Browsing by Author "Wulff, Dan"

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    A Thematic Analysis of Group Trainees and Trainers Experiences of the POGTF
    (2018-03-29) LaRocque, Sarah E.; Pelech, William; Este, David; Wulff, Dan
    Group work is an established approach in social work practice and an efficacious method of intervention for psychosocial problems. With the decline in group education in Canada, and a greater reliance on field instructors to provide group training, there is a need for a training framework that incorporates the complexity of knowledge translation and professional development. In response to this identified need, a training framework was developed to support research-informed practice and experiential learning in group competencies. The current thesis employed a qualitative study to explore group trainees' and field instructors' experiences and perceptions of a training framework, the Participant Observer Group Training Framework (POGTF). Template Thematic Analysis (Brooks et al., 2015) was used to analyze the data. Six main themes emerged from the analysis: (a) the participant observer role provided opportunity for the group trainees to engage in personal growth and professional development through experiential participation in a group; (b) knowledge translation was an essential step in developing structural knowledge, case conceptualization, and professional uses of self; (c) the group trainees who used research to inform practice were more likely to engage in an evidence-based practice process; (d) observation was a key learning pathway for the group trainees; (e) participant observation supported understanding of group processes, but conceptualization of a professional response also required knowledge translation; and (f) group trainees used the participant observer role to learn content and procedural knowledge. The results suggest that the combination of participant observation in groups, the use of a structured critical reflection tool, and weekly supervision supported both personal growth and professional development. Differential learning pathways occurred between group trainees who engaged in observation of group stages and processes alone, and those who additionally linked group events to research or theory. The group trainees in the current thesis did not report learning how to implement, score, or interpret outcome measures. The results suggest that certain components of the training framework were more easily adhered to by the group trainees and trainers in this study, which has implications for group training in field education.  
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    Graduates’ Perceptions on How “Teen Challenge Alberta” Influenced Them: A Grounded Theory Study
    (2015-10-05) Allen, Lise; Wulff, Dan
    In this constructivist grounded theory study, I examine the experiences of nine adult men who graduated from the faith-based drug treatment program Teen Challenge Alberta. Each of the men had been in the program for at least 12-18 months, and each of them had unique life-changing experiences there. As they described hundreds of facets of the program, I noted four basic elements that, together, helped each man change his life and achieve his goals: the structure of the program, his relationships with others, his experiences of God, and his individual initiative to make changes. Those elements helped each gain a new perspective and take on new values that gave purpose and meaning to his life. The men translated their new values into action by living their lives in a different way: helping others and becoming role-models. Their comments about their experiences suggest that Teen Challenge Alberta goes beyond treating drug addiction. It concentrates on shaping a man’s character, which leads to many different outcomes, only one of which is recovery from substance abuse.
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    Hollow from the Inside: Experiences of Racialized Immigrant Fathers When Their Child Dies
    (2017) Kongnetiman, Linda; Badry, Dorothy; Wulff, Dan; Arthur, Nancy
    Understanding the meaning of loss for racialized immigrant fathers and addressing their experiences in a culturally competent manner is important in an increasingly ethnoculturally diverse country like Canada. Culture, customs and rituals influence fathers’ grief and culture impacts how individuals discuss death and dying as well as how they perceive the death of a child. This qualitative research examines the experiences of racialized immigrant fathers who experienced the death of a child. Charmaz’s (2010, 2014) constructivist grounded theory was the methodological approach in this research and was applied to develop the theoretical framework grounded in this research: Hollow from the inside - the death of a child served as a reinforcing process for ongoing loss linked to racialized immigrant fathers’ experience of immigration. Findings suggest that for racialized immigrant fathers their migration experience compounds their losses in unexpected ways when their child has died.
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    "Kicking Down Doors" and "Turning Over Stones": Front-line Youth Workers Engaging in Policy Analysis as an Active Advocacy Process
    (2017) Huntingford, Stasha; Wulff, Dan; Fehr, Linda; Lind, Candace; Karabanow, Jeff; Steinberg, Shirley
    In this research, front-line youth workers analyzed policy pertaining to youth homelessness. This analysis catalyzed further reflections and actions informed by what we learned in the research, such as the establishment of the School of Social Play. The research process was composed of the following phases: the Preparing the Ground phase, the Immersion phase, as well as the Reflection and Action phases. Focus groups and participant observation were some of the methods used to answer research questions during these phases. One participant in this research identified as a co-researcher at a one-year follow up after the research concluded. This person engaged in a reflective dialogue with me about the research, which is included in the discussion chapter. Workers identified four key principles that would contribute to ending youth homelessness. The first principle concerns the relationship between stigma and homelessness. The second principle emphasizes the importance of relationships, and the third focuses on harms caused by the charity model. The final principle states that services and policies should be directed by youth, as they are the people best able to define what the problem is. In the discussion, I justify my conclusion that youth have much to teach us about challenging authority, critical thinking, and the pursuit of social justice.
