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Concurrent Paper Presentations [clear filter]
Thursday, June 18
 

1:45pm

Art Therapy & Resilience - Eugenia Canas, Emily Gagnon, Robin S. Cox
Art Therapy & Resilience:

Abstract #81
Visual Arts Practice for Resilience Building with Young People: Methods, Findings and Outcomes
Presenter: Emily Gagnon Co - Presenters: Lisa Buttery, Hannah Macpherson
Abstract:
This project involved delivery of a program of weekly resilience-building arts workshops for young people with complex needs. It also included a literature review, project film and co-creation of a practice guide by academics, practitioners and young people. The review found a significant existing evidence-base linking visual arts practice to individual and community resilience across a number of disciplinary fields including art therapy, social work, community health and cultural policy. The research element used a collaborative mixed-methods approach to investigate resilience outcomes for 5 young people with learning disabilities and 4 young people with experience of mental health issues. Researchers found that even short-term visual arts interventions can have a significant positive impact on young people’s resilience. In this session an academic, community worker and young person with experience of mental health issues will reflect on the findings of the project as well as discussing some of the benefits and tensions involved in co-creation of collaborative project outputs. In addition, through drawing on her own experiences one of the young people involved with the project will trace some of the longer term, hard to measure –qualitative outcomes of participation in the project and BoingBoing Resilience Community.

Abstract #161
Voices Against Violence: Engaging Youth in Arts-Based, Participatory Research to Examine Impacts on Health and Wellbeing
Presenter: Eugenia Canas Co - Presenters: Marnina Gonick, Michelle Brake
Abstract:
This presentation describes a national arts-based initiative developed and implemented in collaboration with diverse populations of youth in Canada. Presenters will share emerging findings from the first three years of this CIHR-funded project, which examines structural violence and its impacts upon the health and wellbeing of Canadians ages 14 to 24. Using participatory approaches, a diverse team of academic and community researchers and leaders ─ alongside youth and policymakers ─ have engaged over 25 groups of young people in art-based discussions of how youth experience marginalization through societal structures and policies. Marnina Gonick, Canada Research Chair in Gender at Mount St Vincent University, will discuss dimensions of this art-based research working with marginalized youth in Halifax and Region. Eugenia Canas, national youth advisory board coordinator for the Voices project, will discuss specific components of this project’s youth-adult partnerships and engagement approach. A member of the National Youth Advisory Board will also be present, sharing youths’ experiences of the project, including reported benefits in consciousness-raising, the building of stronger identities, and an empowered sense of belonging through the ‘collectivizing’ of daily experiences and challenges. Intersections with processes associated with youth resilience will be raised, as will implications for programmers and policymakers.

Abstract #164
Youth Creating Disaster Recovery and Resilience: An Arts Based Action Research Project
Presenter: Robin S. Cox
Abstract:
Youth Creating Disaster Recovery and Resilience (YCDR) is a community-based action research project designed to learn about disaster recovery and resilience from the perspectives of youth. Moreover, YCDR2 focuses on the potential of youth to act as powerful catalysts for change and resilience in their communities. 
Funded by the Social Sciences and Humanities Research Council of Canada, the project has worked with youth in Joplin, Missouri following a powerful EF-5 tornado (May 2011); Slave Lake, Alberta, devastated by a wildfire (May 2011), and four communities (Calgary, High River, Morley and Canmore) heavily impacted by the Southern Alberta 2013 floods 
YCDR uses participatory and creative research methodologies (e.g., digital storytelling, photostories, animation) to elicit and explore the perspectives of youth in order to generate evidence-informed, inclusive, and youth-centered approaches to disaster recovery and empower youth to take action to improve the resilience of their communities. 
This presentation will provide an overview of the project and share some of the youth-generated creative outputs (photography, videos, songs, poems, etc.) and research findings. Next steps will be discussed. These include the development of a youth-centred resilience innovation lab involving an international network of youth leaders, researchers, practitioners, and non-governmental organizations.

Presenters
EG

Emily Gagnon

Emily Gagnon is a community fellow at BoingBoing Social enterprise and the University of Brighton and PhD student at the University of Sheffield. She encountered BoingBoingthrough her community work with Art in Mind and went on to work for them during which time she developed an enduring... Read More →
EC

Eugenia Canas

National Youth Advisory Member at Voices against Violence ProjectMichelle Brake is a third-year student at Mount Allison University in Sackville, New Brunswick, doing a Bachelor of Arts in Sociology, Geography and Drama. Michelle has been a member of the National Youth Advisory Board... Read More →
RS

Robin S. Cox

Royal Roads University
Robin Cox is a Professor and Program Head of the Disaster and Emergency Management programs at Royal Roads University. Robin has devoted her research program to understanding disaster resilience and the potential for disasters to spark social change and creative innovation. In line... Read More →

Co-Presenters
avatar for Michelle Brake

Michelle Brake

Michelle Brake is a fourth-year student at Mount Allison University in Sackville, New Brunswick, doing a Bachelor of Arts in Drama, Geography and Sociology. Michelle has been an Assistant Researcher and the Coordinator of the National Youth Advisory Board in the Voices Against Violence... Read More →
LB

Lisa Buttery

Artist in Residence at Boing Boing Social Enterprise Lisa Buttery is artist in residence at BoingBoing Social enterprise, Brighton. Lisa is a volunteer and founding member of Art in Mind, a youth-led community arts group for young people with experience of mental health issues. Lisa... Read More →
MG

Marnina Gonick

Project Co-Principal Investigator; Canada Research Chair in Gender at Mount St Vincent University Marnina Gonick is Canada Research Chair in Gender at Mount St Vincent University, Halifax, Nova Scotia. She is the author of Between Femininities: Identity, Ambivalence and the Education... Read More →
HM

Hannah Macpherson

Dr at University of Brighton Hannah Macpherson is a senior lecturer in the Department of Environment and technology at the University of Brighton. Her research interests include the Geographies of disability and impairment and Geographies of responsibility and citizenship. She has... Read More →


Thursday June 18, 2015 1:45pm - 3:15pm
Classroom 3 A&A Lower Floor, King's College

1:45pm

Children & War - Fiona Thomas, Julie Schiltz, Friederike Mieth
Children & War:

Abstract #133
Emic Perspectives on the Impact of Armed Conflict on Children’s Mental Health in Northern Sri Lanka and Northwestern Burundi
Presenter: Fiona Thomas
Abstract:
Background: The impact of armed conflict on the mental health of children and youth has been well documented. However, emic perspectives (i.e. locally held insider views) on the mental health consequences of armed conflicts have received less attention. Methods: We collected qualitative data in northern Sri Lanka and northwestern Burundi. In Sri Lanka, there were a total of 50 participants, including children, parents, teachers, traditional and religious healers, health workers, and non-governmental organization staff. In Burundi, there were a total of 185 participants, including children, parents, teachers, and key informants.  Focus groups and semi-structured interviews were conducted in both settings.Results: Using a theoretical framework of ecological resilience, we found multiple examples of resources for children at the family, peer and community levels. Thematic analyses indicated that most mental health problems, including spiritual problems and perceived cultural decline, are addressed within the family, but eclectic care across the formal and informal sectors is sought when symptoms persist or worsen. Conclusions: We conclude that mental health services in both countries could be improved by building on local mental health conceptualizations and available resources. Additionally, variations in emic resources between settings should be addressed prior to the implementation of any intervention.
Authors: Thomas, Fiona; Tol, Wietse; Vallipuram, Anavarathan; Sivayokan, Sambasivamoorthy; Ndayisaba, Aline; Ntamutumba, Prudence; Jordans, Mark; Reis, Ria; de Jong, Joop

