University of Northern British Columbia Institutional Repository

Search results

Search Results

Displaying (1 - 20 of 132)

Pages

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: 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: Relationships over rules
Contributors: Katrina Infanta (author), John Sherry (thesis advisor), Deborah Kohen (committee member), Judy Polysou (committee member), University of Northern British Columbia (Degree granting institution)
Abstract: Attachment theory is an integral aspect of relationships and bonds that form between people: parent and child, friends, teacher and student and intimate partners. Most of the literature available on attachment theory is focused on these relationships. It is evident that educators are in a profession where they have the opportunity to develop long-term bonds and relationships with their students.
Discipline: Education-Counselling
Date added: 2019-03-25T23:14:40.29Z

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
Date added: 2017-04-11T21:15:50.683Z

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
Date added: 2017-03-29T17:24:16.61Z

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: 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: 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
Date added: 2017-03-30T17:06:24.098Z

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
Date added: 2017-04-10T22:14:50.074Z

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
Date added: 2020-11-24T23:53:15.76Z

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
Date added: 2017-04-10T22:04:06.755Z

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
Date added: 2017-04-10T22:10:24.078Z

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
Date added: 2017-04-11T21:14:21.187Z

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: 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: 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: Experiences of engaging in Archetypal Dreamwork
Contributors: Birgit Laskowski (author), John Sherry (Thesis advisor), Linda O'Neill (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This study describes the experiences of six participants who engaged in the process of Archetypal Dreamwork. The purpose of this study is to contribute to that body of knowledge which pertains to working with dreams in therapy, from the perspective of the participants. Through thematic analysis, interviews with the six participants yielded two main themes and five sub-themes. The findings indicate that engagement in Archetypal Dreamwork for the participants in this study feels safe and is effective for most in generating insights, acceptance, and understanding of oneself and others, which manifest as changes in how one relates to the self and others. The findings are consistent with other research which indicates a role for working with dreams in the context of therapy. --Leaf ii.
Discipline: Education-Counselling
Date added: 2017-03-29T17:30:02.838Z

Title: Cognitive analysis of an autoethnography
Contributors: Andy Bellamy (author), Judith Lapadat (Thesis advisor), Trudy Mothus (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This is an autoethnography project and consists of five stories in short story literary format chosen from events that had significant influence on my personal development. The stories are accompanied by a brief synopsis of the information processing account of cognitive theory. The theoretical component is followed by an analysis of the stories from the cognitive perspective thus producing a novel means from which to explore cognitive theory and cognitive therapy. Autoethnographies have the effect of examining how human experience is endowed with meaning therefore examination from a theoretical standpoint serves as a solid foundation from which to expand on initial interpretations and experience from the autoethnography alone. This project is an attempt to combine the personal with the scholarly and is a means towards blurring the illusionary division between scholarly and personal/evocative writing.
Discipline: Education-Counselling
Date added: 2017-04-10T22:05:45.459Z

Title: The effects of strategy instruction on the reading comprehension achievement of junior secondary school students.
Contributors: Trudy Georgine Mothus (author), J. Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Counselling
Date added: 2017-03-29T17:33:39.968Z

Pages

Usage statistics