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Title: The BEAT: a youth gang prevention program
Contributors: Jennifer C. Povoledo (author), Linda O'Neill (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this project was to develop an effective gang prevention program. A literature review on effective programs for vulnerable youth was used to design an after school gang prevention program. The program, named The BEAT, provides a flexible, youth-centred curriculum with the goal of reducing anti-social behaviours and building healthy relationships. The BEAT teaches interpersonal skills through discussions, activities, mentoring, life skill development and recreational opportunities. The program is designed to partner with family support programs and community agencies to create a wraparound approach to support vulnerable adolescent males, ages 11 to 14. The BEAT provides 11 group sessions with two follow up sessions and contains resource links and activities for group facilitators. --Leaf ii.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 2014

Title: Elementary school counsellors' perceptions of their role with families
Contributors: Jennifer Vivienne Martha Ritchie (author), Paul Madak (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Elementary school counsellors (ESC) play a crucial role in facilitating partnerships between family and school. lbis study explores ESCs' perceptions of their role with families. lbis qualitative, inductive research utilizes a descriptive/ exploratory approach. The participants were four ESCs, with backgrounds in teaching, and elementary school counselling, working in elementary schools within one school district in the Northern British Columbian public school system. Data were obtained using semi-structured interviews. Interviews were transcribed verbatim, and data analysis processes included: sorting, coding, categorizing, and memoing. The participants discussed a number of ways of working with families to promote the child's progress in school. A variety of role and family related challenges emerged from the participants' discussions. Strategies to address these challenges are explored. Findings from this study indicated that ESCs use consultation processes to work in partnership with families, and with the child, to support the child's positive academic and social development.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 2001

Title: Using dialectical behaviour therapy to treat clients with left temporal lobe epilepsy
Contributors: Cheryl Andersen (author), Corinne Koehn (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this project is to address the gap that exists in the literature in regards to providing counselling to clients with left temporal lobe epilepsy (LTLE). In many ways, the psychological symptoms of LTLE and those of borderline personality disorder are similar. Both client populations can have difficulty regulating emotions and with maintaining healthy relationships. Both populations have high rates of suicidal ideation and depression. Dialectical Behaviour Therapy (DBT) was developed to treat clients with borderline personality disorder. Due to the similarities between many of the symptoms of borderline personality disorder and those of LTLE, counsellors should be successful when teaching the skills of DBT to LTLE clientele. This project provides a description of LTLE and of DBT, and it demonstrates how DBT can be applied to counsel clients with LTLE.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 2009

Title: Intergenerational programming: attitudes of children and perceptions of older adult participants
Contributors: Shannon Ableson-Toronitz (author), Bryan Hartman (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this study was to extend the intergenerational research by examining children's attitudes toward older adults and older adults' perceptions of children following participation in intergenerational programs. The connection between children's attitudes toward the elderly and the characteristics and perceptions of older adults in intergenerational programs appears to be overlooked in the intergenerational literature. The question arises whether intergenerational contact within long-term care facilities can result in childrens' positive attitudes toward the elderly when participants in nursing homes tend to fulfill the negative physical and behavioral stereotypes that perpetuate negative attitudes toward the elderly. Thirty-six, elementary students and twenty elderly institutionalized residents participated bi-weekly in two programs: (a) a general program with residents in a main facility, and (b) a dementia program with residents in a dementia unit. Students completed the modified Analysis of Attitudes of Students for the purpose of deductively examining the relationships between the variables of gender, program affiliation, and number of years of participation. Statistical analyses identified that: (a) there was no significant difference in attitude between students in the general and dementia programs, (b) there was no significant difference in attitude between male and female students, and (c) students participating for two years demonstrated a significantly more positive attitude than did those participating for one year. Students in both the general and dementia programs provided more positive than negative responses when they were asked what they liked and did not like about the programs. Residents in the general program were interviewed using the modified Older Adult Interview for the purpose of deductively exploring the perceptions of the residents toward the children and the program. Residents in the general program provided more positive responses than either negative or neutral responses in reference to the program and the children. In the general program, both the residents and the students identified many aspects of the program that they liked and only a few aspects they disliked.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 1997

Title: Strong and Safe: a healthy relationships and empowerment group for women with disabilities
Contributors: Leslie Warner (author), John Sherry (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Strong and Safe is a psychoeducational group that focuses on providing women with developmental disabilities, the tools and information necessary to prevent interpersonal violence in their lives. --Leaf 5.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 2014

Title: Norming of CBM reading and writing and DIBELS instruments for School District No. 57 (Prince George)
Contributors: John Edward Cook (author), Peter MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 2005

Title: Investigation of reading and writing growth using curriculum based measurement: School District 57 (Prince George)
Contributors: Christopher S. Gilbert (author), Peter MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 2005

