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Bridging Gaps in Perinatal Mental Health: Exploring Care for Postpartum Depression
No full textPostpartum depression can be a serious concern for new families and parents. Many families face marginalized care and support during this challenging period. Using the Bronfenbrenner's ecological systems theory and Crenshaw’s intersectionality theory as guiding frameworks, this capstone examines how systemic factors, including socioeconomic status, cultural identity, and access to healthcare, intersect to shape the postpartum experiences of individuals. By exploring current evidence in research and literature reviews, the capstone will investigate the various risk and protective factors that influence the postpartum experience. The capstone will also explore various evidence-based treatment interventionss to identify a multidisciplinary approach to perinatal mental health care. Implications for the review, limitations, recommendations and future research are discussed, aiming to enhance equity and accessibility in perinatal mental health support across diverse populations
African American Owned Small Business: A Phenomenological Study Examining Success Strategies to Survive Five Years and Beyond
No full textSmall businesses in the United States are vital to the economy's overall health, representing 99% of employer organizations. Small businesses provide critical resources to their communities by creating jobs, fostering economic stability, and building family wealth. However, only 49% survive for 5 years. African American owned small businesses (AAOSBs) experience the highest rates of failure compared to other racial groups and are four times less likely to succeed in business. The purpose of this qualitative phenomenological study was to explore the skillsets and strategies required from the perspective of successful business owners in the Midwest region to help increase the survival rate of AAOSBs. AAOSBs are opening businesses faster than any other racial group, but struggle more when keeping their business open beyond 5 years. The problem identified was that AAOSB owners in the Midwest region often lacked the necessary skillsets and strategies, contributing to only 4% of AAOSBs surviving the first 5 years. The conceptual framework that guided this study was strategic planning and resource-based theory (RBT). Using a phenomenological qualitative design, data were collected through one-on-one semi-structured interviews of 20 AAOSB owners. All participants were successful AAOSB owners in business for 5 years or longer, representing Midwest states: Illinois, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, and Wisconsin. The business industries included fashion design, event planning, grocery store, healthcare, hospitality, professional hairstyling, restaurants, retail, and the beauty industry. The analysis was guided by Colazzi’s seven-step method and NVivo 14. Trustworthiness was established through reflective journaling, member checking, and triangulation of data. The skillsets and strategies identified were people management, time management, goal orientation, problem-solving, continuous learning, business planning, business strategy, marketing strategy, and resource management. Positive implications included managing resources to reach goals and achieve business success. Negative implications included the inability to obtain needed resources and failure to achieve business success. Recommendations for future research included conducting a quantitative or mixed-methods study to identify specific skillsets and strategies that correlate to specific business success metrics. Practice recommendations included conducting business planning, developing business strategies, creating a business and marketing plan, and hiring skilled employees
The Consequences of Infidelity and the Effects That Ensue Among Betrayed Partners: A Qualitative Phenomenological Study
No full textAbstract Infidelity in marriages or committed relationships often results in significant psychological distress for the betrayed partner (Shrout & Weigel, 2020). This distress is frequently regarded as a form of interpersonal trauma (Laaser, 2017; Lonergan et al., 2021; Roos et al., 2019; Shrout & Weigel, 2020). The problem addressed in this study was whether the experience of infidelity impacted the betrayed partners’ future relationships (Warach & Josephs, 2021) resulting in an attachment injury. Utilizing a qualitative phenomenological approach, this research explored the symptoms reported by betrayed partners and examined how these symptoms affected attachment in the betrayed partner’s future relationships. Research question 1(RQ1): Did the attachment injury impact the decision to pursue future relationships upon dissolving the relationship with the unfaithful partner? Research question 2 (RQ2): Did the attachment injury result in ongoing distress if the betrayed partner chose to remain in a relationship with the unfaithful partner? All participants in this research reported responses consistent with attachment injuries. The findings revealed that such injuries significantly impacted the participants’ willingness and ability to engage in future romantic relationships. Common manifestations included issues related to fear, abandonment, insecurity, withdraw, betrayal, and trust. Emotional difficulties such as substance use, distractibility, anxiety, sleep disturbances, and depression were also reported. This research revealed that regardless of whether the betrayed partner chose to remain with their unfaithful partner or dissolve the relationship, significant distress and attachment injuries were present
