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Exploring Trauma-Informed Practice and Equity in Vancouver’s DTES and Chinatown Programming
No full text2025This study was conducted following the Royal Roads Research and Ethics Policy, and in partnership with the Collaborative, a non-profit organization working to improve housing security and habitability for tenants living in Single Room Occupancy Buildings (SROs) in Vancouver’s DTES and Chinatown neighbourhoods. The research question was: How might the Collaborative explore the connection between trauma-informed practice (TIP) and equity in their Chinatown and DTES programming? The project methodology followed a systemic action research approach to apply systems thinking to the complex and relational issue of programming equity, together with members of the Collaborative. Interviews and conversation cafés were used to collect data from 20 staff and tenant participants of diverse intersectional identities. Seven key findings, five conclusions, and four recommendations were drawn, highlighting that the foundation of programming equity at the Collaborative is: (a) co-created policies and practices, and (b) connected relationships. Participants described equity as the iterative process of creating and revising shared agreements for program delivery that meet the needs of Collaborative members. This inquiry indicated that this iterative process is best supported through connected relationships, emotional regulation, acknowledging privilege, and systems thinking. The data also indicated that a sense of belonging can be used as a metric for equity
A review and a framework for selecting instruments to measure the impact of social prescribing on individuals' health and well-being
No full textSocial prescribing has emerged as a promising intervention to bridge the gap between medical and social care by referring individuals with non-clinical needs to local services and activities. This approach involves collaboratively developing a "social prescription" and addressing barriers to enhance physical, mental, and social health. However, despite widespread endorsement and increasing implementation, the evidence base for social prescribing lacks the generalizability required to evaluate its success and cost-effectiveness. Additionally, a notable absence of standardized measurement tools has led to inconsistent reporting of outcomes. This study aims to advance the understanding of how to measure the impact of social prescribing on individuals. This was achieved by systematically mapping and analyzing evaluation instruments used in previous social prescribing interventions. A scoping review was conducted, and its findings were consolidated with a prior review by Ashe et al. (2024), resulting in the inclusion of 53 studies and the identification of 135 scales. Of these, 86 scales focused on health and well-being outcomes, with validation evidence found for 60. The findings reveal that Emotional Functioning/Well-Being and Mental Health are the most frequently assessed domains. While this suggests social prescribing is strongly considered as a solution for emotional and mental health issues, it potentially overlooks its benefits on other critical domains like social functioning. The analysis also highlights the lack of standardization, with only 4 scales utilized in more than 10 studies (WEMWBS, SWEMWBS, IMD, and EQ-5D). To address these limitations, this research contributes to the development of an Instrument Selection Tool. This tool enables social prescribing professionals to select from a repertoire of 60 validated scales, based on parameters such as the outcome to be measured, target population, and scale length. While this study acknowledges that each intervention is unique, its objective is to facilitate standardized data extraction, enhance the comparability of results, optimize social prescribing interventions, and ultimately strengthen the evidence base. It is recommended that social prescribing interventions consistently utilize at least one tool that can be translated into utility scores (e.g., SWEMWBS, ReQoL-10, ICE-CAP A, or EQ-5D-5L) to provide evidence of cost-effectiveness and return on investment, thereby informing policy. Furthermore, successful implementation requires increased collaboration among health systems, social sciences, and leisure services to map and develop community assets and deliver holistic solutions effectively
Creating classrooms that are rich in student voice and agency
No full textIt has been my observation that agency and voice are often reserved for those students who are in middle school, high school or university. Students at the elementary level are most often overlooked as potential agents of their learning and exercisers of their voice. When talking about this work, people from all backgrounds are frequently surprised to hear it expressed that elementary aged children should be taught to exercise voice and agency. When searching for literature specific to agency and voice at the elementary level, it becomes apparent that more work needs to be done to bring these topics to the forefront, and to discover just what elementary aged students are capable of as leaders and directors of their own learning. The research outlined in this project/thesis aims to uncover common themes between teacher and student survey responses about student voice and agency. The resulting project pulls together these themes, as well as key practices in creating voice and agency at the elementary school level, to create a reflective handbook for educators. Themes from the literature reviewed include Community Circle as a key practice for creating student voice and agency, and challenges in Working Memory as a potential barrier. Teacher and student survey participants identify classroom structure and organization, learning tools and pacing, choice, self-reflection, goal-setting, and Assessment for Learning, teacher openness and flexibility, and a unified view that voice and agency matter as key considerations for helping students to develop agency and voice
