Browsing by Author "Martin, Ronald"

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Open Access
“About Average” A Pragmatic Inquiry into School Principals’ Meanings for a Statistical Concept in Instructional Leadership
(Faculty of Graduate Studies and Research, University of Regina, 2014-04) Hunter, Darryl Milburn; Dolmage, William Rod; Martin, Ronald; Steeves, Larry; Arbuthnott, Katherine; Paquette, Jerald
This mixed methods, sequential, exploratory study addresses the problem, “How significant are statistical representations of ‘average student achievement’ for school administrators as instructional leaders?” Both phases of the study were designed within Charles Sanders Peirce’s pragmatic theory of interpretation. In the first, phenomenological phase, 10 Saskatchewan school principals were each interviewed three times and invited to read aloud three different student achievement reports. Principals generally held a “centre-of-balance” conception for the average, which related to perspectives deriving from their organizational position. Abductive reasoning, a proclivity to act upon “below average” student achievement, leadership through asking leading questions, an inquiry cast of mind, and other pragmatic principles were clearly apparent. No evidence was found that school administrators were constrained by normative statistics into a uniform outlook, nor into purely instrumental behaviour. In a succeeding, overlapping phase based in the psychophysics of perception, Saskatchewan school leaders (principals and vice-principals) (n=210) were randomly assigned to one of four groups and asked to read an achievement report depicting student performance as a distribution of scores on a criterion scale. School leaders’ dispositions to be rational-analytical or intuitive-experiential were measured pre-and post-reading. A MANCOVA revealed small but significant changes in school leaders’ dispositions depending on the way the report was framed. Small but significant interactions between valence and audience on a reader’s rationality were observed. Negatively-framed test scores effected greater changes than positively-framed test scores in diminishing school leaders’ beliefs in their rationality. Principals’ and vice-principals’ dispositions did not differ. I conclude that reading reports which depict student achievements within a normative distribution has little statistical significance in changing leadership practice. However, school principals’ interpretations demonstrate the substantial practical significance of statistics when leading change. School administrators consider average student achievement not with the inferential patterns assumed within contemporary notions of heuristic irrationality, but rather as a reasoned form of inquisitive thinking and behaviour that has been formalized and comprehensively described in North American philosophy for over 100 years.
Open Access
Betting on Balance: A Narrative of Aboriginal Problem Gamblers
(Faculty of Graduate Studies and Research, University of Regina, 2012-07) Burnett, Jody Lee; Thompson, Scott; Tupper, Jennifer; Martin, Ronald; Hampton, Mary; Corbin Dwyer, Sonya; Wilson, Alexandria
The basis for this study was founded on the results gathered from inquiry conducted at the master’s level titled, “The Aboriginal Family Members’ Experience of Problem Gambling” (Burnett, 2005), which explored the social, economical, and psychological experiences of Aboriginal family members of problem gamblers who resided in Regina. Results indicated that support services for Aboriginal problem gamblers and their families were insufficient and often times inaccessible. The rise in the prevalence of Aboriginal problem gamblers, combined with a lack of culturally specific supports, fosters the potential for the experience of significant life consequences. Furthermore, current literature indicates that Aboriginal people experience higher rates of ill health when compared to the general population and barriers to accessing mentalhealth services and supports are linked to such factors as social marginalization, gender, poverty, identity, and colonization. This study investigated the experiences of Aboriginal problem gamblers as they navigated access to addiction support services. Through the use of a narrative methodology, each participant provided a personal and historical context as it related to their experience with problem gambling, as well as perceived accessibility and effectiveness of potential support services. Recommendations are also included that identify ways in which better supports could be offered, ways that are more congruent with Aboriginal ways of healing. Postcolonial theory and critical race theory (CRT) provide context to the foundational, historical components of this work.
Open Access
Children’s Mathematics Anxiety and Their Arithmetic Fluency: How Do Teachers and Parents Play A Role In Their Development?
