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Administrator Decision-Making and its Influence on School
No full textThe focus of this study is the persistent disproportionality in school discipline affecting Black and Brown students in the United States, in which the impact of student behavior, school policies, and the roles of educators on disciplinary practices is examined. Researchers have revealed how racial and socioeconomic factors, alongside school disciplinary policies, particularly Zero-tolerance approaches, contribute to the overrepresentation of Black and Brown students in disciplinary actions, leading to adverse educational outcomes. Based on these findings, a shift towards more equitable and restorative disciplinary practices that consider the comprehensive social and educational contexts influencing student behavior is becoming increasingly necessary. Utilizing qualitative case study design, this research includes an exploration of the nuanced ways in which student behavior, systemic issues, and school policy intersect to influence disparities in school discipline. Through a homogenous sampling of school administrators in Philadelphia responsible for overseeing and implementing school discipline, they were selected to provide in depth insights into the underlying dynamics at the respective schools, offering insights into environments where school discipline disproportionality is most evident. Thematic analysis is used to code, identify, and clarify themes from the data, allowing a nuanced interpretation of how racial and socioeconomic contexts impact disciplinary outcomes. Synthesizing data from semi-structured interviews and document analysis of current school policy and existing research contributes to the ongoing discussion on educational equity and propose effective strategies to mitigate the disproportionate impact of school discipline on Black and Brown students
Advancing Digital Justice: Uncovering the Policy Roots of Broadband Inequities and Proposing Pathways to Inclusive Connectivity in Historically Black Metropolitan Areas
No full textThis qualitative case study explored the persistent effects of racially biased public policies on broadband access within predominantly Black metropolitan areas, focusing specifically on public service institutions in Chicago. The study was prompted by the disproportionate digital disenfranchisement these communities face due to historical and ongoing inequities, which have limited access to reliable broadband infrastructure. The populations most impacted include students, public service leaders, and residents of technologically underserved communites who rely on equitable digital access for education, employment, and public services. Guided by critical race theory, the study aimed to examine how past and current public polices have contributed to broadband disparities and to assess whether existing policy initiatives are effectively mitigating these inequalities. Data were collected through in-depth. semi-structured interviews with 32 public service leaders representing education, library, and recreational institutions across four zones in the Chicago area. The data was analyzed thematically using Braun and Clarke’s (2006) six-step approach to identify patterns and themes relevant to the three guiding research questions. Findings revealed three major areas of concern. First, broadband initiatives in schools and public facilities were often reactive, short-term, and inconsistently implemented. Next, current polices remain fragmented, are heavily dependent on economic qualifiers, and lack cohesive planning and accountability across zones. Finally, structural and racial biases persist in broadband policy development and execution, often exacerbated by political instability and leadership turnover. Participants emphasized that despite some improvement efforts, predominantly Black metropolitan areas continue to face significant challenges in achieving digital equity
Traversing the Landscape of Artificial Intelligence and Virtual Psychotherapy in the Mental Health Field
No full textThis paper explores the evolving intersections of artificial intelligence (AI) and virtual psychotherapy within the broader context of mental health services. Through a qualitative synthesis of peer-reviewed literature, academic papers, and empirical studies, this examination explores how emerging technologies are reshaping therapeutic practices, with a focus on virtual atmospheres, AI-assisted interventions, and their implications for client outcomes, therapeutic relationships, and ethical standards. The study is organized thematically to address the historical foundations of psychotherapy, the rise of cyberpsychology and digital care platforms, the integration of AI in diagnostics and treatment, and the ethical and regulatory challenges that accompany these innovations. Findings suggest that while AI and virtual therapy enhance accessibility and personalization, they also pose significant concerns related to privacy, clinical integrity, and the digital divide. This research contributes to the field by offering a roadmap for clinicians, policymakers, and technologists to navigate these changes responsibly, recommending interdisciplinary regulation, digital competency training, and further research focused on long-term efficacy, inclusivity, and ethical best practices
The Challenges of Managing Generation Z Employees in the Workplace: A Qualitative Single Case Study
