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Prévalence de l’état de stress post-traumatique (ESPT) au Canada pendant la pandémie de COVID-19 : résultats de l’Enquête sur la COVID-19 et la santé mentale
No full textIntroduction
Cette étude donne un aperçu descriptif de la prévalence de l’état de stress post-traumatique (ESPT) au Canada, en fonction des caractéristiques sociodémographiques, des variables liées à la santé mentale et des effets négatifs de la pandémie de COVID-19.
Methods
Les données ont été obtenues à partir des cycles 1 et 2 de l’Enquête sur la COVID-19 et la santé mentale (ECSM), recueillies à l’automne 2020 (N = 14 689) et au printemps 2021 (N = 8 032). La prévalence de l’ESPT a été mesurée à l’aide de la liste de contrôle de l’ESPT pour le DSM-5 (PCL-5). Les associations transversales ont été quantifiées à l’aide d’une régression logistique tenant compte des caractéristiques sociodémographiques.
Results
La prévalence globale de l’ESPT était de 6,9 %. Les facteurs associés à une prévalence accrue de l’ESPT étaient le genre féminin, un âge plus jeune, un revenu inférieur (uniquement chez les femmes), le fait de vivre en milieu urbain, le statut de travailleur de première ligne ou l’absence de travail au cours de la semaine écoulée (uniquement chez les hommes), une santé mentale passable ou mauvaise, un faible sentiment d’appartenance à la communauté, des symptômes d’un trouble d’anxiété généralisée ou d’un trouble dépressif majeur, des idées suicidaires, une forte consommation d’alcool, une consommation quotidienne de cannabis, une consommation accrue d’alcool et de cannabis depuis le début de la pandémie, une diminution de la consommation d’alcool depuis le début de la pandémie (chez les hommes seulement), des préoccupations concernant la violence à la maison et des répercussions négatives associées à la pandémie.
Conclusion
La prévalence de l’ESPT au Canada varie considérablement selon les groupes sociodémographiques, et elle est plus fréquente chez les personnes présentant des indicateurs d’une faible santé mentale ou d’un faible état de bien-être, ainsi que chez les personnes qui ont été plus durement touchées par la pandémie de COVID-19. Il est important d’effectuer une surveillance continue et accrue de l’ESPT au Canada pour mieux comprendre et traiter le fardeau associé à cet état pathologique ainsi que les répercussions associées.Agence de la santé publique du Canada
Barriers to entry: The impact of non-standard orthography on learning the Lakota language
No full textA Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Indigenous Language Education, University of Regina. xii, 116 p.The revitalization of the Lakota language is hindered by the absence of a
universally accepted orthographic standard. This thesis investigates how non-standard
orthographies influence Lakota language acquisition, cultural preservation, and
educational practices. Guided by qualitative methodologies, this research explores the
diverse orthographies used within the Lakota-speaking community and their impacts on
learners, educators, and cultural authenticity.
Data were collected through surveys and interviews with students, educators, and
community members, focusing on their experiences and perceptions of orthographic
systems. Analysis revealed key themes, including the challenges posed by inconsistent
orthographies, the cultural tensions arising from orthographic choices, and the need for
systems that balance phonetic accuracy with cultural sensitivity. Findings indicate that
while orthographic diversity reflects the community’s linguistic heritage, it often
complicates learning and teaching efforts.
This study concludes that sustainable language revitalization requires a dual
approach: adopting standardized orthographies to support literacy and educational
consistency while respecting traditional oral practices and cultural values.
Recommendations include developing flexible orthographic systems that cater to diverse
learners, promoting community-led initiatives, and integrating technological resources to
bridge gaps between tradition and modernity.
