impactContentsTrouver ceux qui ont « tâté le terrain » 2

CRSEC PostDocs CRECS 3

Knowledge Exchange about Participatory Evaluation 4

New Beginnings for Research Collaboration on Participatory Evaluation 5

Je ne veux pas que ma recherche reste sur une étagère 6

Developing a Profile of Arts Education Projects across Canada 7

Promoting Post-Secondary Education with Youth from Disadvantaged Backgrounds 8

Lunch and Learn Event 9

Introducing... the Ten Minute Window 10

Ottawa Neighbourhood Study 12

Knowledge Mobilization on the road 13

CRECS Senior and Affiliate Researchers 14

Noon-hour Colloquium Series 16

Who are we? 16

Hiver | Winter

2014

www.crsec.uOttawa.cawww.crecs.uOttawa.ca136 Jean Jacques LussierVanier 5002Ottawa, OntarioK1N 6N5

Vol. 14, No. 1

Alejandro Gomez, Editor. Impact is published semi-annualy. For submissions and queries please contact

crecs@uOttawa.ca

Mot du directeur

L’équipe du CRSEC désire souhaiter à tous une année 2014 agréable et très productive. Il me fait grand plaisir de revenir sur les réalisations et activités du CRSEC, et quel meilleur endroit pour le faire que dans un autre beau numéro du bulletin Impact (merci, Alejandro!). Dans ce numéro, nous faisons le point sur différents projets et activités, et nous mettons en évidence la nature interdisciplinaire étendue du Centre et de ses gens. De plus, nous y trouvons des profils de personnes qui ont joint récemment l’équipe du CRSEC, dont un chercheur principal et trois boursiers postdoctoraux. Hector Nunez, « boursier pré-doctoral » de l’Université autonome de Barcelone, présente un rapport sur ses activités de recherche.

Pour moi, la chose peut-être la plus captivante qui s’est passée au cours des six derniers mois a été la conception, la production et le lancement de notre nouvelle tribune de diffusion pour les vidéos appelées les Capsules de dix minutes (CDM). Selon moi, les CDM pourraient permettre au CRSEC d’acquérir un rayonnement national, voire international, en tant que chef de file en matière de diffusion de la recherche sur les services éducatifs et communautaires. À cet égard, je tiens à exprimer ma gratitude envers mon équipe, formée d’Alejandro Gomez (coordonnateur du CRSEC et rédacteur administratif des CDM) et de Daniel Tamblyn-Watts (étudiant coop et producteur technique des CDM), dont la qualité du travail de production interne ne cesse de m’étonner.

Nous nous réjouissons de voir Daniel revenir au CRSEC ce trimestre-ci comme étudiant coop, et nous disons au revoir à Samantha Lapointe, qui vient de terminer son deuxième trimestre. Comme vous pourrez le constater, une bonne partie du mérite associé à la production du bulletin Impact revient à Samantha.

J’aimerais terminer sur une autre note positive concernant la diffusion de la recherche. Je veux parler de notre série de conférences. Depuis longtemps, nous avions pour tradition de parrainer deux conférences par trimestre, mais face à l’intérêt croissant qu’elles suscitent, nous en avons récemment doublé la fréquence (et le nombre de participants). Si vous n’avez pas encore eu le plaisir de vous joindre à nous pour l’une de ces conférences du midi, sachez que nous serons heureux de vous y accueillir. Vous trouverez à la dernière page un aperçu du calendrier de l’hiver 2014.

Je vous souhaite une année 2014 extraordinaire, et bonne lecture! Brad Cousins

From the Director

We at CRECS wish one and all a Happy New Year and a very productive 2014. At this time of year it is my great pleasure to reflect on CRECS’ activities and accomplishments and what better stimulus for that than another fine issue of Impact (thank you Alejandro). This issue brings us up to date with a range of projects and activities and speaks to the diverse interdisciplinary nature of the Centre and its people. Also featured are profiles of some recent additions to the CRECS family including a senior researcher and three postdoctoral fellows. Hector Nunez, a ‘pre-doctoral fellow’ from the Autonomous University of Barcelona, provides a report on his research.

Perhaps most exciting for me in the past six months was the conception, production and launch of our new video dissemination publication outlet, the Ten Minute Window (TMW). In my view the TMW has the potential to position CRECS nationally, if not globally, as a leader in education and community research dissemination. Thanks go to my team of Alejandro Gomez (CRECS Coordinator and TMW Managing Editor) and Daniel Tamblyn-Watts (co-op student and TMW Technical Production) whose standard of quality for in-house production astonishes me.

Happily, Dan has returned to CRECS this term as a co-op student but we must say farewell to Samantha Lapointe who completed her second term. As you will see, Sam shares a good deal of the limelight with the production of Impact.

Let me end on another positive note about research dissemination, specifically, our Lunch Hour Colloquium series. We have a long history of sponsoring two Colloquia per term but interest is growing and we seem to have doubled that number, not to mention attendance. If you have not yet had the pleasure of joining us for lunch, please know that you are more than welcome anytime; you will find a preview of the 2014 Winter program on the back page.

Have a fabulous 2014 and happy reading!

Brad Cousins

2

Trouver ceux qui ont « tâté le terrain »par Celine Pinsent < celine.pinsent@uOttawa.ca >

La clé pour augmenter le taux de bénévolat et de dons réside peut-être dans le dépistage de ceux qui le font déjà – mais juste un peu. Trouver ceux qui ont « tâté le terrain » et comprendre leurs défis, leurs cheminements ainsi que leurs motivations à vouloir peut-être accroître leur participation peut accroître l’accès à de larges groupes de futurs bénévoles et de donateurs susceptibles de s’impliquer davantage. Ce sujet fut parmi ceux qui ont fait l’objet de discussions à la récente réunion du Comité consultatif du projet qui s’est tenue au début de décembre à l’Université d’Ottawa et lors de laquelle l’équipe du projet a présenté trois axes d’analyse à ce jour ainsi qu’un aperçu des communautés prototypes possibles.

En utilisant des données nationales tirées de l’Enquête canadienne sur le don, le bénévolat et la participation de Statistique Canada, l’équipe du projet effectue en ce moment diverses analyses statistiques sur mesure afin d’acquérir des connaissances permettant aux communautés et aux organismes d’atteindre les objectifs suivants :

• Inciter les gens à passer d’un faible niveau d’engagement à un niveau plus élevé de

participation; • Maintenir un niveau stable de bénévolat et de dons au cours des différentes

étapes de la vie; • Cibler les groupes inexploités qui ont

traditionnellement eu tendance à moins s’impliquer.

