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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: 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: 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: 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: 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: 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: Trauma counselling: a comprehensive overview for undergraduate and graduate students
Contributors: Sonia Isabelle Thibeault (author), Linda O'Neill (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Throughout the literature on trauma, various researchers have pointed out the necessity of incorporating trauma education into academic settings. The purpose of this project is to present a comprehensive overview of trauma counselling to undergraduate and graduate students. The twelve sections encompassing this project are the following: (1) What is trauma? (2) Posttraumatic Stress Disorder (PTSD) and symptomatology (3) Complex Trauma in adults and symptomatology (4) Complex Trauma in adolescents and children (5) Assessment of PTSD and Complex Trauma in adults, adolescents, and children (6) PTSD modes of treatments (7) Phases of treatment for PTSD and Complex Trauma (8) Culture and trauma (9) Historical Trauma (10) Intergenerational Trauma (11) Secondary Traumatic Stress, Vicarious Traumatization, and clinician self-care and (12) Coping strategies and Posttraumatic Growth. This project ideally will prepare future clinicians to effectively deal with trauma issues in their clinical work and, ultimately, to provide quality services to trauma survivors. --P.ii.
Discipline: Education-Counselling
Date added: 2017-04-10T22:06:52.09Z

Title: Social constructivism in public alternative education
Contributors: Larry Johannesen (author), Colleen Haney (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The central idea of social constructivist thought is that knowledge is not objective but characterized by interpretation. Because knowledge is seen as deriving from individual interpretations of reality, knowledge is subject to change. This understanding contrasts with the present transmission approach taught in public schools. If knowledge is individual and socially constructed, then teachers employing the social constructivist approach in the classroom may be able to move education toward a more pluralistic and inclusive model. Interestingly, it seems that in public alternate education classrooms, many teachers may have avoided the traditional model of school, in which rewards and penalties dominate student-teacher relationships. A focus group research design was used to explore teacher-student relationships in public alternate schools, focusing on the use of social constructivist principles and practices. Data were collected through five focus groups, four groups of students and one group of teachers. All participants were drawn from public alternate schools in northern British Columbia. The results of the focus group study indicated that public alternate teachers rely on some components of a social constructivist approach to teaching and learning. For example, students have been provided with a student-centered learning environment. Findings also reveal that a strong relationship has developed between the teachers and the students in these alternate schools. It seems important for alternate school teachers to become aware that they are exercising some social constructivist learning practices so that a common approach and purpose can be employed in all alternate settings. The implications for counsellors using a social constructivist approach to counselling is discussed.
Discipline: Education-Counselling
Date added: 2017-04-11T21:17:00.86Z

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: 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
Date added: 2017-04-10T22:16:55.714Z

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
Date added: 2017-04-10T22:10:56.81Z

Title: Working with teens through grief and loss: a resource manual
Contributors: Gaylene Clark (author), Linda O'Neill (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Counselling
Date added: 2017-04-10T22:07:10.707Z

Title: A collection of aboriginal stories and wisdoms for counsellor development
Contributors: Judy Letendre (author), Tina Fraser (thesis advisor), John Sherry (thesis advisor), Rheanna Robinson (committee member), University of Northern British Columbia (Degree granting institution)
Abstract: Current mainstream counselling education is Euro-American based; a practice presenting other worldviews, including Indigenous, as sidelines categorized under umbrella terms such as multiculturalism, diversity or cultural competency. This relatively singular lens misses the depth in counselling practices and often sees other cultures incorrectly and leads to misunderstandings or unhelpful, even harmful practices like racism. Aboriginal stories and wisdoms have been gathered to develop Indigenous curriculum that will share equal educational space. For this project, I combined Indigenous principles and protocols and standard qualitative methods to gather and analyze the information. I interviewed Aboriginal people I had known previously from various BC Nations as unique individuals holding wisdom and knowledge passed to them through their Indigenous ancestry, and with various connections to counselling as a client, counsellor, educator and/or course developer. Their collective voice suggests Indigenous knowledge be delivered in an Indigenous way using heart learning and spiritual purpose, teachings seen as absent in in western based counselor education.
Discipline: Education-Counselling
Date added: 2017-08-30T15:25:59.655Z

Title: A course in cross-cultural counselling for central and northern British Columbia
Contributors: P. Lynne Garner-Pakenham (author), Corinne Koehn (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this masters' project is to present a rationale for cross-cultural counselling education in central and northern British Columbia and to provide a graduate-level 13-unit course in cross-cultural counselling. I begin by reviewing the findings of the American Psychological Association Division 17 Position Paper (1982) along with subsequent studies investigating the effectiveness of cross-cultural education in helping counsellors work successfully with clients from other cultures. The three dimensions of awareness, knowledge, and skills suggested the framework for the development of the course and informed the learning objectives for each major topic. Learning outcomes for counselling students include the development of cultural self-awareness, recognising bias and racism, improving knowledge about cross-cultural issues, and developing cross-cultural counselling skills appropriate for working with specific populations prevalent in central and northern British Columbia.--P.ii
Discipline: Education-Counselling
Date added: 2017-04-10T22:14:14.027Z

