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Dive into the research topics where Grant Charles is active.

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Featured researches published by Grant Charles.


Journal of Interprofessional Care | 2010

The University of British Columbia model of interprofessional education.

Grant Charles; Lesley Bainbridge; John Gilbert

The College of Health Disciplines, at the University of British Columbia (UBC) has a long history of developing interprofessional learning opportunities for students and practitioners. Historically, many of the courses and programmes were developed because they intuitively made sense or because certain streams of funding were available at particular times. While each of them fit generally within our understanding of interprofessional education in the health and human service education programs, they were not systematically developed within an educational or theoretical framework. This paper discusses the model we have subsequently developed at the College for conceptualizing the various types of interprofessional experiences offered at UBC. It has been developed so that we can offer the broadest range of courses and most effective learning experiences for our students. Our model is based on the premise that there are optimal learning times for health and human services students (and practitioners) depending upon their stage of development as professionals in their respective disciplines and their readiness to learn and develop new perspectives on professional interaction.


Journal of Interprofessional Care | 2006

The Interprofessional Rural Program of British Columbia (IRPbc)

Grant Charles; Lesley Bainbridge; Kathy Copeman-Stewart; Shelley Tiffin Art; Rosemin Kassam

The Interprofessional Rural Program of British Columbia IRPbc was established in 2003 as an important first step for the Province of British Columbia, Canada, in creating a collaborative interprofessional education initiative that engages numerous communities, health authorities and post-secondary institutions in working toward a common goal. Designed to foster interprofessional education and promote rural recruitment of health professionals, the program places teams of students from a number of health professional programs into rural and remote British Columbia communities. In addition to meeting their discipline specific learning objectives, the student teams are provided with the opportunity to experience the challenges of rural life and practice and advance their interprofessional competence. To date, 62 students have participated in the program from nursing, social work, medicine, physical therapy, occupational therapy, pharmaceutical sciences, speech language pathology, audiology, laboratory technology, and counseling psychology. While not without numerous struggles and challenges, IRPbc has been successful in meeting the program mandate. It has also had a number of positive outcomes not anticipated at the time the program was established.


British Journal of Social Work | 2016

Enacting Firm, Fair and Friendly Practice: A Model for Strengths-Based Child Protection Relationships?

Carolyn Oliver; Grant Charles

Strengths-based solution-focused approaches are gaining ground in statutory child protection work, but few studies have asked front line practitioners how they navigate the complex worker–client relationships such approaches require. This paper describes one component of a mixed-methods study in a large Canadian statutory child protection agency in which 225 workers described how they applied the ideas of strengths-based practice in their daily work. Interviews with twenty-four practitioners were analysed using an interpretive description approach. Only four interviewees appeared to successfully enact a version of strengths-based practice that closely mirrored those described by key strengths-based child protection theorists and was fully congruent with their mandated role. They described navigating a shifting balance of collaboration and authority in worker–client relationships based on transparency, impartial judgement, attentiveness to the worker–client interaction and the value that clients were fellow human beings. Their accounts extend current conceptualisations of the worker–client relationship in strengths-based child protection work and are congruent with current understandings of effective mandated relationships. They provide what may be a useful model to help workers understand and navigate relationships in which they must reconcile their own authority and expertise with genuine support for the authority and expertise of their clients.


Journal of Interprofessional Care | 2014

The Interprofessional Psychosocial Oncology Distance Education (IPODE) project: perceived outcomes of an approach to healthcare professional education

Deborah McLeod; Janet Curran; Serge Dumont; Maureen White; Grant Charles

Abstract The Interprofessional Psychosocial Oncology Distance Education (IPODE) project was designed as an approach to the problems of feasibility and accessibility in specialty health professional education, in this case, psychosocial oncology (PSO). In this article, we report the evaluation findings from the first three years of the project in relation to one IPODE course, which was offered as a graduate level university elective in nine Canadian universities and as a continuing education (CE) option to health professionals between January 2008 and May 2010. The evaluation included a pre and post questionnaire that explored how an interprofessional (IP), web-based, PSO course influenced participants’ knowledge, attitudes and beliefs about IP, person-centered PSO care. It also examined what attributes of a web-based platform were most effective in delivering an IP PSO course. The study yielded two key findings. First, web-based learning in a pan-Canadian and cross-university collaboration is a viable alternative to providing specialty education and significantly improves knowledge, attitudes and beliefs about IP, person-centered PSO care. Second, a web-based platform with real-time seminars, discussion boards and multiple audio visual resources that privilege first person illness narratives were important elements in expanding knowledge and shifting attitudes about IP practice and person-centered care in regards to PSO. In their evaluation, course participants highlighted a variety of ways in which the course expanded their vision about what constitutes an IP team and increased their confidence in interacting with healthcare professionals from professions other than their own.


Irish Journal of Applied Social Studies | 2003

Towards a Sociological Understanding of Irish Travellers: Introducing a People

Niall C. McElwee; Ashling Jackson; Grant Charles

Introducing a People Niall C. McElwee, PhD President, Irish Association for Social Care Educationl Head of Department, Athlone Institute of Technology, Athlone, Ireland N [email protected] & Ashling Jackson, M.A. Lecturer in Sociology, Department of Humanities, Athlone Institute of Technology, Athlone, Ireland [email protected] & Grant Charles, Ph.D., R.S.w. Assistant Professor, School of Social Work and Family Studies, University of British Columbia, Vancouver, BC, Canada. This paper is one in a series of three papers viewing aspects of native cultures and, in this instance, will primarily define the Traveller population in Ireland, give a brief history of this population whilst discussing racism and some of its implications. There will be a particular focus on current systems of health, education and child protection in order to determine Traveller experiences of these key child and youth care related service providers in Ireland. The second paper will focus upon an examination of the experiences of aboriginal people in Canada. It will have a particular emphasis upon the marginization of aboriginal children and youth within the dominant culture. The third paper will be a comparison of the issues experienced by Traveller and Canadian aboriginal populations in terms of the helping systems.


