The National University System Repository exists to increase public access to research and other materials created by students and faculty of the affiliate institutions of National University System. Most items in the repository are open access, freely available to everyone.
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Item Renaming Pedophilia to Minor-Attracted Persons to Minimize Stigma-related Barriers and Challenges Mental Health Professionals Face with Treating this Population(2026-03)This study examined how stigma surrounding terminology creates barriers and challenges for mental health clinicians who provide treatment to individuals who experience sexual attraction to minors and explored whether replacing the term “pedophile” with the term “minor-attracted persons” (MAPs) may reduce these barriers. Stigma influences both those seeking help and the clinicians responsible for providing care, limiting disclosure, restricting treatment engagement, and straining therapeutic relationships. The purpose of this qualitative descriptive study was to explore clinicians lived experiences with stigma-related barriers and to determine whether renaming the condition could meaningfully influence treatment dynamics. The study was guided by the Theory of planned behavior, which provided a framework for understanding how clinicians’ attitudes perceived social expectations, and perceived control influence their intentions and actions when treating this population. A purposive sample of licensed mental health clinicians (N = 16) from the Northwestern Pennsylvania region participated in the study. Eligible participants were required to be licensed mental health professionals with direct experience providing treatment to individuals diagnosed with pedophilia or who experience sexual attraction to minors. Recruitment occurred through direct email outreach, and data were collected through sixty-minute, semi-structured interviews conducted via videoconferencing. Interviews were audio-recorded, transcribed verbatim, and analyzed using thematic analysis to identify patterns related to the research questions. Participants were also given the option to review their transcripts for accuracy. Findings revealed that clinicians face substantial stigma-related barriers, including fear of professional judgment, legal uncertainty, emotional discomfort, and limited specialized training. These factors shaped therapeutic rapport and influenced willingness to treat. Participants offered mixed views on the renaming: some perceived it as a supportive, person-first term that may reduce stigma, while others believed terminology alone cannot overcome deeply rooted societal attitudes or resolve ethical and legal complexities. The study concluded that renaming may offer modest benefits by softening initial impressions, but significant reductions in stigma-related barriers require broader systemic changes, including enhanced education, clearer treatment guidelines, and increased professional support. Recommendations for future research include examining how terminology interacts with clinical decision-making, policy, training, and prevention-oriented treatment approaches.Item Barriers to Therapy Engagement for Youth in Care: The Influence of the Therapeutic Relationship(2026-03)The purpose of this capstone was to examine how the therapeutic relationship influences therapy engagement among youth in care, with particular attention to attachment disruption, relational trauma, and systemic instability. Youth in care, including those in foster homes, kinship placements, and residential treatment settings, face significant barriers to engaging in therapy. These barriers are often rooted in disrupted attachments, histories of relational trauma, and systemic instability, which can foster mistrust and resistance in therapeutic contexts. Guided by attachment theory and trauma-informed care, this capstone employed a structured literature review of 50 peer-reviewed and foundational sources published between 1969 and 2025, with the majority of literature drawn from the past 10–15 years. Articles were identified through academic databases including PsycINFO and Google Scholar and selected based on relevance to youth in care, therapeutic engagement, and relational processes. An iterative thematic analysis was conducted to identify recurring patterns across the literature. Findings highlight the critical role of therapist consistency, relational attunement, and nonpunitive responses in fostering safety and trust. Additionally, systemic factors, such as placement disruptions and institutional practices, were found to exacerbate challenges to engagement. Findings suggest that behaviors often labeled as therapeutic resistance should be reframed as adaptive self-protection rather than pathology, underscoring the importance of approaching youth with curiosity and empathy. Implications indicate that strengthening therapist reliability, integrating trauma-informed and attachment-based practices, and addressing systemic barriers are essential for improving therapy outcomes for youth in care. This project contributes to counselling psychology by enhancing understanding of how relational dynamics shape therapy engagement in marginalized child welfare populations.Item Autism Spectrum Disorder (ASD) and Cultural Context: An Intersectional Analysis of Diagnostic Barriers Affecting School-Age Children in BIPOC Communities(2026)Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that requires timely diagnosis and early intervention to support optimal developmental outcomes. However, school-age children from Black, Indigenous, and People of Colour (BIPOC) communities continue to experience significant disparities in ASD diagnosis. This Capstone explores the intersectionality of race and disability, with a particular focus on the systemic, cultural, and institutional barriers that contribute to underdiagnosis, missed diagnosis, or delayed diagnosis of ASD in BIPOC children. Guided by Disability Critical Race Theory (DisCrit), this literature review aims to answer the research question, “What are the specific systemic, cultural, and structural barriers that limit access to culturally responsive ASD diagnostic tools for children in BIPOC communities?” The DisCrit theoretical framework synthesizes current research to examine how ableism and racism operate in tandem to marginalize BIPOC children and families navigating ASD services. Key findings highlight issues such as implicit bias among professionals, lack of culturally responsive screening tools, language barriers and limited access to services in underserved communities. The project also outlines practical recommendations for educators, counsellors, and policymakers, including implementing culturally attuned practices, providing multilingual resources, engaging communities, and reforming policies. This capstone underscores the urgent need for equity-driven changes in diagnostic practices and early intervention services to foster inclusive and just outcomes for children with ASD.Item Supporting Teachers Through Career Shocks to Prevent Attrition(2026-03)Teacher attrition is a complex problem; many factors can impact and influence teachers as they consider leaving the profession. High rates of teacher attrition can lead to teacher shortage, which poses problems for school districts, students, and for society. Career shocks are known to trigger deliberation regarding the future of one’s career trajectory, but have not been examined in the teaching context as an influence on attrition. This capstone drew attention to this gap in the research, explored and answered the question: How can the school system support teachers through career shock, reducing burnout and attrition? The Job Demands-Resources model was used as a framework to examine the impacts of career shocks and other barriers to teacher longevity in the profession. A review of the literature first explored contributing factors to burnout syndrome in education, teacher turnover intention, and teacher attrition. Next, the impacts of positive and negative career shocks on employees were examined. Finally, a review of various supports for employees who have experienced career shocks was presented. Recommendations for school districts and principals are offered to support teachers through positive and negative career shocks specific to the education context, focusing on support via the addition of job resources.Item Parent-Teacher Relationships as an Influence of Academic Achievement for Students with Autism: A Qualitative Descriptive Case Study(2026-03)Parents and teachers play a vital role in promoting positive learning support and environments for students with autism. The purpose of this qualitative descriptive case study was to explore how parents and teachers described the parent-teacher relationship as an influence on the academic achievement of students with autism in grades kindergarten through grade 5 in Canada. Bronfenbrenner’s ecological systems theory was the conceptual framework that undergirded this qualitative case study. A qualitative case study was utilized to ensure real-world experiences in a natural setting. Purposive sampling was to recruit a sample of 32 participants, which was comprised of 25 parents and 7 certified teachers. Data were collected and triangulated using questionnaires and semi-structured interviews and analyzed using a six-step thematic analysis. Results from this study confirmed that collaboration between home and school shapes the child’s development and learning outcomes. A strong educational foundation for children with autism was linked to mutual trust and effective interactions between parents, teachers, and extended family. Future research should continue to explore parents’ and teachers’ perceptions of home- school collaboration and pedagogical approaches for students with autism using various research approaches.
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