Title: Discussion of ethical issues for counsellors as related to mandated reporting of child abuse
Contributors: Annabelle June Roang (author), Colleen Haney (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Society progressively alters its attitude towards children and their welfare. Therefore, expectations of parents are reviewed and changed. So to it is with child abuse. Social welfare is guided by the prevailing social beliefs, theories, and knowledge which shape political initiatives legislating the ground work and practices which frame child welfare responses to child abuse. Child abuse consists of neglect, physical and sexual abuse. This study contends that counsellor's decision around reporting suspected child abuse is influenced by a variety of factors. The defining factors of child abuse and related ethical issues for Counselling Professionals will be examined. Most child abuse occurs within the family, therefore, I will focus in this area. As professionals are mandated to respond to child abuse, this paper will speak to different issues in terms of social work and issues related to reporting child abuse to Child Protection Services. In this paper, I will use the descriptors 'counsellor' and 'therapist' inter-changeably.
Discipline: Education-Counselling
Date added: 2017-04-11T21:17:44.463Z

Title: Cultural sensitivity: counselling Indo-Canadian clients
Contributors: Reeta Manhas (author), John Sherry (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this project is to develop a workshop to education and train mental health practitioners to effectively help Indo-Canadian (I am going to use interchangeable terms Indo-Canadian, East-Indians or/and South Asians throughout in my project) clients. A review of the literature on Indo-Canadian culture will be provided, including the social and psychosocial experiences of Indo-Canadian individuals in a Western society. Different identity models will be discussed in relevance to Indo-Canadian people. Then, client counsellor relationship and counselling theories that work best for this population will be discussed. Workshop format, target audience, and ethical concerns are presented. Detailed scenarios regarding Indo-Canadian culture and interactions will be included in this workshop. --Leaf ii.
Discipline: Education-Counselling
Date added: 2017-03-29T17:26:37.083Z

Title: 'He said he loved me. I wanted to be loved': Young women's experiences of coping with violence in intimate relationships.
Contributors: Marina Ursa (author), Corinne Koehn (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This study examined lived experiences of coping with physically violent common-law or marital relationships for women 19 to 24 years old. Information was collected from five women through semi-structured interviews and analyzed using Moustakas' transcendental phenomenological approach. Findings revealed that young women reduced stress, engaged in a variety of cognitive strategies, used communication with partners, managed violence, escaped, disclosed or hid evidence of abuse and violence from other people, were supported and hindered from family and friends, and relied on strangers and acquaintances. Findings indicate young women's coping was not about healthy or unhealthy strategies. Whether she remained in the relationship, tried to change dynamics, or left her partner, coping was an attempt to retain personal power and control. Findings highlight the importance of studying both how young women cope and their motivations for coping with abuse and violence. Implications for counsellor education, professional practice, and future research are discussed. --P.ii.
Discipline: Education-Counselling
Date added: 2017-03-30T17:06:47.951Z

Title: Gender and Aboriginal differences in elementary school students' CBM reading, writing, and DIBELS scores.
Contributors: Shelley Wiltshire (author), Peter MacMillan (Thesis advisor), Catherine McGregor (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Counselling
Date added: 2017-03-30T17:00:50.422Z

Title: Beforeplay: Family stories, teen and adult parents and sexual health communication.
Contributors: Autumn Marie Chilcote (author), Linda O'Neill (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: In previous research, teens and parents continually report difficulties sharing what they know about sexuality with members of their families. This can lead to distressing emotional, social and physical consequences ranging from risky sexual behaviours to disconnections within the family. The importance of preserving family connections while sharing expertise around sexual behavior led to the question- what are families' stories of sexuality and how do these stories matter to sexual health and relationships? Through the qualitative method of narrative inquiry guided by social construction and critical social theories, this research study explored, through the narrative methods of storytelling and drawing, the interplay between family connections, knowledge about sexuality, and communication exchanges about sexual behavior. This work offers insights into the uniquely-situated and diverse pathways of sexual health and family communication, supporting ongoing development of health promotion programs that are oriented toward the needs of individuals and community. Discussion includes how family drawings created by participants, concept mapping, and ghostwritten stories formed the analysis, and how these outcomes may influence sexual health education and counseling.
Discipline: Education-Counselling
Date added: 2017-03-30T17:09:36.118Z

Title: Spirituality, religion and counselling practice: a guide to competent integration
Contributors: Tyrell R. Arnold (author), Linda O'Neill (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Counselling
Date added: 2017-04-10T22:03:44.247Z

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