(Faculty of Graduate Studies and Research, University of Regina, 2019-08) Price, Jill Alexandra Beatrice; Robinson, Katherine; Wright, Kristi; Phenix, Tom; Martin, Ronald; Maloney, Erin
The acquisition of mathematical skills in elementary school has an important role in future academic and professional success. These skills depend not only on cognitive abilities but also on emotional factors, such as mathematics anxiety (MA). MA is defined as feelings of tension that “interfere with the manipulation of numbers and the solving of mathematics problems in a wide variety of ordinary life and academic situations” (Richardson & Suinn, 1972). Once formed, MA is difficult to change and can persist well into adulthood. This is concerning as MA is negatively correlated with mathematics performance (MP). Aside from MA, little research explores the impact of other mathematics attitudes on arithmetic fluency; especially in elementary school children. To fill this gap, the primary study investigated how Grades 2, 4, and 6 children’s MA as well as their gender equality, confidence, motivation, and perceived usefulness of mathematics impacts their arithmetic fluency. It also examined the role that teachers and parents play in the development of children’s MA and arithmetic fluency. Furthermore, the primary study explored three emotion regulation interventions (i.e., relaxation breathing, expressive drawing, and cognitive reappraisal) and their ability to improve children’s mathematics attitudes and arithmetic fluency. Results showed that as children’s MA increased, their confidence, motivation, and perceived usefulness of mathematics decreased. Children’s mathematics attitudes were also related to their arithmetic fluency. Specifically, children with higher accuracy on single- and double-digit addition, subtraction, multiplication, and division problems reported lower MA as well as higher confidence, motivation, and perceived usefulness of mathematics. Children’s endorsement of gender equality though was only linked to females’ arithmetic fluency not males. Moreover, teachers’ MA was related to their students’ arithmetic fluency but not their students’ MA while parents’ MA was not related to their children’s MA or arithmetic fluency. Short-term emotion regulation interventions were additionally not effective at improving children’s mathematics attitudes or arithmetic fluency. Overall, the primary study highlights that MA is not the only mathematics-related construct that impacts their arithmetic fluency. It also emphasizes the important role that teachers play in the development of their students’ understanding of arithmetic.
Open Access
Comorbidity of Posttraumatic Stress Disorder and Social Anxiety Disorder: Implications for Diagnosis and Treatment
(Faculty of Graduate Studies and Research, University of Regina, 2016-12) McMillan, Katherine; Asmundson, Gordon J.G.; Martin, Ronald; Sareen, Jitender; Wright, Kristi; Hadjistavropoulos, Heather; Keane, Terrence
Posttraumatic stress disorder (PTSD) and social anxiety disorder (SAD) demonstrate a high degree of comorbidity. Indeed, rates of past-year SAD among individuals with PTSD have been shown to range from 14.8 to 46.0% within treatment-seeking and veteran samples (Collimore, Carleton, Hofmann, & Asmundson, 2010). Although PTSD and SAD are individually associated with negative mental health outcomes, preliminary data suggests that the co-occurrence of these disorders can result in a significant increase in distress and impairment beyond the impact of either disorder alone (Zayfert, DeViva, Hofmann, 2005). Despite accumulating evidence that PTSD and SAD frequently co-occur, and growing interest into the nature and correlates of these disorders, little is known about the nature of this association. Contemporary research has largely been conducted using treatment-seeking or veteran samples which may not generalize to the population as a whole. In addition, studies of the impact of trauma type have largely focused on the impact of sexual abuse, ignoring large variability in the experience of trauma. Large-scale epidemiological studies are needed to fill existing gaps in the literature and to clarify the nature of this association within a representative sample of the general population. As such, the current dissertation examined the relationship between PTSD and SAD using Wave 2 of the National Epidemiological Survey of Alcohol and Related Conditions, a large, nationally-representative survey of American adults. A series of three thematically related studies were conducted in order to explore the nature and correlates of these frequently comorbid disorders. Study one examined patterns of trauma exposure among those with comorbid DSM-IV PTSD and SAD (PTSD-SAD). Compared to those with PTSD alone (PTSD-no SAD) or SAD alone (SAD-no PTSD), those in the comorbid PTSD-SAD group were significantly more likely to report specific types of traumas from within the assaultive violence, childhood maltreatment, or other shocking events categories. Associations between PTSD-SAD comorbidity and childhood maltreatment were significant for females only. Study two examined the impact of PTSD-SAD comorbidity on PTSD symptom expression. Compared to those with PTSD-no SAD, those with comorbid SAD demonstrated elevated rates of specific PTSD symptoms within each criterion cluster, suggesting that the presence of SAD is associated with differences in the expression of PTSD symptoms. Multiple between sex differences were noted. Finally, study three examined the impact of PTSD-SAD comorbidity on SF-12 quality of life indicators and lifetime suicide attempts. Those in the comorbid PTSD-SAD group demonstrated an elevated risk of lifetime suicide attempts and lower levels of physical and mental quality of life compared to those with PTSD-no SAD and SAD-no PTSD. Results demonstrate the adverse impact of PTSD-SAD comorbidity on psychosocial functioning and provide indicators to enhance differential diagnosis and treatment planning.
