Pediatric neurosurgeons develop emotional bonds with patients, York-led study shows

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A new study led by York University sheds light on the intense emotional and relational bonds formed with patients from the surgeon’s side of the bed. The findings, published in the British Journal of Neurosurgery, show pediatric neurosurgeons care deeply about their patients and feel emotionally invested as if they were their own children.

Leeat Granek

In the study, lead author Leeat Granek, associate professor, School of Health Policy and Management in the Faculty of Health at York, found that pediatric neurosurgeons find meaning, joy and pleasure in the relationships they form with their patients and their families, while also experiencing difficult and painful emotions when these patients decline during the course of their disease or experience a complication during surgery.

“This research was surprising because we often think that surgeons don’t have feelings and remain detached in order to do their very difficult work,” said Granek. “Our research showed that the opposite was the case. These neurosurgeons develop meaningful long-term relationships with their patients and their families, and care very deeply about them. Caring about patients means that you are vulnerable. When things go wrong with one of your patients, you take it home with you, you can’t sleep thinking about it, you care.”

The goal of the study was to explore the relational and emotional components of the patient-surgeon bond from the perspective of practising pediatric neurosurgeons in the field. Granek and her team did interviews with 26 neurosurgeons from 12 countries using video-conferencing technology. Data was analyzed using a qualitative method that involves coding the data for major themes.

These themes included having a relational attachment to patients, forming bonds with the parents/caregivers of these patients, dealing with patient suffering, death and complications, and communicating bad news. One of the most significant findings was that neurosurgeons found it particularly emotionally challenging to communicate bad news. This began with the diagnosis where neurosurgeons had to tell parents that their seemingly healthy child would require brain surgery. Surgeons described feeling apprehension and difficulty in either having to share the bad news, or fear of disappointing the family when things did not go as planned in the operating room.

One surgeon who participated in the study noted being very emotional in their work. The surgeon described experiences of being influenced by cases and by families, which created additional meaning in their life.

Many surgeons in the study noted the deep attachment to patients was a product of working with children, with whom bonds are easier to form and where the relationship with the patient is more straightforward, honest and trusting than it might be with adult patients. The relationship with caregivers was described as a mix of feeling the strain of accountability, a sense of empathy and identification with the parents, and a deep sense of care towards these families. Data collected also showed that while the attachment to patients and their families provided meaning and joy to the work that pediatric neurosurgeons do, the challenging side of these relational bonds was being witness to patients who are suffering or who die as a result of surgery.

Another study participant noted that when they couldn’t prevent harm from coming to a child, it felt like human nature to “take things a lot harder.”

Very few studies have looked at the surgeon-patient relationship and none have looked at neurosurgeons. Granek says this may be an especially important issue within the field of pediatric neurosurgery, where young patients face significant health challenges that may involve one or more brain surgeries in their lifetime. The patient and their caregivers are required to put their trust and their child’s life in the hands of a neurosurgeon, often whom they have just met. An important implication of this study is the need for more extensive research on the surgeon-patient relationship within pediatric surgery that focuses on how this relationship affects the surgeons, patients and families, and how these relationships may potentially affect patient outcomes, said Granek.

“Despite the importance and centrality of the surgeon-patient bond, there is no research on this topic and more data is needed to understand the nuances of this relationship and how it may affect patient care and surgeon well-being,” said Granek. “Training neurosurgical Fellows should include pedagogical modules about the relational and emotional dimensions of their work, with a specific and dedicated focus on communicating bad news.”

See below for a video explaining this research.

Do you have questions about the return to campus?

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This month, a new feature was added to the Better Together website. If you have questions about York University’s safe return to campus that are not currently covered under the existing frequently asked questions (FAQs) featured on the site, you can use a question submission form.

The new feature offers the community a place to direct their questions on research, student services, parking and a range of other topics. The form is intended to be a source of support for faculty, instructors, researchers, staff and students around the return to campus and any health and safety questions they may have.

In Study 2, York students were asked about anxiety, painful experiences and depressive symptoms
Community members can now submit their questions about York University’s safe return to campus through an easy-to-use online form

In the lead up to the fall term, the community will also have an opportunity to have their questions answered at virtual town hall events. Stay tuned for the date of the next official town hall to be announced. The FAQs on the Better Together site are regularly updated following each event to capture some of the most pressing topics.

