Schools are changing to accommodate twenty-first century families with more attention on the development of social and emotional learning for students entering elementary school. This project provides a manual that is suitable for the integration of animals into a classroom with a purpose for social emotional learning. By using therapy dogs in schools, the animal would serve a dual purpose of working with students who require support, as well as teaching social emotional learning, focusing on empathy. The manual is influenced by current social emotional learning programs and the benefits of animal assisted for atypical learners with autism. The lesson plans in the manual include activities designed to teach different emotions using stories of animals that would help students make connections to the emotions of the animal and others and eventually to recognize emotions in one self.
This narrative study seeks to give prominence to Indigenous women’s leadership stories, particularly Yukon First Nation women chiefs. Chiefs, who deserve to be honoured for their political leadership during the dawn of Aboriginal Self-Government in the Yukon. I collected, analyzed, and presented the leadership stories of Yukon women chiefs in a traditional Indigenous storytelling format mixed with narrative inquiry. Biographical narratives will inform the reader about how these women developed as leaders, how they have been strengthened and sustained, their roles and responsibilities, and how they perceive the impact of their gender and Self-Government on their role as leader. This research as ceremony (Wilson, 2008) parallels construction of a ziibaaska’iganagooday that signifies and celebrates the journey of women’s leadership development. This study may be of interest to Aboriginal women interested in politics, to those assisting Aboriginal youth in leadership mentorship, and to other Aboriginal scholars seeking to honour their heritage by conducting Indigenized research (Weber-Pillwax, 2001).
The provision of care for people living with Human Immunodeficiency Virus (HIV) has advanced since the 1980’s. New treatments have changed HIV to a chronic condition instead of a death sentence. How this change has affected support networks providing care to those living with HIV requires further investigation. Through interviews with Key Informants (n=4), and Family and Peer Support Networks for those living with HIV (n=7) three major themes emerged: 1) People providing support for people living with HIV are often HIV positive themselves. 2) Methods of learning about HIV/AIDS utilized before and after HIV diagnosis; such as, doctors, pamphlets, and others living with HIV. 3) Methods of support provided and received while living with HIV. These themes demonstrate the collaboration between support networks for people living with HIV. This research provides a greater understanding of support networks affected by and living with HIV.
The LEIC is a FASD planning tool, guided by a neurodevelopmental approach to planning and endorsed by the Provincial Outreach Program for FASD. The research in this study explores the lived experiences of six B.C. teachers as they have used the LEIC in past practice and reflect on future use. This mixed-methods study also looks at data gathered in a cross-sectional survey design where a further 27 teachers responded to questions about the LEIC. The findings indicated that the teachers felt that the tool was a useful document however, certain factors inhibited comprehensive and effective use in some cases. The data suggested that frequency of use and bi-modal training methods increased effective practice as well as depth-of-understanding in planning for a student with FASD.
Hadiksm Gaax di waayu, I belong to the Ganhada (Raven Clan) and my Mother’s side of the family is from Gitxaala, we follow our Mothers. This research, writing, and data collection was done on the traditional unceded territories of the Tsimshian, Lheidli T’enneh, and Musqueam. This work was done in partnership with the people who shared their stories with me, the co-researchers, whose words provide a brief glimpse into the lived experience of First Nations identity and the thought processes involved in contemplating several sources of input informing how we think about identity. Stories of identity, perceptions of identity, and experiences of racism and discrimination have inspired this work and highlighted the need for engagement. This research is a validation of thought processes that surround how we, First Nations people, experience identity. A shift away from Western conceptualizations of identity, this research discusses experiential knowledge, racism and discrimination, impacts of racial microaggressions on self-perceptions and health, and a sampling of how some people have come to define their identity in their own way based on their experiences. The intent of this work is to both inform those who may not understand and to acknowledge and validate those who have thought about First Nations identity but do not have a safe space to share. I hope this work speaks to both First Nations and non-First Nations/Settler Canadians as we continue learning about one another and sharing with each other in the spirit of reconciliation.
The alarming statistic that 40% to 50% of new teachers leave the profession within five years makes pre-service training of teachers even more crucial to get right. Failing to address the mental health needs and holistic wellbeing of teachers and not providing them with the tools necessary to break the cycle of likely burnout cascade is incredulously negligent, and threatens to make educating our children unsustainable in the future. In this project, through a content analysis approach, I will draw upon a wide range of scholarly research literature to form both the guiding principles and core components of a course to promote and develop social and emotional competencies (SEC) and Emotional Intelligence (EI) in pre-service teachers. The course content and training I propose, however, needs to be not only an ongoing dialogue involving the education community, particularly teachers, but also administrators, families, students, parents, and wellness professionals, and should continue beyond the ...
The Alaska Highway Gas Pipeline (AHGP) is a major industrial development project proposed within the Yukon since 1977, which remains unconstructed. The AHGP Easement represents the most significant aspect of the AHGP in the Yukon and remains a long-standing land tenure right impeding southern Yukon First Nations. This applied research project partnered with Kluane First Nation (KFN) to identify and address potential consequences associated with the AHGP Easement that are currently relevant to KFN as a self-governing Yukon First Nation. Community-based, decolonizing qualitative research methodologies were employed to gather understandings of the AHGP Easement from key KFN citizens, as well as Yukon and federal government officials and industry representatives. Findings emerging from the research highlight issues of jurisdictional complexity among Indigenous peoples and the Crown, the need to consider contextual change, and problems with the existing regulatory, assessment and consultation framework for the AHGP.
The purpose of this thesis was to investigate the question “To what degree is educational attainment impacted for First Nations students, when comparing a band-operated elementary school with the public system?” Community members (n=26), both parents/guardians and students, shared their thoughts and opinions in the elementary experiences of the children. Collecting data from students and parents/guardians was intended to generate comparative scripts about the community perceptions of the band-operated school and the public system. Exploring what attitudes, beliefs, benefits, and drawbacks community members had for elementary systems would help to decipher what the impact was. Quantitative data was gathered from a five-point Likert scale questionnaire. Qualitative data was collected from individual parental interviews with three parents from each schooling system, and focus group discussions with three students from each schooling system. The data indicated that those distinctions included family, pride and confidence, appropriate learning and academics, local connections and conveniences, inter-racial relations, and finally, traditional and cultural values and skills. Those themes were consistently evident and are recognized as the core impacts for First Nations students, when comparing a band-operated school with the public system.