Open Access
Efficacy of an Internet-delivered self-compassion intervention in preventing depressive relapse and recurrence: A randomized controlled trial in a clinical sample
(Faculty of Graduate Studies and Research, University of Regina, 2023-12) Yu, Kwan Tsz; Beshai, Shadi; Asmundson, Gordon; Hadjistavropoulos, Heather; Martin, Ronald; Dozois, David J.A.
Depression is a prevalent and burdensome mental health condition. Unfortunately, depression is chronic and recurrent, with a lifetime average of four to five episodes. Although evidence supports the efficacy of self-compassion interventions for a range of psychological disorders (Ferrari et al., 2019), research on scalable forms of compassion-based interventions for recurrent depression remains scarce. The primary purpose of this two-arm randomized controlled trial (RCT) was to examine the efficacy of a 6-week internet-delivered, self-directed self-compassion intervention in preventing depressive relapse and recurrence over a 12-month period in a clinical sample of adults with a history of depression. The efficacy of the intervention was tested against a self-reflection active control condition. In addition to examining differential relapse/recurrence rates, the RCT compared changes in the primary outcome of depressive symptoms (PHQ-9), and secondary outcomes of self-compassion (SCS), mindfulness (FFMQ-15), decentering (EQ-D), and fear of self-compassion (FCSS) across conditions and time. A total of 158 participants meeting eligibility criteria (87% identifying female; M number of prior depressive episodes = 2.88 [SD = 1.82]) were randomized into the self-compassion (SC; n = 80) intervention condition or self-reflection (SR; n = 78) active control condition. All participants completed primary and secondary outcome measures at baseline, weekly throughout the 6-week intervention period, at post-treatment, and at each of four followups (at 3-, 6-, 9-, and 12-month post-randomization). Participants also completed a phone interview at each follow-up to determine relapse/recurrence status. Depressive episodes were assessed by a structured interview. Kaplan-Meier survival analyses were conducted to compare rates of depressive relapse/recurrence between the two conditions across the trial period. Cox proportional hazards regression analyses were conducted to examine the effects of predictors on time until relapse/recurrence. Multilevel modeling and mixed model analysis of variance were conducted to examine differential changes in primary and secondary outcomes between the two conditions. Contrary to primary hypotheses, survival analysis revealed no significant differences in relapse/recurrence rates between SC participants (relapse rate = 33%) and SR participants (relapse rate = 43%) across the 12-months trial period, χ2(1) = .35, p = .56. Number of past depressive episodes and baseline fear of self-compassion predicted time until relapse/recurrence in an exploratory survival analysis; greater number of past episodes and higher levels of fear of self-compassion were associated with a higher likelihood of relapse. Further, SC participants did not report significantly greater reductions in depressive symptoms, nor significantly greater increases in mindfulness and decentering compared to SR participants. However, SC participants reported significantly greater increases in self-compassion and significantly greater decreases in fear of self-compassion compared to SR participants across the trial period. Results revealed a main effect of time on all outcome measures; participants in both conditions reported significantly lower distress across time. The current findings support self-directed self-compassion training as a feasible approach to cultivating protective and reducing risk factors associated with recurrent depression. Self-compassion training through an internet-delivered self-directed program may be appropriate for use as an adjunct to more established evidence-based treatments specifically targeting relapse in depression. Keywords: recurrent depression, relapse/recurrence, self-compassion, mindfulness, decentering, fear of self-compassion, compassion-based intervention, RCT
Open Access
A Grounded Theory Study on Student Perceptions of Online Distance Learning
(Faculty of Graduate Studies and Research, University of Regina, 2013-08) Mathurin, Martha Esther; Spooner, Marc; Couros, Alec; Montgomery, Kenneth; Martin, Ronald; Maeers, Mhairi B.