Harm Reduction Journal | 2013

‘On the same level’: facilitators’ experiences running a drug user-led safer injecting education campaign

Cody Callon; Grant Charles; Rick Alexander; Will Small; Thomas Kerr

BackgroundUnsafe injection practices play a major role in elevated rates of morbidity and mortality among people who inject drugs (IDU). There is growing interest in the direct involvement of IDU in interventions that seek to address unsafe injecting. This study describes a drug user-led safer injecting education campaign, and explores facilitators’ experiences delivering educational workshops.MethodsWe conducted semi-structured qualitative interviews with 8 members of the Injection Support (IS) Team who developed and facilitated a series of safer injecting education workshops. Interviews explored facilitator’s perceptions of the workshops, experiences being a facilitator, and perspectives on the educational campaign. Interviews were transcribed verbatim and a thematic analysis was conducted.ResultsIS Team facilitators described how the workshop’s structure and content enabled effective communication of information about safer injecting practices, while targeting the unsafe practices of workshop participants. Facilitators’ identity as IDU enhanced their ability to relate to workshop participants and communicate educational messages in language accessible to workshop participants. Facilitators reported gaining knowledge and skills from their involvement in the campaign, as well as positive feelings about themselves from the realization that they were helping people to protect their health. Overall, facilitators felt that this campaign provided IDU with valuable information, although facilitators also critiqued the campaign and suggested improvements for future efforts.ConclusionsThis study demonstrates the feasibility of involving IDU in educational initiatives targeting unsafe injecting. Findings illustrate how IDU involvement in prevention activities improves relevance and cultural appropriateness of interventions while providing individual, social, and professional benefits to those IDU delivering education.


Journal of Teaching in Social Work | 2011

What's in it for Us? Making the Case for Interprofessional Field Education Experiences for Social Work Students

Grant Charles; Vena Barring; Sarah Lake

There continues to be resistance amongst the various healthcare professions regarding implementing an interprofessional agenda in practice and education settings. This partly is due to the protection of professional turf. This article describes the experiences of Canadian social work students participating in an interprofessional field education program with other healthcare students. The authors report what the social work students gained from the experience and what they were able to contribute to other healthcare students. The authors conclude that interprofessional education and practice enhances rather than threatens the role of social work in healthcare settings.


Child & Youth Services | 2013

Student-to-Student Abuse in the Indian Residential Schools in Canada: Setting the Stage for Further Understanding

Grant Charles; Mike DeGagné

The Indian residential school system in Canada was established to assimilate Aboriginal children into mainstream society by removing the “Indian within them.” In the past 20 years survivors of the schools have come forward with stories of physical and sexual abuse perpetrated against them by staff. However, what is significantly less spoken of is the abuse which occurred between students. The Aboriginal Healing Foundation recently held a small gathering of survivors, Elders, advocates, and researchers to discuss ways to bring this issue into the open. This article comes out of the discussions held at the gathering. Within the article we offer a conceptualization of the dynamics and processes of student to student abuse within the Indian residential schools in Canada with the hope that it will encourage a deeper discussion of this issue.


Irish Journal of Applied Social Studies | 2008

Family-centered early intervention in North America: Have home-based programmes lived up to their promise for high-risk families?

James J. Ponzetti; Grant Charles; Sheila K. Marshall; Jan Hare

While early intervention programming is not new in North America, such programs have gone through a rapid expansion in recent years. This has been motivated by the recognition of the need for timely intervention, the development of a family rather than a child focused practice philosophy and the desire on the part of funding organizations to save money by promoting less expensive programming. This article reviews the various components of early intervention programmes in North America while also questioning aspects of current practice. There is a clear need for family-centered intervention. This should not be in question. However, the fundamental question should not be whether family centered intervention is necessary but rather how can empirical research inform best practices? It is the conclusion of the authors that this will be the key challenge in the coming years.


Child & Youth Services | 2016

Developing a shared research agenda for working with families where a parent has a mental illness

Andrea Reupert; Louisa M. Drost; Natasha Ausa Upton Marston; Kristin Stavnes; Linda M A van Loon; Grant Charles; Atalia Mosek; Tytti Solantaus

ABSTRACT The purpose of this paper is to identify a shared, international and inter-disciplinary research agenda amongst practitioners, researchers and administrators, in relation to families where a parent has a mental illness. Fifty-seven participants, identified as key informants were invited to respond to the following query: “What key research question(s) do you want answered that if answered would help to significantly improve services to families where a parent has a mental illness?” 144 responses were qualitatively analyzed by three members of the research team. In order of frequency, the resulting research agendas were: (i) service re-orientation, (ii) interventions (iii) risk and protective factors, (iv) parent, child and family feedback and involvement, (v) stigma and (vi) reach and access. Overall, this study provides an indication of priority research areas, which according to stakeholders are most in need of investigation.

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Sheila K. Marshall

University of British Columbia

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Carolyn Oliver

University of British Columbia

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Lesley Bainbridge

University of British Columbia

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Rosemin Kassam

University of British Columbia

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Andrea Slane

University of Ontario Institute of Technology

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Christopher Drozda

University of British Columbia

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Elizabeth Saewyc

University of British Columbia

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