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Breaking the silence on violence in schools: an inquiry into the prevalence of violence in the workplace, use of restraints and seclusion, and trauma-informed practices in BC schools
No full textThere is little research on the rates of violence in schools in British Columbia (BC), Canada, specifically violence in the workplace arising from student-to-educator violence. There is also little to no research on the rates of restraint and seclusion (RaS) used in BC schools and how this may be experienced by diverse students as educator-to-student violence, especially for those who experience RaS disproportionately. The silence on violence in schools must be broken. This study sought to understand the frequencies of violence in schools as experienced by BC educational leaders, educators, and students and to identify potential solutions. Research has found that trauma-informed practices can contribute to reducing violence in schools; however, there is also little research on the rates of use of trauma-informed practices in BC schools. This study used a mixed methods approach to establish a baseline of these three under-studied areas: student-to-educator violence (violence in the workplace), educator-to-student violence (restraint and seclusion), and the implementation of trauma-informed practices. The researcher specifically sought to understand how educational leaders understand and use trauma-informed practices within British Columbia. Quantitative and qualitative findings shed light on current challenges and complexities of addressing violence in schools and the implications of ongoing gaps in the implementation of trauma-informed practices and trauma-informed education systems, and presents recommendations gathered from participants
Building community: The impact of social support on discrimination, harassment, and belonging for LGBTQ+ university students
No full textPosterThis study investigated the role of perceived social support in mitigating the adverse effects of discrimination and harassment on the sense of belonging among LGBTQ+ university students. It was hypothesized that greater feelings of social support would buffer the adverse impacts of harassment and discrimination on the sense of belonging among LGBTQ+ university students
Enhancing My Leadership Skills to Support a More Connected Organization
No full text2025This action-oriented thesis explored the question: “How might I enhance my leadership to support a more interconnected and collaborative organization?” My inquiry followed the practice of first-person action research as my overall methodology. I relied on the methods of humble inquiry and appreciative inquiry and utilized daily reflexive journaling for 4 weeks as my primary data source, with input from a subject matter expert and two feedback participants: an internal colleague and an external colleague. This study found the importance of mindful leadership practices that centred on transparency, self-awareness, values, and responsiveness to feedback, which were vital in cultivating cohesive and effective organizational cultures. As a result of this self-inquiry on my leadership, I have developed four recommendations to guide myself as a leader and those looking to advance their leadership to support a more interconnected organization: (a) enhance organizational transparency, (b) cultivate self-awareness and empathy among leaders, (c) embed values-based leadership, and (d) foster continuous learning and responsive feedback culture.
Keywords: first-person action research, leadership, mindful, transparency, self-awareness, values, learning, responsive, connection, collaboration
Wellness practices for effective educational leadership
No full textEducational leaders across Canada are struggling with immense stress leading to burnout and attrition. Researchers show a relationship between administrator stress and teacher stress, which both negatively impact student stress levels and performance. The purpose of this thesis project was to create a comprehensive wellness guide for leaders in education to be able to incorporate research-based wellness practices to feel effective in their roles and counter the effects of burnout. Themes researched throughout this project centre around effective educational leadership, burnout in education, and wellness leadership. Next, different wellness practices such as mindfulness, physical fitness, and sleep were examined, before exploring each of these practices through a neuroscience lens to understand how they neurologically support leaders to be effective. This research was synthesized into a suggested wellness guide created to complement the BC Principals’ and Vice-Principals’ Association’s Leadership Planning Guide. It is composed of an Effective Educational Leader Wellness Practices Guide, a supplementary digital toolbox of wellness practices, as well as a monthly breakdown of wellness themes and practices recommended for educational leadership. This paper elaborates on effective educational leadership, burnout, suggested wellness practices, stress among administrators and teachers throughout the school year and the process of creating the final project. Limitations, implications, and concerns surrounding wellness leadership are established while providing recommendations for further research
Improving metatarsal orientation estimates with weight bearing computed tomography
No full textThis article was originally published as: Firminger, C.R., Manske, S.L., Edwards, W.B., & Asmussen, M.J. (2025). Improving metatarsal orientation estimates with weight bearing computed tomography. Footwear Science, 17(S1), S104-S105. https://doi.org/10.1080/19424280.2025.2493282We sought to investigate the effects of shoe LBS and MTP joint dorsiflexion on 1st metatarsal orientation obtained using marker-based motion capture (ϑmocap) versus weight-bearing computed tomography (WBCT) (ϑWBCT).Proceedings of the 17th Footwear Biomechanics Symposium (Oslo, Norway, 2025).This work was supported by the Natural Sciences and Engineering Research Council of Canada
What Clinical Practitioners Need from Leadership to Promote Resilience and Mitigate Risks to Counsellors in a Post-Secondary Environment
No full text2025This dissertation examines what clinical practitioners need from leadership to foster resilience and mitigate risks like burnout, compassion fatigue, and vicarious trauma in post-secondary counselling environments. As student mental health demands surge—especially post-COVID—counsellors are stretched thin, managing increasingly complex cases with limited institutional support. While these professionals are trained to provide care, they often lack the same level of care from their workplaces, leaving them vulnerable to emotional exhaustion, disengagement, and burnout. Despite their essential contributions, counsellors face systemic barriers, inadequate institutional support, and leadership gaps that exacerbate workplace stress. This study amplifies the voices of post-secondary counsellors and clinical leaders from various Canadian institutions using a qualitative, phenomenological approach with narrative inquiry. Twelve participants—eight counsellors and four clinical leaders—shared their experiences, shedding light on the structural and leadership gaps that impact their well-being. Thematic analysis, supported by NVivo, revealed key trends: a lack of trauma-informed leadership, unsustainable caseloads, unrealistic institutional expectations, and limited opportunities for professional growth. Findings highlight that effective leadership is not just about policies—it’s about people. When leaders prioritize counsellor well-being, staff retention improves, service quality strengthens, and students receive better care. The research underscores the need for leadership models beyond traditional frameworks, incorporating trauma-informed, feminist, and servant leadership approaches that create psychologically safe workplaces. Recommendations include reducing caseloads, implementing structured peer support, offering flexible work options, and embedding professional development into institutional priorities. The study also introduces the Counsellor-Centered Leadership Assessment Model (CCLAM), a tool designed to help institutions evaluat
How does Environmental Course Content Contribute to Students’ Choices for Plant-based Bioplastic Produce Bags?
