This article summarizes a project conducted by Dr. Julie Gosselin and her team to create an improved model of clinical supervision for the Ottawa Youth Services Bureau (OYSB). The project involved evaluating current supervision practices across OYSB services including mental health, community services, and youth justice. Through focus groups, interviews, and an online survey, the team gathered information on supervision provided, satisfaction levels, and how to better support frontline staff, coordinators, and clients. Results showed supervision was viewed differently across services and an agency-wide supervision framework was needed. Recommendations included recognizing peer support and encouraging experienced staff to mentor others to improve well-being and sense of community. This project provided an opportunity for research

1. 1
impact
www.crsec.uOttawa.ca
www.crecs.uOttawa.ca
136 Jean Jacques Lussier
Vanier 5002
Ottawa, Ontario
K1N 6N5
AlejandroGomez,Editor.
crecs@uOttawa.ca
This winter issue of Impact provides not only
an opportunity to wish everyone a fabulous
and productive 2015 but to reflect on CRECS’
goings-on over the past six months. I can tell
you that we are experiencing unprecedented
levels of pride these days.
In this issue of Impact we present project
updates and exposés including such areas
as clinical supervision in the not-for-profit
sector; innovation in teaching children about
mental illness; advances in research and
practice in community housing; high quality
interprofessional education; and principles to
inform global health research. What an array
of projects, each, in its own way intersecting
with research, policy and practice, the essence
of CRECS’mission and agenda!
Learning about CRECS projects is gratifying
but witnessing how they help generate
external recognition takes gratification to a
new level. Topping the list in this respect is Tim
Aubry’s induction into the Order of Ottawa,
a remarkable distinction. But kudos also
go to Faculty of Education Ph.D. candidate
Nathalie Gilbert who won the‘Best Paper
(second mention)’award at the 2014 European
Evaluation Society conference in Dublin and
to Rebecca Lloyd and yours truly for prizes at
the Faculty of Education. And to top it off, we
just learning that Virginie Cobigo pulled down
a huge multiyear community partner grant.
Also included in this issue are updates on our
knowledge mobilization initiatives including
the Ten Minute Window and our Lunch Hour
Colloquium series. In closing, I wish to thank
CRECS management committee and staff for
their hard work and dedication and to invite
everyone to stay tuned for the June 2015 issue
of Impact, a special issue in honour of CRECS’s
15th anniversary!
Brad Cousins
Director, CRECS
Ce numéro hivernal d’Impact me donne
l’occasion non seulement de souhaiter à tous
une bonne année 2015, mais aussi de faire
un retour sur les six derniers mois au CRSEC.
Je peux vous affirmer que la fierté est à son
comble ces jours-ci.
Dans ce numéro, nous présentons des mises
à jour et des exposés dans des domaines
tels que la supervision clinique dans le
secteur sans but lucratif, l’innovation de
l’enseignement de la santé mentale aux
enfants, la recherche et les pratiques avancées
en logement communautaire, la formation
interprofessionnelle de haute qualité et les
principes pour guider la recherche mondiale
en santé. Voici une panoplie de projets qui
représente bien la mission et le programme
du CRSEC!
Ces projets nous apportent également
visibilité externe considérable. Par exemple,
Tim Aubry vient d’être admis à l’Ordre
d’Ottawa. À la Faculté d’éducation, Nathalie
Gilbert, candidate au doctorat, vient de
remporter le deuxième prix 2014 du meilleur
rapport de recherche offert par la « European
Evaluation Society » à Dublin. Rebecca Lloyd
et moi-même ont gagné les prix de la Faculté
d’éducation et nous venons d’apprendre que
Virginie Cobigo va toucher une subvention
pluriannuelle de partenariat communautaire.
Dans ce numéro, vous trouverez aussi une
mise à jour sur d’autres initiatives liées à
la connaissance et la mobilisation comme
les capsules de 10 minutes du CRSEC et les
colloques du midi. En terminant, je voudrais
remercier le comité de gestion du CRSEC
ainsi que les employés pour leur travail et
leur dévouement. Je vous invite tous à rester
à l’affût du prochain numéro d’Impact en
juin 2015, numéro qui sera dédié au 15e
anniversaire du CRSEC!
Brad Cousins
Directeur, CRSEC
Hiver | Winter
2015
Contents:
►► TimAubryjoinsCarolineAndrewasa
memberoftheOrderofOttawa2
►► Créerunmodèleaméliorédesupervision
cliniquepourleBureaudeservicesàla
jeunessed’Ottawa3
►► EvaluationoftheLet’sTalkMentalHealth
Program-MediaSmarts4
►► Understandingsocialproblemsand
evaluatingsocialinterventions5
►► CRECSVideoLibrary6
►► Workingacrossboundaries: The
challengesofinterprofessionaleducation8
►► FacultyofEducation’sPrize
forThesisSupervision9
►► ‘BestPaper’SecondMentionatEES
Conference20149
►► PrinciplestoInformGlobalHealthResearch:
DeliberativeDialoguehighlights 10
►► DelegationfromIndonesia 11
►► FacultyofEducation
2014NewResearcheraward 11
►► RoadtriptotheEuropeanEvaluation
Society’s(EES)biennialconference 12
►► UnnouveauRéseaudecentresd’excellence
subventionnéparleGouvernement13
►► KnowledgeTranslation
&Communications 14
►► MyCoopExperience15
►► Noon-hourColloquiumSeries16
►► Whoarewe? 16

2. 2
Tim Aubry joins Caroline Andrew
as a member of the Order of Ottawa By Alejandro Gomez <agomez@uOttawa.ca >
Tim Aubry has dedicated more than two
decades of his professional life to education
and community improvement in the areas
of mental health, homelessness, and social
services. His expertise and research is focused
on further understanding the relationship
between mental health and homelessness,
with the ultimate goal of developing solutions
to help individuals leave homelessness and
achieve social inclusion. “I am honoured to
award the 2014 Order of Ottawa to these
15 remarkable people in recognition of
their outstanding contributions to our city,”
said Mayor Watson.“These individuals have
helped make Ottawa better through their
professional work and have demonstrated
how one person’s actions can make a
difference in the lives of others in our
community.” CRECS hosted a social event to celebrate
Tim’s prestigious award with friends and colleagues from
the University and community partner organizations.
Short speeches of recognition work were heartfelt,
thoughtful and sincere, reflecting the quality of Tim’s
warmth and friendly personality. Dean Marcel Mérette
used this opportunity to share the announcement
that one of the goals of the Faculty of Social Sciences’
upcoming fundraising campaign is the creation of a
Research Chair on Homelessness.
Tim we are all proud and lucky to have you as a
friend and colleague!
Major Jim Watson and Tim Aubry. (Photo: Roger Lalonde, City of Ottawa)

