Jane E Sanders
Biographic Data
| ID | 4370426 |
|---|---|
| NAME | Jane E Sanders |
| GIVEN NAMES | Jane E |
| FAMILY NAME | Sanders |
| SIGNATURE | SANDERS J E |
| AFFILIATIONS | King’s University College |
| ORCID | 0000-0002-9039-5805 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 23 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1981 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
“A Better Me for My Children”
Despite an established body of knowledge supporting the efficacy of systemic and relational approaches in children’s mental health care, there are mounting barriers to family involvement. The current reflexive thematic analysis included data from parents, social work students, university faculty and field professionals, and school board professionals ( n = 65) to understand the mental health needs of parents and families. The findings exemplify t…
The Cost of Caregiving
The COVID-19 pandemic had a global impact, altering how society and those within it function. While these changes affected almost everyone, there is evidence that women were disproportionately impacted. This reflexive thematic analysis included data gathered from parents, social work students, university faculty, and school board professionals (n = 113) from 2020 to 2023. We explored the experiences of female-identified parents and caregivers dur…
Assessing Disproportional Calls Home for Problems at School
This paper describes the relationship between student identity, adverse childhood experiences (ACEs), and risk for receiving calls home for problems in school. Data are drawn from the 2017 to 2018 National Survey of Children's Health ( n = 4,579). Critical race theory and QuantCrit were used to frame the study and analysis. Findings reflect that ACEs were associated with a call home for all students, that students of color with ACEs were 1.24 tim…
Sustaining skills of critical reflection on practice
In this paper, a teaching and research team discusses the importance of teaching, and supporting, critical reflection on practice (CRoP) skills to graduate level social work students within a Canadian university context. They describe the CRoP model, which is taught in a 12-week course and then integrated into practicum integration seminars and present the results of a pilot project. Using an online survey, they asked students to reflect upon wha…
Exposure to Adversity and Trauma Among Students Who Experience School Discipline
While the disproportional application of school discipline has garnered notable attention, the relationship between trauma or adversity and school discipline is under examined. The purpose of the current scoping review was to map the state of the literature, empirical and theoretical, at the intersection of school discipline, and trauma or adversity. The findings identified a gap in our knowledge as only 14 of the 49 included articles detailed em…
I Think the Teachers Should Really Connect More With the Students
The objective of this constructivist grounded theory study was to understand the experiences of students who have been disciplinarily excluded from school. Fifteen students (male, n = 11; Black, n = 10; having special education needs, n = 9) and 16 multidisciplinary staff in Ontario participated. Students experienced high rates of expanded adversities, including school and community violence, systemic racism and inequity. The importance of connec…
Support and Aid to Families Electronically (Safe)
In response to the COVID-19 pandemic, schools from elementary to post-secondary suddenly shifted to remote learning, placing a heavy burden on parents and caregivers. Likewise, social work practicum placements pivoted to remote learning, compounding existing difficulties securing practicum opportunities. This article describes a response to these challenges. The Support and Aid to Families Electronically (SAFE) practicum pilot program was develop…
A Feasibility Study of the Safe Pilot Program
The Support and Aid to Families Electronically (SAFE) pilot program was developed through a community-university partnership to support parents of elementary students in Ontario, while providing stable practicums for social work students in the midst of COVID-19 restrictions. Purpose: The aim of the current study was to examine the feasibility of the SAFE pilot program as a mental health support to families by examining three feasibility objectiv…
Supervision of Information Communication Technologies in Social Work Practice
The integration of informal information and communication technologies (ICTs) has transformed social work practice, yet the use of ICTs in practice is not commonly discussed in supervision. The aim of this sequential mixed methods study was to understand the factors associated with social workers’ discussion of informal ICT use in supervision, and the considerations that influence these discussions. A logistic regression was conducted using data …
Teaching Note—Preparing Advanced Standing Students for Social Work Practice
