Research Snapshots

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A research snapshot is a summary that quickly brings you up to speed with some of the latest research here at UVic. Explore these research snapshots to find out how research at UVic is making a positive difference in society. Are you a researcher? Would you like to make your findings accessible? Contact communityresearch@uvic.ca for a research snapshot template and writing guidelines.

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Recent Submissions

Now showing 1 - 20 of 44
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    Strengthening supports for 2SLGBTQ+ children and youth
    (2022-01-12) Monks, Jordan
    What you need to know: 2SLGBTQ+ youth have been identified in British Columbia (BC) as an at-risk group for poorer mental health as they face additional challenges compared to their peers. Guidelines and practices for mental health services can help reduce intersectional discrimination faced by individuals and their families accessing mental health services.
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    Is someone who violently offends also a risk for maltreating children?
    (2022-01-12) Hansen, Brian
    What you need to know: Many individuals who are concerned about a child’s risk of maltreatment have a recurring concern about parents who have previously perpetrated violent crimes and whether those with such histories pose a risk to children in their care.
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    Translocal lives: Gender and rural mobilities in South Africa
    (2021-09-15) Vibert, Elizabeth
    What you need to know: Rural spaces in South Africa remain crucially important to the material, emotional, and cultural wellbeing of many South Africans, and many ‘rural’ lives have long been highly mobile and dynamic. Women in rural areas, in particular, provide diverse maintenance work that sustains translocal households – entities that sprawl across rural, peri-urban, and urban space.
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    How do global development goals translate into local action?
    (2021-09-15) Pérez Piñán, Astrid; Vibert, Elizabeth
    What you need to know: Global goals are potentially powerful tools for mobilization of common and sustained effort for measuring abstract aims, and for accountability. This research considers the on-the-ground consequences of global development planning and, in particular, the measurement and accountability demands associated with such initiatives, especially for women.
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    Indigenizing vocal/choral music education: Towards an ethos of resurgence, reconciliation, and bridging
    (Research Partnerships and Knowledge Mobilization, 2021) Prest, Anita; Goble, J. Scott; Vázquez-Cordoba, Héctor; Jung, H.-J.
    The British Columbia (BC) Ministry of Education established educational policies to embed local Indigenous knowledge, worldviews and pedagogies in all grades from Kindergarten to Grade 12. As part of this policy, all music curriculum documents were revised between 2015–2019 to embrace Indigenous perspectives in classrooms. Accordingly, teachers have faced the need for support and resources for implementing the curriculum in a good way.
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    Traditional decision-making for Indigenous child welfare
    (Research Partnerships and Knowledge Mobilization, 2018) Lake, Chelsea; Lewis, Zach
    By collaborating with First Nations and shifting child welfare policies to include traditional decision-making, governments may find solutions that meet the needs of Indigenous communities.
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    What four questions should FASD (Fetal Alcohol Spectrum Disorder) researchers be asking?
    (Research Partnerships and Knowledge Mobilization, 2018) Boychuk, Jacquelyn; Mott, Addison
    Social and cultural forces influence diagnosis of developmental disorders like Fetal Alcohol Spectrum Disorder (FASD). However, most research on FASD focuses on the biological and medical aspects of the disorder. In their review of the literature, the researchers question whether stereotypes of alcohol use among Indigenous Peoples may be linked to misdiagnosing Indigenous children with FASD. Researchers also found that unclear practices in identifying FASD are getting in the way of supporting healthy families.
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    Enacting curriculum “in a good way”: Indigenous knowledge, pedagogy, and worldview in British Columbia music education classes
    (Research Partnerships and Knowledge Mobilization, 2021) Prest, Anita; Goble, J. Scott; Vázquez-Cordoba, Héctor; Tuinstra, Beth
    In 2015, the British Columbia (BC) Ministry of Education mandated that local Indigenous knowledge, pedagogies, and worldviews be embedded in all subject curriculum documents from Kindergarten to Grade 12. Nevertheless, BC educators, and more specifically music educators, have expressed a lack of confidence to embrace Indigenous principles in the classroom due to a fear of potentially misrepresenting Indigenous cultures.
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    3 key approaches to an LGBTQ+ inclusive child welfare breakthrough
    (Research Partnerships and Knowledge Mobilization, 2018) Fisher, Alexandra; Sharma, Priyanka
    LGBTQ+ youths' basic human needs for safety, fair treatment, and support often go unmet in child welfare. This research identifies three key child welfare improvements LGBTQ+ youth need: supportive policy, staff training, and community support.
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    What can you learn from Indigenous cultural training? An evaluation of “Building Bridges through Understanding the Village”