No full textThe challenges managers face in effectively managing Generation Z employees in the workplace were explored in this qualitative single case study. As Generation Z enters the workforce with values, behaviors, and expectations shaped by rapid technological change and sociocultural evolution, many managers report difficulties adapting traditional leadership practices to meet the needs of this new generational cohort. The research problem addressed the gap in understanding how organizational leaders perceive and respond to these management challenges. The purpose of this study was to explore managers' perceptions of the challenges of managing Generation Z employees and to identify techniques they believe improve management outcomes. The study used cohort theory as the conceptual framework, which suggests that shared historical and social experiences shape generational behaviors, attitudes, and expectations. The research employed a qualitative single case study design. Data was collected from 12 individual interviews and one three-person focus group comprised of managers with experience managing Generation Z employees. Thematic analysis was performed using NVivo software, and member checking was used to validate the accuracy of the data interpretation. Ten major themes emerged from the findings. Five themes from research question one and five themes from research question two. The findings indicate that managing Generation Z requires flexible, emotionally intelligent leadership that prioritizes communication, structure, and interpersonal connection. Practical Implications include integrating generational training in leadership development, designing mentorship programs, and adopting relationship-centered supervisory models. These strategies can improve employee engagement, reduce generational conflict, and enhance organizational performance
Exploring Play Therapy's Impact on Social Interaction and Engagement in Children with Autism Spectrum DIsorder
No full textAutism spectrum disorder (ASD) is one of the fastest-growing neurodevelopmental disorders that impairs social relationships and communication. Children with ASD have challenges in initiating and maintaining interactions with their peers, which affects their experience in play. Play is essential to children’s development as it allows children to learn and explore the world. Play also teaches children important skills that are essential to their growth. Playing and interacting with others helps children with social interactions, which can help them expand their social network. Restricted repetitive interests, behaviour, and patterns can limit the play ability in children with ASD. The purpose of this capstone is to explore play therapy's impact on children with ASD in supporting and improving their social interaction and engagement. Using play as a tool, play therapy provides an outlet for children to explore, communicate, and express themselves in a safe environment without judgment. Play therapy frameworks, such as child-centered play therapy, support children with ASD through acceptance and an open attitude toward the child, which helps them to discover their strengths. These factors are important as they can help children with ASD improve their social engagement, communication, extend their attention span, and reduce aggression. Ultimately, this capstone seeks to provide insights for counsellors, play therapists, and parents so that they are aware that alternative tools and interventions such as play therapy can support their children with ASD in developing and improving their skills
Understanding the Adversity Female Athletes Face and the Resiliency Components Required to Cope
No full textThe research presented in this paper thoroughly explores the psychological, physiological, and systemic challenges female athletes face. In addition, there is a specific focus on resilience and post-traumatic growth enmeshed throughout this capstone. Using a systematic literature review, this paper identifies specific resilience factors that allow female athletes to navigate adversity, including mental toughness, optimism, self-efficacy, and social support. Furthermore, three major theoretical frameworks are utilized, including Positive Psychology, Feminist Theory, and Trauma-informed Care, to critically analyze the intersection of gender, trauma, and mental health in sports. Findings emphasize that the deeply rooted, internalized fear of failure, media portrayal, gender biases, and physiological stressors significantly exacerbate the mental health difficulties of women in sports. Moreover, this project explores the role of culturally responsive interventions, as well as the influence that social support and trauma-informed approaches can have on fostering post-traumatic growth and resilience within this population. The implications found in this research suggest that there is a crucial need for policy reform, more accessibility to mental health resources, and a higher emphasis placed on athlete-centered coaching methods. By interweaving evidence-based strategies into this capstone, the intention is to enhance mental health support systems for female athletes; ultimately ensuring that they not only endure challenges and adversity, but instead experience personal and professional growth from their struggles
Unraveling Shame: Exploring the Pathways That Connect Shame and Substance Use Disorders. An Attachment-Based and Polyvagal Approach.
