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This article of linked, short essays reflecting on the experiences of five female scholars across three disciplines--law, social work and political science--draws upon Britzman's (1991) notion of the "dialogic discourse" to explore how these professors' sense of self is constituted through interplay with colleagues and their perceptions of students within the classroom. The authors explore the teacher/learner relationship as a dialogue within which learners and educators shape each other as they come to understand how and what they know. What the collection makes explicit is what is often only implicit, that the ways in which professors understand their practices and subjective self is central to the identity of "a professor," which is never stable or certain, but is always a creative practice. Such practices, we argue, are best sustained through collegial reflective practices that help us make sense of ourselves and continue our work.

Objective: To test potential cognitive and interpersonal moderators of two evidence-based youth depression prevention programs. Method: Two hundred four adolescents (Mage = 14.62 years, SD = 1.65; 56% female; 71% White, 11% Black, 11% multiracial, 5% Asian, 2% other races, 18% Hispanic/Latinx) were randomized to either a cognitive–behavioral (Coping With Stress [CWS]) or interpersonal (Interpersonal Psychotherapy–Adolescent Skills Training [IPT-AST]) prevention program. Potential moderators, selected based on theory and research, included rumination, negative cognitive style, dysfunctional attitudes, hopelessness, parent–adolescent conflict, negative interactions with parents and friends, and social support from parents and friends. Depression symptoms were assessed repeatedly through 18 months postintervention. Results: After adjusting for multiple comparisons, rumination (B = −2.02, SE =.61, p =.001, d =.47), hopelessness (B = −2.03, SE =.72, p =.005, d =.41), and conflict with father (B = 1.68, SE =.74, p =.02, d =.32) moderated intervention effects on change in depression symptoms from postintervention through 18-month follow-up. For example, at high levels of conflict with father, youth in IPT-AST reported a significant decrease in symptoms during follow-up, whereas youth in CWS reported a nonsignificant change in symptoms. At low levels of conflict with father, youth in IPT-AST reported a significant increase in symptoms during follow-up, whereas youth in CWS reported a nonsignificant change in symptoms. Conclusions: These exploratory secondary analyses of Personalized Depression Prevention study data highlight specific cognitive and interpersonal risk factors that could be considered when determining which prevention program may be most effective for a given adolescent. What is the public health significance of this article?: Adolescent depression is a major public health concern, and improving prevention efforts is critical. Study results suggest specific cognitive and interpersonal risk factors that may impact the effects of interventions for youth. [ABSTRACT FROM AUTHOR]

In the course of the author's research into media representations of vulnerability and disability at end of life, she came across two local news stories, both thoroughly reported on by the "Winnipeg Free Press". In November 1998, doctors at a long term health care facility in Winnipeg, Manitoba insisted on entering a "do not resuscitate" order on the chart of 79 year old Mr. Andrew Sawatzky. In December 2007, doctors in the intensive care unit of a Winnipeg hospital opted to disconnect the ventilator and remove the feeding tube of Mr. Samuel Golubchuk, an 84 year old man. Doctors evaluated both Mr. Sawatzky and Mr. Golubchuk by assessing their levels of awareness and consciousness. Neither man was able to speak, although relatives of both men claimed each was capable of communicating and expressing his wishes. For this reason, both of these medical decisions went against the wishes of their respective families, who then sought judicial intervention to reverse them. At the heart of both these cases was the pivotal debate over the entitlement to the designation of "person" and the moral status that it confers. In this paper, the author focuses on this debate and its conflicting narratives. She aims to deconstruct the newspaper accounts of the different narratives in the cases of Mr. Sawatzky and Mr. Golubchuk. She then uses the news accounts to demonstrate the implications that such narratives can have on the lives of these two vulnerable people, as well as people with intellectual disabilities. She begins by describing the law and policy for providing life-sustaining treatments in Manitoba. She follows this description with a summary of the above-mentioned two cases and continues with a brief review of the literature highlighting the relevant philosophical, ethical and medical concepts which are central to understanding these stories. She concludes this paper with a discussion of the implications that these different narratives can have for people with intellectual disabilities. (Contains 1 footnote.)