Keywords:
Lakota language, orthography, language revitalization, Indigenous education, cultural
preservation, phonetic representationStudentye
Emotion regulation under pressure: the impact of cognitive reappraisal and expressive suppression on stress responses
No full textA Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Bachelor of Science (Honours) in Psychology, University of Regina. ix, 111 p.Acute social stress, a common type of stress faced in situations of intense pressure and social evaluation, induces both psychological and physiological responses. When these responses are prolonged or poorly managed, they can have detrimental effects on one’s health. Emotion regulation, the capacity to control and modulate one’s emotional responses, is a central mechanism that shapes how individuals experience and recover from stressors. This study examined how two prevalent emotion regulation strategies, cognitive reappraisal (CR) and expressive suppression (ES), influence acute social stress responses. Participants (N=58) completed the Emotion Regulation Questionnaire as part of an online survey to assess their use of each strategy. They then participated in the Trier Social Stress Test (TSST) and control version of the TSST (C-TSST) in a counterbalanced design. Physiological markers (heart rate [HR], heart rate variability [HRV], and skin conductance level [SCL]), along with subjective stress ratings, were collected through both tasks. Through a manipulation check, it was concluded that the TSST successfully induced more stress than the C-TSST. Multiple linear regression analyses and linear mixed-effects models assessed associations between emotion regulation strategies and stress responses. ES was significantly associated with higher perceived threat and showed a slight trend towards slower HR recovery. CR was not found to be significantly linked to physiological or subjective stress markers, although slight trends were present. These findings highlight the potential impact of emotion regulation on stress reactivity. By gaining a deeper understanding of adaptive and maladaptive emotion regulation strategies, interventions that promote healthier coping mechanisms can be implemented
Beyond net-zero carbon emissions in industrial processes through catalyst-aided amine solvents for the indirect co-combustion of natural gas and biomass
No full textA Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Applied Science in Process Systems Engineering, University of Regina. xv, 196 p.This thesis investigates the application of absorber catalysts developed and optimized for effective CO₂ capture in a power production process involving the indirect co-combustion of biomass and natural gas, addressing a crucial case study challenge of carbon emissions from large. By employing a novel bi-blend amine solvent system, improved by heterogeneous solid base catalysts, the study explores the synthesis of various super basic catalysts in a bid to optimize CO₂ absorption rates, solvent loading, and overall process efficiency
A series of heterogeneous catalysts which include PEI modified catalysts, K/MgO, K/MgO-CaO, and activated carbon blends, were synthesized and tested using a semi-batch apparatus. The initial CO₂ absorption rates of these catalysts were thoroughly analyzed against a non-catalytic baseline (control experiment). The results obtained revealed that catalysts such as AC Hydrothermal and K/MgO-CaO (5-35-60) significantly increased CO₂ absorption rates by up to 46% and 21%, respectively, over the baseline.
Contrarily, despite characterized by high basic strength, some PEI-modified catalysts, exhibited lower performance due to reduced surface area and electron transfer limitations. However, further analysis was conducted on the K/MgO-CaO (5-35-60) catalyst over the activated carbon catalyst considering its superior chemical, thermal and mechanical stability, as well as the ease of preparation and reduced waste. The screening of the catalysts was carried out at a gas composition of 4.5% CO2 (balance N2, an absorption temperature of 40℃ ± 2, and a gas flow rate of 200± 5 ml/min).
Additionally, extensive catalyst characterization test, including Powder X-ray Diffraction (XRD), CO₂ Temperature Programmed Desorption (TPD), and BET surface analysis, were conducted to understand how catalyst properties such as basic site strength, surface area, and pore structure influence CO₂ capture rates observed.
The environmental impact and potential cost savings of catalyst-aided carbon capture were then evaluated in a simulated power generation process, where an LCA, life cycle assessment, model was applied based on the ReCiPe methodology. From comparing traditional MEA benchmark solvent, the novel AMP-PRLD amine bi-blend, and the AMP-PRLD solvent enhanced with a K/MgO-CaO catalyst, the results demonstrated that the catalyst-enhanced system achieved superior carbon dioxide reductions across various gas compositions, underscoring its potential for net-zero emissions. Conclusively, this catalyst-solvent system provides a promising pathway for the power and energy sectors to significantly reduce emissions while enhancing cost-effectiveness and sustainability.Studentye
Mental health disorder symptom changes among public safety personnel after emotional resilience skills training.