Get PDFShame is a powerful emotion that has long been theorized to play a role in the development and maintenance of substance use disorders. Despite the significant prevalence of substance-related deaths in Canada, limited research has investigated the influence of shame on substance addiction among substance-using populations (Government of Canada, 2024). In this capstone, I explore the existing research and literature and attempt to unearth the various ways that shame intersects with and influences the experience of substance use. Combining attachment-based and polyvagal principles, I provide a psychoeducational approach for discussing the subject of shame with individuals in substance use treatment within a group format. It is further proposed that the workshop material may serve as a resource for clinician groups to deepen their understanding of and comfort with their own shame-related responses
Using Sandtray Therapy in School Counselling to Support Students Coping with Developmental Trauma
Get PDFIn Canadian schools today, there are many children coping with the effects of developmental trauma. Due to the issues and behaviours these children often exhibit, school counsellors are left to support these children with limited time, resources, and tools. In many cases, school counsellors are the only source of professional mental health support available to these children. It is possible that sandtray therapy may be a developmentally appropriate method that school counsellors can use to deliver therapy to these children in a way that feels less intimidating than talk therapy. It provides the student with a sense of control and safety to explore underlying issues without having to explicitly verbalize them, allowing the student to potentially maintain regulation during the therapy process and upon returning to class. The findings of this capstone will encourage school counsellors to incorporate sandtray therapy into the scope of their practice to support students who are coping with developmental trauma. By providing school counsellors with a professional development workshop detailing the effects of developmental trauma on students, the sandtray therapy process and its benefits, and ideas on how to incorporate sandtray therapy into the school counselling practice, school counsellors will have the information they need to pursue the next steps in using sandtray therapy in the school counselling setting
Strengthening Resilience Through Multi-Layered Approaches: Promoting Strength-Based Learning to Enhance Adaptability and Flexibility
No full textThis paper examines literature around resilience, through three broad lenses of research: neuroscience, personality theory, and development, and the essence of its origin in humans. The author investigates where resilience comes from and how best to support its emergence in a counselling setting. As an examination from the inside out, the paper begins with neurobiological factors, moving to personality, and concluding with development and external influences. The purpose of this project was to better understand how people may seem more or less resilient and to identify various ways to support and foster resilience as a counsellor. Based on the literature review findings, a collection of multilayered resources has been curated, ranging from somatic based activities to creative expression, to inspire counsellors in assisting clients to build flexibility and individual strengths
Redefining Support: A Neuroaffirming Framework for School Counsellors Working with Neurodivergent Students
No full textThis Capstone project explores how school counsellors can implement neuroaffirming practices to support neurodivergent students within K-12 educational settings. Beginning with an overview of current systemic challenges including the use of deficit-based models, punitive discipline, and widespread misunderstanding of neurodivergence this paper critically examines how such approaches contribute to exclusion, masking, and poor mental health outcomes for students with autism, ADHD, dyslexia, and other neurodevelopmental variations. Anchored in the neurodiversity paradigm, the literature review introduces complementary theories such as the Social Model of Disability, Double Empathy Theory, Polyvagal Theory, Self Determination Theory, and Trauma Informed Care, all of which offer more affirming, strengths-based frameworks for understanding and supporting neurodivergent children. The project then synthesizes a wide range of evidence-based, school-based counselling interventions that are aligned with these frameworks including play and movement therapy, somatic and nature-based practices, student led collaboration, environmental adaptations, and strength driven approaches. The final chapter offers practical recommendations for school counsellors, outlines key limitations, and suggests directions for future research and professional development. This Capstone weaves together theory, practice, and lived experience to support the growing movement toward inclusive, identity-affirming education. It provides school counsellors with practical strategies for creating safer, more responsive environments for all learners