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Recovery Through Connection: Bridging the Treatment Gap in Adult Substance Use Disorders
No full textSubstance use disorder (SUD) is a prevalent and expanding global public health concern, impacting nearly 30 million people worldwide. SUDs are associated with significant physical and mental health concerns, as well as major economic, social and legal problems. Compelling research has been emerging, linking the roots of problematic substance use with early relational trauma or attachment wounds, positioning attachment theory as a comprehensive framework to explore and address these issues. While attachment-based interventions are well-validated and proven effective for various other presenting concerns, there is a lack of clinical awareness and understanding regarding their application in treating SUDs. This capstone research project aimed to examine the significant components of attachment-based interventions and the ways in which they promote change in SUD treatment. A review of peer-reviewed, English-language studies published between 2017-2024 and a thematic synthesis of study outcomes revealed that the psychological mechanisms of secure attachment formation, emotion regulation enhancement and improved relational competencies can support recovery and relapse prevention for individuals seeking treatment for SUD. Therapists can support positive treatment outcomes by exploring early childhood experiences, attachment strategies and their profound impacts on adult attachment styles in the development and maintenance of SUDs. The utilization of outcome-based measures can assist therapists in refining treatment approaches for the unique needs of adults who present to treatment for SUD
Exploring Cultural Competence in Therapy Outcomes of Black Individuals with ADHD
No full textThis research study examines cultural competency in the therapeutic outcomes of Black clients who present with symptoms and diagnosis of Attention Deficit/Hyperactivity Disorder (ADHD). ADHD is a neurocognitive disorder that is often misdiagnosed or underdiagnosed in Black communities. This research is written to explore how therapists can bridge racial and cultural gaps through cultural competency, while promoting a therapeutic environment that respects the racial and cultural identity of Black clients. Influenced by the Cultural Competency framework, this study explores stigma, systemic racism, and intersectional factors that affect the effectiveness of treatment. The study methodology was a critical literature review of 15 number of studies including 10 core studies that emphasized racial discussion in therapy, including how lack of cultural knowledge and respect may promote miscommunication and mistrust in therapy. Findings from the core studies emphasize cultural competence skills when working with persons of color presenting with ADHD. Recommendations for best practices include culturally sensitive informed care, cultural competency training, culturally sensitive cognitive behavior therapy and importantly trust building in therapeutic relationships
The Effects on Childhood After a Death of a Parent
No full textThe loss of a parent at a young age can have significant effects on a child's mental health. Experiencing parental death can be associated with high vulnerability in children (Bergman et al., 2017). Children who come from families who are immigrants, may have less support than those who aren't. They may have less social support in their grieving process. Bereaving a death of a parent can be difficult for children who don't understand the meaning of death, and cultural differences can influence how they cope with their trauma. Losing a parent can impact a child's psychological development, overall health and create social issues for the child growing up. The roles of family and peer relationships can determine how surviving members deal with the impact of a death, and how they support one another
Enhancing Teacher Motivation: Leveraging Leadership to Boost Collective and Self-Efficacy
No full textThis capstone study explores the factors influencing teacher motivation and demotivation and how school leaders can apply transformational leadership skills to enhance teachers' well-being, self-efficacy, and collective efficacy. This is an emerging topic within educational research as the conditions within education are rapidly changing, and educational leaders need to be able to address the dynamic nature of the concerns within education and the duress within its workforce. Classroom complexities, including class size and composition, behavioural concerns, and increased high-stakes testing, eroding the perception of the profession and demotivate teachers, causing them to perform at their previous levels. School-based leaders are the first line of defense against this erosion and must employ their skills to build up the confidence and competence of school staff. Methods such as building reciprocal trust between teachers and leaders are crucial for implementing meaningful change and creating a positive school culture. Once trust is established with staff and students, true school transformation can occur. Increased self- and collective efficacy help improve student performance, which circles back to building feelings of positive well-being and job satisfaction. Other areas that help to increase job satisfaction and collective efficacy are allowing staff to participate in collaborative learning environments and providing them with purpose and progressive professional development opportunities. School-based leaders can be the defining feature of a highly effective school; it just takes purposeful skill development and employment to get there
Invisible Chronic Illness and Client Experiences of Health-Shame
No full textThis capstone explores the intersections of Invisible Chronic Illness (ICI) and health-shame, as they relate to counselling psychology and the broader mental health field. Integrating an intersectional feminist, anti-oppressive, and disability justice lens, it reviews current literature that highlights how people who live with ICIs experience shame, specifically in relation to their health symptoms and condition. The uniquely 'invisible' nature of ICIs is taken into account as a key factor that informs people with ICIs lived experiences. Through this analysis, this capstone sheds light on how health-shame pervasively affects many areas of peoples' lives, including mental health, relationships, access to treatment and care, diagnosis and medical validation/invalidation, as well as resistance and community building. This project seeks to emphasize the urgent need for an increase in research that centers the experiences of people who live with ICIs as well as with broader disabilities. Based on the literature review findings, this capstone offers recommendations for how counsellors can provide affirming and competent care to clients who live with ICIs. Recommendations include potential therapeutic modalities, clinical interventions, and trainings/resources for future learning. Given the limited research that exists on this under-acknowledged topic, these recommendations are preliminary and are a call for more awareness of ICIs in the counselling psychology field
