Browsing by Author "Jenney, Angelique"

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    Beginning with the Need for Connection and Safety: Examining How Group Home Child and Youth Care Counsellors in Alberta Experience the Enactment of Trauma-Informed Care
    (2021-04-08) Schwickrath, Quinn David; Jenney, Angelique; Walsh, Christine; Saah, Rebecca
    Trauma-informed care (TIC), an organizational framework aimed at creating healing environments to counteract the effects of trauma, has become an increasingly popular approach within the field of human services. Despite existing research evaluating the effectiveness of TIC in youth group home settings, the direct perspectives of Child and Youth-Care (CYC) Counsellors with this approach remain limited. In the current study, 10 CYC Counsellors in Alberta were interviewed to better understand how they experience TIC in group homes, including barriers and facilitators to implementation. Using Constructivist Grounded Theory methodology in concert with Thematic Analysis, four major themes emerged from the data. Findings indicate that TIC is enacted by CYC Counsellors through a series of processes that begin with an overarching need for connection and safety at all levels of the organization (with leadership, their team, and youth). Only when connection and safety have been established can they then begin to acquire trauma-informed knowledge, develop the appropriate mindset, and perform the trauma-informed behaviours required to enact TIC completely. Recommendations include providing CYC Counsellors with opportunities to have their perspectives and experiences included in the development of organizational policies and practice procedures, structuring TIC training so that CYC Counsellors are guided by experienced professionals, and balancing expectations for care with sufficient resources to enact TIC.
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    Methodological Meeting of the Minds (M3): A Teaching & Learning Series
    (2019-04-30) Burns, Victoria; Exner-Cortens, Deinera; Walsh, Christine; Badry, Dorothy; Jenney, Angelique; King, Regine; Lorenzetti, Liza; Sitter, Kathleen
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    That Awful Knowledge: A Poetry Collection Responding to the Romanticization of Violence Against Women
    (2024-12-23) Navickas, Erica Nicole; Mayr, Suzette; Veprinska, Anna; Jenney, Angelique
    My research-creation master’s thesis – a poetry manuscript titled That Awful Knowledge – is informed by the writing, spoken word poetry, and lyrics composed by women, including queer and BIPOC women, whose literary responses to institutional sexism and cultural misogyny have cultivated historical threads in the archive of canonical and often forgotten works. My poetry attempts to address the “patriarchal socialization” that reduces women’s voices to extreme stereotypes, drastically reducing their “subjectivity, autonomy, and creativity” (Gilbert and Gubar 48). The women inspiring my collection, both real and imagined, are invoked to reimagine their transgressive voices in contemporary dialogues of intersectional feminist praxis. That Awful Knowledge begins with my rage: inconvenient, undeniable, unwanted rage. I began drawing a vision in my mind that my rage could be productive, that I could not only produce trauma-informed work within the institutional archive, but that my performative activism – contained in what Diana Taylor calls “unreproducible knowledge” or, rather, “the repertoire” – holds validity and causes disruption in academic spaces. Women’s performative rage has been historically stifled, ignored, and silenced by patriarchal societies, and my collection searches for such historical seeds of resistance, often located in feminized representations of the uncanny, the spectacular, and the monstrous. That Awful Knowledge engages with this uncanny, “unusual archive” (Cvetkovich) of trauma through the portrayal of men’s sexual violence against young women and girls. The collection attempts to address the long-established consumption and perpetration of rape culture that disproportionately affects our world’s youngest, most vulnerable human beings.
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    Understanding Men's Responses to Sexual Violence: An Exploration of the Role of Empathy & Moral Disengagement
    (2023-09-14) McConnell, Ceilidh; Exner-Cortens, Deinera; Jenney, Angelique; Szeto, Andrew
    Sexual violence (SV) in the post-secondary setting in Canada is an ongoing concern with the potential for long-lasting negative mental health outcomes. Therefore, institutions across the country have implemented prevention strategies, many of which include the use of bystander intervention programming. The goal of bystander intervention programming is to provide participants with the skills and education necessary to engage in behaviours that stop and/or prevent SV in the post-secondary setting. But, bystander intervention programming has shown limited success in eliciting intervening behaviour among men specifically. Therefore, there is need to explore novel factors that could be impacting bystander intervention among men in this context to inform improvements to future programming. The present study explored how empathy and moral disengagement might be associated with bystander behaviour, bystander intentions, and bystander self-efficacy among a sample of 205 undergraduate men at a Western Canadian university. The results of this study indicate that empathetic concern component of empathy was positively related to bystander behaviour, bystander intentions, and bystander self-efficacy while moral disengagement was negatively related to bystander intentions and bystander self-efficacy. Further, the empathetic concern component of empathy acted as a protective factor on the negative association between high moral disengagement and bystander intervention behaviours in this sample. These results suggest that future research on bystander intervention program modifications should prioritize understanding how to promote empathetic concern among undergraduate men witnessing SV in the post-secondary setting.