, or both experience more negative consequences to their mental health than those who are not involved. It is important to understand the students involved in bullying, as well as the process through which bullying exerts its effect. The stress process model is a general orienting framework for understanding the influence that bullying can have on mental health (i.e., emotional agitation or anxiety/anger). This model suggests that the personal resources of peer social support and self-esteem may influence the stress process by acting as either mediators, moderators, or both (i.e., structural amplification). The dual purpose of this study was to examine student involvement in bullying as well as apply the stress process model to the experiences of a nationally representative random sample of 1001 Canadian youth aged 10 to 17. First, Latent Class Analysis (LCA) was used to identify groupings of students involved in bullying. Four classes emerged across four forms of bullying (physical, verbal, social, cyber) including students who 1) primarily bullied others, 2) were primarily victimized, 3) both bullied others and were victimized, as well as those who 4) did not engage in bullying (i.e., uninvolved). Second, using Structural Equation Modelling (SEM), the stress process model was applied to the relationship between bullying and emotional agitation. The personal resources of peer social support and self-esteem were examined as both mediators and moderators. The results support a partial mediation model: peer social support and self-esteem were pathways through which bullying involvement exerted an effect on anxiety and anger. Although moderation was not supported, a main effect of peer social support and self-esteem was found. Effectively, these personal resources were found to have a positive influence on students' experiences of anxiety and anger, regardless of their involvement in bullying. The process of structural amplification was not supported. Taken together, these results provide some support for the application of the stress process model to the relationship between bullying involvement and emotional agitation. Implications for counselling psychologists as well as the field of bullying prevention, intervention, and research are discussed.Item Open Access Healthy Weight Discourses Among Students in Graduate Level, Mental Health Focused, Education Programs(2020-09-17) Boutilier, Katrina J.; Russell-Mayhew, Shelly K.; Domene, José F.; Takeuchi, Miwa A.The definition of what constitutes a healthy weight has become debatable over recent years. In this study, discourses around healthy weight were explored among eight graduate students in mental health focused, education programs at the University of Calgary. Data were collected through semi-structured interviews and analysed using discursive psychology. A total of six interpretive repertoires were found through analysis as follows: measurable/visual, non-measurable/internal, tension/growth, behavioural, educational, and biological. The ways in which students in graduate level, mental health focused, education programs construct healthy weight may impact how these individuals treat future clients, especially those in large bodies. As such, the findings from this study provide support for expanding training in the area of healthy weight within the curriculum of these graduate programs.Item 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.Item Open Access An Interpretative Phenomenological Investigation of the Experiences of Physically Active Women Living in Large Bodies(2019-08-27) Lambert, Angela M.; Russell-Mayhew, Shelly K.; Mudry, Tanya E.; McDonough, Meghan H.; Russell-Mayhew, Shelly K.Weight stigma, the devaluation of individuals perceived to be large-bodied, can be an obstacle to participation in physical activity. Although perceived, internalized, and experienced weight stigma are correlated with physical activity avoidance, many women who live in large bodies are physically active. Using interpretative phenomenological analysis, this research explored how six adult women who identified as both large-bodied and physically active understood their lived experiences. The analysis uncovered five superordinate themes central to the participants’ experiences: (1) largeness as a representation of a flaw or failure, (2) distancing from the largeness-as-flaw perspective, (3) patterns of contradictory perspectives, (4) adoption of a (too-) large-body identity, and (5) protective mechanism that mitigate harm. Participants adopted a large-body identity, managed their large-body identity in the context of weight stigma, and understood and navigated between two contradictory ways of viewing body size and physical activity. This research is valuable on two levels. Firstly, it deepened the understanding of the lived experience of physically active women who live in large bodies. Secondly, it explored the identity management of women who saw themselves as physically active and large-bodied. This research offered