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Exploring the Role of Nature in Nature Therapy
No full textOver the past century, psychotherapy has diversified into a broad range of modalities, each drawing from numerous theories, paradigms, and methods. One emerging perspective emphasizes the therapeutic potential of nature: Nature therapy. This approach, in its various forms, positions the outdoors not only as a setting but at times as an active partner in the therapeutic process. This capstone project examines the distinct roles that nature plays in various interventions, comparing approaches where nature serves as a backdrop with those where it acts as the primary change agent. Drawing on literature that explores the theoretical underpinnings of nature therapy and its various expressions, such as adventure therapy, forest bathing, and eco-somatics, this paper highlights both the psychological and physiological benefits of engaging with nature. An included proposed study also highlights the need for further research in the arena of nature therapy and how it might be conducted in the field. Clinical implications are explored about how understanding the roles nature can play in therapy shapes the counselling process for both clinician and client. Ultimately, this project underscores the importance of understanding how the role of nature shapes therapeutic practice and outcomes
Economic Development and Fiscal Policy: Tourism Taxation and Its Contribution to Municipal Revenue in the City and Borough of Juneau
No full textThe problem addressed by this quantitative study was that the reliance of the City and Borough of Juneau, Alaska, on tourism necessitated an evaluation of how tourism taxes aligned with municipal revenues. The relationships between the variance in tourism-related taxation, volume, and spending, and the variance in municipal revenues in the City and Borough of Juneau were explored. A partial least square structural equation model (PLS-SEM) was developed to address the population, intervention, comparison, outcome, time (PICOT) question: Based on the archived records for the City and Borough of Juneau, Alaska (population), to what degree does the variance in tourism-related taxation, tourist volume, and tourist spending, after controlling for covariates (interventions), before and after taxation policy changes and the COVID-19 pandemic (comparisons), predict the variance in municipal revenues generated by taxes (outcomes) between 2010 and 2024 (time)? Covariates (i.e., tourism-linked employment and business growth) and interruptions by disruptive events (i.e., taxation changes and the COVID-19 pandemic in 2020) were incorporated into the model. There were three key findings from the PLS-SEM analysis. First, tourism-related taxation significantly predicted revenue variance. The path coefficient was weak from 2010–2019 but became stronger from 2020–2024, indicating increased post-pandemic dependence. Second, tourist volume had a consistently weak predictive relationship with municipal revenue in both periods, showing limited influence without policy alignment. Third, tourist spending was the strongest predictor throughout, underscoring the importance of per-capita visitor expenditure. Assessing tourism tax roles in Juneau before and after the pandemic informed the city planners' findings, which will help devise taxation frameworks that promote tourism growth and economic development and ensure stable municipal income in the future
From ACEs to Adaptive Outcomes: Understanding Risk and Protective Mechanisms in Families
No full textUnderstanding how adverse childhood experiences (ACEs) are transmitted across generations is critical for promoting child and family wellbeing. This study synthesizes empirical evidence examining maternal and paternal pathways, relational and contextual factors, and protective mechanisms that influence caregiving and child outcomes. Major findings indicate that maternal and paternal histories of adversity are associated with increased psychological distress, impaired reflective functioning, and disrupted caregiving, which in turn elevate children’s risk for emotional, behavioral, and developmental challenges. Family relational patterns, socioeconomic disadvantage, and co-parenting quality further moderate these pathways, while protective factors—including resilience, social support, positive and compensatory experiences (PACEs), and trauma-informed interventions—mitigate intergenerational risk. Implications for practice include early identification of parents with ACE histories, strengthening parental mental health supports, fostering high-quality co-parenting and relational functioning, and integrating structured interventions that cultivate protective factors, thereby promoting adaptive developmental outcomes and disrupting cycles of adversity
Wisdom Holders in Practice: syilx and Métis Teachings for Ethical Animal-Assisted School Counselling
No full textThis capstone explores the integration of syilx and Métis teachings into ethical animal-assisted therapy in counselling (AAT-C) within school settings, emphasizing animals as wisdom holders and kin rather than tools. Drawing from nsyilxcən oral traditions, such as captikʷł stories of snk'lip (coyote) and tmixʷ (earth beings), and Métis wahkootowin (relational ethics), the project advocates for decolonial, reciprocal approaches to youth mental health support. Through a literature review of attachment theory, and human-animal bond research, alongside Indigenous epistemologies like Two-Eyed Seeing, the project addresses trauma, anxiety, and disconnection among youth. Practical lesson plans incorporating therapy dogs, like the author's companion Kona, are provided, with ethical guidelines aligned to standards from the Canadian Counselling and Psychotherapy Association (2024) and Human Research Standards Organization (2023), prioritizing animal welfare and cultural safety. The significance lies in fostering wholistic wellness by repositioning more-than-human relations as central to healing, offering school counsellors culturally responsive strategies that honour Indigenous worldviews while promoting mutual flourishing. Recommendations include ongoing collaboration with Knowledge Keepers to adapt AAT-C practices, ensuring reciprocity, and avoiding anthropocentrism. This work contributes to bridging Western and Indigenous paradigms in education, ultimately supporting resilient, relationally grounded youth
