Browsing by Author "Hunter, Garson"

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Open Access
Addiction Services for Parents with Addiction in Regina, Saskatchewan
(Faculty of Graduate Studies and Research, University of Regina, 2014-09) Myers, Carissa Jean; Sanchez, Miguel; Hunter, Garson; Krieg, Brigette; Hampton, Mary
The research question that guides this thesis is: are the addiction services in Regina and area meeting the needs of parents with addictions and their families in Regina and area? The goal was to research the treatment services available to parents with substance abuse problems, and to determine whether the interviewed service providers assess these services as meeting the needs of those parents and their families. This study used a qualitative, multiple case study method to interview five service providers who work in addiction service agencies in Regina, Saskatchewan. The service providers were all front-line staff at various addiction service agencies in Regina, Saskatchewan. Overall, these service providers expressed insufficient resources for parents struggling with substance abuse in Regina and area. Participants discussed barriers to successful recovery for parents with addictions, characteristics that make a program more successful for parents with addictions, gaps in services in the community, and strengths in services in the community. Regarding the overall expression of insufficient resources in the community, the participants identified lack of family treatment programs, lack of cooperation between agencies, and lack of funding for addictions services for parents in Regina and area as the main problem areas.
Metadata only
An analysis of my practicum providing counseling
(Faculty of Social Work, University of Regina, 2015-04-01) Luyendyk, Sarah; Pekrul, Ray; Barss, Colleen; Halabuza, Donalda; Hunter, Garson
This report is an analysis of my practicum at Family Service Regina in which I provided individual counseling. My goal to increase and apply graduate level social work knowledge and skills in counseling was achieved through various ways. I worked with a variety of clients: females, males, young adults, seniors, Chinese and Inuit. I gained in-depth knowledge on various problems and assisted clients in addressing the problems, such as anxiety, depression, codependency, grief and loss, self-esteem, limited support and anger. I gained a better understanding of various therapeutic approaches and applied them to assist the clients. The therapeutic approaches consisted of, person-in-environment perspective, person-centered therapy, cognitive behavioral therapy, solution-focused therapy and the strengths based approach within a person-in-environment perspective. My counseling skills improved in reflecting, relationship building, goal setting, exploring deeper, focusing and confronting. I gained insight into, and learnt to work with my personal values, the agency’s values, the client’s values and the professional values within Canadian Association of Social Workers (CASW), Code of Ethics. I encountered an ethical dilemma. I conclude this paper with recommendations that suggest greater emphasis needs to be placed on training students to deal with situations they will encounter in direct social work practice and educating students on strategies to change social policy and address macro level issues.
Open Access
The Canada Child Tax Benefit and Social Assistance in Saskatchewan: Horizontal Transfer of Benefits from the Poor to the Working Poor
(Social Policy Research Unit, University of Regina, 2000-09) Hunter, Garson
Open Access
The Challenges and Opportunities of Using a Competency Based Education Model in Social Work Education
(Faculty of Graduate Studies and Research, University of Regina, 2012-03) Ramirez, Nelida; MacLean, Michael; Sanchez, Miguel; Schantz, David; Schick, Carol; Hunter, Garson; Rogers, Gayla
The ongoing expansion of neo-liberal globalization is affecting the milieu of both social work education and its practice and, in some countries, is actively promoting the adoption of Competency Based Education (CBE) models for education. To date, research addressing the question of whether CBE provides a useful theoretical framework in designing and implementing a curriculum for a Bachelor of Social (BSW) Work program has been sporadic. Given the importance of the ‘CBE question’ for education in general, and social work education in particular, the nature and process of current CBE curriculum designs for social work programs needs to be well understood, and the researchbase on this subject needs to increase. Considering the lack of research on the topic, this dissertation focuses on ascertaining why CBE models have been adopted in social work education internationally and analyses how the process of applying those models to curricula design and implementation has been carried