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Concurrent Facilitated Discussions [clear filter]
Wednesday, June 17
 

11:00am

Gender & Sexuality - Steve Leventhal, Saima Hirani, Jane March-McDonald, Martine Hébert
Gender & Sexuality: 

Abstract # 26
Bringing Resilience to the Global Health and Development Community: The Case of Girls First – India
Presenter: Steve Leventhal  Co - Presenters: Jane Gillham, Katherine Leventhal 
Abstract:
Mental Health Interventions Adolescents, Girls, International Development, Global Health, Intervention Today, 600 million girls live in low and middle income countries (LMICs). In part due to intense and entrenched gender-based discrimination, girls in these countries are significantly and almost uniformly less likely than their male counterparts to be educated, employed, and physically healthy.Over the last decade, many prominent actors in global health and development have adopted policies and programs to improve physical health, education, and employability for girls in LMICS (e.g., WHO, World Bank, UNICEF, etc.). However, there is a critical link that is missing: attention to resilience, and in particular, to psychosocial resilience. In this community, few have focused on building social-emotional assets (e.g., persistence, self-efficacy, strong ties with adults, etc.) as a key lever for improving physical health and education for girls.In this presentation we discuss how Girls First–India, a 2013-14 RCT of a combined resilience/adolescent health intervention among 3,400 rural adolescent girls in Bihar, India, has brought resilience into global health and development discussions among foundations and governments. We present strategies we have used in engaging with multiple stakeholders, challenges we have encountered, and lessons we have learned about the synergies of the field of resilience and the fields of global health and development. 

Abstract # 46
Viewing Women’s Resilience through a Gendered Lens:  A Critical Review
Presenter: Saima Hirani Co - Presenters: Gerri Lasiuk, Kathleen Hegadoren
Abstract:
Although it has been the subject of study for several decades, resilience research is beset with definitional and methodological issues that make it difficult to operationalize and measure resilience, compare findings across studies, and perform meta-analyses. In this presentation, we present findings of a critical review of the literature, which was motivated by the hypothesis that current conceptualizations of and methods for measuring resilience lack gender sensitivity. Data for the review was gleaned from electronic searches of CINAHL, MEDLINE, Science Direct, and PubMed using the search terms ‘resilience’, ‘adaptability’, ‘psychological constructs similar to resilience’, ‘women’, ‘gender’, and ‘gender based analyses’. Hand searches of references lists yielded additional literature. Data sources were limited to materials published in the English language between 1979 and 2014. Based on our findings, we argue that most current measures of resilience do not take into account gender-related social and environmental experiences that may contribute to the oft reported higher resilience scores in men. These gaps threaten the quality of evidence regarding women’s resilience and the development of strategies to support resilience in women. These limitations have practical implications for women’s health and healthcare.

Abstract # 50
Negotiating Transition to a ‘Grown Up World’: The Journey to Sexual and Reproductive Health for Unaccompanied Adolescent Asylum Seekers 
Presenter:Jane March-McDonald Co-Presenter: Cathy Brennan
Abstract:
Unaccompanied asylum seekers (UAS) around the world face increased risks in relation to sexual and reproductive health outcomes in the country of asylum due to: the loss of strong supportive structures and social networks, the absence of parental protection, cultural attitudes, poor knowledge of and lack of access to relevant services, as well as the need for these young people to prioritize immediate problems over sexual and reproductive health. Having negotiated the often dangerous and highly challenging journey of seeking asylum in the Western world, the resilience of UAS is clearly evident. How though do they subsequently manage and negotiate the transition from childhood to adulthood, identifying and securing resilient pathways to sexual and reproductive health, in a context marked by transition, uncertainty and cultural alienation? How might the communities they reside in and the available resources, shape their journeys and outcomes? The ethical and methodological challenges of carrying out research with this population are well documented. To identify and understand culturally specific and universal resilient pathways for sexual and reproductive health, we need to successfully engage UAS in research through using new and creative methodologies. Having secured a Worldwide Universities Development Fund grant, we welcome contributions and interest on our venture.

Abstract # 45

The Forgotten Victims Of Child Sexual Abuse: Disclosure And Resilience Features In Male Youth
Presenter: Martine Hébert Co - Presenters: Christine Wekerle, Isabelle Daigneault, Delphine Collin-Vézina
Abstract:
Child sexual abuse is now recognized as an important public health issue. Prevalence estimates reveal that 1 out of five women and 1 out of ten men report experiencing sexual abuse before the age of 18. Yet, sexual abuse and sexual violence against male youth often remains hidden, as male youth are less likely to disclose to anyone and less likely to seek services. Consequently, there are significant gaps in the scholarly literature as to the outcomes and possible resilience of male youth with sexual abuse experiences. Discussants in this panel will highlight findings from their recent studies as to the specific obstacles in disclosing sexual abuse experiences identified by male victims as well as the features associated with resilience in school-aged boys victims of sexual abuse. In addition, resilience characteristics of high school male adolescents experiencing sexual abuse and of child-welfare involved male adolescents experiencing sexual violence in the context of dating relationships will be summarized. This facilitated discussion will offer a unique opportunity to exchange as to the specific challenges in this area of investigation and the design of future investigations and tailored intervention addressing the needs of male youth victims of sexual abuse.