More return-to-campus information will be shared in weekly Wellness Wednesday Return to Campus Special Issues, so please continue to look out for them. If you haven’t received it, also check out the latest issue of The Pulse from the Facilities Services Department.

Next month, updates will be shared regarding the launch of a new automated screening tool, YU Screen, along with return-to-campus education resources. As always, keep visiting Better Together website for all the latest community updates on York’s safe return to campuses this year.

A Q-and-A with Humaira Pirooz, director of Health, Safety & Employee Well-Being

People walk through Vari Hall, which is located on York U's Keele campus

Whether it’s for a common space or the workplace, there will be a plan to ensure everyone is kept safe on York University’s campuses this fall. Humaira Pirooz is the director of Health, Safety and Employee Well-Being (HSEWB) at York and leads a team that plays an essential role in advising the University community. Pirooz and the HSEWB team are responsible for running a host of health and safety programming in addition to policy development, well-being initiatives and helping to manage claims for staff and faculty on York’s campuses.

Q. Who is responsible for leading health and safety planning at York?

Humaira Pirooz
Humaira Pirooz

A. Health, Safety and Employee Well-Bring has been integral to York’s pandemic response. They have worked closely with the COVID-19 Planning and Response Team and have created a suite of programs, protocols, procedures, tools and templates for every unit to use for their health and safety planning. They also play an important role in educating and advising planning leads, staff and faculty in each area so that they understand what is required.

Every area across the University is responsible for creating a plan that is tailored to their specific work environment to ensure safety. Health and safety advisors at HSEWB are always available to help out with this process and ensure plans align with expected standards.

HSEWB has been involved in COVID-19 planning and support since the start of the pandemic and will continue to be involved in the transition back to York’s campuses. They support the community of care commitment, where everyone has a role to play in protecting the health and safety of the community.

Q. What is being done to make sure workplaces will be safe to return to?

A. A lot of work has been happening on campus since last March to keep campuses safe and facilitate a safe return. From enhanced ventilation to automated screening and case management, there are a number of things the University is doing to prepare.

Each unit will also be required to conduct a Health and Safety Risk Assessment and have the COVID-19 safety control measures in place that have been identified in their area-specific workplace safety plan. These measures can include things like screening requirements, wearing masks or face coverings, clear signage, frequent cleaning and easily accessible hand hygiene facilities.

Q. What are safety plans and how do they work?

A. HSEWB has an updated template for developing workplace safety plans, and that aligns closely with the latest public health guidance. The plans themselves will be completed by managers or designates in collaboration with health and safety officers in each unit within the University.

The COVID-19 Area-Specific Workplace Safety Plan lists the measures that have been put in place to protect those who are working or studying on York’s campuses. Due to the evolving nature of the pandemic, the template has been designed to help managers and area supervisors adapt their plans to position closely with the latest public health guidance and the steps in the province’s Roadmap to Reopen.

Q. How will health and safety inspections for COVID-19 work?

A. We all have a role to play in keeping ourselves and those around us safe by following the latest safety and public health measures, workplace safety policies, procedures and programs that are implemented, and reporting any hazards.

Health and safety officers carry out COVID-19 inspections in their assigned areas or units to ensure safety criteria are met, and they work with leadership to resolve any identified issues or escalate them to the COVID-19 Planning and Response Team.

The Joint Health and Safety Committee conducts regular COVID-19 inspections in all the applicable areas open for regular occupancy since the early days of the pandemic. They regularly visit applicable labs, shops and studio spaces to look out for hazards and report them to area managers or designates for followup and implementation of corrective action.   

Q. How will contact and case management be handled for staff and faculty?

A. While Toronto Public Health continues to suspend contact tracing for COVID-19 cases (with some exceptions), the Office of Student Community Relations (OSCR) and HSEWB facilitate contact management for students, staff and faculty, to prevent transmission on York’s campuses.

OSCR and HSEWB work closely on contact management, always maintaining confidentially for cases involving students, faculty, instructors, researchers or staff. A potential close contact of any confirmed positive COVID-19 case on York’s campuses will be contacted and advised to seek guidance from their local public health unit.

