Since de-institutionalization, numerous community based treatment modalities have been implemented to provide treatment for individuals diagnosed as seriously and persistently mentally ill. CTOs are a recent addition to the community mental health care system designed to provide outpatient mental health services to seriously mentally ill clients and using legal mechanisms to enforce a contractual obligation to participate in those services. Although there is a growing body of literature on CTOs and other mandated outpatient treatment programs for people diagnosed with mental illnesses, the research predominantly focuses on the perspectives of service providers and family members. Little attention has been given to how clients view the experience of receiving the treatment and no attention has been given to the experience of clients who are of ethno-racial minority background. As Ontario is a racially and ethnically diverse environment in which many people of minority backgrounds are placed on CTOs. This study, utilizing a phenomenological methodology, interviewed twenty-four participants of ethno-racial minority background who are either on CTOs or have been on a CTO in the past. The focus of the study was to explore the views and lived experience of the participants regarding the treatment. The outcome of the study showed that the participants did not experience the treatment as racially motivated but felt it was necessary and beneficial. The participants discussed the impact of power in the treatment process. Implications of the study were that it would enhance the mental health literature by providing an understanding of serious mental illness among individuals of ethno-racial minority background. The study would provide insight for policy makers and practitioners on providing effective support for the marginalized.

Since de-institutionalization, numerous community based treatment modalities have been implemented to provide treatment for individuals diagnosed as seriously and persistently mentally ill. CTOs are a recent addition to the community mental health care system designed to provide outpatient mental health services to seriously mentally ill clients and using legal mechanisms to enforce a contractual obligation to participate in those services. Although there is a growing body of literature on CTOs and other mandated outpatient treatment programs for people diagnosed with mental illnesses, the research predominantly focuses on the perspectives of service providers and family members. Little attention has been given to how clients view the experience of receiving the treatment and no attention has been given to the experience of clients who are of ethno-racial minority background. As Ontario is a racially and ethnically diverse environment in which many people of minority backgrounds are placed on CTOs. This study, utilizing a phenomenological methodology, interviewed twenty-four participants of ethno-racial minority background who are either on CTOs or have been on a CTO in the past. The focus of the study was to explore the views and lived experience of the participants regarding the treatment. The outcome of the study showed that the participants did not experience the treatment as racially motivated but felt it was necessary and beneficial. The participants discussed the impact of power in the treatment process. Implications of the study were that it would enhance the mental health literature by providing an understanding of serious mental illness among individuals of ethno-racial minority background. The study would provide insight for policy makers and practitioners on providing effective support for the marginalized.

The purpose of this qualitative interpretive analysis was to increase the knowledge base on an under-researched topic and population. The study population was comprised of first- and second-generation Canadian, visible-minority, immigrant/refugee women. Nine women of different visible-minority, ethno-racial backgrounds participated in the study. The interviews were in-depth and conducted one on one. The women reflected on how they created their sexuality as youth into adulthood, based on their experiences of Canadian culture as well as their particular culture of origin. The ingenuity they demonstrated in their successful integration into Canadian society as well as in their current status as adult women and mothers will be explored in the study findings. The recommendations these women offered the next generation, with a hope for a better future for all Canadians, will also be discussed.

The purpose of this qualitative interpretive analysis was to increase the knowledge base on an under-researched topic and population. The study population was comprised of first- and second-generation Canadian, visible-minority, immigrant/refugee women. Nine women of different visible-minority, ethno-racial backgrounds participated in the study. The interviews were in-depth and conducted one on one. The women reflected on how they created their sexuality as youth into adulthood, based on their experiences of Canadian culture as well as their particular culture of origin. The ingenuity they demonstrated in their successful integration into Canadian society as well as in their current status as adult women and mothers will be explored in the study findings. The recommendations these women offered the next generation, with a hope for a better future for all Canadians, will also be discussed.