Abstract #229
Individual and Social Rresilience in Sierra Leone
Presenter: Friederike Mieth 
Abstract:
Sierra Leone has endured a 10-year long civil war from 1991 to 2002. In the aftermath of the war, much scholarly attention has been paid to the causes and effects of the violence, and to institutional forms of dealing with the past such as the Truth and Reconciliation Commission, a war crimes tribunal, and demobilization and reintegration programs. What received less scrutiny so far were the many ways in which Sierra Leoneans demonstrated resilience, both individually and socially. Drawing from ethnographic data collected during 9 months of fieldwork in different locations in the country, I explore these different forms of resilience and discuss a range of possible individual and socio-cultural factors that may have contributed to resilience in post-war Sierra Leone. I argue that more anthropolgoical research on resilience is needed: while some of the promoting factors I discuss are well-researched across cultures in psychology and related disciplines, other factors seem to be specific for the local and even community context and therefore need much deeper ethnographic scrutiny. I close the presentation by discussing some conceptual and methodological challenges of researching resilience as an anthropologist.

Abstract #245
The Social Reintegration of Former Child Soldiers From a Community Perspective 
Presenter: Julie Schiltz
Abstract:
This presentation outlines the findings of a study on how communities in northern Uganda handle relational and social challenges during the reintegration of former child soldiers. Previous research suggest that child soldiering has communal aspects, and that the post-child soldiering reintegration process is a shared effort by all community members. Yet, community perspectives are often neglected in research on child soldiering, impeding the development of resilience communities in a post-conflict setting. 
A total of 249 participants, among whom 49 former child soldiers, participated in a total of 36 group sessions. Participatory techniques enhanced input from all community members and contextual sensitivity of the research. Central themes for all participants during the reintegration of former child soldiers were letting go of fear, getting used to life after child soldiering, resentment & forgiveness and reducing insults. While all participants addressed similar topics, the results also highlight their particular positions and aspirations within this complex reality, and show significant differences between perspectives of former child soldiers and other participants. This study raises important implications for understanding and supporting the post-child soldiering reintegration process from a contextual perspective. Relying on the voices of different community members, this presentation will critically reflect on reintegration efforts for former child soldiers that frequently adopt a pathological and individualized approach.

Presenters
avatar for Fiona Thomas

Fiona Thomas

PhD Candidate, Ryerson University
Fiona Thomas is currently a doctoral candidate in the Clinical Psychology program at Ryerson University. She completed her MSc at the London School of Economics, where her thesis was focused on coping and resilience in urban refugees in Kathmandu, Nepal. Broadly, her academic interests... Read More →
avatar for Friederike Mieth

Friederike Mieth

Friederike Mieth completed her Ph.D. in Social and Cultural Anthropology at the Philipps University Marburg (Germany) in 2014. In her dissertation, she explores everyday strategies and practices of dealing with the past in post-conflict Sierra Leone. She currently works as a researcher... Read More →
JS

Julie Schiltz

Julie is a PhD student at the department of Special Education at Ghent University (Belgium) and is affiliated to the Centre for Children in Vulnerable Situations (CCVS) as a researcher. She studied Educational Sciences and Conflict and Development Studies at Ghent University. She... Read More →


Thursday June 18, 2015 1:45pm - 3:15pm
Archibald Room NAB 3rd Floor, King's College

1:45pm

CYCC Network: Mobilizing Knowledge to Support Vunerable Youth - Jimmy Bray, David Este, Judi Fairholm, Isabelle Levert Chiasson
CYCC Network: Mobilizing Knowledge to Support Vulnerable Youth:

Abstract #66
Information Seeking Behavior of Young People and Mental Health – Knowledge Synthesis
Presenter: David Este Co - Presenters: Christa Sata, Alicia Raimundo
Abstract:
In 2013 and 2014 the CYCC Network completed a report which synthesized existing knowledge on youth mental health information-seeking in order to shed light on the diverse information seeking experiences of youth and to identify areas of interest which are relevant to improving programming that could help youth find the information they need. 
The existing academic and practice-based literature shows that the factors influencing the mental health experiences of youth are diverse. For some youth, multiple factors such as gender, age, geographic location, ethnic background, and legal status interact to shape experiences of mental health and of help-seeking.  While relevant mental health information exists, the evidence suggests that the mere existence of evidence does not effect changes in the mental health experiences of many youth.
The synthesis report suggests that engaging youth in the creation of spaces and activities that support the development of mental health knowledge may be effective in bridging the gap between the experiences of youth and the production of mental health information. This could include collaboratively creating mental health resources and engaging youth in developing strategies for the productive dissemination of mental health information.

Abstract #159
Ethics in Research With Vulnerable Youth 
Presenter: Jimmy Bray Co - Presenter: Linda Liebenberg
Abstract:
The CYCC Network conducted a knowledge synthesis with the goal of identifying ethical considerations related to research with vulnerable and at-risk children and youth.  The knowledge synthesis suggests that organizations involved in research with youth should develop ethics oversight procedures which take the complexities of the contexts of vulnerable children and youth into account. This synthesis was used to produce peer-reviewed recommendations that can be used to inform the ethical governance of research with children and youth.

Abstract #175
Promising Practices for Violence Prevention to Help Children in Disasters and Complex Emergencies
Presenter: Judi Fairholm Co - Presenter: Emily Pelley
Abstract:
According to a UNHCR report in 2013, there are 51.2 million people who have been displaced worldwide; half of which are children. Children face compounded risk when displaced. In addition to suffering the immediate consequences of the disaster, they are also exposed to the increased risk of violence as well as to a lack of care and protection when they attempt to seek help. Understanding effective violence prevention strategies is critically important in order for child protection to be effective in these challenging contexts. The purpose of this knowledge synthesis is:
-To present the ways in which complex emergencies and disasters expose children and youth to violence, both here in Canada and around the world
-To highlight promising practices that foster resilience in these challenging environments
The recent trend to situate violence in the domain of public health has conceptualized violence as a disease that can be prevented.  Violence can be prevented through collaborative responses from diverse sectors including health, education, social services, and justice. This collective impact response is necessary to address the many forms and impacts of violence on children and youth.

Abstract #334
Creating Supporting Environments for Children and Youth with Complex Needs
Presenter: Isabelle Levert Chiasson Co - Presenters: Lisa Lachance
Abstract: 
An estimated 14-25 percent of Canadian children and youth are living with a mental health disorder, and many of these young people face multiple other challenges that further compromise their physical, mental and emotional well-being. The complex needs of these children and youth make it very difficult to adopt a single intervention approach. Instead, multi-dimensional problems require complex solutions. Comprehensive strategies are needed that bring together many different actors and services from across sectors and disciplines. The Children and Youth in Challenging Contexts (CYCC) Network works to support such strategies by connecting researchers, service providers, practitioners, communities, and youth themselves, and helping them share their knowledge, resources, and lessons learned of what works best for improving the mental health of young people. This presentation will outline the promising practices we’ve learned for supporting young people with complex needs, particularly those living in more vulnerable and marginalized situations. Our aim is to introduce the audience to practical, proven ways that they can create supportive environments for children and youth with complex needs.