Title: An examination of the relationship between coping with stress and alcoholism in adult children of alcoholics
Contributors: Tammy L. Skomorowski (author), Colleen Haney (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Given that alcoholism can be transmitted intergenerationally, some adult children of alcoholics (ACOAs) may be at risk of becoming alcoholic. The present research examined the process of appraisal and coping with stress, in relation to alcoholism in adult children of alcoholics. Subjects included 162 adult women recruited throughout a rural community. Subjects completed a survey containing measures to assess their appraisal and coping strategies, whether they were alcoholic, and whether they were adult children of alcoholic parent(s). The results suggested that the rate of alcoholism was higher among A CO As than non-ACOAs indicating that ACOAs may be at risk for the intergenerational transmission of alcoholism. ACOAs were found to use appraisals of "I had to accept it or get used to it" less frequently than non-ACOAs in interpersonal stressful situations. This suggested that ACOAs appraise such stressful situations as controllable or changeable more frequently than non-ACOAs. In contrast, ACOAs and non-ACOAs were found to use the appraisal "I had to hold myself back from doing what I wanted to do", problem-focused and emotion-focused coping similarly in interpersonal and non-interpersonal stressful situations. This suggested that ACOAs are no different from non-ACOAs in regards to appraisal and coping. The study concludes by discussing the implications for therapeutic support of ACOAs and suggestions for future research.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 1998

Title: Stress management for young adolescent girls: strengthening connection in the school setting
Contributors: Candace Merla Koziski (author), Colleen Haney (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: For this research project, nine grade 8 girls were asked specific questions during focus group interviews to illuminate their stressors and methods of coping. The results revealed that stress is a significant factor in three main areas of their lives: school (especially the transition to high school), family and peers. The girls utilized mostly active coping strategies. They sought assistance from family, friends or other adults in their environment. A small group format was mentioned as affording an opportunity to practice coping skills. These findings imply that young adolescent girls elicit most of their support through connection with others. Therefore, a stress management group intervention is presented to assist young adolescent girls in managing the transition to secondary school and beyond. The program attempts to help the students learn skills that will increase their ability to cope actively with their stressors. This project concludes with recommendations and practical applications for future endeavors.--Page ii.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 1999

Title: Grief and loss and children: a guide for caregivers and educators
Contributors: Rachel Mulder (author), Linda O'Neill (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Loss and the accompanying grief that children experience in childhood is a real and problematic concern for the healthy development of children. Often times, children's grief experiences are overlooked or minimized because adults don't want to draw attention to it for fear of making it worse. This project was undertaken to demonstrate the need to address this issue. I researched the impact of leaving issues of grief and loss unresolved in childhood, and the impact that this has on subsequent development. I also examined therapeutic practice that has positive outcomes for children and combined those into a series of lessons. These lessons are crafted to work within the current BC education curriculum and can be incorporated into one on one, small group or the classroom setting, with therapeutic approaches and techniques designed to support both the grieving child and those caring adults and peers who want to help in a time of loss. --Leaf i.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 2014

Title: An exploration of young adult women's experiences of using physical aggression in intimate relationships: A phenomenological study.
Contributors: Kayla Adams (author), Corinne Koehn (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Both men and women use physical aggression in intimate relationships however the research examining the many nuances of women's use of physical aggression is sparse in comparison to the research available on men. Because little is known about the motivations and contextual factors leading to women's use of physical aggression in comparison to men, theories of violence and offender treatment programs that were developed for men are being used to understand and treat women. This is problematic because research suggests male and female aggressors differ in some very important areas. The present study used transcendental phenomenology to explore the experience of young adult women's use of physical aggression in intimate relationships. From the interviews with eight women, five themes were discovered: altered state, observations of self as someone else, others not seeing authentic self, moving towards ideal self, and managing connection/disconnection. Implications for counselling and future research are discussed.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 2010

Title: Revitalizing schools through generative learning: an appreciative approach to school reform
Contributors: Elaine Susan Colgate (author), Tom Strong (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Appreciative Inquiry (AI) is an innovative approach to discovering, understanding and fostering innovations in organizational development. At its core AI is based on the gathering of positive stories and images of the organization's past, which are then used to design possibilities for the future. AI seeks out the very best in an organization to help ignite a collective imagination of what could be realized in the future. The aim is to generate new knowledge, which expands the "realm of the possible", and to help members of an organization envision a collectively desired future. The process carries forth that vision in generative ways, which successfully translate images of possibility into reality, and beliefs into practice. This project is comprised of two components, a background paper and the curriculum outline for a one-day workshop. The paper provides a rationale for the use of Appreciative Inquiry as a school reform initiative. In providing this rationale, the major trends in educational reform are presented along with the parallel shifts in the theoretical models from which each reform initiative was founded. The argument is made that, should educational reform continue to develop parallel to theoretic models in the social sciences, the next reform initiatives will likely be based on social constructionist theory. Appreciative Inquiry is presented as a practical application of social constructionist theory as it relates to organizational development. It is presented here as a potential social constructionist approach to school reform. In addition to this paper, the project includes the curriculum outline for a one-day workshop for school administrators on the application of Appreciative Inquiry in schools.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 2000

