58 research outputs found
Knowledge mobilization: stepping into interdependent and relational space using co-creation
In recent years, there has been a growing interest in using co-creation approaches, with academics and partners working together to create research and interventions to achieve impact. Action research typically starts with the question âhow can we improve this situation?â and then co-creates knowledge with and not on or for people. This approach contrasts with conventional approaches in which academics create knowledge and then disseminate it to users via conferences, reports etc. The co-creative approach involves a shift in academicsâ thinking and approaches. The success of co-creation depends on the academic shifting from being self-focussed and independent to being other-focussed and interdependent. In this paper, we outline the theoretical background that has informed our thinking and practices related to knowledge mobilization, and our novel relational approach. We illustrate our approach using two co-created projects, focused on enhancing early literacy and supporting mothers with substance use problems. We hope that this will help others consider when it may be appropriate to use a co-creative approach and how to engage in this co-creation process, including awareness of common barriers and benefits
Bullying Experiences among Children and Youth with Autism Spectrum Disorders
DOI: 10.1007/s10803-011-1241-xFew studies have investigated bullying experiences among children diagnosed with autism spectrum disorders (ASD); however, preliminary research suggests that children with ASD are at greater risk for being bullied than typically developing peers. The aim of the current study was to build an understanding of bullying experiences among children with ASD based on parent reports by examining rates of various forms of bullying, exploring the association between victimization and mental health problems, and investigating individual and contextual variables as correlates of victimization. Victimization was related to child age, internalizing and externalizing mental health problems, communication difficulties, and number of friends at school, as well as parent mental health problems. Bullying prevention and intervention strategies are discussed.Ontario Mental Health Foundatio
Teachersâ Understanding of Bullying
Using semiâstructured interviews, we examined teachersâ understanding of bullying of children in their classes. Although teachersâ definitions of bullying included both direct and indirect behaviours, several factors influenced how they characterized and responded to incidents. These factors included whether the teachers viewed an incident as serious or considered a victimized child responsible, whether a child matched their assumptions about victim characteristics and behaviours, and whether they described feeling empathy for a child. The nature of the school environment and organization such as availability of systemic support in addressing bullying incidents were further factors that influenced teachersâ awareness and responses. Key words: peer victimization, qualitative study on bullying, understanding bullying, response to bullying Ă lâaide dâentrevues semiâstructurĂ©es, les auteures ont Ă©tudiĂ© comment les enseignants perçoivent lâintimidation dans leurs classes. Bien que leurs dĂ©finitions de lâintimidation comprennent Ă la fois les comportements directs et indirects, plusieurs facteurs influencent leur façon de caractĂ©riser les incidents et dây rĂ©agir, notamment sâils considĂšrent que lâincident est sĂ©rieux ou que la victime est responsable, si la victime correspond Ă leurs thĂ©ories implicites sur les caractĂ©ristiques et les comportements dâune victime et sâils ressentent de lâempathie pour la victime. Le climat de lâĂ©cole et les structures offertes tel un soutien systĂ©mique pour faire face aux incidents dâintimidation faisaient Ă©galement partie des facteurs ayant une incidence sur la sensibilisation et les rĂ©actions des enseignants. Mots clĂ©s: victimisation par des pairs, Ă©tude qualitative sur lâintimidation, comprendre lâintimidation, rĂ©agir Ă lâintimidation.
The Co-produced Pathway to Impact Describes Knowledge Mobilization Processes
Knowledge mobilization supports research collaborations between university and community partners which can maximize the impacts of research beyond the academy; however, models of knowledge mobilization are complex and create challenges for monitoring research impacts. This inability to sufficiently evaluate is particularly problematic for large collaborative research networks involving multiple partners and research institutions. The Co-produced Pathway to Impact simplifies many of the complex models of knowledge mobilization. It is a logic model based framework for mapping the progress of research -\u3e dissemination -\u3e uptake -\u3e implementation -\u3e impact. This framework is illustrated using collaborative research projects from Promoting Relationships and Eliminating Violence Network (PREVNet), a pan-Canadian community-university network engaging in knowledge mobilization to promote healthy relationships among children and youth and prevent bullying. The Co-produced Pathway to Impact illustrates that research impact occurs when university researchers collaborate with non-academic partners who produce the products, policies, and services that have impacts on the lives of end beneficiaries. Research impact is therefore measured at the level of non-academic partners and identified by surveying research partners to create narrative case studies of research impact
Dating Aggression Is a Global Problem Among Teens
Dating aggression is a global problem among teenagers. International efforts need to focus on prevention.York's Knowledge Mobilization Unit provides services and funding for faculty, graduate students, and community organizations seeking to maximize the impact of academic research and expertise on public policy, social programming, and professional practice. It is supported by SSHRC and CIHR grants, and by the Office of the Vice-President Research & Innovation.
[email protected]
www.researchimpact.c
Dating Aggression Is a Global Problem Among Teens
Dating aggression is a global problem among teenagers. International efforts need to focus on prevention.York's Knowledge Mobilization Unit provides services and funding for faculty, graduate students, and community organizations seeking to maximize the impact of academic research and expertise on public policy, social programming, and professional practice. It is supported by SSHRC and CIHR grants, and by the Office of the Vice-President Research & Innovation.
[email protected]
www.researchimpact.c
Community Journey of Change Through Relational Determinants of Health
This article describes a model that maps Indigenous communitiesâ journeys from the cycle of violence arising from colonization to the circle of wellness through relational determinants of health. This model emerged from learning with Indigenous communities participating in research on violence prevention programming with the Canadian Red Cross. Indigenous communities have shown us that they are returning to a place of thriving by restoring relationality with land, culture, ceremony, and language. Therefore, the relational determinants of health comprise the foundational relationships that contribute to wellness. The Community Journey of Change model represents actions that communities can undertake in moving to wellness. The model has implications for policies, programs, and services for Indigenous communities as they begin to restore health and wellness
Aggressive Media Leads to Aggressive Dating
TV shows, movies, and other forms of media that depict aggressive behaviours can lead to dating aggression among youth. Teenagers who are ethnic minorities are especially at risk.York's Knowledge Mobilization Unit provides services and funding for faculty, graduate students, and community organizations seeking to maximize the impact of academic research and expertise on public policy, social programming, and professional practice. It is supported by SSHRC and CIHR grants, and by the Office of the Vice-President Research & Innovation.
[email protected]
www.researchimpact.c
doi:10.1037/cp2007010
Abstract The high proportions of Canadian students who report bullying or being bullied confirm that this represents an important social problem. This paper describes the development of a new network (PREVNet-Promoting Relationships and Eliminating Violence) to address bullying in Canada, through the Networks of Centres of Excellence-New Initiatives funding. PREVNet's mandate is to identify university, government, and community partners, develop relationships, and create a viable and effective working network for social innovation. The PREVNet strategy is aimed at providing understanding, assessment tools, intervention and prevention strategies, and policy and advocacy about bullying problems and healthy relationships to all adults who interact with children and youth where they live, work, and play
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