Presenters
avatar for James Bray

James Bray

Jimmy Bray is a Project Manager at the CYCC Network at Dalhousie University. He joined the CYCC Network team in December 2013. Jimmy holds an MPhil in Social Anthropology and a BA in Sociology.
avatar for Judi Fairholm

Judi Fairholm

Director: Respect Education, Canadian Red Cross
Judi Fairholm is the Director of the Canadian Red Cross Respect Education: promoting respect, preventing violence. Judi has grown a violence prevention program across Canada; over 7.5 million people have been educated. Since 2000 she has worked on international projects in Turkey... Read More →

Co-Presenters
avatar for Linda Liebenberg

Linda Liebenberg

Linda Liebenberg, PhD., Co-Director Resilience Research Centre, Dalhousie University, is a researcher and evaluator with a core interest in children and youth with complex needs. Her work explores the promotion of positive youth development and mental health, using formal and informal... Read More →
avatar for Emily Pelley

Emily Pelley

Project Manager, CYCC Network
AR

Alicia Raimundo

CYCC Board Member at CYCC Network Alicia Raimundo works as the Community Engagement Lead at the Centre for Innovation in Campus Mental Health in Toronto. She holds positions in six mental health organizations including as a board member of the Centre for Children and Youth in Challenging... Read More →
CS

Christa Sato

MSW Student, University of Calgary at CYCC Network, University of Calgary Christa is a MSW student at the University of Calgary and member of the CYCC Network’s youth advisory committee. Christa acted as a co-lead on the CYCC Network’s Information Seeking Behavior of Young People... Read More →


Thursday June 18, 2015 1:45pm - 3:15pm
KTS Lecture Hall NAB 2nd Floor, King's College

1:45pm

Exposure to Violence -Aldeli Alban Reyna, Kathryn Howell, Laura Miller-Graff
Exposure to Violence:

Abstract #77
Saying Yes: Effective Practices for Sheltering Abused Women with Mental Health and Addiction Issues
Presenter: Aldeli Alban Reyna
Abstract:
Abused women who experience mental health and/or addiction issues face restricted access to shelters and transition houses serving abused women. Historically, shelter staff lacked training and knowledge about mental health and addiction issues, and felt challenged to accommodate them and maintain a safe, comfortable environment for other women and children seeking shelter. This paper reports a research study into innovative practices recently adopted in shelters for abused women to enhance resilience of women presenting with mental health and addiction issues and lower barriers to access. It also explores how these practices can be transferred to shelters for abused women in other communities. Low barrier shelters support women’s resilience through practices and policies that encourage staff to:
• engage in reflective practice, let the client lead;
• work from women’s strengths;
• use a trauma-informed approach;
• say “yes” rather than “no”.
Results from this study will help transfer learning from the best practices collected from resilient shelters to other shelters, and overall help improve access to shelter and support services for abused women with mental health and/or addictions issues.

Abstract #124
 Enhancing Positive Parenting via a Strengths-Based Intervention for Families Experiencing Intimate Partner Violence: The Role of Child Functioning
Presenter: Kathryn Howell
Abstract:
This study examined the effectiveness of an evidence-based intervention in strengthening positive parenting practices among mothers who experienced intimate partner violence. Participants were randomly assigned to the intervention (n=58) or waitlist comparison (n=62) condition. Mothers in the intervention participated in the Moms’ Empowerment Program (MEP) while her child participated in the Preschool Kids’ Club (PKC). The MEP builds parenting competence, addresses parenting fears, and strengthens community connections. The PKC improves social skills, enhances coping, builds conflict resolution strategies, and identifies feelings surrounding violence. The intervention utilizes a transactional framework in which enhancing the social and emotional adjustment of mothers is thought to concurrently reduce her child’s adjustment difficulties. Participants were assessed at baseline and post-intervention or waitlist period. The multivariate linear regression model for change in positive parenting was significant (F(7,91)=2.92, p=.008, R2=.19). Women exhibited more change in positive parenting if the family participated in the intervention (β=.20; p=.047).  Additionally, greater change in children’s externalizing problems (β=.37; p=.011) and emotion regulation abilities (β=.28; p=.038) were associated with larger improvements in positive parenting. Findings suggest that rather than focusing solely on problematic functioning, interventions should also target adaptive qualities, including emotion regulation, to enhance parenting abilities in women exposed to violence.

Abstract #230
Examining A Cognitive-Emotional Model Of Resilience In Young Adults Exposed To Violence During Childhood
Presenter: Laura Miller-Graff
Abstract:
Objective:  The primary aims of the current study were to consider accuracy of young adults’ beliefs about the prevalence of violence and to determine how accurate appraisals and emotion regulation are associated with resilient functioning in the context of childhood exposure to violence (CVE).  Method: College students (n=369) drawn from two geographic regions of the United States responded to an online survey assessing CVE, perceptions about the prevalence of violence, emotion regulation skills, mental health, and resilience.  Descriptive statistics and structural equation modeling were used to describe cognitive distortions and the potential protective roles of accurate appraisals and emotion regulation abilities after CVE.  Results: Findings indicated that many college students overestimate the prevalence of violence.  Both cognitive distortions regarding the prevalence of violence and emotion dysregulation were linked to lower levels of resilience.   Conclusion:  Results suggest the importance of including assessments of childhood exposure to violence as a part of standard practice in college counseling centers.  Campus campaigns should be crafted to enhance accurate perceptions about rates of violence while simultaneously providing students with the opportunity to engage in treatment that may facilitate the development of other protective mechanisms, such as emotion regulation. 

Presenters
avatar for Kathryn Howell

Kathryn Howell

University of Memphis
Kathryn H. Howell, Ph.D., is an Assistant Professor in the Department of Psychology at the University of Memphis. Dr. Howell is best known for her intervention work with women and children coping with violence and other adversities, including evaluation of the Kids’ Club and Moms... Read More →
LM

Laura Miller-Graff

Dr. Miller’s research examines the developmental effects of exposure to violence in childhood. With a focus on children who have multiple traumatic exposures, she investigates resulting patterns of resilience and psychopathology, including the development of posttraumatic stress... Read More →


Thursday June 18, 2015 1:45pm - 3:15pm
Vroom Room A&A Lower Floor, King's College

1:45pm

Law & Restorative Justice - Sue Klassen, Susan Reid, Alex Pessoa
Law & Restorative Justice:

Abstract #136
Restorative Justice Following Severe Violence: Affects on Posttraumatic Growth 
Presenter: Sue Klassen
Abstract:
Balancing the well-established field of research on posttraumatic stress and PTSD, which documents the negative sequelae following trauma, posttraumatic growth (PTG) is a growing field that examines the ways some people blossom beyond their pre-trauma baseline through wrestling with trauma.  Some researchers consider PTG a special type of resilience—resilience that transforms—while others say future resilience to traumas may emerge from PTG.  Promising research has shown how a restorative justice process—in which a victim voluntarily meets with the offender following a crime—can reduce victims’ posttraumatic stress and PTSD symptoms.  But what about PTG?  This study of ten victims of crimes of severe violence, who participated in a face-to-face restorative encounter, starts to address this gap.  Themes and quotes from in-depth interviews, combined with measures of PTG using the PTGI-SF scale, will allow these victims/survivors to tell in their own words the role a restorative encounter played in their PTG.  This study will be coupled with an overview of the literature to date, bringing new insights to this growing field.