Le projet E=MC2 travaille à la fois avec les réseaux nationaux et avec les collectivités locales pour comprendre comment moduler les analyses dans ces domaines afin de générer de l’information et des connaissances que les organismes peuvent intégrer dans leurs activités et leurs entreprises en cours. À cette fin, l’équipe du projet a créé des relations avec divers organisations et réseaux qui serviront de collectivités

prototypes et au sein desquelles un accent sera mis sur les groupes suivants :

• Les nouveaux immigrants; • Les jeunes; • Les personnes vivant en milieu rural; • Les personnes handicapées; • Les francophones.

Un élément important du projet E=MC2 est l’évaluation. Les participants à la réunion du Comité consultatif du projet ont également discuté de l’approche proposée à l’évaluation qui est fondée sur un modèle de théorie du changement axée sur la mobilisation des connaissances. Le cadre d’évaluation est en voie d’élaboration et suivra une démarche d’analyse de contribution. Cette démarche comprendra une combinaison d’évaluateurs intégrés, d’approches d’évaluation participative et de supervision par des pairs.

Pour plus de renseignements au sujet du projet, veuillez communiquer avec la directrice du projet, Celine Pisent à celine.pisent@uottawa.ca ou visitez le site web du projet E=MC2 à www.engagement.uottawa.ca.

Le financement pour le projet E=MC2 est assuré en partie par le Programme de partenariat pour le développement social du gouvernement du Canada et par la Faculté des sciences sociales de l’Université d’Ottawa.

Le projet E=MC2 (Engagement = mobiliser les collectivités et la collaboration) a pour objectif de rassembler informations et connaissances au sujet du

bénévolat et des dons pour que les communautés et les organismes puissent les intégrer

et les utiliser pour inciter les gens à s’engager

davantage.

3

Rebecca has been involved in two research projects during her postdoctoral fellowship at CRECS under the supervision of Dr. Tim Aubry. The first is a five-year longitudinal research study funded by the Canadian Institute of Health Research, that explores the health and housing of individuals who are homeless or vulnerably housed. The study is being conducted in Ottawa, Toronto, and Vancouver. Participants in each city complete an interview each year addressing areas such as health, housing history, quality of life (including quality of housing), substance use, and community integration.

The second project is the Supported Housing Addiction Recovery Program Evaluation, which encompasses both implementation and outcome evaluations of a Housing First program for homeless adults with problematic substance use in Ottawa. This program involves a partnership between the Canadian Mental

Health Association (CMHA) Ottawa Branch and Oasis program at Sandy Hill Community Health Centre. For the outcome evaluation, program clients are followed for the first two years of their involvement in the program. They are interviewed every six months to measure housing, health, substance use, quality of life, and community integration. A control group, comprised of homeless adults with problematic substances who are not in the program, is also interviewed allowing evaluators to compare outcomes between those in the program and those who are not. The study is being funded by the Ottawa Branch of the CMHA.

CRSEC PostDocs CRECS

Jennifer’s post-doctoral work at CRECS focuses on Housing First programs intended to assist with people with severe mental illness and addictions to exit homelessness. She is looking at data collected through the At Home/Chez-Soi project – a five-year intervention-research project funded by Health Canada through the Mental Health Commission of Canada to implement a Housing First approach in five Canadian cities. Specifically Jennifer’s research currently focuses on the small group of individuals who continue to struggle with homelessness – not finding stability through the Housing First approach. In addition she is interested in examining the kinds of alternative supports that these individuals might require in order reach a point of stable housing. Gender differences in the experience of homelessness and reaching housing stability are Jennifer’s research interests and she is planning a mixed-methods approach to examining the unique

aspects of women’s experiences in these domains, among the At Home/Chez-Soi participants. Jennifer is also involved in designing and collaborating on a variety of program evaluation activities with the Canadian Mental Health Association (CMHA) – Ottawa Branch, including the design of an evaluation of an integrated concurrent disorders treatment program, and collaboraton on an outcome evaluation for a modified Dialectical Behaviour Therapy treatment proram. Working under the supervision of Dr. Tim Aubry, Jennifer’s post-doctoral fellowship is jointly funded by the Mental Health Commission of Canada and CMHA - Ottawa Branch.

Dr. Jennifer Volk

Arnaud a obtenu un poste de professeur à la faculté des sciences infirmières de l’université de Montréal en juin 2012, et il vient de soutenir avec succès sa thèse de doctorat sur la qualité des soins pour la dépression en première ligne au Québec, sous la direction du Dr Louise Fournier. Il a toujours eu un intérêt particulier pour les inégalités de santé et les populations vulnérables. Il a donc voulu poursuivre ses travaux sur la qualité des soins auprès des personnes itinérantes. Il rejoint donc le Centre de recherche sur les services éducatifs et communautaires (CRSEC) pour poursuivre ses travaux de recherche dans le cadre d’un stage postdoctoral de deux ans pour lequel il a obtenu une subvention du Fonds de recherche du Québec - Santé. Ce stage sera réalisé sous la direction du Dr Tim Aubry. Les travaux sur la qualité des soins de santé mentale seront réalisés grâce aux données du projet HHiT (The Health and Housing in Transition). Cette étude de cohorte prospective étudie la santé, la situation de logement et l’utilisation de services de santé d’un

échantillon représentatif de 1192 personnes itinérantes ou à logement instable à Vancouver, Toronto et Ottawa, sur une période de 4 ans. Lors de son stage, Mr Duhoux va effectuer un couplage des données de cette enquête avec les données des bases médico-administratives via le Institute for Clinical Evaluative Sciences (ICES). Cette étude permettra de produire des résultats solides sur la qualité des soins de santé mentale reçus les personnes itinérantes ou à logement instable et sur ses déterminants.

Dr. Arnaud Duhoux

Dr. Rebecca Cherner

4

Knowledge Exchange about Participatory Evaluation by Héctor Núñez < HectorDavid.Nunez@uab.cat >

Last fall I had the pleasure to serve as a visiting researcher at CRECS from the Department of Systematic and Social Pedagogy in the Autonomous University of Barcelona (AUB) (Spain). I have developed my doctoral research in the field of participatory evaluation and community action. I contacted CRECS back in April to explore the possibility of coming to CRECS as a pre-doctoral fellow. My attraction to CRECS is tied to some of the contributions of Professor Brad Cousins on participatory evaluation and evaluation capacity building in social organizations. It was a pleasure for me that Professor Cousins showed interest in my research and invited me to come to CRECS. I will always be grateful for this great opportunity at the beginning of my academic career.

