Browsing by Author "Badry, Dorothy Eleanor"

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    A Profile of older developmentally disabled persons in the province of Alberta
    (1986) Badry, Dorothy Eleanor; McDonald, P. Lynn
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    Becoming a birth mother of a child with fetal alcohol syndrome
    (2008) Badry, Dorothy Eleanor; Hughson, E. Anne; Tapp, Dianne
    The term and the meanings associated with 'Fetal Alcohol Syndrome' (FAS) originates from, and to a large extent has become institutionally colonized by, a positivistic-science dominated bio-medical model. This dissertation houses a qualitative inquiry into the lived experience effects and affects of what it means to become and be a birth mother of a child diagnosed with FAS. Fetal Alcohol Syndrome, in contemporary Western society, has become overtly represented as a moralized disability. As such, the dissertation locates - historically, culturally, socially, politically, and medically - the evolution of a prevailing discourse, grounded in the bio-medical definition of FAS, that suggests if only women refrain, by choice, from alcohol use during pregnancy, then FAS will cease to exist. Discourse on prevention suggests if pregnant women do not refrain from alcohol, then these mothers-to-be must be held responsible - ethically, socially, morally, medically, politically, etc. - for any alcohol-related difficulties the child experiences. Although there are 'takes' and 'solutions' on what to do about FAS in medical or political or cultural environments, there are very few studies that offer any in-depth insights or understandings of the lives of birth mothers who, indeed, give birth to a child diagnosed with FAS. Therefore, the purpose of the research advanced in this dissertation is to develop deeper understandings of the lived experiences of birth mothers of children diagnosed with FAS. To accomplish this inquiry, a hermeneutic phenomenology methodology was employed to provide a thick descriptive and significantly interpretive frame by which birth mothers with children diagnosed with FAS could be engaged with in meaningful, non-threatening conversations about their life experiences. This novel approach resulted in conversational - interview data, hermeneutically cared for, showing the lives of eight (8) women between the ages of twenty-five (25) and sixty (60) all of whom had given birth to one or more children medically diagnosed with FAS. Thus, this study sought to honour the often unheard voices its participant women whose lives were significantly fraught with poverty, trauma, abuse, violence, and alcoholism.
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    Cumulative Risk and Mental Health Outcomes in Children Prenatally Exposed to Alcohol
    (2019-08-20) Ritter, Chantel M.; McMorris, Carly A.; Badry, Dorothy Eleanor; Exner-Cortens, Deinera
    Fetal alcohol spectrum disorder (FASD) is caused by exposure to alcohol in utero and is the leading cause of birth defects and developmental disabilities. The timing, frequency, and dosage of alcohol consumed during the prenatal period contribute to the heterogeneous presentation of FASD, which includes physical, adaptive, behavioural, and social-emotional difficulties. Difficulties are often solely attributed to the effects of alcohol, yet alcohol is rarely the only explanatory factor for outcomes. Specifically, prenatal alcohol exposure (PAE) often co-occurs with other substances, as well as other environmental factors such as lack of prenatal care or poverty/malnutrition. Children and youth with FASD often experience adverse experiences postnatally, such as abuse or neglect. These factors may cumulatively interact to alter individual trajectories of children with PAE. The purpose of this study is to examine the relationship between cumulative risk factors (both prenatally and postnatally) on mental health outcomes of children exposed to alcohol prenatally. Additionally, the study aims to investigate what/if clinical neurocognitive factors further explain the variance associated with mental health outcomes, given the high prevalence of neurocognitive difficulties in this population. Results demonstrate that although PAE frequently co-occurs with a variety of other prenatal factors, in our sample, PAE was the most significant predictor of mental health symptoms, as measured by the Kiddie Schedule for Affective Disorders and Schizophrenia – Present and Lifetime Version (KSADS-PL). Our findings also show that postnatal threat or deprivation occurring after two years of age significantly predicted executive dysfunction. A hierarchical multiple regression was run to determine if the addition of postnatal experiences and EF to PAE significantly predicted symptom count. It was found that postnatal risks and executive functioning abilities better explained total mental health symptom count than PAE alone. The research and practice implications of the present study findings are discussed, in addition to strengths, limitations, and for future research directions.
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    Experiences of Muslim Female Students in Social Work Programs in Western Canada
    (2022-05) Salim, Saleema; Walsh, Christine Ann; Badry, Dorothy Eleanor; Este, David Clarence
    Canada is known globally as a multicultural country, yet multiple studies have indicated that Muslim Canadians believe discrimination, based on their religious beliefs, is common. What is less well-understood is the experience of discrimination of Muslim students in post-secondary settings, particularly in social work. The theoretical framework included feminism and postcolonial feminist theory to answer the research question: What are the experiences of Muslim female students with regards to discrimination inclusion/exclusion, social justice, and equity in social work programs in Western Canada? The study used a qualitative descriptive phenomenological design. Twelve Muslim female students currently enrolled in or recent graduates (within the past two years) of university social work programs in Western Canada were recruited vis convenience sampling methods. Semi-structured exploratory interviews were conducted between September and November 2020 and the phenomenological approach was used for data analysis. The results of the analysis yielded four themes that helped to explain the Muslim female students’ experiences of the social work programs. The themes are: 1) "I am a Muslim woman”, 2) visible religious identity in educational settings, 3) experiences of social exclusion in social work programs, and 4) consequences for Muslim female students. Study participants identified experiences of exclusion, stereotyping, and discrimination, including the lack of Muslim culture and religion in the social work curriculum. A number of challenges, such as the lack of diversity, lack of awareness by professors and students were faced by Muslim female students. These findings could better inform educators and policymakers in designing curriculum and formulating culturally appropriate policies to increase diversity and inclusion. Further research is needed to understand cultural competencies among non-Muslim professors and peers to address the inclusion/exclusion of Muslim female students using a larger sample size.