Yes-And Therapy: Exploring Improvisational Psychodrama to Foster Secure Attachment and Psychological Flexibility
No full textThis capstone explores the intersection of the core psychological needs of attachment and authenticity, and the therapeutic potential of Improvisational Theatre (Improv) as an experiential intervention. The review covers the foundational importance of Attachment Theory, highlighting how early caregiver inconsistency and lack of attunement can lead to insecure attachment patterns, emotional dysregulation, and attachment trauma. Furthermore, the central goal of Acceptance and Commitment Therapy (ACT) to increase psychological flexibility is examined, alongside how non-judgmental acceptance of internal experiences and values-driven action and aligns with the core process of improv which is being mindful and accepting of the present moment. Improv, characterized by its emphasis on active listening, acceptance, collaboration, and spontaneity, naturally creates an environment of secure, attuned, and non-judgmental relational space. This paper details how the use of improv techniques in non-theatrical settings has demonstrated efficacy in enhancing communication, social-cognitive skills, emotional regulation, and tolerance for uncertainty. Additionally, Improv’s core principles align directly with fostering unconditional positive regard and strengthening the therapeutic alliance, key components of therapeutic success. Finally, this paper proposes Improvisational Psychodrama Therapy (IPT) as a promising approach toward psychological well-being and the secure alignment of the authentic self with genuine connection
Bridging the Divide: Comparing Abstinence-Only and Comprehensive Sex Education at a Christian Independent School in British Colombia
No full textChristian schools in British Columbia face a complex challenge in providing sexual education that is both developmentally appropriate and aligned with faith-based values. While public health policy promotes comprehensive sexual education, many faith-based institutions have historically preferred abstinence-only approaches or avoided formal sexual education altogether. This capstone project critically examines the two primary models of sexual education: abstinence-only and comprehensive, through the lens of their compatibility with Christian educational goals and student well-being. Drawing on current literature and guided by my personal experience, including my upbringing in the church and current teaching at Kelowna Christian School, this capstone explores theological tensions, pedagogical implications, and practical strategies for program delivery. The aim is to find a way forward that honours spiritual formation while addressing the developmental needs of youth in faith-based settings. The final chapter offers recommendations for implementing a values-based, student-informed sexual education program at Kelowna Christian School and similar schools
Disposition Drives Cognition: How Emotion and Experience Shape Thought, Action, and Identity
No full textThe title of this book insists that disposition drives cognition. Your students learn what they care about. They remember what connects to their identity. They pursue what feels meaningful. And you, too, design, adapt, and persist in your teaching when it resonates with your sense of purpose. Motivation, curiosity, and trust are not peripheral—they are the engine. Pedagogy and andragogy both affirm this. In pedagogy, you see it when a child’s curiosity transforms a mundane lesson into an exploration. In andragogy, you feel it when professional learning is tied to your values rather than imposed from above. In both cases, emotion sets the stage for cognition. You can see this every day in your classroom. When you set up a lab that sparks curiosity, students lean in. When you allow them to connect a writing assignment to their lived experiences, they produce work with voice and conviction. When you frame math problems around authentic challenges, you notice persistence increase. These are not accidents. They are the direct result of you creating conditions where disposition—emotional stance, personal relevance, felt meaning—drives cognitive engagement
Elementary Education Teachers’ Perceptions on Knowledge and Instructional Strategies to Support Students with Dyslexia
No full textThe problem addressed in this study was that educators lack the knowledge and instructional strategies to support students with dyslexia in a general education setting to positively impact students’ success and achievement. The purpose of this qualitative descriptive case study was to explore how 3rd––6th grade general education teachers in the United States describe their knowledge of instructional strategies to overcome training gaps to support students with dyslexia. Guided by Bandura’s self-efficacy theory, which directly correlates students’ achievement with educators’ self-efficacy, this study investigated how educators describe their knowledge of instructional strategies to overcome training gaps to support students with dyslexia. The research study explored how teachers describe their knowledge of instructional strategies to overcome training gaps to support students with dyslexia. Purposive sampling was used to select general education teachers in 3rd––6th grade within the United States. Data were collected through a questionnaire from 25 participants, through semi-structured interviews with 10 participants, and from a focus group consisting of seven participants. Braun and Clarke’s Thematic analysis approach was utilized to analyze the data. NVivo software was used to code and categorize data from the interviews and focus group. Nine themes emerged from the results of the data to include (a) Basic understanding of dyslexia symptoms; (b) Emotional and social impact; (c) Recognition through behavior. (d) Multisensory instruction; (e) Adaptations-accommodations and differentiation; (f) Positive reinforcement and emotional support; (g) Self-directed learning and independent professional development; (h) Collaboration with specialists; and (i) Resource limitation. This study can inform educators about effective strategies for instructing students with dyslexia as well as inform administration surrounding the need for additional professional development and resources to effectively provide instruction to students with dyslexia
