Virtual Embodiment
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Authors
Reid, Erin
Issue Date
2024-07-05
Type
Capstone
Language
en
Keywords
indigenizing school counselling , decolonizing therapy , remote therapy , somatic therapy , expressive therapy , rural communities , underserved communities , online counselling , cultural competence , mental health services , educational interventions , BIPOC mental health , policy recommendations , BCSCA , TRC
Alternative Title
Abstract
This paper explores the efficacy of indigenizing school counselling by offering remote somatic and expressive therapy online to students in rural and underserved communities. The literature review highlights the effectiveness of somatic therapy as an intervention, particularly for BIPOC (Black, Indigenous, and People of Colour) individuals, emphasizing the importance of culturally relevant therapeutic practices. The theoretical framework is grounded in cultural competence and accessibility, aiming to bridge gaps in mental health support through innovative delivery methods. Key findings from the research reveal that remote somatic and expressive therapy can significantly improve emotional well-being and resilience among students in rural and underserved communities. The feasibility and effectiveness of the remote delivery model demonstrate its potential to overcome geographical barriers and resource limitations, providing an accessible alternative to traditional in-person counselling. Based on these findings, future recommendations suggest that the British Columbia School Counsellors Association (BCSCA) revise its policies to include remote expressive therapy as a viable option for school counsellors serving rural and underserved communities. This policy change would institutionalize the provision of culturally competent and accessible mental health services, promote the decolonizing of school counselling, and honour the Truth and Reconciliation Commission's calls to action.