<p>  </p> <p>The following thesis is an autoethnographic study that looks at narratives about communicative events and the social context that impacted the formation of identity, the deconstruction of identity and the reconstruction and integration of multiple identities housed in one body. The focus of the autoethnography is the lived experience of a mixed ethno-racial woman of Mexican heritage and Caucasian identity and how communicative events of validation and invalidation impacted the perceived identity of the individual. The conclusions drawn from the analysis stands as such. First, current theories and methods used to explore identity have limitations and the language and labels we use are inadequate. Second, while external factors including a person’s in-groups and out-groups as well as the social context impact ones perceived identity, through integration of one’s multiplicity of identity, we choose how much we allow it to impact our chosen identity.</p>

O cenário desta pesquisa envolveu a educação para as relações étnico raciais a partir da análise do discurso dos usuários de uma rede social, tomando como referencial as postagens de usuários do Facebook e a discussão do preconceito que se materializa em rede e se propaga nos espaços informais e formais de educação. Sua relevância se dá na medida em que instigou o estudo e a construção de estratégias educativas voltadas para os desafios da escola no contexto contemporâneo. Objetivamos investigar de que forma o preconceito materializado por meio da linguagem, numa rede social, pode ser trabalhado nos contextos informais e formais de educação, observando-se a importância de utilizar-se um recurso digital na identificação de frases e textos verbais e não verbais, cujo cunho pejorativo, inferiorize a pessoa, estigmatizando-a. A pesquisa realizada tomou como suporte os estudos de linguagem, tendo como referencial os pressupostos de M. Bakhtin, no que diz respeito aos conceitos de dialogismo e polifonia. No que concerne ao preconceito, nossa pesquisa terá como suporte os estudos de P. Bourdieu, K. Munanga, L. Sansone; C. Furtado, A. Guimarães. O trabalho proposto teve como aporte a pesquisa qualitativa, com base no pressuposto dialógico da pesquisa formação. Para tanto, a metodologia CIVITAS, do grupo de pesquisa LELIC/PPGIE/UFRGS, articulou nesta tese, o diálogo entre a educação básica e o ensino superior, com base nos sujeitos que atuam nesses segmentos da educação. Assim, com base no projeto CIVITAS, em articulação com o Projeto de Vidas/UFMA a pesquisa teve como sujeitos um grupo de estudantes da Educação Básica dos oitavo e nono anos do Ensino Fundamental e de universitários de um curso de licenciatura, registrando os sentidos atribuídos, por escolares e universitários, sobre uma seleção de postagens do Facebook que evidenciam o discurso de preconceito racial. Utilizou como base metodológica a identificação de vocábulos, frases e imagens de cunho pejorativo, fazendo associações entre palavras, frases e imagens. Nesse sentido, tais questões foram discutidas com base nos estudos de linguagem e da educação para a promoção das relações étnico raciais, compondo-se assim, um estudo acerca de como a educação formal e informal pode a partir das redes sociais discutir temas atuais e pertinentes a serem trabalhados na escola, tendo como referencial a Lei n. 11.645/08. Verificou-se que a escola deve considerar em seu currículo, de forma interdisciplinar e contextualizada com as novas tecnologias, a educação para as relações étnico raciais, no contexto de diferentes áreas de conhecimento, entre elas a Língua Portuguesa e os estudos dos gêneros digitais, enquanto proposta para se se refletir acerca das desigualdades advindas da cor/raça dos alunos. / The scenario of this research involved education or ethno-racial relations based on discourse analysis of users from a social network, setting as the benchmark, Facebook user posts and the discussion on prejudice which materializes online and spreads over informal and formal educational space. Its relevance is to the extent that it instigated study and construction of educational strategies designed for the challenges of modern day schooling. Our object is to investigate the way in which prejudice materialized through language, on a social network, can be worked in informal and formal educational contexts, noting the importance of using a digital feature to identify phrasal and verbal & non-verbal texts, whose pejorative nature, degrades and stigmatizes the person. The research was supported by language studies based on assumptions from M. Bakhtin, concerning concepts of dialogism and polyphony. Regarding prejudice, our research will be supported by studies from P. Bourdieu, K. Munanga, L. Sansone; C. Furtado, A. Guimarães. The research proposed had the contribution of qualitative research based on dialogic assumption of training research. Therefore, CIVITAS methodology CIVITAS, from the LELIC/PPGIE/UFRGS research group articulated in this thesis, dialog between basic and higher education based on subjects which act in these educational segments. Thus, based on the CIVITAS Project, articulation with Projeto de Vidas/UFMA, the subjects were a group of students from Basic Education from eighth and ninth grade in Middle School and college students from a teaching course registering the feelings attributed by school and college students about a selection of Facebook posts that show a discourse of racial prejudice. The methodological base was identification of words, phrases and images of a pejorative nature. In this sense, such questions were discussed based on language studies to promote ethno-racial relations, making up a study about how formal and informal education can, based on social networks, discuss current and pertinent themes to be worked in school as per Law 11.645/08. It was verified that schools should consider in their curriculum, interdisciplinary and contextualized matter with new technologies and education for ethno-racial relations in the context of different knowledge areas, among them Portuguese and digital genres as a proposal to reflect on inequalities stemming from students’ color/race.

