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Gordon EW. Beginning with the End in Mind: Creating a Practice that Centers Equity-Part 2. Vet Clin North Am Small Anim Pract 2024:S0195-5616(24)00072-X. [PMID: 39266442 DOI: 10.1016/j.cvsm.2024.07.018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/14/2024]
Abstract
The concept of equity recognizes historical and current barriers and promotes thriving for veterinary teams and people and animals in the community. It is possible to design equitable workplace systems to prevent and respond to harm using learnings from human medicine and the social sciences. These systems are grounded in the principles of health equity and must incorporate both formal policies and intentional cultivation of supportive culture and relationships. This article is part 2 of 2 articles reviewing how the concept of equity applies and could transform well-being in companion animal veterinary practice in North America.
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2
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Dhillon S, Roque MI, Brooks D, Wojkowski S. Strategies to increase accessibility for students with disabilities in health professional programs: a scoping review protocol. JBI Evid Synth 2024:02174543-990000000-00352. [PMID: 39252556 DOI: 10.11124/jbies-23-00484] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/11/2024]
Abstract
OBJECTIVE The objective of this scoping review will be to identify strategies in the literature that may increase the accessibility of health professional programs for students with disabilities. INTRODUCTION The number of students with disabilities in health professional programs is increasing. However, since students with disabilities experience barriers to education, their retention rates are potentially lower, and their attrition rates are potentially higher compared with their non-disabled peers. INCLUSION CRITERIA Academic and gray literature that identifies strategies intended to increase accessibility to health professional programs for students with disabilities will be included. Only articles published from 2000 onward will be considered for inclusion. METHODS This review will follow the JBI methodology for scoping reviews. Databases to be searched will include Embase (Ovid), MEDLINE (Ovid), PsycINFO (Ovid), CINAHL (EBSCOhost), ERIC (ProQuest), and Web of Science. Gray literature will be searched for using Google. Websites of known disability organizations will also be searched. There will be no language limitations. Paired reviewers will independently screen titles and abstracts, and then full-text articles. Data will be extracted using a tool developed by the reviewers. The extracted data will be synthesized and reported in tabular format, accompanied by a narrative summary connecting the results to the objective of the review. THIS SCOPING REVIEW PROTOCOL WAS REGISTERED IN OPEN SCIENCE FRAMEWORK https://doi.org/10.17605/OSF.IO/BSYRT.
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Affiliation(s)
- Shaminder Dhillon
- School of Rehabilitation Science, Faculty of Health Sciences, McMaster University, Hamilton, ON Canada
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Gordon EW. Beginning with the End in Mind: Creating a Practice that Centers Equity-Part 1. Vet Clin North Am Small Anim Pract 2024:S0195-5616(24)00071-8. [PMID: 39244442 DOI: 10.1016/j.cvsm.2024.07.017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/09/2024]
Abstract
The concept of equity recognizes historical and current barriers and promotes thriving for veterinary teams and people and animals in the community. Veterinary medicine lacks sociodemographic diversity; veterinarians and other team members who identify with systemically excluded groups offer valuable contributions but are at risk of workplace discrimination. Client families who face barriers for financial and other reasons are at risk of poor animal health and welfare outcomes, including separation from their animals. This article is part one of 2 articles reviewing how the concept of equity applies and could transform well-being in companion animal veterinary practice in North America.
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Hassouneh D, Mood L, Birnley K, Kualaau A, Garcia E. Seeking inclusion while navigating exclusion: Theorizing the experiences of disabled nursing faculty in academe. Nurs Inq 2024:e12659. [PMID: 39099187 DOI: 10.1111/nin.12659] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2023] [Revised: 07/08/2024] [Accepted: 07/11/2024] [Indexed: 08/06/2024]
Abstract
Despite repeated calls for equity, diversity, and inclusion in nursing education and the significance of disability for the vocation of nursing, the voices and experiences of nursing faculty with disabilities are largely absent from our literature. In this paper, we present a critical grounded theory of the experiences of disabled nursing faculty in academe to begin to amend this gap. Using critical disability studies as a sensitizing framework and building on prior work on racism and other systems of oppression in nursing, we theorize that nursing academe is a normalized space produced by White, able-mindbodied, and cis-heteropatriarchal discourses that regulate the boundaries of inclusion via exclusionary social norms. Further, we describe the operations of normalcy in nursing academe, discuss implications for education and health care, and consider avenues for change.
