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Dissociative Trauma: A Framework in Working With Substance Users in Vancouver's Downtown Eastside
No full textDissociation, once narrowly defined as a rare and extreme disruption of consciousness, is now increasingly understood as a spectrum of responses to trauma, particularly in the context of complex developmental histories (van der Hart, 2021). This evolving understanding is highly relevant in addiction treatment, where individuals frequently present with unrecognized or under-treated dissociative symptoms stemming from chronic, relational, and developmental trauma (Huỳnh et al., 2016; Oviedo-Joekes et al., 2011). Emerging research indicates that complex trauma is disproportionately prevalent in populations with substance use disorders, often driving both the initiation and maintenance of addictive behaviours as maladaptive coping mechanisms (Baudin et al., 2022). Trauma-focused therapeutic approaches, including models like eye movement desensitization and reprocessing therapy (EMDR), have shown promise in addressing the underlying dissociative processes that fuel addiction (Bae et al., 2016; Deacon & Abramowitz, 2004; Karatzias et al., 2019). This paper advocates to incorporate dissociative symptom screening, and evidence-based trauma focused treatment into addiction recovery settings, emphasizing clinical strategies (van der Hart, 2010). By addressing the dissociative roots of addiction, treatment programs can offer more sustainable recovery pathways for this highly vulnerable population
The Reconstruction of Sexual Education
No full textSexual education is a topic typically discussed within the school system. However, globally, this issue has a lifelong ripple effect impacting physical health, mental health, well-being, relationships, and communication. More specifically, within Canada, there is no required curriculum expectations regarding sexual education, resulting in a negative impact on generational health as defined to include the biology, psychology, and social well-being of individuals. Utilizing sexual script theory and feminist theory to anchor this intersectional counselling capstone, the question of how sexual education can move past being a topic of controversy to one of empowerment will be answered through the analysis of three themes; health, pleasure, and safety. This capstone will unpack the social discourses surrounding the gendered and binary conversations and provide recommendations of scripts to create an intersectional conversation. Each theme will offer sexual discourse that promote individual well-being, destigmatization, and community healing
School Leaders Implementing Initiatives for Enhancing Teacher Morale and Self-Efficacy in Special Education Programs
No full textIn inclusive education, teacher motivation, initiative, skills, and confidence are essential factors that influence effective practice. Special educators who are motivated and possess a strong sense of self-efficacy are better equipped to meet the diverse needs of their students. Conversely, low morale and self-efficacy may produce negative outcomes for both special educators and the students they support. Therefore, it is worthwhile for school leaders to recognize the contributing factors to the challenges of low morale and self-efficacy among special education teachers. Subsequently, principals and department heads may utilize specific strategies to introduce, implement, and sustain change initiatives to solve those challenges. This capstone project examines research on teacher well-being and organizational change to develop an amalgamated framework. The findings reflect a sustained, multi-year initiative over successive stages: communication, feedback, collaborative planning, recruiting, iterating, adapting, celebrating, and problem-solving. If successfully adopted, the recommended framework would help school leaders sustainably promote special education teacher morale and contribute to improved outcomes for staff and students
The Learner's Compass: How Volition Guides Achievement
No full textThis is not a book of quick fixes or one-size-fits-all programs. It’s a compass—a guide for finding your way through the complexity and beauty of teaching. It asks hard questions. It offers real strategies. And it reminds you that your greatest influence comes not from being the star of the classroom—but from creating a space where students can become the stars of their own stories. If you’ve ever felt that spark—that moment when a student takes ownership, lights up, leans in—this book is for you. If you’ve ever wondered how to move from compliance to engagement, from performance to purpose—this book is for you. And if you’re ready to believe that volition, not just instruction, is the path to real achievement—this book is yours
Creating Emotionally Safe Connection Opportunities for Parents as a Priority to Supporting Nanaimo’s Vulnerable Elementary Students
No full textThis capstone examines how creating emotionally safe opportunities to connect with parents can be a critical strategy in supporting vulnerable elementary students in Nanaimo, British Columbia. Drawing on the frameworks of Urie Bronfenbrenner's Bioecological Systems model and the Social Determinants of Health (SDOH), it analyzes how intersecting factors such as poverty, trauma, systemic inaccessibility, and exposure to unsafe environments negatively affect family stability, functionality, and children's developmental outcomes. Through a literature review emphasizing recent, locally relevant research, this capstone discusses the compounded impact of multiple risk factors on a families’ ability to access essential services for health and social support. Findings highlight that a sense of belonging and emotional safety for parents is a prerequisite for meaningful engagement with support, which in turn fosters community resilience, secure attachments, and healthier life outcomes for their children. Findings also show that racialized minorities such as immigrants and Indigenous families are disproportionately facing higher rates of risk factors in Nanaimo, and many parts of B.C. Recommendations include meeting families "where they are at" through accessible, school-based connection opportunities and prioritizing culturally safe, inclusive practices for vulnerable learners and their families. By strengthening wellbeing of the family unit, elementary schools and school counsellors can play a pivotal role in mitigating barriers to service access and enhancing life outcomes for vulnerable elementary students
The Role of the Counsellor's Voice in Therapy