Neurofeedback: Potential Applications in School Settings
No full textNeurofeedback is a brain training process that has been found to promote improved cognition and emotional regulation. Utilizing electroencephalogram (EEG) technology, neurofeedback primarily relies on operant conditioning to have the brain regulate its own electrical brain wave activity to achieve optimal functioning. Neurofeedback has been explored in scientific research to improve people’s wellness, specifically people with neurodiverse qualities and symptomology related to diagnosed mental health conditions. As a treatment or support option, neurofeedback may be of interest to school counsellors, other school personnel, and educational stakeholders who have a responsibility to support the healthy development of students and provide resources to their families. The literature reviewed for this Capstone gives the reader a basic understanding of neurofeedback, a general sense of how practitioners might apply this technology, and a specific look at its efficacy in relation to two prevalent diagnoses found among students in British Columbian schools: Attention Deficit/Hyperactivity Disorder and Autism Spectrum Disorder. Schools in the district where I teach (Surrey, British Columbia) are under unprecedented pressure within a challenging socio-economic climate and an overburdened community support network that limits the capacity of parents to access services. Alongside a discussion of the student challenges I have seen as a special education teacher, and after a review of the scientific literature pertaining to neurofeedback and neurodiversity, I conclude this Capstone by focusing attention on how school district employees can engage in their own research or pilot projects by outlining my own efforts to build a construct for how I would develop a research plan regarding the use of neurofeedback in schools
Exploring the Protective Factors and Mechanisms of Resilience of Adopted Adolescents
No full textAdopted adolescents face more barriers and experience mental health-related difficulties at a higher rate than non-adopted adolescents. These struggles have been studied at length and include various social, emotional and physical health challenges for the child. As they reach adolescence, other factors like identity and autonomy enter the equation and can potentially lead to maladaptive coping. Less is known about what is protective and enhances resiliency for adopted adolescents; thus, treatment is often focused on detriments rather than strengths. This capstone project examines 14 peer-reviewed studies published between 2018 and 2024 to answer the research question, "What are the protective factors and mechanisms of resilience of adopted adolescents?" The findings suggest parents and the emotional landscape of the family play a significant role in mitigating vulnerability. Multiple avenues of belonging are essential for adopted adolescents and include feeling secure within the family, with other loved ones, with outside support, and within their cultural or ethnic group. Adolescents may already have internal factors to enhance in treatment, and those most at risk benefit the most from increased support. The results demonstrate how adopted adolescents thrive resiliently when their lives are understood, and their relationships are secure. The key findings highlight the need for therapists to understand the unique needs of adopted adolescents and the importance of an attachment-based, resilient approach. Additionally, therapeutic interventions should be strength-based to increase hope for families and encourage engagement with the community
Culturally Adapted CBT for South Asian Second-Generation Immigrants
No full textThe following capstone project explores the importance of culturally adapted cognitive behavioral therapy (CaCBT) for South Asian second-generation immigrants (SASG) in Canada. Through a literature review, this capstone project investigates SASG experiences of cultural identity development, acculturation stress, and the duality of navigating both South Asian (SA) and Western culture norms, emphasizing how these factors affect mental health outcomes and help-seeking behaviours (Karasz et al., 2019; Sandhu, 2012). Based on the findings, recommendations are made for enhancing cultural competence in therapeutic practice to incorporate SASG values, family dynamics, and collectivist orientation (Algahtani et al., 2019). These considerations aim to support more accessible and effective mental health care for the SA population in Canada by addressing future research directions and implications for the counselling field
Ramp up Awareness: Psychological Impact of Acquired Lower Limb Amputations
No full textThis capstone project delves into the physical, social, and psychological elements of individuals' lives with acquired lower limb amputations. The research strongly suggests that for the lower limb amputee, physical aspects of pain affect people’s social environment and, therefore, has an impact on a person's psychological adjustment. Stigma and the labelling of being disabled causes some psychological and identity issues in those with acquired amputation. Barriers to social equity and resources cause many individuals with physical disabilities to struggle financially and psychologically as the lack of these social necessities increase stress levels. Lack of education and integration of disability knowledge has meant that amputees often only have physical support or limited peer support when engaged with organizations specific to amputee resources. As social ableism is often overlooked, there is a higher risk for individuals with physical disabilities to be further stigmatized in clinical practice. As someone who is often mistaken for having an acquired amputation, I have weaved my own personal narrative alongside the literature reviewed. Priority of further training for clinical counsellors and the need for social change is discussed