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Family Matters: How Interpersonal Mattering Can Guide Stepparents in Their Journey to Becoming Securely Attached with Their Stepadolescents
No full textThis graduate project examines the role of interpersonal mattering in creating the relational ethos from which secure attachment can unfold in the stepparent-stepadolescent relationship. Stepfamily formation presents a complex and multifaceted process shaped by cultural, social, emotional, and historical dynamics that influence how mattering is both expressed and perceived in second-time families. A comprehensive literature review examines challenges and supportive factors at the adolescent, stepparent, and family system levels that affect the development of interpersonal mattering. Findings underscore the pivotal role of mattering in promoting secure attachment bonds, positive holistic outcomes for adolescents, and stepfamily integration. Drawing on these insights and informed by theories grounded in attachment science the author proposes a three-pillar framework entitled The Mattering Model of Family Making. This framework is designed to support stepparents in deepening their insight into both their own and their stepadolescent’s internal emotional experiences, empowering them to relationally attune and effectively matter the adolescent
Queer shame & collective healing: Trauma informed shame sensitive group therapy
No full textThis capstone explores queer shame as a relational affect situated within the collective body, shaped by minority stress and sustained by systemic oppression. Empirical research finds shame to be central to queer community health, linking external stigma to internal psychological distress through affective, relational, and physiological pathways. The guiding research question asks: How can trauma-informed, shame-sensitive group therapy interventions be designed to support 2SLGBTQIA+ and gender non-conforming clients in metabolizing queer shame and fostering collective resilience? The literature review examines queer shame across two related domains: the mental health impacts of internalized stigma, identity concealment, and chronic invalidation; and trauma-informed and shame-sensitive frameworks. By situating shame within intersecting systems of oppression and recognizing its protective as well as harmful functions, the review underscores the need for interventions that are culturally responsive, identity-affirming, and collectively oriented. Building on this foundation, the capstone proposes an eight-week trauma-informed and shame-sensitive group therapy intervention designed to support 2SLGBTQIA+ and gender non-conforming clients in understanding and metabolizing shame, restoring relational safety, and cultivating collective resilience, belonging, and resistance
Correlational Study of Financial Literacy in the Digital Age
No full textThe problem to be addressed in this study is the noticeable gap in financial literacy, particularly in the rapidly evolving context of the digital age. The purpose of this quantitative correlation analysis was to examine the relationship between financial literacy knowledge, financial literacy training, digital technology understanding, percentage of digital transactions made, and financial wealth. The research addresses a growing concern: while digital financial tools are widely used, many individuals lack the foundational knowledge and behavioral awareness needed to navigate them effectively, which impacts financial well-being and may contribute to impulsive spending, financial anxiety, and limited long-term planning. Drawing on Human Capital Theory and behavioral economics, the study employed a quantitative correlational design, collecting data from 66 U.S. participants aged 18–28 who manage their own finances. Multiple regression analysis revealed that financial literacy knowledge is the most significant predictor of financial wealth. Digital trust also played a meaningful role, suggesting that confidence in digital platforms may influence financial literacy. Notably, the high use of digital transactions was negatively associated with financial wealth, indicating a possible link to impulsive financial behavior. In contrast, financial literacy training yielded only a moderate impact, with one indicator showing modest significance. These findings suggest that financial education requires a reset: rather than focusing solely on tools like budgeting apps or digital payment systems, education should also emphasize developing steady financial habits and greater awareness of emotional influences such as anxiety and impulsiveness. To fully capture these dynamics, future research should adopt a longer-term perspective and consider mixed-methods approaches that integrate both quantitative patterns and qualitative insights
How Exercise Promotes Positive Emotional Regulation in Female College Freshmen: A Qualitative Phenomenological Study
