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Fosha and Rogers: Using Client-Centered Therapy and Accelerated Experiential Dynamic Psychotherapy in a School Counselling Setting
No full textWorking with traumatized students as a school counsellor is an inevitability and we must be equipped to support them. All trauma students experience will necessarily be childhood trauma, which has unique impacts on nervous system function and emotional regulation and can create a persistently negative self-concept and difficulty navigating interpersonal relationships. Client-Centered Therapy and AEDP are presented as possibilities for working with traumatized students given their relational nature. Client-Centered Therapy focuses on building relationship and creating a safe therapeutic environment through empathy and positive regard while AEDP works directly with the attachment relationship and associated affect to facilitate emotional regulation and positive self-image. In this paper, three tiers of recommendations are presented in a Response to Intervention framework, first using Client-Centered Therapy for work with all students, then using aspects of AEDP for regulation and self-image, and finally using intensive interventions to help the client process overwhelming emotion and access the positive, adaptive affect that follows
Fostering Inclusive Environments for Middle School Transgender Student Athletes
No full textThis capstone paper considers the barriers that middle school transgender student athletes face in their desire to compete in scholastic athletic programs. Many transgender students are barred from playing on teams that they feel reflect their gender identity. Instead, they must play on teams that reflect their biological sex at birth or remove themselves from participation altogether. This capstone draws on current research to identify the barriers to inclusive participation for transgender student athletes, which fall into three categories: physical, administrative, and cultural. Each category considers how current practices often discourage or obstruct safe and fulfilling athletic participation for transgender students. Finally, this paper offers recommendations to assist school stakeholders in working toward more inclusive practices that may encourage transgender student athletes to participate in school-based athletic programs
Transgender Men's Perinatal Expereince in The Medical System
No full textTransgender men's experience during the perinatal period has been largely ignored in mainstream research, healthcare systems, and societal narratives. This essay with thoroughly review transmen's journey to parenthood as they navigate systems that are upheld by dominant narratives rooted in patriarchal, cis-heteronormative, and gender-binary social constructs. This population is at higher risk for experiencing various forms of harm, violence, discrimination, disempowerment, and barriers, ultimately negatively contributing to their sense of well-being, their health, and overall safety. Key findings from the research include the importance of gender-affirming policies and practices, especially within the perinatal period. Recommendations to enhance the quality of gender-affirming care in healthcare systems through education and training with a holistic, anti-oppressive, trauma-informed lens and empowering approach will be identified
The Lived Experience of South Asian Women Struggling With Disordered Eating: Fostering a Culturally Sensitive Approach
No full textThis capstone project explores the unique challenges and experiences of South Asian women struggling with disordered eating, aiming to foster a culturally sensitive approach in mental health counselling. Utilizing a hermeneutic phenomenological method, this capstone provides an in-depth exploration of the complex interplay of cultural norms, societal pressures, environmental influences, and stigmas that exacerbate disordered eating behaviours in this population. This method was selected for its ability to deepen our understanding through interpretive engagement with lived experiences. This capstone examines a range of topics including but not limited to, gender roles, prevalent beauty standards, diet culture, media influences, the impact of racism, and acculturation. The literature reveals a significant gap in the existing mental healthcare system regarding the culturally specific needs of South Asian women, serving as a call to action for clinicians, researchers, and policymakers. By offering a deeper understanding of the complexities involved, this capstone aims to contribute to the development of therapeutic approaches that are both effective and culturally sensitive. This paper emphasizes the critical importance of cultural competence and outlines a roadmap for future research and practice, aimed at reducing healthcare disparities in treating disordered eating among vulnerable populations
The Influence of Rock Climbing as a Treatment Modality for Children with ADHD
No full textCurrent treatment options for children with attention deficit hyperactivity disorder (ADHD) include pharmacotherapy, behavioural therapy and cognitive behavioural therapy (CBT). There is limited research surrounding how exercise, specifically rock climbing, can be utilized in addressing the maladaptive symptoms of ADHD. A connection exists between exercise and improved executive functions (EFs) in children with ADHD, but the specific role of rock climbing in treating ADHD remains unclear. This literature review aims to investigate the following research question: "To what extent does physical activity, in particular, rock climbing, as a treatment modality, impact maladaptive symptoms in children diagnosed with ADHD?" According to the literature, physical activity, particularly a motor-cognitive exercise approach, is the most impactful in improving EFs in children with ADHD. Rock climbing is a motor-cognitive approach to exercise that can improve EFs such as sustained attention, problem-solving, planning, and inhibitory control. Rock climbing has also been linked to improved mindfulness and self-esteem, which could positively impact children diagnosed with ADHD. Recommendations for future research include the following questions: To what extent can rock climbing as an exercise intervention improve the physiological and psychological aspects of children with ADHD? To what extent can physical activity, in the absence of medication, alleviate the symptoms of ADHD in children and adolescents? Do children and adolescents with ADHD benefit more or less from exercise, such as rock climbing, compared to other treatment modalities such as pharmaceutical, behavioural, and cognitive? Lastly, To what extent can rock climbing aid in improving mindfulness and self-esteem in children and adolescents with ADHD