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Affiliation(s)
- Dena Hassouneh
- Oregon Health & Science University School of Nursing 3076, Portland, Oregon, USA
| | - Laura Mood
- Oregon Health & Science University School of Nursing 3076, Portland, Oregon, USA
| | - Kendra Birnley
- Oregon Health & Science University School of Nursing 3076, Portland, Oregon, USA
| | - Andrew Kualaau
- Oregon Health & Science University School of Nursing 3076, Portland, Oregon, USA
| | - Ellen Garcia
- Oregon Health & Science University School of Nursing 3076, Portland, Oregon, USA
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Beagan BL, Sibbald KR, Goree TD, Pride TM. Affirmative action and employment equity in the professions: Backlash fueled by individualism and meritocracy. CANADIAN REVIEW OF SOCIOLOGY = REVUE CANADIENNE DE SOCIOLOGIE 2024; 61:241-261. [PMID: 39095938 DOI: 10.1111/cars.12480] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/04/2024]
Abstract
In the 40 years since federal employment equity initiatives were launched in Canada, they have faced persistent backlash. This backlash is grounded in and fueled by conceptualizations of justice and equality that are rooted in ideologies of individualism and meritocracy. Here we draw on 140 qualitative interviews with members of six professions from across Canada, who self-identify as Indigenous, Black or racialized, ethnic minority, disabled, 2SLGBTQ+, and/or from working-class origins, to explore tensions between concepts of justice grounded in group-based oppressions and those grounded in individual egalitarianism. Though affirmative action and employment equity opened up opportunities, people were still left to fight for individual rights. This push to individualism was intensified by persistent hostile misperceptions that people are less qualified and in receipt of 'unfair advantages.' Through discursive misdirection, potential for transformative institutional change is undermined by liberal discourses of individualism and meritocracy.
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Affiliation(s)
- Brenda L Beagan
- School of Occupational Therapy, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Kaitlin R Sibbald
- School of Occupational Therapy, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Toni D Goree
- School of Occupational Therapy, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Tara M Pride
- School of Occupational Therapy, Western University, London, Ontario, Canada
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Cates EC, Ramlogan-Salanga C, MacKenzie RK, Wilson-Mitchell K, Darling EK. A cross-sectional survey of the mental health of midwives in Ontario, Canada: Burnout, depression, anxiety, stress, and associated factors. Women Birth 2024; 37:101613. [PMID: 38615516 DOI: 10.1016/j.wombi.2024.101613] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2023] [Revised: 03/15/2024] [Accepted: 03/30/2024] [Indexed: 04/16/2024]
Abstract
PROBLEM Burnout and the psychological co-morbidities stress, anxiety and depression have a significant impact on healthcare providers, including midwives. These conditions impact the quality of care provided to women, and midwives' ability to remain in the profession. BACKGROUND There is growing concern regarding the retention of maternity care providers in Canada, particularly midwives. Nationally, 33% of Canadian midwives are seriously considering leaving practice; impacts of the profession on work-life-balance and mental health being commonly cited reasons. Burnout has been shown to contribute to workplace attrition, but little is known concerning burnout among Canadian midwives. AIM To assess levels of stress, anxiety, depression, and burnout among midwives in Ontario, Canada and potential factors associated with these conditions. METHODS A cross-sectional survey of Ontario midwives incorporating a series of well-validated tools including the Copenhagen Burnout Inventory and the Depression, Anxiety and Stress Scale. FINDINGS Between February 5, and April 14, 2021, 275 Ontario midwives completed the survey. More than 50% of respondents reported depression, anxiety, stress, and burnout. Factors associated with poor mental health outcomes included having less than 10-years practice experience, identifying as a midwife with a disability, the inability to work off-call, and having taken a prior mental health leave. DISCUSSION & CONCLUSION A significant proportion of Ontario midwives are experiencing high levels of stress, anxiety, depression, and burnout, which should be a serious concern for the profession, its leaders, and regulators. Investment in strategies aimed at retaining midwives that address underlying factors leading to attrition should be prioritized.
