Additional Resources
ANTI-OPPRESSION FRAMEWORK
We felt it was important to highlight the Anti-Oppression Framework with a few key resources. Rather than simply providing a basic introduction to diversity issues, this framework examines the use and deployment of power and unearned privilege within organizations. These principles are incorporated into diversity work at CAMH. Below you will find a list of relevant CAMH programs, a few key recommended texts that provide a comprehensive introduction and overview of an anti-oppression framework, and journal articles from the literature.
CAMH RESOURCES
Culture Counts - A Roadmap to Health Promotion
This comprehensive guide provides detailed information and resources pertaining to best practices for developing health promotion initiatives in mental health and substance use with ethnoracial communities. http://www.camh.net/About_CAMH/Health_Promotion/Community_Health_Promotion/Culture_Counts_Guide/]
Introduction to Diversity for Staff
The diversity initiative is an important and multi-faceted corporate priority of CAMH. Education Services, in partnership with the Diversity Programs Office, provides a one-day Introduction to Diversity at CAMH workshop for all staff. This interactive workshop will increase and reinforce your level of understanding and awareness of diversity. You will have an opportunity to talk about diversity and how it relates to your personal and professional life. The training will familiarize you with diversity initiatives at CAMH, and with resources, support and strategies for implementing these initiatives in your area.
Introduction to Diversity for Managers
This program covers the same content as the Introduction to Diversity for Staff, but addresses it from a manager’s perspective.
Asking the Right Questions
Substance use and mental health concerns may be related to sexual orientation and/or gender identity issues, particularly those aspects linked to stigma, isolation and, in some cases, harassment and discrimination. Many clients are not open about their sexual orientation or gender identity in mainstream treatment and counselling facilities. They may feel uncomfortable or anxious, fearing negative responses or prejudiced attitudes from staff and other clients.
Some clinicians or services may be uncomfortable asking questions and creating an environment that would help clients to disclose such information. As a result, these clients are often poorly served, with adverse health consequences.
This training aims to support clinicians in increasing their repertoire of appropriate questions and approaches to serving clients from marginalized sexual orientations and gender identities (lesbian, gay, bisexual, transgender, transsexual, two-spirited, inter-sex, queer communities or LGBTTTIQ).
RECOMMENDED TEXTS
Adams, M., Bell, A. & Griffin, P. (2007). Teaching for Diversity and Social Justice. New York: Routledge.
Bishop, A. (2002). Becoming An Ally: Breaking the Cycle of Oppression.
London: Zed Books.
Lopes, T. & Thomas, B. (2006). Dancing on Live Embers: Challenging
Racism in Organizations. Toronto: Between the Lines.
Srivastava, R.H. (ed.) (2007). Guide to Clinical Cultural Competence.
Toronto: Mosby Canada.
INTERNET RESOURCES
Rainbow Health Network
www.rainbowhealthnetwork.ca
JOURNAL ARTICLES
Duchscher, J.B. & Myrick, F. (2008). The prevailing winds of oppression: understanding the new graduate experience in acute care. Nursing Forum, 43 (4): 191–206.
Blackwell, C.W. (2008). Registered nurses' attitudes toward the protection of gays and lesbians in the workplace. Journal of Transcultural Nursing, 19 (4), 347-353.
Etowa, J.B., Sethi, S. & Thompson-Isherwood, R. (2009). The substantive theory of surviving on the margin of a profession. Nursing Science Quarterly, 22 (2), 174–81.
Duchscher, J.B. & Myrick, F. (2008). The prevailing winds of oppression: understanding the new graduate experience in acute care. Nursing Forum, 43 (4): 191–206.
BULLYING RESOURCES
The literature on bullying in the workplace is vast and growing. Bullying is a clear violation of trust and opposes the realization of a psychological safe social environment.
