Browsing by Author "Callaghan, Tonya"

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    A Tender Revolution: An Exploration of Multiple Marginalization and Identity
    (2021-01-14) Suehn, Megan R.; Kassan, Anusha; Kassan, Anusha; Russell-Mayhew, Shelly; Callaghan, Tonya
    Feminist standpoint theory (FST) centres the object of psychological research inquiry upon the systemic power relations that enact discrimination, violence, and inequality. By continuing to enrich Canadian counselling psychologists’ understandings of these relations of sociocultural power, researchers and clinicians alike can better appreciate and respond to the ways that they produce unique experiences of stress, especially for people who hold multiple marginalized identities. In this dissertation, multiple-marginalization (MM) refers to the interlocking nature of systemic power relations that lead to structural and person-to-person behavioral manifestations of bias against a particular group; for example, oppression. Since the 1950s, identity development has been a prominent area of research in psychology, leading to the development of numerous conceptual models in response to differing perspectives and advancements in civil rights movements. Although at times an uneasy partnership, this combination of on-the-ground and academic work has served to mutually influence wider thinking about the constructs of identity and wellness. In this dissertation, I critically explore how the field of counselling psychology approaches identity development. In relation, there is a lack of counselling psychology research that investigates the experiences of identity development under the influences of MM using an intersectional and social justice perspective. As a result, my aim was to create a body of work that might invigorate counselling psychology (and allied professions) in recognizing and working in solidarity with clients/patients, research participants, and community members against the insidious forces of MM.
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    Domestic Violence in Alberta’s Gender and Sexually Diverse Communities: Towards a Framework for Prevention
    (2015-02) Lorenzetti, Liza; Wells, Lana; Callaghan, Tonya; Logie, Carmen
    This report provides an overview of domestic violence within gender and sexually diverse communities, with a focus on Alberta and Canada. Included are specific risk factors for gender and sexually diverse communities, as well as information about barriers to accessing safe and appropriate services. The report highlights areas for prevention, including promising practices aimed at decreasing rates of violence, promoting attitudinal and norms change, and providing safe, welcoming and appropriate domestic violence services. The findings from this report are currently being shared across Alberta with the objective of catalyzing a much-needed discussion about how discrimination, stigma and systemic barriers negatively impact the lives of gender and sexually diverse communities. Pam Krause, President and CEO of the Calgary Sexual Health Centre and Brian Hansen, Shift Research Associate have been leading a series of consultations across Alberta, sharing the research findings and trying to identify solutions at the local and policy levels. If you would like more information, please contact bhansen@ucalgary.ca
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    Misfit Narratives: Exploring the Lived Experiences of Mad Social Workers
    (2023-12-15) Warner, Erin Christina; El-Lahib, Yahya; Callaghan, Tonya; Warria, Ajwang
    This thesis chronicles the stories of six Mad social workers in Canada, including my own story as a Mad social worker. I unsettle dominant methods for approaching lived experience research through establishing a research methodology which creates a harmony between feminist narrative inquiry and autoethnography as they are guided by teachings of Indigenous wholism and critical resistance. Grounded in a theoretical framework of critical disability studies, Mad studies, and critical feminism, I conducted five feminist narrative life history interviews – or conversations – with storytellers and critically explored my own life history through art and poetic reflection. As the story of this research unfolds, storytellers share about the masks they wear in response to sanism in both education and in the field of practice, as well as the pressure to be a “blank slate” to conform to the expectations of professional social work. Yet, in the midst of these experiences, storytellers demonstrate that it is within their Mad identities which initially brought them to the field that they find their strengths and ability to “get it” as mental health professionals. This research calls on the social work profession to build robust support systems to better respond to the psychological and emotional labour of our roles as social workers; to dismantle dominant ideas shaped by the interlocking systems of oppression which determine who gets to be a social worker; and to reimagine a social work praxis that is better aligned with our professional values of social justice and self-determination.
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    Overlapping Spectrums: Examining the Meaning-Making of Gender Diverse Autistic Adults Using a Participatory Interpretative Phenomenological Analysis Approach
    (2021-05-03) Yule, Ashleigh Erin; McCrimmon, Adam; Blair, Karen; Nelson, Fiona; Callaghan, Tonya; Zwiers, Michael
    The overlap of gender diversity and autism has received scant research attention to date, especially in terms of the lived experiences of transgender autistic individuals themselves. Indeed, until very recently, the voices of individuals who experience diversity within the gender and autism spectrums have seldom been present in the research literature. Self-advocates within the autism and transgender community note that “rejecting the reality of trans autistic people’s gender identities can be dangerous, even life threatening” (ASAN, 2016b, p. 1). As such, there is a clear need to better understand individuals’ lived experiences and interpretations of gender diversity, autism, and related barriers. To this end, this research project used an Interpretative Phenomenological Analysis (IPA) approach (Smith, Flowers, & Larkin, 2009) to facilitate a more nuanced and in-depth understanding how transgender autistic individuals make meaning of gender, autism, and the related barriers and strengths they encounter. Semi-structured individual interviews were conducted with nine transgender autistic adults and transcripts were analyzed using an IPA framework. Results demonstrated rich emergent themes related to each participant’s individual experiences, which developed in the analyses into three wide-ranging superordinate themes: (1) Questioning, knowing; (2) Sharing myself, seeking support; and (3) Complexities and connections. Each of these themes integrated robustly with contemporary research and clinical practice in the field of gender diversity and neurodiversity, including acknowledging the overlap, reducing barriers in pathways to care, honouring the expertise of lived experience, building knowledge and capacity, understanding dating and relationships, re-examining what is assumed about gender differences, and shifting the narrative to a less deficit-based, more diversity-focused dialogue. This study generated new knowledge related to the meaning transgender autistic individuals make of their lived experiences. It sought to incorporate questions and findings that are practical, meaningful, and relevant for gender diverse neurodiverse individuals themselves, as well as for their cisgender allistic (non-autistic) allies. As such, this project has the potential to positively impact the health and wellbeing of gender diverse neurodiverse individuals and to amplify the trans autistic perspectives that have often been excluded in the research to date.