HSEWB manages all confirmed positive cases of COVID-19 of staff and faculty at York and potential close contacts through the sick leave and/or accommodation process. HSEWB continues to support employees or faculty members until they are cleared to return to work on York’s campuses.

Lassonde professor elected Fellow of the Canadian Engineering Education Association

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Aleksander Czekanski, associate professor in the department of Mechanical Engineering at the Lassonde School of Engineering, has been elected as a Fellow of the Canadian Engineering Education Association (CEEA).

Fellows of the Canadian Engineering Education Association (CEEA) are elected based on the candidates ongoing and sustained contributions. Czekanski was elected for his research on design engineering education and contribution to engineering education society.

Alex Czekanski
Alex Czekanski

Recruited to Lassonde as the NSERC-Quanser Chair in Design Engineering for Innovation, Czekanski has been working to understand how exposure to the design engineering process can provide students with an enhanced educational experience. Under the umbrella of design engineering education, he has investigated a variety of themes ranging from the use of design competitions to improve underrepresented attributes to determining key learning outcomes for design engineering students and understanding student perceptions of the engineering practice.

A regular contributor to the CEEA, Czekanski has published nine conference papers in this area since 2015. This research has even been applied to courses at Lassonde. One conference paper took a critical look at design project scope selection for mechanical engineering design-spine courses. Several mechanisms that could improve the learning outcomes and experiences of the students were identified and these mechanisms have since been implemented in several courses.

The importance of engineering education has extended to students educated by Czekanski. Each member of his research group has taken this priority seriously, with three graduate students receiving the President’s University-Wide Teaching Assistant Award (Minha Ha, 2018; Mohamed Abdelhamid, 2019; and Roger Carrick, 2020). Ha was also the recipient of the 2020 Engineering Education Award from the CEEA in recognition for the research and practices she has developed while in Czekanski’s group.

Czekanski is also the principal investigator for “Additive Manufacturing: Engineering Design and Global Entrepreneurship (AM-EDGE),” an NSERC CREATE grant awarded in 2020. He is the co-principal investigator for an NSERC CREATE grant awarded in 2021, “Smart Autonomous Robotic Technology for Earth and Space Exploration.” The 2021 CREATE grant has started developing a training program for undergraduate students, graduate students and research fellows to become experts in the design and implementation of additive manufacturing  technologies. He was a previous awardee of the President’s University Wide-Teaching Award, Lassonde Educator of the Year Award and the Lassonde Innovation Award for Excellence in Graduate Mentorship.

Czekanski also served as president of the CEEA throughout the pandemic. He worked in concert with CEEA to support online learning and develop virtual workshops for the community. Lassonde will host the CEEA Conference in 2022 with the theme of “Transforming Learners to Transform Our World.”

LA&PS researchers receive more than $2.3M in SSHRC funding

Vari Hall new image
Vari Hall new image

Researchers in York University’s Faculty of Liberal Arts & Professional Studies (LA&PS) have received more than $2.3 million in funding from the Social Sciences and Humanities Research Council of Canada (SSHRC). A total of 20 projects led by LA&PS faculty were announced as recipients of the 2020 Insight Grants (19 awards valued at a combined $2,145,491) and 2020 Partnership Development Grants (one award valued at $199,951).

Vari Hall
Twenty research projects out of the Faculty of Liberal Arts & Professional Studies were awarded more than $2.3 million in SSHRC 2020 Insight Grants and Partnership Development Grants

The Insight Grants support long-term research initiatives for two to five years, while the Partnership Development Grant will support a one- to three-year project organized through formal collaborations with public, private and not-for-profit organizations.

“LA&PS researchers are contributing crucial knowledge across the many disciplines of social science and humanities,” said LA&PS Associate Dean of Research and Graduate Studies, Ravi de Costa. “SSHRC Insight Grants enable leading experts to undertake original and innovative kinds of inquiry, and our colleagues’ success in this program is a testament to the strength and depth of research going on in the Faculty.”

LA&PS researchers are investigating important topics, including social implications resulting from the COVID-19 pandemic, connections between language and community in Canada, overlooked demographics in social policies and more.

