Beth Archer-Kuhn
Datos Biográficos
| ID | 795564 |
|---|---|
| NOMBRE | Beth Archer-Kuhn |
| NOMBRES | Beth |
| APELLIDO | Archer-Kuhn |
| FIRMA | ARCHER-KUHN B |
| AFILIACIONES | University of Calgary |
| ORCID | 0000-0003-4114-7060 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAS | 28 |
| TOTAL COMO AUTOR | 20 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2014 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
Exploring interventions to support child well-being after parental divorce
Parental separation and divorce are common family transitions that can affect children’s emotional, social, and developmental well-being. These challenges are particularly pronounced in high-conflict separations, especially when disputes escalate into judicial proceedings, where prolonged parental conflict and litigation may heighten risks for children. This study aims to provide a comprehensive overview of interventions designed to enhance the w…
Trauma-Informed Pedagogy
Students from three Canadian universities (University of Calgary, University of Manitoba, University of Waterloo) participated in focus group interviews to share their experiences of how traumatic content was addressed in social work schools and their perceptions of trauma-informed pedagogy. In the focus groups, student participants were given a definition/description of trauma-informed pedagogy and then they were asked to share their perceptions…
Teaching social work paradigms through case-based learning
This paper presents a case-based pedagogical framework for teaching social work paradigms and theories. Drawing on Guba and Lincoln’s typology including positivist, post-positivist, constructivist, and critical, the model illustrates how theories like CBT, Ecological Systems Theory, Narrative Theory, and Feminist Theory can be linked to practice through a culturally situated case study. Using the example of Sara, an eight-year-old Iranian immigra…
A university and community partnership that built capacity through program evaluation
Challenges in Shared Parenting Among Racial Minority Women Survivors of Domestic Violence With Young Children
This paper reports findings from a mixed-methods study, which aimed to examine challenges in shared parenting among racial minority women survivors of domestic violence who have a young child under the age of 4. Fifteen racial minority women were among the 84 respondents who first participated in an online questionnaire survey to study shared parenting experiences. Based on the questionnaire survey findings, we developed semi-structured questions…
“Its not a book; it’s a Bok”
This paper reports on an international research project designed to explore the relevance and impact of creative journaling as a pedagogical tool during the COVID-19 pandemic. The project involved seven social work and social policy educators from eight countries: namely, Canada, India, Israel, Jersey Island, Spain, Sweden, the United Kingdom, and United States of America. Our work comes out of a larger mixed-method project that aimed to understa…
Achieving Critical Life Skills with Inquiry-Based Learning in Social Work Education
A survey of mothers' experiences of shared parenting and domestic violence
This cross‐sectional survey reports on the experiences and impact of mothers in shared parenting arrangements and their young children ages 0–4 years across three provinces in Canada (Alberta, Manitoba, Ontario). The purpose of the study was to explore shared parenting arrangements in the context of domestic violence, and we sought to recruit mothers from a range of experiences regarding reported violence in their relationships with their ex‐part…
Growing together
Inquiry-based learning (IBL) is a student-centered teaching and learning approach that is student led and inquiry driven. While research has explored experiences of IBL from student perspectives, very little is known about instructor experiences in higher education, particularly in the field of social work. Drawing on four faculty experiences, this paper discusses similarities and challenges of planning and implementing IBL in an undergraduate so…
A Balancing Act When Children Are Young
Mining for gold and finding only nuggets
It is well-documented throughout the available literature that trust, or a leap of faith, plays a key role in facilitating success in student learning. In this study, we attempted a rapid systematic review of relevant databases looking for studies that addressed developing and maintaining trust among students, between students and their professors, within higher education institutions, paying particular attention to inquiry-based learning practic…
Recruitment in response to a pandemic
COVID-19 has required researchers to change methods to better reflect the new realities of social distancing, sheltering in place, and the use of extended quarantines to isolate from the community. The paper illustrates the implications of shifting recruitment strategies midstream with populations that are already normally considered 'hard-to-reach'. The population in this illustration involves mothers with young children in shared parenting arra…
Transformative Learning in Field Education
In a four-year, four cohort study utilising a series of six focus groups, forty Masters of Social Work students preparing to graduate defined their personal and professional experiences of transformation in their respective social work field education settings. Using an inductive thematic analysis, students highlighted four key themes in their transformative learning (TL) process: (i) defining the nature of disorienting dilemmas in field educatio…