While completing my Master’s in Research in Education at AUB, I started working in the field of participatory evaluation with Professor Xavier Úcar, who then became my doctoral supervisor. My first experience was assessing the community development plans of the regional government of Catalonia using participatory evaluation approaches. The relationship I developed with Professor Ucar in this first project made me appreciate new opportunities and ideas to elaborate on issues of participatory evaluation as a learning methodology in non-formal education organizations.

Professor Úcar is the principal investigator of a Spanish national project called ‘Participatory evaluation of community action as a learning methodology for individual and community empowerment’. In my research, which is tied directly to the project, I am interested in the functions and socio-educational strategies that community ‘technicians’ or practitioners develop to facilitate a participatory evaluation process at the community level. The literature elaborates on the roles of evaluators, but very little research focuses on the roles and functions of staff members of not-for-profit organizations involved in these processes. The role of these practitioners, who facilitate the community’s understanding of the evaluation and the creation of partnerships, is crucial to the success of participatory evaluation.

During my stay at CRECS I analyzed qualitative data gathered in 16 months of field work and ran an on-line survey to identify information that clarifies the profile of community technicians in Catalonia. The questionnaire survey asked about such dimensions as the initial training of community technicians, evaluation training, evaluation design, and the use of outcomes, among others. Final results will be available next summer.

This visiting researcher opportunity gave me a chance to learn about Canadian universities, and how Canada’s multicultural society is integrated into the university system. I am positively impressed by both students and teachers with diverse backgrounds from around the world working together with the flexibility afforded to students to combine their jobs with their studies and other training opportunities. I am

equally inspired to experience how university teaching is oriented towards research, which is the direction to which Spain is moving toward. What stands out is the capacity that I saw at CRECS to create partnerships among different research groups and partner organizations that facilitate research in the fields of social affairs.

My next steps are to present my dissertation in the summer and then preparing new projects and funding proposals to continue research with my team in Barcelona. I am also attracted to the prospect of a post-doctoral position in the field of participatory evaluation. I would like to conclude with a heart-felt thank you to all of my colleagues and friends at CRECS who supported me during my stay.

The role of community technicians is crucial to the success of participatory evaluation

Héctor Núñez during his CRECS Noon-Hour Colloquium presentation on December 6, 2013

5

New Beginnings for Research Collaboration on Participatory Evaluation Brad Cousins < bcousins@uOttawa.ca>

We are very fortunate to have had the pleasure of Hector Nunez’ company for the past 3.5 months. In his article, published in this edition of Impact, Hector talks about his research and the benefits to him of spending time here as a pre-doctoral candidate. Yet the benefits of the visit by no means stop there! From the outset I was very warm to the idea of Hector joining us. I was particularly intrigued by his research program and that of his supervisor Professor Xavier Ucar (Autonomous University of Barcelona) because these interests seemed to dovetail with our own in direct and interesting ways. I do not believe I was alone with this view.

A full two months before Hector’s arrival in September, I received a request from Professor Ucar to consider providing an article length contribution to a special issue of Pedagogía Social Revista Interuniversitaria focused on our research on participatory evaluation. I was very much excited and honoured by this invitation, yet I had to balance my enthusiasm against several competing commitments. Jill Chouinard (CRECS affiliate researcher) and I recently published a book which was really a review and integration of research on participatory evaluation and we had followed this with two papers connecting our thematic analysis to the international development context1. Professor Ucar’s invitation gave me pause to think about another possible extension of our work.

The special issue headed up by Professor Ucar focuses on interconnections between social pedagogy and

1 Cousins, J. B., & Chouinard, J. (2012). Participatory evaluation up close: A review and integration of research-based knowledge. Charlotte NC: Information Age Press; Chouinard, J. A., & Cousins, J. B. (2013). Participatory evaluation for development: Examining research-based knowledge from the African perspective. African Evaluation Journal, 1(1), 1-19; Chouinard, J. A., & Cousins, J. B. (in press). The journey from rhetoric to reality: Participato-ry evaluation in a development context. Educational Assessment, Evalua-tion and Accountability.

participatory evaluation, social pedagogy being framed for us as teaching and learning that takes place outside of the institutional educational setting. Jill and I talked about and committed to developing a paper that would re-examine some themes emerging from our work on participatory evaluation through a social pedagogical lens. This direction would be truly ground breaking for our research program but also a daunting challenge because our knowledge of social pedagogy was cursory at best. On his arrival, Hector assisted by pointing us toward an array of relevant references. But the real breakthrough occurred through casual conversations with a new Senior Researcher at CRECS, Professor Peter Milley.

Peter began as an assistant professor in the Faculty of Education in July 2013. In getting acquainted with him I came to appreciate his grounding in sociological theory and research from an administrative and organizational perspective. In short order Jill and I engaged Peter in the project and together we produced a draft paper (currently undergoing peer review) at breakneck speed. Peter acknowledged that while some variants exist in North American, social pedagogy is a European academic tradition. Together we explored the landscape and Jill and Peter took the lead in forging and exploring several interconnections between the two spheres of interest.

The draft paper, available on request, will be revised in English and published in Spanish and that I find particularly gratifying and exciting. But perhaps much more exciting are the new research collaborations that are beginning to form. Jill, Peter and I have talked about further research possibilities in this vein and it is likely that new projects will develop over time. We are considering presenting the existing paper at the European Evaluation Society meeting in Dublin (Oct. 2014) and it is likely that our colleagues from Barcelona will be there. And who knows what sorts of future prospects may arise on that front! So, while it is easy to see from Hector’s article that his visit was highly productive and beneficial to him, the benefits extend well beyond those he identified. I do look forward to ongoing research collaboration, here and abroad, in the years to come.

Farewell lunch for Héctor Núñez at Jazzy Restaurant

Après une conversation édifiante avec la professeure adjointe, Virginie Cobigo, j’ai été ravie de connaître ses racines et de comprendre pourquoi elle est si passionnée par l’équité, l’inclusion sociale et le choix.

Virginie a grandi en Normandie, France où plus tard elle a fait des études universitaires en psychologie. Lorsqu’elle était jeune, elle a passé une nuit à garder une jeune fille trisomique puis à tomber sous son charme « même si la nuit ne s’est pas bien passée! » dit-elle en riant. Dès lors, elle a su qu’elle voulait améliorer le sort de personnes dont la voix n’est pas socialement entendue.

Après avoir participé, à l’âge de 20 ans, à un programme d’échange d’étudiants au Canada, Virginie a constaté que l’approche canadienne à l’inclusion sociale « rejoignait beaucoup plus mes valeurs » que l’approche traditionnellement adoptée en France, c’est-à-dire qu’elle est plus axée sur la communauté et moins asilaire. Comme on s’attend d’une étudiante d’un programme d’échange, Virginie est tombée amoureuse du Canada (et de son mari) et est revenue afin de continuer son parcourt pour la déficience intellectuelle. En 2008, elle a obtenu son doctorat en psychologie à l’Université du Québec à Montréal puis elle a complété un postdoctorat à l’Université Queen’s à Kingston.