“LA&PS is steadfast in its commitment to research excellence and to building on this excellence going forward. Across the Faculty, our instructors are at the forefront of their respective fields – enriching our understanding of the humanities, social sciences and professional studies in meaningful ways,” said LA&PS Dean J.J. McMurtry. “Grant funding from SSHRC will help us continue to accomplish this goal. I’m excited to congratulate this year’s recipients.”

LA&PS 2020 Insight Grant recipients (principal investigators):

  • Lalaie Ameeriar, Department of Anthropology;
  • Amelie Barras, Department of Social Science;
  • Antoine Djogbenou, Department of Economics;
  • Alan Durston, Department of History;
  • Jonathan Edmondson, Department of History;
  • Ratiba Hadj-Moussa, Department of Sociology;
  • Eve Haque, Department of Languages, Literatures & Linguistics;
  • Mark Hayward, Department of Communication & Media Studies;
  • Michael Herren, Department of Humanities;
  • Eva Karpinski, School of Gender, Sexuality & Women’s Studies;
  • Ruth King, Department of Languages, Literatures & Linguistics;
  • Maria Liegghio, School of Social Work;
  • Carmela Murdocca, Department of Sociology;
  • Andrea O’Reilly, School of Gender, Sexuality & Women’s Studies;
  • Selcuk Ozyurt, Department of Economics;
  • Carolyn Podruchny, Department of History;
  • Andrey Stoyanov, Department of Economics;
  • Leah Vosko, Department of Politics; and
  • Xueqing Xu, Department of Languages, Literatures & Linguistics.

LA&PS 2020 Partnership Development Grant recipient (principal investigator):

  • Marcello Musto, Department of Sociology.

See the complete lists of Insight Grant and Partnership Development Grant recipients on the SSHRC website.

Schulich collaborates on study of peer effects in corporate governance practices

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Photo by SevenStorm JUHASZIMRUS from Pexels

A new study that York University’s Schulich School of Business has collaborated on finds that corporations that share board members with other firms tend to have similar corporate governance practices due to a phenomenon known as “board interlocking.”

Pouyan Foroughi
Pouyan Foroughi

The findings are presented in a research paper titled “Peer Effects in Corporate Governance Practices: Evidence from Universal Demand Laws,” forthcoming in Review of Financial Studies. The article is co-authored by Pouyan Foroughi, assistant professor of finance at Schulich; Alan Marcus, professor of finance at Boston College; Vinh Nguyen, assistant professor of finance at the University of Hong Kong; and Hassan Tehranian, professor of finance at Boston College.

“The study shows that firms not subject to new legislation nevertheless change corporate practice when they are board-interlocked with peer firms that become subject to that legislation,” said Foroughi. “The specific transmission mechanism for this propagation of practice across firms is the interlocking board network.”

The research paper included a number of key findings. First, firms with boards composed of directors with greater experience, especially experience in takeover attempts, appear less influenced by the impact of their interlocked directors. Second, governance policy is most affected by board interlocks when the interlocking directors serve on the governance committee in particular. Third, firms with busier boards seem more influenced by the presence of interlocking directors. And lastly, directors serving at firms whose governance practice most changed following the implementation of universal demand laws, which impose restrictions on shareholder litigation rights, have a greater impact on their interlocked firms.

The complete paper is available for download here.

Interim update on provincial guidance for the fall term

People walk through Vari Hall, which is located on York U's Keele campus

The following is an important message to the York community from York University Provost and Vice-President Academic, Lisa Philipps, and Provost and Vice-President Research and Innovation, Amir Asif.

Dear York community, 

Late last week, the deputy minister of colleges and universities (MCU) distributed a memo providing guidance to the post-secondary sector for Fall 2021 planning, based on progressing vaccination rates in Ontario and continued improvements in public health indicators. This guidance includes:

  • the resumption of all in-person instruction and on-campus activities without capacity limits;
  • no physical distancing requirements; and
  • the continuing requirement for masks and face coverings to be worn in indoor spaces.