3. 3
Créer un modèle amélioré de supervision clinique pour
le Bureau de services à la jeunesse d’Ottawa
By Catherine Gosztonyi < cgosz081@uottawa.ca >
Ce projet, réalisé par Dre JulieGosselin et son équipe,
représente une des occasions offertes par l’entremise de
la communauté du CRSEC et ses réseaux. Le codirecteur
du CRSEC, le Dr TimAubry, avait travaillé avec le Bureau
de services à la jeunesse d’Ottawa (BSJ) et possédait donc
une compréhension approfondie de ses besoins et de
son caractère unique. C’est lui qui a fait connaitre, au Dre
Gosselin et à son équipe, l’agence dont le champ d’action et
la portée englobaient l’évaluation
des pratiques de supervision à
travers l’agence, dont celles aux
services de santé mentale, aux
services communautaires et aux
services de justice pour les jeunes.
Dre Gosselin et son équipe
ont effectué séparément une
vérification de chaque service de
l’agence afin de déterminer l’état
des pratiques de supervision. Les
gens au BSJ voulaient savoir ce qui
pouvait être fait pour améliorer la
supervision afin de mieux répondre
aux besoins du personnel de
première ligne, des coordinateurs
et des clients. Ce projet a fait face
à des défis particuliers parce que
chaque service travaillait différemment. Le BSJ offre des
services à des jeunes à risque ce qui veut dire qu’ils gèrent
des situations de crise très complexes. La majorité du
personnel travaille à temps partiel et les horaires varient.
Les coordinateurs encadrent des personnes qu’ils voient
très rarement à cause de ces horaires variés. Dre Gosselin
et son équipe ont organisé des groupes témoins aux trois
services pour le personnel de première ligne et pour les
coordinateurs en plus d’effectuer des entrevues avec des
intervenants clés tels les coordinateurs et les membres
du comité directeur au BSJ. L’équipe a aussi développé
un sondage bilingue en ligne sur le degré de satisfaction
des employés. À chaque occasion, on a obtenu plus
d’information sur les genres de services offerts par l’agence,
le genre de supervision favorisée par chaque service ainsi
que la rapidité, la qualité et la quantité des pratiques de
supervision et, enfin, leur capacité à répondre aux besoins
des employés.
Les résultats de ce programme d’évaluation ont révélé que
la supervision en tant que ressource pour le soutien clinique
était un concept moins présent d’un service à l’autre et
que l’absence d’une vision commune de la supervision au
BSJ perdurait. C’est résultats ne sont pas uniques au BSJ
Recommendations sur les pratiques de supervision.
mais, grâce à la compréhension des valeurs et pratiques
fondamentales de l’agence par les employés, les employés
arrivent à maintenir une cohérence dans l’ensemble des
services, ils démontrent de la résilience et savent quand
chercher de l’aide pour remplir le mandat de l’agence. On
devait donc profiter de ce point fondamental pour améliorer
les pratiques de supervision. Les niveaux de satisfaction
sur la supervision sont demeurés dans la moyenne; une
indication que, bien qu’on puisse
faire mieux, il n’y avait pas lieu de
s’alarmer.
À l’avenir, d’autres opportunités de
recherche avec le BSJ sont possibles
pour l’équipe de la Dre Gosselin.
Le BSJ doit d’abord compléter
certaines étapes avant qu’une
deuxième vérification ne soit
faite, dont l’élaboration d’un cadre
de supervision à la grandeur de
l’agence. Par exemple, l’évaluation
des programmes pourrait fournir
à l’agence des informations sur les
connaissances de la supervision,
sur l’évolution des idées face à
la supervision, sur les taux de
satisfaction des gens et sur d’autres
résultats positifs qui auraient pu être générés. Puisque
l’encadrement par les pairs n’était pas reconnu, l’équipe
d’évaluation a recommandé à l’agence de valoriser le
travail des membres expérimentés du personnel en les
encourageant à faire du mentorat et d’en obtenir eux-
mêmes afin d’améliorer le mieux-être et le sentiment
d’efficacité des employés. Le BSJ a aussi été encouragé à
créer une politique de supervision globale pour l’agence
afin de définir la portée de la pratique et pour établir des
directives et des normes de base pour chaque service.
Un processus anonyme de révision de la supervision
devrait aussi voir le jour afin de créer un endroit sûr ou les
gens peuvent offrir une rétroaction sur leurs activités de
supervision. Enfin, on devrait mettre en place un comité de
formation pour identifier les besoins futurs des employés
en matière de formation pour que ceux-ci puissent profiter
d’un perfectionnent professionnel continu. En mettant
en place les recommandations de l’équipe, le BSJ pourrait
avoir une idée plus précise du rôle de cette activité
professionnelle importante et de la manière de l’intégrer à la
gestion des programmes et à la stratégie de développement
professionnel de l’agence.

