Repository logo

Faculty of Health and Community Studies

Permanent link for this community

https://hdl.handle.net/20.500.14078/25

Browse

Browsing Faculty of Health and Community Studies by Author "Azulai, Anna"

Now showing 1 - 10 of 10
  • Thumbnail Image
    Item
    Ageism and future cohorts of elderly: implications for social work
    (2014) Azulai, Anna
    In the field of prejudice and discrimination studies, an emphasis has been on racism and sexism, with comparatively little attention to understanding of ageism. This fact is alarming, particularly in the context of the growing population of older adults around the globe. This article provides a review of evidence of ageism among members of helping professions. The author expresses concern and develops an argument that ageism will increase as Baby Boomers reach retirement years. Implications for social work are then discussed.
  • Thumbnail Image
    Item
    Are grounded theory and action research compatible? Considerations for methodological triangulation
    (2021) Azulai, Anna
    This paper explores the prospects of combining Grounded Theory (GT) and Action Research (AR) methodologies to spark further methodological discussion. GT and AR methodologies are sometimes used together in the same study without a discussion of their methodological compatibility. However, different iterations of GT and various forms of AR may inform the level of mutual compatibility. The goal of this conceptual paper is to answer two questions: Which iteration of GT could be more compatible with which form of AR? What benefits and challenges would such a methodological combination pose? The author presents a brief comparative review of GT and AR approaches, commenting on the intriguing complementarities of these methodologies and the benefits of their triangulation in social research. The author concludes that, although the prospect of combining GT and AR is promising, it undeniably requires further scrutiny in the applied research.
  • Thumbnail Image
    Item
    Barriers to the recognition of geriatric depression in residential care facilities in Alberta
    (2020) Azulai, Anna; Hall, Barry L.
    This study explored the barriers that regulated nurse professionals encountered in recognizing and assessing geriatric depression in residential care facilities in the Canadian province of Alberta. The study used a convergent parallel mixed methods design, including a cross-sectional survey (N = 635) and qualitative interviews (N = 14) with regulated nurse professionals. Findings revealed six major barriers to the recognition of geriatric depression in Alberta, including 1) insufficient clinical knowledge and training in geriatric depression; 2) misconceived beliefs about geriatric depression; 3) limited access to resources; 4) unclear depression assessment protocol and procedures in facilities; 5) characteristics of models of care and organizational culture in facilities; and 6) communication difficulties among all stakeholders in the process. Socio-cultural values and beliefs about geriatric depression played a key role in the complex interaction of the various structural and agential barriers to the effective recognition and assessment of depression in residential care facilities in Alberta.
  • Thumbnail Image
    Item
    Current and future needs of gerontological social work practice in Alberta: findings from the World Café at the Gerontological Symposium in Edmonton, Canada
    (2022) Azulai, Anna; Tong, Hongmei; Quinn, Kathaleen; Mykietka, Kelly
    The growing aging population in Canada has multi-faceted psycho-social needs. Social workers are well-positioned to address these needs, despite many challenges. This paper reports findings from the World Café at the Gerontology Symposium in Alberta, Canada, held in 2018. The goal was to learn from social work practitioners, researchers, and educators (N=49) about current and future needs of gerontological social work in Alberta. There were two research questions: 1) What strategies do social workers need on the micro, mezzo, and macro levels to help better serve the growing older adult population in Alberta? (R1) 2) How can social workers promote the value and contribution of gerontological social work within the interprofessional community? (R2) The data were analyzed using qualitative content analysis. Ten R1-related themes emerged: personal traits of a social worker; professional skills; bio-psycho-social needs of older adults; community connections; access to benefits; gerontological social work education; integrated healthcare; aging policy; ageism; and advocacy to strengthen the voice of older adults. The three R2-related themes include strengthening the status of the social work profession; building trust through demonstrated skills; and interprofessional education and practice.
  • Thumbnail Image
    Item
    Doctoral student mentorship in social work education: a Canadian example
    (2018) Fulton, Amy; Walsh, Christine A.; Gulbrandsen, Carolyn; Tong, Hongmei; Azulai, Anna
    Purpose This paper aims to present a thematic analysis investigating the experiences and reflections of doctoral students in social work at a Canadian university who were mentored in the development of teaching expertise, including course design, delivery and evaluation, by a senior faculty member. Recommendations to others who are considering engaging in doctoral student teaching mentorship are presented. Design/methodology/approach The paper examines the authors’ reflections on their experiences of doctoral student mentorship through their involvement in collaboratively designing, teaching and evaluating an online undergraduate course. The inquiry used a qualitative approach grounded in Schon’s concept of reflexive learning. Findings Based on the results of the thematic analysis of the mentees’ reflections, this paper presents the collaborative teaching mentorship model and discusses how receiving mentorship in teaching facilitated the mentees’ development as social work educators. Originality/value Although quality guidelines in social work education recommend that doctoral students should be adequately prepared for future teaching opportunities, there is limited discussion about doctoral student development as educators within the academic literature, especially from the perspective of doctoral students. There is also limited articulation of specific models of doctoral student mentorship in developing teaching expertise. The authors hope that sharing their reflections on their experiences and describing the collaborative teaching mentorship model will serve to deepen understandings and promote further exploration and development of doctoral student mentorship in teaching.