Maintenant installée au 5e étage du pavillon Vanier de l’Université d’Ottawa, l’équipe de recherche de Virginie s’appelle « Information et décisions éclairées pour l’Inclusion » ou « IDéE pour l’inclusion ». Sa recherche est axée principalement sur l’inclusion sociale des personnes ayant une déficience intellectuelle. Elle m’explique comment l’utilisation de la recherche appliquée fait toute la différence pour elle. Elle dit : « Je fais de la recherche appliquée. Je ne veux pas que ma recherche reste sur une étagère ». Qu’est-ce qui différencie sa recherche des autres? « L’ouverture de la part des chercheurs universitaires et des fournisseurs de services ou des gens qui décident des politiques de travailler en collaboration » ne s’est jamais vraiment produite avant, et maintenant, « ça se sent qu’il y a une volonté de collaborer et de moins travailler en isolement, en cloisonnement ou en vase clos » ce qui donne lieu à des possibilités de croissance et d’enrichissement pour tous, dit Virginie. C’est pourquoi Dr Cobigo collabore avec divers groupes, y compris des gens d’influence politique et des fournisseurs de services. Bien qu’abstraite, ce qui m’intéresse le plus, mentionne-t-elle, c’est la collaboration directe avec les personnes ayant une déficience et avec les organismes d’aide sociale. Philip Grandia, coordonnateur de recherche qui travaille avec Virginie, a pu me rencontrer pour me donner son point de vue sur elle et sa recherche. Il me dit que toute l’équipe « IDéE pour l’inclusion » tient vraiment à « engager

les membres de la communauté à participer à la recherche, non seulement pour fournir des données, mais aussi pour contribuer à son orientation ».

Cette pratique, qui provoque des discussions entre les personnes qui gravitent autour de la recherche et les partenaires communautaires désignés, permet d’obtenir une meilleure compréhension du sens qu’ont les personnes ayant une déficience intellectuelle de l’inclusion sociale et du choix. Selon Phil, Virginie est spéciale en tant que chercheuse parce qu’« elle n’impose rien… Elle a des buts et des objectifs pour ce qu’elle veut accomplir, mais elle est aussi disposée à considérer d’autres points de vue ou suggestions. Elle est très ouverte ». Dr Cobigo dit que « pouvoir en parler avec eux et donc parler de façon concrète de l’impact dans leurs vies, de voir ce que ça veut dire pour eux inclusion sociale ou le choix très concrètement (…) ce sont des rencontres très inspirantes » et constituent l’ultime récompense de son travail.

Au cours de notre conversation, je me suis demandé quel avait été, pour Virginie, le moment le plus marquant de son travail de recherche et elle m’a raconté une histoire qui m’est restée. Comme elle discutait des façons dont une personne peut se sentir exclue, une femme lui a raconté une histoire. Lorsqu’elle est allée visiter sa mère dans le nord, elle s’est sentie très à l’aise et bien accueillie dans son village natal, les gens la saluaient et s’informaient d’elle… Par contre, dans l’avion vers sa destination, elle n’a pu ni boire ni manger pendant son vol parce qu’elle n’avait pas de carte de crédit en raison de sa déficience intellectuelle et s’est sentie terriblement exclue de la société. Peut-être suis-je sensible à la détresse des autres, mais à écouter Virginie parler avec tant de ferveur, il est évident que son travail la comble. C’est à ce moment que j’ai compris que c’est sa capacité de pouvoir apporter des changements concrets dans la vie de certaines personnes qui la garde si zélée et positive.

6

Je ne veux pas que ma recherche reste sur une étagèrePar Samantha Lapointe <lsamanth@uOttawa.ca>

Virginie Cobigo, chercheuse principale de CRSÉC

7

Developing a Profile of Arts Education Projects across CanadaA summary by B. W. Andrews and E. O. Harris

Arts education partnerships offer an alternative approach to supporting the teaching and learning of the arts in elementary and secondary schools.

Partnerships feature artists collaborating with teachers with the support of the school and community to implement lessons in and through the arts. This evaluation study described the broad implementation parameters of ArtsSmarts, a national arts education partnership1. This unique initiative brings together artists and teachers together to integrate the arts into the school curriculum in various sites across Canada. Artists and teachers collaborate in the design and delivery of the arts disciplines within the school curriculum in accordance with provincial education guidelines, and they are supported by school districts and arts organizations. The disciplines represented include creative writing, dance, drama, film/video, music and the visual arts. The program offers the possibility of addressing the need for effective arts instruction in Canada at a time of financial restructuring when many arts specialist positions have been eliminated in the elementary schools.

An integral component of ArtsSmarts is the ongoing evaluation of its programs in multi-year, multi-site research studies. Artists, teachers and project co-ordinators (i.e., the organizing artist, teacher, parent, arts consultant or principal) involved in the ArtsSmarts projects submitted 114 project information surveys which provided data profiling their projects2. Findings indicate that the arts projects

1 At the time of the study, ArtsSmarts was funded by the J.

W. McConnell Family Foundation and administered by the Canadian

Conference of the Arts. There were seven partners involved: 2 arts councils,

3 community foundations and 2 arts organizations. The program evolved

into a non-profit arts organization with several partners in different sites

across Canada. For further information, please refer to www.ArtsSmarts.ca.

2 The project information survey represents one source of data

gathered for the partners that was designed to examine aspects of the

national arts education partnership. There were several other data sources

over several years which will be reported in future summaries.

focused on curricular themes, and arts integration occurred predominately in language arts and social studies. Classes were often combined to increase the number of students exposed to artistic experiences but this form of delivery hampered learning effectiveness. The largest number of projects occurred in school settings (rather than the community), urban areas (rather than rural or suburban), visual arts (rather than creative writing, dance, drama, film/video or music), grade 4 (rather than other grades), and in time frames of less than a month (rather than from 2 to 10 months)3.

The evaluation findings were taken seriously by the ArtsSmarts partners as they were committed to improving the program. Partner meetings were undertaken in Halifax (Atlantic coast) and Vancouver (Pacific coast) to review and to adjust the projects to improve their effectiveness. The partners focused their efforts on extending arts integration across the entire curriculum, encouraging artists and teachers to take a more active role in organizing the projects, lengthening the duration of the projects, involving all the arts disciplines within the projects, and undertaking projects in the

community, in addition to the classroom. These initiatives involved a variety of measures, such as re-writing guidelines for funding to include a broader range of arts disciplines and community groups, working closely with school administrators on the timetable, and encouraging teachers and artists to undertake joint planning.