CAMH RESOURCES
Harassment and Discrimination for Managers
An ideal work environment respects, accepts and tolerates individual differences. CAMH and its bargaining agents are serious about our collective accountability in keeping our workplace free from harassment and discrimination. In fact, all CAMH staff have a responsibility to keep our workplace free from harassment and discrimination.
This 90-minute session outlines the components of CAMH’s Harassment and Discrimination Policy, with an emphasis on the important revisions made in the protocols since the policy was first drafted in 2001. Through a combination of short presentations and small group activities, participants will build awareness of what constitutes harassment and discrimination, and will build skills in dealing with these issues on their team.
Policy Development - Anti-Bullying
CAMH strives to build and maintain a healthy workplace based in a culture of respect; as such, our Harassment and Discrimination Policy includes bullying as a form of harassment and details the complaint procedure. As part of our strategy to eradicate bullying from the workplace, Organizational Development is in the process of developing a policy to support our targeted anti-bullying initiatives.
RECOMMENDED TEXTS
Namie, G. & Namie, R. (2003). The Bully at Work: What You Can Do to
Stop the Hurt and Reclaim Your Dignity On the Job. Naperville, IL:
Sourcebooks, Inc.
Adams, Andrea. (1994). Bullying at Work: Combating Offensive Behaviour in
the Workplace. London: BBC for Business.
INTERNET RESOURCES
JOURNAL ARTICLES
Anonymous (2007). Opening managers' eyes to lateral violence. OR Manager, 23 (12), 10.
Bonafons, C., Jehel, L. & Coroller-Bequet, A. (2009). Specificity of the links between workplace harassment and PTSD: Primary results using court decisions, a pilot study in France. International Archives of Occupational & Environmental Health, 82 (5), 663–668.
Danis, M., Farrar, A., Grady, C., Taylor, C., O'Donnell, P., Soeken, K. & Ulrich, C. (2008). Does fear of retaliation deter requests for ethics consultation? Medicine, Health Care & Philosophy, 11 (1), 27–34.
Hughes, R.G. & Clancy, C.M. (2009). Complexity, bullying, and stress: analyzing and mitigating a challenging work environment for nurses. Journal of Nursing Care Quality, 24 (3), 180–183.
Hutchinson, M., Vickers, M.H., Jackson, D. & Wilkes, L. (2006). ‘They stand you in a corner; you are not to speak': Nurses tell of abusive indoctrination in work teams dominated by bullies. Contemporary Nurse, 21 (2), 228–38.
Murray, J.S. (2009). Workplace bullying in nursing: A problem that can't be ignored. MEDSURG Nursing, 18 (5): 273–276.
Pfifferling, J. (2008). Physicians' "disruptive" behavior: consequences for medical quality and safety. American Journal of Medical Quality, 23 (3), 165–167.
Schuhmacher, M. (2009). Impact of horizontal violence on new nurse retention. Prairie Rose, 78 (2): 3.
Thrall, T.H. (2008). No bad apples. Hospitals & Health Networks, 82 (12): 42-4.
Turney, L. (2003). Mental health and workplace bullying: The role of power, professions and 'on the job' training. AeJAMH (Australian e-Journal for the Advancement of Mental Health). Vol. 2 (2).
Vessey, J.A., Demarco, R.F., Gaffney, D.A. & Budin, W.C. (2009). Bullying of staff registered nurses in the workplace: A preliminary study for developing personal and organizational strategies for the transformation of hostile to healthy workplace environments. Journal of Professional Nursing, 25 (5), 299–306.
CAMH RESOURCES
Harassment and Discrimination policy. The CAMH policy has a section that addresses bullying in the workplace and guidelines on how to address it.
EMOTIONAL INTELLIGENCE
The field of emotional intelligence has been growing steadily over the last 20 years. Anecdotal observations and emerging research suggest a link between a high degree of emotional intelligence among team members and leaders and a psychologically safe work environment. Because of the overlap in the emotional intelligence and “healthy teamwork” literature, we have combined these two topics together.