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    ‘One-size-fits-all’? A Situational Analysis of Weight-Related Issues in Schools
    (2016) Ireland, Alana; Russell-Mayhew, Shelly; Russell-Mayhew, Shelly; Strong, Tom; Wulff, Dan
    Many researchers have explored the impact or effectiveness of eating disorder and obesity prevention programs in schools. Few, however, have investigated integrated prevention efforts, and despite recommendations to shift the focus to environmental or systemic change, even fewer researchers have considered the broader situation of weight-related issues. In this study, I intend to address this gap by exploring how weight-related issues are negotiated in schools, and what institutional and social practices influence their construction. I used situational analysis to develop a broader picture of the complexities of the situation and the differences or tensions extant. Analysis of multiple sources of data such as research literature, participant interviews, personal memos, and educational curricula/policy documents contributed to a more comprehensive understanding of the elements within the situation. Mapping processes involved in situational analysis indicated multiple tensions involved in promoting health in relation to weight in schools, and highlighted the importance of opening-up conversations amongst various stakeholders involved in the situation. Findings also emphasized the importance of exploring ways to (a) promote acceptance of all bodies, and (b) change policies or practices that contribute to the stigmatization of individuals based on body size.
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    Portfolio: Research and Scholarship Leave, January 1 - June 30, 2014
    (2014-10-01) St. George, Sally; Wulff, Dan
    Using this portfolio format, we present some ideas that we believe are relevant to the way social work education is and will be organized and delivered at the Faculty of Social Work. These ideas were the focus of our six-month Research and Scholarship Leave. We believe that the ideas within this portfolio can be usefully applied to any level of post-secondary curriculum, from bachelor’s level through doctoral. Considered as resources, we hope the ideas and exercises herein can serve as material for experimentation and further conversation and dialogue within the Faculty of Social Work at the University of Calgary. Our ideas expressed in this portfolio are evolving and can provide encouragement that we, in the Faculty and beyond, can reflect on our research, practices, and teaching initiatives to make the educational environment we offer even more nourishing.
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    Reintegration of Trafficking Survivors in Nepal
    (2017) Dhungel, Rita; Wulff, Dan; Hewson, Jennifer; Louie, Dustin W.; Winterdyk, John; Wilson, Maureen
    The United Nations has recognized trafficking of girls and women for sexual exploitation as a most serious global social issue that requires attention from national and international communities. While the most focus has been on prevention of trafficking, protection, and reintegration of survivors has never become a priority for the Government of Nepal and the community as a whole, making their lives vulnerable to socio-economic marginalization. Previous studies emphasize that the challenges for reintegration can be influenced by the various forms of structural inequality, such as poverty, discriminatory gender practice and stigma. Within the last decade, there has been an increase in the number of programs with a focus on reintegration, mostly initiated by nongovernmental and not-for profit agencies in partnership with the Government of Nepal, however research in this area is limited. In particular, there is a need was identified for a study to construct knowledge on the term ‘successful’ reintegration for trafficking survivors and their own roles for ending the violence against them. This dissertation used a participatory action research as an emancipatory methodology grounded in a collective and solidarity approach with an intersectionality analysis to engage eight trafficking survivors as co-researchers/peer researchers, in Kathmandu, Nepal. Through a process of action-reflection-action, the peer researchers collectively chose and used a number of liberatory methods including peer interviews, photovoice and solidarity group meetings for both knowledge generation and some collective actions, including a press conference, educational campaigns (workshops/interactive discussions and street dramas) and writing a letter of recommendations for the policy makers. The study provided the co-researchers with opportunities to advance their leadership role and address reintegration issues that the group identified by the group. The peer researchers were significantly involved in analyzing data and an Onion method was used to critically analyze what successful reintegration means. The study found the key challenges faced by survivors in their reintegration and they include: gender oppression, systemic enablers of oppression, social and religious exclusion and microaggressive behaviors. The study further identified the cumulative negative impacts of these reintegration issues on survivors including biological and physical trauma, emotional and psychological trauma, behavioral trauma, cognitive trauma and social trauma. Based upon what was learned in this study, an emerging theoretical reintegration practice model was developed that reflects a multi-layered and multi-faceted approach to promote reintegration of survivors. The emergence of a survivors-led action group, Community-based Action Research Group, was an important action outcome of the research. This study contributes to the exploration of new and potentially liberatory ways to address reintegration issues and promote transformative impacts.
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    Revisiting the Fork in the Road: Exploring the Meaning of Critical Incident Stress Among Intensive Care Unit Nurses
    (2018-12-18) Harvey, Giuliana; Tapp, Dianne M.; Venturato, Lorraine; Wulff, Dan
    The nature of registered nurses’ (RNs’) work in the intensive care unit (ICU) places them at risk for encountering work-related critical incident stress. Critical incident stress is a term used to describe the broad and diverse range of responses that occur following a sudden and unexpected event known as a critical incident. Critical incident stress in the context of ICU nurses has been understudied. The purpose of this inquiry was to expand understanding of the meanings of work-related critical incident stress for RNs working with adults in the ICU. This research study was conducted using an interpretive approach based on Gadamer’s philosophical hermeneutics. Nine ICU RNs were interviewed to gain insight and further understanding of this topic. The interpretations from this work suggested that nurses attempted to cope with critical incident stress by functioning in “autopilot,” altering their ability to critically think and conceal emotions. Critical incident stress was influenced by the perception of judgment from co-workers and by the organizational culture. Participants emphasized the importance of timely crisis interventions tailored and individualized to support those in need of assistance. The concept of co-worker support underpinned by an authentic way of being with another through relating and connecting with team members was one element of crisis intervention considered beneficial. This study highlighted that critical incident stress was transformative in how ICU nurses’ practiced and in their view of nursing. For some participants, transformation took place in the form of an altered professional self-identity. Understanding the experience of critical incident stress in the context of ICU RNs has implications for nurses, the discipline, and the health care system.