3 For the complete study, please refer to Andrews, B. W., & Harris,

E. (2007). Triage: Developing a profile of arts education partnership projects

across Canada. In K. Veblen & C. Beynon (Eds.), From sea to sea: Perspectives

on music education in Canada. Proceedings of the Pan-Canadian Think Tank I

Symposium, University of Western Ontario, London, ON. http://ir.lib.uwo.ca/

musiceducationebooks/1/, 14 pp.

8

Promoting Post-Secondary Education with Youth from Disadvantaged Backgrounds

without that collaboration. My goal is to make sure that the research project helps to ensure that the partnership continues to develop in the longer-term so that the project supports the development of youth in Ottawa for many years to come, and also benefits other communities. Youth are indeed the future.’’

The team will hear about the different aspects of the partnership and its development from YF partners, including members of the YF Coordinators’ Table (the body which coordinates the operations of YF), and YF stakeholders: YF

alumni and their parents, mentors, and YF Champions and advocates. One of the indicators of success is the recent addition of new partners to the collaboration. Julia Faulkner excitedly explained that YF “had a new partnership this past year with the Odawa Native Friendship Centre, which is responsible for an urban Aboriginal high school. We (at YF) had five of their youth join last year. We are delighted at the expansion and this year we are adding 5 participants

stemming Children’s Aid Society (CAS) referrals.”

Over the next three years, the research team will have a closer look to see how the YF partnership functions, how partners view their participation in the partnership, and how the partnership model supports the YF program. The program, as Julia tells CRECS, is also fortunate enough to have a Ph.D. student, Jennifer Rae, who will be completing the evaluation of the 2014 Youth Futures Graduates and the program impact on the youth. By that time Julia says that there will be enough students graduating post-secondary to finally be able to do a complete analyses of the 7-month programme.

Professor Andrew and her colleagues will share what they learn with existing partners and with potential partners by having the research team hop in a van and go share their knowledge with two interested Ontario communities. The research

Students, alumni and mentors of the Youth Futures Program (2013)

A dynamic and collaborative group of partners is the foundation of a program that aims at giving youth from disadvantaged backgrounds an opportunity not just to access post-secondary education, but also to become fully equipped with all the workplace and life skills needed to successfully complete the university degree they want to pursue in life.

The young people involved in the Youth Futures (YF) program are provided with exposure and experiences with Ottawa’s five post-secondary institutions; they receive training in workplace skills and leadership offered by skilled City of Ottawa facilitators and take on paid summer employment with various employers. All participants are supported throughout the seven-month programme by professionals, alumni and student mentors.

Various partners from multiple sectors collaborate closely in the implementation of Youth Futures, forming a well-oiled machine without which the programme would not exist. Much of this work occurs behind the scenes. Julia Faulkner, the Coordinator for Youth Futures, was available to sit down and discuss with CRECS where the hopes of the YF’s partnership lie for the future of the programme and the youth.

Following a process evaluation, which highlighted a need to take a closer look at the ongoing collaboration and partnership among the various partners, the YF Research Team, with Dr. Caroline Andrew as the Principal Researcher, applied for and received a grant from the Social Sciences and Humanities Research Council (SSHRC). This grant allows the Research Team to move ahead with a study of the partnership and its development, and the programme’s impact on the youth involved. Dr. Andrew was available for comment, and explained to CRECS: ‘’I am continually delighted at the level of commitment that partners of Youth Futures show. The project would not exist

by Lise Richard <lise.richard@uOttawa.ca> and Samantha Lapointe <lsamanth@uOttawa.ca>

Youth are indeed

the future

9

On October 28, 2013 CRECS was happy to host a Lunch and Learn (L&L) event for evaluators in the Ottawa region. L&L is an informal regional network. Jane Whynot a local evaluation consultant led the session while three presentations were given in the Faculty of Social Sciences building during the noon-hour affair, one from Isabelle Bourgeois on behalf of l’École nationale d’administration publiques (l’ÉNAP); one from Robert Shepherd on behalf of Carleton University; and one from Brad Cousins from the University of Ottawa, and of course, CRECS.

Interested participants gained from the informative presentations the differences and similarities between the graduate-level diplomas that are available to students wishing to study in the Ottawa region. To highlight a few very briefly, uOttawa offers a Graduate Diploma in Program Evaluation that is geared more towards the broader community and education sectors, than its counterparts from l’ÉNAP (Graduate Diploma, Master’s for Managers and Master’s for Analytics) and Carleton (Graduate Diploma and Master’s Programs in Public Policy and Administration), who both cater more to the government sector. However, all three programs can be applied to Master’s programs and can lead to doctoral studies and can be short or extended versions of the program in part- or full-time mode.

CRECS would like to thank the presentors Isabelle Bourgeois, Robert Shepherd and Brad Cousins for the informative sessions. We would also like to thank the participants for their stimulating conversation and Jane Whynot for facilitating the event.

For more information or to host a L&L event, please visit http://lunchandlearnottawa.lotic.ca/. Presentation slides are available at that location.

Lunch and Learn Event by Samantha Lapointe <lsamanth@uOttawa.ca>

Brad Cousins presenting uOttawa’s Graduate Diploma in Program Evaluation

grant also includes the potential for developing a 5-7 year longitudinal impact study under the leadership of Elizabeth Kristjansson.

This partnership development research would not be possible without the dedication of YF’s partners: the City of Ottawa, Ottawa Community Housing, all of the post-secondary educational institutions: Algonquin College, Carleton University, La Cité collégiale, Saint Paul University, and the University of Ottawa, Jewish Family Services, Pathways to Education and Catholic Centre for Immigrants.

The research team has representatives from the three universities and includes; Stefania Maggi from Carleton University; the University of Saint Paul’s Manal Guirguis-Younger; and the University of Ottawa’s Vivien Runnels,

Left to right: Aaron Burry (City of Ottawa), Caroline Andrew (uOttawa), Hindia Mohamoud (Ottawa Local Immigration Partnership), Jo-Anne Poirier (Ottawa Community Housing)

Sylvie Lamoureux, Ron Labonté, Tim Aubry, and Elizabeth Kristjansson, who is working on the longitudinal study. There are also a number of student researchers involved in the project.

For further information about the research project please contact Lise Richard, Research Coordinator, at lise.richard@uOttawa.ca or 613-608-6438. For information on the programme, please visit http://www.youth-futures.com.

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Participatory Evaluation Essentials

The CRECS’ Ten Minute Window (TMW) is an open-source serial publication sponsored by CRECS. The TMW provides a platform through which researchers, within the space of no more than 10 minutes, may disseminate encapsulated summaries of their research findings or conceptual contributions. Content may range from findings associated with a specific study or a research program more broadly defined. We here at CRECS are happy to introduce the first editions!

