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Balancing Assessment: How School Leaders Can Support Balanced Assessment Systems in Secondary Schools
No full textThis capstone study examined some of the issues surrounding the use of standardized assessment in the province of Alberta. Through an examination of the purpose of both classroom and external assessments, the function of standardized testing is clarified. Additionally, this capstone study explored the positive and negative impacts on educational stakeholders, specifically students and teachers, that accompany the use of standardized assessments. Finally, this capstone study discussed the benefits of a balanced assessments system, clarified the roles and responsibilities of individuals involved in such a system, particularly school leaders, and offered practical suggestions on how to develop assessment literacy and build a balanced assessment system within their schools
Building Resilience for Refugee Youth in Public School System
No full textThere are increasing number of refugee youths settling in Canada under the current refugee protection program. Many refugee youths carry traumatic experiences and are still struggling with those memories every day. Studies showed that children and youths who experienced or witnessed such distressed events have a high prevalence of developing post-traumatic stress disorder (PTSD). There are many factors that contribute to refugee youth developing PTSD. They include pre and post migration experiences, parent child relationship and the lack of support in school. The focus on just mental health treatments (and not prevention) is not sufficient in of itself and that these treatments often view them as passive victims. This paper examines the existing research on the common mental health struggles of refugee youth, the current resources in public schools, and the use of the Bronfenbrenner's social ecological framework in order to formulate a resilience model that may effectively support this population in schools
Adolescent Therapy: Dropout, Relationship, and Beyond
No full textThe purpose of this capstone is to review current research on ways to improve adolescent mental health through engagement with therapeutic interventions, utilizing a relational lens. Many adolescents drop out of therapy, or never receive support in their mental health struggles. This leaves untreated illnesses that persist and worsen into adulthood. Adolescents can be invited to engage more strongly with traditional therapy, if as therapists, we can address the causes of dropout, and focus on the therapeutic relationship as both a goal and an intervention itself. Beyond traditional therapy, there are options for engaging youths with technology-based interventions, single-session interventions, and through supporting their caregivers. The final chapter discusses the relational aspects of the reviewed studies, and provides guidance for implementing an adolescent-specific relationally-focused style of therapy, as well as future directions for research