Abstract #138
Giving Youth in Custody A Voice for Change
Presenter: Susan Reid Co - Presenter: Sarah Gilliss
Abstract:
Youth Matters, a youth led organization sponsored by St. Thomas University has created a chapter within the provincial closed custody facility for young offenders in New Brunswick.  This presentation will focus on the development of this group and the progress that has been made with young people who meet weekly to discuss issues, explore opportunities in a facilitated group that is run by a group of young leaders inside the institution.  The young people have created a video on institutional bullying and have been exploring issues related to violence against women.  This presentation will provide an overview of the adult-youth partnerships that have facilitated the creation and ongoing work with this group of at risk youth.

Abstract #146
Resilience and Vulnerability for Adolescents in Conflict With the Law
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.

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 →
avatar for Sue Klassen

Sue Klassen

Self-employed
Sue Klassen, certified Strategies for Trauma Awareness and Resilience (STAR) Practitioner, leads STAR-based trainings throughout Upstate NY and Ontario. She holds a Masters degree in Conflict Transformation, with concentrations in Restorative Justice and Psychosocial Trauma Healing... Read More →
SR

Susan Reid

Professor, St.Thomas University
Dr.Susan Reid is a professor of Criminology and Criminal Justice at St. Thomas University who specializes in research on youth justice. Her work focuses on the rights of young persons to have their voice heard in decisions that affect them and her research has been done collaboratively... Read More →

Co-Presenters
SG

Sarah Gilliss

Instructor at New Brunswick Community College Sarah is an instructor in the Social Sciences Department at the New Brunswick Community College. She has been facilitating workshops with young people at the New Brunswick Youth Centre over the past year and has co-authored a textbook... Read More →


Thursday June 18, 2015 1:45pm - 3:15pm
ScotiaBank Room NAB 3rd Floor, King's College

1:45pm

Overcoming Stigma through Resilience in LGBTQ Communities - Daniel Elleker, Andre P. Grace, Elizabeth Saewyc
Overcoming Stigma Through Resilience in LGBTQ Communities:

Abstract #82
The Family Resilience Project: Linking Research to Advocating for Gender Minority Youth
Presenter: Andre P. Grace
Abstract:
This paper considers how gender identity is increasingly conceived as a multivariate construction that cannot be contained by the male-female binary. It positions growing into gender as an intricate ecological process impacted by history, social expectations, acculturation, geography, and politics as well as by individual reaction and resistance to any or all of these influences. This revision of what gender can be challenges us to rethink what it means to be gender healthy. This paper examines how we use an emergent resilience typology at the Institute for Sexual Minority Studies and Services in my university to help us navigate comprehensive health dynamics impacting gender nonconforming and trans-spectrum youth. It provides a synopsis of knowledge building about stressors, risk taking, asset building, and indicators of thriving as they relate to this youth population. It uses an ecological framework that surveys complexities impacting how gender minority youth grow into resilience. It considers how our resilience typology innervates purpose and action in our Family Resilience Project, which includes individual and family counselling, a parent/significant adult support group, a trans and gender questioning youth support group, and professional development for workers who focus on meeting the comprehensive health needs of gender minority youth.

Abstract #172
Change in Internalized Homophobia Severity Over Time in Young Gay and Bisexual Men: A Mixed Methods Study of Resilience
Presenter: Daniel Elleker
Abstract:
Background: Internalized homophobia resolution (IHR) has been proposed as a resilience process experienced by many gay and bisexual men, in which high levels of internalized homophobia (IH) decrease over time.
Methods: Six young men were recruited from a small urban area. IH was quantitatively assessed retrospectively relative to three time periods, using the Internalized Homophobia Scale (IHP). An in-depth qualitative interview explored participants’ lived experiences of change in IH across development, and factors perceived to be related to such changes.
Results: Results converged to the extent that all participants experienced declines in IH. Two superordinate themes emerged from qualitative analysis 1) Changes in IH are highly contextual, non-linear, and continuous; and 2) Resilience is experienced as an active and self-directed process. Participants described IH as fluctuating in ways that were contingent on both external and internal events, resulting in small to large changes in IH that were either temporary or enduring.
Conclusions: The construct of IHR is problematic, as it reifies IH as a pathological condition in and of itself, and in so doing abstracts the experience of IH from the sociocultural conditions that produce and maintain it. Qualitative findings point to more nuanced understandings of change in IH over time, which are consistent with a social ecological model of resilience. Implications for research, theory, and program development are discussed.

Abstract #242
Promoting Resilience Among Sexual Minority Adolescents: Buffering Enacted Stigma, Suicide Attempts With Supportive Relationships
Presenter: Elizabeth Saewyc Co - Presenter: Kallista Bell
Abstract:
Sexual minority (gay, lesbian, bisexual) youth face significant health inequities vs. heterosexual peers, including suicide attempts, primarily due to higher rates of victimization and discrimination (enacted stigma). What protective factors in environments and relationships attenuate that link? From the 2008 BC Adolescent Health Survey (N=29,513) we focused on sexual minority students (~5%), conducting multivariate logistic regressions to calculate the predicted probabilities of past year suicide attempt based on varying combinations of key risk factors (physical assault at school, sexual abuse, sexual orientation discrimination) and protective factors (family and school connectedness, perceived safety at school) separately by gender and orientation group. When youth reported all 3 types of violence, and low levels of all 3 protective factors, the probability of suicide attempt was high (males: 75% gay, 63% bisexual; females: 52% lesbian, 72% bisexual). When they reported no violence and high levels of the protective factors, probabilities were much lower (2% to 9%). Even among students with all 3 types of enacted stigma, when they also reported high protective factors, probabilities were sharply lower (e.g., gay boys, 75% to 29%, bisexual girls, 72% to 14%). Supportive relationships appear to reduce the probability of suicidality, even for stigmatized sexual minority youth.

Presenters
avatar for Andre Grace

Andre Grace

University of Alberta
André P. Grace, PhD is Canada Research Chair in Sexual and Gender Minority Studies (Tier 1) and Professor and Director of Research at the Institute for Sexual Minority Studies and Services in the Faculty of Education, University of Alberta, Canada. He is co-founder of Camp fYrefly... Read More →
DE

Daniel Elleker

Daniel is currently completing his MSc in Counselling Psychology at the University of Calgary. He is a member of the Western Resilience Network, and completed his research with the Resilience Research Lab at Vancouver Island University in Nanaimo, BC. Daniel is pursuing a research... Read More →
ES

Elizabeth Saewyc

A Professor of Nursing and Adolescent Medicine at the University of British Columbia in Vancouver, Dr. Saewyc heads the interdisciplinary Stigma and Resilience Among Vulnerable Youth Centre. She is a Fellow in the Society for Adolescent Health and Medicine and the Canadian Academy... Read More →

Co-Presenters
KB

Kallista Bell

Graduate Student at Simon Fraser University


Thursday June 18, 2015 1:45pm - 3:15pm
Shatford Room A&A 2nd Floor, King's College

1:45pm

Resilience & Education Services - Konrad Glogowski, Zuzana Hrncirikova, Linda Theron
Resilience & Educational Services:

Abstract #179
"A Critical Mass of Supports": Teen Resilience and Educational Attainment through Student Engagement, Wrap-around Programming, and Community Partnerships
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 over 5,000 high school students in 17 communities across the country. The model aligns well with existing research on effective dropout prevention programming and youth engagement. Its four-pillar approach, focused on youth engagement and wrap-around support, has been shown to nurture resilience and improve educational attainment among youth living in risk situations.
This paper presentation will explore how youth engagement - delivered through a comprehensive case management approach and with key community partners - nurtures resilience in marginalized youth. Specifically, the paper will focus on recent case studies from community-based programs in Nova Scotia and Ontario that explore how effective partnerships with local community agencies and schools employ youth engagement strategies, adult-youth mentorships, and a strong focus on youth voice to further enhance the impact of the program, create safe spaces for marginalized youth, and nurture resilience.