Introducing... the Ten Minute Window

The author discusses some basic principles of participatory evaluation and introduces a conceptual framework useful for differentiating between practical and transformative approaches and among other forms of collaborative inquiry in evaluation. Participatory evaluation is cast as flexible and fluid, an evaluation approach that will be heavily influenced by context. Consideration is given to future directions.

Effectiveness of Tutoring for Young People in Out-of-Home Care

The presentation describes a randomized effectiveness trial of direct-instruction tutoring that we completed several years ago with 64 children in foster care, aged 6-13, in collaboration with nine local Children’s Aid Societies in Ontario. The 30 foster children in the tutoring group gained significantly more in sentence comprehension, reading composite, and math computation than the 34 children in the wait-list control group (who were offered the tutoring intervention in the following school year). Both the boys and girls in the tutoring group benefitted.

by J. Bradley Cousins, Volume 1, Number 1

by Robert Flynn, Volume 1, Number 2

Quel rôle joue la dépression dans le processus de décrochage scolaire?

Ce segment aborde le processus de décrochage scolaire et présente différentes idées concernant la façon dont les symptômes de dépression chez les adolescents peuvent contribuer à ce phénomène multifactoriel. On y examine l’information probante à l’appui des relations entre les symptômes de

dépression, le rendement scolaire autorévélé et la perception de compétence scolaire comme des processus possibles expliquant le décrochage scolaire chez l’adolescent. Sont présentés des résultats de recherche révélant que les symptômes de dépression chez les élèves de la septième année mènent indirectement au décrochage de l’école secondaire. On y discute du lien entre les symptômes de dépression et les processus d’autorégulation, y compris la perception de compétence scolaire de l’élève. Les conséquences à l’égard de la prévention du décrochage et de la recherche sur le sujet sont examinées de près. La présentation met l’accent sur le rôle des symptômes de dépression observés au début de l’adolescence, facteur de risque qui a été grandement négligé, jouent dans le décrochage scolaire.

par Cintia Quiroga, Volume 1, Numéro 3

11

Submissions are welcome from researchers working in education and the social and health sciences whose contributions align well with CRECS’ mission. Visit www.crecs.uottawa.ca, under knowledge mobilization > video library

Dans son propre regard: Photovoice de mères monoparentales en route vers la réussite

Cette présentation présente un résumé d’un projet Photovoice effectué avec un groupe de mères monoparentales vivant dans un contexte défavorisé en Outaouais. Les participantes étaient toutes inscrites à un programme de développement des compétences personnelles et d’inclusion sociale intitulé «Vers la réussite», parraîné par l’Association des familles monoparentales et recomposées de l’Outaouais (AFMRO). Celles-ci ont complété l’activité Photovoice durant leur formation, permettant de refléter sur leur expérience maternelle et l’impact du programme «Vers la réussite» sur leur vision de soi, leur perception du monde qui les entoure et leur sentiment d’agence dans leur communauté. Le projet fait présentement l’objet de la création d’une activité de transfert des connaissances, soit le développement d’une exposition mobile et interactive des résultats du projet de recherche, réalisé en collaboration avec les participantes pour diffusion dans les écoles primaires et les centres communautaires du Québec et du Canada francophone.

par Julie Gosselin, Volume 1, Numéro 4

Findings from the At Home / Chez Soi Project in Canada

This TMW presents the findings of the At Home / Chez Soi Demonstration Project in Canada. Funded by Health Canada through the Mental Health Commission of Canada, the At Home / Chez Soi Project investigated the effectiveness of Housing First approaches in five Canadian cities, Moncton,

Montreal, Toronto, Winnipeg, and Vancouver. The Ten Minute Window presents select findings on participant outcomes emerging from the two-year study.

by Tim Aubry, Volume 1, Number 5

Stress and coping in education: student teachers, teachers, professors and adolescents

The author presents outputs from his research program starting with the development and validation of an overarching conceptual framework on student teacher and teacher stress and coping. He then discusses the application of this framework to research with (1) francophone student teachers and 2) university professors). Results and implications for theory and practice from these two studies are highlighted.

by Cameron Montgomery, Volume 1, Number 6

Éditions 2013 EditionsVolume 1, Numbers 1-6

12

Ottawa Neighbourhood Studyby Samantha Lapointe <lsamanth@uOttawa.ca>

This past fall, the Ottawa Neighbourhood Study (ONS) launched their interactive and informative website, as well as a new cellular application named EnvirONS. These tools were created to facilitate the use and application of the extensive data gathered in the recent years using indicators of social determinants of health. I had the opportunity to discuss with Betsy’s insight into the project.

Q. Can you describe for me very briefly what

the ONS entails?

The ONS is a study of how where we live impacts on our health. It’s about sharing data with citizens, policy makers, health and social service deliverers so that they can use that data to make change. We do it by mapping and measuring different social determinants of health across neighbourhoods, so that people can identify quickly where the hot spots are.

Q. Is this the first kind of this study done?

It’s not the first, there are quite a few other cities that have something similar – they don’t have a similar website, but they do map and compare neighbourhoods, cities, countries, on social determinants of health.

Q. What sort of impact did you initially expect this type of study to have?

I expected it to mostly be in the academic area, but I did want it to be used by people in Ottawa who needed to make decisions on programs and policies.

Q. I’ve noticed that the ONS is very socially active. Would you say that this is important to research in general, or just more specifically for this study in particular?

Especially for a study like this where you

want to get the word out, you want people to use it. So yes, we developed a deliberate social media strategy. It’s new for us – we just started it in the spring – but it’s been quite successful, and it’s really attracted the media.

Q. Is “policy change” important to consider while doing this type of research?

Yes. But I understand that it’s not research alone that influences policy decisions – it’s budget constraints, other constituents, people at higher levels. I understand that this is just one piece of the puzzle, but I hope that it is a piece that people consider.

Q. What sorts of things become apparent in our communities once you start looking at the data?

Nothing has been really surprising. In general, the lower income neighbourhoods – people in them do worse; they have fewer social determinants of health, the children are less ready for school, higher smoking rates, and definitely poorer health, but it’s the story that we all hear again and again and again. No real surprises, but we do look for anomalies, we do look for lower income neighbourhoods that are doing better than average on certain things and we try to figure out what’s going on there, and we do look for higher income neighbourhoods that are faring worse on some indicators.

The app shows residents’ points of interest behind their communities.