Beyond the Brain: Integrating Somatic Therapy and Embodied Cognition into Clinical Practice
No full textSomatic therapy addresses the influence of both the brain and the body on mental health. While traditionally applied in trauma treatment, a growing body of research affirms the role of somatic therapy in addressing dysfunctional bottom-up processing systems, such as interoception and neuroception. Grounded in embodied cognition, polyvagal theory, and regulation theory, the paper outlines how bottom-up processing influences cognition, affective experience, and a sense of embodied self. Traditional cognitive therapies have limited efficacy in addressing bottom-up processing dysfunctions like emotional dysregulation which are prevalent across many forms of chronic mental illness. Somatic strategies directly address bottom-up processing issues through therapist attunement, co-regulation, and embodied mindfulness practices. The paper highlights how body-based therapeutic engagement strengthens client outcomes, particularly for trauma-related conditions, and supports practitioners in integrating somatic techniques within a fourth-wave, process-based model of care. A range of somatic interventions suitable for clinicians new to the modality are included in this paper
The Role of Art Therapy in Enhancing Emotional Regulation for Neurodivergent Adolescents
No full textNeurodivergent adolescents often have difficulties with emotional regulation, leading to stress, social challenges, and barriers in academic and personal development. Traditional interventions frequently fail to meet the sensory and communicative needs of this population, emphasizing the importance of exploring alternative approaches. This capstone addresses how art therapy can enhance emotional regulation in neurodivergent adolescents. A review of peer-reviewed literature from the past seven years was conducted, focusing on studies that examined art therapy interventions with adolescents who were diagnosed with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), and related neurodivergences. The methodology involved thematic analysis of findings across various studies, to identify common findings and theoretical foundations. Findings indicate that art therapy provides a nonverbal and flexible medium for self-expression, reduces emotional dysregulation, and fosters coping skills that support resilience. Also, evidence suggests improvements in self-awareness, communication, and stress management, particularly when art therapy is tailored to developmental and cultural contexts. Barriers to implementation include limited access to trained art therapists and systemic underrecognition of creative modalities within mainstream clinical practice. In conclusion, art therapy is a promising intervention for supporting emotional regulation in neurodivergent adolescents. The review highlights its potential to complement traditional therapies while addressing diverse needs through creative and individualized approaches
Exploring the Role of Social and Cultural Norms on Camouflaging in Autistic Adults
No full textThis capstone examines the guiding research question: What role do social and cultural expectations play in decisions to camouflage autistic traits, and how does this affect identity? Autistic individuals frequently engage in camouflaging, or masking, to hide their traits in response to stigma and societal expectations that favour neurotypical norms. A thematic literature review was conducted, drawing from peer-reviewed studies published primarily in the last five years. Through thematic analysis, three overarching themes emerged: (1) the influence of societal expectations and the pervasive need to "fit in," (2) the internal conflict and identity challenges that arise from masking, and (3) the psychological tolls and trade-offs of camouflaging as both protection and cost. Social Identity Theory provided the theoretical framework for interpreting how in-group and out-group dynamics shape autistic experiences of stigma, self-perception, and identity negotiation. Findings highlight that camouflaging is not an individual deficit but a socially shaped response to marginalization, with implications for clinical practice, policy, and research. Clinicians must adopt neurodiversity-affirming approaches that avoid reinforcing camouflaging and instead validate autistic identities. This project underscores the urgent need for stigma reduction, inclusive environments, and interventions that support authenticity, belonging, and psychological well-being for autistic adults
Exploring horticultural therapy for neurodivergent populations across the lifespan