Invisible Distress: Understanding the Cultural and Structural Barriers Shaping Alcohol Use and Help-Seeking Among Punjabi-Sikh Men in Canada
No full textDrinking rarely exists in isolation, as sociocultural norms around alcohol often shape how it is experienced, discussed, and understood across different communities and cultural contexts. Cultural identity and stigma collectively form barriers that limit both Punjabi-Sikh men and the effectiveness of support services. Although harmful drinking is a global concern, culture and religion intensify the challenges Punjabi-Sikh men face when trying to manage alcohol. Sikhism prohibits drinking as a moral and spiritual sin, yet it is frequently normalized in Punjabi-Sikh social gatherings. The cultural-religious contradictions are notably evident in Western contexts such as Canada, where diaspora communities commonly associate drinking with a sense of collective identity and celebration. Personal beliefs can begin to conflict with external expectations, and abstinence or autonomy may be seen as defiance. As a result, cultural norms contribute to higher rates of drinking as Punjabi-Sikh men navigate a cycle perpetuated by loyalty, respect, and honour. Research involving South Asian adults in Canada remains limited, and the unique realities of subgroups such as Punjabi-Sikh men are neglected. The lack of depth and specificity in the literature is reflected by support services that predominantly centre around Western psychological paradigms. Common interventions often overlook the cultural beliefs of Punjabi-Sikh men that shape views on health and wellness. Therefore, support services can reduce accessibility barriers by considering how religious expectations, cultural identity, and familial responsibilities coincide. Focusing on the voices and lived experiences of Punjabi-Sikh men may increase the effectiveness of interventions, as unique sociocultural factors will likely provide context for the barriers that perpetuate alcohol use and limit help-seeking
Relationships Between Attachment to God, Religiosity, Mental Health Outcomes
No full textBowlby’s (1982) attachment theory began with children and their parents, and then was extended to adult romantic partnerships. Attachment theory has also become a framework to understand the complex associations between religiosity/spirituality and mental health outcomes. That is, researchers have argued that persons can attach to their perception of a deity or higher power (e.g., Kirkpatrick, 2005). This capstone explored factors that may impact the development of one’s attachment to God and religiosity. This capstone then highlighted relationships between attachment to God, religiosity, mental health, and psychological well-being, along with clinical implications. Finally, piloted counselling interventions aiming to address individuals’ spiritual struggles, view of God and attachment to God were considered. Overall, this research suggested religiosity and attachment to God as avenues for improving mental health outcomes
Secondary School Teacher Perspectives on Strategies Used to Re-Engage Students in the Post-COVID Classroom
No full textThe topic investigated in the study was how educators addressed student disengagement following the shift to remote learning caused by the COVID-19 pandemic. The problem that was addressed in this study was that the COVID-19 pandemic disrupted secondary education in unprecedented ways, and as a result, many students became disengaged. Conducted at a Colorado school, a qualitative methodology with a descriptive design including teacher interviews and questionnaires was used to identify effective strategies for re-engaging students in the classroom. Research questions asked what teachers reported doing to reengage students in the secondary classroom, focused on contributing factors of student disengagement, and what teachers thought were effective strategies being used. Practical teaching methods rather than theoretical analysis were sought, and the study was grounded in the behavioral learning theory framework. Data were analyzed using Braun and Clarke's inductive thematic analysis process. Final themes were identified and used to answer the research questions. Key strategies identified included fostering supportive teacher-student relationships, incorporating social-emotional learning, and using student-centered instructional approaches. These practices were linked to improvements in student motivation and emotional stability. The findings may inform professional development, inclusive teaching, and school policies. The value of comparing teacher practices with existing educational theories to refine engagement strategies was highlighted. Recommendations for future research include involving more diverse participants and school settings, using designs, and exploring factors such as parental involvement, leadership, policy, and the long-term effectiveness of engagement efforts