4. 4
Evaluation of the Let’s Talk Mental Health Program -
Media Smarts By Cameron Montgomery <cmontgom@uottawa.ca>
The purpose of this project
was to conduct an evaluation
of the pilot program“Let’s Talk:
Finding Reliable Mental Health
Information and Resources”to be
used to guide the improvement
of the program prior to a national
expansion of the program in 2015.
The formative evaluation of this
pilot program focuses on both
program process and delivery of program content, and
short and intermediate term outcomes for teachers and
students. It is designed to provide feedback for improving
the program, particularly as it pertains to the lesson
content, the delivery of the program and the online
framework for teachers.
The bilingual program was designed to enable teachers
to connect mental health issues to the wider curriculum
through media literacy and to help students recognize,
find and authenticate reliable mental health information
and resources online, and by using a variety of multi-
media tools. The program is comprised of online training
for teachers as well as classroom resources. Teacher
training resources include a self-directed presentation
and a teachers’guide. Using an online platform for this
purpose allowed for more fullsome participation in a
variety of Canadian cities. Classroom resources includes
six teaching lessons that use a variety of multimedia tools
that last an approximate duration of one class period for
Grades 7-8 (three in English and three in French).
The program’s learning objectives are to encourage
students to discover reliable public information
about mental illnesses, which challenges common
misconceptions and raises awareness about stigma;
to increase student awareness of social support
networks and formal mental health resources found
within their communities which should support help-
seeking behaviour; and to assist students in developing
the necessary skills to locate and evaluate reliable
information about mental health on the Internet, which
in turn should help to increase awareness about mental
health.
Three research questions
One: To what extent has students’ability to understand
media’s influence on their understanding of, and attitude
towards, mental health increased? Two: To what extent
has the program enabled students to identify support
networks available to them in the community and
enabled them to cultivate help-seeking behaviours for
mental health issues? Three: To what extent has the
program enabled students to be able to find authoritative
sources of mental health information on the Internet? The
methodology was based on a combination of teacher and
student participation and was conducted in three phases.
Phase One: Evaluation Planning (January-June 2013)
involved a review of all relevant documentation and a
literature review on program evaluations similar in scope,
in context and in program content.
Phase Two: Instrument Development and Data
Collection (September 2013 –June 2014). Student
learning was assessed via questionnaires with one pre-
test (pre-lesson) as well as two post-tests (post-lesson)
that were administered by participant teachers in the
classrooms to assess students’acquisition of new skills
and knowledge.
Phase 3: Putting it All Together (June 2014- August 2014)
involved the analysis and synthesis of quantitative and
qualitative data. 669 grade 7 and 8 students from three
Ontario school boards and one independent school
board in Quebec participated in the evaluation.
Results and Discussion
For the qualitative aspect of this study, 10 teachers across
three school boards, excluding the independent school
in Quebec, participated in one-on-one interviews about
their training experiences and their perceptions of their
students’learning.
The lesson material in the bilingual program was
proven to be appropriate and efficacious for its student
audience in all three Ontarian School Boards and the
one independent school in Quebec. The results affirm
that the lesson materials and its use of multi-media
platforms increased grades 7 and 8 student knowledge
with regards to better understanding where to turn
to and which sources to listen to when it comes to
mental health. Media Smarts designed program lesson
activities was able to properly engage middle-school
students and instill valuable information in their minds.
The lessons are congruent with the recommendations
of Canadian Mental Health Association and the Mental
Health Commission of Canada who state that educational
materials on mental health that engage the audience
on a personal, emotional, and intellectual level have
proven to be effective stigma reduction tools, as they
increase favourable attitudes and decreases perceived
dangerousness (Canadian Electronic Library, 2013).
Cameron Montgomery

5. 5
Understanding social problems
and evaluating social interventions By John Sylvestre <jsylvestre@uOttawa.ca>
There are three inter-related
perspectives that inform the work of
our research group, and that derive
from my own graduate training and
interests: applied social psychology,
community psychology, and critical
psychology. Our work is in the
field, focused on understanding
social problems and evaluating
social interventions that address
them. Our focus on social problems
and intervention is concerned
with social, environmental,
programmatic or policy change,
rather than change at the individual
level. Our work is informed
by the values of social justice,
respect for diversity, democratic
participation, and collaboration.
Finally, in our work we not only
use a variety of methods, but we
also maintain a critical perspective on these methods.
We are pragmatic in our methodological choices, but
also adopt a questioning attitude toward them. We are
interested in the issues and implications of imbalances
of power between researcher and participants, as well as
the strengths and limitations of the various methods we
use to study the phenomena that interest us. One of our
current major projects is a study of family homelessness
in Ottawa which combines a quantitative study of 76
families transitioning from life in shelters to community
housing over a one year period, with qualitative
interviews with heads of families and youths living in
shelters and community housing, and an evaluation of a
community support program. We are also contributing
to studies of Housing First interventions, qualitative
research with people with histories of housing instability,
knowledge translation in volunteering and giving, and
the development of a practice research network for
psychotherapists.
Graduate students are encouraged and supported to
become involved in a range of research and professional
development opportunities. In their dissertations they
are equally concerned with making strong conceptual
contributions and empirical contributions. Students
take on studies related to a variety of themes, using a
variety of methods. Katie Bendell has recently defended
her dissertation that took a critical perspective on
Photovoice. Parastoo Jamshidi is using a case study
method to look at organizational change resulting from
the introduction of program monitoring tools in child and
youth mental health agencies. Aman Bassi is combining
participatory mapping, walking tours, photography
and interviewing in a longitudinal qualitative study of
community integration among women participating
in a Housing First program. Alexia Polillo is developing
mixed method research to understand pathways
into, and out of, family homelessness. She is currently
conducting a comprehensive review of the research on
family homelessness, as well as conducting qualitative
analyses of the relationship between housing transitions
and health among people who have histories of
homelessness. Nick Kerman is the newest addition to
our team. He is interested in the role of service use in the
lives of people with serious mental illness who live in
the community. Though often studied as an outcome of
housing interventions, Nick is investigating the meaning
of service use in people’s lives, and examining different
ways of understanding service usage from perspectives
informed by Amartya Sen’s capabilities approach, and the
concepts of citizenship and recovery.
Alexia Polillo, Parastoo Jamshidi, Nick Kerman, John Sylvestre and Aman Bassi

6. 6
Shaping community inclusion requires
a better understanding of“community”
by Rawad Mcheimech
“Community”is a broad term used extensively in the academic peer reviewed
literature without a consensual definition. The definitions of“community”
used in published studies found in the peer-reviewed scientific literature were
compared to identify common themes. Focus groups were also conducted
which consisted of four persons with intellectual and developmental disabilities and their“community”members. They reported
their own definitions of“community”. The literature review identified 10 common themes and 3 uncommon themes.“Unpaid”was
a novel theme identified through a definition reported in the focus groups. The study proposes a definition of“community”using
the common themes and concluded that definitions are relative, change with time, and could include contradictory themes (e.g.
physical proximity vs. territory-free).
Introducing the PARENTS: A new
tool for involving caregivers in the
assessment of physicians
by Katherine Moreau
Recognizing that assessment data are often necessary to evaluate educational
interventions and guide professional development, this presentation highlights
the participatory development of an assessment tool that caregivers can use to
assess and provide feedback to physicians in pediatric emergency departments.
Knowledge to action processes in
SHKN/AKE communities of practice:
A cross-case analysis
by James Conklin
This video provides highlights from a research project that is showing how
communities of practice (CoPs) move new knowledge and innovations into
frontline practice in the field of seniors’health. Numerous CoPs are operating in Canada’s health and social service systems,
and they often try to introduce improvements or innovations into practice. Our research seeks to understand the factors that
contribute to the success or failure of these initiatives. The presentation focuses on initiatives sponsored by three different CoPs.
provides some background information (e.g. a definition of a CoP), reviews the key features of each initiative, and describes the
research findings and conclusions.
The TMW provides a platform through which researchers, within the space of no more than 10
minutes, disseminate encapsulated summaries of their research findings or conceptual contributions.
Submissions are welcome from researchers working in education and the social and health sciences
whose contributions align well with CRECS’mission. Here are a few recent releases for Volume 2, 2014,
more are in preparation for this Volume.
Visit www.crecs.uottawa.ca, under knowledge mobilization > video library
CRECS Video Libra