Background: Historically, US immigration policy, including border enforcement, has served to define national belonging and through this process, has constructed particular groups as undesirable or threatening to the nation. Such political-economic strategies contribute to oppression through gender, ethnic, and class discrimination and economic and political exclusion. This dissertation is based on three studies that collectivity explored these issues as structural determinants of health (SDH) and forms of structural and everyday violence. Objectives: These studies aimed to (1) examine the relations between immigration related mistreatment and practices of ethno-racial profiling by immigration officials on health of Mexican immigrants of the Arizona border (2) contextualize the structural and everyday violence of such institutional practices through mistreatment narratives and (3) evaluate the impact of an intensive Border Health Service Learning Institute (BHSLI) on public health students' ability to locate such forms of violence and identify the role of public health advocacy. Methods: Study one and two are a secondary analysis of quantitative and qualitative data drawn from a random household sample of 299 Mexican-origin farmworkers. Study three is a qualitative analysis of 25 BHSLI student reflection journals from 2010-2012. Results: Farmworkers were US permanent residents and citizens, employed in US agriculture for 20 years. Approximately 25% reported immigration related mistreatment, more than 50% were personally victimized and 75% of mistreatment episodes occurred in a community location while residents engaged in routine activities. Immigration mistreatment was associated with a 2.3-increased risk for stress in adjusted models (OR 2.3, CI 1.2, 4.1). After a week at the US-Mexico border, BHSLI students articulated aspects of immigration and economic policy impacting health. Students framed economic and immigration policies as health policy and found the role of public health to convene stakeholders toward multi-institutional policy solutions. Conclusion: Immigration related mistreatment and ethno-racial profiling are historically embedded at institutional and individual levels and reproduce inequality overtime. Such institutional practices of discrimination are SDH and forms of structural and everyday violence. Academic public health programs, engaged in service learning strengthen students' abilities to learn and act on such SDH and contribute to campus-community engagement on related ethno-racial health disparities.

This thesis identifies and analyzes the legal barriers faced by ethno-racial psychiatric consumer/survivors in Ontario, through an analysis of the Consent and Capacity Board (CCB). I employ interdisciplinary research to test the hypothesis that factors such as race, ethnicity, culture, poverty and social exclusion are not fully addressed by the CCB. To critique the CCB, I developed a theoretical framework using the grounded theory approach, in combination with tenets of disability theory, critical race theory and intersectionality. I used the theoretical framework to analyze qualitative research involving twenty interviews of stakeholders including lawyers, psychiatrists, CCB adjudicators, mental health service providers and ethno-racial psychiatric consumer/survivors. The analysis revealed the procedural, systemic/structural and discretionary barriers within the CCB’s pre-hearing, hearing and post-hearing process. Barriers were the result of cultural misunderstandings, misdiagnosis, complex familial relationships, culturally inappropriate care, institutional racism, poverty, discrimination and the CCB’s “color blind approach.” I conclude with prioritized recommendations.

This thesis identifies and analyzes the legal barriers faced by ethno-racial psychiatric consumer/survivors in Ontario, through an analysis of the Consent and Capacity Board (CCB). I employ interdisciplinary research to test the hypothesis that factors such as race, ethnicity, culture, poverty and social exclusion are not fully addressed by the CCB. To critique the CCB, I developed a theoretical framework using the grounded theory approach, in combination with tenets of disability theory, critical race theory and intersectionality. I used the theoretical framework to analyze qualitative research involving twenty interviews of stakeholders including lawyers, psychiatrists, CCB adjudicators, mental health service providers and ethno-racial psychiatric consumer/survivors. The analysis revealed the procedural, systemic/structural and discretionary barriers within the CCB’s pre-hearing, hearing and post-hearing process. Barriers were the result of cultural misunderstandings, misdiagnosis, complex familial relationships, culturally inappropriate care, institutional racism, poverty, discrimination and the CCB’s “color blind approach.” I conclude with prioritized recommendations.