a number of implications for counselling, medical, and physical activity professions. Professionals should be aware of the complicated relationships clients may have with physical activity and body size. Additionally, short-term mental-health and wellbeing benefits of physical activity may be more effective motivators toward physical-activity identity development in women who identify as large-bodied compared to weight loss.Item Open Access It Takes a Village: The Role of Counselling Psychology in Advancing Health and Wellness in a Faculty of Education(2019-10) Williams, Emily P.; Russell-Mayhew, Shelly K.; Gereluk, Diane; Murray, Kerri; Ireland, Alana D.Counselling psychology departments have historically been situated within Faculties of Education rather than Departments of Psychology. These placements within Faculties of Education have often led to confusion as to what the role of counselling psychology is, and how it relates to education. In this paper, we argue that there is an opportunity for counselling psychologists to impact and be impacted by their location in Faculties of Education. This paper offers an exemplar of how a counselling psychology department informed and impacted a culture of wellness within a Faculty of Education and also within the greater university culture, at the University of Calgary. Through partnership with other faculties and community partners, the efforts of counselling psychology began to impact other systems, which in turn influenced Bachelor of Education teacher preparation at the post-secondary level. Through collaboration with multiple partners and with the support of the Faculty of Education, a mandatory course on health and wellness was introduced to the Bachelor of Education curriculum. Perspectives of a counselling psychologist, faculty of education administrator, a community partner, and former counselling psychology graduate student are highlighted in this paper, with the intention of demonstrating how collaborations between two seemingly distinct disciplines can be mutually beneficial to the university, students, faculty, and also the greater community.Item Open Access Misguided: Mapping out a Drama about Disordered Eating and Exercise(2020-07-27) Zoleta, Czarina; Martini, Clem; Viczko, April; Russell-Mayhew, Shelly K.The following manuscript and accompanying artist’s statement examine the process of developing the play Misguided. Inspired by my own personal experience with disordered eating and exercise, this play challenges cultural ideas about this class of mental illness while exploring the power of theatre to heal and raise awareness on these issues.Item Open Access “Mostly symbiotic but partly parasitic”: Constructions of cell phone use(2020-01) Sapacz, Mackenzie; Strong, Tom; Russell-Mayhew, Shelly K.; Takeuchi, Miwa A.Cell phones are complex tools that offer many functions and are represented in a multitude of ways in the literature, from addiction concerns to providing mobile therapy. In this research, I explored how cell phone users construct their relationship with their cell phone. Ten participants were interviewed about their experiences within three types of cell phone use: non-problematic cell phone use, problematic cell phone use, and the transition between non-problematic and problematic cell phone use. I approached this research from a social constructionism perspective and analyzed data using interpretative repertoires discourse analysis. Interpretative repertoires were identified within each of the three types of cell phone use. Results demonstrated when users make sense of their relationship with their cell phone, they pay attention to intentionality, mindful presence, the amount of time spent on their cell phone, distracting and addictive qualities of their cell phone, the utility of the cell phone, and the process by which they make active choices regarding how to engage with their device. Findings are discussed with respect to the relationship to the current literature on cell phone use, and implications for counsellors and future research.Item Open Access The Phenomena of Couple Therapy where Weight-Related Concerns are Present: Feminist Considerations and Implications(2019-06-27) Tkachuk, Michelle; Russell-Mayhew, Shelly K.; Kassan, Anusha; Dimitropoulos, GinaIn the following manuscript-based dissertation, I explore the phenomena of couple therapy with couples where weight-related concerns (WRC) including (a) body-weight and/or food preoccupation, (b) weight-related body dissatisfaction, and/or (c) disordered eating or excessive exercise behaviours (Allison & Baskin, 2009; Neumark-Sztainer, 1995) are present. Three interconnected manuscripts investigate the phenomena, or methods to inquire into the phenomena, from a feminist standpoint (Harding, 2007) epistemology. In manuscript one, I provide a scoping review of the cultural diversity of couples, and WRC included, in research about couple therapy where WRC are present (Tkachuk, Russell-Mayhew, Kassan, Dimitropoulos, & Hayden, 