7. 7
ary 2014 Updates
Enhancing the quality of life of
marginalized populations through
employment
by Virginie Cobigo and Rosemary Lysaght
Employment is a primary life role function of most adults, and is associated
with a number of central elements of quality of life, such as productivity,
income, emotional and physical well being, and social connectivity. Many adults, however, are excluded from employment, are
underemployed, or relegated to low income, low status positions that fail to contribute to an adequate quality of life. Success in
this and other vital social roles can be understood as a function of the dynamic interaction between a number of individual and
environmental factors that underpin social participation. This chapter presents a theoretical model of social inclusion that was
developed in the context of intellectual and developmental disability. The model has at its core social role participation, and helps
to both explain and offer insights as to how optimal inclusion and social role success can contribute to quality of life across a
broad range of populations.
Coming soon: Volume 2 TMWs in production
Stress and coping in education: Student teachers, teachers, professors and adolescents
by Lorna McLean, Hoa Truong-White and Katrina Isacsson
Several colleagues were involved in a research project with Elections Canada and Encounters With Canada to promote
civic engagement among Canada’s youth. Findings confirm that the presentations prepared the participants to think
about new ways to discuss local, national and international issues in their school, community and at home.
Integrating the capacity to do and use evaluation into organizations
by Brad Cousins and Isabelle Bourgeois
This TMW will present a conceptual framework developed to guide the research that was used to inform data
collection, analysis and interpretation, and reporting. The results of a multiple case study on organizational capacity to
do and use evaluation will be presented.
CRECS Expands Video Library
CRECS has expanded to include knowledge mobilization projects beyond
the Ten Minute Window (TMW). Among a long list of family and friends
Brad Cousins received an email from his very proud brother Lorne with
a link to a video record of the UN’s 47th session of the Commission of
Population and Development in New York, April 2014. Deep into that
video record was a Joint Oral Statement made by Brad’s niece Lara
Cousins on behalf of the International Community of Women Living
with HIV/AIS and the Women’s Global Network for Reproductive Rights
(WGNRR).
Understanding the gravity of the statement and its potential to mobilize
global awareness about women’s rights CRECS offered to produce a
video short of the statement as a standalone excerpt. WGNRR was very receptive to the idea and asked if a second
Joint Oral Statement -- delivered by Marevic Bing Parcon at the 58th session of the Commission on the Status
of Women at the UN in New York, March 2014 – might be excerpted as a standalone video as well. After a rather
protracted process of obtaining appropriate permissions, CRECS shared the final products with WGNRR who will use
them in moving forward with their mission and agenda. Check them out in our newly expanded Video Library.
Lara Cousins at the UN 47th Commission of Population and
Development in New York, April 2014

8. 8
Working across boundaries:
The challenges of interprofessional education
By Angus McMurtry < Angus.McMurtry@uOttawa.ca > and Kelly Kilgour < kkilgour@uOttawa.ca >
Climate change, poverty, the
diabetes epidemic…Solutions to
today’s complex challenges require
input from multiple disciplinary
or professional perspectives. A
doctor prescribing medication,
for example, won’t solve diabetic
patients’underlying problems
unless nurses, nutritionists or social
workers also help them to make
better nutritional and lifestyle choices. Interdisciplinary
and interprofessional teamwork is thus becoming
essential.
But how can we teach people who look at the world
through very different professional lenses to work
together? Who can be an“expert”when dealing with
such a broad range of expertise? These are among
the challenges faced by those in interprofessional (IP)
education, a field that has grown in recent years—
especially in health and social care.
Why IP education is challenging
Traditional education is divided into discrete subject
areas like math, history or physiology (these areas
are often referred to as“disciplinary silos”). Each has a
relatively coherent set of theories and methodologies.
And the educator is someone who, through previous
education and experience, has become an expert in one
area.
IP crosses these boundaries, bringing together multiple—
often contrasting—theories and methodologies. This can
make IP an uncomfortable place for both educators and
learners. As an educator, you must relinquish your status
as“expert”and embrace negotiation, discomfort and a
degree of uncertainty. Educators in IP contexts typically
act as facilitators rather than instructors.
Students in IP courses ideally come from a range of
professionals. In healthcare, an IP class may include
people from medicine, pharmacy, nursing, therapy,
psychology, social work or spiritual care. Like educators,
these students are invited to leave their narrow
professional comfort zones and consider all the
biomedical, sociocultural and experiential aspects of
complex cases like substance abuse or end-of-life care.
Group dynamics also need to be addressed. Personality
conflicts, gender relations and power imbalances can
affect teamwork just as much as professional differences.
As a result, IP courses usually have units on role
awareness, communication skills, conflict resolution and
leadership. Educators should model these skills in their
own classes, for example, by collectively establishing
rules for discussions and decision-making.
Innovative teaching strategies and curricula
IP teamwork is oriented toward dealing with messy,
real life situations. Not surprisingly, educators make
use of innovative, experiential strategies like problem-
based learning, case study, role play and simulation.
For instance, students in police, paramedic and child &
youth worker programs might role-play IP team members
dealing with a domestic abuse case.
These experiences present rich opportunities for
reflective learning. Acting as a facilitator, an IP educator
will debrief students, inviting them to think about how
they felt, team dynamics, professional perspective
negotiation, and so on. Models of effective teamwork
may be introduced in this context rather than through
didactic instruction—though students usually like
hearing IP educators’stories about their real-world
experiences on IP teams. In more advanced courses,
students may get the opportunity to observe or even
work with a functioning IP team.
Why this matters to educators and community service
workers
As headlines about ecological crises, intercultural
tensions, and entrenched social and physical ills
remind us, our world is complex, interconnected and
multifaceted. There are no simple, uni-disciplinary or
uni-professional solutions to our biggest problems. The
most important skills people can have in such a context
are open-mindedness, teamwork, cultural and intellectual
pluralism, a refusal to grasp at simplistic answers, and a
commitment to dealing with complexity. Because of its
real-world focus, commitment to diversity and innovative
teaching strategies, IP education can provide trainers in
other areas with useful ideas and techniques for building
these skills.
The Faculty of Education offers a course on
Interprofessional Education as part of its Health
Professions Education (HPE) program.
Angus McMurtry