The student population in higher educational institutions in North American Societies of the 21st century is rapidly changing (Allen & Seaman, 2011). The findings in a recent study conducted by Allen and Seaman of universities in the United States indicates that approximately 6.1 million students were enrolled in at least one online course during their academic program. Allen and Seaman further state the increased offerings of an online learning option are also forms an integral part of the long term strategy of educational institutions to increase student enrollment. With the upsurge of sophisticated technologies, students have become more informed of the choices for educational advancement and have higher expectations for their learning experiences (Gerda, 2005). Additionally, the increase in globalization and the intense competition amongst higher education institutions worldwide has resulted in the shift to online education as part of the organizational strategy to alleviate the financial challenges that have ensued from the current global economic crisis (Dykman & Davis, 2008). Higher education institutions are not only forced to strategically realign their focus but at the same time are required to ensure students are provided with a high standard curriculum that is easily accessible online and is also delivered in a cost effective manner (Dykman & Davis). Dykman and Davis (2008) further explain that although online learning has created new learning opportunities for some students, some faculty members question the quality of this type of learning experience. Jones, Chew, Jones, and Lau (2009) describe the introduction of online learning into higher education curriculum as “uncertain times” due to the relative newness of this area of learning and teaching. The literature reviewed indicated the thrust towards online learning has created an excellent research opportunity to better understand the current issues as well as develop possible avenues for improvement for this new approach to learning. My research has explored the students’ perceptions of online distance learning and its impact on the participants’ learning experiences at the University of Regina. Additionally, the students’ perceived benefits and drawbacks of online learning were examined. This is a qualitative study in which I have adopted the social constructivist grounded theory principles developed by Kathy Charmaz (2006). A grounded theory approach to research also allows future readers to engage and connect with the research participants and gain more insight into their experiences with online learning (Guba & Lincoln, 2005). Twelve (12) participants consisting of eight females and four males from the graduate and undergraduate levels were selected to participate in semi-structured interviews of approximately 30-60 minutes. The participants were enrolled in degree programs in the following areas: International Studies, Economics, Education, Business Administration, and Human Resource Development. The conclusions of the research indicate that although the intention was to explore the students’ experiences and perceptions of online learning, the findings revealed students’ concerns were more related to the pedagogical practices used in the online environment.
Open Access
The Influence of Hardiness Levels on the Rate of Return to Work For Those who Have Sustained a Back Injury
(Faculty of Graduate Studies and Research, University of Regina, 2014-09) Anderson, Noah Justin; Malloy, David; Cripps, Douglas; Martin, Ronald; Tucker, Sean
Existentialists suggest that our responsibility is to discover our own meaning in life which can be recognized through creative works, experiences and relationships, and attitudinal acknowledgement and/or choice of one’s current circumstances (Frankl, 2006). It is through the will to meaning, the primary motivational drive noted by Frankl, that humans are able to transcend and live a fulfilled life despite perceptions of unavoidable sufferings. Therefore, existential courage/hardiness helps one to engage in coping with problems rather than denying or avoiding them. Furthermore, it also relies on socially supportive interactions with others and the capacity to learn from this perpetual process (Maddi, Khoshaba, Harvey, Fazel, & Resurreccion, 2011), which can have a profound influence on one’s overall health status. In times of suffering, such as a debilitating physical injury or illness, the concept of hardiness could potentially be used to facilitate recovery or coping for those individuals. The current practice of rehabilitation for those who are not working due to work-related injury or illness, is a combination of physiological and psychosocial therapy (i.e., physical therapy, occupational therapy, and psychological therapy) (Saskatchewan Workers’ Compensation Board, 2013). In the review of the research in this thesis, the researcher was unable to find other studies that explored hardiness in a therapeutic context. Therefore, the purpose of this study was to explore the relationship between hardiness and the rate of recovery and return to work. Specifically, this study investigated those who had a back injury and an accepted Workers’ Compensation Board (WCB) claim in Saskatchewan. WCB provided several hundred contact names to be used as prospective participants for this study. The first hypothesis, which predicted a significant negative correlation between hardiness and return to work, revealed no statistically significant relationship (r = .002, p = .98, n = 127). Contrary to expectations, the second hypothesis, which measured the influence of hardiness on the rate of return to work after accounting for demographical variables, resulted in hardiness score not being statistically significant predictor; F(1, 74) = .55, p = .46. There were, however, statistically significant differences found in supplementary analyses.
