Effectiveness of personal planning for residents re-entering the community during the facility initiative in Ontario

This paper reports on the relocation of people with intellectual disabilities (ID) from large-scale provincially run institutions that took place in Ontario as part of the Facility Initiative. Three case studies were examined in order to report on this process as experienced by those who lived and worked through it. Specifically, the planning process conducted by the Ministry of Community and Social Services (MCSS) to assist each person with hislher transition to community living was examined using the current standard of practice in person- centered planning approaches. Effectiveness was evaluated as the ability to apply a person-centered approach across settings and people, as well as what factors facilitated or hindered its application. Results show that, in general, the personal plans do not appear to reflect the pre-transition experience of the person. Also, the transitional planning process did not appear person-centered nor facilitate further person-centered planning in the community.

Teachers' experiences and perceptions of voluntary committee work as a vehicle for leadership development

In response to a looming leadership shortage, leadership development for teachers has become an increasingly important area of interest around the world. A review of the literature identified the key components of educational leadership development programs as effective curriculum, leadership practice, relationship building, and reflection. A gap in the research was found regarding the use of voluntary committee work as a vehicle for leadership practice. The purpose of this study was to explore teachers' perceptions of their experiences within board-level committees to determine the key factors that contributed, positively or negatively, to their leadership,pevelopment. A qualitative research design was employed using semistructured interviews with 8 participants. The key findings included a list of factors perceived by teachers as either supporting or hindering their leadership development. The supporting factors were: (a) leadership practice, (b) mentors and role models, (c) relationships and networks, and (d) positive outcomes for students. The hindering factors were: (a) lack of follow through and support, (b) committee members with a careerist approach to the experience, (c) personal and political agendas, and (d) overcommitment leading to burnout. Recommendations for practice focused on strategies to enhanc~_ the committee experience as a tool for leadership development. Recommendations for theory and research suggested more research be done on each of the 8 key factors, perceptions associated with teachers choosing to follow a leadership path, and how school boards can structure the committee process as an effective leadership development tool. This study provides a starting point for educators to begin to intentionally design, develop, and deliver voluntary committee experiences as a tool for leadership development.

Children's Bullying Experiences and Self-Worth Perceptions in a Private School

This study explored children's bullying experiences (as bully, victim, and bystander) and their self-worth perceptions in a private school in Ontario, Canada. Forty students from 12 different countries participated in a mixed methodology (both quantitative and qualitative) research design using a self-report questionnaire. Students reported involvement in bullying as a bully, victim, and bystander. The overall results reveal a pattern across the three roles where the degree of bullying observed as a bystander is the highest (57%) followed by the experiences as a victim (29%) and that performed as bully (21%). The bystanders reported direct bullying being witnessed, bullies reported indirect bullying interventions as being used, and victims of bullying reported indirect bullying being the most common type of bullying they experienced. Decreased feeling of self-worth is reported in the qualitative research data in regards to bullying. Boarding students reported issues regarding personal safety, need for social relationships, self-worth, and unacceptability of bullying. Implications for practice for the private school are discussed, focusing on the outcome of this study.

Exploring the Family Context Among Children Adopted From China: Perceptions of Pre-Adoption Factors, Post-Adoption Experiences, and the Quality of Parent-Child Relationships

Within the context of international adoption, previous research has focused on parentchild attachment relationships and various aspects of the adoption process. However, less is known about other aspects of parent-child relationships (e.g., cohesion, conflict) within internationally adoptive families. Additionally, there is a need for research that explores both parent and child perceptions of the process of adoption - including pre- and post-adoptive factors - and its connection to the quality of parent-child relationships. This research utilized a qualitatively-oriented methodology to conduct separate, in-depth interviews with 10 adoptive Canadian mothers and their adopted Chinese children (aged 9 to 11 years). Results highlight parent and child reports of mainly strong, positive relationships. Several pre-adoption experiences are examined, including institutionalization, age at the time of adoption, and parental stress/expectations. A key finding concerns the link that adoptive parents perceive between the quality of their child's pre-adoptive care (i.e., mainly early institutionalized care) and the quality of their relationship. Interestingly, this link is perceived in two different ways - either as a challenge for the parent-child relationship or as a means to strengthen it. Post-adoption experiences are also explored, including cultural socialization, creating a transracial family, discussing adoption, parental stress, and sibling involvement. A key finding involves parent and child reports that cultural socialization efforts (i.e., familiarizing children with Chinese culture) are linked to more positive parent-child relationships. The implications of these findings are discussed in relation to theory and practice within the context of international adoption.