No full textThe problem addressed in this study was that female college freshmen (FCF) experience academic stress that could lead to risk for long-term physical health problems (Arslan, 2017; Pelletier et al., 2015). The purpose of this qualitative descriptive phenomenological study was to describe the lived experiences of FCF who engaged in exercise for the purpose of promoting positive emotional regulation and managing academic stress. The study was conducted through the lens of resilience theory. The sample of 12 participants was female, first-year college students (18-20 years) attending a four-year degree institution as full-time students who were managing academic stress through self-prescribed exercise. The first research question inquired about the lived experiences of female freshman college students in engaging in daily exercise for emotional regulation and managing academic stress. A phenomenological analysis yielded two themes and showed that participants reported daily exercise as a positive means of managing academic stress. Research question two asked, how do FCF experience the use of daily exercise to overcome challenges and barriers associated with resilience in terms of management of academic stress? The analysis resulted in four themes, which showed that daily exercise played a vital role in emotional regulation, well-being, stability, and improved self-image, which were factors of resilience for freshman college females. In addition, the study showed that exercise promoted emotional stability and relief and is a stress buffer during challenging times. Having exercise routines was an effective strategy to support their lifestyle adaptation during the first year of college. The results also indicate the value of social aspect of exercise. Exercising with friends enhances wellbeing. The findings implied that regular exercise could help handle academic stress for FCF. Participants recognized the value of exercise for regulating emotional well-being as well as overcoming barriers and challenges faced as they navigated the first year of college. The recommendation for practice is that colleges and universities integrate structured wellness programs. The recommendation for future research is to examine how a more holistic approach to student health may be achieved to support FCF. The study made a significant contribution to the broader discourse on student mental health and wellness in academic settings. The study also contributed to a renewed understanding of resiliency theory through demonstrating the value of protective factors, including exercise, to support FCF in navigating academic stress
The Impact of Sexual Violence on the Sexual Well-Being of Adult Survivors of Sexual Assault
No full textThis literature review seeks to answer the question: how does sexual violence impact sexual well-being in survivors of sexual assault? Sexual assault has wide-reaching impacts on sexual well-being, and it is important for clinicians to know how to best support this population (Dworkin et al., 2017). Despite its pervasiveness, research on sexual well-being of survivors of sexual violence is limited by inconsistent definitions and emphasis on biological outcomes of sexual health (Mitchell et al., 2021; Pulverman et al., 2018). This paper will review and synthesize recent literature findings which explore this question, and summarize the themes derived from recent studies. From doing so, additional clinical implications and therapeutic recommendations will be explored as they are currently suggested in the literature. Relevant studies were collected from various databases, including the City University library, Google Scholar, and ProQuest. A review of the literature generated significant themes through thematic analysis, and examined key studies for methodological strengths and limitations. Significant findings from this thematic analysis note that the intersection of biological, social, and psychological impacts can impair sexual well-being in a myriad of ways. Recent literature explores behavioural responses to sexual trauma, post-traumatic stress symptoms, and cognitive and affective components of sexual well-being. Through this review, it is clear that there is a paucity of research on the positive and affective components of sexual well-being, such as sexual self-determination, agency, safety, trust, and pleasure. Clinicians can help support survivors of sexual assault through awareness of the intersections of biological, psychological, and social impacts which impair sexual well-being, providing psychoeducation, and engaging in the supported interventions for addressing sexual concerns in survivors of sexual assault
Family Therapy for High Conflict Divorce/Separation
No full textThe divorce process often involves complex issues such as an exacerbation of mental health symptoms, attachment insecurities, communication breakdown, and internalizing and externalizing behaviours in children (O’Hara et al., 2019). This capstone explores how family therapies can support recovery, improve parenting, and strengthen parent-child relationships in the aftermath of high conflict separation/divorce (HCS/D). It explores what defines HCS/D, its impact on parenting, and the impact of interparental conflict on children and adolescents. Through an attachment theory lens, this paper addresses difficult concepts such as parental alienation and explores how family therapy models offer interventions to navigate HCS/D. Finally, this capstone presents a professional development workshop for school counsellors. The findings in the capstone will hopefully encourage therapists to incorporate systemic therapies, working with as many family members as possible in high conflict divorce/separation cases to provide holistic and wrap around support for parents and children