Open Access
Internet-Delivered Cognitive Processing Therapy for Individuals with a History of Bullying Victimization: A Randomized Controlled Trial
(Faculty of Graduate Studies and Research, University of Regina, 2019-09) Thorisdottir, Audur Sjöfn; Asmundson, Gordon J.G.; Hadjistavropoulos, Heather; Wright, Kristi; Martin, Ronald; Dixon, Laura
Bullying victimization is directly associated with a wide array of longstanding psychological problems (e.g., Takizawa Maughan, & Arseneault, 2014; Vaillancourt et al., 2013). Nevertheless, few comprehensive victim-tailored interventions exist that explicitly target the negative impact of bullying. Evidence from both neurobiological and psychological research suggests that victims experience bullying as trauma; therefore, treating the distress associated with bullying victimization using trauma-focused intervention may be beneficial. The purposes of this randomized controlled trial were to: (a)test an internet-delivered, therapist-guided (i.e., therapist monitored client progressthrough the treatment modules and provided feedback and support through secure e-mail messaging) and content-modified (i.e., to fit the experience of bullying victimization) version of cognitive processing therapy (CPT) for the psychological distress associated with bullying victimization, and (b) to examine risk and protective factors in the pathways from bullying victimization to psychological adjustment. The sample comprised 52 adults who self-identified as victims of bullying. Participants were randomized into internet-delivered CPT, an active control group of internet-delivered stress management (SM), or a waitlist. Treatment outcomes included maladaptive appraisals, symptoms of posttraumatic stress disorder (PTSD), depression, anxiety, anger, and related latent constructs (e.g., distress tolerance). Secondary measures examining risk and protective factors included assessment of coping styles, social support, and resilience. Treatment outcome and secondary measures were administered pre-treatment, post-treatment, and at one-month follow-up. Symptoms of depression, anxiety, and anger were, further, monitored with weekly measures. Hierarchical linear modeling and multiple regressions were used to analyse the data. Results indicated that CPT was effective in reducing maladaptive self-appraisals related to bullying victimization and symptoms of PTSD compared to the waitlist and SM, whereas SM outperformed CPT and the waitlist in reducing general psychological distress. Event centrality (i.e., the extent to which an experience has become central to identity and understanding of the world) led to stronger maladaptive appraisals for participants with a tendency to engage in catastrophizing. Number of reported lifetime bullying victimization experiences and anger also predicted stronger maladaptive appraisals. The overall findings of this trial suggest that internet-delivered CPT is effective for the psychological distress and maladaptive appraisals associated with bullying victimization, but adaptions might be needed to target more effectively symptoms of general distress and latent constructs related to anxiety and depression.
Open Access
Mental Health Care Seeking in the Canadian Armed Forces Post-Afghanistan: Can Social Support and Paraprofessional Initiatives Help Increase Access to Care?
(Faculty of Graduate Studies and Research, University of Regina, 2017-07) Duranceau, Sophie; Carleton, R. Nicholas; Wright, Kristi; Asmundson, Gordon; Martin, Ronald; McCreary, Donald
Recent research shows an increase in the mental health needs of Canadian Armed Forces (CAF) personnel (Fikretoglu, Liu, Zamorski, & Jetly, 2016). Research also indicates that a portion of CAF personnel with a mental health need do not seek professional mental health care or fail to initiate treatment in a timely fashion (e.g., Fikretoglu, Liu, Pedlar, & Brunet, 2010; Zamorski & Boulos, 2014). Andersen’s (1995; 2008) Behavioral Model of Health Services Use suggests predisposing factors (e.g., age), enabling/impeding factors (e.g., income), and need-related factors (e.g., mental health diagnosis) can help explain professional mental health care seeking behaviors. Several studies conducted with military samples have investigated factors that can impede the care seeking process (i.e., barriers; e.g., Sareen, Cox, et al., 2007); however, relatively less is known about factors that may facilitate access to mental health care. The current studies explored recent patterns of professional and paraprofessional mental health service use in CAF personnel. The studies were designed to identify different means by which access to mental health care may be increased in this population. Specifically, Study 1 assessed the propensity of CAF personnel to seek help from their social network (e.g., family, coworkers), as well as the impact of seeking such help on professional mental health service use and perceived need for care. Study 2 examined individual predictors of using a paraprofessional peer support program available to CAF personnel, veterans, and their families (i.e., Operational Stress Injury Social Support [OSISS]). Study 3 identified the frequency of Internet use for mental health related activities among CAF personnel and individual predictors of use. Participants in all three studies included Regular Members from a recent nationally representative Canadian military sample (n ≈ 6,700; Canadian Forces Mental Health Survey; Statistics Canada, 2014). ii Weighting and bootstrapping estimation procedures were used to account for the complex survey design. Prevalence estimates were