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The Inability of Children's Social Workers to Incorporate Self-Care Practicies Into Their Daily Work Routines Considering Their Work Obligations
No full textExcessive caseloads, extended workdays, limited leadership support, and ineffective leadership communication hinder the personal and professional self-care of children's social workers. These challenges contribute to organizational cultures that fail to prioritize worker well-being or normalize restorative practices. This phenomenological study aimed to understand the impact of organizational barriers and job demands on the ability of children’s social workers to incorporate self-care practices into their daily work routines. The purposive sampling method was used to recruit participants from among respondents who had seen the social-media recruitment flyer. Semi-structured interviews were conducted with 11 children’s social workers responsible for investigating child abuse referrals, facilitating removals, and managing adjudicated caseloads related to family maintenance, reunification maintenance, or permanent placement. This research study focused on one overarching research question and three secondary questions that addressed various aspects of the overarching question. The overarching research question, (RQ1) what is the lived experience of children's social workers regarding the phenomenon of personal and professional self-care? This overarching question was explored through three secondary research questions: (RQ1. 1) what primary work-based factors impact the social workers' ability to practice personal and professional self-care? (RQ 1.2) what role do social workers believe management has in cultivating an environment where social workers can regularly incorporate self-care practices? (RQ 1.3) how do social workers practice self-care that they believe contributes to the productivity, quality, and longevity of their professional lives? Thematic analysis revealed three themes: (RQ 1.1) participants’ perceptions of leadership support, which highlighted how leadership behaviors influenced opportunities for self-care; (RQ 1.2) responsibility and response, which highlighted tensions between personal responsibility for well-being and the need for organizational accountability; and (RQ1.3) understanding participants' view of self-care, which reflected how workers defined and described self-care in the context of demanding workloads. Findings indicated that while individual strategies are valuable, sustainable self-care requires leadership that actively supports a culture where self-care is normalized rather than stigmatized. Implications included the development of organization-led self-care training for leaders and the implementation of trauma-informed approaches that extend beyond clients to support staff. Policy adjustments aimed at reducing systemic barriers were also recommended
Adoption of Big Data Analytics for Strategic Decision Making in a Technology Organization: A Qualitative Study
No full textBig data analytics involves substantial data volumes and analysis of big datasets using statistical methods to uncover valuable insights. The problem addressed in this study was that organizational constraints create hurdles to the adoption of big data analytics for strategic decision-making, thereby decreasing the competitive edge and negatively impacting performance. Challenges exist across organizations, industry sectors, and countries in adopting big data analytics for strategic choices. The purpose of this qualitative exploratory study was to identify the organizational constraints that impact the adoption of big data analytics for strategic decision-making and to investigate how these impediments can be mitigated to achieve performance goals and gain a competitive advantage at a technology company. The theory of constraints framework was chosen to drive the research study. The research methodology that guided this study was a qualitative case study design. Snowball sampling was used to select 17 leaders at a technology company. Semi-structured interviews and focus groups were used to gather the data, followed by member checking. The instruments and participants in the study helped ensure triangulation and saturation. Thematic analysis was performed using manual coding and NVivo 14 software to generate themes. Results showed that various organizational constraints impede the adoption of big data analytics, including a lack of leadership support, organizational culture, data fragmentation created by internal groups and acquisitions, inadequate resource allocation, strategic prioritization, and regulatory and privacy challenges. Mitigation conditions included leadership commitment, data and tool consolidation, and strategic resource allocation. Competitive advantage can be achieved by optimizing product-market fit and leveraging insights from the customer journey. The study's primary contribution was to demonstrate that the constraints to big data analytics adoption identified by a product group at a technology company were fundamentally organizational rather than technical, with leadership support and cultural transformation representing the critical path to achieving a competitive advantage. The research offered recommendations that organizations require leadership support, cultural transformation, and skilled resources to drive data-driven decisions and achieve their performance goals. The study suggested that future research should examine quantitative approaches across broader populations, different geographical locations, and integration with artificial intelligence technologies
The Difference Between Groups Among the Completion of Underrepresented Students and Interactions with Not-for-Profit Private University Business Operations
No full textThe study examined how underrepresented students’ (such as students of color, lower socioeconomic communities, and LGBTQIA+) completion rates are affected by their interactions with the business function of a university. Researching completion rates on this basis addresses an area of student success where there is currently a lack of research. This research examines factors associated with the completion rates of underrepresented students, aiming to provide university leadership with information on variables that may influence these rates. This research purposes to clarify how underrepresented student completion rates relate to interactions with business operations at private, not-for-profit universities, addressing a current research gap. Astin’s (1999) Theory of Involvement and Tinto’s (1975) Theory of Student Departure were the key theories referenced in this study and served as the foundational models for this study. The main question of this study asks, “Is there a possible link, if any, between the interactions of underrepresented students with the university business function systems of a university and the completion of these students?” Responses were collected using an online survey (SurveyMonkey) platform from individuals who are current or former students of two not-for-profit private universities. Following data collection, a quantitative research methodology was employed. The Mann-Whitney U test was used to contrast responses from students with differing levels of interaction with university business operations at a not-for-profit private university. This statistical method was also applied to assess the extent and direction of the association between the two student groups.