Inclusion in BC independent elementary Montessori schools: unifying practices of successful inclusion
No full textThe present study investigated the policies and practices around inclusion in independent Montessori schools in BC. It explored how the Montessori approach aligns with inclusion strategies. The research question of the present study was, what are the policies and practices of successful inclusion programs in independent Montessori schools (IMS) in BC, how are these policies and practices implemented, and what factors may inhibit their effectiveness? Qualitative research design using structured interviews was employed. Participants were administrators and teachers from IMS in BC. The author developed open-ended questions, focusing on participants' experiences implementing inclusion strategies and policies. The findings were divided into four categories: attitudes towards inclusion, Montessori and inclusion and strategies for support, and barriers to success. The interviews revealed that IMS strive to be accepting and welcoming of diverse learners and children with exceptionalities while simultaneously considering the needs of all the students, as well as the capacity and capability of the school and its educators. Insight emerged that many schools are operating with a school-based team lead by an inclusion coordinator. IMS are operating on a case-by-case nature with approaches that are adaptive, flexible and deeply rooted in relationships rather than operating from a standardized set of practices or formalized intervention models. Lastly, financial barriers and the inclusion funding structure from the Ministry of Education and Childcare (MECC) were sighted as a one of the barriers to implementing successful inclusion strategies, leading to suggestions for collaboration with provincial organizations
Teacher Well-Being in British Columbia Independent Schools: The Influence of Transformational Leadership and Job Resources
No full text2025This study investigates the well-being of teachers in independent schools in British Columbia, Canada, with a particular focus on the role of transformational leadership and job resources. Using the Maslach Burnout Inventory-Educators Survey (MBI-ES), the Multifactor Leadership Questionnaire (MLQ-5X), and open-ended questions related to teacher-wellbeing and job resources the research examines how different leadership styles and current available job resources influence teacher well-being (TWB). The findings reveal that teachers generally report moderate levels of emotional exhaustion, low levels of depersonalization, and high levels of personal accomplishment. Transformational leadership, characterized by behaviors that support job satisfaction, self-efficacy, and professional growth, was identified as a significant positive influence on teacher well-being. Teachers reported higher levels of well-being when administrators engaged in transformational leadership practices, provided adequate resources, and fostered a supportive work environment. The study also highlights the variability in resource availability and its impact on teacher well-being. Schools offering more comprehensive support, including professional development, mental health resources, and opportunities for collaboration, saw better well-being outcomes among teachers. The research highlights the importance of administrators engaging in transformational leadership that can help further support teacher wellbeing. Additionally, the study suggests the need for further research to explore the long-term effects of transformational leadership and resource availability on teacher retention and whole school outcomes. These findings contribute to the understanding of how leadership and organizational support can mitigate teacher burnout and promote a healthier, more effective educational environment
More than a path: How community-based collaborative trail planning can shape the future of British Columbia mountain communities
No full textFor millennia, trails have been a part of life in mountain communities in what is now known as British Columbia (BC). While stewards, care-takers, community groups, and volunteers have long advocated for, built, and managed these trail networks, only recently have their importance to the social, economic, and environmental well-being of a place started to be realized by the broader community and governments. As a result of this, understandings of the trail planning process and the mechanisms required to support trails remain limited. Through the use of semi-structured interviews with participants directly involved in the trail planning process, this research provides an overview of the current trail planning landscape in BC mountain communities, and discusses how associations, governments, user groups, Indigenous communities, and private landowners can engage meaningfully in trail planning and development that supports, and builds, their communities. Drawing on knowledge and theory from multiple disciplines, this research argues that the pathway forward is one based in community, reimagined relationships to land, recreation, and each other, and increased collaboration amongst the many different players involved in the trail planning realm.Thesis submitted in partial fulfillment of the requirements for the degree of Master of Community Planning in the Department of Community Planning, Faculty of Social Sciences, Vancouver Island University