It is important to note that post-secondary education (PSE) institutions will still be required to follow relevant public health and workplace safety requirements. The MCU will be releasing an updated Postsecondary Education Public Health Measures Framework in early August 2021 with further information, including the requirement for all PSE institutions to have Continuity of Education Plans in place before September, in the event of a disruption to in-person teaching and learning.

The guidance from the MCU is welcomed news, as it provides greater clarity for us as we continue to plan for the gradual reopening of our campuses. As has been the case in our planning throughout the pandemic, we will continue to put the safety and well-being of our community first, in order to allow us to resume in-person activities on our campuses with confidence.

We also appreciate that many course directors may have already made plans based on the confirmed mode of delivery loaded onto our system this past week. Students have also begun to register for courses based on the information provided, regarding requirements for on-campus/in-person or online/remote delivery. Those plans provide a strong foundation for increasing activities on our campuses while meeting the diverse needs of our students as we prepare for the fall. We will therefore proceed with the mix of in-person/on-campus and remote/online activities as planned.

Hopefully, the improvements in our public health situation will allow for increased in-person/on-campus activities, including instructor/student meets and co-curricular and extracurricular student events. However, broadly speaking, the MCU guidance does not materially impact our fall term plans. Specifically, the University does not intend to convert existing courses or meets that have been marked for remote or online delivery to in-person delivery.

For the remainder of the summer term, as mentioned in our last community update, York University continues to maintain existing two-metre physical distancing requirements, while some fitness and in-person research activities involving human participants will resume under Step 3. We also continue to ask that those who wish to come to campus at this time request access via the Campus Access System.

Further details about the fall term will be shared with you by early August. In the coming weeks, more information will also be shared via weekly Wellness Wednesday Return to Campus Special Issues and on the Better Together website. If you have questions about York’s safe return to campus that are not currently covered under the FAQs, please feel free to submit them here.

Lisa Philipps
Provost and Vice-President Academic 

Amir Asif
Vice-President Research and Innovation

Engineering professor offers expertise to others through Academics Without Borders

Photo by Porapak Apichodilok from Pexels

“When research is driven by the local community, it is much more meaningful and can actually have an impact on society,” said Marina Freire-Gormaly, assistant professor, Department of Mechanical Engineering at the Lassonde School of Engineering.

Marina Freire-Gormaly
Marina Freire-Gormaly

Freire-Gormaly speaks from experience, based on a volunteer project she co-led this year for Academics Without Borders (AWB) for the engineering faculty at the Mbarara University of Science and Technology (MUST) in Uganda. Rahim Rezaie, PhD, senior program development officer at AWB, was her co-lead in this enrichment project, Strengthening Engineering Education & Research Program at AWB.

When Freire-Gormaly discovered that, like her research lab, Academics Without Borders was committed to improving access to education in order to improve society through high-quality research and education, she knew she had found a perfect outlet for her interest in knowledge sharing and building capacity. AWB’s mission is to help developing countries improve their universities, enabling them to train their own experts and conduct research that assists with their country’s development.

“When Academics Without Borders put out the call to develop an engineering program to build capacity in research, I was really excited,” said Freire-Gormaly, whose own research focuses on the development of new technologies and materials for energy sustainability, safe and healthy indoor environments considering COVID-19 aerosol transmission, and sustainable water treatment systems.

Freire-Gormaly signed on to become AWB’s inaugural co-lead for the new Strengthening Engineering Education and Research (SEER) program that aims to enhance teaching and research capacity in low- and middle-income settings through training and mentorship. (Although AWB’s programs generally employ an in-person model, it was decided that SEER would be delivered remotely, given the constraints of the pandemic.)

A group photo of the AWB Seer Group "graduation" ceremony
A group photo of the AWB Seer group’s virtual graduation ceremony

The SEER program began at MUST, a young university, with an ongoing relationship with ABW. SEER offered MUST engineering faculty a series of online workshops to train them in all aspects of research and education. Guest speakers from universities worldwide gave talks at each workshop, addressing key topics such as mentoring students, doing literature reviews, designing research projects and writing funding proposals. Once they were exposed to the fundamentals, the MUST faculty formed transdisciplinary teams to create their own research proposals for short-term projects that could be done locally.