No full textIn this capstone I explored the therapeutic possibilities of horticultural therapy (HT) for neurodivergent populations, specifically autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD). A systematic literature review was conducted of three topics as themes: Benefits of Horticultural Therapy; Understanding Neurodivergent Needs; and Horticultural Therapy Across the Lifespan. The primary research question of this project was: How can HT be adapted to effectively promote social, emotional, and cognitive development for neurodivergent individuals, with attention to autism and ADHD? I hypothesized that HT interventions designed with sensory regulation, executive functioning, and group format accessibility in mind would yield benefits related to emotional wellbeing, social learning, and attention. The methods included a systematic review and thematic synthesis across roughly forty peer-reviewed articles, meta-analyses, feasibility studies, and applied program reports. There was no collection of original human-subject data. The literature reviewed indicated that HT reduces anxiety, depression, and stress across populations, improves executive function and attentional capacity related to ADHD, and promotes social connection and cooperative learning among autistic participants. The research reviewed also indicated that both indoor and telehealth models produced enhanced accessibility to programming, and participation was influenced by both cultural and ecological contexts. This indicates that HT is an adaptable and inclusive intervention that can and does accommodate neurodivergent needs. This study contributes to counselling practice by offering evidenced-based recommendations on how to design accessible, neurodiversity-affirming HT programs. As an application of this research, a 4-session workshop was developed to demonstrate a way of translating these findings into practice
Exploring Factors Affecting Adjunct Faculty Marginalization, Institutional Support Deficits, and Exclusion in Higher Education
No full textAkaeze, N. S. (2025). Exploring factors affecting adjunct faculty marginalization, institutional support deficits, and exclusion in higher education (Doctoral dissertation, National University). ProQuest Dissertations and Theses Global.This qualitative phenomenological study explored the lived experiences of adjunct faculty regarding marginalization, institutional support deficits, and exclusion within higher education institutions. Guided by organizational support theory (OST), the research addressed three central questions: how adjuncts perceive their marginalization, the adequacy of institutional support, and their exclusion from decision-making processes. Data was collected through interviews with ten adjunct faculty members teaching in New York City institutions, each with a minimum of three years of experience. Thematic analysis identified six key themes: feeling like “second-class” faculty, undermined professional identity, lack of professional development and resources, financial and emotional stress, exclusion from governance, and structural barriers to inclusion. Findings revealed a consistent pattern of systemic inequity that compromises adjuncts’ engagement, morale, and instructional effectiveness. Participants highlighted the emotional toll of job instability, insufficient institutional support, and exclusion from shared governance. These experiences align with OST’s assertion that perceived organizational neglect reduces employee commitment and efficacy. The study offers critical implications for institutional leaders and policymakers, emphasizing the need for inclusive governance models, equitable compensation, and structured professional development for adjuncts. Addressing these challenges is vital for fostering faculty engagement, academic excellence, and sustainable institutional growth
A Qualitative Phenomenological Study on the Lived Experiences of Secondary Teachers Who Support Latino Newcomer Immigrant Youth in Their First Year of U.S. Schools
No full textThe purpose of this qualitative phenomenological study was to explore the lived experiences of secondary public school teachers who have or currently support Latino newcomer immigrant youth in their first year of U.S. schools, with a specific focus on identifying effective instructional strategies and support systems that promote both academic achievement and socioemotional well-being. The problem addressed in this study was that secondary teachers often lack adequate preparation and knowledge of effective instructional strategies and support systems that promote both academic achievement and socioemotional well-being among Latino newcomer immigrant youth in grades 7-12 during their first year of school. This population often develops acculturative stress due to migration-related trauma, which adversely affects their academic and socioemotional well-being (Conway & Lewin, 2022). A purposive sample of 12 participants from two school districts provided insight into how they addressed the academic and socioemotional needs of Latino newcomer immigrant youth. The findings revealed that participants implemented a wide range of instructional strategies they deemed effective and provided socioemotional support at varying degrees, depending on their comfort levels and knowledge. However, they reported that their teacher preparation program and their workplace did not adequately prepare them for working with this population. A lack of trauma-informed teaching and culturally relevant curricula were also reported. The results suggest that school districts and other stakeholders should provide increased professional development on the socioemotional needs of this population, with a primary focus on trauma-informed teaching and the adoption of more culturally relevant curricula. This would better equip educators in reducing the acculturative stress levels of Latino newcomer immigrant youth by providing more equitable opportunities for academic growth and improved socioemotional well-being