Anxiety-Related Disorders in Primary-Junior Grades (K-3): Teacher Perceptions and Knowledge

This study used a descriptive case study design to analyze teachers’ experiences of anxiety-related conditions and emotions in the primary-junior grades (K-3). The study sought to examine (a) educators’ perceptions of anxiety conditions and how such interpretations influence their teaching practice; (b) teachers’ knowledge of the diagnostic processes, symptomology, and emotions related to anxiety disorders; (c) primary teachers’ knowledge of and experience with emotional regulation strategies and therapeutic approaches for anxiety; and (d) additional strategies and knowledge that should be available to help students. The study adopted Bronfenbrenner’s (1986) Ecological Model to frame participants’ experiences and perspectives, as well as the impact of several factors (e.g., school, home) and individuals (e.g. teachers, parents, students) on students’ anxiety and the participants’ perspectives. Through in-person interviews, participants shared their experiences with and knowledge about students in their teaching practice who had experienced anxiety-related conditions and emotions. Four major themes emerged from the data: symptoms and situational contexts; knowledge of strategies and interventions; understanding and perspectives of students; anxious emotional responses; and challenges. The study contributes to the literature by providing the real-life perspectives and experiences of primary-junior teachers (K-3) related to students experiencing anxiety. The study provides further information for educators, administrators, and research regarding any additional support and knowledge that should be implemented to further assist educators and students in regards to anxiety.

The Perceptions of Kinesiologists of Ethics and Professionalism as Established by the College of Kinesiologists of Ontario

As of April 1, 2013 kinesiology became a regulated health profession in Ontario. With its own governing body, the College of Kinesiologists of Ontario (CKO), there are new ethical and professional standards to which kinesiologists must adhere. The purpose of this study is to investigate kinesiologists’ thoughts and perceptions regarding the CKO’s Practice Standards, Guidelines and Code of Ethics, and their level of ethical knowledge and training. Eleven semi-structured interviews were carried out with kinesiologists. Interview data was analyzed through the development of general themes. Findings revealed that kinesiologists are confident of their ethical decision making skills but are in need of more ethical and professional education and training in order to become respected healthcare professionals in the healthcare community and in the eyes of the public. Furthermore, there were key areas identified in need of improvement regarding the quality of the Practice Standards, Guidelines and Code of Ethics. Additional findings, implications and recommendations for future research were also discussed.

Perceptions of Adolescent Males and Their Parents as to Factors That Influence the Young Men's Academic Performance

Postsecondary enrolments of young males has been declining since the mid-1980s. The decline can be attributed, at least in part, to boys and young men being unable to compete for a fixed number of available places in institutions of higher learning, whether in community college or university. This inability to compete stems from their academic performance in secondary school. This study interviewed adolescent males and their parents as to their perceptions of a number of factors that may contribute to their academic performance. Those factors included noncognitive skills, dimensions of character, perceptions of teachers, general attitudes towards school, and likes and dislikes on a range of course subjects. One of the most important findings was that only one of the seven adolescent male participants was considering a future career that would require a university degree. Other findings showed the young men's noncognitive skills were weak, particularly in relation to time management skills and their unwillingness to ask for help with schoolwork and homework. Most of the young men expressed a dislike for mathematics beyond high school, a subject key to the study, of the natural sciences, engineering, technology, and business. Recommendations include school reforms both inside the classroom and beyond. Additionally, a framework using project management theory and practice has been proposed to improve noncognitive skills, dimensions of character, and executive function.