    (Research Partnerships and Knowledge Mobilization, 2018) Buchanan, Jane; Salman, Nadia
    The Ministry of Children and Family Development’s workshop Building Bridges through Understanding the Village supports Indigenous cultural understanding by having a positive impact on the way people see themselves engaging with Indigenous People. Many participants leave the workshop with more respect for Indigenous People and knowledge of Indigenous histories, and want to build on putting what they learn into practice.
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    How can collaborating on child welfare empower Indigenous Communities?
    (Research Partnerships and Knowledge Mobilization, 2018) Collardeau, Fanie
    How can collaborating on child welfare empower Indigenous Communities?
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    Caring for foster infants: A scoping review of literature
    (Research Partnerships and Knowledge Mobilization, 2018) Marcellus, Lenora
    Some children in foster care are infants. The experience of foster care for infants is known as a risk factor for development. Infants also have the greatest capacity for overcoming early challenges.
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    Social work in the digital age: secure tech tools for social good
    (Research Partnerships and Knowledge Mobilization, 2018) Elliott, Andrew; Mazhari, Leila
    New technologies can increase mobility and efficiency in the field of social work, while keeping data secure. Harnessing these efficiencies is a chance to focus resources on vital in-person services for clients. To take advantage of this opportunity and avoid difficulties, match the technology to the demands of your practice, include clients and staff in the process, and look to existing models for insight.
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    Space for kids in residential homes: can technology help?
    (Research Partnerships and Knowledge Mobilization, 2018) Sharma, Varun
    Carefully managing resources for foster children means that time and money for children’s needs are not wasted. Using automated tracking systems, staff can quickly find out what resources are needed to provide care.
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    Wanted: better access to therapy services for special needs kids in rural BC
    (Research Partnerships and Knowledge Mobilization, 2018) Whyte, Katie
    In rural British Columbia (BC), long wait times and therapist recruitment challenges limit access to therapy services for children with special needs. Using remote communications like webcams, encouraging collaboration between therapists, and specialized therapist education programs are suggested to improve access to EIT services in BC rural communities.
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    How do we teach children about sexual health?
    (Research Partnerships and Knowledge Mobilization, 2020) Virdi, Satinder; Wood, Suzanne
    Lifelong healthy sexuality starts with what people learn as children. The British Columbia (BC) curriculum includes education on sexual health, putting teachers in a position to support children in making healthy life choices. Teachers with access to helpful resources are better equipped to help students understand safe sexual relationships. Researchers point to regular training for teachers on matching lessons to students’ needs as they grow and using stakeholder input for this training as best practices for sexual education.
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    Nurturing Indigenous families and communities through child welfare: from vision to action
    (Research Partnerships and Knowledge Mobilization, 2018) Gornicki, Paulina
    In British Columbia, Indigenous children are 15 times more likely to end up in foster care. This overrepresentation is rooted in various causes, such as a lack of child protection legislation that supports varying cultural contexts. To keep Indigenous children safe with their families, child welfare must take proactive steps to support families in overcoming challenges.
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    How do we screen for healthy development in foster children?
    (Research Partnerships and Knowledge Mobilization, 2018) Caldwell, Devon; Nauta, Melissa
    Regularly assessing foster children’s development and giving more care based on the results can ensure children grow up healthy. Standardizing developmental screening across Canada, including culturally-relevant screening tools, and involving multiple caregivers in assessments can ensure foster children are assessed regularly and receive support they need.
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    How to overcome obstacles to complete training in child welfare
    (Research Partnerships and Knowledge Mobilization, 2018) Busch, David
    Not all people that start a course to increase their skills at work complete it. This is a problem for employers. For multi-day training–check-ins, feedback and time off can raise completion rates.
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    Transitioning from high school to post-secondary and the working world in a rural community
    (Research Partnerships and Knowledge Mobilization, 2018) Lawrence, Breanna Catherine; Marshall, E. Anne
    Young adults living in rural communities can face unique social and economic challenges when moving from high school to post-secondary and the working world. However, community and family encouragement and positive and hopeful outlooks and attitudes can support young peoples’ pathways. Goal planning and career development resources can support the transition.
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