out. Thus, the research seeks to answer the question: Does the CBE model serve as a useful theoretical framework to design and implement a Bachelor Social of Work program curriculum? The overall goal of this research is to advance to the dialogue and debate about the CBE issue within the social work academic community. It is, therefore, important to consider the views and opinions of professors who support utilizing CBE models and those who oppose it as well. The research also provides a conceptual framework concerned with key terms used throughout the dissertation. As well, the study presents theoretical information related to the major conceptual underpinnings of topics and contents related to the postsecondary education environment including its learning process, and approaches to curriculum development. The theoretical and philosophical foundations of CBE and classifications of competencies, CBE curriculum’s challenges, and criticisms of the CBE model are provided. Finally, an overview of the history of social work education in different countries is included. The research approach must be identified as a generic qualitative study. The methods used to gather research data included document analysis, face- to-face interviewing, and Information Communication Technology (ICT) tools, including e-interviewing or interview conducted by e-mail and a website blog. The data results were formally conceptualized and coded in several categories. These categories were created by scrutinizing and reflecting on the practical experiences furnished by social work educators who detailed the implications, challenges, and opportunities of using a CBE model for social work curriculum design. The conclusions of the research indicate that many factors are pressuring or providing the impetus for the use of CBE in curriculum design and implementation for social work programs. Given this context, it is vital for academics within social work faculties to analyze and discuss the opportunities and challenges presented by the need for curricula change and renewal. Such a proactive approach to meeting the challenge of change is in sharp contrast to a passive strategy of responding to both external and internal pressures for curriculum change and renewal.
Open Access
Child and Family Poverty in Saskatchewan
(University of Regina Library, 2016-11) Gingrich, Paul; Hunter, Garson; Sanchez, Miguel
From 2004 to 2014, Saskatchewan experienced ten years of exceptionally strong economic growth. Employment and incomes grew and many people in the province greatly benefited from this strong economic growth.
Open Access
Child Poverty and the Saskatchewan Child Poverty Initiatives
(Social Policy Research Unit, University of Regina, 2002-06) Hunter, Garson
Open Access
Colonialism’s Impact upon the Health of Métis Elderly: History, Oppression, Identity and Consequences
(Faculty of Graduate Studies and Research, University of Regina, 2013-03) Desmarais, Diedre Alexandria; Green, Joyce; McIntosh, Thomas; Schick, Carol; Hunter, Garson; Juschka, Darlene; Dhamoon, Rita Kaur
In this dissertation I examine colonialism through the theoretical lens of racialized power relations. I consider the identity regulation imposed upon Aboriginal peoples and extrapolate the impact of colonialism on the health of a sample of elderly Métis. Health, care and access to services are vital social indicators in any society. The traumas of colonialism can be measured by the health of colonized people. I focus on the Métis elderly because our elders are the most revered members of Aboriginal society and they have been impacted by colonization the longest. Unlike status Indians, the federal government does not have a legislative relationship with Metis nor does it accept responsibility for Métis health. Métis have the same access to health care and services as the general public available via provincial policy. However, racism and poverty militate against the Metis being treated as other citizens. Colonialism has affected all aboriginal peoples negatively, evidence for which can be found in every Aboriginal community across Canada. It is spelled out clearly in the dire socio-economic statistics that characterize Aboriginal communities. I argue that Aboriginal peoples were colonized in the name of empire with the intent of claiming Aboriginal territory and resources; control of Aboriginal peoples was maintained through identity regulation, which artificially divided Canadian Aboriginal peoples into three distinct cohorts with differing claims to rights and recognition from the Canadian state; and these artificial divisions facilitated inequitable rights and policy among Aboriginal peoples, creating the conditions for unequal power relations, competition and racism. The Results include the perilous health care and health conditions of Metis elders, and the poisoned context for all Metis in Canada.
