Browsing by Author "Vos, Sally"

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    Not the Typical Eating Disorder: Moving Beyond Stereotypes of Anorexia Nervosa
    (2022-06) Vos, Sally; Russell-Mayhew, Shelly; Zhao, Xu; Nicholas, David Bruce
    Eating Disorders (EDs) are a classification of biopsychosocial disorders with serious and potentially fatal consequences. Atypical anorexia nervosa (AAN) is a diagnosis used by the Diagnostic and Statistical Manual for Mental Disorders (5th ed.) to describe an ED occurring when an individual meets the criteria for anorexia nervosa (AN) while maintaining a weight that is “within or above the normal range,” despite significant weight loss. Researchers have established that AAN is equally as serious from a medical perspective when compared to AN. Despite an increasing number of adolescents presenting to ED treatment facilities with AAN, no research has specifically explored the perspectives of individuals who have experienced AAN during their adolescence. In this study, interpretative phenomenological analysis (IPA) was used to examine how participants made sense of their past experiences of AAN and the meanings that they derived from these experiences. Data was collected through semi-structured interviews which were audio-recorded, transcribed, and analyzed. Five superordinate themes were identified: (a) the search for belonging, (b) caregiver influence, (c) not the typical eating disorder, (d) diagnosis: a double-edged sword, and (e) there’s no “one size fits all” approach. Taken together, these findings have important implications for the detection and treatment of AAN, counselling psychology, ED nosology, and future research.
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    “Teacher Burnout Is One of My Greatest Fears”: Interrupting a Narrative on Fire
    (Canadian Society for the Study of Education, 2022-07-06) Williams, Emily P.; Tingle, Elizabeth; Morhun, Janelle; Vos, Sally; Murray, Kerri; Gereluk, Dianne; Russell-Mayhew, Shelly
    Teacher burnout is often positioned as a common result of the complex demands of the teaching profession (García-Carmona et al., 2019). While there is no denying the demanding nature of teaching, in this article we present an alternative perspective on the widespread burnout discussion that distinguishes between burnout and the complexities of teacher attrition, and offer a more hopeful and strengths-based approach to the teaching profession. In a qualitative study that analyzed the anticipatory beliefs that pre-service teachers expressed in a reflective assignment for a course focused on Comprehensive School Health (CSH), we found evidence to suggest that the burnout narrative may threaten teacher candidates’ self-efficacy before entering the teaching profession. We call for a disruption to the overemphasis of burnout narratives in teacher education programs as they may undermine the profession.