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Background: Suicide remains a critical public health issue requiring approaches that move beyond staticmodels. Traditional frameworks often operate in isolation, limiting their relevance in high-intensity settings,such as emergency departments (EDs). There is a growing need for integrative models that reflect the fluid and complex nature of suicidality in acute care. Objective: This narrative synthesis explores how diverse theoretical models can inform emergency nursing practice by framing suicidality as a dynamic and evolving process. The aim is to improve suicide risk assessment through an integrated, clinically relevant approach.  Methods: A narrative synthesis was conducted to examine empirical and conceptual models with demonstrated relevance to emergency mental health. Frameworks included the Suicidal Careers Model, Narrative-Crisis Model, attachment theory, developmental perspectives, gender-based frameworks, and Suicide Crisis Syndrome (SCS). These models were selected for their predictive value, clinical utility, and explanatory power. Results: Suicidality emerges through the interaction of long-term vulnerabilities and acute crisis states. The integrated framework highlights the roles of insecure attachment, identity disruption, gender-based risk factors, and developmental stage. Special focus is placed on the experiences of gender-diverse individuals, who often fall outside traditional risk models. Conclusion: A multidimensional, developmentally attuned framework enhances suicide risk detectionand intervention in emergency settings. By accounting for identity, relational context, and crisis dynamics, this approach supports more inclusive and effective prevention strategies in frontline care.

Keywords: suicide, suicice, soins infirmiers d’urgence, emergency nursing, suicidal careers, trajectoires suicidaires, modèle narratif de crise, narrative-crisis model, attachment styles, modes d’attachement, stades de développement, developmental stages, Canadian suicidology, suicidologie canadienne

Poverty impacts the mental, physical, social and emotional health and wellbeing of individuals, particularly Indigenous children and adolescents living in remote reserve communities. Within many diverse ways to conceptualize poverty, Indigenous poverty stems from the detrimental traumas resulting from colonialism, continued systemic racialization, removal of cultural identity and loss of self-determination. Residential schools and other colonial policies and traumas have eroded Indigenous culture, language and ways of life. Ongoing systemic and environmental racism, discrimination and stereotyping lend to the continued cycle of poverty for Indigenous people living in Canada, with those living on reserve experiencing the most extreme effects on their life and academic success. This article reviews the literature to draw attention to the impacts of complex and multifaceted Indigenous poverty on educational outcomes for those Indigenous students living on reserve. Overall, students who experience poverty experience negative impacts on their physical, mental, cognitive and emotional development, functioning and processing, resulting in lower educational and academic outcomes and a more likely chance that they will continue to experience poverty as adults. In the context of Indigenous ways of being, living in poverty can cause a disconnection from the land, culture and identity so integral to their being.

Keywords: educational success, educational outcomes, food insecurity, geographically remote communities, poverty, Indigenous youth, inequality

Child and adolescent to parent violence and abuse (CAPVA) is one of the more complex areas within the domestic abuse domain. There is no clear consensus about the definition of CAPVA, nor are there widely accepted policies and guidelines about how to approach it. By reanalyzing findings collected from 21 qualitative studies that included children, adolescents, and parents who have experienced CAPVA and professionals who supported them, the current metasynthesis aims to contribute to the growing body of research in the area and to move towards developing more coherent policies and professional guidelines. Current findings highlight how the cycle of CAPVA impacts and is impacted by inherent terminological contradictions, relational tensions between parents and their children, the perceived attribution of its causes, and the accessibility of support systems. The multiple interconnected factors that were found lead to a comprehensive psychosocial model of CAPVA with practical implications for related services.

Keywords: child and adolescent to parent violence and abuse, domestic abuse, child violence, family

Given the recent growing emphasis on citation justice and related concepts, this paper examines "Citation Analysis," published in Library Trends in 1981, and revisits it through the lens of citation justice. Overarching questions include: How can citation analysis be more just? How can research evaluation go beyond citation analysis to be more just? Sections include a discussion of the concept of citation justice, applications of citation analysis with particular emphasis on evaluative bibliometrics, characterization of assumptions underlying citation analysis, identification of problems posed in dealing with citation data, and an outline of possible approaches to achieving citation justice. Several different entities and actions are discussed with the goal of working toward citation justice. These include author roles, pedagogical approaches, resource compilation, editor and reviewer roles, publisher roles, advocacy, recommendations for research evaluation reform, and higher education institutional roles. Viewing citation analysis through the lens of citation justice reveals significant limitations in citation analysis and suggests ways to correct them–both to ensure that more diverse scholars are part of the scholarly conversation that underlies citation analysis and to encourage approaches to research evaluation that are not dependent solely on citation counts.

Keywords: citation analysis, citation counts, citation justice, evaluative bibliometrics, research evaluation

Background: In 2019, the Final Report of the National Inquiry into Missing and Murdered Indigenous Women and Girls (MMIWG2S+) was released by the Government of Canada, along with 231 Calls for Justice aimed at putting an end to the horrific violence against Indigenous women, girls, and 2S LGBTQQIA+ people. Purpose: The purpose of this scoping review was to examine scholarly articles that have been published in response to the MMIWG2S+ report/Calls for Justice and responses that are presented on higher education websites in Canada. Method: We searched key databases and online sites for relevant sources and screened texts to confirm eligibility. We included 63 scholarly articles and 94 online sources. We conducted content analysis and an analytical synthesis on the data from the academic articles. The online sources were analyzed with content analysis. The responses to the MMIWG2S+ report were categorized into six themes: illuminating report findings for readers; we must act and this is how; discourses about genocide; seeing the bigger picture; a guiding framework for research and practice; and critique of the report and challenges. Results: Reactions to the calls within the higher education sector have been slow and incomplete. Responses are still in their infancy and need to move from discussion to action. Our findings are timely as they hold academics and educators to account through shedding light on the current discussions and (in)actions surrounding the MMIWG2S+ report within higher education. Conclusion: We advocate for Canadian higher education institutions to prioritize the MMIWG2S+ crisis and involve Indigenous organizations and people in their efforts to respond to the report.

Keywords: MMIWG2S+ Report, higher education, scoping review, Calls for Justice

Lesley Battler’s Endangered Hydrocarbons (2015) broadens the scope of what might be considered a politicized ecopoetics. Battler’s collection, which I suggest works through a poetics of appropriation, links experimental poetic form with Anthropocene criticism in the humanities and critical studies of settler colonialism, addressing the contiguities between ecological degradation and land expropriation, while also making the appropriation of language one of its central formal concerns. In the context of the Canadian nation-state and its extractive economies, I argue that Battler’s “isotopic poetics” appears as a politically motivated formal praxis for working through the tangled exigencies of ongoing settler-colonial dispossession and the accelerating environmental crisis.

This paper illustrates the findings from year three of a five-year research project where participants were asked to multimodally re-conceptualize their understandings about content and disciplinary literacy practices from a mandatory Bachelor of Education literacy course. Data collection includes transcribed interviews, professor feedback, in-class conversations with peers, multimodal artefacts, and participant notes taken during a gallery walk. Findings show that life experiences, transmediation processes, peer group sharing, and facility with modes and media contributed to deep understanding about multiliteracies practices, course content, and assessment techniques. Findings reveal that learning opportunities transcend disciplines, space, and time while enriching identity formation.

Keywords: disciplinary literacy, transmediation