9. 9
Faculty of Education’s Prize for Thesis Supervision
By Catherine Gosztonyi <cgosz081@uOttawa.ca >
‘Best Paper’Second Mention at EES Conference 2014
By Catherine Gosztonyi < cgosz081@uOttawa.ca >
On December 12, 2014, Brad Cousins was the first
recipient of the Faculty of Education’s Prize for Thesis
Supervision! Since thesis supervisors devote a great deal
of time and effort to effectively supervise their students,
this award aims to recognize excellence in the guidance
and supervision of graduate students. A cash prize of
$2000 will be deposited into Professor Cousins’personal
research account. The prize will be offered every three
The European Evaluation Society (EES) held its 11th Biennial Conference Awards
in Dublin, Ireland from October 1 to 3 2014 with the goal to promote the theory,
practice and utilization of high quality evaluation in Europe and beyond.
CRECS had a strong presence at this year’s conference, with six University of
Ottawa Faculty of Education graduate students attending. Nathalie Gilbert, a
PhD Candidate in the Faculty of Education, was among them. Her paper, co-
authored with Brad Cousins Patient Engagement in Health Service Improvement:
Where are the Evaluators? won‘Best Paper’with second mention at this year’s EES
Conference!
Brad made the prospect of attending the conference very attractive and helped
motivate Nathalie’s decision to participate in the conference. He offered to fund
part of his student’s trips if their abstracts were accepted by EES, and only if
they submitted the draft paper of their presentation before they flew out. The
day after her presentation, Nathalie got the unexpected news from EES that the
paper had won the ‘Best Paper’ with second mention.
According to Nathalie:“Yes, I wrote the paper, but it’s because of Brad’s
expectations of his students. He is very clear about that from the onset. He
sets the tone for you to get into that rhythm, and just giving us the financial support [to attend the conference] was
incredibly helpful. He also offered to review everyone’s papers. He was incredibly generous with all of us in terms of
going to that conference and supporting us. I certainly owe it to him.”
Nathalie Gilbert recieving her mention at the
EES Conference in Dublin
years and is open to all Faculty of Education professors
currently supervising students.
Brad’s nomination impressed the selection committee
not only with the number of theses and dissertations
he has been an instrumental part of over the years, but
also with the quality of his supervision. The selection
committee found his letters of recommendations as well
as his own statement articulating his approach to be very
compelling and genuine. In the official acceptance letter,
Vice Dean Nick Gazaola stated“we had no doubt that you
are an effective and caring thesis supervisor and your
contributions to the success of our graduate students is
remarkable.”
According to Brad:“I can tell you that it was a very proud
day for me when Barbara Szijarto sent me the nomination
package containing most of the letters. The whole
exercise has been a bit of a trip down memory lane,
but one that has given me great pleasure. I would like
to offer special thanks to Barbara, Nathalie Gilbert and
Kate Svensson for taking the initiative and pulling this all
together”.
France Gagnon, Kate Svensson, Catherine Gosztonyi, Nathalie
Gilbert, Barbara Szijarto, Hind Al Hudib, Marilyn Dodgson,
Brad Cousins and Danielle Delorme.

10. 10
Principles to Inform Global Health Research:
Deliberative Dialogue highlights By Ismael Ngnie Teta < ingnieteta@unicef.org >
Responding to calls for action
from the Canadian Coalition for
Global Health Research Gathering
Perspectives Study, the deliberative
dialogue was intended to build a
foundation for elaborating a set
of principles designed to guide
Canadians involved in global health
research (GHR). The event brought
together fifteen individuals from
distinct regions, organizations,
professional backgrounds, and research interests to
deliberate on why principles are needed to guide global
health research and what such principles should be.
Why are principles needed to guide global health
research?
Participants acknowledged the context of persistent
and avoidable global inequities as a foundational reason
and motivation. GHR exists and is needed, global health
interventions need to be informed by GHR evidence.
Participants shared a deep desire to contribute to the
creation of something that could support, guide, assess,
and inform both the conduct and the legitimacy of
GHR. There is tension between the potential for (often
inadvertent) exploitation and reinforcement of inequities
versus the potential to leverage and optimize the systems
and resources that can reduce inequities. The principles
emerging were both inspirational and aspirational,
moving toward a more nuanced contemplation of ethics
in GHR.
Who should the principles be from and for?
Agreement was reached that the principles should come
from the Canadian Coalition for Global Health Research,
CCGHR and collaborators, but be for anyone involved in
and using, teaching, assessing, supporting or funding,
or collaborating on GHR. Participants agreed that the
research team should make a concerted effort to include
voices from our partners situated in lower- and middle-
income countries around the world.
What principles should be included?
These initial principles are a foundation for a continued
process of consultation and discussion over the next
eight months. The following principles were highlighted:
►► Share responsibility to create and use knowledge
►► Long-term visions for research, including sustainability
and future generations
►► Do more (far more) good than harm
►► Ensure respect, mutuality, and reciprocity (beyond what
might be obliged through research ethics boards)
►► Honour social accountability and the use of
transformative approaches
►► Challenge tokenism in favour of inclusivity that is
founded upon equity
►► Attention to power and power relationships—within
and among contexts, and research teams
►► Ground GHR approaches in contextual understanding
regarding historical, cultural, political economic and
environmental reasons for health inequities
►► Promote transparency and accessibility
►► Position ourselves with humility, a critical stance and
attention to process
How should principles be implemented?
All principles would be best supported by creating a
complementary set of case studies that explore ethically
challenging experiences of those involved in GHR, and
critically reflective questions to facilitate the application
of principles in real-life settings.
Next steps…
The perspectives here will be used to create a preliminary
draft document presenting principles to guide in the
practice of GHR. The research team will also prepare a
toolkit that can be used by a broad range of groups or
individuals who wish to contribute to the elaboration of
these guiding principles. In particular, we will strive to
ensure that voices from partners situated in lower-middle
income countries are well reflected in the final document.
The research team will pursue the elaboration of a set
of case studies. This might be completed as part of a
separate research project.
The final document will be presented at the next annual
CCGHR meeting with a request for endorsement.
The document should be a source for reflection and
ongoing dialogue. The continued efforts to learn from
our experiences and implementation of principles of
GHR could serve, in and of themselves, as transformative
opportunities for learning.
Moreinformationcanbefoundatwww.ccghr.ca.Thisstudyisfunded
byIDRC,andledbyKatrinaPlamondon,AdjunctProfessoranddoctoral
student,SchoolofNursing,UniversityofBritishColumbia.DrIsmael
Ngnie-Teta,NutritionistwithUnicefandCRECSAffiliateResearcher
participatedinthedeliberativedialogue.
Ismael Ngnie Teta