2018). In manuscript two, I propose modifications to Giorgi’s (2009) descriptive psychological phenomenological method for the analysis of dyadic interviews, which includes couple interviews (Tkachuk, Russell-Mayhew, Kassan & Dimitropoulos, 2019). In manuscript three, I report the experiences of couples/individuals who participated in couple therapy where WRC were present. In completing this dissertation, I hope to contribute to a larger discussion about the phenomena of couple therapy where WRC are present. I discuss gaps in the existing literature and several ways researchers may begin to address them. Such an understanding may assist in developing practice recommendations for psychologists in providing couple therapy where WRC are present.Item Open Access Resilient Bodies: Exploring Racialized Newcomer Women’s Experiences of Embodiment(2020-05-01) Green, Amy Rose; Kassan, Anusha; Goopy, Suzanne E.; Russell-Mayhew, Shelly K.In recent years, several scholars have called for the construct of embodiment – that is, the experience of engagement of one’s body in the world – as a meaningful way to explore how women experience their bodies. However, limited research has explored embodiment specifically among newcomer women (i.e., immigrants, refugees, and non-permanent residents) who are part of racialized groups (i.e., those identifying as persons of colour or as being part of visible minority groups) in Canada. As such, this dissertation represents a purposeful attempt to explore embodiment among racialized newcomer women, and how to investigate this topic in culturally-sensitive and meaningful ways. Through a feminist lens, and situated in the field of counselling psychology, this body of work integrates different research practices (including a critical review, arts-based engagement ethnography [ABEE], and critical reflection) to systematically contribute to the academic literature focusing on embodiment among racialized newcomer women. Consisting of three conceptually linked manuscripts, which use the Developmental Theory of Embodiment (DTE) as a guiding framework to conceptualize embodiment, this dissertation makes the following contributions to research and practice. First, Manuscript 1 demonstrates how the construct of embodiment offers a meaningful vantage point from which to conduct qualitative research with newcomer women, offering suggestions for working through some of the ethical, methodological, and cultural considerations that may arise in doing so. Manuscript 2 outlines the results from a feminist research study that used ABEE to explore the experience of embodiment among six racialized newcomer women in Canada. Finally, Manuscript 3 offers a critical reflection of the use of ABEE in the aforementioned study, offering suggestions for its utility as an embodied, culturally-sensitive, and reflexive approach. Taken together, findings from this body of work strengthen the embodiment field by demonstrating that there are several unique aspects of being a racialized newcomer woman that can influence embodiment; therefore, these factors should be taken into consideration from a conceptual and methodological standpoint in future research, clinical practice, and social justice initiatives.Item Open Access Rumination as a Psychological Risk Factor for Body Dissatisfaction in Middle-Aged Women(2019-09-12) Nieborowska, Victoria; Russell-Mayhew, Shelly K.; Nordstokke, David W.; Sears, Christopher R.In a society that promotes anti-aging, sociocultural pressures for a young and thin body type negatively affects body image and mental health in aging women. However, little is known about how women in middle adulthood experience body dissatisfaction. Given that cognitive appraisal is a component of body dissatisfaction, this study aimed to investigate whether perseverative negative thinking about one’s body, assessed by ruminative brooding and reflection, contributed to body dissatisfaction in midlife women. In order to better understand the link between rumination and body dissatisfaction, depression, trait anxiety, self-esteem, and quality of life were utilized as mediators. A sample of 351 women between 40 to 65 years of age from the United States were recruited from Amazon Mechanical Turk and completed several self-report measures. The findings revealed that ruminative brooding significantly predicted body dissatisfaction, compared to ruminative reflection. Additionally, depression, trait anxiety, self-esteem, and quality of life partially mediated the relationship between ruminative brooding and body dissatisfaction. The findings suggested that ruminative brooding might be an underlying mechanism of body dissatisfaction in middle-aged women. Implications for counselling and research highlight the importance of addressing negative self-focused thinking about one’s body and its potential consequences.Item Open Access Voices of Women Who Have Overcome Internalized Weight Bias Through Transformative Learning(2020-06-13) Tingle, Elizabeth Low; Groen, Janet