Abstract #190
Promotion of Resilience in Education
Presenter: Zuzana Hrncirikova
Abstract:
This paper is a theoretical framework for the search of protective and risk factors in the education of youth who have to cope with greater demands of life circumstances (eg. youth at risk, endangered youth). The text aims to define risk and protective factors of resilience in educational processes in the context of the educational system in the Czech Republic. First the paper deals with the notion of resilience. Then it discusses the contribution of risk and protective factors of resilience, which are specified in terms of social-ecological approach. Eventually it presents particular risk and protective factors in the education of youth in the Czech Republic, which can reinforce or weaken their resilience ability.
The results of empirical studies have shown that education can, under certain circumstances, replace youth what can not be provided by their own family, and can be provided them with a safe environment to live.
As a very important person in this situation seems to be an educator who can help a young person in coping with life's challenges, which are beyond his/her power.

Abstract #255
How Do Education Services Matter for Resilience Processes? South African Youths’ Experiences
Presenter: Linda Theron
Abstract:
The resilience literature is increasingly drawing attention to formal service provision as a means for social ecologies to support children’s and youths’ positive adjustment to challenging life circumstances. This paper interrogates the universality and simplicity of this argument. Using a secondary data analysis of two saturated, qualitative South African data sets (i.e., the life stories of 16 resilient, black South African students from impoverished families, and phenomenological accounts of 237 black South African adolescents) I show that education services predominate South Africans childhood and youth experience of formal support. I theorise that contextual and cultural specifics informed the dominance of education services. However, the data show that education did not consistently facilitate resilience processes. When it did, education services were characterised by teacher-community reciprocity and student receptiveness to support. Moreover, education service providers (i.e., teachers and principals) engaged in supportive actions that went beyond the scope of typical teacher tasks. Thus, I suggest that formal service facilitation of resilience processes is complex and culturally-nuanced. In disadvantaged contexts, like those reported in this paper, it requires collaborative activity that might well demand atypical service acts from service-providers.

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 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 →
ZH

Zuzana Hrncirikova

Assistant Professor
Zuzana Hrncirikova works as an Assistant Professor at the Faculty of Education, Palacky University in Olomouc, the Czech Republic. Since 2008, she has been dedicated to the research of resilience. It focuses on issues of resilience and its resources in the educational environment... Read More →


Thursday June 18, 2015 1:45pm - 3:15pm
Boardroom A&A 2nd Floor, King's College

1:45pm

Schools & Resilience - Nadine Kuyper, Elena Malaguti, Wassilis Kassis
Schools & Resilience:

Abstract #204
Communities of Practice Supporting Teachers' Resilience? Working With Teachers in a Resilient-Based Systemic Way
Presenter: Wassilis Kassis Co - Presenters: Ulrike Graf, Elias Kourkoutas, Angie Hart
Abstract:
In Osnabrück/Germany with 17, and in Crete/Greece with 45 (pre-)school teachers we created Communities of Practice groups (as two projects within the international Imagine-project coordinated by the University of Brighton, England). These CoPs are shared learning spaces for teachers who work with to students with various and complex needs. Their focus is to strengthen teachers’ resilience. It is hoped that the CoPs will (a) enable all participants to build trusting relationships; (b) support group members to generate new ideas to deal with difficulties. By addressing the school professionals as specialists embedding their new strategies in their practice, we would like to model a resilient way of giving support.
During the CoPs’ one year period, we have administered three times three questionnaires. Starting from Mansfield’s work (2012) we developed a set of questionnaire-questions on teachers’ ability to navigate and negotiate by personal and social resources towards dealing in a resilience oriented way with difficulties at school. Additionally, the teachers completed the burn-out questionnaire by Maslach & Jackson and one inventory exploring the difficulties they face. By combining these three sets of results we identified interesting results on teachers’ personal and social resilience processes over this one year period.

Abstract #210
The Influence of Schooling on the Resilience and Academic Performance of Poverty-Stricken Adolescents in South African Schools
Presenter: Nadine Kuyper
Abstract:
The social and economic environments in which children develop are regarded as important variables which relate to academic performance. In order to support learners in achieving academically, an understanding of the role of these different variables is essential.  The aim of the study was to investigate the influence of additional educational support on the resilient behaviour and subsequent academic performance of adolescents in Grades 9 and 10. A sample of 117 high school adolescents was used. Schools that offer additional educational support tend, on average, to show a healthier teacher-learner relationship, more parental involvement, superior cognitive development and better study orientation. All these factors were also found to contribute to a learner’s potential to demonstrate resilient behaviour. Based on the literature study and the empirical investigation, recommendations to parents, teachers and schools have been made.

Abstract #220
Resilience, Assisted Resilience and Social Inclusion: The Role of School and After School Time Educational Services
Presenter: Elena Malaguti
Abstract:
Introduction:
Both the new international blueprints about the interventions on the juveniles and youths living in vulnerable contexts, the studies about social inclusion, on on the implementation of empowerment, the emergence of new seminal paradigms (resilience, advocacy, assisted resilience) require an inquiry into the perspectives underpinning the construction of inclusive educational contexts, as well as of assisted resilience, in the promotion of resilience processes.
Our research project inquired into the role the adults involved (teachers, social workers, social cares and school managers) have been playing in the management of educational projects concerning groups of youth between 11 and 17 years of age who live under vulnerable conditions and attend either school or the extraschool afternoon educational groups.  
Objectives:
The focus of of our research were the resilience processes among a group of juveniles living under vulnerable conditions (foster children, children with learning difficulties, socio-economic marginality, handicap). Moreover, the project carried out an analysis of the assisted resilience process undertaken by social cares, teachers and managers. Finally, we inquired into the inclusion within the school and extra-school context adolescent hang out with. 
Method:
A theoretical method, relying on a multidimeninsional, multifactorial and ecological approach, was adopted to expose both the educational and the resilience processes. For this purpose, we adopted both qualitative and quantitative analytical tools.



