This paper describes how various community partners collaborated to design and implement a studen... more This paper describes how various community partners collaborated to design and implement a student‐centred, trauma‐informed educational program that addresses the personal and systemic barriers identified by refugees who are survivors of trauma as obstacles to accessing higher education, and consequently social inclusion, in Canada. This 14‐week program created a safe space where participants could rebuild identities, agency, and confidence and develop healthy relationships of trust and mutual respect. Measures of well‐being and qualitative interviews conducted at entry, mid, and exit points showed statistically significant improvements on measures of self‐esteem, resilience, and life satisfaction and overall satisfaction with the program.
The purpose of the qualitative study was to explore the experiences, needs, barriers, and expecta... more The purpose of the qualitative study was to explore the experiences, needs, barriers, and expectations of survivors of torture and/or war, interested in entering post-secondary education in Canada. We conducted 38 interviews with participants from the Canadian Centre for Victims of Torture (CCVT), 10 interviews with CCVT staff, and 1 focus group with 3 participants, which followed a semi-structured interview guide, and were analyzed using a constant comparative method. Survivors of torture and/or war report experiencing informational barriers to navigating educational pathways, accessing professional supports, evaluating credentials, financing education, navigating immigration systems, using online resources, delaying their educational progress, and contributing to mental health distress. Résumé L' objectif de cette étude qualitative était d' étudier les expé-riences, les besoins, les obstacles et les attentes de survivants à la torture et/ou à la guerre souhaitant faire des...
This paper explores the role of an innovative trauma-informed, strengths-based education program ... more This paper explores the role of an innovative trauma-informed, strengths-based education program designed to address barriers to education about the self-esteem and well-being of survivors of torture and/or war. Results show a statistically significant change in participants’ self-esteem measures. Qualitative data suggest that the participants perceived the program as a safe space that afforded social support and factual information about access to tertiary education. The program also reinforced participants’ sense of belonging and helped sustain their feelings of hope and motivation. Trauma-informed, strengths-based educational programming is a promising framework that can support survivor’s self-esteem, sense of identity, and successful resettlement.
Journal of Research in Innovative Teaching & Learning
Purpose The purpose of this paper is to describe the components, structure and theoretical underp... more Purpose The purpose of this paper is to describe the components, structure and theoretical underpinnings of a cognitive remediation intervention that was delivered within a supported education program for mental health survivors. Design/methodology/approach In total, 21 participants enrolled in the course Strengthening Memory, Concentration and Learning (PREP 1033 at George Brown College (GBC)) with the diagnosis of depression, anxiety, PTSD, ED and substance use disorder were included in the research. After a baseline assessment, participants completed 14 week cognitive remediation training (CRT) protocol that included six essential components that were integrated and implemented within the course structure of the supported education program at GBC. This was followed by a post-training assessment. Findings Analysis of the participants’ performance on CRT protocol using computerized games showed little significant progress. However, the research found a positive change in the self-e...
This study examines the role of demographics on education and career trajectories of refugees’ in... more This study examines the role of demographics on education and career trajectories of refugees’ in Canada from an intersectional perspective. It implemented a 14-week unique educational program that was completed by a total of 41 refugees’, over two cohorts with the goal to overcome barriers, bridge gaps and facilitate their transition into higher education. The data collected using semi-structured interview guide was analyzed using a constant comparative method. The findings suggest that a supportive educational model that promotes safety, sense of belonging and empowerment are critical to combat the structural racism, sexism and other discriminatory factors in accessing higher education.
Cognitive remediation (CR) has demonstrated good outcomes when paired with supported employment, ... more Cognitive remediation (CR) has demonstrated good outcomes when paired with supported employment, however little is known about its effectiveness when integrated into a supported education program. This randomized controlled trial examined the effectiveness of integrating CR within a supported education program compared with supported education without CR. Thirty-seven students with psychosis were recruited into the study in the 2012 academic year. Academic functioning, cognition, self-esteem, and symptomatology were assessed at baseline, at 4months following the first academic term in which CR was provided, and at 8months assessing maintenance of gains. The treatment group demonstrated better retention in the academic program and a trend of improvement across a range of academic functional domains. While both treatment and control groups showed improvement in cognitive measures, the outcomes were not augmented by CR training. CR was also associated with significant and sustained improvements in self esteem. Further research, investigating specific intervention components is required to clarify the mixed findings regarding the effectiveness of CR in an education setting.