computed for all three studies and multivariate logistic regression analyses served to identify predictors of professional mental health service use, perceived need for care, OSISS use, and Internet use for mental health related activities. The results indicate that: 1) seeking support from various social groups is positively related to professional mental health service use and perceived need for care; 2) meeting criteria for posttraumatic stress disorder has the strongest association with OSISS use, but only a small number of CAF personnel seek help from OSISS; and 3) the Internet is more readily accessed than other forms of paraprofessional mental health care (e.g., OSISS) and few individual barriers exist to Internet use for mental health related activities among CAF personnel. The results suggest that developing psychoeducational programs and resources readily available to the social networks of military personnel (e.g., family members) may help facilitate access to professional mental health care. The results also suggest mental health resources may be best delivered to military personnel and their social networks through in-person professional mental health services or Internet-based technologies. Comprehensive results, methodological considerations, implications, and future research are discussed.
Open Access
Mental Health Services in Canada: Building a Model of Mental Health Care Utilization
(Faculty of Graduate Studies and Research, University of Regina, 2013-04) Lewis, John Dufton; MacLennan, Richard; Hadjistavropoulos, Heather; Sharpe, Donald; Martin, Ronald; McWilliams, Lachlan
Existing research literature shows that mental health care services are under-utilized among individuals who have mental health problems. In Canada, it is estimated that only 40% of individuals who have mental health problems are provided with mental health care. Although some past research have examined predictors of mental health care utilization, there are gaps in our knowledge of how these predictors interact with one another and how these predictors specifically affect mental health care utilization in Canada. In this study, data from the 2007/2008 Canadian Community Health Survey (CCHS) were used with the goal of developing a more accurate picture of trends in mental health issues and care in Canada (N = 131,061, weighted N = 28,030,943). Guided by Andersen’s Behavioural Model of Health Care Use (2008), associations were examined between mental health care utilization (i.e., consultation with a psychologist, accessing mental health care services, and receiving care from a mental health specialist) and contextual factors (e.g., province of residence, health region), predisposing individual characteristics (e.g., gender, age, minority status), individual enabling factors (e.g., employment, income), individual need (i.e., stress, mental health well-being), general health behaviours (e.g., number of consults with health professional), and outcomes factors (e.g., satisfaction, difficulties getting services) were explored. Associations were observed between mental health care utilization and a variety of variables across most of the categories proposed by Andersen (2008). When tested as a model, the group of variables related to need generally showed the strongest influence on utilization. However, when examining individual variables contributing to the model, four predictors (perceived mental health, physician visits, income, and age) generally made the largest contributions to the models. These predictors represented factors proposed in Andersen’s model. The models were statistically significant, however, both models were limited in the amount of variation explained for consultation with a psychologist and receiving mental health care (Nagelkerke R2 = .145 and Nagelkerke R2 = .271 respectively). Clinical and theoretical implications and future research directions are discussed.
Open Access
Parent/Guardian Voices: Experiences and Perspectives of Parents of Children With Exceptionalities
(Faculty of Graduate Studies and Research, University of Regina, 2019-03) McMillen, Krista Kay Marie; Spooner, Marc; Couros, Alec; Thompson, Scott; Mulholland, Valerie; Martin, Ronald
In this constructivist grounded theory thesis, I explore the experiences and perspectives of parents and guardians of children with exceptionalities in Saskatchewan. As a classroom teacher and student services teacher for over twenty years, my goal was to better understand the experiences, concerns and opinions of participants. Additionally, I wanted to learn whether or not participants valued inclusion, and find out what their opinions were regarding effective strategies for teaching their children. I interviewed seventeen participants with a total of twenty-one children with exceptionalities among them. I found that most participants did indeed value inclusion. Additional categories that frequently arose included: high intensity parenting, navigating systems, home-school communication, socialization, importance of a strengths-based approach, shared responsibilities between school professionals and parents/guardians, and appreciation for teachers and other school professionals. In addition, I address the importance of teacher professional development, collaboration, parent engagement, social emotional factors, marginalization and challenges within systems. I encourage policy-makers, school division leaders and educators to commit to working towards furthering the state of inclusive education in Saskatchewan and listening to the voices of parents and guardians with children who have exceptionalities.
