Faculty of Education Projects
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- ItemThe effects of generation anxiety on post-secondary mental health outcomes: Implications for service providers and educators(2025) Tahir, Aleena; Gunn, Thelma; Brenner, CharlotteDespite increased access to mental health services, Generation Z reports the highest rates of depression, anxiety, and stress. Guided by Life Course Theory, this study examined how environmental, technological, and socioeconomic conditions influence youth mental health, with a focus on generation-specific anxieties related to climate change, artificial intelligence, and financial concerns. A mixed-methods design was employed, drawing on quantitative data from 586 post-secondary students using standardized mental health and anxiety scales, along with qualitative responses to open-ended questions. Pearson correlations and stepwise linear regressions revealed that financial anxiety was the strongest predictor of depression, anxiety, and stress. Eco-anxiety and AI anxiety also contributed to mental health outcomes in nuanced ways. Although proposed moderators did not significantly alter these relationships, factors such as social isolation, social support, and daily internet use were independently associated with mental health outcomes. Qualitative data reinforced these findings, with students expressing concern about financial insecurity, environmental degradation, and the impact of AI on job security. These findings highlight the need for clinicians, educators, and policymakers to develop targeted supports and policy responses that address the broader structural pressures affecting the psychological well-being of Generation Z.
- ItemTikTok made me do it: the risks of self-diagnosing using social media(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2025) Yum, Catherine J.; University of Lethbridge. Faculty of Education; Gunn, ThelmaIn an age where accessing information and personal insights is instantaneous, this project examines the rise of self-diagnosis of mental disorders among social media users. This refers to the idea that information encountered on social media informs an individual’s decision to self-diagnose. Properties of social media such as the ability to rapidly share personal stories, algorithms, and peer interaction may be perpetuating this phenomenon. Additionally, there is growing concern regarding inaccurate information and problematic understandings of mental health concepts. Adolescents appear to be particularly susceptible to this trend based on internal and external factors. Literature on this topic has emerged in recent years, however there is a gap in practice that addresses the risks involved in self-diagnosis using social media. To address this gap, this project suggests recommendations for learning as well as a presentation proposal and slideshow aimed at adolescents based on a comprehensive literature review. Additionally, a presentation proposal for teachers and parents is included. By doing so, social media users may be better equipped to engage in and interact with mental health discourse.
- ItemDeveloping concreteness through connections with mathematical representations(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2025) Cayford, Amanda; University of Lethbridge. Faculty of Education; Marynowski, Richelle; Slomp, DavidThis paper presents a new framework called the Concretion-Based Learning Framework (CBLF). It is a tool created to support teachers in planning learning environments that promote conceptual understanding through the interactions that students have with multiple representations. Drawing from my teaching experiences, this project identifies gaps in existing models, such as the CRA model and the ACT model, specifically with how conceptual understandings are explicitly planned for. Drawing on research from Wilensky (1991), Hattie et al. (2017), and Wiggins and McTighe (2005), the project challenges previous understandings of concrete and abstract knowledge in mathematics and suggests that the process of concretion is the missing component when developing conceptual understandings. The CBLF challenges a more traditional linear instructional approach and suggests a cyclical planning process where goals, assessments, and instruction are intentionally aligned so that we can monitor the connections that are being made by students. In response to this need, a Teacher Clarity Tool was developed to guide the instructional design process to promote alignment to achieve the goal of developing concreteness and mathematical proficiency.
- ItemThe Hip-Hop and Mental Health Handbook for Mental Health Practitioners(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2025) Volk, Hunter J.; University of Lethbridge. Faculty of Education; Gunn, ThelmaHip-hop culture is a dynamic, multifaceted movement with profound relevance to mental health practices, albeit one that few professionals have experience with. Practitioners can develop more creative, culturally responsive, and trauma-informed approaches by understanding hip-hop culture and realizing how it can be used to improve mental health. This project articulates a literature review of several critical areas including a brief history of hip-hop culture, hip-hop through a Canadian lens, and the application of hip-hop in mental health practices. Additionally, this project includes a handbook that translates findings from the literature review into an accessible, interdisciplinary resource for professionals seeking to better understand hip-hop culture and potentially incorporate it into their practice. By increasing visibility and facilitating a better understanding of the relationship between hip-hop culture and mental health, this project aims to improve professionals’ engagement with hip-hop as a therapeutic tool in working with diverse, relevant populations.
- ItemFamily-centred care for parents providing care for involuntary adults with a mental health diagnosis: implications for service providers(Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2025) Hussain, Fiza; University of Lethbridge. Faculty of Education; Gunn, ThelmaCaregivers who provide care for an involuntary adult with a mental health diagnosis often experience significant emotional and psychological distress. Limited recognition from healthcare providers frequently leads to the marginalization of parents and families, raising concerns about their overlooked experiences in the healthcare system. Despite growing awareness of the importance of family involvement in involuntary adult mental health, there has been little effort in healthcare systems to integrate the support of families due to complex systemic barriers, with confidentiality being a primary concern. There is limited research for Canadian service providers on how to make their practice more inclusive for clients and families without breaching confidentiality. To address this gap, a comprehensive review of the research and literature on this topic was conducted, resulting in ethically informed recommendations for service providers. The final contribution of this project includes a draft manuscript discussing these recommendations to inform service providers of parents' perspectives and to offer insight into how families can be supported in the treatment of involuntary adults without breaching confidentiality.