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Affiliation(s)
- Elizabeth C Cates
- McMaster Midwifery Research Centre, McMaster University, Hamilton, ON, Canada; Department of Pathology & Molecular Medicine, McMaster University, Hamilton, ON, Canada; Midwifery Education Program, Mc McMaster University, Hamilton, ON, Canada
| | - Claire Ramlogan-Salanga
- McMaster Midwifery Research Centre, McMaster University, Hamilton, ON, Canada; Midwifery Education Program, Mc McMaster University, Hamilton, ON, Canada; Department of Obstetrics and Gynecology, McMaster University, Hamilton, ON, Canada
| | - R Katie MacKenzie
- McMaster Midwifery Research Centre, McMaster University, Hamilton, ON, Canada
| | - Karline Wilson-Mitchell
- Midwifery Education Program, Faculty of Community Services, Toronto Metropolitan University, Toronto, ON, Canada
| | - Elizabeth K Darling
- McMaster Midwifery Research Centre, McMaster University, Hamilton, ON, Canada; Midwifery Education Program, Mc McMaster University, Hamilton, ON, Canada; Department of Obstetrics and Gynecology, McMaster University, Hamilton, ON, Canada.
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Serata EL, Noonan EJ, Petersen KH. Barriers to USMLE Step-1 accommodations: Students with Type 1 Diabetes. PLoS One 2024; 19:e0304784. [PMID: 38889174 PMCID: PMC11185460 DOI: 10.1371/journal.pone.0304784] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2024] [Accepted: 05/17/2024] [Indexed: 06/20/2024] Open
Abstract
PURPOSE Students who earn their medical doctorate (MD) in the U.S. must pass the United States Medical Licensing Exam (USMLE) Step-1. The application process for students with disabilities who seek Step-1 accommodations can be arduous, barrier-ridden, and can impose a significant burden that may have long-lasting effects. We sought to understand the experiences of medical students with Type-1 Diabetes (T1D) who applied for Step-1 accommodations. METHODS A Qualtrics survey was administered to students enrolled in Liaison Committee on Medical Education (LCME)-accredited MD programs who disclosed having a primary diagnosis of T1D. Basic counts and qualitative inductive analyses were conducted. RESULTS Of the 21 surveys sent, 16 (76.2%) participants responded. Of the 16 respondents, 11 (68.8%) applied for USMLE Step-1 accommodations, whereas 5 (31.2%) did not. Of the 11 who applied for accommodations, 7 (63.6%) received the accommodations requested, while 4 (36.4%) did not. Of those who received the accommodations requested, 5/7 (71.4%) experienced at least one diabetes-related barrier on exam day. Of those who did not apply for Step-1 accommodations, 4/5 (80%) participants reported experiencing at least one diabetes-related barrier on exam day. Overall, 11/16 (68.8%) students experienced barriers on exam day with or without accommodations. Qualitative analysis revealed themes among participants about their experience with the process: frustration, anger, stress, and some areas of general satisfaction. CONCLUSIONS This study reports the perceptions of students with T1D about barriers and inequities in the Step-1 accommodations application process. Students with and without accommodations encountered T1D-related obstacles on test day.