Presenters
avatar for Gerri Lasiuk

Gerri Lasiuk

Associate Professor, College of Nursing, University of Saskatchewan
avatar for Jane March-McDonald

Jane March-McDonald

Lecturer Public Health/ Programme Lead Specialist Community Public Health Nursing/Researcher, University of southampton
Jane is a nurse, midwife and health visitor and is currently lecturer and programme lead for the Specialist Community Public Health Nursing programme in the Faculty of Health Sciences, University of Southampton. Jane's research interests include: the health and wellbeing of marginalized... Read More →
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Martine Hébert

Martine Hébert (Ph.D. in psychology) is professor at the sexology department of Université du Québec à Montréal (UQAM). She has training in child development and child clinical psychology as well as a strong background in psychometry. In the past 25 years, her research interests... Read More →
avatar for Steve Leventhal

Steve Leventhal

Executive Director, CorStone
As CorStone’s executive director, Steve Leventhal oversees all strategic planning, program development, external relations, and financial operations for the organization. Prior to joining CorStone, he oversaw strategic alliances, private-public partnerships, marketing and communications... Read More →

Co-Presenters
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Cathy Brennan

Cathy is a Lecturer in Public Health based in the Leeds Institute of Health Sciences and is currently Programme Lead for the Masters in Public Health Programme. Cathy’s research interests include well-being in children and families and how social factors
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Delphine Collin-Vezina

Dr. at McGill University Dr. Delphine Collin-Vézina is the Tier II Canadian Child Welfare Research Chair, an Associate Professor in Social Work at McGill University, and the director of the McGill Centre for Research on Children and Families. She is a clinical and developmental... Read More →
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Isabelle Daigneault

Dr at Université de Montréal Isabelle Daigneault, (Ph.D. in psychology), clinical psychologist, is an associate professor in the department of psychology at the Université de Montréal. For the past 15 years, her research has focused on child and adolescent sexual assault. She... Read More →
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Jane Gillham

Associate Professor at Swarthmore Dr. Jane Gillham is a psychologist, researcher, and educator. She is Associate Professor at Swarthmore College and Research Associate at the University of Pennsylvania’s Positive Psychology Center. Dr. Gillham co-directs the Penn Resiliency Project... Read More →
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Dr. Kathleen Hegadoren

Professor at University of Alberta Dr Hegadoren completed her PhD in Medical Sciences in 1995. After completing a postdoctoral fellowship and working as a clinical researcher in mood disorders, she accepted a tenure-track position at the Faculty of Nursing at the University of Alberta... Read More →
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Gerri Lasiuk

Associate Profesor at University of Alberta Dr. Gerri Lasiuk is an Associate Professor and Director or the Nursing Simulation Centre in the Faculty of Nursing at the University of Alberta. Her clinical, teaching, and research interest relate to psychiatric/ mental health nursing... Read More →
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Katherine Leventhal

Kate Leventhal serves as Research and Program Coordinator for Girls First – India, managing all research efforts for this resilience-based program that helps girls in poverty to improve their circumstances and achieve their dreams. Kate joined CorStone in 2011 after working with... Read More →
avatar for Christine Wekerle

Christine Wekerle

McMaster University
Dr at McMaster University Christine Wekerle, is associate professor at Department of Pediatrics – Faculty of Health Sciences, McMaster University. She is the lead investigator in the Canadian Institutes of Health Research (CIHR) funded Boys’ and Men’s Health Team grant. Her... Read More →


Wednesday June 17, 2015 11:00am - 12:30pm
Seminar 7 A&A Lower Floor, King's College

11:00am

Mental Health - Wen-Chih Tseng, Genevieve Chandler, Bertha Fountain, Anna Demetrakopoulos, Ashley Frerichs, Srividya Iyer
Mental Health:

Abstract #28
Lego Serious Play Applications to Enhance the Development of Narrative Identity in Economically Vulnerable College Students
Presenter: Wen-Chih Tseng
Abstract:
The aim of this study was to present a specific applications of the LEGO Serious Play (LSP) methodology that has been designed to enhance the development of narrative identity and build resilience in economically vulnerable college students. LSP was invented at the end of the 1990s and was officially launched in 2002. In this study, I used LSP to design a thorough process that allows students to develop building skills through making simple Lego models, then leaded students into the complex world of metaphor. The design activities focus on seven particular episodes in the story of life; they include (1) Chapters of Life, (2) My Collections of Events, (3) Anticipated Future Scripts, (4) Difficult Challenges in Life, (5) Personal Beliefs and Values, (6) Life’s Central Themes and (7) the Past as Future – Participation Reflection. Students were asked to use LEGO bricks to build models representing their thoughts, reflections and ideas about the above seven activities. Findings showed that LSP as an intervention medium has a positive impact on enhancement in students’ narrative identity, which, in turn, weigh on the decrease in vulnerability including anxiety and depression and on the increase in resilience abilities.

Abstract #40
Resilience Intervention for Young Adults with Adverse Childhood Experiences
Presenter: Genevieve Chandler Co-Presenter: Mary Jane O’Conner
Abstract:
Background: Risk behaviors of alcohol and drug abuse, smoking and disordered eating can lead to addiction, anorexia and obesity. Often the result of adverse childhood experiences, such behaviors can lead to COPD, liver disease, diabetes and depression. Resilience researchers, however, pose the question, is risk resilience? Specific aim: Feasibility study of the Empower Resilience Intervention to interrupt the trajectory of ACE to illness. Method: A pre-test, post-test college students (n=28) repeated measure of ACE, symptoms, health behaviors and resilience. (RM-ANOVA) was performed to test the effect of the intervention, a strength based course using resilience and social learning theory with mindfulness, education, writing, mentoring and social support. Results: A statistically significant cohort by time interaction for physical activity with the intervention group and narrative themes: building strengths, reframing resilience and creating connections. No change evident in risk or resilience. Conclusion: These provocative trends are theoretically consistent with a strength-based approach. Fine tuning the intervention and using ecological resilience measure may increase health behaviors and decrease symptoms. Implications: With the ERI study and a course with individuals who dropped out of high school we witnessed mindfulness, authentic writing and safe relationships transform the past to a vision of a preferred future.