“It was a hands-on learning experience that took our participants from ideation to systematically planning their research, justifying their budget and making their outcomes real and achievable, given the team’s expertise,” said Freire-Gormaly. “They then have a model they can refer to for future research projects.”

A volunteer committee of peers is reviewing the 12 team proposals and a number of them will be supported by AWB. The other teams will be able to use the feedback they receive to refine their proposals and submit them to others for funding. The MUST faculty created proposals for: a livestock monitoring system; water treatment using peeling from matoke fruit (East African highland banana); improving solar street lighting; and finding a way to provide hospitals with a more stable system for providing oxygen.

The workshops lasted for about six months, and volunteers will continue mentoring faculty for a year. Freire-Gormaly is one of the mentors, but she was also an instrumental member of the team that developed the curriculum and organized the seminars, creating a model for an ongoing, replicable program that AWB hopes to repeat four times a year.

“Once we have a robust curriculum and mentorship process, we’ll be able to have a much broader impact,” she said. “Eventually, our trainees will develop their own community of practice and also collaborate among themselves. Training the trainer is the key; we want our trainees to lead their own projects and do knowledge mobilization locally and independently.”

Freire-Gormaly also discovered the online model had strengths of its own, allowing for more breadth in guest speakers, since faculty from around the globe weren’t required to travel to the location or to commit two weeks of their time. She says future iterations of SEER might incorporate a hybrid model, allowing for some faculty to assist on site and others to contribute remotely.

AWB applauded her commitment in bringing SEER to fruition. “York’s Professor Marina Freire-Gormaly has been a key leader from day one of the Strengthening Engineering Education and Research program,” said Western University Professor Emeritus Greg Moran, who is the executive director of Academics Without Borders. “Without her leadership the program would not have been possible.”

The dean of the Lassonde School of Engineering also applauded the initiative and Freire-Gormaly’s participation. “As a proud partner of Academics Without Borders, we are delighted to collaborate with Uganda’s Mbarara University of Science and Technology to help advance the faculty of engineering’s teaching and research expertise,” said Jane Goodyer, dean of the Lassonde School of Engineering at York University.

Jane Goodyer
Jane Goodyer

“This program, co-led by Professor Marina Freire-Gormaly, has made great strides, with both faculty mentees and mentors learning from each other to create positive change. Thank you to all those involved for fostering global fluencies and cross-cultural knowledge, which will drive socially responsible action.”

As a researcher focused on technology with a societal impact, Freire-Gormaly was delighted to point other researchers in a similar direction and to enlarge her own network of researchers. It also sparked some ideas for her own research lab. Although she was the only York engineering faculty member working on the project, she would love to have colleagues join her. “This has been a great community to be part of, and to know I can really help people in their daily lives motivates my research,” Freire-Gormaly said.

For more information about York University’s involvement with AWB, email York International at yorkintl@yorku.ca.

By Elaine Smith, special contributor

Study shows arts-based relational caring helps those living with dementia thrive

hands relationship love heart
hands relationship love heart

A newly published study addresses the compelling call for connection and relationships for persons, families and communities living with dementia.

The qualitative research study, “Free to be: Experiences of arts-based relational caring in a community living and thriving with dementia,” aims to address the gaps in literature by focusing on experiences at an arts-based academy for persons living with dementia that is guided by a relational caring philosophy.

It shares what is possible when the focus is on relationships and where the arts are the mediums for meaningful engagements that are both human and non-human.

Christine Jonas-Simpson
Christine Jonas-Simpson

Led by York University Associate Professor Christine Jonas-Simpson from the School of Nursing in the Faculty of Health, the study’s findings contribute to the growing body of knowledge about both relational caring and arts-based practices that highlight an ethic of care that is relational, inclusive and intentional.

The research was conducted in collaboration with: Gail Mitchell, York University School of Nursing; Sherry Dupuis, University of Waterloo; Lesley Donovan, Unity Health Toronto; and Pia Kontos, KITE-Toronto Rehabilitation Institute, University Health Network, and Dalla Lana School of Public Health, University of Toronto.

