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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
Date added: 2017-04-10T22:15:17.723Z

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
Date added: 2017-03-29T17:21:51.847Z

Title: Test anxiety: the voices of the students
Contributors: Theresa Ann Mooring (author), Paul Madak (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education
Date added: 2017-04-10T22:13:06.359Z

Title: Guided reading: a manual for grade 1 educators
Contributors: Melissa Nielsen (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia College of Arts, Social, and Health Sciences (Degree granting institution), Tina Fraser (Committee member), Deborah Thorvaldson (Committee member)
Abstract: Grade 1 is markedly the most challenging and exciting time in a child’s school experience. These children are no longer the youngest at school, and chances are they have gained an inch or two in height; in this sense, it is a year to feel big. This also marks a time of learning how to read, one of the biggest milestones during the Grade 1 school year. Learning to read is an essential, and fundamental, component of being a successful student, as it spans across all grades and all curriculum. Guided reading can serve as an effective and practical teaching program in order to effectively support students’ journey of developing reading proficiency. This project describes my development of a guided reading manual for Grade 1 teachers... .
Discipline: Education-Special Education
Date added: 2017-05-15T16:21:59.754Z

Title: Kindergarten readiness: a handbook for parents
Contributors: Carlie Painter (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Parents of children entering Kindergarten are anxious and eager to help their children prepare for this major milestone in life, however many are unapprised of the best methods to assist. They focus heavily on academic preparedness such as reading, writing, and mathematics, and do not consider preparing their children socially, emotionally, and physically. This project describes my development of a Kindergarten readiness handbook for parents, applying my personal experience as a Kindergarten teacher as well as qualitative content analysis to analyze the literature on early learning and other parent handbooks and resources. The handbook deals with five domains of Kindergarten readiness: social-emotional development, motor skills development, language and literacy development, self-care, and family and school partnerships. Along with information about these four domains, the handbook offers suggestions and strategies for parents to support their children with the transition to Kindergarten. This easy-to-understand handbook offers parents a concreate resource to help guide their children's journey to formal schooling. --Leaf ii.
Discipline: Education-Special Education
Date added: 2017-03-29T17:27:22.75Z

Title: Prediction of national mathematics and science achievement by socioeconomic and health factors with a focus on Ghana
Contributors: Christian Appoh (author), Peter D. MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Mathematics and Science are two disciplines considered imperative for technological advancement of any country. However, Ghana placed 47th out of 48 counties in the 2003 Trends in International Mathematics and Science Study (TIMSS). Ghana placed lowest for both Mathematics and Science in the 2011 TIMSS. The purpose of this study was to examine Mathematics and Science achievements in relation to economic and health outcomes for the countries in the 2011 TIMSS report. Multiple linear regression was used as a method to predict achievement. The criterion variables were a Mathematics composite score and a Science composite score. The predictors were Under 5 Mortality Rate and Gross National Income for both Science and Mathematics. Science achievement was more strongly related (55%) to these predictors than was Mathematics achievement (47%). Ghana's results were accurately predicted based on these factors. These findings have implications for Ghanaian educators. --Leaf ii.
Discipline: Education-Multidisciplinary Leadership
Date added: 2017-03-29T17:29:22.32Z

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
Date added: 2017-04-11T21:18:48.731Z

Title: A case study of teacher collaboration at Duchess Park Secondary School
Contributors: Keith Takuya Wood (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this project was to identify issues and barriers to teacher collaboration within Duchess Park Secondary School (DPSS) and offer strategies to improve practice. An assessment of the successes and failures of the current mechanisms for collaboration was conducted through a broadly-distributed, anonymous questionnaire to DPSS staff, and through a narrowly focused interview process which targeted individual members of collaboration groups in varying disciplines and demographics at DPSS. Once data was collected it was analyzed using qualitative thematic data analysis. The main barriers to successful teacher collaboration at DPSS were individual personality conflicts, a lack of leadership within collaboration groups, a lack of predetermined collaboration objectives and agenda, and in some cases isolation and teacher work load. These barriers lead to feelings of dissatisfaction with collaboration sessions, frustration, and uncertainty, which further complicated the success of collaboration teams. Successful DPSS collaboration groups were those who: Exhibited a positive team mentality enabling the group to work together, had a clear group leader to organize and mediate the discussions, and who prepared an agenda and objectives for the group prior to the collaboration session so that each group member could prepare and participate. It was recommended that groups displaying the main barriers identified in this study work at primarily resolving these in order successfully collaborate. It was noted that individuals who do not believe in true collaboration or those who do not believe that change is needed within the PLC may not have participated in the general questionnaire and therefore their opinions may not have been reflected in this study. --Leaf ii.
Discipline: Education-Multidisciplinary Leadership
Date added: 2017-03-29T17:20:24.157Z