Presenters
avatar for Elena Malaguti

Elena Malaguti

Associated Professor, Alma Mater Studiorum University of Bologna
Elena Malaguti PhD, Pedagogist, Psycologyst and Psicotherapist. She is Professor of Didactic and Special Education - School of Psicology and Education - Department of Education - Alma Mater Studiorum University of Bologna. The main research activities concern the perspective of... Read More →
avatar for Nadine Kuyper

Nadine Kuyper

Educational Psychologist
Nadine is an Educational Psychologist in South Africa. She divides her time between her private practice and Epworth Children’s Home, an NGO Child and Youth Care Centre offering residential and therapeutic care for neglected/abused children. Epworth Children’s Village is also... Read More →
WK

Wassilis Kassis

Wassilis Kassis, PhD, holds a Full Professorial Chair for Educational Science at the University Osnabrück/Germany. For more than 20 years, Kassis develops and coordinates projects of research on the social development of young adults within the context of family and school at national... Read More →

Co-Presenters
UG

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 →
EK

Elias Kourkoutas

UNIVERSITY of CRETE
Prof. Dr. at University of Crete Elias E. Kourkoutas is currently Professor of Psychology and Special Education and Chairman of the Educational Psychology Division, as well as of the European funded Practicum Program in Special Education in the Department of Primary Education at... Read More →


Thursday June 18, 2015 1:45pm - 3:15pm
Seminar 7 A&A Lower Floor, King's College

1:45pm

Spaces and Places: Visual Methods and Civic Engagement - Daphne Hutt-MacLeod, Mallery Denny, Linda Liebenberg
Spaces & Places: Visual Methods and Civic Engagement:

Abstract #212
Community-Based Research for Community-Based Services: The Interface of Reflective Participatory Visual Methods and Holistic Approaches to Community Mental Health Programs 
Presenter: Linda Liebenberg Co - Presenter: Daphne Hutt-MacLeod
Abstract:
The Spaces and Places Research Project (S&P) explores the ways in which communities can build better civic and cultural engagement with youth. The purpose is to 1) conceptualize spaces available to youth facing heightened risks that establish a sense of community and cultural connection, and 2) understand how these spaces facilitate the cultural and civic engagement of these youth, in turn fostering resilience. This participatory study involves youth in data analysis and arts-based dissemination projects designed to return findings back to local and broader communities. The study has taken place in two remote communities of Labrador and one rural community of Nova Scotia; all Aboriginal communities. Eskasoni Mental Health Services (EMHS) is a holistic community-based service, supporting the mental health of community members through formal and informal service provision. The organisation consists of 5 sectors (Clinical and Therapeutic Support, Residential School Support, Youth Center, Crisis and Referral Center, and Community-Based Case Management), operated by 19 staff. EMHS is one of three mental health service providers partnering on S&P. This presentation will review the design of S&P, provide an explanation of Eskasoni as the research context, an explanation of the research approach and the study’s relevance to community-based service providers.

Abstract # 168
Engaging Youth in Research: Lessons From Youth Participants
Presenter: Mallery Denny Co - Presenters: Jenny Reich, Hannah Battiste, Diome Denny, Angelo Bernard, Hugh Paul, Raylene Nicholas, Ivan Knockwood, Kevin Christmas, Ronald Dennis
Abstract:
 "The hand-drum is the beat of the soul; the eagle is the guide through our path; we unite as a team of speakers, as we mumble but never stumble. We are our people." These words are included in a mural on a community wall in Eskasoni, Canada. The mural shows what we have learned through the Spaces and Places Research Project (S&P) about what young people like us, in OU.R. Eskasoni, need to do well. We use the mural to share this knowledge with our community -- the people who support us to do better. In this presentation we will share with people outside of our community what young people in rural communities, and elsewhere, need to do well. We will also share with researchers what they need to know to do better research with young people like us. We will tell them what we enjoyed and found useful about participating in research; and what we didn't enjoy, what should have been different. We'll let them know what was hard, but what motivated us to stick it out, and care about the research project and how it could help us, and the young people who come after us.

Abstract #165
Meaningfully Engaging Youth in Research and Evaluation
Presenter: Daphne Hutt-MacLeod
Abstract:
This facilitated discussion will present core lessons gained from experiences of youth participants and researchers engaged in several research projects internationally. Specifically, we will present key points to elicit discussion around the following three questions: 1. Why should we engage youth meaningfully in research and evaluation? 2. How do we engage youth meaningfully in research/evaluation and dissemination of findings?3. How are community partners (including youth participants) working with researchers to protect the best interests of youth in the research/evaluation process?The focus will be on research and evaluation with youth living in challenging socioeconomically marginalised contexts. The goal of Understanding meaningful engagement is to facilitate connection and knowledge sharing between a diverse group of actors engaged in research (i.e. researchers, community-partners, and youth research participants); and to generate new knowledge about how to meaningfully engage youth in research and evaluation so as to reverse the flow of knowledge from marginalised and often silenced youth to adults in positions of decision-making power.

Presenters
DH

Daphne Hutt-MacLeod

Director-Eskasoni Mental Health Services & Nova Scotia Mi'kmaq Crisis & Referral Centre; Coordinator of Tui'kn Residential School Survivor Team at Eskasoni Mental Health Services Daphne Hutt-Macleod (MA Psych), Director of Eskasoni Mental Health/NS Crisis & Referral Centre/Tui'kn... Read More →
avatar for Linda Liebenberg

Linda Liebenberg

Linda Liebenberg, PhD., Co-Director Resilience Research Centre, Dalhousie University, is a researcher and evaluator with a core interest in children and youth with complex needs. Her work explores the promotion of positive youth development and mental health, using formal and informal... Read More →
MD

Mallery Denny

Mallery Denny, Youth Support Worker, Eskasoni Mental Health Service (EMHS), has worked in mental health with EMHS for the past 6 years with experience in youth support and crisis work. Mallery has also been involved in research collaborations and played a key role in the Spaces and... Read More →

Co-Presenters
DH

Daphne Hutt-MacLeod

Director-Eskasoni Mental Health Services & Nova Scotia Mi'kmaq Crisis & Referral Centre; Coordinator of Tui'kn Residential School Survivor Team at Eskasoni Mental Health Services Daphne Hutt-Macleod (MA Psych), Director of Eskasoni Mental Health/NS Crisis & Referral Centre/Tui'kn... Read More →
JR

Jenny Reich

Researcher, Resilience Research Centrere
Project Manager Spaces and Places, RRC at Resilience Research Centre Jenny Reich, Researcher and Evaluator Resilience Research Center, Dalhousie University, is the project manager of the Spaces and Places Research Project in Eskasoni, Canada. Her experience working on S&P exposed... Read More →


Thursday June 18, 2015 1:45pm - 3:15pm
Alumni Hall NAB 1st Floor, King's College

1:45pm

Stories of Resilience - Wanda Taylor, Diane Parris, Jane Arnfield
Stories of Resilience:

Abstract #69
Suitcase of Survival
Presenter: Jane Arnfield Co - Presenter: Tony Harrington
Abstract:
Live witness testimony is an integral tool to accessing further testimony. Working with host, testimonial witnesses seeking to uncover new and engaging ways to demonstrate how testimony can continue to have a living presence through a series of surrogates. Through physical and intellectual exercises Suitcase of Survival investigates and excavates how resilience is formed and how resilience is maintained. The work of SOS depends on defining core values - personal, individual core values which contribute to building of personal resilience, helping both the development of the individual and the individual operating with a group. Utilising drama based approaches, the participants activate a personal opportunity to reflect on their life, explore their own decision making and construct or deconstruct their one value systems with the single aim of developing and nurturing themselves as active citizens - as citizens of activism. The multimodal creative programme Suitcase of Survival not only provides participants  with the tools to meet the challenges and responsibilities of active citizenship and an awareness of global communities but its themes provide a fertile ground for innovative art making. Central to Suitcase of Survival (SOS) is the exploration of memory and personal history, diversity, human rights, empathy, identity and interdependence.