Background: Women with intellectual/developmental disabilities in conflict with the law experience childhood trauma, substance abuse and intimate partner violence but continue to have difficulty accessing appropriate therapeutic services, both within correctional settings and upon discharge. The aim of this study is to explore women's service needs and to critically assess whether the available services are meeting their identified needs. Method: Semi-structured interviews were conducted with 16 women with intellectual/developmental disabilities who were in the Special Needs Unit of a women's correctional centre from December 2014 to March 2015. Results: Women with intellectual/developmental disabilities struggle to manage the impact of intergenerational trauma, exacerbated by issues of substance abuse and addiction, poor coping skills and minimal education, all of which impact their sense of well-being. Conclusions: This study highlights the need for increasing trauma treatment for women with intellectual/developmental disabilities, and emphasizes the need for accessible intervention to facilitate coping, trauma processing and community integration.

Discourses of children as deficient and deviant are common within the education system and shape the ways in which educators interact with and respond to children. To illustrate this, we conducted a critical discourse analysis of a provincial policy document that directs schools in the development of Codes of Conduct. Drawing on poststructural theory, we demonstrate the ways in which the discourses within policy construct and reify particular identities of the "child" and of "misbehaviour" and how these discourse influence conceptions of behaviour "management." We argue for a reconceptualization of the identity of the child as a contextualized and socially embedded being. In doing so, we articulate an opening for ethical engagements with children that rely on our responsibility for the other.

Objective The goal of the current study was to document patterns of stability and change in adolescent depression and suicide risk detected via universal depression screening in pediatric primary care and to determine who may go on to experience emerging risk. Methods Retrospective electronic health record information (sociodemographic data and depression screening results for 2 timepoints) was extracted for adolescents aged 12–17 who attended well-visits between November 15, 2017, and February 1, 2020, in a large pediatric primary care network. A total of 27,335 adolescents with 2 completed depression screeners were included in the current study. Results While most adolescents remained at low risk for depression and suicide across the 2 timepoints, others experienced emerging risk (i.e. low risk at time 1 but elevated risk at time 2), decreasing risk (i.e. high risk at time 1 but low risk at time 2) or stable high risk for depression or suicide. Odds of experiencing emerging depression and suicide risk were higher among adolescents who were female (compared to males), Black (compared to White), and had Medicaid insurance (compared to private insurance). Odds of experiencing emerging depression risk were also higher among older adolescents (compared to younger adolescents) as well as adolescents who identified as Hispanic/Latino (compared to non-Hispanic/Latino). Conclusions Findings can inform symptom monitoring and opportunities for prevention in primary care. [ABSTRACT FROM AUTHOR]

Objective: Using Canadian survey data this research provides social workers in Canada with a better understanding of their role in the Canadian mental health care system. Methods: By analyzing data from the Canadian Community Health Survey, Cycle 1.2 Mental Health and Well-being, the role of social workers in the Canadian mental health system was determined. Results: Findings indicated that social workers were accessed third most frequently for mental health care. While a variety of individuals accessed care from social workers, those of different sexes, ages, education, and income levels did so at significantly different rates. Conclusion: Social workers should adjust services to include those less likely to access care who may benefit from it, while maintaining services for current clients.

Our society treats people with disabilities in an inequitable manner when compared with non-disabled people. This marginalisation is especially telling in the area of end-of-life issues. The confounding of disability with terminal illness can support practices of encouraging death via assisted suicide and other means for people who, although vulnerable, are not at the end of their lives. The purpose of this paper is to examine a series of news articles covering a Canadian story of assisted suicide. From 2004-2006, newspapers followed the case of Marielle Houle, a mother accused of assisting her son in committing suicide. Although he had a disabling condition at the time of his death, Fariala was not at the end of his life. We use the analytical framework of critical discourse analysis to understand what role, if any, the press played in creating and reinforcing larger societal assumptions about living and dying with a disability.

For students with intellectual disabilities and their families, planning for the transition from school to adult life can be a complicated process. Successful planning is sometimes made more challenging when post-school options and opportunities are not well known or understood. The purpose of this study is to seek out the perspectives of educators on effectively preparing students with intellectual disabilities for positive transitions to adult life. The study uses qualitative research methods to identify keys to post-school success and barriers to fuller community participation. It also examines how information on post-school options and opportunities is received by educators and passed on to students and families so that effective and meaningful transition planning can take place. (Contains 2 tables.)