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Evaluating the Effectiveness of the Texas Teacher Evaluation and Support System (T-TESS) for Fine Arts Educators
No full textThe problem addressed by this study was the ineffectiveness of current fine arts teacher evaluation practices. The purpose of this action research was to explore perceptions held by evaluators and fine arts teachers regarding the effectiveness of the Texas Teacher Evaluation and Support System (T-TESS) in terms of how well the tool achieves validity and alignment with expected performance goals in the evaluation of fine arts educators. Eisner’s theories of educational connoisseurship and criticism, which highlight the connection between content-specific understanding and quality evaluative feedback, served as the conceptual framework. Purposive sampling was used to identify ten fine arts educators and three evaluators who had completed at least one T-TESS evaluation cycle; participants were recruited through email and social media outreach. Participants completed a five-item questionnaire via Qualitrics and a semi-structured interview via Zoom. Clarke and Braun’s six-step thematic analysis process was used to analyze the transcribed data; NVivo was used throughout coding. The findings indicated that while participants appreciated T-TESS’ structure and focus on best teaching practices, the tool was perceived as ineffective for evaluating fine arts educators due to its inability to address the subjective aspects of fine arts instruction. Participants recommended supplementary arts-specific rubrics, the involvement of content experts, and evaluator participation in fine arts training to increase the perceived accuracy and helpfulness of evaluative feedback. This study contributes to practice by advocating for equity in teacher evaluations and highlighting the need for systems supporting the professional growth of fine arts educators. The findings offer pathways for the design and implementation of more authentic and effective evaluation tools by offering practice-based solutions and emphasizing evaluator connoisseurship
Why Self-Care Matters: Managing Stress and Preventing Burnout in High-Risk Groups
No full textStress and burnout are escalating public health concerns, particularly among high-risk groups such as teachers, parents, students, and healthcare professionals. Grounded in Lazarus and Folkman’s (1984) Stress and Coping Theory, this literature review explores the biopsychosocial mechanisms of stress and burnout, identifies vulnerable populations, and evaluates the efficacy of various self-care interventions. Chronic stress is shown to dysregulate biological systems, contributing to emotional exhaustion, cognitive dysfunction, and diminished professional efficacy. The review synthesizes findings from 37 peer-reviewed sources, highlighting self-care as a critical protective factor that operates across physical, emotional, psychological, and relational domains. Interventions such as mindfulness, cognitive-behavioral strategies, exercise, and social support are shown to mitigate stress and reduce burnout symptoms. While no single self-care approach is universally effective, personalized and systemic strategies are necessary for long-term well-being. The paper concludes with recommendations for integrating self-care into educational and professional systems, emphasizing the importance of proactive, trauma-informed, and inclusive practices
Couples, Conflict and Money: An Integrative and Attachment-Based View
No full textThis capstone examines the intersection between financial wellness and romantic relationship health, with a particular focus on how therapists can support couples navigating financial conflict. Financial concerns are consistently cited as one of the most frequent and distressing sources of conflict in intimate relationships, and these issues are often minimized or avoided in relational contexts (Meyer & Sledge, 2022; Mishra et al., 2025; Novak & Johnson, 2017). Drawing on an integrative framework grounded in attachment and systems theories, this capstone examines how money reflects deeper emotional needs, relational patterns, and systemic influences (Peetz et al., 2023; Shapiro, 2007). The topic is especially relevant in the Canadian context, where national surveys indicate that financial stress is both widespread and impactful (Foran, 2024; FP Canada, 2024; Ipsos, 2024). Financial conflicts can carry emotional weight for individuals and couples, and there are gaps in tools and training to address them in therapeutic settings. This capstone offers psychoeducational insights and a framework for counsellors supporting couples experiencing financial conflicts. A key contribution of this capstone is the Relational Integration of Systems and Emotion (RISE) framework, which synthesizes attachment and systems theory to help therapists address financial concerns as relational issues shaped by emotional, relational, and systemic dynamics rather than purely logistical problems
Empowering Through Knowledge: The Critical Role of Sexual Education for Youth with Disabilities to Promote Autonomy, Safety, and Overall Well-Being
No full textSexual education is often treated as optional, especially for youth with disabilities. Access to accurate, inclusive information about sex, relationships, consent, and identity isn't an optional extra; it's a right. This capstone explores how comprehensive, affirming sexual health education can promote autonomy, safety, and well-being for youth with disabilities. Through a disability justice lens, it looks at the systemic factors that have shaped how and whether these conversations happen. It reviews the gaps in the current curriculum, the hesitation of caregivers and educators, and the emotional and relational consequences of leaving disabled youth out of the conversation. Just as importantly, it centers what disabled youth are asking for: content that is real, nuanced, and reflective of their lives, moving beyond fear-based messaging and surface-level information. Drawing on recent research and practice insights, the final chapter offers seven recommendations that prioritize accessibility, flexibility, and collaboration. These include individualized programming, support for adults in teaching roles, and a shift toward education that recognizes disabled youth as sexual beings with rights, boundaries, and desires. This work is about reimagining what's possible, not offering a one-size-fits-all solution, but a starting point for those who want to do better. When we leave disabled youth out of sexual education, we leave them more vulnerable. When we offer them the tools, language, and space to understand themselves and others, we help build something that reflects who they are, not who we assume them to be
Organizational Diversity Management Impact on High-Performing Marginalized Employee Retention
