Christopher M. Gilham: Peer-Reviewed Publications (17)
Wei, Y., Kutcher, S., Austen, E., Comfort, A., Gilham, C., Macdougall, C., McKenna, G., McKinnon, M., Yeo, E., Thompson, K., Zhang, M., Baxter, A., & Matheson, K. (2021, In Review). The impact of transitions: A mental health literacy intervention with embedded life skills for post-secondary students.” Canadian Journal of Psychiatry.
Gilham, C., Neville-MacLean, S., & Atkinson, E. (2021. Forthcoming). Effect of online modules on pre-service teacher mental health literacy and efficacy towards inclusive practices. Canadian Journal of Education.
Gilham, C., Wei, Y. (Accepted. Forthcoming). Field testing a campus preparation mental health resource for grade 12 students – the implementation and evaluation of Know Before You Go in two rural high schools in Atlantic Canada.” McGill Journal of Education.
Hansen-Ketchum, P., MacDonald, J., Austin, E., Gilham, C., Gougeon, L., & McKinnon, M. (2020). Healthy settings: Barriers and facilitators to a healthy campus community. International Journal of Health, Wellness, and Society. https://doi.org/10.18848/2156-8960/CGP/v11i01/1-22.
Gilham, C., Thompson, K., & Ruckstuhl, S. (2020). Improving girls’ developmental assets using a mentor-led approach in Atlantic Canada.” Gender Issues. https://doi.org/10.1007/s12147-020-09251-6
Gilham, C., Austen, E., Wei, Y., & Kutcher, S. (2018). Improving mental health literacy in postsecondary students: Field testing the feasibility and potential outcomes of a peer led approach.” Canadian Journal of Community Mental Health. http://www.cjcmh.com/doi/abs/10.7870%2Fcjcmh-2018-002
Williamson, J., & Gilham, C. (2017). Winning and re-winning: Recommendations for inclusive education reform for students labelled as disabled in Alberta’s schools. Canadian Journal of Educational Administration and Policy. https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/16326
Berekowski, K., Gilham, C., & Robinson, D. (2017). A mindfulness curriculum: High school students’ experiences of yoga in a Nova Scotia high school. Learning Landscapes. (2017). https://www.learninglandscapes.ca/index.php/learnland/article/view/Mindfulness-Curriculum-High-School-Students%E2%80%99-Experiences-of-Yoga-in-a-Nova-Scotia-School
Gilham, C., & Tompkins, J. (2016). Inclusion as equity: Pre-service teacher education and disability studies in education.” Canadian Journal of Education. Vol 39, No 4, Dec. http://journals.sfu.ca/cje/index.php/cje-rce/article/view/2287
Gilham, C. (2015). Suffering ‘like this’: Interpretation and the pedagogical disruption of the dual system of education.” Paideusis, Vol. 22, No 1. https://journals.sfu.ca/pie/index.php/pie/article/view/413
Gilham, C. (2014). Inclusion’s historical entanglements in Alberta.” Learning Landscapes. https://www.learninglandscapes.ca/index.php/learnland/article/view/Inclusion%E2%80%99s-Historical-Entanglements-in-Alberta
Jardine, D., McCaffrey, G., & Gilham, C. (2014). The pedagogy of suffering: Four fragments. Paideusis, Vol. 21, No 2. http://journals.sfu.ca/paideusis/index.php/paideusis/article/view/370
Gilham, C., & Williamson, W. J. (2013). Inclusion's confusion in Alberta. International Journal of Inclusive Education, doi: 10.1080/13603116.2013.802025:
Gilham, C. (2012). From the “science of disease” to the “understanding of those who suffer”: The cultivation of an interpretive understanding of “behaviour problems” in children. Journal of Applied Hermeneutics. http://jah.synergiesprairies.ca/jah/index.php/jah/article/view/33/pdf
Gilham, C. (2012). The privileges chart in a behaviour class: Seeing the power and complexity of dominant traditions and unconcealing trust as basic to pedagogical relationships. Journal of Applied Hermeneutics. http://jah.synergiesprairies.ca/jah/index.php/jah/article/view/15/pdf
Gilham, C. (2012). Talking to one another in education: The importance of bildung and tact. Disability Studies Quarterly, Vol. 32, No 1. http://dsq-sds.org/article/view/3029
Gilham, C. (2011). Beyond the monster’s wanting and doing: Special Education as a barrier and diacritical hermeneutics as possibility. Canadian Journal of Education, 34, 3.