No full textPublic safety personnel (PSP) are frequently exposed to psychologically traumatic events. The exposures potentiate posttraumatic stress injuries (PTSIs), including posttraumatic stress disorder (PTSD). The Royal Canadian Mounted Police (RCMP) Protocol was designed to mitigate PTSIs using ongoing monitoring and PSP-delivered Emotional Resilience Skills Training (ERST) based on the Unified Protocol for the Transdiagnostic Treatment of Emotional Disorders. The current study pilot-tested ERST effectiveness among diverse PSP.A 16-month longitudinal design engaged serving PSP (n = 119; 34 % female; firefighters, municipal police, paramedics, public safety communicators) who completed PSP-delivered ERST. Participants were assessed for symptoms of PTSIs, including but not limited to PTSD, at pre- and post-training, and 1-year follow-up using self-report measures and clinical interviews.There were reductions in self-report and clinical diagnostic interview positive screens for PTSD and other PTSI from pre- to post-training (ps < 0.05), with mental health sustained or improved at 1-year follow-up. Improvements were observed among firefighters (Cohen's d = 0.40 to 0.71), police (Cohen's d = 0.28 to 0.38), paramedics (Cohen's d = 0.20 to 0.56), and communicators (Cohen's d = 0.05 to 0.14).Ongoing monitoring and PSP-delivered ERST, can produce small to large mental health improvements among diverse PSP, or mitigate PSP mental health challenges, with variations influenced by pre-training factors and organizational supports. ERST replication and extension research appears warranted.Hypotheses Registration: aspredicted.org, #90136. Registered 7 March 2022 - Prospectively registered.ClinicalTrials.gov, NCT05530642
Exploring Chinese EFL teachers’ use of translanguaging in the classroom: an ethnographic case study
No full textA Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Education, University of Regina. xiii, 325 p.Translanguaging as a sociolinguistic theory and a pedagogy has captured the attention of
language instructors in recent years, especially those working with culturally and linguistically
diverse students. Most research on using translanguaging in teaching English has primarily been
conducted in English as an Additional Language (EAL) context, particularly in the United States
(see studies by Canagarajah, 2012; Carbonara & Scibetta, 2022; Creese & Blackledge, 2010;
García & Kano, 2014). However, as a theory and pedagogy highly valued by language educators,
its application should be extended to a broader context, reaching more diverse language learners.
The literature suggests that translanguaging remains insufficiently investigated in English as a
Foreign Language (EFL) context, particularly at the tertiary education level. To address this gap,
this study aimed to investigate the perceptions and classroom practices of translanguaging
pedagogy among Chinese EFL instructors at the university level in China, while also examining
the complex relationship between their perceptions, beliefs, and classroom practices.
This ethnographic case study employed qualitative research approach within the
constructivist/ interpretivist paradigm (Lincoln, et at., 2011). Five EFL instructors that came
from two different teaching units at a tertiary university were selected as the participants. Data
were collected mainly through classroom observations and semi-structured interviews.
Additional data sources, including demographic questionnaire, field-notes, and foreign language
education documents at both the institutional and national levels, were used to support the
dataset and triangulate the results.
The study’s findings revealed that although most participants knew little about
translanguaging theory and pedagogy, they had already frequently and naturally employed
similar strategies in their classrooms. Five types of pedagogical translanguaging: explanatory
(instructional) translanguaging, evaluative translanguaging, cognitive translanguaging,
affective translanguaging, and directive translanguaging, all of which were commonly directed
by instructors in various classroom settings. Two student-directed translanguaging strategies,
namely interactive translanguaging and interrogative translanguaging, were spontaneously
initiated by students. Most of the time, teacher participants were able to create a safe
translanguaging space for students to interact in. The findings also revealed that, despite all
participants using translanguaging strategies in their daily teaching, they held diverse perceptions
about its use in the classroom. Participants with more knowledge of translanguaging theory had
more positive perceptions of guiding students to use their first language and other multimodal
resources in learning a new language. Overall, the frequency, and manner in which instructors
engaged in translanguaging in class were substantially in line with their individual perceptions of
the theory. In some cases, inconsistencies between their teaching practices and verbal assertions
were attributed to potential influences on teachers’ perceptions and practices, which manifest
across four levels: the individual level, the classroom level, the institutional level, and the socialpolitical/
national level.