Canadian reflections on the Covid-19 pandemic in social work education
Looking back, the first wave of the pandemic was about to hit us and we could not know the impact then; the pedagogic, the emotional/human/relational, and the collaborative. Immediate modifications required pedagogy and pandemic balancing, prioritizing student safety. These reflections of three academics in leadership roles in the Faculty of Social Work faculty at a large university in western Canada, span from mid-March to early May, 2020 as COV…
Putting Social Justice in Social Work Education with Inquiry-Based Learning
This paper situates inquiry-based learning (IBL) in a post-secondary context while examining possibilities for social work education and practice. Specifically, in what ways has IBL been utilized in higher education, and how might IBL be compatible with social work values that promote social justice? This paper begins with a brief overview of the definitions of IBL and associated theory, then illustrates the benefits of the approach and varying e…
Transformative learning in graduate education
Transformative learning captures the process by which students engage in their learning at holistic levels (emotional, cognitive, spiritual, physical, social, and environmental) and the extent to which they experience a change in perspective, of themselves or society. This four-year, four-cohort study (n = 40) examined the transformative learning experiences of Masters of Social Work students as they prepared to graduate and practice in their pro…
Gendered Practices in Child Protection
This article reports on an exploratory, qualitative, multiple-methods study that included individual interviews and a focus group with child protection services (CPS) workers in a large city in Alberta, Canada. The findings illuminate current CPS worker practices in situations of domestic violence where inclusion and exclusion decisions are made for service provision, and the ways in which documents reflect these day-to-day practices; how service…
Discovering Meaning-Making in A Child Custody Context
Phenomenology as a methodology reveals lived experience (van Manen, 2017); as such, it is an excellent methodology to help us understand the parent perceptions and experiences of child custody decision-making. Qualitative researchers have explored the ways in which lived experience is influenced by issues of culture and gender (Kall & Zeiler, 2014). In this paper, I explain how the key tenets of phenomenology, epoché and reduction, revealed the i…
Domestic violence and high conflict are not the same
In child custody decision-making experiences of domestic violence and high conflict are not the same. Legislative reform has not yet been guided by the parent voice to inform differentiated responses that keep women and children safe. Available literature in child custody decision-making focuses on outcome research regarding children’s adjustment and well-being. Debates about types of post-separation arrangements have yet to find agreement in thr…
Creating an EBP Framework on a Journey to Becoming an EBP Agency
Agencies servicing children, youth, and families have been particularly pressured to demonstrate service effectiveness and accountability by government funders. The human service fields have not fully embraced research evidence into the organizational culture creating a challenge of introducing research evidence into agencies. Gaps in knowledge have been identified when agencies attempt to travel down the path of introducing evidence-based practi…
Recruitment in response to a pandemic
COVID-19 has required researchers to change methods to better reflect the new realities of social distancing, sheltering in place, and the use of extended quarantines to isolate from the community. The paper illustrates the implications of shifting recruitment strategies midstream with populations that are already normally considered 'hard-to-reach'. The population in this illustration involves mothers with young children in shared parenting arra…
Transformative learning in graduate education
Transformative learning captures the process by which students engage in their learning at holistic levels (emotional, cognitive, spiritual, physical, social, and environmental) and the extent to which they experience a change in perspective, of themselves or society. This four-year, four-cohort study (n = 40) examined the transformative learning experiences of Masters of Social Work students as they prepared to graduate and practice in their pro…
Domestic violence and high conflict are not the same
In child custody decision-making experiences of domestic violence and high conflict are not the same. Legislative reform has not yet been guided by the parent voice to inform differentiated responses that keep women and children safe. Available literature in child custody decision-making focuses on outcome research regarding children’s adjustment and well-being. Debates about types of post-separation arrangements have yet to find agreement in thr…
A Balancing Act When Children Are Young
Transformative Learning in Field Education
