3 research outputs found
Refugees, Higher Education, and Informational Barriers
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.Lâobjectif de cette Ă©tude qualitative Ă©tait dâĂ©tudier les expĂ©-riences, les besoins, les obstacles et les attentes de survivants Ă la torture et/ou Ă la guerre souhaitant faire des Ă©tudes postsecondaires au Canada. Nous avons rĂ©alisĂ© 38 entretiens avec des participants provenant du Centre Canadien pour Victimes de la Torture (CCVT) et 10 entretiens avec des membres du personnel de ce centre; nous avons Ă©galement travaillĂ© avec un groupe cible de trois participants qui ont suivi les consignes dâun guide dâentretien semi-structurĂ© et ont Ă©tĂ© Ă©valuĂ©s Ă lâaide dâune mĂ©thode comparative constante. Les survivants Ă la torture et/ou Ă la guerre ont fait Ă©tat dâobstacles Ă type de manque dâinformation sur lâorientation dans les filiĂšres dâĂ©tudes, lâaccĂšs Ă des soutiens professionnels, lâĂ©valuation des diplĂŽmes, le financement des Ă©tudes, lâorientation dans les systĂšmes dâimmigration et lâutilisation des ressources en ligne, lâensemble de ces insuffisances retardant leur progression sur le plan des Ă©tudes et contribuant Ă des difficultĂ©s de santĂ© mentale
Cognitive Remediation for Individuals with Psychosis in a Supported Education Setting: A Pilot Study
Cognitive remediation (CR) is a treatment approach that is being increasingly examined as a means through which the cognitive impacts of schizophrenia might be ameliorated. While CR has demonstrated good outcomes when paired with supported employment, little is known regarding how it might be integrated within supported education contexts. In this study CR was examined in a supported education context with 16 individuals with psychosis. The findings indicated that CR aligned well with the academic curriculum with very low attrition, was found useful by students, and showed similar pre-post differences on cognitive measures as those found in previous work
Examining the Intersection of Race, Gender, Class, and Age on Post-Secondary Education and Career Trajectories of Refugees
This study examines the role of demographics on education and career trajectories of refugeesâ in Canada from an intersectional perspective. It implemented a 14-week unique educational program that was completed by a total of 41 refugeesâ, 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.Cette Ă©tude examine, dans une perspective croisĂ©e, le rĂŽle des facteurs dĂ©mographiques sur les parcours dâapprentissage et de carriĂšre de rĂ©fugiĂ©s au Canada. Elle a consistĂ© Ă mettre en place un programme unique dâenseignement sur une durĂ©e de 14 semaines, qui a Ă©tĂ© suivi intĂ©gralement par un total de 41 rĂ©fugiĂ©s rĂ©partis en deux cohortes, lâobjectif Ă©tant de surmonter les obstacles, de combler les lacunes, et de favoriser la transition vers lâenseignement supĂ©rieur. Les donnĂ©es colligĂ©es en suivant un guide dâentretien semi-structurĂ© ont Ă©tĂ© analysĂ©es par une mĂ©thode comparative constante. Les rĂ©sultats laissent penser quâun modĂšle dâenseignement qui ofre un soutien crĂ©ant des conditions propices Ă la sĂ©curitĂ©, au sentiment dâappartenance et Ă lâautonomisation est dĂ©terminant pour lutter contre le racisme, le sexisme et autres facteurs discriminatoires dâorigine structurelle, et ainsi favoriser lâaccĂšs Ă lâenseignement supĂ©rieur