New Teacher Perceptions of Inclusive Pedagogies: Designing New Future for the Changing Classroom

Our perceptions of knowledge attainment have changed (Bezemer & Kress, 2010). The type of students our teachers once were is vastly different from the students they currently teach. We need our next generation to thrive in a dynamically, interactive world saturated with opportunities for meaning making (Kress & Selander, 2012). Our current students are responsible for continuing our society, but that does not mean we need them to become us (Gee, 2009). Rather desperately, we need them to be thinkers and expressive in a variety of modes. The world will be different when they take their rightful place as the next generation of leaders, and so too must their thinking be different (Cope & Kalantzis, 2000). This explanatory mixed-method study (Creswell, 2013; Mertens, 2014) involved an investigation into perceptions of new teachers regarding inclusive pedagogies like Universal Design for Learning (CAST, 2011). It specifically discusses the contemporary thinking of 44 new Ontario teachers regarding inclusive pedagogies in their teacher education as well as their relative intent to utilize them in their practice. This study reveals a distinct tone of skepticism and provides suggestions for the continued improvement of teacher education programs in this province.

Teachers’ Beliefs and Perceptions of Bullying and Bullying Prevention Initiatives

While bullying prevention programs appear to be decreasing the number of bullying incidents overseas, bullying prevention programs here in Canada have not been proving as effective. Evaluations of bullying prevention programs often focus on the outcomes and neglect to examine the training regimen for teachers. As teachers are on the front lines of bullying prevention programs, the current study explored teachers’ beliefs about the various types of bullying, their perceptions of their own abilities (e.g., teacher bullying prevention efficacy (TBPE), self-concept, and theory of mind) to implement bullying prevention initiatives, and how the school climate may influence their efficacy beliefs. Participants in the current study were 61 Canadian teachers (n = 51 women), predominantly from Ontario. Participating teachers represented all elementary division levels (primary, junior, and intermediate). Participants’ teaching experience ranged from zero years of teaching (pre-service) to 28 years of experience (M = 10.50, SD = 7.35). It was found that participants reported a relatively high TBPE score, which was related to their likely intervention in cyberbullying situations but not for other forms of bullying situations. It was found that teachers were most likely to intervene in physical bullying than verbal, relational, and cyberbullying, respectively. TBPE was influenced by the school climate. Teachers’ scores on the theory of mind scale was not a significant indicator of any teachers’ bullying beliefs. Analyses exploring the relationship between bullying beliefs and self-concept, morality predicted teachers TBPE scores and the likelihood of intervention. Teachers’ recommendations for bullying prevention training and school bullying prevention programs were explored. Results are discussed in terms of implications for practice and future research.

The Influence of the Media on Shaping Perceptions of Leadership in Sport: A Within and Between Groups Design

An experimental design that included both between-group and within-group designs was used to assess media influence on perceptions of sport leadership. Participants were recruited and randomly assigned to three groups, where each group completed two separate survey sessions regarding leader personality traits and behaviours. During the second survey session, experimental Groups 1 and 2 watched a video on a separate, respective sport leader prior to filling out the survey. There were a total of 104 participants (N = 104) for the first session, and 99 (N = 99) participants completed the second session. One-way ANOVA, factorial repeated measures ANOVA, and ANCOVA were used for data analysis. Results indicate a significant change in Group 2’s results after watching the video clip, thus rejecting the null hypotheses. Results and implications are discussed, highlighting their relationships to sport and media related theories and sport management practice.

Registered Nurses' Perceptions about Facilitators and Barriers to Maternal Skin to Skin Contact in the Operating Room

Abstract It is recommended that all new mothers experience skin-to-skin contact (SSC) with their newborns immediately after birth. However, SSC is not commonly practiced after cesarean deliveries. To understand facilitators and barriers regarding SSC in the operating room (OR), a descriptive online and paper survey was conducted with 68 Registered Nurses from four hospitals in Ontario. The theory of planned behavior framed the study. Nurses had positive attitudes, and believed most health care team members supported SSC in the OR, but were uncertain about their control over the behavior. Nurses who had practiced the behavior in the past had more positive attitudinal and normative beliefs, and perceived some barriers as less difficult. Attitude and past behavior were the only significant multivariate predictors of intention to practice SSC in the future. Results suggest that shifting attitude and supporting more experience with the practice may increase nurses’ implementation of SSC in the OR.