Abstract #42
Homeless Youth in College
Presenter: Bertha Fountain
Abstract:
Limited research exists to date on the capacity of homeless youth in college to successfully tolerate and manage their experiences of being homeless.  The purpose of this research project is to deepen our understanding of academic resilience among homeless young adults (ages 18-30) who attend college. The primary research question guiding this study is:  How do homeless youth in college define and describe their academic resilience? Secondary questions include:  What are the barriers and supports they experience as part of their academic journey and how do they negotiate them?  What do homeless youth describe as influencing their ability to pursue post-secondary education?
This study draws on constructivist grounded theory to examine resilience among homeless youth in college.  This includes the identification of the factors that are promotive and protective as well as those that present challenges and risk.   The study will further explore the presence of survival strategies and coping techniques that can protect and present risk to students who experience housing instability. Data collection will include individual, in-depth interviews and focus groups with self-identified homeless young adults who attend City University of New York colleges.   How to examine resilience in this context is the purpose of the facilitated discussion.

Abstract #1
Resiliency Map: A tool for individual and community dialogue about complex loss, change and transition
Presenter: Anna Demetrakopoulous Co-Presenter: Yvette Perreault
Abstract:
The Resiliency Map is a 5m by 5m floor cloth which uses a visual structure to represent aspects of individual and shared experience.  It depicts concentric circles:  Self, Relational, Organizational and Social and Political Context, which are intersected by two primary meridians, Motivation and Commitment and Shared Values.  People are invited to walk on the Map to support the telling of their complex stories.  The Map has been used in multiple contexts, including debriefing after significant losses and traumatic events, personal and organizational transitions, and to support organizational assessment, planning and evaluation. Through the inter-connected layers, people can sort through their own narrative structures and the make visible the tensions within their own experience and the multiple roles they may have in a situation.

Abstract #6
Communities Fostering Resilience - A Lived Experience
Presenter: Ashley Frerichs
Abstract:
Throughout my life I have experienced many struggles that have allowed for the development of high resilience which is something I consider to be a leading factor that has supported me to become the strong young adult I am today.  As part of the facilitated panel discussion in the area of community interventions, I will use my lived experiences to support the work of other panellist and incorporate first hand knowledge of different pathways to resilience, emphasising the imperative role my community played in helping me navigate tough times as well as in building my resilience. In particular, I found a great sense of belonging, many long-term supportive relationships and maybe most importantly an internal resilience that is unwavering. My community was my activists, my thing to lean on and my beacon of hope in a way that social service organizations were able replicate, however only in a short-term structured way; when I look at what got me (and is still getting me) to where I am and where I am going, it was and still is my community where I found my strength.

Abstract #23
How a Multi-Stakeholder Network is Seeking to Transform Canadian Youth Mental healthcarePresenter: Srividya Iyer
Abstract:
This presentation describes how a multi-stakeholder network is seeking to transform Canadian youth mental healthcare. Established with a five-year grant under CIHR’s Strategy for Patient-Oriented Research, the ACCESS Network serves youths aged 11 to 25 at 12 sites in six provinces and one territory that include Indigenous, immigrant and other at-risk populations. Creating ACCESS entailed engaging all key stakeholder groups (youth, family/carers, community organizations, service providers, researchers, policy/decision makers and Indigenous groups); achieving consensus on collectively defined core values and objectives; and understanding site-specific services and barriers. Major challenges were posed by stakeholders’ and sites’ divergent expectations, affiliations, geographies and realities. The common concerns of youths and families helped us negotiate these tensions and coalesce into a robust transformational base. The ACCESS approach stresses resilience through early detection; community engagement; youth and family participation in service design and provision; the facilitation of social reintegration; the provision of services in youth-friendly, stigma-reducing settings; and 72-hour response time targets. This approach is a product of our foundational engagement with stakeholders and the change we instituted in how we communicate and collaborate. 

Presenters
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Ashley Frerichs

Resiliency is something the Ashley has become all too familiar with as she navigated family and personal mental health, youth homelessness, foster care and many other trials and tribulations. Fortunately, through great community involvement and resilience Ashley has become an advocate... Read More →
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Bertha Fountain

Field Instructor for PROVE (Project for Opportunity in Veterans Education), Silberman School of Social Work at Hunter College
Ms. Fountain is a seasoned Social Worker who has had extensive experience in managing programs and providing direct services to individuals and families experiencing homelessness. This includes specialized homeless populations (children and youth, those with HIV/AIDS and veterans... Read More →
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Genevieve Chandler

As a psychiatric-mental health nursing expert and nurse scientist, a consistent theme of my work has been empowerment beginning with my research on the nursing work environments to my studies on decreasing inpatient coercive practices of seclusion and restraint to resilience with... Read More →
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Wen-Chih Tseng

Wen-Chih Tseng is currently a professor in the Department of Educational Psychology and Counseling at National Hsinchu University of Education, Taiwan. His research interests are in positive psychology, resilience and serious play.

Co-Presenters
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Mary Jane O'Conner

Wellness Educator at Holyoke Community College I am a Licensed Mental Health Counselor (LMHC) with over 25 years experience working with studentsfrom pre-K through adults who have had trauma histories. As a community college educator, my focus with my students is on strength based... Read More →
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Yvette Perreault

AIDS Bereavement and Resiliency Program of Ontario


Wednesday June 17, 2015 11:00am - 12:30pm
Shatford Room A&A 2nd Floor, King's College

11:00am

Resilience & School Programs - Kingsley Hurlington, Zahide Alaca, Ulrike Graf, Sheena Brown, Chris Byron, Sara Truebridge
Resilience & School Programs:

Abstract # 22
Unstuffed! A School-Wide Strength-Based Teacher-Led Mental Health Conference. A Fresh Approach to a Resilience-Focused Mental Health Conference in a Secondary School Setting
Presenter: Kingsley Hurlington Co - Presenters: Ruth Marinelli, Eileen Dahl
Abstract:
An ecological framework of resilience posits the importance of environment in the development of resilience characteristics in individuals.  For teens, school can be one of the most important environments for bolstering resilience (Benard, 2006; Masten and Coatsworth, 1998).   School needs to provide students with an environment that assists them with learning and also facilitates the development of personal resilience characteristics through positive mentorship (Ungar 2004).  This program review explores the impact of a single mental health conference intervention on the strengthening of resilience characteristics in secondary school students.  In response to growing concerns about mental health issues in the adolescent population (Lam, 2014), a mental health conference was created that offered students sessions led by teacher-mentors at their school.  The results of student surveys indicated the significant effect of the intervention on their awareness of their own mental health challenges and that of their peers, increased confidence in negotiating their way to appropriate psychosocial supports, and deepened empathetic response to others in order to create a more positive and inclusive educational environment.  Teacher-mentors also indicated their increased capacity to assist students in navigating mental health supports in their school and community.