No full text2025This mixed-method research used a survey and interviews to engage graduate students from four programs at Royal Roads University. The study evaluated willingness to pay for plant-based bioplastic produce bags. Focusing on the interplay between economic and normative factors, the research examined how environmental course content may influence their purchasing decisions. This research utilized Rational Choice Theory (RCT) and Norm Activation Theory (NAT) to uncover motivations. Most students indicated high moral responsibility and environmental awareness, which aligns with NAT. RCT showed that the students were willing to pay a small premium as a conditional cost. Students from environmentally focused programs were more likely to support sustainable alternatives and had stronger environmental identities. Those in other programs were more sensitive to cost. Educational and visual prompts shifted opinions and improved environmental awareness. Findings suggest that education on environmental matters enhances sustainable behaviours and normative motivations. However, the economics affect the decision-making
Seeking Common Ground: An Exploration of Conflicting Views on Climate Change in Saskatchewan
No full text2025In the province of Saskatchewan, political rhetoric and deep economic dependency on non-renewable resources have contributed to a divided public opinion of both the presence and urgency of climate change. This clash of opposing views and beliefs on climate change has fostered an us-versus-them mentality that obfuscates efforts to effectively communicate both the impacts of climate change and the potential solutions. Narratives advanced by environmentally conscious individuals and organizations in Saskatchewan often fail to resonate across the ideological divide, which limits the efficacy of cultivating pro-environmental attitudes and behaviours across the province. To foster a shared pro-environmental outcome, new ways of thinking are needed to bridge the diverse meanings, experiences, and contexts that shape how people understand and respond to climate change. This study explores the potential for common ground among Saskatchewan people who hold conflicting views and beliefs about climate change and considers how this could support both the reduction of polarization and the creation of equitable pathways for meaningful climate action, in ways that honour a multitude of lived experiences. Central findings reveal tensions in how participants perceive climate challenges and possible responses. However, the presence of underlying shared values—such as sense of place, a desire for personal and economic wellbeing, and strong family and community ties—suggests meaningful opportunities to strategically frame climate change communication in ways that bridge divides and encourage transformative collective action in the land of the living skies
Is Micromobility Here to Stay? Insights from Canadian Communities Prioritizing Climate Action
No full text2025This study examines how micromobility is addressed in the planning and policy documents of Canadian municipalities, particularly in cities prioritizing climate action. Using both deductive and inductive coding, the analysis applies a framework within the existing literature (the Sustainable Micromobility Framework) while also identifying emergent themes through a grounded theory process. The findings show that micromobility is increasingly integrated into long-range municipal plans, often within active transportation strategies. The three goals of the Sustainable Micromobility Framework are well represented, but additional themes emerged that suggest other priorities in municipal policy. These findings highlight both the relevance of the existing framework and the potential for its expansion when considering policies and plans related to micromobility
The Aperture of Mastery: Uncovering Transformative Insights from ICF Master Certified Coaches
No full text2025At its core, coaching is a dynamic interaction between the coach and the client, where coach factors, particularly presence, play a crucial role in facilitating transformation within the coaching relationship. Yet, the depth of this presence is not merely an inherent skill or something that can be learned in a classroom; it is cultivated through a coach's personal journey of transformation and mastery. The current competency frameworks provide a foundation, though may not fully capture the depth and relational aspects of presence that emerges through personal transformation and mastery. This qualitative study explores how International Coaching Federation (ICF) Master Certified Coaches (MCCs) describe their journey of personal transformation and mastery, and how these contribute to an opening of their presence. It examines how coaches experience their inner development, and how this transformation enhances their ability to be fully present and effective in coaching interactions. Drawing on 12 in-depth interviews and a focus group, the research used thematic analysis to identify five interrelated themes, which are presented through the Aperture of Mastery framework: 1. Inner Groundwork as the Foundation of Presence, 2. Reclaiming Wholeness and Honouring Dignity, 3, Interdependence, 4, Embodied Mastery of MCC Competencies, and 5. Co-Creating in Living Systems. These themes illuminate a developmental process in which presence is not merely a skill, but a way of being that emerges through personal mastery, relational attunement, and systemic awareness. Findings are interpreted through the lenses of transformative learning theory, general systems theory, and adult development theory. MCC coach reflections show how MCC-level coaching requires ongoing inner work, a deepened relationship with their intuition, and a relationship with the broader field or system. This study contributes to the growing understanding of coaching mastery by revealing how MCCs embody personal mastery and presence, with multiple coaches suggesting that achieving the MCC level is just the beginning of an ongoing journey of personal development and transformation in coaching practice. The current competency framework requires a deeper integration of inner development into professional practice, advocating for a more holistic approach to coaching mastery. This embodiment of presence, rooted in who the coach is as opposed to what they do, forms the foundation for facilitating client transformation.. The research has implications for coach education, credentialing, and the continued integration of inner development into professional practice