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Affiliation(s)
- Emily L. Serata
- Cooper Medical School of Rowan University, Camden, NJ, United States of America
| | - Emily J. Noonan
- University of Louisville School of Medicine, Louisville, KY, United States of America
| | - Kristina H. Petersen
- Department of Biochemistry & Molecular Biology at New York Medical College, Valhalla, New York, United States of America
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Peach JM, Laplante J, Boileau K. Employment equity groups' experience of inclusion and commitment to the CAF. Front Psychol 2024; 15:1323474. [PMID: 38813570 PMCID: PMC11135602 DOI: 10.3389/fpsyg.2024.1323474] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2023] [Accepted: 03/19/2024] [Indexed: 05/31/2024] Open
Abstract
The Canadian Armed Forces (CAF) are subject to the Employment Equity Act, which requires federally regulated employers to identify and eliminate barriers to the employment of designated groups (women, Indigenous peoples, persons with disabilities (PwD), and racialized members), and establish short-term, numerical goals to address underrepresentation. Addressing employment barriers experienced by these equity seeking groups is one of the CAF's key priorities. The objective of this study is to examine group differences in feelings of inclusion (i.e., relatedness, organizational inclusion, and microaggressions) and retention-related measures (i.e., job satisfaction, affective commitment, and intentions to leave), the contribution of feelings of inclusion to retention measures, and the effect of numerical representation and number of marginalized identities on these concepts. We analyzed data from the 2022 Your Say Matters survey, which was administered to a representative sample of CAF members, with oversampling of under-represented groups. Respondents included 4,483 Regular Force members (30.9% response rate). The groups under study included Indigenous members, persons with disabilities, racialized members, women not part of another group (non-Indigenous, non-racialized, women without disabilities), and everyone else (non-Indigenous, non-racialized, not women, without disabilities). Our hypotheses were supported overall, such that groups with less representation in the CAF scored lower on inclusion measures than groups with more representation. The number of marginalized identities held by military members predicted the inclusion measures, but did not predict retention-related measures. There were some group differences on retention-related measures, such that women not part of another group scored more favorably than other designated groups, and racialized members scored more favorably than PwD and Indigenous members. Inclusion measures predicted job satisfaction, affective commitment, and intentions to leave equally for all groups studied, suggesting that feeling included is important for all.
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Affiliation(s)
- Jennifer M. Peach
- Department of National Defence, Director General Military Personnel Research and Analysis, Ottawa, ON, Canada
| | - Joelle Laplante
- Department of National Defence, Director General Military Personnel Research and Analysis, Ottawa, ON, Canada
| | - Kayla Boileau
- Department of National Defence, Director General Military Personnel Research and Analysis, Ottawa, ON, Canada
- School of Psychology, University of Ottawa, Ottawa, ON, Canada
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Dhillon SK, Moll SE, Stroinska M, Solomon PE. Accommodating Students with Disabilities: Fieldwork Educators' Experiences. Can J Occup Ther 2024; 91:56-64. [PMID: 37715626 PMCID: PMC10903127 DOI: 10.1177/00084174231201703] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/17/2023]
Abstract
Background. Fieldwork is an essential part of experiential learning in occupational therapy education. Fieldwork educators identify limits on reasonable accommodation and difficulty implementing disability-related accommodations. Student occupational therapists with disabilities report discrimination from within the profession, including inflexible fieldwork environments. Purpose. To understand the experiences of occupational therapy fieldwork educators in Canada in accommodating students with disabilities and to develop action-oriented practice recommendations. Method. In this interpretive description study, we interviewed 11 fieldwork educators about their experiences accommodating students with disabilities. Interviews were recorded, transcribed, and analyzed using a constant comparative approach. Findings. Educators emphasized a meta-theme of "Learning" when asked about disability-related accommodations. Three subthemes about student learning emerged: 1. Educators focused on "Student Learning in Preparation for Professional Practice" rather than their fieldwork setting only; 2. Educators were "Using Occupational Therapy Skills for Student Learning" in fieldwork; and 3. Educators recognized that their professional and personal "Context Influences Student Learning." Conclusion. Fieldwork educators can work with students to align their accommodations with required learning outcomes for professional practice and use their occupational therapy skills to assist with implementation. Fieldwork educators require time and other supports to work effectively with all students.
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Affiliation(s)
- Shaminder K. Dhillon
- Shaminder K. Dhillon, School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada.
