Research Repository
LU|ZONE|UL distributes and preserves the scholarly work of LU faculty. It is a space for faculty to support the dissemination of knowledge created at Laurentian.
Electronic Theses and Dissertations (ETD) Repository This section preserves Master's theses and doctoral dissertations accepted at Laurentian University and is a mechanism for making this form of scholarly work widely accessible.
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Laurentian University Truth and Reconciliation Report Card (2023)
(2023-06-12) Laurentian University Truth and Reconciliation Task Force Implementation Committee
As a broad community consultation that included members of the Laurentian University Native Education Council (LUNEC) and over sixty institutional leads from across the university, the Truth and Reconciliation Task Force (TRTF) was established in the fall of 2018 in direct response to the 2015 Truth and Reconciliation Commission’s Calls to Action.
Established in 2021, the Truth and Reconciliation Task Force Implementation Committee (TRTF-IC) is responsible for overseeing the fulfillment of the Task Force’s recommendations. This institutional report card was collectively determined on Sept 30, 2021 by over forty Laurentian University community members on the inaugural National Truth and Reconciliation Day in Canada.
Laurentian University Truth and Reconciliation Taskforce: Final Report
(2020-09-23) Laurentian University Truth and Reconciliation Taskforce
In 2015, the Truth and Reconciliation Commission of Canada (TRC) released 92 Calls to Action (4) aimed at government, public institutions and private industry. These Calls to Action seek to address the legacy of harm inflicted on the Indigenous population through the system of Indian Residential Schools. These recommendations seek to advance expressions of reconciliation, and promote social justice and equity for Indigenous peoples in all spheres.
According to the TRC, universities and colleges as key educational institutions have a pivotal role in championing reconciliation in society. Laurentian University for its part, has expressed its commitment to "support Truth and Reconciliation Commission Calls to Action and will respond by creating a task force to identify priority actions, beginning by offering cultural safety training and opportunities to learn the Anishnaabemowin language to faculty, staff and students".
In this report, a number of measures have been identified by the Laurentian University Truth and Reconciliation Taskforce. Laurentian University and the federated universities, its affiliated partners, are strongly encouraged to consider implementing these recommendations.
2024 National Building Reconciliation Forum (NBRF): Indigenous Education and Mapping Out Institutional Spaces: summary report
(2024) Laurentian University Office of Academic and Indigenous Programs
Laurentian University proudly hosted the 2024 National Building Reconciliation Forum from June 25th to 27th on its Sudbury campus. This event brought together close to 300 participants, including Indigenous leaders, community members, and representatives from post-secondary institutions across Canada. The forum served as a vibrant meeting point for individuals and organizations dedicated to advancing reconciliation in education and creating inclusive learning environments.
The forum began with a ceremonial gathering that honored the protocols and teachings of the local Anishinaabe Nations, establishing a reflective atmosphere that encouraged participants to engage deeply with the theme: "Indigenous Education and Mapping Out Institutional Spaces." This theme emphasizes the importance of incorporating Indigenous perspectives into higher education and creating spaces where Indigenous voices are heard and respected. The ceremony served as a poignant reminder of the need for respect and acknowledgment of Indigenous traditions, laying a strong foundation for the discussions that followed.
A highlight of the event was the symbolic paddle transfer from Western University to Laurentian University. This ceremony, rich in cultural significance, represented the passing of responsibility and ongoing efforts towards reconciliation. The paddle, a traditional symbol of journey and collaboration, reinforced the commitment to advancing the Truth and Reconciliation Commission’s Calls to Action. This transfer not only symbolized the commitment of both institutions to the principles of reconciliation but also underscored the collaborative nature of this ongoing journey.
Over three days, the forum featured panels, workshops, and discussions exploring strategies and best practices for implementing the TRC’s Calls to Action. Participants examined topics such as cultural diversity, Indigenous verification, and the integration of traditional knowledge within academic settings. These sessions provided valuable opportunities for dialogue and collaboration, promoting a deeper understanding of the complexities involved in advancing reconciliation. The diversity of sessions allowed for a rich exchange of ideas, experiences, and best practices, creating a dynamic and inclusive environment for learning and growth.
In addition to the formal sessions, the forum facilitated numerous informal networking opportunities, enabling participants to build relationships and share insights beyond the structured discussions. These interactions were crucial in fostering a sense of community and shared purpose among attendees, emphasizing the collective effort required to advance reconciliation in education.
This report captures the key themes and insights from the forum, providing a comprehensive overview of the discussions and ideas shared. It highlights ongoing efforts to promote cultural diversity, integrate Indigenous knowledge, and build bridges between Indigenous and non-Indigenous communities within the academic landscape.
“It needs updating and I can't wait to use the new version”: Clinicians’ experiences and suggestions for improving the SSKAAT-R
(Laurentian University Library & Archives, 2023-06-27) Bumbacco, Carly; Dr. Shelley Watson
This paper-based thesis is part of a larger project aimed to update the SSKAAT-R. The thesis is
organized into 4 chapters, including an introductory chapter, 2 journal articles, and a final
Discussion chapter. The first paper examined clinicians' experience using the SSKAAT-R in
their clinical practice. Semi-structured interview data were analyzed using Thematic Analysis
(TA). Findings elucidate the versatility in administration guided by clinical judgement to meet
the diverse needs of clients. The SSKAAT-R was also used to assess client’s vulnerabilities to
sexual exploitation or as part of a risk assessment for inappropriate sexual behaviour. Lastly,
findings illustrated how clinicians use both socio-sexual knowledge and attitudes in different
ways. In the second paper, clinicians’ opinions on the strengths, weaknesses, and areas for
revision of the SSKAAT-R were examined. Interviews were analyzed using inductive content
analysis (Bengtsson, 2016). Overall, clinicians were impressed with the SSKAAT-R and felt
revisions should include updating pictures and concepts, and increasing portability. Implications
for clinical assessment and intervention are discussed.
Surviving the chaos of Covid-19: exploring the impact of the pandemic on the mental health and well-being of Northern Ontario nurses
(Laurentian University Library & Archives, 2023-12-14) Wickramasinghe, Disal Vindula; Dr. Judith Horrigan
The study addressed the impact of the Coronavirus-19 (COVID-19) pandemic on the
mental health of registered nurses (RNs) and registered practical nurses (RPNs) in Northern
Ontario. The research question was: The research question guiding this study was: What are the
perceived mental health impacts of COVID-19 on Northern Ontario registered nurses and
registered practical nurses working during the pandemic?
A total of 127 nurses provided qualitative comments which were analyzed following
Helvi Kyngäs et al.'s (2020) content analysis methodology, and the adapted Nursing Worklife
model guided the interpretation. The key theme was Surviving the Chaos of COVID-19 and was
supported by four themes and two subthemes: 1) Threats to Nurses’ Health and Well-being (with
sub-themes: a) threats to nurses’ mental and emotional health and b) threats to nurses’ safety), 2)
Cut Off from the Familiar, 3) Systemic Chaos, and 4) Navigating Diminished Supports and
Resources. The results highlighted concerns about nurses' mental health and adverse workplace
conditions, offering valuable insights for healthcare institutions to enhance working conditions
and address threats to nurses' health during future global health crises.