  • Thumbnail Image
    Item
    Evolving from student to teacher: insights from the Conversation Café on doctoral student mentorship
    (2019) Azulai, Anna; Fulton, Amy; Walsh, Christine A.; Gulbrandsen, Carolyn; Tong, Hongmei
    Mentorship has been proposed as a key process for preparing doctoral students as effective educators. However, few models have been described in-depth. To address this challenge, four social work doctoral graduates and one senior faculty member shared their insights drawing on their study on collaborative teaching mentorship, reflecting on their mentorship experiences and inviting feedback from the conference audience in the Conversation Café forum. The resultant discussion supported findings from our research and reinforced that more systematic and reflective efforts are needed to adequately prepare doctoral students for future teaching responsibilities. Specific strategies are summarized.
  • Thumbnail Image
    Item
    How do regulated nurse professionals in Alberta assess geriatric depression in residential care facilities?
    (2019) Azulai, Anna; Walsh, Christine A.
    Although geriatric depression is a prevalent, serious, and under-recognized mental health condition in residential care facilities, there is a dearth of related research in Canada. This exploratory mixed methods study examines the perspectives and practices of regulated nurse professionals on assessment of geriatric depression in residential care facilities in Alberta. Findings from the quantitative surveys (n = 635) and qualitative interviews (n = 14) suggest that geriatric depression is not systematically assessed in these care settings due to multiple challenges, including confusing assessment protocol, inconsistent use and contested clinical utility of current assessment methods in facilities, limited availability of mental health professionals in facilities, and the varied views of regulated nurse professionals on who is responsible for depression assessment in facilities. Implications and future research directions are discussed
  • Thumbnail Image
    Item
    Research recast(ed): S2E6 - COVID-19 and the next generation of residential care worker: lessons learned, with Dr. Anna Azulai
    (2022) Ekelund, Brittany; Cave, Dylan; Azulai, Anna
    We learn about geriatric mental health and also explore how the next generation of social workers can help combat bias. Today we talked with Dr. Anna Azulai about social services relating to older folks and their needs and her research about the effects of the COVID-19 pandemic on people living in long-term care and continuing care facilities. Within our conversation we learned about geriatric mental health and also explored how the next generation of social workers can help combat bias and bring a better, more well rounded, approach when treating and assisting older people.
  • Thumbnail Image
    Item
    Screening for geriatric depression in residential care facilities: a systematic narrative review
    (2015) Azulai, Anna; Walsh, Christine A.
    Studies in residential care facilities suggest that routine screening can assist in the early detection of geriatric depression. However, the effectiveness of screening instruments in residential care in the US and Canada has not been adequately evaluated. We conducted a systematic narrative review of the English-language literature published between 2000 and 2010 on screening instruments used for depression detection in older adults living in residential care facilities. The review yielded nine scales and their modifications tested in residential care, which we evaluated. We provide specific recommendations for the use of effective scales and discuss implications for practice, policy and research.
  • Thumbnail Image
    Item
    State-of-the-art review of transition planning tools for youth with FASD in Canada
    (2019) Coons-Harding, Kelly D.; Azulai, Anna; McFarlane, Audrey
    While the nature of the formal transition to adulthood has changed over the past decade, it continues to be premised on the notion of achieving independence. Individuals with Fetal Alcohol Spectrum Disorder (FASD), however, may never reach full independence in their adult years, instead more so achieving interdependence. Consequently, their transition into adulthood may be particularly challenging because of the expectation of increased responsibilities and autonomy in many areas of life. While there is considerable interest in the area of transitional aged youth and youth leaving care, there is much less research addressing the needs of those with developmental disabilities, particularly FASD, leaving care and transitioning to adult services. It is not clear what services currently exist in Canada for transitional aged youth with FASD. Furthermore, it is also unknown to what extent existing programs enable youth with FASD to successfully transition into adulthood. Using a stateof-the-art review method, the purpose of this project was to review the literature on transition planning processes for youth with FASD from across Canada to determine the strengths and challenges of these existing transition planning tools, and to provide recommendations for the future for youth with FASD and their families.