Open Access
Current Issues Surrounding Poverty and Welfare Programming in Canada: Two Reviews
(Social Policy Research Unit, University of Regina, 2003-08) Hunter, Garson; Miazdyck, Dionne
Open Access
Disability, Poverty and Welfare Policy: A Critical Disability Theory Analysis of Alberta’s Assured Income for the Severely Handicapped and Implications for Saskatchewan
(Faculty of Graduate Studies and Research, University of Regina, 2012-09) Miazdyck-Shield, Dionne Christine; Sanchez, Miguel; Hunter, Garson; Chalmers, Darlene; Daschuk, James
Throughout modern history, people with disabilities have been socially and economically excluded and subject to intrusive, segregated services. The systemic exclusion of people with disabilities from mainstream society is a product of entrenched discrimination and the devaluing of their lives. The majority of people with disabilities are left with limited options, forcing them to rely on family members, charity and/or state programs to meet their financial and daily living needs. Disability activists have challenged the hegemonic belief that disability is an individual problem, labeling this the ‘individual pathology’ model of disability. They propose an alternative framework, ‘the social model’ which views disability as entirely subjective and societal, rather than a problem within individuals. This thesis examines how the underlying belief that people with disabilities are tragic and flawed, deserving of charity but not equality, may still be a critical factor that influences the construction of social policy, despite the rising popularity of social model thinking. Utilizing choice analysis, this thesis studies the Assured Income for the Severely Handicapped (AISH) in Alberta. The questions are asked: which model of disability influenced how and why AISH was developed; and has the AISH program evolved with the growing recognition of the social model of disability? The analysis is then used to reflect on the emerging Saskatchewan Assured Income for Disability (SAID) program. The systemic exclusion of disabled people has been de-politicized. Alternatives to the individual pathology model, although known to policy-makers, have been ignored in mainstream policy discourse. (Oliver, 1996; Titchkosky, 2006). If positive change is to happen, the situation of people with disabilities must be re-politicized and their collective experience of exclusion acknowledged and as they define their own needs (Oliver, 1990).
Open Access
First Generation Learners in Higher Education: Tales of Shame and Privilege
(Faculty of Graduate Studies and Research, University of Regina, 2017-05) Prouse, Sheryl Marie; Hunter, Garson; Bens, Susan; Watkinson, Ailsa
I am a first generation learner (FGL) in higher education (HE). A FGL is a student who is the first person in their family to attend HE. Academia presents FGLs as students who are defective. FGLs are often defined in the literature as students that lack cultural capital and fail in academia due to their personal, cultural and social deficits. The underlying and insidious message in much of the research around FGLs is that they do not belong in academia. FGLs are depicted as the square peg and the academy as the round hole. In order for FGLs to ‘fit into’ HE, we must submit to a shaving off of our values, beliefs and cultural norms. HE’s propensity to view FGL students in a deficit model has fortified HE’s ability to maintain the systemic barriers and privilege that surrounds HE. This thesis will explore HE’s systemic barriers and the academic culture of privilege by connecting HE’s oppressive practises to an institutional sense of cultural privilege, classist approaches and marginalization of FGLs. As an FGL, I am situated within this narrative. As a result of my situated perspective, ontology and knowledge production, this thesis is written in the first person. By the same token, in order to honour my positionality as researcher and subject, this thesis is written from an evocative autoethnographic methodology. Evocative autoethnography recognises the researcher as an insider and primary participant. This methodology inspires me to bare my soul and share my experiences in the hope that you catch a glimpse of yourself or those you know. I invite you to journey with me and explore my traumas and triumphs this FGL has experienced in HE.
Open Access
“I think we’re all having the wrong conversation”: The Relationship between the Gentrification of Riversdale and the Well-being of Local Residents
(Faculty of Graduate Studies and Research, University of Regina, 2018-03) Bradshaw, Chelsey Dawn; Chalmers, Darlene; Watkinson, Ailsa; Hunter, Garson; DeSantis, Gloria
Almost anyone who has lived in Saskatoon for the past five years has either witnessed firsthand, or heard about the changes that have been occurring in the downtown core neighbourhood of Riversdale. What once was a neighbourhood that consisted of multiple pawn shops, boarded up windows, and high rates of poverty and crime, now boasts multiple fair-trade coffee shops, trendy record stores, and restaurants where the food is locally grown, or gathered from the neighbourhood farmer’s market. The aim of this study was to answer the research question: how has the gentrification of Riversdale impacted local residents? Local residents consisted of individuals over the age of 18 who have lived in Riversdale since at least 2010. An instrumental case study methodology was used to gather data. Methods of gathering data included semi-structured interviews, archival records in the forms of newspaper articles and community newsletters, as well as direct observations from the researcher for 18 months. From the data analyzed, four categories emerged: the importance of community resources, the distinct separation of people within the community, the fact that a neighbourhood of pawn shops and boarded up windows does not equal a healthy community, and questions around what accessible really means. A discussion of the implications of the research findings on social work practice and policy is included as well.