Below you will see some key texts for a concise overview and a few selected journal references. You will also find a few closely related resources pertaining to positive psychology and positive organizational scholarship.
CAMH RESOURCES
Emotional Intelligence
This interactive, half-day workshop for directors, managers, supervisors and APC/Ns provides an overview of how to use emotional intelligence and team coaching for the development and support of more effective teams. Lecture, interactive exercises and practical tools will be used to enhance participants’ learning.
At the end of the session, participants will be able to:
• define emotional intelligence and the elements of a team diagnostic assessment
• understand how emotional intelligence and team coaching can enhance personal leadership and team success
• understand and use several practical tools to assess and support your team.
This program is offered on an occasional basis.
RECOMMENDED TEXTS
Freedman, J. & Everett, T. (2004). EQ At the Heart of Performance: The
Business Case for Emotional Intelligence. Institute for Organizational Performance – www.6seconds.org
Goleman, D. (1998). Working With Emotional Intelligence. New York:
Bantam Books.
INTERNET RESOURCES
JOURNAL ARTICLES AND CHAPTER EXCERPTS
Boyatzis, Richard E. (2007). Developing emotional intelligence through coaching for leadership, professional and occupational excellence. In R. Bar-On & M.J. Elias (Eds). Educating People to Be Emotionally Intelligent (pp. 155–168). Westport, CT: Praeger Publishers/Greenwood Publishing Group.
Cummings, G. (2004). Investing relational energy: the hallmark of resonant leadership. Nursing Leadership, 17 (4), 76–87.
McCallin, A. & Bamford, A. (2007). Interdisciplinary teamwork: is the influence of emotional intelligence fully appreciated? Journal of Nursing Management, 15 (4): 386–91.
Morrison, J. (2008). The relationship between emotional intelligence competencies and preferred conflict-handling styles. Journal of Nursing Management, 16 (8), 974-983.
Vitello-Cicciu, J.M. (2003). Innovative leadership through emotional intelligence. Nursing Management, 34 (10), 28–32.
INTERPROFESSIONAL COLLABORATION
INTERNET RESOURCES
RECOMMENDED TEXTS
Cook, D.A. (2005). Models of Interprofessional Learning in Canada. Edmonton: Division of Studies in Medical Education, University of Alberta.
D’Eon, M. (2004). A Blueprint for Interprofessional Learning. Saskatoon: University of Saskatchewan.
Oandasan, Ivy & Keegan Barker (2005). Journal of Interprofessional Care,
19, Suppl 1.
JOURNAL ARTICLES
D'Amour, D., Ferrada-Videla, M., San Martin Rodriguez, L., Beaulieu, M. (2005). The conceptual basis for interprofessional collaboration: Core concepts and theoretical frameworks. Journal of Interprofessional Care, 19 Suppl 1, 116–31.
Hill, K.S. (2006). Collaboration is a competency! Journal of Nursing Administration, 36 (9), 390–2.
Leggat, S. (2007). Effective healthcare teams require effective team members: Defining teamwork competencies. BMC Health Services Research, 7:17.
Manser, T. (2009). Teamwork and patient safety in dynamic domains of healthcare: A review of the literature. Acta Anaesthesiologica Scandinavica, 53 (2), 143–51.
McCallin, A. (2005). Interprofessional practice: Learning how to collaborate. Contemporary Nurse, 20 (1), 28-37.
Salas, E. , Goodwin, G.F., Burke, C. Shawn (Eds.) (2009). Preface. Team Effectiveness in Complex Organizations: Cross-Disciplinary Perspectives and Approaches, xxxiv. New York, Routledge/Taylor & Francis Group.
Vyt, A. (2008). Interprofessional and transdisciplinary teamwork in health care. Diabetes/Metabolism Research Reviews, 24 Suppl 1: S106-9.
Weaver, T.E. (2008). Enhancing multiple disciplinary teamwork. Nursing Outlook, 56 (3), 108–114.e2.