Title: The experience of hope for domestic violence support workers.
Contributors: Maggie Jan Crain (author), Corinne Koehn (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This study explored the lived experience of hope for domestic violence support workers. A hermeneutic-phenomenological approach was used to collect and analyze the experiences of six professional women, ages 37 through 69. Four themes, each with sub-themes, emerged from the findings. One theme, Hope is Visceral, reveals the phenomenology of hope as experienced through bodily sensations, reactions, and emotions. A second theme, Hope is Contextual, describes how experiences of hope are enhanced by personal perspectives and social environments. A third theme, Hope is Mutual, reveals how interactions with other people inspire a sense of hope. A fourth theme, Hope is a Journey, illustrates how hope evolved over the years to reveal new understandings of what it means to live hopefully. The findings are discussed in relation to the current literature. Implications for counselling, counsellor education, service provider organizations, and suggestions for future research are presented.
Discipline: Education-Counselling
Date added: 2017-03-30T17:07:01.594Z

Title: The Seniors' Connection Programme: an evaluation
Contributors: Loraleigh Fitzgerald (author), Bryan Hartman (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract avaialble.
Discipline: Education
Date added: 2017-04-10T22:16:06.267Z

Title: The lived experience of sensing the presence of the deceased
Contributors: Barbara Lynn McLean (author), Martha MacLeod (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: A common experience among mourners is thinking they have seen, heard, or experienced the presence of the deceased. In counselling literature these experiences are characterized as hallucinations that occur as a symptom of grief. Mourners often believe they are in contact with another reality and as a result feel that mental health professionals misunderstand them, leading to a silencing of the phenomena. In order to be more helpful to these prospective clients, counsellors need a deeper understanding of the experiences from the perspectives of those having them. The purpose of this descriptive phenomenological thesis is to portray the lived experience of perceiving the presence of the deceased as described by seven participants having had the experience. The interview data were transcribed and analyzed for common themes through a process adapted from Colaizzi (1978). Although much was discovered, the most fundamental findings were that the experiences were best described as spiritual and had positive effects on the participants. Other findings included the inability of participants to find words that could describe their experiences, the limited willingness to share their experiences with others, the inability of the participants to control their experiences, and the discovery that participants were not always grieving when the experiences occurred. These findings raise important questions concerning counsellors' approaches to clients. Knowing how to encourage disclosure of the experience, or how cultural differences affect the experiences, or the extent of effects that these experiences have on peoples' lives could be particularly beneficial to counsellors.
Discipline: Education-Counselling
Date added: 2017-04-10T22:15:03.611Z

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
Date added: 2017-03-29T17:21:46.625Z

Title: BC teachers' experiences with the learner, environment, instruction, curriculum (LEIC) planning tool
Contributors: Meredith Keery (author), Andrew Kitchenham (thesis advisor), University of Northern British Columbia College of Arts, Social, and Health Sciences (Degree granting institution), Tina Fraser (committee member), Cindy Heitman (committee member)
Abstract: 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.
Discipline: Education-Special Education
Date added: 2019-04-05T20:31:49.861Z

Title: The role of leadership in negotiating adolescent identity: Voices of female secondary school students in alternative education.
Contributors: Nicole M. Joron (author), Willow Brown (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This narrative study presents a collection of personal experience stories from five young women enrolled in grades 11 and 12 of an alternative education program. The purpose of this study is twofold exploring how the participants perceive and experience leadership in their lives and how their experiences with leadership affect the participants' development of a stable sense of identity and an empowered sense of self. The collected data is presented first as whole narratives and then through themes that emerged from a content analysis. The analysis revealed helpfulness as the defining characteristic of leadership and that the participants believe they are leaders, at least some of the time. The participants demonstrated having reached a stable sense of identity but expressed a lack of confidence as a barrier to becoming fully empowered persons. Using these findings, the researcher outlines ideas for the development, recruitment, and implementation of youth leadership development programming. --P.ii.
Discipline: Education-Multidisciplinary Leadership
Date added: 2017-03-30T17:07:23.952Z

Title: Making sense of synchronicity.
Contributors: Robert Laval (author), John Sherry (Thesis advisor), Linda O'Neill (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This research project explores the experience of synchronicity by everyday people. Synchronicity is the idea that apparently random events are related because of the meaning attributed to them. This study is qualitative in approach utilizing thematic analysis to examine in detail the transcripts of interviews with participants who were selected based on their belief in synchronicity, their interest in sharing their stories and understandings of synchronicity and where located by chance using word of mouth. The interviews appeared to be a delight for all involved. This research provides a voice to the perspectives and responses stirred up by this enigmatic phenomenon for people who otherwise would pass us by. The findings focus on seven predominant themes organized into three categories. They suggest that more than a mere crack exists in the dominant Western worldview of the nature of reality as a result of synchronistic experiences. --Leaf ii.
Discipline: Education-Multidisciplinary Leadership
Date added: 2017-03-30T17:13:15.102Z