No full textA counsellor's voice can have a significant therapeutic impact. Viewed through the lens of polyvagal theory, the prosody of the counsellor's voice communicates their nervous system regulation and creates a sense of safety for the client. The warmth of the counsellor's voice and their ability to mirror the client’s vocal features contributes to the strong establishment of the therapeutic alliance. The voice also supports corrective attachment experiences with soothing and comforting sounds that let the client know they are seen, understood, and valued, while syncing and out-syncing with a client's vocal features can facilitate movement towards secure attachment. At a neurobiological level, the voice expresses attunement and facilitates emotion regulation via the connection between right brains of counsellor and client. Similarly, vocal synchronization and entrainment are associated with perceived empathy. Counsellors with vocal awareness and flexibility can employ different prosodic patterns for validating a client’s emotions or challenging them to explore new meanings. Arousal correlates well with the fundamental frequency of the voice – the pitch – but studies yield mixed results when measuring counsellors' pitch patterns against outcomes. This paper presents a 90 minute voice workshop for counsellors and counselling students to increase their awareness of their voices and increase vocal skill and flexibility
Teaching Tomorrow Today: AI, Equity, and Innovation in the American Classroom
No full textTeaching Tomorrow Today - AI, Equity, and Innovation in the American Classroom equips K–12 educators with the tools and insights to harness AI responsibly and inclusively. Centering racial, economic, and linguistic justice, this book guides teachers to design AI-powered lessons that honor multilingual learners, resist resegregation, and build classrooms where every student can thrive. For educators ready to lead with purpose in a tech-driven world, this is your essential roadmap to teaching with equity, innovation, and heart
Entwined Realities: Storying AuDHD in Young Adults
No full textThis research proposal outlines a potential study to deepen current understandings of the lived experiences of young adults diagnosed with co-occurring autism spectrum disorder and attention deficit/hyperactive disorder. Prevalence estimates underscore the extent of this overlap: 30–80% of autistic people present with clinically significant attention deficit/hyperactive disorder symptoms, and 20–50% of those with attention deficit/hyperactive disorder exhibit autistic traits above diagnostic threshold. Until the recent decade, the two could not be diagnosed as cooccurring. The current treatment protocols for this unique diagnostic co-occurrence involves applying methods from the protocols of each diagnosis, yet it is unclear if this piecemeal approach is effective. This gap in clinical application and research is what this study seeks to address. Using a narrative inquiry approach, the proposed study intends to centre participants' voices and analyse their experiences of psychotherapy through the Acceptance and Commitment Therapy framework. Acceptance and Commitment Therapy has proven its transdiagnostic effectiveness across various studies and shows promise to support this unique population. This proposed study seeks to contribute to neuroaffirming approaches to care by supporting neurodiverse young adults diagnosed with co-occurring autism spectrum disorder and attention deficit/hyperactivity disorder
The Impact of Religious Shame on Self-Esteem: Exploring Internalized Shame in Christian Teachings
No full textThe literature review undertaken for this capstone explores the relationship between Christian teachings, shame, and self-esteem, addressing the research question "How does internalized shame stemming from Christian teachings about sin and moral judgement impact self-esteem in individuals?" This topic was proposed because there is limited research on the impacts of how Christians interpret religious teachings on their wellbeing. The review addressed which components of Christian teachings may be linked to negative impacts such as the experience of shame, and the impact of shame on a person's way of knowing themselves, or their self-esteem. To find relevant literature, key search terms were used, such as: Christian beliefs, Christian teachings, sin, morality, Christian shame, religious internalized shame, religious trauma, shame and self-esteem, self-esteem scale and shame proneness. The following findings were highlighted in the literature review: teachings on sin and moral judgment can trigger feelings of personal responsibility, those feelings of personal responsibility can lead to feelings of shame when they concern something uncontrollable or unchangeable, and the experience of shame can negatively impact a person's self-esteem. Pursuant to these findings, the author provides recommendations to help clinicians support individuals who are negatively impacted, including assessing for self-discrepancies, using shame-sensitive approaches, and exploring differential approaches to religion. The study concludes with a summary of findings and take-aways, future research questions, and reflections from the author
Qualitative Exploration of the Lived Experiences of Healthcare Workers During the COVID-19 Pandemic Delta Surge
No full textThis study examined the problem of healthcare worker attrition during the Delta wave of the COVID-19 pandemic in Texas. National surveys indicated that 40% of nurses planned to leave their roles within two years of the pandemic’s onset (Abbassi, 2022; LeClaire et al., 2022), a trend reflected in Texas where 44% of Nurse Aides and 34% of Registered Nurses left their positions in 2022 (Texas Center for Nursing Workforce Studies, 2022). The purpose of this qualitative descriptive study was to explore the lived experiences of healthcare providers in Texas and the factors contributing to healthcare worker attrition between May 2021 and December 2021. Grounded in Rushton’s (2024) moral resilience framework, this study investigated how healthcare workers experienced distress when confronted with ethical dilemmas, systemic failures, and working conditions that conflicted with their moral and professional values. Ten healthcare workers were recruited through snowball sampling and data were analyzed using Braun and Clarke’s (2022) reflexive thematic analysis, resulting in five themes across three research questions. Findings indicated that during the Delta wave, healthcare workers experienced profound moral distress that weakened moral resilience and eroded trust in the healthcare system. Participants cited ethical conflicts, exhaustion, constant change, and lack of organizational support as key contributors to burnout and decisions to leave their roles for the sake of self-preservation. Many reached a breaking point where continued self-sacrifice became unsustainable, prompting a shift toward personal and family well-being and the pursuit of roles offering a more realistic work-life balance. This study offers insights for healthcare institutions, highlighting the need to rebuild moral resilience at the system, team, and individual levels to help mitigate workforce attrition. Findings can inform the development of targeted interventions, including hospital-based mentorship models, leadership transparency practices, and the integration of validated moral resilience scales for future implementation and research