This paper describes how various community partners collaborated to design and implement a studen... more This paper describes how various community partners collaborated to design and implement a student‐centred, trauma‐informed educational program that addresses the personal and systemic barriers identified by refugees who are survivors of trauma as obstacles to accessing higher education, and consequently social inclusion, in Canada. This 14‐week program created a safe space where participants could rebuild identities, agency, and confidence and develop healthy relationships of trust and mutual respect. Measures of well‐being and qualitative interviews conducted at entry, mid, and exit points showed statistically significant improvements on measures of self‐esteem, resilience, and life satisfaction and overall satisfaction with the program.
The purpose of the qualitative study was to explore the experiences, needs, barriers, and expecta... more The purpose of the qualitative study was to explore the experiences, needs, barriers, and expectations of survivors of torture and/or war, interested in entering post-secondary education in Canada. We conducted 38 interviews with participants from the Canadian Centre for Victims of Torture (CCVT), 10 interviews with CCVT staff, and 1 focus group with 3 participants, which followed a semi-structured interview guide, and were analyzed using a constant comparative method. Survivors of torture and/or war report experiencing informational barriers to navigating educational pathways, accessing professional supports, evaluating credentials, financing education, navigating immigration systems, using online resources, delaying their educational progress, and contributing to mental health distress. Résumé L' objectif de cette étude qualitative était d' étudier les expé-riences, les besoins, les obstacles et les attentes de survivants à la torture et/ou à la guerre souhaitant faire des...
This paper explores the role of an innovative trauma-informed, strengths-based education program ... more This paper explores the role of an innovative trauma-informed, strengths-based education program designed to address barriers to education about the self-esteem and well-being of survivors of torture and/or war. Results show a statistically significant change in participants’ self-esteem measures. Qualitative data suggest that the participants perceived the program as a safe space that afforded social support and factual information about access to tertiary education. The program also reinforced participants’ sense of belonging and helped sustain their feelings of hope and motivation. Trauma-informed, strengths-based educational programming is a promising framework that can support survivor’s self-esteem, sense of identity, and successful resettlement.
Journal of Research in Innovative Teaching & Learning
Purpose The purpose of this paper is to describe the components, structure and theoretical underp... more Purpose The purpose of this paper is to describe the components, structure and theoretical underpinnings of a cognitive remediation intervention that was delivered within a supported education program for mental health survivors. Design/methodology/approach In total, 21 participants enrolled in the course Strengthening Memory, Concentration and Learning (PREP 1033 at George Brown College (GBC)) with the diagnosis of depression, anxiety, PTSD, ED and substance use disorder were included in the research. After a baseline assessment, participants completed 14 week cognitive remediation training (CRT) protocol that included six essential components that were integrated and implemented within the course structure of the supported education program at GBC. This was followed by a post-training assessment. Findings Analysis of the participants’ performance on CRT protocol using computerized games showed little significant progress. However, the research found a positive change in the self-e...
This study examines the role of demographics on education and career trajectories of refugees’ in... more This study examines the role of demographics on education and career trajectories of refugees’ in Canada from an intersectional perspective. It implemented a 14-week unique educational program that was completed by a total of 41 refugees’, over two cohorts with the goal to overcome barriers, bridge gaps and facilitate their transition into higher education. The data collected using semi-structured interview guide was analyzed using a constant comparative method. The findings suggest that a supportive educational model that promotes safety, sense of belonging and empowerment are critical to combat the structural racism, sexism and other discriminatory factors in accessing higher education.
Cognitive remediation (CR) has demonstrated good outcomes when paired with supported employment, ... more Cognitive remediation (CR) has demonstrated good outcomes when paired with supported employment, however little is known about its effectiveness when integrated into a supported education program. This randomized controlled trial examined the effectiveness of integrating CR within a supported education program compared with supported education without CR. Thirty-seven students with psychosis were recruited into the study in the 2012 academic year. Academic functioning, cognition, self-esteem, and symptomatology were assessed at baseline, at 4months following the first academic term in which CR was provided, and at 8months assessing maintenance of gains. The treatment group demonstrated better retention in the academic program and a trend of improvement across a range of academic functional domains. While both treatment and control groups showed improvement in cognitive measures, the outcomes were not augmented by CR training. CR was also associated with significant and sustained improvements in self esteem. Further research, investigating specific intervention components is required to clarify the mixed findings regarding the effectiveness of CR in an education setting.
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