Abstract # 37
Resilience in High-Poverty Schools
Presenter: Zahide Alaca
Abstract:
One of the most consistent findings in the educational literature is the strong relationship between students’ socioeconomic backgrounds and their academic achievement. In Canada, performance on standardised assessments continues to be lower in schools serving high concentrations of students living in poverty compared to schools serving students from more affluent families. Interestingly, some schools serving primarily low-income communities have managed to support very high academic achievement among their students. In this presentation, I propose a comparative study of six elementary schools in Ontario, Canada, to understand how high-poverty schools manage to support high academic achievement among their students. Existing research on high-performing, high-poverty schools has focused primarily on identifying good practice at the classroom and school levels, but transferring these practices from school to school has proven difficult. I propose that there may be important factors, such as the social conditions and policy contexts in which each school are embedded, which may influence both the strategies that schools choose to implement and the effectiveness of those strategies. Of particular interest will be whether and how differences in access to non-school learning resources across school communities may play a role in these processes.

Abstract # 44
A “Gestalt”-Based Concept of Supporting Teachers Resilience. Examples of a Community of Practice Group at Osnabrück/Germany
Presenter: Ulrike Graf Co - Presenters: Ulrike Becker, Angie Hart
Abstract:
How best to lead a community of practice (CoP) that helps elementary and primary school teachers create new ways of supporting children with difficulties to develop resilience? And one that will also support the teachers’ in developing their own resilience alongside. At Osnabrück/Germany we are researching a Gestalt approach to addressing these issues. 
So what are the assumptions that we are testing out? First of all, concepts of Gestalt-based supervision should create opportunities for revealing the problems of all those involved, secondly we hope it will open up spaces for perceiving the perspective of the others and feelings of empathy while being aware of one’s own position and feelings; and thirdly it should facilitate broader insights into social and structural resources. 
Fourth is the idea that the Gestalt approach helps us treat everyone in the Community of Practice  with respect. Finally, we are hoping it will facilitate congruence with encounters between teachers, children with difficulties and everybody else involved beyond the CoP.
The Community of Practice Group at Osnabrück is part of the international Project, Imagine, coordinated by the University of Brighton/England. The presentation will present examples of ways to help teachers (re-)discover their individual competence of resilience.

Abstract # 2
Effectiveness of Mindfulness in the Education System, to Reduce Stress and Improve Wellbeing
Presenter: Sheena Brown
Abstract:
A curriculum was designed that combined contemplative practices, neuroscience research and student reflection to explore the concept of authentic happiness.  Our overarching questions were: what is authentic happiness, how may we experience it, and what are the obstacles in our way?  Our hypothesis was that through the introduction of mindfulness, students would learn simple, yet tangible ways to manage their emotions, resolve conflicts, make responsible decisions, manage stress, and ultimately enhance their resilience. By bringing together science, art and contemplative practices through experiential learning, students would gain insight of the importance of mind-body integration in the pursuit of wellbeing, and be provided with the skills and resources to incorporate mindfulness into their lives, should they so choose. Variations of the curriculum were presented to college freshmen, and grade school students. The curriculum aimed to provide social support, through creating a sense of community and trust between participants. Qualitative and quantitative analyses revealed self-reported benefits in: individual health and wellness, benefits in mindfulness practices both in-class and out-of-class, with 44% of students reporting more confidence in handling personal problems, and 44% of students experiencing colds or flu less often than in the previous semester.

Abstract # 4
Using Outdoor Experiential Education to Develop Resiliency in Gifted Students
Presenter: Chris Byron Co - Presenters: Chris Hooper
Abstract:
Intensity is inherent in gifted individuals. It’s often a byproduct of asynchronous development and can hamper both academic achievement, growth and social interactions. By fostering resilience through the experiential education model, students develop hardiness by embracing hardships and reflection.

Abstract # 14
Resilience Begins With Beliefs: Building on Student Strengths for Success in School
Presenter: Sara Truebridge
Abstract:
Resilience research focuses on healthy development and successful learning, especially with young people facing difficult life challenges in their homes, schools, and communities. In schools, teachers’ beliefs and perceptions about student resilience influence classroom practices and student success.  This presentation examines the extent to which an increased understanding of student resilience shapes pedagogical beliefs and practices of educators. An important goal of research in resilience is to transfer such research into practice. Thus, this presenttion concludes by addressing the relationship between resilience research and belief research and the implications of findings for education pre-service programs, professional development programs and everyday practice.






Presenters
avatar for Chris Byron

Chris Byron

Teacher, Westmount Charter School
From working with adults in the NWT to special populations on whitewater canoe trips, I have been guiding in natural settings for almost four decades. Once getting my teaching certificate, with an experiential education focus, I began to integrate my guiding experiences into the classroom... Read More →
KH

Kingsley Hurlington

York Region District School Board
Kingsley Hurlington is a doctoral candidate at Trent University. He has authored textbooks related to Canadian Geography. His doctoral work focuses on resilience and communities, with a special focus on rural contexts. For this work, he draws upon his varied experiences working with... Read More →
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Sarah Truebridge

Sara Truebridge, Ed.D. is an Education Consultant with experience in research, policy, and practice. Her book, Resilience Begins with Beliefs: Building on Student Strengths for Success in School, published by Teachers College Press (2014), was endorsed by Michael Rutter and Suniya... Read More →
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Sheena Brown