Title: Perceptions of the 2009 impact of curriculum implementation on teaching practices of social studies 12 teachers in Northwest Alberta.
Contributors: Susan E. Mills (author), Bruce Galenza (Thesis advisor), Peter MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Initial teacher perceptions of the impact of the new Alberta Social Studies curriculum on teaching practices were examined. Social Studies teachers in Northwest Alberta were surveyed, quantitatively and qualitatively, about the use of critical thinking skills in their teaching practices before, and after, implementation of the Grade 12 curriculum. Quantitatively, no significant differences in teaching practices were found. Neither were there any differences in teaching practices found when teachers were differentiated by the variables of sex, total teaching experience, Social Studies teaching experience and department size. However, there were increases found in workshop attendance. Qualitatively, the results aligned with the literature related to teachers' concerns of time, resources, technology, collegial support, professional development, and classroom environment only one exception related to teacher experience was found. School administrators, professional development planners, curriculum designers, and assessors of the implementation of new curricula would find this study of interest. --P. ii.
Discipline: Education-Multidisciplinary Leadership
Date added: 2017-03-30T17:07:49.231Z

Title: Serving elementary students' instructional needs with video tutorials
Contributors: Kenneth David Beck (author), Bryan Hartman (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: In grade 4-7 computer skills classes, screencasts were used to study how learner needs for assistance were served by video-tutorials in which learners could control the pacing and sequence of instruction. This study measured and compared the number of student requests for assistance during video-tutorial and teacher-led lessons, their performance on posttests following both methods of lesson delivery, and their attitudes and perceptions of their experiences of learning with video tutorials. When they were using video tutorials, controlling the pace and sequence of instruction in accordance with their own preferences, learners worked more independently and requested less support from the teacher or peers than they did during teacher-led lessons. Video-led groups outperformed teacher-led groups on posttests in this study. Student survey responses indicated that most students utilized the ability to pause and replay segments of the lesson preferred video-led lessons over teacher-led lessons and reported that video-led lessons made learning easier than it was during teacher-led lessons. --P. ii.
Discipline: Education
Date added: 2017-04-10T22:05:20.654Z

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
Date added: 2017-04-10T22:06:14.946Z

Title: Faculty experiences of students in distress on Canadian post-secondary campuses
Contributors: Robert Giardino (author), Linda O'Neill (thesis advisor), University of Northern British Columbia (Degree granting institution), John Sherry (committee member), Sherry Beaumont (committee member)
Abstract: What started as a project to discern faculty’s preferred role in working with students in distress has turned into a discovery of student challenges on post-secondary campuses including but not limited to trauma, indigenization, barriers affecting non-traditional students and other discussions including faculty self-care. The research was prompted by CACUSS and CASA’s recommendations for faculty involvement in creating healthier campuses with specific reference to mental health. Seven faculty members from a four-year university and two-year college from a northern Canadian community volunteered for approximate one-hour semi-structured interviews on their experiences with students in distress. The interviews were coded and analyzed using a thematic analysis. The emergent themes were common humanity, passion, concern and frustration. The author proposes post-secondary institutions look at adopting trauma-informed approaches to building policy, procedure and campus environments to address mental wellness and distress for all campus community members, students, staff and faculty alike.
Discipline: Education-Counselling
Date added: 2019-03-28T22:18:14.48Z

Title: Building alliances to understanding and working with students affected by fetal alcohol spectrum disorder.
Contributors: Sarah Deagle (author), Andrew Ritchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this thesis was to examine the question, What are the differences in the attitudes and beliefs between Aboriginal and non-Aboriginal teachers with regards to students with fetal alcohol spectrum disorder (FASD)? I randomly selected Aboriginal (n=5) and non-Aboriginal teachers (n=5) to participate in a semi-structured interview and to complete a series of 13 vignettes with the researcher. The teachers represented five schools in northwestern BC three at the local high school and seven from four elementary schools. I assessed the interview data qualitatively and the vignettes quantitatively. The data revealed that there were many shared beliefs between the two groups of teachers. The differences were apparent in their variant orientations, or the nuances in behaviour. Many of the dominant orientations were similar between the two groups. I conclude the thesis with recommendations for further research and present my conclusions for the study. --Leaf ii.
Discipline: Education-Special Education
Date added: 2017-03-30T17:13:17.606Z

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