Open Access
Immersion in the field of clinical oncology social work: a field practicum experience at the Allan Blair Cancer Centre
(Faculty of Social Work, University of Regina, 2017-03) Brenzil, Marlene; Hunter, Garson; Johner, Randy
The following paper will reflect on my practicum experience at the Saskatchewan Cancer Agency, Allan Blair Cancer Centre. Utilizing critical self-reflection, review of current literature, and theory, I will highlight my learning goals and use these to focus on the contribution of the oncology social worker while stressing the importance of the multi-disciplinary team, the person centred approach to care, and best practice interventions with cancer patients. I will also describe how systems theory and the strengths perspective help to guide practice. Likewise, as I wanted to evaluate my own effectiveness in this occupation I will use relational theory to explore this in depth. Lastly, I will explain the importance of ethical practice in cancer care and suggest areas of emerging concern.
Open Access
An integration of theory and practice: a clinical counselling experience at Ehrlo Counselling Services
(Faculty of Social Work, University of Regina, 2015-04-01) Heese, Jenna; Halabuza, Donalda; Hunter, Garson
This paper is a reflection of my MSW field practicum placement at Ehrlo Counselling Services, a not for profit agency that provides counselling, training, assessment, and consultation services to the community at large. This report integrates current literature and research, theory, knowledge, and my clinical experiences at Ehrlo Counselling Services over the twelve week practicum placement. My practicum objectives were to enhance my clinical counselling skills and gain experience with various counselling methods, including individual, family, and group counselling styles. This report utilizes the Direct Practice Framework outlined for the MSW Field Practicum Reports, which includes the following elements: Ideology, Theory, Values, Ethics, Relationships, Strategies, Skills, and Concluding Visions.
Open Access
“It’s not about me or them”: a close-up experience with the settlement of refugees at Regina Open Door Society
(Faculty of Social Work, University of Regina, 2020-11) Tang, Tung Yu (Jon); Sanchez, Miguel; Hunter, Garson
This report outlines my practicum experience working with refugees at Regina Open Door Society. Regina Open Door Society is a non-profit organization that provides settlement and integration services to new refugees and immigrants in Regina, Saskatchewan. My first objective was to comprehend the settlement process of refugees in Canada, particularly in Saskatchewan. I was aware that refugees experience ongoing systemic discrimination and oppression, which leads to increased levels of vulnerability. Most often, refugees experience persecution, severe hardship and life-threatening situations prior to seeking refuge in other countries. Thus, I wanted to gain more insight into refugees’ life experiences and, at the same time, wanted to further develop my family case management skills. To obtain these objectives, I became familiar with the programs offered by Regina Open Door Society and immersed myself in their daily activities for four months. The Anti- Oppressive, the Strengths-based, and the Structural Social Work perspectives guided my experience at Regina Open Door Society. During my practicum experience, I gained a greater insight into the refugee settlement process in Canada and Saskatchewan. I believe my family case management ability has improved. In my experience, the strengths-based approach was helpful in addressing a wide array of common challenges (i.e. accommodation, domestic violence, gender discrimination, self-discrimination, substance abuse). As a result of this practicum, my confidence as a social worker has significantly improved. I have become further aware of structural changes and my increased commitment to work with oppressed people.
Open Access
Perceptions of the volunteer sector under government contract services.