11. 11
Delegation from Indonesia
visit to CRECS
By Brad Cousins < bcousins@uOttawa.ca >
BradCousinswithdelegationfromIndonesia
CRECS was delighted to host a brief visit in December by
a delegation of university professors and administrators
from the Republic of Indonesia. The meeting was
coordinated by Maria Habanikova of the Institute on
Governance located here in Ottawa. The Indonesian
delegation was making stops in Montreal, Ottawa and
Toronto in the interest of furthering their knowledge of
models of, and approaches to, governance, management
and leadership. They were very much interested in the
concept of community engagement.
At uOttawa, the delegation also visited the Centre for
Globalization and Community Engagement (CGCE). The
visit at CRECS included a presentation by CRECS and a
brief tour of the Social Sciences conference facility and
of the CRECS offices. When asked why they decided
to come to Canada in the winter, delegation members
laughed and admitted that they wanted to say they had
experienced it. It was minus 4 degrees with 2 inches of
snow on the day of their visit.
Faculty of Education
2014NewResearcherAward
By Alejandro Gomez < agomez@uOttawa.ca >
Senior Researcher Rebecca
Lloyd was granted the Faculty of
Education 2014 New Researcher
Award. She has raised the profile
of the university’s educational
community well beyond the
walls of Lamoureux Hall. Her
enthusiasm and drive has led
this researcher, who focuses on
phenomenology and movement
awareness, to maintain excellent
working relations based, above
all, on cooperation. She is often innovative in connecting
experimentation and phenomenology, leading to
a rethink of educational planning, applications and
evaluation. Her winning personality has earned her a
reputation as someone to emulate among her work
colleagues and students.
The Faculty of Education produced a video about the
Award, where Senior Researcher and Associate Professor
of the Faculty of Education Nicholas Ng-A-Fook states:
“the function-to-flow model (F2F) that she’s created
is really pushing policy makers in health and physical
education, her fellow researchers in the field (...) to think
outside the box. So to rethink the way in which we might
teach health and physical education within the context of
public schooling.”
The New Researcher Award was established in 2003 and
is presented annually. Congratulations Rebecca!
Rebecca Lloyd

12. 12
Road trip to the European Evaluation Society’s (EES)
biennial conference By Hind Al Hudib < halhu011@uOttawa.ca >
The European Evaluation Society’s
(EES) biennial conference brings
together evaluators from across
Europe and around the world
and creates a superb platform for
professional sharing.“Evaluation
for an Equitable Society:
Independence, Partnership,
Participation”was the theme of the
2014 conference which was held in
Dublin, Ireland from October 1 to 3.
Daily keynote speakers included the Honourable Brendan
Howland, Ireland’s Minister for Public Expenditure and
Reform; Marco Segone, Director of Evaluation at UN
Women; Michael Scriven, Professor of Psychology at
Claremont Graduate University; and Helen Simons,
Professor of Evaluation and Education at the University
of Southampton, with Jennifer Greene, Professor of
Educational Psychology at the University of Illinois.
The conference provided several members from CRECS
with an opportunity for a road trip. Brad Cousins,
Peter Milley and the six students working under Brad’s
supervision– Hind Al Hudib, Barbara Szijarto, Kate
Svensson, France Gagnon, Nathalie Gilbert and Joanne
Tucker – attended the conference and presented on
various topics. Brad presented results from an empirical
study of 320 practicing evaluators on factors affecting
the success of collaborative evaluation projects. This is
a collaborative project with Lyn Shulha from Queen’s
University, Elizabeth Whitmore from Carleton University,
and two PhD candidates from CRECS, Hind Al Hudib and
Nathalie Gilbert. Peter presented a paper coauthored
with Brad Cousins and Jill Chouinard which explores the
intersections between participatory evaluation and social
pedagogy. The presentation highlights the potential
philosophical, theoretical and practical commonalities
between social pedagogy and participatory evaluation
and how the latter could benefit from comparative
analysis with social pedagogy. Hind discussed the
central ideas of her PhD thesis, which investigates the
role of evaluation policy in organizational capacity for
evaluation, and introduced a conceptual framework that
depicts the relationship between the two and situates
research on organizational capacity for evaluation
within the broader evaluation-policy context. Barbara,
in her presentation entitled“Rethinking Knowledge
Transfer and Exchange Evaluation: Knowledge Broker
Perspectives,”emphasized the importance of interaction
and mutual understanding between researchers and
practitioners/policymakers as predictors of knowledge
use underscoring that the factors that influence these
processes deserve further study. Kate presented a
comprehensive review of the evaluation utilization
literature with a focus on the use of technology for
increasing evaluation utility. Nathalie also presented
a systematic review of the literature on patient and
family engagement in the planning and evaluation
of health services and discussed how the evaluation
community could make contributions in this area.
France discussed construct validity in the context of
anti-bullying programs. She presented a conceptual
framework for enhancing the construct validity of
programs in order to produce knowledge that is valued
by stakeholders. Finally, Joanne spoke of her thesis work
which examines the operationalization and measurement
of transformative outcomes with particular attention to
the factors and conditions that contribute to and detract
from their attainment.
All of the eight presentations were well-attended and
contributed to the energy and excitement that continued
throughout the ensuing discussions. The students were
very appreciative of the financial support that they had
received from uOttawa, which made their participation in
the EES conference possible.
Students greatly valued the opportunity to
showcase their research to an international
audience and to establish networks with
professionals in the field.
Kate Svensson, Brad Cousins, Joanne Tucker, Nathalie Gilbert,
Barbara Szijarto and France Gagnon at the EES Conference, Dublin 2014.
Hind Al Hudib