Sustaining Health Care Practice Change: The Experience of Best Practice Spotlight Organizations Implementing and Sustaining RNAO Best Practice Guidelines

Sustainability of change for improvement initiatives has been widely reported as a global challenge both within and outside health care settings. The purpose of this study was to examine the extent to which factors related to staff training and involvement, staff behaviour, and clinical leaders’ and senior leaders’ engagement and support impact the long term sustainability of practice changes for BPSO health care organizations who have implemented Registered Nursing Association of Ontario’s (RNAO) Best Practice Guidelines. Semi structured interviews with eleven organizational leaders’ from ten health care organizations were conducted to explore the unique experiences, views and perspectives on factors related to staff, clinical leaders and senior leaders and their involvement and impact on the long term sustainability of clinical practice changes within organizations who had implemented Registered Nursing Association of Ontario’s (RNAO) Best Practice Guidelines (BPGs). The interviews were coded and analyzed using thematic content analysis. Further analysis identified patterns and themes in relation to: 1. The National Health Service (NHS) Sustainability Model which was used as the theoretical framework for this research; and 2. Organizations found to have sustained practice changes longer term verses organizations that did not. Six organizations were found to have sustained practice changes while the remaining four were found to have been unsuccessful in their efforts to sustain the changes. Five major findings in relation to sustainability emerged from this study. First is the importance of early and sustained engagement and frontline staff, managers, and clinical leaders in planning, implementation and ongoing development of BPGs through use of working groups and champions models. Second is the importance of ongoing provision of formal training, tools and resources to all key stakeholders during and after the implementation phase and efforts made to embed changes in current processes whenever possible to ensure sustainability. Third is to ensure staff and management are receptive to the proposed change(s) and/or have been given the necessary background information and rationale so they understand and can support the need for the change. Fourth is the need for early and sustained fiscal and human resources dedicated to supporting BPG implementation and the ongoing use of the BPGs already in place. Fifth is ensuring clinical leaders are trusted, influential, respected and seen as clinical resources by frontline staff. The significance of this study lies in a greater understanding of the influence and impact of factors related to staff on the long term sustainability of implemented practice changes within health care organizations. This study has implications for clinical practice, policy, education and research in relation to sustainability in health care.

The perceptions of commune health workers about an education strategy received for counselling fathers about infant and breastfeeding involvement

Objective To evaluate the perceptions of healthcare workers in Vietnam about the efficacy of a continuing education strategy about father involvement and breastfeeding counselling. Design One group, post-test only, quasi-experimental design Method A questionnaire based on Social Cognitive Theory (SCT; Bandura, 2004) was disseminated to participants (N=28). This questionnaire measured self-efficacy, outcome expectations, socio-structural factors, goal setting and behaviour. Multiple regressions were analyzed predicting participants’ practice of client focused father involvement consulting. Results Bivariate correlations demonstrated the anticipated patterns of association between SCT-based constructs. Multiple regression analysis indicated that outcome expectations and barriers were significant predictors of client focused father involvement consulting. Conclusions Participants reported that the education increased their self-efficacy, outcome expectations and client focused father involvement consulting behaviour. Future education should be accessible, increase counselling confidence and address beliefs about the outcomes and challenges of father involvement consulting.

Recherche qualitative des enjeux de la mise en lumière urbaine : création d’un modèle opératoire pour la conception des projets d’éclairage