Sheena graduated with a PhD in Zoology in 2000, and a Masters in Public Health in 2014. Sheena has worked as assistant lecturer in Zoology, Neuroscience, and Public Health. From 2003 until 2013, Sheena worked as Staff Scientist in the Neuroscience Department at the UA, and currently... Read More →
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Ulrike Graf

Ulrike Graf, PhD, is a Full Professor of Education at Primary School Age (University of Osnabrück/Germany) and Head of the Research Center in Primary School Education at the Institute for Early Childhood Education and Development of Lower Saxony.She works on pedagogy diagnosis, emphasizing... Read More →
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Zahide Alaca

Zahide is completing her Master’s in Social Work at Carleton University, with a concentration in social administration and policy. She is interested in understanding the disparities in educational outcomes among children and youth. In her doctoral studies, Zahide plans to examine... Read More →

Co-Presenters
UB

Ulrike Becker

MA at University of Bremen Ulrike Becker is a teacher of German / English at grammar and secondary schools in Bremen, lecturer in various pedagogical seminars at the University of Bremen, grad. Gestaltpädagogin (“Gestalt pedagogy”) and supervisor in teacher training at LIS (Landesinstitut... Read More →
avatar for Eileen Dahl

Eileen Dahl

Psychotherapist, Spiritual Care Professional, Consultant, Speaker
Eileen Dahl is a Registered Psychotherapist, Certified in Thanatology - death, dying and bereavement (CT) and a certified spiritual care practitioner / hospital chaplain. She has experience working in oncology and palliative care, trauma, mental health and cardiac intensive care... Read More →
avatar for Angie Hart

Angie Hart

University of Brighton / Boingboing
Angie Hart is Professor of Child, Family and Community Health at the University of Brighton and has been working on resilience research and practice for 10 years. She is an advisor to England’s Big Lottery Fund, Angie runs boingboing, a not for profit undertaking resilience research... Read More →
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Chris Hooper

Adminstrator at Westmount Charter School Chris Hooper is a administrator at Westmount Charter School in Calgary, Ab. He has a decade of experience in gifted education. He received a masters in kinesiology at the University of Calgary and is currently working on a doctorate of resilience... Read More →
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Ruth Marinelli

Teacher at York Region District School Board Ruth Marinelli is a secondary school teacher with the York Region District School Board where she works with academically and socially vulnerable students. She is a Masters of Education candidate at OISE.


Wednesday June 17, 2015 11:00am - 12:30pm
Boardroom A&A 2nd Floor, King's College

11:00am

Resilience in Cultural Context - Linda Theron
Abstract #58
Culture, Context, and Resilience: Complexities and Caveats
Presenter: Linda Theron Co - Presenters: Robbie Gilligan, Kelly Dean Schwartz, Angelique van Rensburg, Tammlyn Jefferis
Abstract:
In this discussion, facilitated by Prof. Linda Theron, we draw on the findings of three independent projects, that all included African children (9 - 19 years), to challenge unsophisticated and idealistic understandings of how culture and context matter for resilience. To this end, Prof. Robbie Gilligan will highlight what the qualitative findings of the Bamboo Project teach about the resilience processes of Ethiopian children who have been sexually abused/exploited. Dr. Kelly Dean Schwarz will report on a quantitative PYD study that offers insight into the developmental assets of youth living in a rural South African township. Informed by a SEM analysis of the quantitative data of the Pathways to Resilience Project, South Africa, Angelique van Rensburg will foreground the differential resilience processes of two comparable groups of youth from the same traditionally-African social ecology. Using visual participatory data from the same project, Tamlynn Jefferis will show how socio-cultural context enables, but also constrains, the resilience processes of black girls challenged by poverty, violence, and sexual abuse.

Presenters
avatar for Linda Theron

Linda Theron

Professor, North-West University
Linda Theron is a full professor in the Department of Educational Psychology, Faculty of Education, University of Pretoria; an associate of the Centre for the Study of Resilience, University of Pretoria; and an extraordinary professor in Optentia Research Focus Area, North-West University... Read More →

Co-Presenters
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Robbie Gilligan

Prof at Trinity College Robbie Gilligan. Robbie is Professor of Social Work and Social Policy, at Trinity College Dublin where he is also Associate Director (and co-founder) of the Children's Research Centre. He is also an (honorary) Research Fellow at SFI – The Danish Nationa... Read More →
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Tamlynn Jefferis

Tamlynn Jefferis, MA (Research Psychology), is a registered counsellor with the Health Professions Council of South Africa. She is a doctoral candidate in the Optentia Research Focus Area, Faculty of Humanities, North-West University, Vaal Triangle Campus
avatar for Angelique van Rensburg

Angelique van Rensburg

Post-doctoral Research Fellow, North-West University, Vaal Triangle Campus, Optentia Research Focus Area
Angelique van Rensburg, PhD (Educational Psychology), is a registered psychological counsellor (independent practice) with the Health Professions Council of South Africa, a member of the Psychological Society of South Africa (PSYSSA) and a Post-doctoral Research Fellow at Optentia... Read More →
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Kelly Schwartz

University of Calgary
Dr at University of CalgaryDr. Kelly Dean Schwartz is Associate Professor in the School and Applied Child Psychology program and Director, U of C Applied Psychological and Educational Services (UCAPES), an on-campus clinic serving children and families Calgary and area. He has a Ph.D... Read More →


Wednesday June 17, 2015 11:00am - 12:30pm
Alumni Hall NAB 1st Floor, King's College

11:00am

Resilience: An International Perspective - Kathryn Robertson, Karen Elliott, Charles Mphande, Alex Pessoa, Serena Isaacs, Steve Reid
Resilience: An International Perspective

Abstract #11
Using resilience concepts to improve client outcomes in East Timor
Presenter: Kathryn Robertson
Abstract:
Timor-Leste is a resource poor country which endured more than 20 years of human rights abuses under Occupation by Indonesia. Post-Independence, there has been considerable work done to raise attention about trauma and violence against women and to develop laws, policies and services to respond to violence. While there has been progress, there are many challenges to make these systems really work for women and children who experience abuse. A four year program supported by the Australian Government is now trying to strengthen services through a greater focus on outcomes for clients. In this environment where there is limited access to services for a largely rural population and service providers are learning on the job without much professional training, we are looking at how to use approaches which are informed by resilience and well-being concepts. This may will include using resilience as a guide in assessment, provision of services and monitoring of outcomes. We are interested to look at approaches in other places (for example with First Nations communities) which could be contextualized to the customary and collective nature of culture and everyday life. This experience will be presented through Facilitated Discussion and Brief Presentation.