Title: Mentalization and interpersonal problems in borderline personality disorder (BPD) traits
Contributors: Melanie Adamsons (author), Heath Matheson (thesis advisor), Caroline Sanders (chair), Annie Duchesne (committee member), Daniel Cox (committee member), Davina Banner (committee member), University of Northern British Columbia Education-Counselling (Degree granting institution)
Abstract: Difficulties in mentalization may be a developmentally based foundation for interpersonal problems in Borderline Personality Disorder (BPD). Fonagy and colleagues have developed a theoretical framework whereby relationships between difficulties in mentalization and other core characteristics of BPD (i.e., insecure attachment, intrapersonal emotion dysregulation and identity diffusion) may underlie interpersonal problems. However, most of the published work on these aspects of the framework have been theoretical in nature. The aim of the study was to investigate this framework and extend it by including interpersonal emotion dysregulation. Simple and multiple mediation analyses were performed with a convenience sample of 64 undergraduate students. Results indicated that hypomentalizing mediated the relationship between BPD symptoms and interpersonal problems. No significant mediators were found between insecure attachment and interpersonal problems or between mentalization errors and interpersonal problems. Limitations include the sample size and the lack of a negative emotion induction and recommendations for future research are suggested.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 2020

Title: UNBC clinic of care: clinic manual and marketing plan
Contributors: Jeffrey Ryan James (author), Linda O'Neill (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this project was to develop two documents that will become the framework for the proposed establishment of a clinic of counselling that would meet the training needs of graduate students in the University of Northern British Columbia's (UNBC) Masters of Education, Counselling Specialization program, and the needs of community members of Prince George. The two documents include a marketing plan for the implementation of the proposed clinic and a manual for the operation of the clinic. The clinic manual is a document that forms the foundation on which to build a safe, ethical, professional, and organized clinic through detailed clinic policies and procedures. This manual is comprehensive enough to give people all the required information needed to run the clinic. The marketing plan provides those who work on implementation a framework for how to deliver competent services, address financial needs, raise funds, and do risk assessment.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 2009

Title: Evaluation of the community agency Future Cents
Contributors: Tom Wainwright (author), Paul Madak (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 2004

Title: Daily experiences of parenting a child with suspected FASD and the applicability of a psycho-educational group.
Contributors: Stephen David Robert Bennett (author), Corinne Koehn (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The present study explored the types of challenges parents with children of suspected FASD face on a daily basis and parents' experiences of those challenges. Participants were 7 foster and biological parents who were raising children with suspected FASD these parents were scheduled to participate in a psycho-educational parenting group and their children were on a waitlist for assessment. Qualitative data was gathered using semi-structured interviews and journals. Data was analyzed using thematic analysis and incorporated aspects of the constant comparative method. Results suggest that participants have faced challenges related to a challenging environment, the child's impaired cognitive functioning, other medical conditions, seeking to facilitate the child's independence, and the child's confrontational attitudes. Meta themes included parents having hope that improvement was possible, parents' self-awareness and self-reflection, parents' flexibility and creativity, and parents' understanding of situations form the child's perspective. Implication for programming, counselling, and future research are discussed. --Leaf ii.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 2015

Title: Adolescence and school transitions: what are the issues?
Contributors: Michelle Leanne Smith (author), Tom Strong (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this paper is to review the research on issues related to adolescent school transition. The definition of school transition in this paper includes the adjustment experienced when leaving one's elementary school and moving to a middle, junior, or secondary school. The specific transition issues reviewed are students' perceptions of the transition, and defining the challenges and contexts of adolescence. This paper looks at the characteristics that hinder success during school transition: perceptions of competence and motivation, culture and socioeconomic status and gender differences. Conversely, the characteristics fostering success during transition are discussed: risk and resilience, attachments and friends ' influence on adolescence during transition. The implications of these issues are important in planning and implementing counseling and transitional programs. The effects of full, partial or no program are also discussed. Suggestions are made to those working with adolescence at the school level during transition to utilize a team approach.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 2000

Title: School-based evidence for the validity of curriculum-based measurement norms for French immersion students in School District #57
Contributors: Sheralee Thibault (author), Peter MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 2006

Title: The use of narrative therapy in counselling bridging participants
Contributors: Andr~a McKenzie (author), Peter MacMillan (Thesis advisor), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 1998

Title: Picture book bibliotherapy: a handbook for individual and group counselling
Contributors: Leah Jackson (author), Linda O'Neill (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Picture storybooks offer situations that are at once universal and unique, and they do this through the skillful interweaving of art and text. Unfortunately, their potential as instruments of bibliotherapy is rarely realized. This project was undertaken to present the multidimensional nature of picture books and their efficacy as therapeutic tools. To that end, I researched bibliotherapy approaches and combined tenets of affective bibliotherapy with methodologies of reading theorists and practical applications from reader response theory to create a new therapy, which I christened picture book bibliotherapy. I crafted a handbook of read aloud strategies, processing activities, group workshops, and therapy termination procedures to use with 12 commercial picture books, in order to inspire therapists and clients to explore the world of talented writers and illustrators, with the ultimate goal of finding new ways of experiencing personal growth and change. --P. ii.
Discipline: Education-Counselling
Content Model: info:fedora/ir:thesisCModel
Date added: 2012