There have been longstanding debates about Master of Social Work (MSW) Advanced Standing programs. Many schools of social work offer Advanced Standing status to students with a Bachelor of Social Work (BSW) that allows students to enter directly into a concentrated and specialized second year of the MSW program. There are arguments that BSW programs are not equivalent to the foundational year of the MSW and do not adequately prepare students for …
Tracking the early stages of the disciplinary gaze among students experiencing childhood adversities
The effects of adverse childhood experiences (ACEs) on children are often misinterpreted in schools as misbehavior and can impact students’ academic progress. We explore how the intersection of race and ACEs make students of color hypervisible and more likely to enter the school discipline pathway. Using tenets of critical race theory and the concept of the disciplinary gaze; we found that children of color, experiencing complex trauma, had 1.85 …
Socialwork
Information and Communication Technologies (ICTs) permeated social work practice before coronavirus disease 2019 (COVID-19). In addition to ICT-based formal services (e.g. e-counselling), social workers used ICTs informally as an adjunct to face-to-face practice. Building on our previous research, our cross-sectional online survey examined social workers’ informal use of ICTs in four countries: Canada, the USA, Israel and the UK. The survey was a…
Teaching Note—Preparing Social Workers for the Digital Future of Social Work Practice
The COVID-19 pandemic prompted an abrupt shift in the use of information and communication technology (ICT) in practice. The pre-pandemic use of informal ICT was already ubiquitous in social work practice. The purpose of this teaching note is to highlight that social work education must prepare students for practice using ICT during COVID-19 and beyond. Incorporated are findings from an international study on informal ICT use before COVID-19, whi…
Cognitive and affective processes
Social workers engage with and hold the emotional context of clients, while managing their own cognitive and affective reactions. As such, the importance of attending to social work students’ emotional reactions in the classroom to effectively prepare them for field education and practice has been recognized. A greater understanding of cognitive and affective processes and how to teach students to be increasingly self-aware can better equip futur…
Gender-Specific Pathways between Face-to-Face and Cyber Bullying Victimization, Depressive Symptoms, and Academic Performance among U.S. Adolescents
Risk Factors of Academic Performance
Students’ conceptualization of culture and diversity with a simulated client
Teaching students about culture and diversity in social work practice is a complex and important task for social work educators. In this study, we assessed students’ conceptualization of culture and diversity factors following a simulated interview. Participants (N = 57 MSW students) completed a reflection questionnaire post-simulation and we conducted thematic analysis of the data. Three themes emerged: 1) culture and diversity impacted the inte…
If Somebody is Different”
Child welfare involvement and academic difficulties
Developing a reflective self in cyber space
This article will address how cyber technology may facilitate reflective functioning with patients who present with primitive self states, fragmentation, and dissociation. The utilization of text-based information and communication technology may allow for a reflective space, apart from the therapist’s explicit intrusion and the potential danger of abandonment and rejection, and may help develop the capacity for reflection and symbolization. Thro…
NSW Ombudsman (2000) Policing Public Safety
(2000). NSW Ombudsman (2000) Policing Public Safety. Current Issues in Criminal Justice: Vol. 12, No. 2, pp. 233-236
Tim Anderson, Steve Campbell & Sheree Turner, Youth Street Rights
Spying on Americans
Socialwork
Information and Communication Technologies (ICTs) permeated social work practice before coronavirus disease 2019 (COVID-19). In addition to ICT-based formal services (e.g. e-counselling), social workers used ICTs informally as an adjunct to face-to-face practice. Building on our previous research, our cross-sectional online survey examined social workers’ informal use of ICTs in four countries: Canada, the USA, Israel and the UK. The survey was a…
Child welfare involvement and academic difficulties
Tracking the early stages of the disciplinary gaze among students experiencing childhood adversities
The effects of adverse childhood experiences (ACEs) on children are often misinterpreted in schools as misbehavior and can impact students’ academic progress. We explore how the intersection of race and ACEs make students of color hypervisible and more likely to enter the school discipline pathway. Using tenets of critical race theory and the concept of the disciplinary gaze; we found that children of color, experiencing complex trauma, had 1.85 …