O cenário desta pesquisa envolveu a educação para as relações étnico raciais a partir da análise do discurso dos usuários de uma rede social, tomando como referencial as postagens de usuários do Facebook e a discussão do preconceito que se materializa em rede e se propaga nos espaços informais e formais de educação. Sua relevância se dá na medida em que instigou o estudo e a construção de estratégias educativas voltadas para os desafios da escola no contexto contemporâneo. Objetivamos investigar de que forma o preconceito materializado por meio da linguagem, numa rede social, pode ser trabalhado nos contextos informais e formais de educação, observando-se a importância de utilizar-se um recurso digital na identificação de frases e textos verbais e não verbais, cujo cunho pejorativo, inferiorize a pessoa, estigmatizando-a. A pesquisa realizada tomou como suporte os estudos de linguagem, tendo como referencial os pressupostos de M. Bakhtin, no que diz respeito aos conceitos de dialogismo e polifonia. No que concerne ao preconceito, nossa pesquisa terá como suporte os estudos de P. Bourdieu, K. Munanga, L. Sansone; C. Furtado, A. Guimarães. O trabalho proposto teve como aporte a pesquisa qualitativa, com base no pressuposto dialógico da pesquisa formação. Para tanto, a metodologia CIVITAS, do grupo de pesquisa LELIC/PPGIE/UFRGS, articulou nesta tese, o diálogo entre a educação básica e o ensino superior, com base nos sujeitos que atuam nesses segmentos da educação. Assim, com base no projeto CIVITAS, em articulação com o Projeto de Vidas/UFMA a pesquisa teve como sujeitos um grupo de estudantes da Educação Básica dos oitavo e nono anos do Ensino Fundamental e de universitários de um curso de licenciatura, registrando os sentidos atribuídos, por escolares e universitários, sobre uma seleção de postagens do Facebook que evidenciam o discurso de preconceito racial. Utilizou como base metodológica a identificação de vocábulos, frases e imagens de cunho pejorativo, fazendo associações entre palavras, frases e imagens. Nesse sentido, tais questões foram discutidas com base nos estudos de linguagem e da educação para a promoção das relações étnico raciais, compondo-se assim, um estudo acerca de como a educação formal e informal pode a partir das redes sociais discutir temas atuais e pertinentes a serem trabalhados na escola, tendo como referencial a Lei n. 11.645/08. Verificou-se que a escola deve considerar em seu currículo, de forma interdisciplinar e contextualizada com as novas tecnologias, a educação para as relações étnico raciais, no contexto de diferentes áreas de conhecimento, entre elas a Língua Portuguesa e os estudos dos gêneros digitais, enquanto proposta para se se refletir acerca das desigualdades advindas da cor/raça dos alunos. / The scenario of this research involved education or ethno-racial relations based on discourse analysis of users from a social network, setting as the benchmark, Facebook user posts and the discussion on prejudice which materializes online and spreads over informal and formal educational space. Its relevance is to the extent that it instigated study and construction of educational strategies designed for the challenges of modern day schooling. Our object is to investigate the way in which prejudice materialized through language, on a social network, can be worked in informal and formal educational contexts, noting the importance of using a digital feature to identify phrasal and verbal & non-verbal texts, whose pejorative nature, degrades and stigmatizes the person. The research was supported by language studies based on assumptions from M. Bakhtin, concerning concepts of dialogism and polyphony. Regarding prejudice, our research will be supported by studies from P. Bourdieu, K. Munanga, L. Sansone; C. Furtado, A. Guimarães. The research proposed had the contribution of qualitative research based on dialogic assumption of training research. Therefore, CIVITAS methodology CIVITAS, from the LELIC/PPGIE/UFRGS research group articulated in this thesis, dialog between basic and higher education based on subjects which act in these educational segments. Thus, based on the CIVITAS Project, articulation with Projeto de Vidas/UFMA, the subjects were a group of students from Basic Education from eighth and ninth grade in Middle School and college students from a teaching course registering the feelings attributed by school and college students about a selection of Facebook posts that show a discourse of racial prejudice. The methodological base was identification of words, phrases and images of a pejorative nature. In this sense, such questions were discussed based on language studies to promote ethno-racial relations, making up a study about how formal and informal education can, based on social networks, discuss current and pertinent themes to be worked in school as per Law 11.645/08. It was verified that schools should consider in their curriculum, interdisciplinary and contextualized matter with new technologies and education for ethno-racial relations in the context of different knowledge areas, among them Portuguese and digital genres as a proposal to reflect on inequalities stemming from students’ color/race.