NIPISSING UNIVERSITY (2016) Doctor of Philosophy Educational Sustainability NIPISSING UNIVERSITY (2010) Master of Education, Educational Leadership
NIPISSING UNIVERSITY (2009) Bachelor of Education
WILFRID LAURIER UNIVERSITY (2009) Bachelor of Arts, Contemporary Studies, Psychology & English Minor
CONESTOGA COLLEGE Professor, Early Learning Program Development
NIPISSING UNIVERSITY Instructor, Faculty of Arts and Sciences
NIPISSING UNIVERSITY Research Assistant, Schulich School of Education
AUTSTRALIAN CATHOLIC UNIVERSITY Instructor, Master of Education
WATERLOO REGION DISTRICT SCHOOL BOARD Occasional Teacher
Wideman-Johnston, T. (2011). Resilience and Students with Chronic Illness: A literature review of fostering resilience into the lives of students with chronic illness. Journal of Educational and Developmental Psychology, 1(1). Available from http://www.ccsenet.org/journal/index.php/jedp/search/authors/view?firstName=Taunya&middleName=&lastName=Wideman-Johnston&affiliation=Nipissing%20University%0D%0A50%20Wellington%20Street%0D%0ABrantford%2C%20Ontario%0D%0AN3T%202L6%0D%0ACanada&country=CA Abstract Students with chronic illness (CI) are being given further prospects to attend traditional school settings. The increasing school enrolment of students with CI provides them the opportunity to participate in the community beyond their involvement with the medical community as a patient. The experiences individuals with CI encounter affect their day-to-day lives and ability to integrate into society. Research suggests having a CI and developing resilience can aid in coping with the adversity present in the lives of those with CI. This paper examines literature discussing the findings of CI and resiliency, and how nurturing resilience in the education of students with CI is a valuable contribution to fostering student success. The methods to support resilience in students with CI in the classroom are discussed and the positive factors associated with encouraging resilience in education.
Abstract The presence of chronic illness in one’s life often entails endless appointments, tests, medications, treatments, and procedures. In the instances of children with chronic illness, they do not know what life consists of without their illness, and consequently, have lived with many restrictions. Children with chronic illness and their families are not only in need of traditional methods and strategies from the medical model but are often in need of additional strategies to support and cope with the nature and effects of the chronic illness. This paper focuses on how mediation, mindfulness, and visualization strategies aid individuals with chronic illness.
Wideman-Johnston,T. (2010). Learning to be Me: Living with a chronic illness. Child & Family Professional. 13(3): 38-55. Available from https://kidslinkcaresestore.com/journals/view/227 Abstract What is a chronic illness? Numerous illnesses have been defined as chronic but little is known about what the day-to-day life of an individual living with a chronic illness involves. The following paper is a narrative inquiry based on my personal journey of learning to live with a chronic illness. I examine the range of challenges accompanying such a journey, including physical, psychological, social and academic.
Wideman-Johnston, T. (2010). The Academic Journey of Studentswith Chronic Gastrointestinal Illness: Narratives from daughters and their mothers(Unpublished master’s thesis).Nipissing University, North Bay, Ontario.
Abstract Children and adolescents surviving illnesses, increases in outpatient care, and continuous technological advancements as compared to past decades are giving students with chronic illness further opportunities to attend mainstream schools. The rising integration of students with chronic illness into the school setting requires educators to aptly accommodate students while the students pursue their academic journeys. The research involves 3 case studies portraying students with a chronic gastrointestinal illness, Diffuse Irritable Gastrointestinal Tract Syndrome (DIGITS). In each case, the student and her mother were interviewed separately. These interviews were focused on the students with a chronic illness and their parents’ perceptions of the students’ educational experiences. Implications arising from the study highlight how educators can recognize the perspectives of students with a chronic illness to adapt the school environment with increased opportunities for these students to be integrated into mainstream schooling and achieve their academic goals.