In a four-year, four cohort study utilising a series of six focus groups, forty Masters of Social Work students preparing to graduate defined their personal and professional experiences of transformation in their respective social work field education settings. Using an inductive thematic analysis, students highlighted four key themes in their transformative learning (TL) process: (i) defining the nature of disorienting dilemmas in field educatio…
Gendered Practices in Child Protection
This article reports on an exploratory, qualitative, multiple-methods study that included individual interviews and a focus group with child protection services (CPS) workers in a large city in Alberta, Canada. The findings illuminate current CPS worker practices in situations of domestic violence where inclusion and exclusion decisions are made for service provision, and the ways in which documents reflect these day-to-day practices; how service…
Challenges in Shared Parenting Among Racial Minority Women Survivors of Domestic Violence With Young Children
This paper reports findings from a mixed-methods study, which aimed to examine challenges in shared parenting among racial minority women survivors of domestic violence who have a young child under the age of 4. Fifteen racial minority women were among the 84 respondents who first participated in an online questionnaire survey to study shared parenting experiences. Based on the questionnaire survey findings, we developed semi-structured questions…
Creating an EBP Framework on a Journey to Becoming an EBP Agency
Agencies servicing children, youth, and families have been particularly pressured to demonstrate service effectiveness and accountability by government funders. The human service fields have not fully embraced research evidence into the organizational culture creating a challenge of introducing research evidence into agencies. Gaps in knowledge have been identified when agencies attempt to travel down the path of introducing evidence-based practi…
Creating an EBP Framework on a Journey to Becoming an EBP Agency
Agencies servicing children, youth, and families have been particularly pressured to demonstrate service effectiveness and accountability by government funders. The human service fields have not fully embraced research evidence into the organizational culture creating a challenge of introducing research evidence into agencies. Gaps in knowledge have been identified when agencies attempt to travel down the path of introducing evidence-based practi…
Discovering Meaning-Making in A Child Custody Context
Phenomenology as a methodology reveals lived experience (van Manen, 2017); as such, it is an excellent methodology to help us understand the parent perceptions and experiences of child custody decision-making. Qualitative researchers have explored the ways in which lived experience is influenced by issues of culture and gender (Kall & Zeiler, 2014). In this paper, I explain how the key tenets of phenomenology, epoché and reduction, revealed the i…
Domestic violence and high conflict are not the same
In child custody decision-making experiences of domestic violence and high conflict are not the same. Legislative reform has not yet been guided by the parent voice to inform differentiated responses that keep women and children safe. Available literature in child custody decision-making focuses on outcome research regarding children’s adjustment and well-being. Debates about types of post-separation arrangements have yet to find agreement in thr…
Gendered Practices in Child Protection
This article reports on an exploratory, qualitative, multiple-methods study that included individual interviews and a focus group with child protection services (CPS) workers in a large city in Alberta, Canada. The findings illuminate current CPS worker practices in situations of domestic violence where inclusion and exclusion decisions are made for service provision, and the ways in which documents reflect these day-to-day practices; how service…
Canadian reflections on the Covid-19 pandemic in social work education
Looking back, the first wave of the pandemic was about to hit us and we could not know the impact then; the pedagogic, the emotional/human/relational, and the collaborative. Immediate modifications required pedagogy and pandemic balancing, prioritizing student safety. These reflections of three academics in leadership roles in the Faculty of Social Work faculty at a large university in western Canada, span from mid-March to early May, 2020 as COV…
Putting Social Justice in Social Work Education with Inquiry-Based Learning
This paper situates inquiry-based learning (IBL) in a post-secondary context while examining possibilities for social work education and practice. Specifically, in what ways has IBL been utilized in higher education, and how might IBL be compatible with social work values that promote social justice? This paper begins with a brief overview of the definitions of IBL and associated theory, then illustrates the benefits of the approach and varying e…
Transformative learning in graduate education
Transformative learning captures the process by which students engage in their learning at holistic levels (emotional, cognitive, spiritual, physical, social, and environmental) and the extent to which they experience a change in perspective, of themselves or society. This four-year, four-cohort study (n = 40) examined the transformative learning experiences of Masters of Social Work students as they prepared to graduate and practice in their pro…
Mining for gold and finding only nuggets