(Faculty of Graduate Studies and Research, University of Regina, 2004) Pedscalny, Brenda; Hunter, Garson
Open Access
Professional Practice Competencies of Social Workers Employed in Mental Health and Addiction Settings within Saskatchewan: A Phenomenological Inquiry
(Faculty of Graduate Studies and Research, University of Regina, 2022-03) Pelletier, Kim Agathe Phyliss; Novotna, Gabriela; Hunter, Garson; Halabuza, Donalda; Ashcroft, Racelle
Historically, competencies have been viewed to primarily capture practice knowledge, core behaviors and skills needed in a wide range of professions. Holistic competence is a multidimensional model that refers to practice-based competencies such as knowledge, skills and abilities but also includes a set of higher-level competencies or meta-competencies such as self-reflection, professional judgement, and self-confidence. The most critical component of meta-competencies is self-reflection. However, there are gaps in research related to holistic competencies used by frontline social work practitioners. The purpose of this descriptive phenomenological approach was to explore the perceptions and attitudes related to self-reflection among social workers who work in mental health and/or addiction fields in Saskatchewan. Interviews with eight social workers with graduate and undergraduate social work degrees who work were conducted to collect data. The findings suggested that social workers valued self-reflection. Eight key themes were identified. First, the study participants reported mixed responses in regards to their overall satisfaction with post-secondary mental health and addiction coursework. Second, all participants reported that it was necessary to purposely set time aside to engage in introspection to strengthen their professional practices as well as to improve their personal life experiences. Third, the study participants identified importance of relationship building between social workers and their clients. Four, pursuing interdisciplinary working alliances was important for social workers participating in the study. Five, it was necessary to have regular clinical supervision within a safe, supportive and trusting relationship. Six, recognizing personal triggers occurred, which challenged and attempted to interfere with their performance abilities. Seven, feeling confident and competent to do their job was additionally important to all social workers. Eight, all social workers considered themselves to be active learners and that seeking continuous learning either through formal or self-directed opportunities was essential for their practice. Barriers that interfered with learning were the lack of training opportunities and insufficient workplace funding. Additionally, other barriers to providing adequate client care was limited community resources, and lack of time to do what was needed for clients. The novel coronavirus (COVID-19) has had a negative workplace impact such as increased crises and workloads, including less availability of management to consult. The findings of this study will contribute to filling the gap in research with the use of holistic competencies for social workers in health care and social service sectors. Keywords: social workers, mental health and addictions, transcendental phenomenology, holistic competence, self-reflection, professional and personal development
Open Access
A Question of Prosperity: Poverty in Saskatchewan
(Social Policy Research Unit, University of Regina, 2008-06) Hunter, Garson; Douglas, Fiona; Pedersen, Sarah
This report is the first in a series of poverty papers published by the Social Policy Research Unit (SPR), Faculty of Social Work, University of Regina. The purpose of the papers is to analyze an aspect of poverty in society and offer various perspectives for change. The views expressed are those of the authors and not necessarily those of the University of Regina. A central theme of this report is that economic recovery from the recessions of the early 1980s and 1990s, balanced budgets and debt reduction have not challenged poverty; an expanding economy and an emphasis on neo-liberal economics have in fact failed the poor and the working poor. As data becomes available, future reports will provide in-depth analyses of child poverty in Saskatchewan, further tables examining Saskatchewan poverty using both “persons in low income” and “economic families in low income” data measures, income inequality and First Nations poverty.
Open Access
Responding to Urban Regulation: How Policies of Public Spaces Affect the Lifeworld of the Chronically Homeless in New Zealand and Alberta, Canada
(Faculty of Graduate Studies and Research, University of Regina, 2018-08) Callan, Derrick; Dupeyron, Bruno; Hawkins, Robert; Beland, Daniel; Hunter, Garson
Public spaces are central places in a community where people will gather to socialize and discuss politics or other community matters. Formal regulations on public spaces, where bylaws can be seen as a way to control for desired behaviour, have been used extensively in many cities. These regulations have actively excluded certain individuals from urban settlements and they continue to do so to create a clean space that is safe. This thesis uses urban comparison to contrast the four different local authorities of Auckland and Wellington, New Zealand and Calgary and Red Deer, Alberta, Canada using the response of homeless individuals to inform how different factors impact chronically homeless individuals in highly valued spaces. Interviews with homeless individuals, public servants, and enforcement officers can provide knowledge surrounding the regulation of these prime spaces. All of the chosen local authorities contain varying degrees of bylaws that impact the homeless lifeworld. Wellington has the fewest bylaws with Calgary and Red Deer having the most. It was found that the enforcement of those bylaws was a larger factor in how chronically homeless individuals respond to the bylaws. Enforcement of bylaws in Red Deer are the most severe out of all local authorities. Homeless individuals utilize different responses to remain in a lucrative space to counter the exclusion they face from the bylaws. Red Deer was seen more unlikely to be nonconfrontational because it was more likely to use persistence and voice. Through the most similar systems design, the factors that contribute to how homeless individuals respond to the regulation of prime spaces are discussed. It was found that a nonconfrontational response is more unlikely when there were more bylaws, enforcement was stricter, and the downtown core was not stable. Red Deer has been growing their downtown core to provide incentive for the global market to enter that local authority. This conscious growth increases the value the space holds. The research shows that the factors of downtown stability, the number of bylaws, and the enforcement of bylaws, all contributes to how homeless individuals respond to being excluded from prime spaces.
