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Roots of Connection: Exploring Childhood Adoption and Attachment
No full textThere is a connection between childhood adoption and attachment, and its implications on adoptees. Exploring this topic is relevant and important, as it relates to the developing identity and security in an adoptee's life. The principal objective of this Capstone is to offer a more comprehensive understanding around the connection between adoption and attachment and how this association shapes future outcomes for adoptees. Additionally, this Capstone aims to provide insight for adoptive parents and mental health practitioners to gain a better understanding on how they might be able to better support adoptees. This paper concludes with an infographic intended as a toolkit for adoptive parents and mental health practitioners interested in working with or already working with adoptees or adoptive families. This infographic aims to bring together information and resources to further support adoptive families with fostering attachment and attunement
Mindfulness-Based Interventions for the Treatment of Anxiety
No full textAnxiety-related disorders are common mental health issues with a significant global impact. While traditional treatments like medication and therapy remain standard, mindfulness-based interventions (MBIs) have emerged as an effective, non-pharmacological alternative for treating anxiety disorders. MBIs focus on cultivating present-moment awareness and acceptance. This capstone explores the effectiveness of MBIs, particularly Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT), in reducing anxiety symptoms. Research, including clinical studies and meta-analyses, shows that MBIs significantly alleviate anxiety by improving emotional regulation, increasing self-awareness, and accepting thoughts and emotions without judging them. These approaches help address cognitive and emotional patterns, such as rumination and avoidance, that contribute to anxiety. This capstone will explore the concept of mindfulness and its practices, along with the nature of anxiety and its treatment options. Additionally, it will highlight areas that require further research, such as the duration, frequency, and accessibility of these interventions. The capstone will conclude with a discussion on creating a potential framework for using mindfulness-based interventions (MBIs) to treat anxiety
Exploring Health Providers' Recognition of Antidepressant Discontinuation Syndrome in Older Adults
No full textThe research examines Antidepressant Discontinuation Syndrome (ADDS) affecting individuals aged 65 and older who live either in long-term care homes or assisted living facilities. ADDS represents a vital yet unrecognized clinical issue affecting older patients whose symptoms frequently get improperly diagnosed owing to confusion with dementia along with depression relapse. The research examines ADDS recognition and management as well as awareness levels among adults who are 65 years or older based on a biopsychosocial approach. The research shows three essential findings about healthcare system difficulties, including provider training shortages and medicine interaction problems alongside insufficient diagnosis capabilities. Multiple difficulties affect treatment outcomes because there are no established tapering standards, and healthcare professionals struggle with ethical hurdles. Committees should enact specific training curricula and geriatric protocol development alongside psychosocial treatment strategies based on cognitive behavioral therapy (CBT) for managing ADDS symptoms. Standardized tapering protocols, together with training enhancements for healthcare providers and specialized psychosocial therapies for older patients, form part of the recommended solutions. The research sets out to resolve existing knowledge deficiencies by supporting evidence-driven methods which enhance the care quality for older adults having ADDS while establishing holistic geriatric mental health treatment approaches. This research recommends fundamental changes to health systems that should lead to better quality treatment and mental health results for older patients during the antidepressant discontinuation period
The Science of Forgiveness: Mental Health Recovery and Interpersonal Reconciliation
No full textThis literature review examines the complex connection between forgiveness, trauma, and psychological resilience while filling a significant knowledge gap in existing studies. The literature review aims to evaluate how forgiveness interventions work across different cultures and the lasting behavioral effects on people who experienced childhood trauma. The research employs a strict qualitative approach to analyze interdisciplinary studies from psychology together with counselling and social work disciplines. This literature review investigates forgiveness as both a psychological phenomenon and social and cultural process which plays a key role in mental health treatment while showing gender-specific patterns. The research assesses the REACH Forgiveness model alongside its effects on trauma recovery and resilience development. The research also reveals insufficient cross-cultural studies and evaluates the combination of forgiveness interventions with trauma-informed care approaches. The review demonstrates the potential of forgiveness to strengthen resilience in trauma victims while recommending practical applications through culturally adapted psychoeducation programs and trauma-sensitive forgiveness therapy in different settings. The review concludes with recommendations for future research to study religious versus secular forgiveness practices and to evaluate long-term intervention effectiveness. The research also provides a detailed evaluation to improve trauma-informed forgiveness approaches while emphasizing cultural sensitivity and equity in mental health care
