Faculty of Education Projects

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https://opus.uleth.ca/handle/10133/755

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Now showing 1 - 5 of 538
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    Navigating informed consent: ethical challenges in addiction treatment
    (Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2025) Rasidescu, Michelle M.; University of Lethbridge. Faculty of Education; Luft, Toupey M.
    This project explores issues related to informed consent processes in the context of addiction treatment. Substance use disorder presents unique ethical challenges for informed consent. While the topic of informed consent in psychotherapy has been addressed in academic literature, this project shows that there is limited information specific to informed consent in addiction settings, as well as a lack of guidance for same in Canadian codes of ethics. To establish the relevance of this issue, a fictional ethical dilemma is presented to illustrate how such concerns can arise in professional practice. This is followed by an in-depth analysis of the history of informed consent, the essential components of informed consent, and factors that influence the process. The project then provides a foundational overview of substance use disorder treatment facilities, the types of professionals who work in addiction treatment contexts, and different ways of conceptualizing addiction. Finally, the initial ethical dilemma is revisited, along with actionable suggestions for navigating informed consent in substance use disorder treatment. The aim of this project is to address gaps in the literature and ethical standards of practice on informed consent in addiction treatment settings and to provide practical guidance for supporting client autonomy through ethical, client-centred care.
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    The effects of generation anxiety on post-secondary mental health outcomes: Implications for service providers and educators
    (2025) Tahir, Aleena; Gunn, Thelma; Brenner, Charlotte
    Despite 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.
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    TikTok 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, Thelma
    In 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.
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    Developing 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, David
    This 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.
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    The 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, Thelma
    Hip-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.