Dysregulation, Co-Regulation, and Self-Regulation Through the Lens of Polyvagal Theory
No full textThis paper explores the concept of regulation through the framework provided by polyvagal theory (PVT), and how dysregulation leads to a variety of negative outcomes in many aspects of life. The question "How can counsellors use polyvagal theory to encourage connection and trauma-informed practices within a school through psychoeducation, and provide staff and students opportunities and strategies to co-regulate and self-regulate?" is addressed through a literature review that covers the many possible factors contributing to stress, trauma, and dysregulation, as well as the importance of connection with others to a person's sense of safety. The literature review will discuss the process of co-regulation to send and receive cues of safety to one another, as evidenced by the evolutionary development of the vagus nerve. The implications of this research are that student behaviours need to be viewed through a trauma-informed lens, given that adverse experiences can train our bodies to unconsciously respond in certain ways that often are perceived as challenging. Not only that, but the research reveals that the school structure itself can be a source of chronic stress for students, which means efforts to help students feel and embody a sense of safety need to be intentional and school-wide. Recommendations include psychoeducation for students and staff, tips for physical counselling environments, class and program opportunities to support connection between students and opportunities for co-regulation, as well as self-regulation strategies that can be developed with students and staff
Project Based Learning in Kindergarten
No full textThis was a professional development study aimed at understanding how project-based learning (PBL) can be applied in a kindergarten classroom. A review of the available literature indicated that while continued research is needed around PBL there are many techniques for successfully implementing the practice in a kindergarten classroom. The reflection is comprised of my experiences teaching in a kindergarten classroom with a mix of English language learners and students with IEPs. The experience illustrated the importance of PBL as a tool for teachers, but it does not mean that it is the best approach for every student. Finally, the paper outlines my plan for continued exploration of PBL and development as an educator
Pleasure, Pain, and Power: Exploration and Education to Foster a BDSM and Kink-Affirming Counselling Practice
No full textThe purpose of this capstone project was to explore what mental health professionals need to know to support clients that fantasize, practice, and identify with BDSM (Bondage; Discipline; Dominance and Submission; Sadism and Masochism) and kink. This paper adds to the recent increase in research interest fuelled by popular media and growing broader cultural awareness of the diversity of sexuality. After reviewing the relevant cultural, intersectional, and historical factors impacting BDSM clients, this project summarizes this information into a quick-access guide for therapists in their journey whether that is starting from a place of judgement and unfamiliarity or from considering themselves kink-friendly. This project challenges existing assumptions about BDSM and kink and encourages therapists to pursue a kink-affirming clinical practice
Poetry Therapy: A Vehicle of Expression and Healing
No full textPoetry therapy is an expressive arts-based intervention that utilizes the power of words, metaphor, and narrative to foster healing, growth, and connection (Mazza, 2022). As an alternative to traditional talk-therapy, poetry therapy integrates elements from various evidence-based frameworks, offering an inclusive and accessible approach to mental health treatment. This paper explores the efficacy of poetry therapy across diverse populations and presenting issues, examining prominent models of poetry therapy and the application in the field. Through an analysis of peer-reviewed literature, this work highlights the psychological and emotional benefits of poetry therapy, including its impact on trauma, emotional regulation, self-expression, and social connection (Alfrey et al., 2021). Poetry therapy can work with symptoms of depression, anxiety, post-traumatic stress, and schizophrenia, highlighting its role in enhancing resilience and well-being (Akhan et al., 2022; Park et al., 2022; Zhang et al., 2023). Furthermore, the paper showcases the adaptability of poetry therapy in both the context of sessions and its ability to deliver treatment in person, virtual, individual or groups. Despite growing evidence supporting its effectiveness, poetry therapy remains under-researched compared to other more traditional therapies. This paper advocates for additional research to establish long-term outcomes and demonstrate the therapeutic potential of poetry, further contributing to the increasing interest in creative arts therapies and alternative methods of healing