Search results

1 – 5 of 5
Per page
102050
Citations:
Loading...
Available. Open Access. Open Access
Article
Publication date: 14 June 2019

Jaswant Kaur Bajwa, Bobby Bajwa and Taras Gula

The purpose of this paper is to describe the components, structure and theoretical underpinnings of a cognitive remediation intervention that was delivered within a supported…

1843

Abstract

Purpose

The purpose of this paper is to describe the components, structure and theoretical underpinnings of a cognitive remediation intervention that was delivered within a supported education program for mental health survivors.

Design/methodology/approach

In total, 21 participants enrolled in the course Strengthening Memory, Concentration and Learning (PREP 1033 at George Brown College (GBC)) with the diagnosis of depression, anxiety, PTSD, ED and substance use disorder were included in the research. After a baseline assessment, participants completed 14 week cognitive remediation training (CRT) protocol that included six essential components that were integrated and implemented within the course structure of the supported education program at GBC. This was followed by a post-training assessment.

Findings

Analysis of the participants’ performance on CRT protocol using computerized games showed little significant progress. However, the research found a positive change in the self-esteem of the participants that was statistically significant and the findings also aligned with the social and emotional learning framework.

Research limitations/implications

One of the limitations in the research was the use of computer-assisted cognitive remediation in the form of the HappyNeuron software. The value and relevance of computer assisted needs are to be further examined. It seems that the implementation of the course that explicitly address cognitive challenges creates a supportive environment can be helpful.

Practical implications

Despite the mixed results and the few limitations associated with the CRT intervention reported in the research, the study offers reminders of the complexity of cognitive remediation and all the factors involved that need to be taken into consideration.

Social implications

This research created explicit space for addressing some of the implicit assumptions about the cognitive abilities when in post-secondary education.

Originality/value

This work is based on author’s previous work on cognitive remediation research within the supported education setting.

Details

Journal of Research in Innovative Teaching & Learning, vol. 12 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

Access Restricted. View access options
Book part
Publication date: 10 September 2018

Jaswant Kaur Bajwa, Sean Kidd, Sidonia Couto, Natasha Lidkea, Mulugeta Abai, Abby Jackman and Kwame McKenzie

This chapter provides information on the specific programming needs of victims of torture pursuing higher education, and policy and practice guidelines which will support them in…

Abstract

This chapter provides information on the specific programming needs of victims of torture pursuing higher education, and policy and practice guidelines which will support them in that pursuit. This is a community-based participatory action research project that brought together partners who had educational, research, practical, and real-life expertise in working with marginalized groups on this complex issue, with each partner playing an essential and a vital role in the research. A partnership between George Brown College, the Centre for Addiction and Mental Health, the Wellesley Institute, and the Canadian Centre for Victims of Torture established this community-based participatory action research project. The project established innovative outreach for people seeking to integrate into Canadian society through education following experiences of torture and war as a means to aid in the meaningful integration of survivors into Canadian society. This work is scalable to other settings (e.g., universities and colleges across Canada) and groups with experiences of marginalization (e.g., Aboriginals, visible minorities, etc.).

Details

Refugee Education: Integration and Acceptance of Refugees in Mainstream Society
Type: Book
ISBN: 978-1-78714-796-6

Keywords

Available. Content available
Book part
Publication date: 10 September 2018

Abstract

Details

Refugee Education: Integration and Acceptance of Refugees in Mainstream Society
Type: Book
ISBN: 978-1-78714-796-6

Access Restricted. View access options
Book part
Publication date: 10 September 2018

Abstract

Details

Refugee Education: Integration and Acceptance of Refugees in Mainstream Society
Type: Book
ISBN: 978-1-78714-796-6

Access Restricted. View access options
Book part
Publication date: 10 September 2018

Enakshi Sengupta and Patrick Blessinger

This chapter focuses on the concept integration and its wider meaning in the context of refugees and internally displaced people across the globe. The purpose of this volume is to…

Abstract

This chapter focuses on the concept integration and its wider meaning in the context of refugees and internally displaced people across the globe. The purpose of this volume is to highlight the various interventions used to integrate refugees and the efforts implemented by the non-governmental organizations and local governments toward achieving an optimal level of integration with host communities. Using case studies and other empirical research, this volume presents a broad and in-depth overview of the various methods implemented to integrate the refugees into the society. This chapter provides an overview to this volume and establishes a framework for a better understanding of the nature of integration. It also reveals the complexity of the perception-practice dynamic and the multifaceted factors, which influence the various levels of integration.

Details

Refugee Education: Integration and Acceptance of Refugees in Mainstream Society
Type: Book
ISBN: 978-1-78714-796-6

Keywords

1 – 5 of 5
Per page
102050