Shaping Tomorrow's Leaders: Exploring the Moose Jaw Police Service Promotional Process to Address the Leadership Needs and Challenges within Modern Policing
No full text2025AbstractThis study explored the question, “How might the experiences of Moose Jaw Police Service (MJPS) sworn members enhance the promotional process to best address the leadership needs and challenges of 21st century policing?” Using action research methodology, this study utilized focus groups and interviews to collect data from current and former members to examine key barriers of the MJPS promotional process, including perceived inconsistencies, subjectivity, and gaps in leadership preparedness. Adhering to the Royal Roads University Research Ethics Policy, the study identified the need for a more structured and transparent process, emphasizing diverse and relevant experience, leadership training, and adaptive competency frameworks. Findings highlighted the importance of supportive leadership, peer evaluations, and scenario-based assessments in enhancing fairness and effectiveness. Recommendations included implementing an annual promotional schedule, formalized leadership training, and improved evaluation methods to ensure leadership roles are filled by capable and well-prepared candidates. This research contributes to scholarship on leadership development in policing and offers actionable insights for enhancing organizational practices
Amplifying Participants’ Perspectives of Beneficial Psychedelic Facilitation to Shape Future Practice
Get PDF2025Understanding beneficial psychedelic facilitation requires unique inquiry methods due to the contextualized nature of psychedelic experiences. This study explored participants’ perspectives on beneficial psychedelic facilitation to inform organizational best practices at Ambio Life Sciences using decolonizing methodologies, arts-based methods, on-time journaling methods, and semi-structured interviews. Thematic analysis revealed four themes: (a) competence, (b) person-centred care, (c) therapeutic alliance, and (d) attending to context. Recommendations include using diverse data collection approaches, creating training materials with participant perspectives, establishing efficient knowledge-sharing practices, privileging participants’ perspectives in organizational planning, and researching ibogaine-specific psychedelic care. This research offers insights into the potential value of incorporating participants’ perspectives in refining psychedelic facilitation practices within organizational settings
Assessment of Current Oil Pipeline Disasters and Mitigation Strategies in Nigeria
Get PDF2025AbstractThis study assessed the current oil pipeline disasters and mitigation strategies in Nigeria. The purpose of the study was to determine the current causes and impacts of pipeline disasters in Nigeria between the years 2000 and 2022, and to examine the current mitigation measures to stem the tide of pipeline disasters in Nigeria. A multistage sampling procedure was adopted in the selection of respondents, where six out of the twenty-nine states affected by oil and gas pipelines were randomly selected according to the six geopolitical zones of Nigeria. A total of 400 copies of the questionnaire were administered and several focus group discussions and key informant interviews were conducted across the six states. The study revealed that vandalism, inadequate security measures and exposed pipelines due to corrosion and age were the major causes of pipeline disasters in Nigeria. The results showed that environmental devastation, adverse impact on human health and loss of lives, properties and revenue were the critical results of pipeline disasters in Nigeria. Adoption of more effective security strategies including Community-based security and international intervention were the top-ranking mitigation measures for pipeline disasters. The study recommended among others, the integration of advanced technologies like tamper-proof sensors, real-time monitoring systems, robotics, surveillance cameras, drones, and early warning systems to protect pipeline facilities. Also, the government should engage oil-bearing and pipelines right-of-way communities in the security of pipelines, establish a Ministry of Artisanal Crude Oil Refining (MACOR), and implement Environmental Impact Assessment reports, as required by Decree No. 86 of 1992
VIU Library Collections Spend Breakdown 2022-23
No full textA list of VIU Library collections-related expenses by format, acquisition model, and individual products. This includes data for fiscal year 2022-23.A list of VIU Library collections-related expenses by format, acquisition model, and individual products. This includes data for fiscal year 2022-23