CityU Scholarly Work (Open Access)

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Contains open access scholarly work from City University of Seattle students, faculty, and staff.


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Now showing 1 - 5 of 709
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    Assessing the Therapist’s Use of Silence as an Intervention in the Therapeutic Setting
    (2023-04) Lally, Sarah
    The use of silence in psychotherapy has received limited attention in counsellor training and academia. Although clinicians report learning about it through personal therapy, clinical supervision, and practice, research on this topic is scarce. Despite silence being recognized as a powerful tool in psychotherapy, there is a lack of research investigating its use as an intervention in therapeutic settings. Factors such as cultural identity, pre- and post-silence interactions, attachment style, and type of silence have been identified as important considerations, but existing research does not adequately assess these factors. This paper aims to review the literature on the impact of therapists' use of silence in therapy and proposes a research framework for counsellors to assess the use of silence as an intervention in the therapeutic setting.
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    Breaking Down Barriers in Trauma Informed Teaching
    (2023-06) Miller, Dominique
    The objective of this capstone project is to outline the need for trauma informed teaching as well as to explore how trauma informed teaching can be made accessible for teachers. Childhood trauma is prevalent in many of our students' lives and can manifest itself into maladaptive behaviours in the classroom which can make it difficult for teachers to support all the needs of the classroom. Through research and psychoeducation, this capstone outlines how childhood trauma is developed, investigates a current behaviour intervention strategy, as well as highlights the barriers to the implementation of said intervention. Finally, the paper explores possible ways to reduce these barriers through teacher education programs and professional development. By implementing childhood development, trauma, and social emotional learning education into preservice teacher education programs and providing ongoing in-service professional development on these topics, teachers may be able to better support the diverse needs of their students while maintaining their own personal social emotional health and wellbeing.
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    Nature-Based Therapy: Alternative Treatment Options for North American Military Veterans with the Diagnosis of PTSD
    (2023-06) Demetrius, Nathaniel
    In this capstone project, I explore nature-based therapy as an alternative treatment for North American veterans with the diagnosis of PTSD. I examine the development and diagnosis of PTSD in veteran populations and describe the currently recommended evidence-based psychotherapy treatments. Despite the effectiveness of empirically validated trauma-focused psychotherapies, barriers to treatment completion remain a significant challenge. Through an extensive literature review, I analyze the efficacy of NBTs for veterans with PTSD and offer recommendations for future research and practice to establish NBT interventions as a viable alternative treatment option. My recommendations include consistently defining the NBT field, using modified research study designs, including long-term outcomes in study results, individualizing treatment plans for veterans, conducting ongoing outcome measures, and incorporating NBT into PTSD guidelines and veteran service referrals. Overall, this capstone highlights the ongoing need for effective alternative treatments for veterans with PTSD and offers insight into the potential of NBTs to fill this critical gap.
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    Improving Reading Fluency of a Group of Bilingual Students in First Grade: A Target Action Research Study
    (2023-04-11) Thyagarajan, Ramya
    This study is a target action research study. The participants of this study are three bilingual students in a first-grade classroom. A gap in the words per minute count was observed in these students compared to that of their peers. Reading fluency tests were conducted as pre-assessments each Monday and the correct word read per minute (WPM) was recorded. Instructional intervention such as parental involvement and use of visuals to teach vocabulary were implemented. The effects of the intervention were evaluated across participant’s each week for four weeks. Each Friday, reading tests were conducted as post-assessments and progress was determined based on the increase in correct words per minute count (CWPM) and students’ ease in initiating responses for three comprehension questions. This study found that the interventions played a significant role in enhancing reading fluency demonstrated by an increase in CWPM each week for all four weeks in all three students.
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    Using the Artmaking Experience to Promote a Feeling of Safety and Belonging for Students
    (2023-05-05) Glassco, Jerica
    The trauma-informed perspective is becoming increasingly popular in education, with the realization that our schools need to be safe places for students to find connection and belonging above all else. The intent of this capstone is to explore that need for a felt sense of both safety and belonging, and how it can be supported in a school environment through connection and creativity. Research indicates that meaningful connection with teachers and counsellors can help repair insecure attachment, help strengthen the neural pathways of presence, and maintain feelings of safety through coregulation. Artmaking can be an integral part of creating safety and belonging for students, as it allows students to have the actual therapeutic experience of the creative process. This includes art as a safe space for the individual to externalize and express their emotions, as well as engage in nervous system regulation through the senses. The recommendations are outlined for creating safety and belonging in both relationship and environment through the artmaking process, including a shift to a more reflective style of self-assessment, which allows students to experience the therapeutic benefits of artmaking. This information will benefit teachers, counsellors, school administrators, and families.