Abstract #31
Cultivating Resilience in Organizations and Communities: A Collaborative Process and Planning Tool for Intercultural Leaders
Presenter: Karen Elliot
Abstract:
This facilitated discussion provides an introduction to a practical, evidence-based, collaborative leadership process and tool that intercultural leaders can use to guide discussions in communities and organizations. (See visual for process - end of abstract)   The process itself incorporates principles of community building for health (systems thinking), community engagement, and collaborative leadership. The visual for the process is a table framework that facilitates introduction of concepts as follows:  elements of culture and individual resilience (people, place), resilience science (adapt to education needs of audience at-hand), contributors to community and organizational resilience, equity and inclusion, systems thinking, stress, change adversity. The tool is useful for guiding discussions about resilience policy/advocacy/education. It is vital to use a process which is relevant to the leaders at-hand, adaptable in diverse settings, and which incorporates concepts of individual, community, and organizational resilience (and emphasizes their interconnectedness) in the process itself. The equity/inclusion portion of the visual creates an opportunity to discuss the social determinants of health, health equity, mental health, interventions, literacy, social competence and connectedness.

Abstract #53
Linking or Delinking: Resilience and Social Capital in an Unfriendly Environment for Emerging African Communities in Australia
Presenter: Charles Mphande
Abstract:
This paper investigates how informal networks enable the bonding function of social capital within emerging Sudanese and Horn of African communities in the context of Australian society’s continuing environment of racism and misunderstanding towards African-Australians. . Framed by social ecology (Bottrell and Armstrong 2012), and critical discourse theories (Phillips and Jorgensen 2002) we examine multi-layering of informal networks as a means of maximisation of in-group resources against the hostile backdrop of the Howard Government’s focus on the perceived integrative deficits of Sudanese (African) humanitarian immigrants. Given the unwelcome environment the Howard Government created for these recent immigrants (Dhanji 2009), the paper adopts the view that community resilience by in-group bonding, as opposed to linking with wider Australian society, was a selective, strategic and practical means of survival that bypassed formal community, government and non-governmental organisations as largely irrelevant. We focus especially on examining government’s interpretations of such phenomena as failure to integrate, a position that led to limiting African humanitarian immigration. The paper further discusses the vibrancy and effectiveness of informal networks and argues for the promise they offer for addressing needs and challenges of emerging communities.

Abstract #16
Research and Intervention on Resilience Applied to Latin American Context
Presenter: Alex Pessoa
Abstract:
The research and theoretical frameworks on resilience are mostly coming from the Northern Hemisphere. My proposal is to argue that these studies ignore the particularities of Latin American countries and neglect model of social inequality as the main element for the exposition of young adolescent to indicators of psychosocial risk. I advocate the establishment of collaborative networks in order to create interventional practices and research methodologies that highlight these aspects. In this sense, I believe it is relevant to build a theoretical model to challenge hegemonic notions of resilience that has no applicability in Latin America and do not collaborate in disruption of oppressive social structures historically built under a model which prevails inequality and disenfranchisement of some segments. The universities and researchers interested on resilience theory must join forces to design a consistent epistemological frameworks for the groups belonging to this reality. Furthermore, I understand that the policies and interventional programs should target practices that allow emancipation and the breaking of cycles that perpetuate vulnerability across generations. The audience contributions may allow the beginning of the articulation around this reflective process and may bring implications for the field.

Abstract #47
Understanding Family Resilience in a Rural Community in the Western Cape: A Needs Assessment Pilot Study
Presenter: Serena Issacs
Abstract:
The purpose of this paper is to report on the findings of a pilot study in which the aim was to identify the family resilience needs of community members in the rural community in the Western Cape, South Africa.  The questionnaire utilised was the Family Resilience Assessment Scale by Sixbey (2005); an English-language questionnaire which assesses the resilience needs of a family unit.  Since the scale was developed in English, the scale was adapted in the language spoken by 96% of the community (Statistics South Africa, 2012): Afrikaans.  Pilot testing was essential in establishing psychometric properties and identifying any inconsistencies or ambiguity during the adaptation process.  Trained fieldworkers then commenced door-to-door data collection and reached 82 participants.  Preliminary analysis shows that some items were misinterpreted based on translation and need to be further adapted for the main data collection in the next year.  Fieldworker feedback also highlighted the cathartic effect of completing such a questionnaire; the local NGO has since increased the number of people registered for their family discussion group.  This pilot study is forms part of a larger study which has the ultimate goal of developing a community-based programme for strengthening family resilience using a participatory action approach.

Abstract #55
Resilience in South African Health Professionals Undergoing Compulsory Service
Presenter: Steve Reid
Abstract:
This paper investigates how informal networks enable the bonding function of social capital within emerging Sudanese and Horn of African communities in the context of Australian society’s continuing environment of racism and misunderstanding towards African-Australians. . Framed by social ecology (Bottrell and Armstrong 2012), and critical discourse theories (Phillips and Jorgensen 2002) we examine multi-layering of informal networks as a means of maximisation of in-group resources against the hostile backdrop of the Howard Government’s focus on the perceived integrative deficits of Sudanese (African) humanitarian immigrants. Given the unwelcome environment the Howard Government created for these recent immigrants (Dhanji 2009), the paper adopts the view that community resilience by in-group bonding, as opposed to linking with wider Australian society, was a selective, strategic and practical means of survival that bypassed formal community, government and non-governmental organisations as largely irrelevant. We focus especially on examining government’s interpretations of such phenomena as failure to integrate, a position that led to limiting African humanitarian immigration. The paper further discusses the vibrancy and effectiveness of informal networks and argues for the promise they offer for addressing needs and challenges of emerging communities.

