Transition and Thriving in University: A Grounded Theory of the Transition Experiences and Conceptions of Thriving of a Selection of Undergraduate Students at Western University

Abstract The transition from high school to university has been associated with decreases in health and wellbeing for some students. The purpose of this qualitative research was to explore the transitional needs and experiences of students leaving high school and entering Western University, to explore how students conceptualize thriving, and to develop a substantive theory of transition and thriving for Western University students. A total of 42 students and 21 staff members from Western University participated in this study. Data were collected through focus groups and individual interviews. Utilizing grounded theory data analysis methods two conceptual models were developed. The first model outlines students’ transition experiences, as well as their conceptualization of thriving at university. The data suggest that students tend to be unprepared for the transition to university. The majority of students reported that their transition to university consisted of mostly negative experiences. The second model uses the data and the theoretical frameworks that guided the study to explain the transitional experiences described by students and staff. The model shows that when students transition to university, they actually experience multiple transitions within a short period of time. The data included in the model also show that there are several person-environment tensions and interactions that affect students’ transition experiences and thriving outcomes. This study elucidates the factors that affect students as they transition from high school to Western University. The substantive theory generated from the data explains that students enter university with inadequate skills, and with inaccurate knowledge and expectations about university life. As a result of their inadequate preparation students face numerous challenges, the most difficult challenges tend to be time management, making friends, and managing the increased workload. Thriving was conceptualized as achieving academic success, employing effective coping skills, having a positive perspective, engaging in healthy behaviours, gaining connectedness, and occupational participation. This theory is preliminary and further research is needed to validate the theory for generalization to other Canadian universities. The results, however, provide valuable information to guide assessment and further development of potential support services and programs to assist students transitioning to university. Keywords Transition, thriving, high school, university, students, experiences, grounded theor

A SURVEY OF HEALTH-RELATED SERVICES IN ONTARIO’S YOUTH CUSTODY FACILITIES

This survey collected information on the nature and extent of health-related services in Ontario’s youth custody facilities and examined how the services provided compare with standards recommended by the Canadian Paediatric Society and the World Health Organization for the health care of youth in custodial facilities. The results reveal that the facilities appear to be observing most of the recommendations from the Canadian Paediatric Society and the World Health Organization. There is considerable variation in the services provided across the facilities, and secure custody facilities have a greater variety of services available. Service provision appears to be related to a number of factors, including facility size, location, ownership, community resources and funding

Ebola on our doorstep: Ebola Virus Disease preparedness in South Sudan

No Abstrac

Observation des comportements agressifs des patients hospitalisés: entre devoir d'identification précoce de l'agressivité, risques de stigmatisation et exigencesthérapeutiques

L'absence d'une définition claire de la dangerosité et de la violence en psychiatrie, ainsi que le constat d'échec général des outils de prédiction ne doivent pas interrompre le développement du management des risques dans l'institution. Nous proposons l' utilisation d' une échelle d'observation des comportements agressifs qui s'inspire largement du modèle de l'OAS (Overt Agression Scale ) développée par Yudofsky et ses collaborateurs. Il s'agit d'améliorer la qualité de l'observation infirmière et, ce faisant, d'utiliser l'OAS comme un médium pluridisciplinaire d'une part, et comme outil de communication avec le patient concerné, d'autre part. Entre banalisation et stigmatisation, nous restons attentifs au besoin de sécurité du personnel soignant et aux risques d'exclusion des patients "dérangeants"

Palladium-Catalyzed Asymmetric Allylic Alkylation of 4-Substituted Isoxazolidin-5-ones: Straightforward Access to β2,2 -Amino Acids.

We report here an unprecedented and highly enantioselective palladium-catalyzed allylic alkylation applied to 4-substituted isoxazolidin-5-ones. Ultimately, the process provides a straightforward access to β2,2 -amino acids bearing an all-carbon quaternary stereogenic center in great yields and a high degree of enantioselectivity

Violence en psychiatrie: une recherche prospective au Département Universitaire de Psychiatrie Adulte (DUPA) interrogée à la lumière du modèle cindynique

Le management des risques dans les institutions psychiatriques représente aujourd'hui un challenge majeur pour les cliniciens, les administrateurs et les décideurs politiques. Il pose la question de la formation des équipes au management de la violence et de l'évaluation des patients dans la clinique quotidienne. Cet article fait le lien entre une étude, menée sur un an dans une institution psychiatrique et un modèle de management des risques, le modèle cindynique. Les résultats doivent interroger sur les représentations du phénomène de violence par les différents acteurs, l'appropriation par les équipes d'outils d'évaluation de la dangerosité et sur la communication dans l'équipe pluridisciplinaire et avec le patient

1980: un écrivain romand est une femme

Dans le contexte des nombreux changements de paradigmes marquant le champ des sciences humaines en 1980 - objet du numéro de la revue - cet article raconte les enjeux de l'attribution du Grand Prix C. F. Ramuz à Alice Rivaz le 29 novembre 1980: première femme à recevoir cette marque de distinction, elle illustre à travers les difficultés de son parcours et la remise de ce prix ses propres réflexions depuis 1945 sur les femmes dans la tradition littéraire