Jake Bergen
Biographic Data
| ID | 4210645 |
|---|---|
| NAME | Jake Bergen |
| GIVEN NAMES | Jake |
| FAMILY NAME | Bergen |
| SIGNATURE | BERGEN J |
| AFFILIATIONS | University of Winnipeg |
| ORCID | 0000-0002-1607-8000 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Perceived Changes in Attitudes and Behavioral Intentions Among Postsecondary Students Following Instructors’ Disclosures of Mental Illness and/or Neurodiversity
Little is known about how postsecondary students experience instructors’ disclosures of mental illness and/or neurodiversity in the classroom. This exploratory study queried students’ ( n = 330) understandings of how these revelations shaped their perceptions of disclosing instructors, behavioral intentions, and attitudes toward mental illness. Most students reported that instructors’ disclosures had positively influenced their perceptions of the…
Postsecondary instructors’ disclosures of mental illness and neurodiversity in the classroom
Existing literature has described a diverse array of motivations for postsecondary instructors’ disclosures of mental illness in higher education classrooms. These motivations lack integration and have been discussed mainly in isolation from corresponding practices, audiences, mediums, contexts, and diagnoses. We conducted a series of focus group interviews and gathered reflective narratives and questionnaire data with six postsecondary instructo…
Reciprocal Disclosures
Studies suggest students are more likely to disclose personal challenges to postsecondary instructors who are public about living with mental illness and/or neurodivergence. This study explored how six postsecondary instructors who live openly with mental illness and/or neurodivergence in Western Canada experienced students’ disclosures of personal challenges. Data from reflective narratives, focus group interviews, and open-ended questionnaires …
Choosing to Stay
This paper draws on the first comprehensive study of Two Spirit, trans, nonbinary, and gender-nonconforming (2STNBGN) people in Saskatchewan. Despite challenges, including rising conservatism and targeted political attacks, we temper assumptions that trans and queer people want to leave Saskatchewan for other locations where the 2STNBGN community is assumed to be bigger. Many of our participants described choosing to stay in the province as an in…
Choosing to Stay
This paper draws on the first comprehensive study of Two Spirit, trans, nonbinary, and gender-nonconforming (2STNBGN) people in Saskatchewan. Despite challenges, including rising conservatism and targeted political attacks, we temper assumptions that trans and queer people want to leave Saskatchewan for other locations where the 2STNBGN community is assumed to be bigger. Many of our participants described choosing to stay in the province as an in…
Choosing to Stay
This paper draws on the first comprehensive study of Two Spirit, trans, nonbinary, and gender-nonconforming (2STNBGN) people in Saskatchewan. Despite challenges, including rising conservatism and targeted political attacks, we temper assumptions that trans and queer people want to leave Saskatchewan for other locations where the 2STNBGN community is assumed to be bigger. Many of our participants described choosing to stay in the province as an in…
Postsecondary instructors’ disclosures of mental illness and neurodiversity in the classroom
Existing literature has described a diverse array of motivations for postsecondary instructors’ disclosures of mental illness in higher education classrooms. These motivations lack integration and have been discussed mainly in isolation from corresponding practices, audiences, mediums, contexts, and diagnoses. We conducted a series of focus group interviews and gathered reflective narratives and questionnaire data with six postsecondary instructo…
Reciprocal Disclosures
Studies suggest students are more likely to disclose personal challenges to postsecondary instructors who are public about living with mental illness and/or neurodivergence. This study explored how six postsecondary instructors who live openly with mental illness and/or neurodivergence in Western Canada experienced students’ disclosures of personal challenges. Data from reflective narratives, focus group interviews, and open-ended questionnaires …
Perceived Changes in Attitudes and Behavioral Intentions Among Postsecondary Students Following Instructors’ Disclosures of Mental Illness and/or Neurodiversity
Little is known about how postsecondary students experience instructors’ disclosures of mental illness and/or neurodiversity in the classroom. This exploratory study queried students’ ( n = 330) understandings of how these revelations shaped their perceptions of disclosing instructors, behavioral intentions, and attitudes toward mental illness. Most students reported that instructors’ disclosures had positively influenced their perceptions of the…
Mental health (3 works) · Mental illness (3 works) · Psychology (3 works) · Counseling Practices and Supervision (2 works) · Medicine (2 works) · Postsecondary education (2 works) · Canadian Identity and History (1 works) · Communication in Education and Healthcare (1 works) · Developmental psychology (1 works) · Exploratory research (1 works)