Early Career Respiratory Therapist Perceptions of Their Readiness to Work Independently After Completing Clinical Simulation Practices in a Respiratory Care Program
No full textEarly-career respiratory therapists face significant challenges when transitioning from an academic setting to professional practice, particularly regarding their perceived readiness to work independently within interdisciplinary healthcare teams. The purpose of this qualitative case study was to examine the experiences and perspectives of early-career respiratory therapists regarding their transition from an academic setting to the early years of practice, as reflected in written and clinical simulation examinations. The theoretical framework that guided the study was Miller’s information processing theory. Convenience sampling was used to recruit 11 early-career respiratory therapists who transitioned into clinical practice within the last three years. Data collection combined the use of a criterion questionnaire, semi-structured interviews, and an interview guide. The research questions included: (a) What are early-career respiratory therapists' perspectives regarding their skills in working with interdisciplinary preparedness to transition into the workforce after completing the clinical simulation examinations? (b) What do early career respiratory therapists perceive as factors of the simulation practices that facilitated or interfered with preparedness to work independently when entering the workforce, particularly within interdisciplinary teams? (c) What are early-career respiratory therapists' perspectives regarding preparedness to approach the credentialing examinations? A reflexive thematic analysis method was used to analyze the data. The results demonstrated that clinical simulation practices are crucial for training early-career respiratory therapists to work effectively in teams. However, there are still areas that need improvement to better prepare graduates for professional practice. Based on the findings, a more systematic approach is needed when training respiratory therapists for clinical practice, as technical skills alone are insufficient; interpersonal and emotional skills are also needed
The Role of PMOs in the AI Adoption Journey in the Energy Sector: An Exploratory Case Study
No full textProject management offices (PMOs) are increasingly central to driving strategic alignment and ensuring the successful execution of complex initiatives in the energy sector. As the industry transitions toward renewable energy, infrastructure modernization, and sustainability, PMOs play a vital role in addressing the risks linked to emerging technologies. The U.S. Department of Energy (DOE) identifies artificial intelligence (AI) as a catalyst for grid modernization and decarbonization, aligning with global perspectives that AI will transform project management. The problem this study addressed was the energy sector’s challenges in adopting AI to meet decarbonization targets due to cybersecurity risks. Cybersecurity is critical because of the sector’s role in national security, economic stability, and public safety. The purpose of this qualitative study was to explore how PMOs can help mitigate the cybersecurity risks associated with AI adoption during the transition to renewable energy. A qualitative methodology and exploratory case study design were utilized to examine the PMO’s role in addressing these risks. Building on prior research, this study applied an integrated framework, TAI-Cybersecurity PRM, which embeds context-based cybersecurity risk management into the TAI-PRM process. This framework provides a systematic approach to strengthening security posture when implementing AI technologies. The analysis drew on DOE reports on AI and cybersecurity, along with insights from experienced U.S.-based energy professionals recruited through purposive sampling. The research question guiding the study was: How can PMOs assist in mitigating cybersecurity risks when adopting AI during the transition to renewable energy in the energy sector? The findings were organized into five themes: Trustworthy AI, Context Understanding, Cybersecurity Risks, Risk Management, and the Project Management Office. From these, five categories of practice recommendations emerged: building trustworthy AI, applying a risk-based approach, mitigating cybersecurity threats, increasing awareness of AI-related risks, and strengthening PMO engagement in AI adoption. These recommendations, grounded in existing research and the TAI-Cybersecurity PRM framework, highlight PMOs’ strategic role in balancing innovation with security. Finally, opportunities for future research were identified, including expanding generalizability, addressing ethical and privacy risks, evaluating the impact of evolving AI regulations, and conducting quantitative studies to complement the qualitative findings
Healing and Belonging: How Schools Can Support the Social-Emotional Wellbeing of Refugee Students
No full textThis capstone explores the crucial role schools play in supporting the social-emotional wellbeing of refugee students, with a focus on strategies to foster healing and belonging through cultural humility. Drawing on personal experience teaching Eritrean refugee children in the Burnaby School District, I explore the profound challenges faced by refugee families as they adapt to life in Canada, including trauma from war, cultural adjustment, and difficulties integrating into the school community. Refugee students have increased prevalence of mental health challenges, compared to Canadian-born peers. In addition, these students, living with higher levels of stress, trauma, depression, and emotional dysregulation, can exhibit behaviors misunderstood by educators who lack specialized training. Without proper school-based mental health supports, refugee students may struggle socially and emotionally, become vulnerable to risky behaviors, or even drop out of school. Discrimination and peer conflict are also shown to compound these issues, heightening feelings of exclusion and removing vital opportunities for connection. The capstone proposes evidence-based policies and practices for schools to enhance social-emotional support, promote the practice of cultural humility in school environments, encourage inclusivity, and address the unique needs of refugee students. By prioritizing understanding, professional development, and tailored interventions, the findings advocate for creating school environments that promote healing, belonging, and long-term resilience for refugee children and youth