If Somebody is Different”
A Feasibility Study of the Safe Pilot Program
The Support and Aid to Families Electronically (SAFE) pilot program was developed through a community-university partnership to support parents of elementary students in Ontario, while providing stable practicums for social work students in the midst of COVID-19 restrictions. Purpose: The aim of the current study was to examine the feasibility of the SAFE pilot program as a mental health support to families by examining three feasibility objectiv…
Students’ conceptualization of culture and diversity with a simulated client
Teaching students about culture and diversity in social work practice is a complex and important task for social work educators. In this study, we assessed students’ conceptualization of culture and diversity factors following a simulated interview. Participants (N = 57 MSW students) completed a reflection questionnaire post-simulation and we conducted thematic analysis of the data. Three themes emerged: 1) culture and diversity impacted the inte…
Spying on Americans
Spying on Americans
Tim Anderson, Steve Campbell & Sheree Turner, Youth Street Rights
NSW Ombudsman (2000) Policing Public Safety
(2000). NSW Ombudsman (2000) Policing Public Safety. Current Issues in Criminal Justice: Vol. 12, No. 2, pp. 233-236
Developing a reflective self in cyber space
This article will address how cyber technology may facilitate reflective functioning with patients who present with primitive self states, fragmentation, and dissociation. The utilization of text-based information and communication technology may allow for a reflective space, apart from the therapist’s explicit intrusion and the potential danger of abandonment and rejection, and may help develop the capacity for reflection and symbolization. Thro…
Child welfare involvement and academic difficulties
Gender-Specific Pathways between Face-to-Face and Cyber Bullying Victimization, Depressive Symptoms, and Academic Performance among U.S. Adolescents
Risk Factors of Academic Performance
Students’ conceptualization of culture and diversity with a simulated client
Teaching students about culture and diversity in social work practice is a complex and important task for social work educators. In this study, we assessed students’ conceptualization of culture and diversity factors following a simulated interview. Participants (N = 57 MSW students) completed a reflection questionnaire post-simulation and we conducted thematic analysis of the data. Three themes emerged: 1) culture and diversity impacted the inte…
If Somebody is Different”
Teaching Note—Preparing Social Workers for the Digital Future of Social Work Practice
The COVID-19 pandemic prompted an abrupt shift in the use of information and communication technology (ICT) in practice. The pre-pandemic use of informal ICT was already ubiquitous in social work practice. The purpose of this teaching note is to highlight that social work education must prepare students for practice using ICT during COVID-19 and beyond. Incorporated are findings from an international study on informal ICT use before COVID-19, whi…
Cognitive and affective processes
Social workers engage with and hold the emotional context of clients, while managing their own cognitive and affective reactions. As such, the importance of attending to social work students’ emotional reactions in the classroom to effectively prepare them for field education and practice has been recognized. A greater understanding of cognitive and affective processes and how to teach students to be increasingly self-aware can better equip futur…
Teaching Note—Preparing Advanced Standing Students for Social Work Practice
There have been longstanding debates about Master of Social Work (MSW) Advanced Standing programs. Many schools of social work offer Advanced Standing status to students with a Bachelor of Social Work (BSW) that allows students to enter directly into a concentrated and specialized second year of the MSW program. There are arguments that BSW programs are not equivalent to the foundational year of the MSW and do not adequately prepare students for …
Tracking the early stages of the disciplinary gaze among students experiencing childhood adversities
The effects of adverse childhood experiences (ACEs) on children are often misinterpreted in schools as misbehavior and can impact students’ academic progress. We explore how the intersection of race and ACEs make students of color hypervisible and more likely to enter the school discipline pathway. Using tenets of critical race theory and the concept of the disciplinary gaze; we found that children of color, experiencing complex trauma, had 1.85 …
Socialwork
Information and Communication Technologies (ICTs) permeated social work practice before coronavirus disease 2019 (COVID-19). In addition to ICT-based formal services (e.g. e-counselling), social workers used ICTs informally as an adjunct to face-to-face practice. Building on our previous research, our cross-sectional online survey examined social workers’ informal use of ICTs in four countries: Canada, the USA, Israel and the UK. The survey was a…
