1,720,997 research outputs found
Learnings from land: a braided ecoportrait of meaning-full learning outdoors
No full textIn British Columbia (BC), educators are increasingly interested in learning outdoors, learning in place. However, place is a colonized space. Educators, then, must reassess their relationships and habits regarding place, Indigenous knowledges, stories, and histories, and confront their own deeply ingrained colonial-isms. Constructed on Styres' (2017) assertion that anyone can develop a reflexive relationship with Land, this doctoral thesis asks: In what ways does Land inform educators’ own learning, relationships, and professional practice, while working and living on ʔamakʔis Ktunaxa? Listening and learning with relationships –human and more-than-humans– encompassed in Land is achieved through the methodology of ecoportraiture. Braided ecoportraits highlight experiences from a middle school Outdoor Program (OP), the 2020 pandemic, and connections in the forest. They offer differentiated perspectives relating to practice, identity, and place, which inform teaching but, as Styres (2017) stresses, shift the way “we think about and do education” (p. 195)
Male adolescents desginated with moderate or intense behavioural needs: Student and professional perceptions regarding social and behavioural self-concepts
Get PDFThe purpose of this research study was to better understand the social and behavioural self-concept of adolescent males designated with behaviour, and through honouring their struggles and their stories, better the capacity for counselling professionals to effectively support these at-risk students. Through exploring both the students’ experience and the perceptions of those professionals who supported them, this research honoured the voice of a population that is often pushed aside in the education realm. Qualitative data analysis highlighted areas of commonality and difference between the two perspectives, ultimately demonstrating the importance of respecting student perspectives within professional decisions and interventions. The case study research took place at the Alternate Learning Program located within the Saanich School District. Participants included three adolescent males with behaviour designations, and the corresponding school professionals who supported these youth
A psychoeducational manual for counselling Alberta's aboriginal youth
Get PDFxiii, 175 leaves : ill. ; 29 cmThe intent of this project is to provide helping professionals with the necessary
knowledge required to provide culturally relevant counselling to Alberta’s urban
Aboriginal youth. Aboriginal youth are the fastest growing demographic in Canada and
represent almost half of the Aboriginal population. Because the issues facing Alberta’s
urban Aboriginal youth are unique from those experienced by other non-dominant
cultural groups in Alberta, providing culturally relevant and effective counselling to these
clients can be a challenge. Presently counsellor training does not provide helping
professionals with the necessary knowledge to deliver culturally relevant counselling to
this at risk population. This manual will assist helping professionals in the development
of their multicultural counselling skills by presenting a summary of Aboriginal history
and rights, definitions of terminology, presenting issues experienced by this group, and
information on cultural protocol and support systems
Canadian counsellors' experiences : exploring the effects of the de-gendering of domestic violence
Get PDFThis project examined the consequences of the de-gendering of domestic violence on
counsellors who work with female survivors of heterosexual physical, emotional, and
sexual violence. The de-gendering of domestic violence is defined as the systematic
removal of gender and power concerns from the conceptualization and study of violence
against women (Berns, 2001; Nixon, 2007). Recent research indicates that after working
with high caseloads of trauma survivors, counsellors experienced cognitive shifts in the
areas of gender, power, safety, and trust (Garrity, 2011; Iliffe & Steed, 2000). This
project directly examined the consequences of the de-gendering of domestic violence on
counsellors who work with survivors of violence against women. Five female counsellors
with high caseloads of survivors of violence against women took part in one 100-minute
focus group. The themes that emerged from the focus group indicate that each of the
counsellors who participated in this project have experienced negative cognitive shifts
pertaining to gender and power. Participants experienced decreased trust in relationships,
feelings of powerlessness, and shifting parental values as a result of the cognitive shifts
pertaining to gender and power
Children's attachments within child and adolescent inpatient mental health unit
Get PDFDespite differences in presenting complaints, backgrounds, and diagnostic status amongst children and adolescents within hospital mental health inpatient units, common deficits exist in many patients’ abilities to form meaningful and trusting relationships. Young patients suffering from mental illness have also been found to have unsatisfied attachment needs. With research on attachment remaining relatively new, gaps and fragmentations within hospital policies and treatment plans continue to exist. Such gaps have consequently led to a noted lack of mastery amongst many hospital staff in successfully providing services to patients. This is particularly true when navigating complex scenarios such as when dependent relationships between staff and patients form. Based on a thorough literature review, a set of guidelines and a concise checklist that foster consistency, sensitivity, and increased felt competency was developed to guide the actions of mental health staff when patients develop dependent relationships to the unit and staff members
Drawing strength : a group program for adolescent females who have been sexually coerced
Get PDFx, 228 leaves ; 29 cmThe purpose of this applied project is to guide professional helpers in offering services to
adolescent females who have experienced sexual coercion. This project contains a
review of relevant literature as well as a description of and instructions for
implementation of a therapeutic group program. Literature pertinent to sexual coercion
and consent, adolescent development, effective and ineffective coping, and group and