It is well-documented throughout the available literature that trust, or a leap of faith, plays a key role in facilitating success in student learning. In this study, we attempted a rapid systematic review of relevant databases looking for studies that addressed developing and maintaining trust among students, between students and their professors, within higher education institutions, paying particular attention to inquiry-based learning practic…
Recruitment in response to a pandemic
COVID-19 has required researchers to change methods to better reflect the new realities of social distancing, sheltering in place, and the use of extended quarantines to isolate from the community. The paper illustrates the implications of shifting recruitment strategies midstream with populations that are already normally considered 'hard-to-reach'. The population in this illustration involves mothers with young children in shared parenting arra…
Transformative Learning in Field Education
In a four-year, four cohort study utilising a series of six focus groups, forty Masters of Social Work students preparing to graduate defined their personal and professional experiences of transformation in their respective social work field education settings. Using an inductive thematic analysis, students highlighted four key themes in their transformative learning (TL) process: (i) defining the nature of disorienting dilemmas in field educatio…
Growing together
Inquiry-based learning (IBL) is a student-centered teaching and learning approach that is student led and inquiry driven. While research has explored experiences of IBL from student perspectives, very little is known about instructor experiences in higher education, particularly in the field of social work. Drawing on four faculty experiences, this paper discusses similarities and challenges of planning and implementing IBL in an undergraduate so…
A Balancing Act When Children Are Young
A survey of mothers' experiences of shared parenting and domestic violence
This cross‐sectional survey reports on the experiences and impact of mothers in shared parenting arrangements and their young children ages 0–4 years across three provinces in Canada (Alberta, Manitoba, Ontario). The purpose of the study was to explore shared parenting arrangements in the context of domestic violence, and we sought to recruit mothers from a range of experiences regarding reported violence in their relationships with their ex‐part…
“Its not a book; it’s a Bok”
This paper reports on an international research project designed to explore the relevance and impact of creative journaling as a pedagogical tool during the COVID-19 pandemic. The project involved seven social work and social policy educators from eight countries: namely, Canada, India, Israel, Jersey Island, Spain, Sweden, the United Kingdom, and United States of America. Our work comes out of a larger mixed-method project that aimed to understa…
Achieving Critical Life Skills with Inquiry-Based Learning in Social Work Education
Teaching social work paradigms through case-based learning
This paper presents a case-based pedagogical framework for teaching social work paradigms and theories. Drawing on Guba and Lincoln’s typology including positivist, post-positivist, constructivist, and critical, the model illustrates how theories like CBT, Ecological Systems Theory, Narrative Theory, and Feminist Theory can be linked to practice through a culturally situated case study. Using the example of Sara, an eight-year-old Iranian immigra…
A university and community partnership that built capacity through program evaluation
Challenges in Shared Parenting Among Racial Minority Women Survivors of Domestic Violence With Young Children
This paper reports findings from a mixed-methods study, which aimed to examine challenges in shared parenting among racial minority women survivors of domestic violence who have a young child under the age of 4. Fifteen racial minority women were among the 84 respondents who first participated in an online questionnaire survey to study shared parenting experiences. Based on the questionnaire survey findings, we developed semi-structured questions…
Exploring interventions to support child well-being after parental divorce
Parental separation and divorce are common family transitions that can affect children’s emotional, social, and developmental well-being. These challenges are particularly pronounced in high-conflict separations, especially when disputes escalate into judicial proceedings, where prolonged parental conflict and litigation may heighten risks for children. This study aims to provide a comprehensive overview of interventions designed to enhance the w…
Trauma-Informed Pedagogy
Students from three Canadian universities (University of Calgary, University of Manitoba, University of Waterloo) participated in focus group interviews to share their experiences of how traumatic content was addressed in social work schools and their perceptions of trauma-informed pedagogy. In the focus groups, student participants were given a definition/description of trauma-informed pedagogy and then they were asked to share their perceptions…
Psychology (15 obras) · Sociology (13 obras) · Political science (11 obras) · Social Work Education and Practice (11 obras) · Medicine (8 obras) · Pedagogy (8 obras) · Social Work (8 obras) · Qualitative research (6 obras) · Child Abuse and Trauma (5 obras) · Domestic violence (5 obras)