No full textModern business must effectively compete in highly globalized and heterogeneous markets with diverse consumer bases and multifaceted workforces. The following dissertation examines how diversity management practices influence the retention of high-performing marginalized employees within science, technology, engineering, and mathematics organizations. These organizations frequently pose a unique set of challenges for the career advancement of marginalized employees. Evidence supports the idea that effective diversity management can promote improved organizational performance through enhanced innovation, creativity, and employee retention within a diverse set of employees. Poor diversity management practices were shown to lead to a higher occurrence of negative outcomes like increased turnover, more interpersonal conflicts, and diminished workplace trust. This qualitative study used the narratives of twelve high-performing marginalized employees from STEM organizations to discover five primary themes related to the perception of their organization’s diversity management practices and the resulting impact on retention intentions. The analysis identified the following five primary themes: Positive Diversity Group vs. Negative Diversity Group, Belonging and Inclusion, Frustrations and Discontent, Professional Growth and Development, and Representation and Visibility. The findings suggest that effective diversity management practices are closely associated with a greater desire in high-performing marginalized employees to remain at their organization, a stronger organizational identity, and a greater emotional commitment to their organization. This research contributes to a deeper understanding of the role that effective diversity management practices have in influencing the retention intention of high-performing marginalized employees in STEM organizations. Applicable organizational recommendations resulting from this study include promoting a pro-diversity organizational climate, focusing practices on belonging and inclusion, listening to and resolving frustration and discontent, and promoting a culture of professional growth and development
Unseen and Unheard: Mental Health Challenges for Justice-Involved Youth with Intellectual and Developmental Disabilities
No full textJustice-involved youth with intellectual and developmental disabilities (I/DD) face significant barriers in accessing adequate mental health care. Despite their heightened vulnerability, research on their experiences—particularly regarding access to meaningful mental health services—remains limited. This literature review examines existing research on the intersection of justice system involvement, I/DD, and mental health care, highlighting systemic challenges that contribute to ongoing cycles of disadvantage. Key themes include the underidentification of I/DD within the justice system, gaps in appropriate mental health interventions, and structural barriers to equitable care. By synthesizing current findings, this review aims to identify critical
gaps in the literature and underscore the need for more targeted research and policy development. Addressing these issues is essential to improving mental health outcomes for this population and promoting more just, inclusive systems of care
Social Media’s Influence on Social Anxiety: A Narrative Review
No full textThis review examines how social media use (SMU) contributes to social anxiety in adolescents and emerging adults. Although SMU can affect people of all ages, adolescents and emerging adults may be more at risk because of ongoing identity development, sensitivity to peer opinions, and difficulties with emotional regulation. When psychological factors such as self-concept instability and social comparison are combined with external pressures like social media, they can increase emotional vulnerability and contribute to social anxiety. These pressures include feedback systems (likes and comments) and algorithms that push comparison-driven content. These dynamics can affect identity development, increase compulsive engagement, and strengthen dependence on external validation, particularly during sensitive developmental stages. Cultural values and platform characteristics are also explored as contributing factors. The findings highlight six interconnected themes: social comparison, validation seeking, emotional dependence, usage patterns, cultural influences, and platform design. Together, these themes show how social media can heighten emotional vulnerability and contribute to social anxiety in young people. These insights point to strategies for support, such as promoting emotional regulation, enhancing media literacy, and offering guidance that is sensitive to cultural differences
The Psychological Impacts of Climate Change
No full textThis capstone paper explores the psychological impacts of climate change. To this end two separate research questions were used to direct the capstone’s investigation. The first question is how are we to understand and conceptualize the psychological impacts of climate change? Various terms are used to describe these impacts including climate anxiety, eco-anxiety, and climate distress among others. Conceptual overlap and distinct features are discussed here. Other topics include measurement tools to valid the novel condition, indications that the condition is distinct from other mental health conditions, and some models to conceptualize and explain the condition. The second research question focuses on the clinical considerations in relation to this condition. Topics discussed here include how individuals can cope, what theoretical orientations have been explored for treatment, what populations appear to be more vulnerable to the condition, and various other relevant topics. The capstone concludes with a section that make some suggestions for how the information covered here could be employed in a practical sense by those who encounter this condition in their work
The Diagnostic Process and Different Treatment Pathways for Treating Depression
No full textIn this capstone research project, I explore the diagnostic process and treatment pathways for depression, focusing on gaps in current mental health practices. Examined are the challenges in accurately diagnosing depression and the treatment of depression. I offer a critique of the premature use of antidepressants, advocating for more thorough assessment and a preference for psychotherapy and psychoeducation over medication in cases of situational depression, grief, or temporary crises. The research I reviewed emphasizes the importance of an interdisciplinary approach to treatment, where therapists, psychiatrists, and physicians collaborate to provide a more collaborative and comprehensive care. It highlights the role of psychotherapy in managing depression and discusses how integrating therapy with pharmacological treatments can improve outcomes. Through this research, I recognize the need for a more ethical, client-centered approach to depression treatment, encouraging a shift toward a balanced model that considers individual needs and cultural contexts. My hope is that this paper contributes to the field of counselling and psychotherapy by addressing limitations in current treatment practices and advocating for a more well-rounded approach geared with more caution and client-centered care
Counsellor Perspectives on the Emotional Toll of Interpersonal Violence Work: Understanding and Mitigating the Impact
No full textSupporting clients affected by interpersonal violence (IPV) repeatedly exposes counsellors to deeply traumatic material, often taking a significant emotional toll over time. While the psychological effects of this work, such as vicarious trauma, compassion fatigue, and emotional exhaustion have been increasingly recognized, less is known about how clinicians themselves interpret and manage these impacts. This proposed study seeks to explore how licensed Canadian counsellors and psychologists understand and manage the impact of prolonged exposure to IPV-related trauma on their mental health. Using a qualitative design grounded in reflexive thematic analysis, the study will draw on semi-structured interviews and the Professional Quality of Life Scale to examine participants’ emotional experiences, meaning-making processes, and protective strategies. By amplifying the voices of clinicians and lived experiences, this research hopes to deepen our understanding of what it means to walk alongside clients affected by interpersonal violence