The study found that underrepresented students had an increased level of interaction with the university's business operations; however, no significant correlation was identified between the underrepresented students' interactions and the student completion rates. The survey found no correlation between the number of interactions with business offices and the completion rate of underrepresented student programs, based on the Mann-Whitney U Test results. Although the study found no direct correlation, opportunities remain to improve the interactions between business functions and underrepresented students
California Pre-Service Teachers Support Systems in and Online Teacher Preparation Program: A Qualitative Phenomenological Study
No full textThe problem addressed in this study was that online distance education California pre-service teacher preparation programs lack support systems to ensure student success. The purpose of this qualitative phenomenology study was to understand pre-service teachers' lived experiences in an online distance education California teacher preparation program that often lacks support systems to ensure student success. Kolb’s experiential learning cycle was the lens that guided the study. The qualitative phenomenological study consisted of two research questions: (a) What are the pre-service teachers' lived experiences in an online distance education California teacher preparation program that often lacks support systems to ensure student success? and (b) What experiences do pre-service teachers in an online distance education California teacher preparation program have with support systems that have helped them succeed in the program? Ten pre-service teachers were interviewed. Thematic analysis was used to unveil six themes. The six themes were a lack of timely communication, lack of specific feedback, mentorship, faculty guidance, building colleague relationships, and peer collaboration. Recommendations for practice were to set clear email-free time, adding schedule link to faculty email signatures, and embed the California Teaching Performance Assessment within the teacher preparation program, along with faculty training sessions. Recommendations for future research were to compare faculty email communication versus faculty, adding a schedule link to their email signature. The second recommendation for future research would be to compare two video recording digital tools to provide pre-service teachers’ specific feedbac
Lifting weight, lifting mood: Using resistance training to treat depression and anxiety
No full textRates of depression and anxiety in Canada have been increasing, and thousands of Canadians are finding difficulty in accessing adequate treatment (Stats Canada, 2023). Some barriers to access involve socioeconomic, cultural, and linguistic barriers that psychotherapy may render standard approaches to talk therapy ineffective for some individuals in these underserved populations (Ciccolo et al., 2022; Leung et al., 2024). A positive correlation between sedentary behaviour, anxiety, and depression have also been identified in the literature (Hallgren et al., 2016; Hird et al., 2024; Oftedal et al., 2021). One potential solution, therefore, is to use physical exercise as a form of treatment for anxiety and depression (Ciccolo et al., 2022; Fortier et al., 2020; Hallgren et al., 2016; Helgadóttir et al., 2017; Howlett et al., 2021; Jong et al., 2021; Krogh et al., 2012; Mandolesi et al., 2018; Murray et al., 2022). This study will consider the question of how therapists can use resistance training (RT), a form of physical exercise, to treat anxiety and depression. A literature review was conducted that analyzed ten articles published within the last five years. A biopsychosocial model of treatment (Engel, 1981) and a CBT lens (Beck, 1984) will be adopted to guide therapists to use RT to treat depression and anxiety. The analysis of the literature found that RT principles can be used to develop clinically beneficial outcomes to treat anxiety and depression. RT can be a method for clients to lift physical weights just as it can be a way to lift their emotional moods
Cause Research Institute Seed Grant Awardees Poster Flipbook (AY24-25)
No full textThis document provides a comprehensive overview of various research projects funded by the Cause Research Institute (CRI) Seed Grants (AY24-25). The projects explore innovative applications of artificial intelligence, transformative experiential learning models, virtual mindfulness programs, and emerging technologies to enhance education, research, and human connection. Key initiatives include developing AI resource repositories, utilizing generative AI for doctoral learning, assessing AI tools for faculty research, implementing experiential learning models, studying the impact of mindfulness programs on student stress and persistence, and hosting the UniverSEL Conference to foster human connections through XR technologies. Each project highlights methodologies, findings, and future implications for advancing education and well-being
Expanding Trauma Care: Somatic Experiencing for Anxiety Outside PTSD
