Education, Faculty of

Permanent URI for this collection


Recent Submissions

Now showing 1 - 5 of 208
  • Item
    Exploring the experiences of current and former child and youth care workers in therapeutic residential care programs
    (Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2022) Brennan, Zoë L. B.; University of Lethbridge. Faculty of Education; Piquette, Noëlla
    Turnover among child and youth care workers (CYCWs) has been a consistent problem for therapeutic residential care (TRC) programs. Previous studies show this turnover may be linked to the many challenges residential CYCWs encounter such as client violence, the demands of the role, low wages, burnout, etc. Such studies are primarily quantitative and only surveyed current residential CYCWs. In the present study, both current and former residential CYCWs participated in semi-structured interviews. An evolved grounded theory approach was utilized to uncover a better understanding the experiences of residential CYCWs and explore the factors associated with their decisions to remain in or leave this role. Analysis of the ten participants’ interviews yielded seven major themes nested in the core social process category: caring. These results formed a theoretical model for understanding the experiences of residential CYCWs.
  • Item
    Autistic youths’ experiences with emergency remote learning during COVID-19: a perspective on well-being
    (Lethbridge, Alta.: University of Lethbridge, Faculty of Education, 2022) Batta, Millie; University of Lethbridge. Faculty of Education; MacCormack, Jeffrey W. H.
    School closures due to the COVID-19 pandemic resulted in a shift to emergency remote learning, particularly affecting autistic students who experienced disruptions to school-based supports and social interactions. This mixed-methods study explored the experiences and perceptions of autistic youths and their mothers of emergency remote learning during the first several months of the COVID-19 pandemic (March to June 2020), with a focus on well-being. Data was gathered from nine autistic youth (ages 10 to 17), alongside their mothers, through questionnaires and semi-structured interviews. Autistic youths and their mothers reported that remote schooling came with a spectrum of benefits and challenges. The youths’ experiences of remote schooling are described through three common themes: (1) social, (2) emotional, and (3) academic. In considering the interactions between the youth and their context, their challenges of remote schooling seemed to be influenced by the anxiety levels, severity of social responsiveness restrictions, and their comfort with technology. Limited social opportunities, teaching supports, and classroom structure seemed to negatively impact the youths’ well-being and supportive relationships. The use of technology did not substitute in-person social interactions during remote schooling, but did offer youths an alternative approach for connecting with others. Professionals who work with autistic youths may benefit from understanding their remote schooling experiences using a thriving framework to better support their social, emotional, and educational needs during the recovery from the pandemic and beyond.
  • Item
    Cyber victimization: do resilience and posttraumatic stress play a role?
    (Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2022) Molyneaux, Rebecca Louise; University of Lethbridge. Faculty of Education; Greidanus, Elaine
    Within adolescent populations, correlations between cyber victimization and posttraumatic stress have been found; however, it is unknown if these experiences also occur within the general adult population. Cyber victimization’s pervasiveness has led treatment planning towards developing resilience, rather than ending the perpetration of the individual. Thus, individuals from the adult population were surveyed to evaluate the occurrence of cyber victimization and then explore the relationships it may share with posttraumatic stress and resilience. Cyber victimization, posttraumatic stress, and resilience were measured via the CyberBullying Victimization Scale (CBV), the PTSD Checklist for the Diagnostic and Statistical Manual of Mental Disorders 5th Edition (PCL- 5), and the Connors-Davidson Resilience Scale 25-item scale (CD-RISC-25), respectively. The data gathered yielded three significant findings in the adult population: 1) cyber victimization does occur; 2) perceived experiences of cyber victimization are positively correlated with posttraumatic stress; and 3) resilience does not share a relationship with cyber victimization.
  • Item
    Understanding the role of social support within a naturalistic intervention
    (Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2022) Kryska, Kathryn; University of Lethbridge. Faculty of Education; Greidanus, Elaine
    Social support is a psychosocial factor that has been found to buffer the effects of postnatal depressive symptoms. Welcome to Parenthood (W2P) is an informal naturalistic mentorship intervention aimed at reducing postnatal depression. The goal of the current study is to utilize intervention data to uncover the subcategories and patterns of social support used by mentors, identify the impact of received social support on postnatal depressive symptoms among first time mothers, and whether mother’s experiences of adverse childhood experiences (ACE) impact social support in this Canadian sample. The results indicate that received social support may not significantly involved in the reduction of postnatal depressive symptoms, and social participation may be even less effective among women with high ACE scores. Exemplars of social support within the mentorship relationship are presented and the application of clinical considerations for future mentorship interventions for this population are discussed.
  • Item
    Illness identity and preferences for group therapy in adults with chronic illness
    (Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2022-07-21) Kubik, Dalaine; University of Lethbridge. Faculty of Education; McBride, Dawn L.
    This thesis explored, through an online survey, the illness perceptions and group therapy preferences of 213 adults with chronic health conditions. This research study was the first to introduce the concept of illness identity to the context of group therapy and filled significant gaps within the literature regarding the firsthand preferences of this population. The participants were recruited through a variety of social media platforms, including chronic illness support groups on Facebook. Descriptive and nonparametric statistics were used to explore: (a) what adults with chronic illness want from group therapy, (b) how illness identity was characterized in this transdiagnostic sample, and (c) how illness identity relates to preferences for group therapy. The data demonstrated that illness identity significantly related to preferences regarding the characteristics of group leaders, elements of group structure, and topics to address in group. Future directions for research and practice recommendations for group therapists are provided.