No abstract

Certainly in the past and even in the present day, the term research for Indigenous people has been fraught with strong, negative, emotional associations; however, despite the many remaining challenges there is a shifting within the landscape of academia to recognize that research on Indigenous issues must cultivate respectful and reciprocal relationships with those communities. In this study, we demonstrate that to conduct research collaboratively based on elements of respect, relationship, relevance, and reciprocity, all collaborators must walk in two worlds to balance the needs of communities with the systemic realities of academia. To illustrate our point, we focus our story on one project that is currently underway between the Six Nations of the Grand River Territory and Brock University. In our narrative we illustrate how the relationships that were fostered call into question commonly accepted university practices as well as engage community partners in understanding some of the limitations and possibilities in some of those practices. This article focuses on some tough issues; however, the collaborators in this project are in the process of forging something new that may serve as one example of how such partnerships can be authentically created.

No abstract

Postpartum depression: we know the risks, can it be prevented? Depressão pós-parto: sabemos os riscos, mas podemos preveni-la?A b s t r a c t In the past 20 years, there has been increasing recognition that for some women, pregnancy may be burdened with mood problems, in particular depression, that may impact both mother and child. With identification of risk factors for postpartum depression and a growing knowledge about a biologic vulnerability for mood change following delivery, research has accumulated on attempts to prevent postpartum depression using various psychosocial, psychopharmacologic, and hormonal strategies. The majority of psychosocial and hormonal strategies have shown little effect on postpartum depression. Notwithstanding, results from preliminary trials of interpersonal therapy, cognitive-behavioural therapy, and antidepressants indicate that these strategies may be of benefit. Information on prevention of postpartum depression using dietary supplements is sparse and the available evidence is inconclusive. Although a few studies show promising results, more rigorous trials are required. The abounding negative evidence in the literature indicates that postpartum depression cannot be easily prevented, yet.Keywords: Depression, postpartum/drug therapy; Puerperal disorders/psychology; Depression/psychology; Antidepressive agents/ therapeutic use; Adaptation, psychological; Mother-child relations; Women's health ResumoNos últimos vinte anos, houve um maior reconhecimento de que a gravidez em algumas mulheres pode ser complicada por problemas emocionais, particularmente depressão, causando um impacto significativo sobre a mãe e a criança. Com a identificação de fatores de risco para a depressão pós-parto e um aumento do conhecimento sobre a vulnerabilidade biológica para os transtornos de humor no período puerperal, um número crescente de estudos tem explorado meios de prevenir a depressão pós-parto, utilizando estratégias psicossociais, psicofarmacológicas e hormonais. A maior parte das intervenções psicossociais e hormonais tem mostrado pouco efeito para a prevenção da depressão pós-parto. Apesar disso, resultados de estudos preliminares sobre a terapia interpessoal, terapia cognitivo-comportamental e sobre o uso de antidepressivos indicam que estas intervenções podem resultar em algum benefício. Dados sobre o uso de suplementos dietéticos são limitados e com resultados pouco conclusivos. A excessiva quantidade de resultados negativos na literatura atual demonstra que a depressão pós-parto ainda não pode ser facilmente prevenida.

Converging evidence indicates that the high prevalence of perfectionism and associated pressures to be perfect among adolescents constitute a growing societal problem, especially given concerns about the mental health of young people. This qualitative study sought to understand how adolescent perfectionists recruited from the community define and think about perfectionism. Semistructured interviews were completed with 46 self-identified adolescent perfectionists (Mage = 16.33 years, SD = 1.93; 44 females, 2 males). Analyses yielded new key insights about how adolescent perfectionists define and think about perfectionism. Themes that emerged confirmed the multidimensionality of perfectionism and associated self-evaluative, self-presentational, and cognitive tendencies. Unique themes included the role of social comparison and the commitment to perfectionism despite recognizing the costs. The picture that emerged from this work is that perfectionism is exceptionally complex at the construct level and has elements that account for the heterogeneity that exists among adolescents who all share the self-identified label of being “a perfectionist.” Most notably, this work highlights the importance of understanding the need to be perfect and how perfectionism goes well beyond striving for excellence. The implications of this work are considered in terms of assessment, prevention, and practice.

No abstract

Drawing from multiple courses, the authors explore the intersections and connections concerning the various ways students in mainstream programmes experience and express counterresistances to decolonizing and anti-oppressive pedagogies. The authors focus on how aspects of curriculum can at once minimize, trigger and/or provoke various aspects of resistances. They also consider how the positionality of the instructor and purposeful and mindful choices in curriculum, course content and classroom practices assist students to reflect on their own positionality and the ways networks and relations of power and privilege are implicated in learning and teaching. From the perspectives of one Indigenous and one non-Indigenous instructor, the authors share practical examples related to decolonizing and anti-oppressive pedagogies within higher education contexts.

Using a Community-First Land-Centered Framework this article reflects on an analysis of the research findings of a SSHRC funded research project. The project examined the ways two universities were interpreting and taking up the TRC report and its 94 Calls to Action. This is a crucial time in Canada’s relationship with Indigenous Peoples and the results of this research demonstrate that reconciliation remains a complex and challenging endeavour that has no quick fixes and further, that universities play a key role making the meaningful changes that are urgently needed to to make higher education welcoming and supportive for Indigenous Peoples.