Key words: translanguaging; teachers’ translanguaging perceptions; teachers’ translanguaging
practices; EFL in Chinese tertiary education.Studentye
Exploring participant engagement in the coping with infertility program
No full textA Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Bachelor of Science (Honours) in Psychology, University of Regina. 57 p.Infertility affects approximately 15% of reproductive-aged couples worldwide, with significant physical and psychological consequences. Individuals experiencing infertility report elevated distress, particularly the intended pregnant parent who often bear greater physical burdens related to conception difficulties. The Coping with Infertility (CWI) Program is a cognitive behaviour therapy-based self-guided intervention that was co-created with patients to target infertility-related distress. The CWI program consists of 7 brief weekly module videos, paired with post-module homework assignments. While a recent randomized controlled trial (n = 170) has confirmed the program's efficacy in improving mental health outcomes, the current analysis examined 1) which baseline characteristics predicted the number of module videos viewed and self-reported homework engagement, as assessed using the Homework Rating Scale and 2) the degree to which these markers of engagement predicted pre-to-post changes in fertility-related quality of life (FertiQoL), anxiety symptoms (GAD-7), and depressive symptoms (PHQ-9). Results revealed that program engagement was high, with 78% of participants watching all 7 module videos. Younger age and greater perceived program credibility and expectations of benefit predicted greater homework engagement. A higher number of modules viewed predicted pre-to-post improvements in quality of life while greater homework engagement predicted improvements in all three mental health outcomes assessed. These findings suggest that, in the context of a self-guided mental health intervention, increasing users’ perceptions of the intervention’s credibility and potential efficacy may optimize intervention efficacy through greater homework engagement
PeerOnCall: Evaluating Implementation of App-Based Peer Support in Canadian Public Safety Organizations
No full text© 2025 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).Public safety personnel (PSP), including correctional workers, firefighters, paramedics, police, and public safety communicators, are at increased risk for posttraumatic stress injury, yet face barriers in receiving timely support. Mobile health (mHealth) applications (apps) offer promising avenues for confidential, on-demand access to relevant information and support. The purpose of this study was to assess implementation of PeerOnCall, a new mHealth platform designed by and for PSP (the platform includes two parallel apps: one for frontline workers and one for peer support providers). A multi-site mixed methods implementation trial was conducted over 3−6 months in 42 public safety organizations across Canada. App usage trends were tracked through software analytics, and facilitators and barriers to app use were explored via interviews with organizational champions. Over 11,300 employees across 42 organizations were invited to use the PeerOnCall app over the trial period, with approximately 1759 PSP (15% of total) downloading the app. Variation within and across sectors was evident in app downloads and feature use. Approaches to communication (mode, timing, and messenger), and organizational culture related to mental health and help outreach affected uptake levels. PeerOnCall is a promising tool to facilitate access to peer support; however, culturally relevant strategies are needed to overcome barriers and integrate this tool into workplace practices.This research was funded by Movember (P-000231), and the Public Health Agency of Canada (2122-HQ-000406). The APC was funded by the Canadian Institutes of Health Research (CIHR, RCP-179573)
A Black Panther in the Great White North: Fred Hampton Visits the Regina Campus in 1969
No full textThis Presentation was by Dr. Dawn Rae Flood on 11th February 2025 in the Archer Library in celebration of Black History Month.
Dawn Rae Flood is an Associate Professor of History at Campion College at the University of Regina in Saskatchewan, Canada. She is the author of Rape in Chicago: Race, Myth and the Courts (Urbana: University of Illinois Press, 2012, 2018) and “A Black Panther in the Great White North: Fred Hampton Visits Saskatchewan, 1969,” Journal for the Study of Radicalism, vol. 8 no. 2 (Fall 2014): 21-49. Her research focuses on race and gender relations in a modern, urban setting and radical activist movements in support of social justice. Her research on Fred Hampton’s visit to the Regina Campus of the University of Saskatchewan is currently being developed as a dramatic play and limited-run television series