Few studies explore the meaning of arts-based, relationship-centred care or relational caring with an entire community living with dementia where the voices of persons living with dementia are also included. For this research, 25 participants were recruited from the arts-based academy and interviewed one-on-one or in small groups. Participants included five persons living with dementia, eight family members, four staff, five artists, one personal support worker and two volunteers. Participants were asked to describe their experiences of relational caring or relationships in the academy space.

Three themes were identified in the analysis of the interviews with participants:

  • freedom and fluid engagement inspire a connected, spontaneous liveliness;
  • embracing difference invites discovery and generous inclusivity; and
  • mutual affection brings forth trust and genuine expression.

“Findings from this study shed light on what is possible when a relational caring philosophy underpins arts-based practices – everyone thrives,” the study states. “As new settings and programs are developed, grounding them in a relational caring philosophy from the beginning and providing ongoing support of the principles will better support the transfer of the philosophy into practice.”

Relationships, human and non-human, are essential for human flourishing and this is no different for a person living with dementia, says Jonas-Simpson, adding that when engagement in the arts is guided by relational caring philosophy, the arts become powerful mediums for connection and for relationships to grow and thrive.

Study provides insight to help parents reduce post-vaccination stress in young kids

A photo with a black backgroud that features two vials of COVID-19 vaccine and a syringe

Looking forward to a fall with hopefully one of the most important vaccination uptakes of children in a generation, a new study provides insights to help parents with reducing post-vaccination distress in younger kids. The study, published in the journal PAIN, looked at preschool children who were at least four to five years old and what their parents said that could help reduce distress during their vaccination.

This study is part of the largest study in the world – coined the OUCH Cohort – looking at caregivers and children during vaccinations from birth to the age of five. The OUCH Cohort originally followed 760 caregiver-child dyads from three pediatric clinics in the Greater Toronto Area and were observed during vaccinations during the first five years of a child’s life.

Rebecca Pillai Riddell
Rebecca Pillai Riddell

“What we found is that in the first minute after the needle, the more parents said coping-promoting statements such as ‘you can do this’ and ‘it will be over soon’ or tried to distract them with talking about something else, the higher distressed the children were. This really surprised us,” said Rebecca Pillai Riddell, senior author, professor in the Department of Psychology, Faculty of Health, and director at the OUCH Lab at York University. “We found, however, during the second minute after the vaccine when the child was calmer, these same coping-promoting statements resulted in them calming down faster. On the other hand, distress-promoting statements such as criticizing the child or reassuring them that they were fine had no relationship with child distress in minute one, but in minute two the distress-promoting comments were strongly predictive of higher distress in kids. We also showed with preschoolers that the more distressed they were prior to the needle, the more distressed they were after the needle – like a domino effect of previous pain.”

“Previous research has shown that the vast majority of preschoolers calm down within two minutes after a vaccination; however, about 25 per cent of children did not,” said Ilana Shiff, first author and master’s student in Pillai Riddell’s lab. “We wanted to determine what parents were saying before or during the vaccination appointment that could be leading to these children feeling distressed during and after a vaccination.”

Based on their findings, the researchers recommend that in first minute after a vaccine parents should not start encouraging coping right away, but rather keep children calm by using physical strategies such as hugging, cuddling or hand-holding. This should be done instead of trying to give a child verbal direction on how to cope when they are in peak distress. Once children get over that initial minute of high distress, Pillai Riddell says, they think children are more able to benefit from parents’ coping-promoting statements. The findings also provide insight for health-care providers and caregivers on how to support children during immunization appointments. 

Researchers say that because preschool children show the prior pain “domino effect,” it is critical for health-care providers to try to vaccinate calm preschoolers. Routinely adopting techniques that allow the child to be approached without distressing them prior to the needle (e.g. allowing a child to stay close to their caregiver while viewing a video on a smartphone as a distraction) will help minimize the pain domino effect these findings suggest. Moreover, for both groups, supporting caregivers to avoid distress-promoting behaviours before and during the vaccination will be critical.

“This type of data has never been found in preschoolers before,” said Pillai Riddell. “It’s important to understand post-needle reactions at this age because needle phobia and phobias in general start coming on at five to 10 years of age, so understanding how children can be coached and how parents can have a really powerful role in reducing stress post a vaccination is key.”