Open Access
Sand to screen: how virtual play therapy is being used in play therapy as a therapeutic approach
(Faculty of Social Work, University of Regina, 2021-10) Chorney, Peggy; Halabuza, Donalda; Hunter, Garson
Close your eyes and imagine building blocks, miniature play creatures, modeling clay, paper, scissors and crayons. Many would associate this image with childhood play and the use of creative tools children use to create, explore and learn about their world through play. Now imagine a child intently focussed on a screen. Perhaps, that child is wearing a set of headphones and manipulating the tablet keyboard and mouse with their fingers. The child may be playing a virtual game, listening to a video or possibly chatting with others virtually. Childhood and the tools children play with often reflect the world we live in. This research practicum study sought to analyze perceptions and experiences of therapists about the technology they use in play therapy. Over the past number of years, there has been an increase in the interest, as well as, the concrete interaction of children with technology. The Covid-19 pandemic has made technology more essential, impacting the way we learn, communicate, and live our day to day lives. Like never before, technology is complementing and, in some situations, possibly replacing traditional methods of play. The pandemic has made in-person therapy, at times, impossible. Therapists have been forced to pursue virtual options for connecting with their clients. This research practicum consisted of interviews, surveys and a literature review that was aimed to synthesize and correlate themes regarding the use of virtual therapy with children ages 4-11 years. The literature review provided a historical review of play, play therapy, and technology in play therapy practices. Participants from the interviews and surveys revealed the strengths and challenges of virtual play therapy, as well as, practical and ethical concerns associated with incorporating virtual technology in play therapy. The findings will provide an opportunity to build social work knowledge on how virtual technology can be incorporated into play-based therapies. This knowledge will be shared with the Canadian Association of Play Therapy and the Saskatchewan Association of Social Workers.
Open Access
The SIGN Walk-In Counselling Clinic evaluation : improving access to mental health services in rural Saskatchewan
(Faculty of Social Work, University of Regina, 2020-11) Garbutt, Brittany; Novik, Nuelle; Hunter, Garson
This report examines how the implementation of the Society for the Involvement of Good Neighbours (SIGN) Walk-In Counselling Clinic (WICC) has impacted the rural area and community of Yorkton, SK in addressing mental health concerns. The SIGN WICC has been in operation since 2016 and was designed to reduce barriers and stigma associated with accessing mental health services through a no-cost, single session approach. This document provides information important to improving access to mental health care in rural Saskatchewan communities which was gathered through an evaluation conducted from September 2019 to April 2020. The information collected for this report demonstrates that the SIGN Walk-In Counselling Clinic is having a positive impact and meeting the needs of clients in addressing mental health concerns in rural communities. The information collected demonstrates that 65% of clients only require a single session, 71% of clients indicated they would not have accessed mental health services if the walk-in clinic was not available, and 100% of clients interviewed were able to maintain their mental health status for at least three-months following their walk-in counselling session. Using an Appreciative Inquiry framework, interviews with SIGN Walk-In Counselling Clinic service providers and service users were completed to gain an understanding of the experiences of providing and receiving mental health care through a walk-in clinic along with exploring how mental health is experienced within rural communities. Data analysis confirmed the need for more innovative and flexible mental health services, specifically in rural communities, and seven recommendations were identified for consideration by the Agency to ensure they continue to play a meaningful role in the continuum of care in providing mental health support in rural communities.