Elizabeth; Simmons, Marlon; Russell-Mayhew, Shelly K.This narrative inquiry seeks to understand potential solutions to the problem of internalized weight bias, which has negative repercussions for both physical and psychological well-being. As weight bias is learned, various learning theories can help explain how an individual may come to internalize weight bias. The theory of transformative learning from the adult learning field is a helpful framework for appreciating how someone can challenge and reject learned beliefs and biases. This study explores how one can change from experiencing internalized weight bias to instead embody size acceptance. Six women who identified as having rejected diet culture after once worrying about weight were invited to share their body stories. In keeping with the life history approach to narrative inquiry, participants were encouraged to recall significant moments from throughout their life, in multiple contexts, to understand their journey from weight concern to size acceptance. Participants shared how weight bias was learned incrementally, often in small comments overheard in family and peer contexts. During puberty, these implicit lessons on weight bias became personalized and activated. Eventually, the accumulated harms and frustrations of weight control prompted my research partners to embark on various transformative learning journeys to challenge their beliefs on weight and reframe the purpose of their bodies. These women slowly learned to relate to their bodies differently through multiple domains of learning, and expect continual engagement in this counter-cultural work. Their empowering stories speak to the dramatic and positive impact transformative learning can have in adult lives and have implications for those seeking to help others reduce internalized weight bias and prevent its dissemination to future generations.Item Open Access Weight Bias as a Social Justice Issue in an Unjust World(2019-08-26) Nutter, Sarah; Russell-Mayhew, Shelly K.; Arthur, Nancy Marie; Ellard, John H.Weight bias is a widespread and persistent form of stigma. It negatively impacts individuals with large bodies across the lifespan and in multiple social contexts. The current research addresses two important gaps in weight bias literature: (1) the limited understanding of the nature of weigh bias, and (2) the limited direct connection of weight bias literature to social justice. This research connects weight bias literature to diverse approaches to social justice (distributive justice, procedural justice, and ecological justice) that provide the opportunity to more strongly situate weight bias as a social justice issue. Connecting this to counselling psychology, the current research also considers the implications of weight bias as a social justice issue for the education and practice of counselling psychologists. To contribute to the limited understanding of the nature of weight bias, this research extends previous correlational research on the relationships between the belief in a just world and weight bias. Utilizing justice motive theory, the impact of the justice motive on perceptions of individuals with large bodies, both within and outside of counselling, are considered. This consideration is followed by three experimental investigations of the impact of the justice motive on perceptions and evaluations of individuals with large bodies. The current research provides directions for both furthering our understanding of the nature of weight bias through consideration of the justice motive as well as for furthering the connection between weight bias and conversations related to social justice, with the goal of working towards equality for individuals of all body sizes.Item Open Access What Kind of Teacher Will I Be? Pre-service Teachers’ Hoped-for Future Selves as School Health Champions(2020-07-08) Richardson, Laura Anne; Russell-Mayhew, Shelly K.; Jacobsen, Michele; Mudry, Tanya E.Teachers play a pivotal role implementing and sustaining school health promotion efforts. Currently, Bachelor of Education programs in Canada offer little or no training in student health and wellness. Ideally, teacher preparation programs would include an opportunity for participants to critically engage with health and wellness issues in a reflective manner to assimilate it as part of their professional identity. In the current study, pre-service teachers participated in a professional development opportunity in health and wellness and were then asked to describe their future teacher self and the steps they would take to become the teacher they envisioned. By conducting a thematic analysis of responses, I found that pre-service teachers imagined their future teacher self (a) modelling health and wellness; (b) creating a calm, safe space for students; and (c) teaching and learning about Comprehensive School Health. Pre-service teachers listed steps for attainment that highlighted the need for broader acceptance and administrative support for CSH in school contexts.