Open Access
A Pilot Test of an Internet-Based Smoking Cessation Intervention: Outcomes Across Chronic Pain and Pain-Free Samples
(Faculty of Graduate Studies and Research, University of Regina, 2017-05) Parkerson, Hollyanne Ellen Ruth; Asmundson, Gordon J.G.; Carleton, R. Nicholas; Martin, Ronald; Hadjistavropoulos, Heather; Norton, G. Ron
Background: Smoking and chronic pain are major public health concerns in Canada. Contemporary models of smoking and chronic pain suggest a reciprocal and self-perpetuating cycle, wherein smoking reduces pain in the short term but indirectly exacerbates pain in the long term. Population evidence indicates that a majority of Canadian smokers want to quit smoking; however, 90% of quit attempts are unsuccessful. Quitting may be even more difficult for those with chronic pain. Pain-related anxiety and expectancies that smoking will reduce pain have been suggested as additional cessation barriers faced by some individuals with chronic pain. Internet-based interventions have been suggested as a cost-effective medium for offering broad population level cessation support. Many Internet-based interventions have emerged but few clinical trials have been conducted to assess the efficacy and mechanisms of change associated with such interventions. Purpose: The proposed investigation was designed to achieve three objectives. The first objective was to pilot test an Internet-based smoking cessation intervention (StopAdvisor) in a Canadian sample by assessing user abstinence rates, engagement, and satisfaction. The second objective was to assess whether variance in smoking dependence would be accounted for by smoking expectancies for pain reduction and pain-related anxiety. The third objective was to assess whether successful smoking abstinence would positively impact pain and pain-related disability outcomes of individuals with acute and chronic pain. Methods: Participants comprised 168 daily smokers with acute pain (n = 27; 33.3% male), chronic pain (n = 58; 46.6% male), or no pain (n = 73; 55.6% male), who were willing to make a serious quit attempt using a cessation website that offers automated interactive tailored cessation support. Results: A total of 34 participants (21.5%) remained abstinent at 8-weeks post-enrolment, double the rate observed among smokers making an unaided quit attempt. Participants who made a serious quit attempt using StopAdvisor viewed approximately 142 pages across 9 visits to the site. The majority of participants rated the program favourably across a variety of satisfaction indices. Analysis of covariance results indicated that pain-related anxiety, but not smoking expectancies for pain reduction, accounted for a significant proportion of the variance of smoking dependence scores of the total sample as indicated by a medium effect (p = .03, ηp² = .06). Results of a repeated measures analysis of variance demonstrated that individuals with acute or chronic pain who abstained from smoking experienced statistically and clinically meaningful decreases in pain and pain-related disability from pre- to post-intervention. Implications: The current investigation demonstrated that an automated tailored smoking cessation intervention improved the likelihood of short-term smoking abstinence in a Canadian sample. This type of administration format was acceptable to most participants. To our knowledge, current results are the first indicate that pain-related anxiety may be a risk factor for increased smoking dependence for all individuals regardless of pain status (i.e., chronic pain, acute pain, and pain-free groups). As such, pain-anxiety management may be a useful addition to existing smoking cessation and relapse prevention interventions for all smokers, and not just those with pain. The current investigation also provided novel evidence regarding the impact of sustained smoking abstinence on prospective pain outcomes. Such findings highlight an important role for incorporating smoking cessation interventions within pain treatment settings.
Open Access
Predictors of Work Engagement Among Teachers in Regina and Saskatoon
(Faculty of Graduate Studies and Research, University of Regina, 2014-01) Schweitzer, Marie Jolene Catherine; Martin, Ronald; Dolmage, William R.; Spooner, Marc; Salm, Twyla
There are numerous studies that explore employee work engagement; however, the research is lacking in the area of teacher work engagement in Saskatchewan. This study was based on archived research in which 745 teachers within two urban centers, Regina and Saskatoon, completed a survey regarding their work-life and work-related engagement. The goal of this study was to determine predictors of teacher work engagement. The results of correlational analyses revealed that both job-related control and recognition are correlated positively with work engagement. A hierarchical regression analysis determined that work-related resources are the strongest predictor of work engagement and resulted in a significant amount of variance, after first accounting for demographic variables and work-related demands. The findings in this study have implications for stakeholders such as school divisions and boards, administrators, and the community at large, as there is likely to be a positive ripple effect of teachers who are engaged in their work.