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    Preventing Domestic Violence in LGBT Communities
    (2014-08) Lorenzetti, Liza; Wells, Lana; Callaghan, Tonya; Logie, Carmen; Koziey, Lynne
    In November 2013, the provincial government released Family Violence Hurts Everyone: A Framework to End Family Violence in Alberta, which highlighted the need for research and prevention strategies that focused specifically on LGBT communities. Our third Issue Brief “Preventing Domestic Violence in LGBTQ Communities” responds to the government’s request for research-based recommendations and strategic directions that center on the Alberta context. Understanding LGBT persons daily experiences of heterosexism and homo/bi/transpohobia is an important first step in making sense of domestic violence in LGBT intimate partner relationships. What we found is that while there are generalized risk factors for domestic violence perpetration and victimization, such as child maltreatment, parental mental illness and exposure to domestic violence, LGBT persons face additional risk factors such as stigma, harassment, social exclusion, and rigid gender and sexuality norms that may influence their intimate relationships. Recommendations specific to the Alberta context are enclosed.
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    Reframing families: Transforming meaning in families with transgender and gender non-binary members
    (2021-05-19) McNeilly, Elizabeth A.; Burwell, Catherine; Groen, Janet; Callaghan, Tonya
    Although studies have been conducted on the experiences of transgender and non-binary children, limited research has looked at the parents of these children. This qualitative study explored the transformative learning (Mezirow, 1978) of the parents of transgender and non-binary children by employing the concepts of biographical learning (Alheit, 1994) and holistic learning (Illeris, 2003) as its conceptual framework. The research questions asked: to what extent the parents experienced transformative learning, how they made the cognitive-affective shift in learning, how their own gender identity development informed their interpretations of their child’s gender transition, and how they navigated any tensions created within a family. Applying life history methods and methodology, I conducted 2 to 3 interviews with 16 parents of children aged 6 to 29, most of whom recorded their thoughts in journals, and I wrote an autoethnography as a parent of a non-binary child myself. The findings showed that for many parents, holistic learning took place in two phases. First, parents experienced a private phase of transformative learning through a cognitive reframing of the meaning of gender and a relinquishing of the emotions that were attached to gender (such as losing your daughter). Then began a public phase where parents learned to advocate for their children in schools, medical offices, or courtrooms. Parents of non-binary children may take longer working through these stages and many participants benefitted from lingering at a particular place of learning as they processed their thoughts or emotions. Furthermore, a parent’s personal sense of gender identity did not play a salient role for most parents; rather, their value in authenticity or the ability to be yourself influenced their commitment to their child. A parent’s gender identity did play a notable role for two mothers who identified as feminist who found it necessary to revisit their definition of woman at the time of their children’s transition. These findings provide a better understanding of the transformative learning of parents of transgender and non-binary children who often need support on this personal and public journey towards championing their children, challenging societal norms, and promoting inclusivity.
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    The Lived Experiences of Gender and Sexually Diverse Students at the University of Calgary
    (2024-08-16) Luo, Cong; Callaghan, Tonya; Aukerman, Maren; Boz, Umit
    Postsecondary institutions have traditionally served as havens for Two-Spirit, lesbian, gay, bisexual, transgender, queer, questioning, intersex (2SLGBTQI+) students. The University of Calgary (UCalgary) espouses allyship and commitment to diversity on its official website and policy, “UCalgary values and champions diversity, equality and inclusiveness.” However, no research has investigated the well-being of 2SLGBTQI+ students at UCalgary. This study seeks to delve into the lived experiences of 2SLGBTQI+ students at UCalgary, treating them as experts in their own experiences, and advocating for positive changes. This study intends to serve as a useful resource for UCalgary and other higher education stakeholders by providing insights into the opportunities and challenges facing 2SLGBTQI+ students, and solutions to address the issues. By adopting a mixed methods approach, incorporating both quantitative and qualitative elements, this research gathered and analyzed 64 survey responses to identify gaps in university services, resources, and programs impacting 2SLGBTQI+ students’ campus experiences. Additionally, I conducted 18 open-ended and semi-structured interviews to explore participants’ perceptions of inclusivity on campus. The findings suggest that UCalgary’s overall performance is satisfactory while pointing to disparities among 2SLGBTQI+ students, with some thriving socially and academically while others encounter barriers and struggles. Despite rare instances of overt transphobic or homophobic abuse, microaggressions and subtle forms of discrimination persist within and outside of classrooms. Gender and sexually diverse students express a desire for UCalgary to enhance its policies and practices to support their community, fostering a safer and more inclusive learning and teaching environment for all.