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10
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Lundberg DJ, Chen JA. Structural ableism in public health and healthcare: a definition and conceptual framework. LANCET REGIONAL HEALTH. AMERICAS 2024; 30:100650. [PMID: 38188095 PMCID: PMC10770745 DOI: 10.1016/j.lana.2023.100650] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/18/2023] [Revised: 11/24/2023] [Accepted: 11/28/2023] [Indexed: 01/09/2024]
Affiliation(s)
- Dielle J. Lundberg
- Department of Health Systems and Population Health, University of Washington School of Public Health, Seattle, WA, USA
- Department of Global Health, Boston University School of Public Health, Boston, MA, USA
| | - Jessica A. Chen
- Health Services Research & Development (HSR&D) Center of Innovation for Veteran-Centered and Value-Driven Care, Veterans Affairs (VA) Puget Sound Health Care System, Seattle, WA, USA
- Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA, USA
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Thomson AE, Winsor Murray J. Mental Health Nurses Who Experience Disabilities: Adapting to Workplace Barriers. Issues Ment Health Nurs 2023; 44:1179-1187. [PMID: 38048542 DOI: 10.1080/01612840.2023.2266849] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/06/2023]
Abstract
Mental health nurses with disabilities experience discrimination and issues with inclusion and accessibility. Ten mental health nurses who self-identified with a disability were interviewed using interpretive description to gain insight into their experiences and to better understand practices that promote inclusion. Participants discussed challenges associated with the mental healthcare system, the need to adapt, and the importance of support and feeling accepted. To improve accessibility and inclusion of mental health nurses, the system requires increased flexibility. This would benefit all nurses and those who are cared for by them.
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Affiliation(s)
- Andrea E Thomson
- Department of Psychiatric Nursing, Faculty of Health Studies, Brandon University, Brandon, Manitoba, Canada
| | - Joanne Winsor Murray
- Department of Psychiatric Nursing, Faculty of Health Studies, Brandon University, Winnipeg, Manitoba, Canada
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Hillebrecht AL, Steffens S, Roesner AJ, Kohal RJ, Vach K, Spies BC. Effects of a disability-simulating learning unit on ableism of final-year dental students - a pilot study. SPECIAL CARE IN DENTISTRY 2023; 43:839-847. [PMID: 36764822 DOI: 10.1111/scd.12831] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2022] [Revised: 12/25/2022] [Accepted: 01/17/2023] [Indexed: 02/12/2023]
Abstract
OBJECTIVES This study aimed to describe a disability-simulating learning unit (DSLU) to raise dental students' awareness of the special needs of patients with disabilities as well as to measure the effect of the DSLU on ableism. METHODS A DSLU among final-year undergraduate dental students (n = 33), was developed and evaluated. The students were randomly divided into two groups (Group I, n = 17; Group II, n = 16). Group II only received conventional teaching (control group), whereas Group I was additionally exposed to the DSLU (intervention group). In the DSLU, typical physical restrictions and the associated difficulties in attending dental appointments were simulated with the help of simulation suits. Four different stations offered the opportunity to experience typical signs of disability in a dental context. About 2 months after the DSLU, both groups were asked to answer the Symbolic Ableism Scale (SAS). An analysis was conducted to examine the participants' average total score and several subscores. The Mann-Whitney U Test was employed to control the differences between the study groups. RESULTS Overall, the students in the intervention group had a significantly (p = .001) lower mean SAS summary score (median = .37; IQR .32-.42) than the students in the control group (median = .50; IQR .39-.53). For the components "individualism" (p < .0001) and "excessive demands" (p = .002) significant group differences could be observed. CONCLUSION The DSLU is a potentially feasible and effective method for influencing students' ableism attitude.
