Susan Rodger

The Association of Readiness to Change and Motivational Interviewing with Treatment Outcomes in Males involved in Domestic Violence Group Therapy

The present study investigated the impact of motivational interviewing (MI) and stage of change on a self-report measure of global functioning (Outcome Questionnaire [OQ 45.2]). Participants were men mandated to attend the Responsible Choices for Men (RCM) group therapy program following an incident of domestic violence. The study design utilized a quasi-experimental between-groups comparison utilizing data collected at three time points (pregroup, first group session, and final group session). One group of mandated program attendees received two sessions of MI (n = 106), whereas the comparison group did not (n = 106). Stage of change was assessed using the URICA-G and the URICA-DV (University of Rhode Island Change Assessment—Domestic Violence). Multilevel growth modeling indicated that stage of change has a significant relationship to global functioning. Discussion focuses on the potential benefits of MI as a pregroup treatment and the importance of accounting for individual readiness to change.

Children First: It's Time to Change! Mental Health Promotion, Prevention, and Treatment Informed by Public Health, and Resiliency Approaches.

Although the importance of healthy mental development in children and youth is not disputed, the mental health needs of far too many Canadian children are being ignored. Within the context of recent federal and provincial calls for systemic reform of the mental health care systems for children and youth, we underscore the necessity for ongoing innovation, development, education, and evaluation. This article describes our aims to establish demonstration and research sites focused on promising frameworks that draw from systems of care, public health, and resiliency approaches.

Effects of teacher clarity and student anxiety on student outcomes

A laboratory experiment was carried out with 120 undergraduate students to examine a possible aptitude–treatment interaction between teacher clarity and student test anxiety in relation to two outcome measures, namely student achievement and student motivation, with student intelligence statistically controlled. Students completed measures of intelligence and test anxiety and were randomly assigned to high teacher clarity or low teacher clarity conditions, defined by the presence or absence of specific teaching behaviours in a videotaped lecture with content held constant across conditions. Measures of motivation and self-efficacy for learning the material were completed immediately post-treatment, then one week later participants completed an achievement test based on the material contained in the lecture and assigned homework. Results revealed significant beneficial main effects for high vs. low teacher clarity for both achievement and motivation measures, but no aptitude–treatment interaction between teacher clarity and student test anxiety.

Laboring to Mother in the Context of Past Trauma The Transition to Motherhood

The occurrence of interpersonal trauma is a reality for many women, with effects that often persist long after the traumatic events end. The purpose of this feminist grounded theory study was to examine how past trauma shaped the lives of women as they became new mothers. We recruited a purposive sample of 32 women from two Canadian communities and conducted semistructured, dialogic interviews during the second trimester of pregnancy. We analyzed data using thematic content analytic methods, including open coding whereby we read transcripts line by line and applied codes to portions of text that illustrated concepts or themes. The substantive grounded theory, “laboring to mother in the context of past trauma,” describes the exceedingly difficult emotional and cognitive work undertaken by pregnant women with histories of trauma as they anticipate becoming mothers. In this article, we present key components of the theory and offer recommendations for health and social service providers.

Academic Decision Making among Adult Learners: Personal and Institutional Factors.

This study, designed with considerable input from adult learners, focuses on influences that affect academic decision making. Using questionnaires and selected interviews, information was gathered on institutional and personal influences on academic decision making for current and future courses, along with demographic information. Three quarters of the respondents were under 39 years of age and were looking to their university education to provide knowledge and skills needed for future job opportunities. Within-group analysis revealed a stronger influence on academic decision making from the institution rather than from personal influences, despite a fairly strong positive correlation of the two sets of variables. This pattern was consistent across groups, with no differences being attributed to part- or full-time status or to year in program. Open-ended questions on the questionnaire, as well as follow-up individual interviews, allowed for the input of suggestions to improve the experiences of adult learners in post-secondary institutions. Additional preliminary course information and increased accessibility to courses and services were common themes. In general, the university experience had been very positive; however, some students expressed satisfaction at being invited to contribute suggestions that, if implemented, could improve the experience of future adult learners.

Supporting Students: A GRADE Analysis of the Research on Student Wellness and Classroom Mental Health Support

Recommendations derived from research evidence regarding program implementation in school-based mental health [SBMH] require knowledge of the intervention outcomes as well as the potential to translate program components into schools. The Grading of Recommendations, Assessment, Development, and Evaluation (GRADE) analysis was applied to major areas of the SBMH literature in addressing the areas of effectiveness and the strength of recommendation in implementation. Nine areas were addressed: emotional intelligence, stigma reduction, mindfulness, anxiety, depression, addictions, suicide prevention, trauma, and eating disorders. Ninety-eight studies were retrieved across the nine areas. Effect sizes based on reported outcomes and estimates on the strength of recommendation were generated in each of the nine areas of interest. These results provide an overview of the quality of the evidence that will be of relevance to school personal in making program selections.

Yet One More Expectation for Teachers

There is no doubt that teachers are frontline workers in child and youth mental health. They are there, “in loco parentis,” one-third of the day, two-thirds of the year, charged with the safekeeping and education of our young. To those who argue that a school’s primary function is education, and not mental health promotion or support, we respond that learning happens through participation within a social context. Students learn when they feel safe and connected to a learning community and are more motivated and engaged when they learn in an environment characterized by positive relational structures. Clearly, the emotional climate of the classroom is important to the educational processes that occur within it.

Mental Health Literacy as a Fundamental Part of Teacher Preparation: A Canadian Perspective

School is increasingly looked to as a natural place within which to promote health and well-being for our young people. Those who lead and teach in our schools must have the knowledge, skills, supports, and resources with which to manage this obligation.

Intimate partner violence: a review of online interventions

ABSTRACT Violence against women (VAW) is a global social issue affecting health, social, and legal systems. VAW contributes to the inequities with respect to the social determinants of health that many women face today. The onus on self-care in the face of violence remains almost singularly with the victims. Access to information and services in support of women’s health and safety is fundamental. However, research gaps exist regarding how women access health information across all stages of an abusive intimate relationship. Given the ubiquity of online access to information, the purpose of this scoping review was to provide an overview of online interventions available to women within the context of intimate partner violence (IPV). Research literature published between 2000 and 2016, inclusive, was reviewed: 11 interventions were identified. Findings suggest that online interventions focused on the act of leaving with less emphasis on the experiences that occur after a woman has left the relationship. In addition, the online interventions concentrated on the individual capacity of the survivor to leave an abusive relationship and demonstrated limited understanding of IPV in relation to the broader social-contextual factors. Findings from this research highlight information gaps for women who require significant support after leaving an abusive relationship.

Preservice Teacher Education for School Mental Health in a Rural Community

Pre-service teacher education sets the foundation for a professional career. During this critically important development of professional identity, skills, knowledge and understanding, teacher education programmes and school mental health systems can work together to create the conditions for learning that will influence teachers’ professional practice, lifelong learning, and personal and professional wellness. The approach we take to unpack and draw connections between these concepts and the disciplines of education and psychology is both relationship focused and strength based. By developing a model of teacher education with three pillars representing the development of capacity in terms of culture, knowledge and relationships, we can plan for and participate in healthy classrooms and workplaces. We advocate for placing responsibility for change at the system and society level and not solely with the individual, and recognize that we must respect and value the strengths of each student, family, community, classroom, professional and discipline in order to work together for positive outcomes.