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Using a Holistic Approach to Mitigate Burnout in Early-Career Counselling Psychologists
No full textThis study aimed to research how early career counseling psychologists (ECCPs) may be equipped with the knowledge to prevent and/or mitigate burnout, affording ECCPs to thrive in their chosen careers as they cater to the growing demands for mental health services. Research suggests that while the field of counselling psychology can be rewarding and positively impact the lives of many, it is demanding, comes with professional challenges and has a high propensity for burnout. The writer sought to examine existing qualitative research studies to understand the extent to which the bio-psycho-socio+spiritual model may address the increasing burnout levels among ECCPs. The study's key results indicated the need for heightened awareness by practitioners of strategies to mitigate burnout, further exploration of the efficacy of fortifying ECCPs’ spirituality, and the need to expand the cultural influences that positively impact ECCPs’ burnout rates. The limitation of this study is that it excludes treatment planning or interventions for burnout. In conclusion, through the holistic lens of the bio-psycho-socio+spiritual framework, the researcher identified factors contributing to burnout and recommended that ECCPs use the bio-psycho-socio+spiritual model as a tool to maintain balance in their work/life practice to prevent and mitigate against burnout
A Recurring Cycle from Optimism to Hopelessness and the Exploration of Current Treatments for Youth-to-Parent Aggression
No full textThe prevalence of youth-to-parent aggression is increasing all over the world, however this complex phenomenon remains misunderstood by professionals, resulting in stigmatization and shame in parents and a lack of evidence-based treatment programs. Using attachment and social learning theories, the author examined existing literature to discern the current available treatment programs for youth-to-parent aggression from the mental health, youth criminal justice, and social services systems. The findings suggest that there are treatment programs that are currently being tested for youth-to-parent violence, primarily the Early Intervention for Youth to Parent Aggression program, however most programs are not considered evidence based and lack protocolization. Additionally, the different systems from which a youth is referred impact the goals of the program, with the youth criminal justice programs often aiming to reduce recidivism as opposed to all systems aiming to reduce youth-to-parent aggression as an outcome. However, the inclusion of the family and especially a supportive environment for the parents, as well as motivation to complete the program are both determined to be linked to program outcomes. The literature reveals gaps in geographical location, with much of the current research being done in Spain or Europe, issues of lack of representation of gender diverse youth, and issues related to the diffuse definitions and conceptualizations of this specific kind of family violence
Indigenous Ways of Knowing, Learning, and Doing in Social Emotional Curriculum
No full textThis paper examines how school counsellors can best meet the needs of Indigenous students when implementing Social Emotional Learning curriculum. Indigenous students require an approach that is culturally and trauma responsive. It is the responsibility of educators to become informed in these areas. The literature review looks at research that supports the importance and benefits of Social Emotional Learning programs that are well-designed and implemented appropriately. By examining research, it becomes clear that quality Social Emotional Learning contributes to the overall mental health and well-being of children. The literature review also examines Indigenous worldviews compared to the western worldview, Two-Eyed Seeing as a theoretical framework, and the First Peoples Principles of learning as a guide for educators. By exploring these Indigenous concepts and belief systems, an overview of what Indigenous students might need to make learning culturally appropriate, trauma responsive and meaningful is proposed. Finally, there is an outline for educators and counsellors recommending how Social Emotional Learning can be approached with an Indigenous lens including a discussion of self-reflective practice, trauma-informed work, resources, and pedagogy
Breaking Barriers and Cultivating Community: Leading Anti-Racism and Reconciliation in Schools
No full textThis capstone project delves into the critical role of educational leaders in promoting anti-racism and reconciliation in K-12 schools across Canada. It examines challenges in addressing systemic racism, fostering inclusivity, and building united communities. By embracing transformative leadership, promoting cultural sensitivity, and implementing inclusive policies, an environment is created that celebrates diversity, breaks down barriers, and fosters meaningful connections among students, staff, and the broader community. Drawing from diverse research and practical examples, the study offers five key recommendations for leading anti-racism and reconciliation in schools, including: (1) modelling cultural responsiveness, (2) inspiring shared anti-racist visions, (3) challenging racism, (4) enabling transformative leadership, and (5) encouraging capacity building. Educational leaders can use the research findings as valuable resources to create inclusive, anti-racist environments that empower students and staff as agents of change. Implementing these strategies leads to positive impacts on students' learning experiences and fosters reconciliation within the wider educational community
Improving Perinatal Mental Health
No full textOften viewed as a joyous time, the perinatal period can also be an extremely stressful and challenging time for expecting and new mothers. While there is a normal threshold of increased stress during this time, one in five women in this demographic will develop a perinatal mood or anxiety disorder (PMAD). Unfortunately, screening and diagnosis of PMADs is not always straightforward, and subsequently many cases are missed, leaving women without the treatment they need. The impacts of PMADs on women and infants include a range of physiological, psychosocial and attachment related consequences that will be examined in this capstone. Current evidence for treatment and interventions for PMADs include a range of psychotherapeutic, pharmacological and alternative approaches. Following a review of the literature in screening protocols, impacts and treatment of PMADs, this capstone will discuss next steps for improving the perinatal mental health field, concluding with a recommended group therapy template that is designed to be used by mental health professionals
