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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
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
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