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    Exploring the leadership of multidisciplinary collaboration in child maltreatment service organizations: A case study of the Southern Alberta Children Advocacy Centre
    (2020-07-06) Fields, Jacqueline Ann; Perrault, Ellen L. J.; Walsh, Christine Ann; Ayala, Jessica S.; Badry, Dorothy Eleanor; Jacobsen, Michele; Fuchs, Don M.
    This qualitative case study aimed to provide an understanding of collaborative leadership at the newly established Southern Alberta Child Advocacy Centre (SACAC). Specifically, the purpose of the research was to 1) describe the particular activities the senior leadership team engaged in to guide collaboration, and 2) how each team member contributed to, and experienced, the leadership process while working towards providing child maltreatment services to children and their families in the Lethbridge and Medicine Hat communities. The study was conducted with seven participants – senior executives from social service organizations – over an 18-month period. Data was collected from individual semi-structured interviews and participant observation at six team meetings, and the review of meeting minutes and draft organization documents including the Business Plan and by-laws. Case study research was the methodology of choice. NVivo was used to organize the data. Boyatzis’ (1998) and Crabtree and Miller’s (1999) thematic analysis were used to analyze the data and yielded major themes and thematic categories: 1) creating and sharing a vision; 2) the need for planning; 3) the need for planned intentional collaboration; 4) demonstrating respect; 5) utilizing self-identified leadership styles; 6) leadership roles; 7) benefits of leadership; and 8) challenges to leadership. Leadership theories including transformational, transcendent, and facilitative, and models of collaboration utilized in healthcare, were examined to provide an understanding of the application of leadership and collaboration in social service settings. Discussions in this dissertation were guided primarily by the Reclaiming futures: Communities helping teens overcome drugs, alcohol, and crime framework (termed the RF Framework), which focused on collaborative leadership. The study built on the foundation provided by the RF Framework to propose a Child Advocacy Centre (CAC) Model of Collaborative Leadership and presented a discussion on its implications for social work practice and education, and policy development. Limitations of the study and areas of future research were also outlined.
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    Reclaiming Our Identities as Good Mothers: Narratives of Mothers with Child Welfare Experience
    (2018-09-14) Yoo, Hee-Jeong; Walsh, Christine Ann; Badry, Dorothy Eleanor; Choate, Peter W.; Walsh, Christine Ann
    The predominant definition of motherhood in Canada, and Western Society, reflects the notion of intensive mothering, whereby mothers are expected to manage their responsibilities as the primary caregiver of their children and household, while maintaining employment outside of the home. This notion, based on a middle-class, Eurocentric construct leaves little consideration for the experiences of mothers from diverse socio-economic, and ethno-racial backgrounds. Mothers involved in child welfare for allegations of abuse are challenged with identifying with this definition of motherhood, as they face stigmatization by their communities and shame for their care of their children. Research affirms that mothers in child welfare are disproportionately younger, and of lower-economic status compared to the general population, in addition to having higher rates of homelessness, unemployment, and mental health concerns. My research question is: How do the narratives of mothers with child welfare involvement challenge good mothering ideology? This qualitative, exploratory study collaborates with three mothers in Calgary, Alberta, who, over the course of a series on in-depth interviews shared stories of the mothering they experienced in childhood, the challenges in their own mothering which resulted in having their children apprehended by the state, and finally their journey to regaining custody of their children. Interviews were audio-taped, transcribed, and thematically analyzed. These women’s narratives highlighted their resiliency in their reclaiming identities as good mothers while challenging socially-constructed beliefs about women, and mothering. Our intention is that the women’s stories can inform child welfare policies and procedures to best support diverse families involved in the child welfare system.
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    The Elephant in the Room: The Lived Experience of Talking to Children with ASD about their Diagnosis
    (2018-06-20) Smith-Demers, Amanda D.; McCrimmon, Adam W.; Nicholas, David Bruce; Wilcox, Gabrielle; Drefs, Michelle A.; Badry, Dorothy Eleanor; Attwood, Tony
    Autism Spectrum Disorder (ASD) is a complex neurodevelopmental disorder encompassing a wide variety of cognitive, communicative, behavioural and social abilities. Given the increasing prevalence of ASD, both clinicians and researchers are increasingly required to provide enhanced supportive services throughout the entirety of the diagnostic process. While many researchers have investigated parental experiences surrounding assessment and diagnosis of ASD, the relative oversight of diagnosis disclosure to children is surprising. As such, the current study focused on the lived experience of parents as they explored their decision-making process about whether to, and if so how and when to inform children about their ASD diagnosis. This decision-making process was explored through the use of semi-structured interviews conducted with both parents who had disclosed (n = 20) and parents who had not disclosed (n = 20) an ASD diagnosis to their child. This study initially set out to compare and distinguish differences between participant groups; however, much of the process revealed by both groups could only be differentiated by where these groups were situated on the timeline of disclosure. Consistent with previous research, results revealed that disclosure is often a gradual process that changes and develops over time. While many reflections and themes were highlighted by parents, the process of considering disclosure and/or disclosing to a child was seen as a unique and situational experience for each family and child; thus, emphasizing the complexity of the disclosure process and the consideration of unique factors specific to each family. In sum, many parents underscored the benefits and importance of disclosure, while also highlighting the experience of fear and wonder throughout the decision-making process. Research and clinical implications of the findings are discussed, along with suggestions for future research.