Cette étude traite de la complexité des enjeux de la mise en lumière urbaine et de sa conception. Le but est de déceler les mécanismes opératoires du projet d’éclairage afin de générer une analyse et une compréhension de ce type d’aménagement. Cette recherche met à jour les enjeux lumineux à différents niveaux comme l’urbanisme, l’environnement, la culture, la communication, la vision et la perception mais aussi au niveau des acteurs et de leurs pratiques sur le terrain. En utilisant une approche qualitative déductive, cette recherche théorique cherche à mieux comprendre les différentes significations du phénomène lumineux : comment dans la réalité terrain ces enjeux de la lumière sont compris, interprétés et traduits au travers de la réalisation des projets et des processus mis en place pour répondre aux besoins d’éclairage ? La pertinence de cette recherche est de questionner les enjeux complexes de la mise en lumière afin de savoir comment concevoir un « bon éclairage ». Comment se déroule un projet d’éclairage de sa conception à sa réalisation ? Quels sont les différents acteurs, leurs modes d’intervention et leurs perceptions du projet d’éclairage ? Le but est de vérifier comment ces enjeux se concrétisent sur le terrain, notamment au travers de l’activité et de l’interprétation des professionnels. Nous souhaitons créer un modèle opératoire qui rende compte des enjeux et du processus de ce type de projet. Modèle qui servira alors de repère pour la compréhension des mécanismes à l’œuvre comme le contexte, les acteurs, les moyens et les finalités des projets. Une étude des recherches théoriques nous permettra de comprendre la polysémie du phénomène lumineux afin d’en déceler la complexité des enjeux et de créer une première interprétation de ce type de projet. Nous déterminerons théoriquement ce que recouvre la notion de « bon éclairage » qui nous permettra de créer une grille analytique pour comparer notre approche avec la réalité sur le terrain. Ces recherches seront ensuite confrontées au recueil des données des études de cas, des stages en urbanisme et en conception lumière, et des interviews de professionnels dans le domaine. Nous confronterons les enjeux définis théoriquement aux collectes de données issues du terrain. Ces données seront collectées à partir de projets réalisés avec les professionnels durant la recherche immersive. La recherche-action nous permettra de collaborer avec les professionnels pour comprendre comment ils sélectionnent, déterminent et répondent aux enjeux des projets d’éclairage. Nous verrons grâce aux entretiens semi-dirigés comment les acteurs perçoivent leurs propres activités et nous interprèterons les données à l’aide de la « théorisation ancrée » pour dégager le sens de leurs discours. Nous analyserons alors les résultats de ces données de manière interprétative afin de déterminer les points convergeant et divergent entre les enjeux théoriques définis en amont et les enjeux définis en aval par la recherche-terrain. Cette comparaison nous permettra de créer une interprétation des enjeux de la mise en lumière urbaine dans toutes leurs complexités, à la fois du point de vue théorique et pratique. Cette recherche qualitative et complexe s’appuie sur une combinaison entre une étude phénoménologique et les méthodologies proposées par la « théorisation ancrée ». Nous procéderons à une combinaison de données issues de la pratique terrain et de la perception de cette pratique par les acteurs de l’éclairage. La recherche d’un « bon éclairage » envisage donc par une nouvelle compréhension l’amélioration des outils de réflexion et des actions des professionnels. En termes de résultat nous souhaitons créer un modèle opératoire de la mise en lumière qui définirait quels sont les différents éléments constitutifs de ces projets, leurs rôles et les relations qu’ils entretiennent entre eux. Modèle qui mettra en relief les éléments qui déterminent la qualité du projet d’éclairage et qui permettra de fournir un outil de compréhension. La contribution de ce travail de recherche est alors de fournir par cette nouvelle compréhension un repère méthodologique et analytique aux professionnels de l’éclairage mais aussi de faire émerger l’importance du phénomène de mise en lumière en suscitant de nouveaux questionnements auprès des activités liées au design industriel, à l’architecture et à l’urbanisme.

Perceptions de personnes vivant avec une MPOC sévère au regard de leur fin de vie

Vivre avec une maladie pulmonaire obstructive chronique (MPOC), c’est vivre avec une maladie chronique, dégénérative et irréversible. La dyspnée qui l’accompagne demande une adaptation continuelle à de multiples incapacités. La qualité de vie des personnes vivant avec la MPOC s’en trouve compromise. Au Québec, le taux de mortalité de la MPOC a doublé depuis 20 ans. Si plusieurs études se sont intéressées à la symptomatologie vécue dans la dernière année de vie, aucune n’a abordé spécifiquement les perceptions de personnes vivant avec une MPOC sévère au regard de leur fin de vie. La présente étude avait justement pour but de décrire ces perceptions dans la perspective de la théorie de l’humain en devenir. Cette étude qualitative descriptive fut réalisée auprès de six personnes dans un centre hospitalier universitaire de la région de Montréal. L’analyse des entrevues a été réalisée selon la méthode de Miles et Huberman (2003) à partir de la transcription intégrale des entrevues. Cette analyse a permis de dégager quatre thèmes qui reflètent les perceptions des participants au regard de leur fin de vie, soit: 1) vivre et se voir décliner, 2) vivre et se préparer à mourir, 3) mourir d’une MPOC c’est étouffer et 4) mourir entouré à l’hôpital. Cette étude a mis en évidence que les personnes vivant avec une MPOC sévère souhaitent mourir à l’hôpital entouré de leurs proches. Cette étude contribue à une connaissance plus globale de l’expérience de fin de vie. De plus, elle propose des recommandations pour la recherche, la pratique, la formation et la gestion infirmière.