Presenters
avatar for Alex Pessoa

Alex Pessoa

PhD Candidate, UNESP
PhD candidate linked to Faculty of Science and Tecnology, University from Sao Paulo (UNESP), Sao Paulo, Brazil. In the last years the researcher developed studies and interventions in the field of childhood and youth' protection. His papers and book chapters are related to sexual... Read More →
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Charles Mphande

Victoria university
Charles Mphande is a Senior Lecturer in the College of Arts and a member of the Mobilities, Transitions and Resilience Network of the Centre for Cultural Diversity and Wellbeing at Victoria University, Melbourne. His empirical research has focused on resilience as individual or group... Read More →
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Karen Elliott

Cross-sector leadership development professional. Seventeen years as a public health professional. Specialized in collaborative leadership, coalition building (immunizations,vaccine safety, nutrition), health systems, health disparities, equity and inclusion, intercultural communication... Read More →
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Kathryn Robertson

Kathryn Robertson is a Canadian trained social worker and has had experience in service provision for women, children and other vulnerable groups, in Canada and Asia. In Timor-Leste she helped to establish the first counseling and medical support service for family violence and sexual... Read More →
avatar for Serena Isaacs

Serena Isaacs

Lecturer, University of the Western Cape - Psychology
Miss Serena Isaacs is a Research Psychologist registered with the Health Professions Council of South Africa and is a lecturer at the University of the Western Cape. She has published in the field of children and adolescent wellbeing, community violence and substance abuse. She is... Read More →
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Steve Reid

Steve Reid is a family physician with a background in rural health and a doctorate in education, currently director of Primary Health Care at the University of Cape Town. He is involved in medical education and human resources for health, and is particularly interested in the development... Read More →


Wednesday June 17, 2015 11:00am - 12:30pm
ScotiaBank Room NAB 3rd Floor, King's College

11:00am

School Programs - Alicia Barrett, Maureen Thompson, Darlene Klyne, Jo Robins, Michelle Koay, Ella Simmons
School Programs:

Abstract #43
Nurturing Resilience through Student Engagement and Program Adaptability. Case Study 1 in Dropout Prevention: North Winnipeg
Presenter: Darlene Klyne Co - Presenter: Konrad Glogowski
Abstract:
The Pathways to Education program, founded in Toronto’s Regent Park in 2001 to address high youth disengagement and dropout rates in one of Canada’s most disadvantaged communities, has been replicated throughout Canada and is now reaching well over 5,000 high school students in 17 communities across the country.
This case study explores one adaptation of the Pathways program and the role that program staff, local partner organizations (schools, community organizations, service providers), and program participants play in building strong relationships, safe spaces, and a sense of belonging - all of which, in turn, help nurture resilience and academic success. Since high school dropout is a long and complex process and the risk factors are very diverse, effective programming must help students navigate a variety of challenges as well as toxic environments, relationships, and experiences. While the program’s four programmatic pillars remain the same throughout the 17 communities where it has been implemented, its adaptability ensures that local staff, partners, and program beneficiaries can play a key role in ensuring program success. This case study focuses on how program adaptability, local staff, community partners, and students ensure the centrality of the youth experience, and, in turn, nurture resilience and help stop potentially disabling “significant markers” from assailing students as they progress through high school and adolescence.

Abstract #59
Nurturing Resilience through Student Engagement and Program Adaptability: A Survey of What Works
Presenter: Maureen Thompson
Abstract:
The Pathways to Education program, founded in Toronto’s Regent Park in 2001 to address high youth disengagement and dropout rates in one of Canada’s most disadvantaged communities, has been replicated throughout Canada and is now reaching well over 5,000 high school students in 17 communities across the country.
This case study explores one adaptation of the Pathways program and the role that program staff, local partner organizations (schools, community organizations, service providers), and program participants play in building strong relationships, safe spaces, and a sense of belonging - all of which, in turn, help nurture resilience and academic success. Since high school dropout is a long and complex process and the risk factors are very diverse, effective programming must help students navigate a variety of challenges as well as toxic environments, relationships, and experiences. While the program’s four programmatic pillars remain the same throughout the 17 communities where it has been implemented, its adaptability ensures that local staff, partners, and program beneficiaries can play a key role in ensuring program success. This case study focuses on how program adaptability, local staff, community partners, and students ensure the centrality of the youth experience, and, in turn, nurture resilience and help stop potentially disabling “significant markers” from assailing students as they progress through high school and adolescence.

Abstract #64
Nurturing Resilience through Student Engagement and Program Adaptability: Case Study 2 in Dropout Prevention: Spryfield, Nova Scotia
Presenter: Alicia Barrett Co-Presenter: Derek Smith, Konrad Glogowski
Abstract:
The Pathways to Education program, founded in Toronto’s Regent Park in 2001 to address high youth disengagement and dropout rates in one of Canada’s most disadvantaged communities, has been replicated throughout Canada and is now reaching well over 5,000 high school students in 17 communities across the country.
This case study explores one adaptation of the Pathways program and the role that program staff, local partner organizations (schools, community organizations, service providers), and program participants play in building strong relationships, safe spaces, and a sense of belonging - all of which, in turn, help nurture resilience and academic success. Since high school dropout is a long and complex process and the risk factors are very diverse, effective programming must help students navigate a variety of challenges as well as toxic environments, relationships, and experiences. While the program’s four programmatic pillars remain the same throughout the 17 communities where it has been implemented, its adaptability ensures that local staff, partners, and program beneficiaries can play a key role in ensuring program success. This case study focuses on how program adaptability, local staff, community partners, and students ensure the centrality of the youth experience, and, in turn, nurture resilience and help stop potentially disabling “significant markers” from assailing students as they progress through high school and adolescence.