expressive arts therapy is summarized and synthesized. Following this, the literature
review process and group program creation are described, an overview of the group
program is offered, and project strengths, limitations, and future research directions are
discussed. This project culminates with an appendix that contains a group program
manual instructing therapists on how to implement an expressive arts therapy group with
adolescent females who have experienced sexual coercion
Shared trauma after a flood : a manual for therapists
Get PDFFloods disasters are the most common type of natural disaster, and represent the most costly natural disaster in terms of property loss for Canada. Strong evidence shows that floods can have powerful long-term negative effects on mental health and can lead to post-traumatic stress disorder, depression, and anxiety. When counsellors are also victims of the disaster, a shared trauma scenario is created where resources and relationship boundaries are strained. The contentious issue of therapist self-disclosure needs to be considered as disclosures occur both willfully and unintentionally. A research-based manual was created for use in post-disaster situations to guide clinicians via effective and safe recovery strategies. The manual is based on a thorough literature review and synthesizes the findings into a two-part document. The first section of the manual is a concise presentation of the most high-impact concepts clinicians need to know. The second section of the manual is a brief and clear presentation of the key strategies readers can leverage to help their clients. The final product is expected to alleviate the stress of decision-making for counsellors under distress and facilitate rapid effective responses
"I have to heal myself" : exploring the needs of incarcerated Aboriginal women in southern Alberta
Get PDFIn this exploratory study, I examine the various needs of incarcerated Aboriginal women: a population that has been largely omitted from the current body of literature. Six participants were recruited from, and interviewed at, the Lethbridge Correctional Centre. A total of 12 categories were finalized for analysis, describing the various needs of the participants. Three themes were identified related to the strengths these women displayed and the struggles they have endured in the contexts of their own lives. The results are discussed using the lenses of risk factors for incarceration, ability to have their needs met, and the experience of historical trauma. Implications for both counselling practice and future research are discussed. In particular, additional investigation may be warranted into the impact of cultural and spiritual connectedness, the experience of complicated grief reactions, and the experiences and understanding of historical trauma among female Aboriginal offenders
The experience of northern helping practitioners
Get PDFThis research study considered the experience of northern helping practitioners in providing trauma support in isolated communities in northern BC and Yukon. In these communities, access to specialists in the field of trauma counselling is severely restricted due to distance from main centres. Economic and cultural factors leave the essential support of survivors of trauma to helping practitioners in various fields with varying levels of training and supervision (Boone, Minore, Katt, & Kinch, 1997; Trippany, Kress, & Wilcoxon, 2004). Many northern communities have experienced historical trauma and continue to experience intergenerational trauma, contributed to by current psychosocial conditions linked to the legacy of colonization (Brave Heart, 2003; Duran, Duran, Brave Heart & Davis-Yellow Horse, 1998; Tafoya & Del Vecchio, 1996). In remote communities, helping practitioners may be working in their home communities, sometimes sharing similar trauma experiences to that of their clients (Morrissette & Naden, 1998). Helping practitioners in the North are also hired from “outside” to provide service to communities, arriving with limited knowledge of the specific context of the communities. These helping practitioners may be put at personal and professional risk of developing secondary traumatic symptoms from repeated exposure to clients’ trauma in the helping relationship (Baird & Jenkins, 2003). There is little information available on professional and paraprofessional workers providing this type of support in the North.
Using a narrative inquiry process, the stories of eight helping practitioners were analyzed using a three phase analysis based on the approach developed by Lieblich, Tuval-Mashiach, and Zilber (1998). The narratives were summarized into experience portraits, painting a picture of eight very different experiences and responses to those experiences. The content analysis was presented as content sketches that made-up the experience portraits. The themes that emerged from the data indicated the effects on practitioners and the strategies used by practitioners in maintaining their ability to practice under challenging conditions. Ten categories provided a structure for arranging the data. Five metathemes were interpreted from the narratives: helping takes over life, humanity, respectful engagement, invested and embedded, profoundly affected, and belief
Providing adolescents with the social-emotional development and skills to cultivate resilience
Get PDFThe purpose of my Master of Counselling project was to address the widespread impact of complex trauma on the healthy development of youth within the period of adolescence. The project synthesizes current research from numerous theories within the field of interpersonal neurobiology to offer a conceptual framework of PRESENCE, intended to support traumatized adolescents in growing resilience. The project begins with an overview of adolescent development, highlighting the long-lasting and extensive impacts that occur following exposure to complex trauma. A detailed discussion on the development of the social-emotional brain, and the associated social-emotional development and skills (SEDS) for resilience is presented. Utilizing empirical data gained through a semi-structured interview, the PRESENCE framework and its ability to plant, nourish, and sustain the SEDS of resilience is analyzed. It is anticipated that this project will encourage and equip parents, teachers, and mental health practitioners to understand and support traumatized adolescents
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