Teachers Perceptions on Collaboration Between General and Special Education Teachers
No full textThe problem addressed in this research is that elementary general and special education teachers are ill-prepared for collaboration and have limited knowledge of the application of content within the other’s professional field. The purpose of this qualitative descriptive case study is to explore the perceptions of elementary general and special education teachers about the nature of their collaboration, their preparedness for collaboration, and the collaboration strategies that may be beneficial in a school setting. In this study, the social interdependence theory applied cooperation to the specific problem. The study took place at a rural Kentucky elementary school. The population for this study includes special and general education elementary school teachers that services student grades kindergarten through fifth grade. The sample included 21 general education teachers and seven special education teachers. There were general education teachers represented for each grade (K–5) and special education teachers that represented both inclusion and resource as well as primary and intermediate grade levels which allowed for varying perspectives. The themes that emerged indicate communication is needed as well as consistency with collaboration so both general and special education teachers understand expectations and have a shared focus with a common goal. All recommendations involve developing protocols and setting expectations which will allow the teachers to have clear expectations. When discussing recommendations for practice, it is important to consider that it is most beneficial when recommendations are promoted by administration in effect having top-down management support who have the ability to change the culture and environment while providing resources
The impact of delayed diagnosis on the self-perceptions of women with late-diagnosed ADHD: A review of recent literature and theoretical implications
No full textAttention Deficit Hyperactivity Disorder has been widely underrecognized in women due to the misconception that it primarily affected male children. Consequently, many women remain unaware of their neurodivergence for much of their lives, internalizing shame and self-blame for their difficulties. Growing awareness on gender differences in ADHD presentation has led to an influx in women being diagnosed with ADHD later in life, yet limited research has examined the role late diagnosis has on self-perception. This review seeks to answer the following question: How does a delayed ADHD diagnosis impact the self-perceptions of women with ADHD? A qualitative thematic analysis of peer-reviewed studies was conducted using academic databases, prioritized research that explored women’s lived experiences with late-diagnosed ADHD and its effects on self-concept, stigma, masking, and internalized ableism. Findings revealed that a diagnostic delay significantly impacts women's self-perceptions, leading to low-self-esteem, ongoing struggles to meet gendered and societal expectations, the use of masking strategies to conform to neurotypical norms, and the internalization of ableism and stigma that reinforce negative self-identities. However, receiving a diagnosis can serve as a transformative experience, enabling self-compassion, identity reconstruction, and empowerment, particularly when supported by neuro-affirmative approaches. The review concludes that clinicians can support late-diagnosed women with ADHD by implementing gender-responsive, neuro-affirmative approaches that promote positive identity reconstruction, self-understanding, and acknowledgement of strengths. Future research should examine intersectional factors including race, culture and socioeconomic status to inform more inclusive and equitable mental health practices
Feminist Phenomenological Analysis on the Psychological Impacts of Hyperemesis Gravidarum
No full textThis capstone examines the psychological impacts of hyperemesis gravidarum (HG) through a feminist phenomenological framework. HG is a severe and debilitating pregnancy condition that can lead to profound physical, emotional, and relational distress. A narrative literature review and thematic synthesis of qualitative studies published between 2017 and 2025 was conducted. Three key themes emerged: the debilitating and traumatic lived experience of HG, the effects of dismissive and fragmented healthcare systems, and the disruption of identity, agency, and relationships during and after pregnancy. Findings indicate that HG is associated with significant psychological distress, including anxiety, depression, post-traumatic stress symptoms, and ongoing existential suffering, which are often intensified by medical minimization and stigma. The review highlights the importance of trauma-informed, relational, and woman-centred approaches to psychological support and perinatal care. Implications for counselling practice and recommendations for improving integrated mental health support are discussed