13

Knowledge Mobilization on the road

Bob Flynn was in Paris for the annual meeting (October 9-11, 2013) of INTRAC (International Research Group on Transitions to Adulthood from Care), a network of researchers (mainly professors and graduate students) from 16 countries who have been meeting in Europe since 2003. They discussed their latest research, including recent collaborations on the importance of turning points in successful youth transitions from care and comparative analyses of the child welfare systems within their respective countries.

They also participated in an international conference on transitions that had been organized by two national organizations in France, the Observatoire National de l’Enfance en Danger and the Institut National d’Études Démographiques.

The INTRAC members also planned a symposium on improving educational outcomes among young people in care that will be submitted for presentation in Copenhagen, Denmark, in September, 2014, at the 13th biennial conference of EUSARF (European Scientific Association on Residential and Foster Care for Children and Adolescents).

Also, on November 15, 2013, Bob Flynn gave an invited presentation at a conference in Gardermoen, Norway, on improving educational outcomes among young people in out-of-home care. The conference was organized for Norwegian child welfare practitioners and policy-makers by the Childhood, Family and Child Welfare Research Unit of Norwegian Social Research. The title of the presentation was, “Can Tutoring

Help Foster Children To Catch Up in Reading and Math? Two Randomized Effectiveness Trials”. The presentation described the results of two recent trials of direct-instruction tutoring that had been carried out with children residing in foster care in Ontario. These are apparently the only tutoring trials with foster children that have yielded positive results and have been reported to date in the international literature. The first study was conducted here at CRECS, in collaboration with nine local Children’s Aid Societies. The second study was a constructive replication, carried out at Lakehead University in Thunder Bay, Ontario, in collaboration with two local CASs and based on a mainly Aboriginal sample (80%).

Flynn in Europe

Brad Cousins presented two papers arising from work done on the E=MC2 knowledge mobilization project. The work is associated with considerations about the evaluation of knowledge mobilization, a complex and increasingly important challenge. Faculty of Education graduate students Kate Svensson and Barbara Szijarto co-authored both papers along with other colleagues who are part of E=MC2. The papers will be published in peer-reviewed journals and are available from the principal author on request at bcousins@uOttawa.ca

Cousins, J. B., Svensson, K., Szijarto, B., Lemeyre, L., Kristjansson, E., & Sylvestre, J. (2013. June). Evaluating knowledge mobilization: The case for a contribution analysis approach. Paper presented at the annual meeting of the Canadian Evaluation Society, Toronto.

Cousins, J. B., Svensson, K., Szijarto, B., Pincent, C., Andrew, C., & Sylvestre, J. (3103, October). Assessing the Non-Academic Impact 0f Research on Evaluation (RoE). Paper presented at the annual meeting of the American Evaluation Association, Washington, DC.

Cousins in T.O. and D.C.Tim Aubry presented as part of a three country symposium at the Urban Dynamics and Health International Conference in Paris (September 11-13, 2013) organized by the International Council of Science. The symposium provided a description and research on Housing First programs for people with severe and persistent mental illness with a history of homelessness implemented in Canada, France, and Portugual. In the symposium, Tim Aubry along with the Claudette Bradshaw (Mental Health Commission of Canada) and Myra Piat (McGill University) presented on the At Home / Chez Soi Demonstration Research Project , a five city trial of Housing First programs. Pierre Ritchie, Senior Researcher at CRECS, moderated the session.

Tim Aubry also presented on the findings from the At Home / Chez Soi Project at the 1St European Conference on Housing First in Lisbon (December 9-10, 2013). He also conducted two workshops with conference participants focusing on research and evaluation and costing in the context of Housing First programs. The conference led to the development by participants of an international network on Housing First.

Aubry in Paris and Lisbon

14

Senior ResearchersCaroline Andrew Professor, School of Political Studies Director of the Centre on Governance

Bernard Andrews Associate Professor, Faculty of Education

Douglas Angus Professor, School of Management Principal Scientist Institute of Population Health

Tim Aubry Professor, School of Psychology Chairholder, Faculty Research Chair in Community Mental Health and Homelessness

Virginie Cobigo Assistant Professor, School of Psychology

Brad Cousins Professor, Faculty of Education

Phyllis Dalley Assistant Professor, Faculty of Education

Alain Desrochers Professor, School of Psychology Chairholder, Faculty Research Chair in Francophonie, Litteracy and Society

Eric Dionne Assistant Professor, Faculty of Education

Marie Drolet Associate Professor, School of Social Work

Cheryll Duquette Associate Professor, Faculty of Education

Robert Flynn Professor Emeritus, School of Psychology Principal Scientist Institute of Population Health

Tanya Forneris Assistant Professor, School of Human Kinetics

Swee Goh Professor, Telfer School of Management

Julie Gosselin Assistant Professor, School of Psychology Director of the Stepfamily Research Lab

Ruth Kane Associate Professor, Faculty of Education

Elizabeth Kristjansson Associate Professor, School of Psychology Principal Scientist Institute of Population Health

Raymond Leblanc Professor, Faculty of Education

Catherine Lee Professor, School of Psychology

Louise Lemyre Professor, School of Psychology McLaughlin Research Chair on Psychosocial Aspects of Risk and Health, Institute of Population Health

Jenepher Lennox-Terrion Associate Professor, Department of Communication

Rebecca Lloyd Assistant Professor, Faculty of Education

John Lyons Professor, School of Psychology Chair in Child and Youth Mental Health

Colla MacDonald Professor, Faculty of Education

Richard Maclure Professor, Faculty of Education

Lorna McClean Associate Professor, Faculty of Education

Angus McMurtry Associate Professor, Faculty of Education

Ronald-Frans Melchers Associate Professor, Department of Criminology

Anne Mevellec Associate Professor, School of Political Studies

Peter Milley Assistant Professor, Faculty of Education

Marc Molgat Professor, Faculty of Social Sciences Director of the School of Social Work

Cameron Montgomery Assistant Professor, Faculty of Education

Lilian Negura Assistant Professor, School of Social Work

Nicholas Ng-A-Fook Associate Professor, Faculty of Education

Michael Orsini Associate Professor, School of Political Science

Pierre Ritchie Professor, School of Psychology

Carole Senechal Associate Professor, Faculty of Education

Marielle Simon Associate Professor, Faculty of Education

David Smith Associate Professor, Faculty of Education

Christine Suurtamm Associate Professor, Faculty of Education

CRECS Senior and Affiliate Researchers

15

As a Co-op student I am always looking for the nearest opportunity to take me to the next level. I knew as soon as I applied for this placement through the University of Ottawa Co-op program that I would be able to partake in countless opportunities while working for a research centre that has a mission to which I can relate. The collaboration

between education and community service providers has always been the added bonus to this experience, as I wanted to gain skills that would relate to my field of interest, anthropology. What better place than a bi-faculty research centre?