13. 13
Un nouveau Réseau de centres d’excellence
subventionné par le Gouvernement
By Virginie Cobigo < vcobigo@uOttawa.ca >
Le 15 décembre, le
gouvernement du
Canada a annoncé les
résultats du concours
des Réseaux de centres
d’excellence. Parmi les
quatre nouveaux Réseaux
financés, on compte AGE-
WELL: Aging Gracefully
across Environments
using Technology to
Support Wellness,
Engagement, and Long
Life qui sera financé de
2014 à 2019. Virginie
Cobigo, Chercheure Principale au CRSEC, fait partie des
chercheurs impliqués dans le Réseau.
Au sein de AGE-WELL, Virginie dirigera un projet
qui permettra de développer et commercialiser une
application mobile pour aider les personnes âgées, les
personnes présentant une déficience intellectuelle, et
tous ceux à qui sont prescrits plusieurs médicaments,
à prendre leurs médicaments de façon sécuritaire et
responsable. L’usage irrationnel de médicaments est
un problème soulevé par l’Organisation mondiale de la
santé (OMS) et inclut l’usage d’un trop grand nombre
de médicaments par patient, la non conformité des
pratiques de prescriptions aux directives thérapeutiques,
et l’auto-médication inappropriée. L’OMS estime qu’à
l’échelle mondiale,“50% de tous les médicaments sont
prescrits, distribués ou vendus de manière inappropriée.”
Le projet permettra également de développer et valider
un modèle conceptuel décrivant les facteurs éthiques,
sécuritaires et liés à la protection de la vie privée qui
influencent l’adoption et la diffusion de technologies.
L’application mobile sera développée selon les principes
de la Protection intégrée de la vie privée. Ce projet inclut
d’autres professeurs de l’Université d’Ottawa: Jeffrey
Jutai (project co-lead), Faculté des sciences de la santé,
and Céline Blanchard, Faculté des sciences sociales.
Sont également inclues les personnes suivantes: Jérôme
Bickenbach, Queen’s University; Wendy Cukier and
Ann Cavoukian, Ryerson University; Yves Lachapelle,
Université du Québec à Trois-Rivières; Johanna Lake,
Postdoctoral fellow. Le projet ne serait pas faisable
sans la collaboration de partenaires industriels et
communautaires, incluant Dinis Cabral, JLG Health
Solutions; Millie Colbourne, Breton Ability Centre; Susan
Farrell, Royal Ottawa Hospital.
Les Réseaux de centres d’excellence sont des centres
de recherche virtuels à grande échelle dirigés par
des établissements postsecondaires qui réunissent
des partenaires multidisciplinaires des secteurs
postsecondaire, industriel, gouvernemental et sans but
lucratif. Les réseaux effectuent de la R et D et des activités
de transfert des connaissances et de commercialisation
et permettent aux étudiants et aux chercheurs canadiens
de travailler avec des groupes d’utilisateurs à accélérer la
création et l’application des connaissances.
À propos de AGE-WELL.ca
On sait pertinemment que le maintien à domicile,
dans une vie autonome et en toute sécurité, constitue
un moyen efficace de préserver la qualité de vie des
personnes âgées et de réduire les coûts des soins de
santé. Pour atteindre cet objectif, le réseau AGE-WELL,
qui sera hébergé dans l’un des centres de recherche sur
la réadaptation les plus avancés du monde, aura recours
à des technologies de pointe comme les communications
mobiles, les capteurs intelligents et la robotique pour
aider la population vieillissante. Grâce à une approche
collaborative qui mobilise les utilisateurs finaux, les
partenaires industriels, les organisations sans but lucratif
et les chercheurs, le réseau déterminera les besoins des
adultes vieillissants et cherchera à atténuer le fardeau
des aidants. Le programme de recherche se penchera
également sur les défis d’ordre social, économique,
éthique et politique associés au recours croissant à
la technologie. En plus de favoriser l’autonomie et la
sécurité, ces recherches stimuleront la compétitivité
du Canada dans la conception et la mise en œuvre
de technologies propres à optimiser le bien-être des
personnes âgées.
Ressources:
►► http://www.who.int/medicines/areas/rational_use/fr/
►► http://www.privacybydesign.ca/
►► http://www.nce-rce.gc.ca/NetworksCentres-CentresReseaux/NCE-RCE_fra.asp
Virginie Cobigo, PhD, C.Psych.

14. 14
Knowledge Translation & Communications
By Catherine Gosztonyi < cgosz081@uottawa.ca >
CRECS 2014 Professional Development for Senior and
Affilate Researchers was organzied by John Sylvestre
and Tim Aubry. This day long workshop explored, with
a“hands on”approach and an emphasis on practical
skill-building, the many tools and approaches to
knowledge translation (KT) and communications
from the perspective of the researcher. The workshop
focused on KT and communications
methods for both professional and
non-professional audiences. Leading
the workshop were Heather Bullock,
Director of Knowledge Exchange,
CAMH and Jason Guriel, EENet
Supervisor, CAMH.
Heather facilitated a workshop rich
in KT stories, models and theories,
tools and approaches, and templates
on how to build a KT plan. With many
group discussions and practical
exercises, the workshop’s objectives
to become more familiar with the
core concepts and definitions of
Knowledge Translation, improve the
ability to develop high quality Knowledge Translation
plans, gain experience with clear language writing and
become better able to harness social media for KT and
communications purposes were achieved.
The KT models and frameworks learned during the
workshop, to name a few, were the S-curve of Adoption,
the Knowledge to Action Cycle, the PARiHS Framework
and the Systems Approach Knowledge Exchange
Framework. Participants learned that making use of a
KT model can act as an excellent guide and that out of
the many KT tools, face-to-face exchanges are the best
vehicle to deliver a message. But when these exchanges
are not feasible, education sessions, networks and
communities of practice, facilitated meetings, workshops,
web-based information and electronic communications
as well as steering committees are great alternatives.
Considering time for impact is essential as Knowledge
Exchange and integrated KT approaches can have impact,
but not always in the expected timeframes. It is important
to not get discouraged and be open and attentive to
impacts down the line. Since bigger isn’t necessarily
better in KT terms, considering a scale is essential and
well targeting activities to specific audiences is far more
effective.
The afternoon portion focused on communication and
the importance of clear language. Research papers and
findings can be written in very complex language not
commonly understood by all. Simplifying the language
used by translating it into clear language is key. This
allows the text to be more robust,
direct, accessible and to the point
and allows it to reach diverse readers
with different backgrounds and
levels of education; It makes ideas
accessible and useful to others
helpinmg them aim for clarity and
truth. With an active voice, a slightly
informal tone, the reduction of jargon
and the number of adjectives in
front of nouns, the use of lists, a font
size 12 or larger and photographic
images, clear language is achieved.
The Flesch-Kincaid Readability Tool,
which determines the grade level and
reading ease of a piece of writing, was
introduced and used to help assess
language translations exercises. Clear language should
be used on all platforms, including communication
vehicles, as they create visibility and accessibility. Varying
from e-mails, newsletters, media release, infographics,
videos and social media, it is important to establish a
communication plan with effective use of these vehicles
and can be very beneficial.
The interest and positive feedback from workshop
participants is very encouraging. CRECS will continue
organizing Annual Professional Development events
for Senior and Affiliate Researchers. Ideas welcome!
Please send to crecs@uOttawa.ca.
2014 Professional Development Workshop