No full textThis capstone explores the potential application of Somatic Experiencing (SE), a body-oriented therapeutic method, for treating anxiety disorders that do not meet the diagnostic threshold for Post-Traumatic Stress Disorder (PTSD). The literature review examines the neurobiological and psychophysiological impacts of trauma, highlighting how unresolved trauma can manifest as anxiety through chronic nervous system dysregulation, especially if chronic trauma was experienced in childhood. This capstone posits four purpose statements, which includes (1) what the essence of trauma is and its impact on an individual’s nervous system, (2) how trauma can manifest into an anxiety disorder, (3) is SE efficacious for individuals with trauma-related anxiety disorders, and lastly (4) I will discuss a potential framework regarding the use of SE for anxiety disorders for mental health professionals to utilize in therapy sessions with clients. Additionally, the framework presented, the RESTORE Model, is based on the current research in the mental health field regarding SE, trauma, anxiety, and the nervous system. With that said, since the framework is completely conceptual, there are no research findings. However, based on the research presented, SE has been shown to be an effective treatment option to regulate one's nervous system when exposed to trauma. The implications of this capstone and the framework presented aims to expand trauma care and inform mental health practitioners about the potential benefits of integrating SE practices into their sessions with clients struggling with trauma-related anxiety disorders
Male Victims of Domestic Violence: Exploring Stigma
No full textThis capstone project explores the prevalence and impacts of domestic abuse on male victims using feminist theory as a guiding lens. This paper explores the dynamics at play in the broader society which influence the perceptions that exist around the topic of domestic violence. Through understanding and identifying stigma and other factors occurring within society, this paper aims to help gain an insight into what is occurring for male victims of domestic violence. This paper examines the types of abuse that occur and the gendered differences in experiencing them. Further the societal pressures and assumptions tied to gendered roles are examined in the context of domestic abuse experienced by men. The larger aim discussed at the conclusion of this capstone is to take the step from understanding the stigma to reducing it at an individual and a societal level
Exploring the Unique Needs of Wilderness First Responders: A Polyvagal-Informed Framework for Mental Health Support
No full textWilderness First Responders (WFRs) are a distinct population within the first responder (FR) community who face an elevated risk for occupational stress injuries (OSIs) due to the overlap between their personal and professional identities, systemic inequities, and culturally embedded stigmas. This capstone project reviewed existing literature on FR mental health and distinguished WFRs as a unique group with distinct experiences. The neurophysiological impacts of stress using polyvagal theory are explored along with the limitations of existing resilience-building interventions. This research guided the development of a framework for mental health support with WFRs that highlights six core principles: collaboration and integration, addressing systemic inequities, advocating for a culture shift to reduce stigma, social engagement, nervous system literacy and self-awareness, and leveraging nature. The framework underscores the need for culturally attuned, community-grounded, and relational approaches to mental health care and acts as a catalyst for further conversation to better support WFRs in rural mountain towns
"But I'm Their Parent - Why Can't I Know?" Parental Expectations and the Ethics of Confidentiality in Family Therapy With Transgender Adolescents
No full textLockhart, E. N. (2025). “But I’m Their Parent—Why Can’t I Know?” Parental Expectations and the Ethics of Confidentiality in Family Therapy With Transgender Adolescents. The Family Journal, 10664807251329592.
Please contact the NU Library at [email protected] to to request the .pdf.Transgender and gender-diverse individuals face significantly higher rates of mental health challenges, including suicidality, primarily due to societal stigma, discrimination, and limited
access to competent, affirming healthcare. The absence of culturally responsive mental health treatment exacerbates these issues, emphasizing the need for therapists to address the unique needs of this population. However, many marriage and family therapists lack the training and tools to effectively support transgender clients. The ethical and practical challenges therapists encounter when working with transgender adolescents and their families are explored through a composite case study of Luna, a 16-year-old transgender girl. Luna's family resides in a mid-sized suburban area in the United States, with strong cultural ties to a conservative, working-class background and Catholic religious beliefs that influence their understanding of gender. Luna's parents, both first-generation immigrants from a Latin American country, struggle to accept her gender identity due to these values, creating a complex family dynamic. Practical guidance is provided for therapists to navigate these sensitive issues, with specific strategies for balancing the needs of the individual and family, including differentiation of self, boundary-setting, and family cohesion. The conclusion emphasizes the importance of culturally competent care and ethical decision-making in family therapy, highlighting the therapist's role in safeguarding the adolescent's autonomy, emotional well-being, and psychological safety while fostering family support. Closing reflections from the author further explore the personal and professional insights gained from this work