Abstract #12
Think Good Feel Good - A Whole School Approach
Presenter: Jo Robins
Abstract:
Think Good, Feel Good is a school based programme within primary and secondary schools in Shropshire. The core aim is to develop a whole school approach to supporting and developing resilience through six core components. Those are; by increasing awareness of mental health/resilience/health ill health, by developing a common language for children to express thoughts and feelings, by supporting schools to set up projects in schools that build confidence and self-esteem, by delivering an evidence based training programme, by access to high quality resources, by strengthening links to local mental health services. The programme is supported by a steering group, a small team and through a wider network of practitioners with interests, or expertise in mental or children's wellbeing. The success is borne out in the children who participate in the interventions, in the school staff and in the schools who have embedded the programme in their everyday practice. Feedback from children, staff, local clinicians and Ofsted has been very positive. Quotes from children include "It's really helped to know others worry like I do", when I feel angry or sad I know what I can do to make me feel happy". Teachers say "It's great to be able to help the children with coping strategies in school".

Abstract #24
Working With Students To Improve Resilience Within The School
Presenter: Michelle Koay
Abstract:
In Singapore, the schools recognise that the importance of the social-emotional well-being of students in order to facilitate their development and learning. In most local schools, the school counsellors are responsible for reaching out to the students through prevention and education talks and workshops related to building resilience and improving their mental well-being, with the support of the teachers in the classroom setting. The teachers are trained to provide psychological first-aid for students who require support and to refer more serious cases to the school counsellors for further assessment and treatment.
However, in Secondary Schools, another potential resource to be tapped on is working with the students. This paper will explore how the potential and strengths of adolescents can be harnessed to improve the mental well-being of the students. The paper will elaborate on how the school leverages on peer groups to reach out to their peers who need emotional help and/or support. The paper will also show the school’s efforts to inspire the creative energies of the youth to raise awareness about mental health issues among their peers. The paper will share examples of how students use social media and other school-wide initiatives and activities to influence their peers.

Abstract #35
Show and Tell: Explicitly Teaching the Skills of Resilience in the Classroom
Presenter: Ella Simmons
Abstract:
Every day, children are faced with classroom and playground challenges that require social skills, emotional regulation and problem-solving. There is an assumption that students present to school with the foundation skills for resilience, and will develop these skills further through incidental teaching and participation in the school environment. Some students however will require a more explicit approach to learn the skills needed to establish positive relationships and manage challenging situations. Explicit instruction has been firmly established as an effective method of improving literacy and numeracy outcomes for our students which poses the question: Can we approach social and emotional learning in the same way? As a teacher, I am advocating for personal and social skills to be recognised as more than a 'general capability' within the Australian curriculum. There is a need for schools to adopt comprehensive programmes that focus on the explicit instruction of social and emotional skills combined with opportunities to practice in a supportive and structured environment. By approaching the development of these skills in a formal and coordinated way, we will ensure that all children leave primary school equipped with the skills for lifelong resiliency...

Presenters
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Alicia Barrett

Student Parent Support Worker, Chebucto Connections (Pathways to Education)
I have worked for Chebucto Connections since 2013 as a Student Parent Support Worker with Pathways to Education in Spryfield, Nova Scotia. I grew up in Halifax and completed a Bachelor of Science in Biology at Dalhousie University and Bachelor of Secondary Education at Mount Saint... Read More →
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Darlene Klyne

Director, Pathways Winnipeg at Community Education Development Association Darlene Klyne is a Cree and Lakota mother, wife and grandmother. Darlene is passionate about two things-the value of education and the wellness of the Aboriginal community. At the age of 44 she pursued her... Read More →
avatar for Ella Simmons

Ella Simmons

Teacher, Dunsborough Primary School
Ella Simmons is a 25 year old primary school teacher from Dunsborough, Western Australia. She graduated from Curtin University in 2011 with the prestigious Miles Medal Award for Excellence in Education for receiving the highest overall mark in her undergraduate degree. Ella has a... Read More →
avatar for Jo Robins

Jo Robins

Consultant in Public Health, Shropshire Council
Jo is a public health consultant with many years experience of working in the NHS and in local government leading and developing health improvement programmes for children and adults. During her career she has applied community development skills at strategic, operational and community... Read More →
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Maureen Thompson

Maureen Thompson has been working in leadership positions in the health promotion and community health sectors for over 20 years.  She started her career in drug prevention, international development and human rights, community development and health promotion.  She held the position... Read More →
avatar for Michelle Koay

Michelle Koay

School Counsellor, Raffles Girls' School
Michelle Koay was trained as a lay counsellor when she was an engineering officer in the Republic of Singapore Air Force. After obtaining her Master of Social Science (Counselling), she embarked on her journey as a counsellor in the Singapore Armed Forces Counselling Centre, helping... Read More →

Co-Presenters
avatar for Konrad Glogowski

Konrad Glogowski

Director, Research and Knowledge Mobilization, Pathways to Education Canada
As Director of Research and Knowledge Mobilization at Pathways to Education Canada, Konrad Glogowski is responsible for developing and implementing a long-term national research agenda and strategy for the organization, and providing internal research support to better understand... Read More →
avatar for Derek Smith

Derek Smith

Student Parent Support Worker, Chebucto Connections, Pathways to Education Spryfield
Derek has worked at Chebucto Connections as a Student Parent Support Worker for the Pathways to Education program since September 2013. He has a Bachelor of Science degree in Biology from Saint Mary's University and a Bachelor of Education degree from Mount Saint Vincent University... Read More →


Wednesday June 17, 2015 11:00am - 12:30pm
KTS Lecture Hall NAB 2nd Floor, King's College