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Affiliation(s)
- Anna-Lena Hillebrecht
- Department of Prosthetic Dentistry, Center for Dental Medicine, Medical Center - University of Freiburg, Freiburg, Germany
| | - Simone Steffens
- Department of Prosthetic Dentistry, Center for Dental Medicine, Medical Center - University of Freiburg, Freiburg, Germany
| | - Anuschka Josephine Roesner
- Department of Prosthetic Dentistry, Center for Dental Medicine, Medical Center - University of Freiburg, Freiburg, Germany
| | - Ralf-Joachim Kohal
- Department of Prosthetic Dentistry, Center for Dental Medicine, Medical Center - University of Freiburg, Freiburg, Germany
| | - Kristin Vach
- Institute for Medical Biometry and Statistics, Medical Center, University of Freiburg, Freiburg, Germany
| | - Benedikt C Spies
- Department of Prosthetic Dentistry, Center for Dental Medicine, Medical Center - University of Freiburg, Freiburg, Germany
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Lindsay S, Patel S, Ragunathan S, Fuentes K. Ableism among children and youth with acquired brain injury and their caregivers: a systematic review. Brain Inj 2023:1-12. [PMID: 36856419 DOI: 10.1080/02699052.2023.2184869] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/02/2023]
Abstract
PURPOSE Children and youth with acquired brain injury (ABI) experience persistent discrimination and ableism. The purpose of this systematic review was to understand the experiences and impact of ableism among children and youth with ABI. METHOD Six international databases were systematically searched for articles from 2002-2022. Studies were screened independently by four researchers who performed the data extraction. Study quality was appraised using the Standard quality assessment criteria for evaluating primary research. RESULTS Of the 2085 studies identified in the search, 15 met the inclusion criteria, which involved 1442 children and youth with brain injuries or caregivers representing them. Studies in the review showed the following key trends: (1) incidence of ableism among children and youth with ABI; (2) experiences of ableism at the individual and institutional levels, (3) impact of ableism (i.e., mental health, social relationships, quality of life) and (4) coping strategies (i.e., resources, supports). CONCLUSIONS Our findings reveal the alarming incidence of ableism among youth with ABI. Therefore, there is a critical need for more research to explore youth's lived experiences of ableism, especially from their perspectives along with the co-development of solutions to help enhance their social inclusion and well-being.
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Affiliation(s)
- Sally Lindsay
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada.,Department of Occupational Science & Occupational Therapy, University of Toronto, Toronto, Canada.,Rehabilitation Sciences Institute, University of Toronto, Toronto, Canada
| | - Stuti Patel
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada.,Department of Psychology, University of Toronto Mississauga, Mississauga, Canada
| | - Sharmigaa Ragunathan
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada
| | - Kristina Fuentes
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada
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Examining the impact of reasonable accommodation appraisals on New Zealand managers' attitudes toward hiring people with disability. EQUALITY, DIVERSITY AND INCLUSION: AN INTERNATIONAL JOURNAL 2023. [DOI: 10.1108/edi-08-2021-0207] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
PurposeManagers are responsible for implementing reasonable accommodation (RA) for people with disabilities (PwD). Yet, little is known about the extent to which managerial views of RA shape attitudes toward PwD. The study draws on conservation of resources (COR) and job demands and resources (JD-R) theories to examine the relationship between managerial views of RA availability and implementation ease on attitudes towards hiring PwD.Design/methodology/approachIn total, 162 full-time managers at a large New Zealand (NZ) healthcare organisation completed an online survey. Moderated multiple regressions were conducted to test the main effects and interactions between perceptions of RA process and attitudes towards hiring PwD.FindingsThe study results indicate that line managers held positive attitudes towards hiring PwD when they viewed RA implementation as easy, particularity around the provision of flexible work arrangements.Research limitations/implicationsThis study shows the importance of gaging managers' views of RA processes to understand their attitudes toward PwD and highlights potential linkages between managerial perspectives on RA, PwD experiences in the organisation and the effectiveness of disability support and inclusion initiatives.Practical implicationsRA availability from the organisation is insufficient to elicit positive managerial attitudes toward hiring PwD. Policies and procedures that reduce RA implementation complexity are expected to foster positive managerial attitudes toward PwD and improve employment outcomes for this employee group.Originality/valueThis study is the first to test how managerial attitudes towards hiring PwD are influenced by views of RA availability from the organisation and of RA implementation ease. It also provides a multidimensional measure that captures managerial views of RA availability from the organisation and RA implementation ease.
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