Support and Aid to Families Electronically (Safe)
In response to the COVID-19 pandemic, schools from elementary to post-secondary suddenly shifted to remote learning, placing a heavy burden on parents and caregivers. Likewise, social work practicum placements pivoted to remote learning, compounding existing difficulties securing practicum opportunities. This article describes a response to these challenges. The Support and Aid to Families Electronically (SAFE) practicum pilot program was develop…
A Feasibility Study of the Safe Pilot Program
The Support and Aid to Families Electronically (SAFE) pilot program was developed through a community-university partnership to support parents of elementary students in Ontario, while providing stable practicums for social work students in the midst of COVID-19 restrictions. Purpose: The aim of the current study was to examine the feasibility of the SAFE pilot program as a mental health support to families by examining three feasibility objectiv…
Supervision of Information Communication Technologies in Social Work Practice
The integration of informal information and communication technologies (ICTs) has transformed social work practice, yet the use of ICTs in practice is not commonly discussed in supervision. The aim of this sequential mixed methods study was to understand the factors associated with social workers’ discussion of informal ICT use in supervision, and the considerations that influence these discussions. A logistic regression was conducted using data …
Sustaining skills of critical reflection on practice
In this paper, a teaching and research team discusses the importance of teaching, and supporting, critical reflection on practice (CRoP) skills to graduate level social work students within a Canadian university context. They describe the CRoP model, which is taught in a 12-week course and then integrated into practicum integration seminars and present the results of a pilot project. Using an online survey, they asked students to reflect upon wha…
Exposure to Adversity and Trauma Among Students Who Experience School Discipline
While the disproportional application of school discipline has garnered notable attention, the relationship between trauma or adversity and school discipline is under examined. The purpose of the current scoping review was to map the state of the literature, empirical and theoretical, at the intersection of school discipline, and trauma or adversity. The findings identified a gap in our knowledge as only 14 of the 49 included articles detailed em…
I Think the Teachers Should Really Connect More With the Students
The objective of this constructivist grounded theory study was to understand the experiences of students who have been disciplinarily excluded from school. Fifteen students (male, n = 11; Black, n = 10; having special education needs, n = 9) and 16 multidisciplinary staff in Ontario participated. Students experienced high rates of expanded adversities, including school and community violence, systemic racism and inequity. The importance of connec…
“A Better Me for My Children”
Despite an established body of knowledge supporting the efficacy of systemic and relational approaches in children’s mental health care, there are mounting barriers to family involvement. The current reflexive thematic analysis included data from parents, social work students, university faculty and field professionals, and school board professionals ( n = 65) to understand the mental health needs of parents and families. The findings exemplify t…
The Cost of Caregiving
The COVID-19 pandemic had a global impact, altering how society and those within it function. While these changes affected almost everyone, there is evidence that women were disproportionately impacted. This reflexive thematic analysis included data gathered from parents, social work students, university faculty, and school board professionals (n = 113) from 2020 to 2023. We explored the experiences of female-identified parents and caregivers dur…
Assessing Disproportional Calls Home for Problems at School
This paper describes the relationship between student identity, adverse childhood experiences (ACEs), and risk for receiving calls home for problems in school. Data are drawn from the 2017 to 2018 National Survey of Children's Health ( n = 4,579). Critical race theory and QuantCrit were used to frame the study and analysis. Findings reflect that ACEs were associated with a call home for all students, that students of color with ACEs were 1.24 tim…
Psychology (19 works) · Sociology (16 works) · Political science (15 works) · Medicine (10 works) · Social Work Education and Practice (10 works) · Social Work (9 works) · Pedagogy (8 works) · Engineering (7 works) · Qualitative research (7 works) · Social Psychology (7 works)