Abstract #97
Courage to Heal: A Case Examination of the Nova Scotia Home for Colored Children 
Presenter: Wanda Taylor
Abstract:
This paper presentation will examine how certain children who have experienced extreme childhood trauma manage to overcome horrific circumstances and find a way to cope in their everyday lives. The paper will use the example from my book on the case of the Nova Scotia Home for Colored Children. Established in 1921 as an orphanage for Black children in Nova Scotia at a time when they were not permitted entry into mainstream orphanages, this institution was to be the best thing to ever happen to those poor, abandoned children. 
It wasn’t until former residents found the courage, as adults, to come forward and tell their stories (by way of a class action law suit filed against the institution and the province) that society became aware of the extremely disturbing circumstances under which those children lived. Stories of brutal rape, extreme physical abuse, near starvation, emotional and sexual abuse and neglect were a part of the everyday lives of these children, who were already coming from less than ideal circumstances. Relying on extensive interviews with former residents and making reference to Keck and Sakdapolrak’s definition of social resilience (2013), the presentation will examine issues of resiliency and coping.

Abstract #216
Live MY Life: See What It's Like
Presenter: Diana Parris
Abstract:
Youth in care tell us with frank honesty about what works and what gets in the way. 
Our workshop presents youth in care‘s experiences about what works and what gets in the way of good CYC practice.  In the workshop, audience members are challenged to take active roles in promoting youth voice in their work, as well as in quality assurance and program evaluation for agencies. 
We conclude the workshop with a youth voice video – created  by at risk youth, expressing their voice:  “Live MY Life: See what it’s like” funded by the  KB Knowledge
“What do they tell us”: We conducted focus group discussions and individual interviews with present & former youth in care who shared with us the critical skills, qualities, attitudes, beliefs, values, cultural competence and  self-awareness required by CYCP’s : what works and what doesn’t work. 
Our research speaks to the obligation we have to find ways to incorporate youth voice and feedback into ongoing quality assurance or program evaluations in youth services : evaluation needs to be mandated and iterative.

Presenters
DP

Diane Parris

Instructor, Child & Youth Care
Faculty at Child and Youth Care Program Red River College Diane Parris graduated with a Diploma in Child and Youth Care from Confederation College in Thunder Bay. Upon moving to Manitoba, she spent eight years working frontline in both community group care and locked residential... Read More →
avatar for Jane Arnfield

Jane Arnfield

Reader in Arts & Director of Fine & Visual Arts Programmes, Northumbria University UK
Jane is an Associate Artist with the Cambodian Documentation Centre (DC-Cam) in Phnom Penh, and a recently appointed member of the museum team for The Sleuk Rith Institute committed to building a permanent documentation centre in Phnom Penh managed by Youk Chhang. Jane has a commitment... Read More →
avatar for Wanda Taylor

Wanda Taylor

Presenter Biography: Wanda Taylor is a Social Worker, Film Producer, Author and Educator who has worked with children and youth for over twenty years in various capacities; including as a child welfare social worker, case manager, emergency crisis worker, and as counselor for homeless... Read More →

Co-Presenters
TH

Tony Harrington

Executive Director at The Forge The Forge lead by Tony Harrington is a leading, internatonal organisating speacialsing in participatory arts practice. An example of their work is Suitcase of Survival SOS an educational toolkit and evolving, learning programme including best practice... Read More →


Thursday June 18, 2015 1:45pm - 3:15pm
Haliburton Room A&A Main Floor, King's College

1:45pm

Theraputic Methods - Renata Maria Coimbra-Libório, Cleve Sauer, Roberta Greene
Theraputic Methods:

Abstract #123
Resilience Enhancing Stress Model
Presenter: Roberta Greene
Abstract:
There is a burgeoning of information and research about resilience. Yet, the term is often vague, poorly defined, and applied in a variety of situations and circumstances. What can be done to avoid these pitfalls and what sometimes may be false dichotomies? Clearly, there is a need for a holistic model suitable to describe the process of risk and resilience both for individuals and systems, and for various populations experiencing stressful/ adverse events. 
This paper presents the Resilience Ecological-Stress Model (RESM) to illustrate how people and the various systems in which they live build on their innate ability to function effectively in their environments. The premise is that resilience needs to be seen as nested within multiple layers of individual and collective adaptive factors that explain how people cope with stress and maintain their daily functioning. 
The paper outlines the major assumptions and terms used in ecological-systems theory, describing how these theoretical concepts lead to a better understanding of the origin(s), development, and maintenance of resilience. In addition, the RESM has practical applicability, describing how the ability to respond well to stress can be learned in natural settings and enhanced through therapeutic intervention.

Abstract #132
How Therapeutic Clowning Contributes to Child and Family Resilience within a Pediatric Health Centre
Presenter: Cleve Sauer Co - Presenter: Alan McLuckie
Abstract:
Children faced with threats to their physical well-being can experience high stress levels within hospitals and during medical procedures, which can contribute to mental distress and emotional difficulties. Many children demonstrate resilience, arising from their inner resources and nurtured through supportive relationships and interactions with caregivers, family members and medical staff.  This paper presents how the work of Buddington, the therapeutic clown at The IW5850/58K Health Centre contributes to the resilience of children who are hospitalized or visit the IWK for medical procedures. Since, 2006 Buddington has been a key member of the Child Life Program at the IWK providing developmentally sensitive therapeutic-play interactions for children and their families from across the Maritime Provinces who access the pediatric inpatient units and outpatient clinics at the IWK.  Never coming out of ‘character’ Buddington moves throughout the hospital environment engaging all he meets through gentle and inclusive play and humor. Theory, research and practice-based evidence, along with experiential activities guided by Buddington, will be threaded together within this paper presentation to demonstrate how this strength-based intervention can reduce mental distress in children by harnessing and maximizing the potential of the young person, caregivers, family members and hospital staff.

Abstract #163
Arts and Resilience
Presenter: Renata Maria Coimbra-Libório Co - Presenter: Bernardo Monteiro de Castro
Abstract:
This presentation will focus on the links between arts and resilience, grounded in researches carried out with at risk youth and people with disabilities.
(i) Arts as a means of expression
It is very common to hear from different artists that their work is therapeutic. An esthetical expression can be useful either to externalize a psychological pain or to organize a subjective conflict. Since art offers resources for a non-rational discourse, its outcomes provide, for one who expresses by this means, a deeper sense of wholeness and self-understanding. It will be presented a short-documentary about a poet woman with disability.
  (ii) Engaging in esthetical experience
Although art is not precisely defined, combining verses is not enough to write a good poem. However, someone who is not a good dancer can feel very well having dance classes. The experience of feeling the body expressing affects and ideas can help an individual to have a better consciousness of him/herself and to realize that the existence of some problems is not sufficient to avoid good emotions and pleasure. Grounded on the theoretical approach of Barbara Rogoff, it will be presented data about the “Negotiating resilience research” carried out in Aquarela project in Brazil.