During my time here I have been fortunate enough to attend and help CRECS host numerous Noon-hour Colloquiums on a variety of interesting topics, some of which included people from around the world. I’ve also had the chance to participate in conferences where I’ve met professionals, like Rodney Hopkins at the Kelly Conference and plenty of people at the Faculty of Social Science networking event. However, my favourite part of working for a research unit with numerous professionals is the people I get to meet and interact with professionally. This term I was privileged to be able sit down with various professionals and discuss their academic life, their history, and their research methods, and turn those interviews into content you see in this issue of Impact. I’ve always had a passion for writing and intend to develop my communication skills in the near future.

In April 2013, when asked if I would be interested in completing a second work term with CRECS in the fall, the decision was easy to make due in part to the friendly nature and helpful attitudes of everyone I’ve worked with, but also because of the prospects that CRECS can provide. Working for CRECS allowed to me get involved with two data entry positions over the summer, in between my Co-op work terms, one with the Faculty of Education and the other with the Faculty of Social Sciences. I’ve learned and gained so much from all of my experiences that I could endlessly list them, but a few stand out. For example, although I’ve never been shy, I am no longer intimidated anymore by the idea of approaching someone who shares similar interests as me, because I know that they will have a bank of knowledge that could feed my curiosity, and an alternate perspective that helps keep my outlook fresh. I believe that I have a future in research and I will certainly continue to develop those skills.

This fall term has passed so quickly, but I know my time with CRECS isn’t done, whether it’s working for someone involved, or on a CRECS project of my interest, you haven’t seen the last of me! Happy New Year, everyone!

My Experience at CRECS by Samantha Lapointe <lsamanth@uOttawa.ca>

John Sylvestre Associate Professor, School of Psychology

David Trumpower Associate Professor, Faculty of Education

Jessica Whitley Associate Professor, Faculty of Education

Marta Young Associate Professor, School of Psychology

Affiliate ResearchersStephanie Austin Senior Policy Analyst, Health Canada

Julie Beaulac Clinical and Health Psychologist, The Ottawa Hospital

Jill Chouinard Evaluation Specialist, University of Ottawa

Catherine Elliott Telfer School of Management, University of Ottawa

Susan Farrell Adjunct Professor, School of Psychology Community-Clinical Psychologist, Royal Ottawa Hospital

Fran Klodawsky Professor of Geography, Carleton University

Ismael Ngnie Teta Canadian Institute of Health Research

Celine Pinsent Pinrae Research Asociates

Cintia Quiroga PostDoc, School of Psychology, CHEO

Wendy Ryan Director and Program Evaluation Specialist, Ryan Consulting

Caroline Sullivan Replacement Professor, School of Psychology

Purnima Sundar Director Knowledge Exchange, Ontario Centre of Excellence for Child and Youth Mental Health

Manal Guirguis-Younger Assistant Professor Program, Counselling and Spirituality St. Paul University

Samantha Lapointe

16

Noon-hour Colloquium SeriesCheck out our upcoming Colloquiums

Comité consultatif CRSÉC | CRECS Advisory Committee Kevin Barclay Réseau local d’intégration des services de santé de Champlain |

Senior Integration Specialist, Champlain Local Health Integration Network

Pino Buffone Superintendent du curriculum, Ottawa-Carleton District School

Board | Superintendent of Curriculum, Ottawa-Carleton District School Board

Rose Anne Devlin Vice-doyenne à la recherche, Faculté des sciences sociales |

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 and Youth Services

Marilyn Kasian Officier de recherche, Ottawa Carleton Catholic School Board |

Research Officer, Ottawa Carleton Catholic School Board

Raymond Leblanc Vice-doyen à la recherche et au développement du

personnel, Faculté d’éducation | Vice-Dean Research and Professional

Development, Faculty of Education

Jean-Pierre Voyer Président-directeur général, Société de recherche

social appliqué | President and C.E.O., Social Research and Demonstration

Corporation

Personnel et collaborateurs | Staff and Collaborators Brad Cousins Directeur | Director

Tim Aubry Codirecteur | Co-Director (on sabbatical leave)

Robert Flynn Codirecteur | Co-Director (interim)

Alejandro Gomez Coordinateur | Coordinator

Daniel Tamblyn-Watts Coordonnateur Adjointe | Assistant Coordinator

Comité de gestion | Management Committee Robert Flynn Emeritus, Faculty of Social Sciences

Ruth Kane Faculty of Education

Coordonnateurs de la recherche | Research Coordinators Meagan Miller Ontario Looking After Children

Madeleine Anderson Families First

Joel Beaupré Kids in Transition

Abra Adamo Population Health Interventions

David Hole Ottawa Neighborhood Study

Katlyn Carr Ottawa Neighborhood Study

Associés de la recherche | Research Associates Cynthia Vincent Ontario Looking After Children

Elizabeth Hay Health and Housing in Transition

Stagiaire postdoctoral | Postdoctoral Fellow Rebecca Cherner Supported Housing Addiction Recovery Evaluation

Jennifer Volk At Home / Chez Soi

Arnaud Duhoux Health and Housing in Transition

CRECS continues to expand its knowledge mobilization initiatives through its Noon-hour Colloquium Series both on- and off- campus. Most colloquiums are recorded and released as podcasts on the CRECS website.

Join us on these upcoming Colloquiums.

Who are we? Je

nnife

r Vol

k February 28 Towards Flourishing - Embedding mental health promotion within public health service delivery. This project aims to improve post-partum maternal mental health, and to build community capacity to deliver mental health support. Development

and implementation of the strategy, as well as the results of focus groups, interviews, network mapping, and a step-wedge RCT will be described. This project is built on participatory and developmental approaches.

Phyl

lis D

alle

y March 28 Recherche collaborative = apprentissage collaborative?

Phyllis présentera une recherche en cours dans un « club de devoirs » situé dans un centre communautaire de langue minoritaire en milieu urbain déshérité. En cause est la

question de la démocratisation de la construction de la connaissance et la question connexe de la légitimation de différentes formes et sources de savoir au sujet des enfants et la scolarisation.

Eliz

abet

h Kr

istja

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n January 24 Towards healthier neighbourhoods: Partnership and Integrated Knowledge Translation in the Ottawa Neighbourhood Study

Dr. Kristjansson will demonstrate the new, interactive website and discuss partnership,

methodology, results and novel methods for Integrated Knowledge Translation.

You? April 25 Your topic?

Are you a researcher in Educational or Community Services and want to present your research findings

and hold a dialogue on your research? Contact CRECS@uOttawa.ca