15. 15
My Coop Experience
By Catherine Gosztonyi < cgosz081@uottawa.ca >
During my studies, I have
had the opportunity to
work for several services
offered by the university,
whether it has been for the
campus and community
radio station or organizing
events for students on
campus. The experience I
gained allowed me to not
only enhance my student
experience, but also enjoy a
few of the university’s many
services and continue to
question how it is that such a complex establishment
is run. It is thanks to CRECS that I was able to broaden
my knowledge and learn an entirely new aspect of the
university: research.
Over the past four months, working at CRECS has proven
to be an invaluable work experience. I have been able
to learn a multitude of different computer programs,
gain knowledge in website, account, meeting and event
management, partake in a research interview, conduct
an interview, participate and help organize various
events, learn about video production, write for Impact
as well as celebrate with CRECS the many awards their
students and researchers have recently received. All
this has allowed me to understand the various ways
research is being conducted as well understand the
reach and scope of that research. Seeing as I haven’t yet
finished my undergraduate studies, graduate studies and
research were things I knew little about. The professors,
researchers and students who frequented CRECS,
provided me with great deal of information and helped
me understand what graduate studies entail as well as
how to get involved in a research study.
Being involved with a research centre has allowed me
to see the administrative side as well as experience the
various ways research is shared with the community. I
have thoroughly enjoyed attending events such as the
Noon-Hour Colloquiums as they gave me the opportunity
to further develop my event planning skills all the while
being able to get a first-hand account of the work done
by guest speakers and understand CRECS’s involvement. I
have learned that knowledge mobilization is essential to
a research centre and in order to benefit the community,
the information must be readily available and accessible
to everyone. Closed captioning YouTube videos and
attending the Knowledge Translation workshop hosted
by CRECS helped me understand the importance of clear,
simple and well explained messages, the implementation
of a communication and knowledge translation plan
as well as the benefits a research centre might see by
engaging its members and community on the most
relevant social media platforms.
Using many different computer programs gave me the
opportunity to learn new programs and expand my
knowledge on the basics such as Microsoft Outlook and
Excel. I found it really interesting to learn new functions
and realize that I’ve not made use of all the tools
available. I learned about email distribution with Outlook
but properly using Excel proved to be a challenge as well
as the program I have learned the most about. With the
help of the video tutorial site Lynda.com and my father, I
was able to get a really good understanding of the basics
of Excel and its comparison functions in order to create
various comparison lists. I am very happy to have had the
opportunity, the time and the resources to learn such a
valuable skill.
Working at CRECS has given me a great deal of new
opportunities, most notably writing for Impact. As this is
the first time I have contributed articles for a newsletter,
I found the task quite exciting. Contributing to Impact
has allowed me to write about and celebrate some very
impressive awards, understand and explain one of the
many research projects, conduct an interview and reflect
on all the wonderful experiences CRECS has given me.
In addition to gaining all this knowledge, I have had the
opportunity to work with truly wonderful people who
have each helped me learn as much as I can, whether it
is about their research, their interests or their academic
trajectory. With all this invaluable work experience, I am
thankful to have worked at CRECS and I look forward
to utilizing this knowledge at CRECS and in any future
workplace.
Catherine Gosztonyi

16. 16
Noon-hourColloquiumSeries
Check out our upcoming Colloquiums
ComitéconsultatifCRSÉC|CRECSAdvisoryCommittee
Kevin Barclay Réseaulocald’intégrationdesservicesdesantédeChamplain|Senior Integration Specialist,
Champlain Local Health Integration Network
Pino Buffone Superintendentducurriculum,Ottawa-CarletonDistrictSchoolBoard|Superintendentof
Curriculum,Ottawa-CarletonDistrictSchoolBoard
Rose Anne DevlinVice-doyenneàlarecherche, Facultédessciencessociales|Vice-Dean Research Faculty of
Social Sciences
Terry Hunt Direction générale de la vérification et de l’évaluation, Commission de la fonction publique |
Director General, Auditing and Evaluation, Public Service Commission
Mary Jelinic Superviseur du programme, Ministère des services à l’enfance et à la jeunesse | Program
Supervisor, Developmental Services Ministry of Children andYouth Services
Marilyn Kasian Officierderecherche,OttawaCarletonCatholicSchoolBoard|Research Officer, Ottawa
Carleton Catholic School Board
Raymond LeblancVice-doyen à la recherche et au développement du personnel, Faculté d’éducation |
Vice-Dean Research and Professional Development, Faculty of Education
Jean-PierreVoyer Président-directeur général, Société de recherche social appliqué | President and C.E.O.,
Social Research and Demonstration Corporation
Comité de gestion | Management Committee
Brad Cousins Directeur | Director
John Sylvstre Codirecteur | Co-Director (interim)
Tim Aubry Codirecteur | Co-Director (on sabbatical leave)
Robert Flynn Emeritus, Faculty of Social Sciences
Ruth Kane Faculty of Education
Alejandro Gomez Coordinateur | Coordinator
Ikram ElsaddikValdivieso Coordonnateur Adjointe | Assistant Coordinator
Catherine Gosztonyi Coordonnateur Adjointe | Assistant Coordinator
Coordonnateurs de la recherche |
Research Coordinators
Meagan Miller Ontario Looking After Children
Shanon Balla Families First
Joel Beaupré Kids inTransition
Abra Adamo Population Health Interventions
David Hole Ottawa Neighborhood Study
Katlyn Carr Ottawa Neighborhood Study
Associés de la recherche | Research Associates
CynthiaVincent Ontario Looking After Children
Elizabeth Hay Health and Housing inTransition
Stagiaire postdoctoral | Postdoctoral Fellow
Rebecca Cherner Supported Housing Addiction Recovery Evaluation
Arnaud Duhoux Health and Housing inTransition
Pour plus d’information, nous contactez à /
For more information contact us at
crecs@uOttawa.ca
CRECS continues to expand its knowledge mobilization
initiatives through its Noon-hour Colloquium Series both
on- and off- campus. Most colloquia are recorded and
accesible on the CRECS website.
Join us for these upcoming colloquia.
Whoarewe?
StephanieRattelade
February 27. Daily experiences of social
support in homeless and vulnerably-housed
women. Social support is an important
coping mechanism, but is often overlooked
in homeless populations. This session will
present the findings from these studies and
discuss how context significantly influences how social
support is experienced in daily life.
BoVinnerljung
March 6. Swedish research on improving the
educational and health outcomes of children
and youth in out-of-home care. School failure
and serious psychosocial problems are very
strong for all children. Most interventions
targeting foster children’s school performance
yield positive results. The results from
national population or intervention studies in the Nordic
welfare states argue for a strong“back-to-basics”focus on
education and health in child welfare practice.
NathalieGilbert
April 24. Engaging Patients and Family Members
in the Planning and Evaluation of Psychosocial
Oncology Services in Ottawa. Understanding
the patient and family engagement in the
planning and evaluation of health services as
a means to improving the quality of patient-
centred care. The results of interviews and
a focus group with patients, family members and staff
from the Psychosocial Oncology Program examining the
facilitators/barriers, engagement experience and degree of
collaboration with patient and family engagement in health
service improvement will be discussed.
LindaCardinal
23 janvier. La recherche collaborative université
et communauté. La présentation portera sur
les résultats de recherche de l’Alliance de
recherche sur les savoirs de la gouvernance
communautaire. Sise à l’Université d’Ottawa
depuis 2009, l’Alliance à produit deux
guides sur la recherche collaborative et la
gouvernance. Ces guides, destinés aux praticiens, feront
l’objet plus particulier de la présentation.