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Test Anxiety Reduction Strategies for Educators
No full textThis capstone is intended to bring attention to how prevalent test anxiety is in our student population today and to make recommendations on how best to help these students. Students are at the mercy of the assessment practices that educators choose to use in their classrooms, and in some cases, educators are causing significant harm to the mental health of children and adolescents by using written testing. Many educators have noticed the levels of anxiety raising in their students but have not changed their assessment practices to meet the design of the new BC Curriculum, which is focused on project-based inquiry. Through my research on anxiety, performance anxiety, and test anxiety, it is evident that written testing needs to be removed from BC High Schools. It is not the most effective means for assessing learning and favours students who can memorize content, a skill that does not encourage a deeper understanding of the concepts being taught. Project-based inquiry allows students to apply concepts learned to meaningful issues to them, allowing students to personalize their learning. While we wait for the removal of written testing from the curriculum, school counsellors can be part of the solution by working with students who are suffering from test anxiety. School districts need to consider providing school counsellors with training in the most effective interventions to help test anxious youth. School counsellors could benefit from training in STEPS Cognitive-Behavioural Intervention, FEAR Model of Cognitive Behavioural Therapy, and Study-Skills Training
Supporting the Development of Healthy Ethnic and Cultural Identities in Adolescents: Recommendations for Multicultural Counselling Practices
No full textWith recognition that adolescence is a difficult period of identity exploration, the focus of this inquiry is on gaining a better understanding on how to support bi-cultural/ multicultural youth in developing a sense of self, which may include supporting them in their own exploration and formation of their different cultural identities. As with any part of identity exploration, formation and affirmation, there is a mirage of protective factors that may influence healthy cultural identity development processes, as well as risk-factors that may affect how youth are able to engage and explore their own ethnic and cultural identities. The roles that parents, teachers and counsellors can have in supporting the development of healthy bi-cultural/multicultural identity development with adolescents can be quite impactful into how a teenager goes about engaging in their ethnic/cultural identity exploration and affirmation processes. One of the challenges is that despite an increase in bi-cultural/multicultural teenagers in Canadian society, there is little to no literature on how to best assist this population when a need for counselling arises. The main purpose of this paper is to better understand how to support adolescents in their own identity exploration processes, with a focus on supporting the healthy development of youths relationships with parts of their identities as they relate to their bi-cultural/ multicultural backgrounds. Recommendations are presented as to how counsellors supporting bi-cultural/multicultural teenagers can better support their clients, with a particular focus on providing ideas on how to explore the potential influence bicultural stressors have to some of the psychological symptoms some bi-cultural/multicultural youth might have
Creating Safety Within the Therapeutic Relationship: Somatic and Shamanic Approaches to Assist in Healing Sexual Trauma
No full textThis capstone will explore several somatic and shamanic approaches to navigating sexual trauma and the importance of building safety within the therapeutic relationship to support this kind of healing. Sexual trauma is significant in that it is a violation of one's body, mind and soul. Survivors commonly report a sense of dissociation from their bodies, which is understood to be a coping mechanism that separates the person from their painful experience of their trauma. This dissociation also emphasizes the importance of the body in experiencing sexual trauma and its impact. Traumatic experiences may create an armoring of the body as a form of defense and protection against vulnerability as well as an emotional response, which creates a somatic connection to the psychological wounds endured from sexual trauma. Somatic practices can support individuals to develop tools that promote safety in their bodies, thereby allowing emotions to be processed. Shamanic practices contribute to healing the concept of the fragmented soul, enabling individuals to become more whole and embodied. Psychedelics will also be addressed in its potential to support individuals in navigating challenging emotions, as well as providing a means for growth and deeper connection to one's self, others, and their environment
Inviting Eco-Anxiety into the Therapy Room: An Exploration of Current Research and Interventions
Get PDFThis paper discusses the current literature on eco-anxiety and what the therapeutic community is doing to support clients through their experiences. As the topic of eco-anxiety is fairly new due to the recent cultural awareness of the climate crisis, the need for therapeutic support is high, however, the research is still in its beginning phases. Research has demonstrated how various types of therapy can assist with the experience of eco-anxiety, therefore, this paper brings light to those specific forms of therapy and how they are used. There is also a consideration of the populations these therapeutic models are likely to be conducted with, as most of the people experiencing eco-anxiety are in the Generation Z and Millennial age groupings. This paper presents a robust literature review to gather what information currently exists around the topic of eco-anxiety, and then uses this information to inform the outline for an eco-anxiety support group. The major findings within the research were that due to eco-anxiety being a very rational response to the climate crisis, that rather than supressing the client's experience practitioners can assist clients in managing their experience. The most profound way to manage the eco-anxiety experience was demonstrated to be community connection with others who feel similarly about the climate crisis. The support group outline in chapter 3 focusses on group sharing for connection, and regulation strategies