Presenters
CS

Cleve Sauer

Cleve Sauer, BA (Psychology), BSW, MSW (candidate), is employed on a full-time basis with the Child Life Department at the IWK Health Centre in the role of Therapeutic Clown (Buddington). His area of professional interest is the application of creative psycho-social therapeutic approaches... Read More →
avatar for Renata Maria Coimbra-Libório

Renata Maria Coimbra-Libório

Professor PhD, SÃO PAULO STATE UNIVERSITY - UNESP
Renata Maria Coimbra-Liborio is Psychologist, with master and PhD in Developmental Psychology at University of São Paulo (USP). Professor at Sao Paulo State University (UNESP), at Graduate Program in Education, in Presidente Prudente, Brazil. She has a professional master's degree... Read More →
RG

Roberta Greene

Roberta Greene was professor and the Louis and Ann Wolens Centennial Chair in Gerontology and Social Welfare at the School of Social Work University of Texas-Austin. She previously was professor and dean at the Indiana University School of Social Work and has worked at the Council... Read More →

Co-Presenters
BM

Bernardo Monteiro de Castro

PhD in Literature at UFMG Bernardo M. Castro holds a degree in Psychology and MA and PhD in Literature from the Pontifical Catholic University of Minas Gerais, a post-doctorate in Medieval Literature and other post-doctorate in Developmental Psychology and Resilience, both at the... Read More →
AM

Alan Mcluckie

Assistant Professor at University of Calgary, Faculty of Social Work Alan McLuckie, PhD, is an Assistant Professor at The University of Calgary, Faculty of Social Work. He is an Adjunct Professor at the Department of Psychiatry, Dalhousie University and provides clinical supervision... Read More →


Thursday June 18, 2015 1:45pm - 3:15pm
Frazee Room NAB 2nd Floor, King's College

1:45pm

Youth at Risk - Rashid Ahmed, Jaswant Guzder, Ahmad Feroz Hematyar
Youth at Risk:

Abstract #68 
A Review of the Community Level Protective Factors for Youth Violence 
Presenter: Rashid Ahmed Co-presenters: Maghboebah Mosavel, Cindy Petersen
Abstract:
While the focus on protective factors for youth violence is extremely helpful there is still a relative paucity of data on community level protective factors. To address this gap the present study will identify and review community level factors for youth violence. A systematic review methodology will be used to identify protective factors in both research and intervention studies. The review will focus primarily on the extent to which the relationship between the identified protective factors are discussed in the studies and the extent to which theories of resilience are utilised. Current conceptualisations of community resilience will also be reviewed to assess their relevance for youth violence especially in low-income contexts. Directions for future research will identify gaps in the literature on protective factors and the major issues to be considered in developing theories of community resilience.

Abstract #181
Promoting Resilence in High Risk Children in Jamaica With the Dream a World Program: A Multimodal Community Model
Presenter: Jaswant Guzder
Abstract:
The effectiveness of the dream a world intervention model (multimodal afterschool and summer for 3 years) was evaluated in an initial school pilot within a garrison community of inner city Jamaica selecting a cohort (with matched controls) of 30 highly disruptive children who were failing by grade 2-3. The pilot was developed as a school based intervention integrating teachers, artists and therapists as collaborators and using measures of aseba, academic performance and qualitative data. A grand challenges grant 2012 to 2015, initiated a further cohort of 100 identified grade 3 high risk children from four impoverished communities. In 2014 the government of Jamaica has initiated an expansion to 35 new schools. The program target is reduction of violence, retention of pupils into academic high school placements, as well as engagement of parents, school and community in supporting child development. Arts and culturally based activities are integrated with literacy and numeracy, psychotherapeutic milieu and group work in an action research model centered in each school. The results are validating significant academic gains and behaviour changes with global functioning improvements though there are gender differences in outcomes.

Abstract #84
Afghanistan-Canada Community Network Creation and Intervention
Presenter: Ahmad Feroz Hematyar Co - Presenter: Owoyemi Ibrahim Segun
Abstract:
ASHNA-AYIA aspires to build sustainable, sound, safe, balanced civic communities of the highest standards for the Afghans in a diverse environment conducive to their growth, development and well-being a legitimate and integral part for cross-border information sharing between Afghanistan-Canada.
The core values of this abstract is to upholds the importance of putting people first an anti-discriminatory, diverse and barrier-free environment of acceptance, tolerance and understanding in order to ensure development of education, empowering youth, providing assistance to displaced proportion of the Afghan communities. Likewise seek cross-border exchange of knowledge, experience and professional development. The core purpose of cross-border co-op is to provide easy access to quality social and community services with professionalism by promoting well-being quality of life for all communities; develop volunteering programs to between both countries to exchange experts for sharing of knowledge/expertise to safeguard transparency; promote Afghan heritage overseas in the context of Canadian life; enhance skills which promote self-sufficiency and work within an anti-discriminatory framework to ensure a respectful, safe inclusive environment to eradicate insurgencies, raise transparency, government programs advocacy and more.
In addition, Community intervention would foster cultural awareness and improved integration of at-risk Afghan youth. Therefore, the focus of the program is on youth development and youth leadership and disability-related components necessary for youth to participate fully in all aspects of their lives and society in order to change the face of the community; likewise to involve community intervention to the peaceful development, transformation and to keep their communities away from crime, illiteracy and darkness.

Presenters
AF

Ahmad Feroz Hematyar

Ahmad Feroz Hematyar is the President-Country Director of ASHNA-AIYA based in Canada. He’s been involved in the Community development, immigration, capacity building, business development and involvement in the government funding projects for the past 11yrs. In addition, he’s... Read More →
avatar for Jaswant Guzder

Jaswant Guzder

head of child psychiatry, centre for child development and mental health, mcgill university
Associate Professor McGill Psychiatry.Head of child psychiatry and director of childhood disorders day hospital program at jewish general hospital , mcgill division of child psychiatry. founding director of cultural consultation service at mcgill with active clinical and teaching... Read More →
RA

Rashid Ahmed

I am a senior lecturer and clinical psychologist with an interest in community psychology. As both a practitioner and a researcher I have been involved in the area of violence and injury prevention. One of my interests is in community resilience.I am interested in particularly how... Read More →

Co-Presenters
MM

Maghboebah Mosavel

Associate Professor at Virginia Commonwealth University Associate Prof Mosavel is in the Department of Social and Behavioural Health at the Virginia Commonwealth University. She has been extensively involved in community based participatory research.One of her interests is the extent... Read More →
CP

Cindy Petersen

Ms Petersen is completing her training as a clinical psychologist. Her research for this course is on a systematic review of community level protective factors for youth violence in low income contexts.
NY

NEGAR YOUSOFI

NURSING MASTER TRAINER, BETTER IDEAS FOR DEVELOPMENT
Deputy Directors Committee Head/ Program and Operation Director at Assistance to Support Humanity and Need for Aid Organization / ASHNA Afghanistan International Youth Association Owoyemi Ibrahim Segun born on 27 / November / 1978 in Ibadan, Oyo State of Nigeria, he started his basic... Read More →


Thursday June 18, 2015 1:45pm - 3:15pm
Seminar Room NAB 2nd Floor, King's College