Open Access
Self-Compassion Training for Individuals With Social Anixety Disorder: A Randomized Controlled Trial
(Faculty of Graduate Studies and Research, University of Regina, 2019-08) Teale-Sapach, Michelle; Carleton, R. Nicholas; Asmundson, Gordon; Martin, Ronald; Beshai, Shadi; Rector, Neil
Social anxiety disorder (SAD) is an impairing disorder that is often chronic because many individuals meeting diagnostic criteria avoid seeking treatment due to the stigma associated with receiving mental health care (Olfson et al., 2000). Self-compassion is the ability to offer oneself kindness and compassion in response to failure, suffering, or insecurity (Neff, 2003a). Research evidence has supported the effectiveness of self-compassion training programs at improving psychological well-being in general community samples (e.g., Neff & Germer, 2013); nevertheless, research is needed regarding the effectiveness of self-compassion training in clinical samples. The current randomized controlled trial was designed to (a) examine the effectiveness of a self-guided self-compassion training program, and (b) determine whether self-compassion training can help mitigate SAD symptoms in a clinical sample. Participants with SAD (n = 63) were randomized to either a waitlist control condition, a 6-week self-guided self-compassion training condition, or a 6-week self-guided applied relaxation training condition. Measures of self-compassion, SAD-related symptoms, and other measures of psychological well-being were completed pre-, mid-, and post-treatment, as well as at 3-months follow-up. Multilevel linear modelling was used to test the effectiveness of the self-compassion program at improving self-compassion and life satisfaction, as well as reducing symptoms of SAD, general anxiety, stress, and depression in comparison to the waitlist control and the applied relaxation training conditions. Results supported the self-compassion training program as superior for improving the measures of psychological distress relative to the waitlist control condition, but not relative to the applied relaxation training condition. The self-compassion training condition appeared superior for ii developing self-compassion and reducing fear of self-compassion compared to both the waitlist control and applied relaxation training conditions. The results also supported the development of self-compassion as potentially beneficial for managing SAD symptoms. The current trial provides preliminary evidence for the effectiveness of a self-help self-compassion training program and provides the first evidence that self-guided self-compassion training is beneficial for individuals with SAD. Keywords: randomized controlled trial; social anxiety disorder; self-compassion; self-compassion training
Open Access
Student-Teacher Collaboration and Exploring Student Voice to Improve Classroom Instruction and Action Planning in Grade Nine Health Education
(Faculty of Graduate Studies and Research, University of Regina, 2017-12) Beliveau, Kendra Janelle; Salm, Twyla; Lewis, Patrick; Bazzul, Jesse; Martin, Ronald
The purpose of this action research study was to understand my role as a health educator by encouraging student voice in my grade nine health classrooms. My intent was to collaborate and facilitate student-centered learning with grade nine students to produce meaningful action/advocacy plans in health education. The intent was for students to experience a safe discursive space, and a supportive learning environment to self-express and engage in a wider understanding of complex social and health issues. My aim of this research project is to empower students to have a voice and enable all participants to engage in change through social action. I collected data using student exit slips, student artifacts, crucial conversations, and a reflective journal. As I progressed through the phases of action research, my investigation into how I perceived student voices and student-centered learning in my grade 9 health education classrooms highlighted four emerging themes. The first theme highlighted three types of student voice (authoritative, critical and therapeutic) that emerged from the data. I was challenged with truly listening to student voice and the impact their words had on my role as a health educator. The second theme challenges power and privilege that exist within the classroom and school environment. I also discuss the connection between student voice and engagement, while discussing the power of silence in the classroom. The third theme documents my personal struggles shifting from teacher-centered to student-centered learning in health education. Finally, the fourth theme discusses the role of student voice in assessment practices.
Open Access
Underlying Cognitive Components and Conceptual Knowledge in Arithmetic
(Faculty of Graduate Studies and Research, University of Regina, 2013-12) Edwards, William Tomos; Robinson, Katherine; Oriet, Chris; Phenix, Tom; Martin, Ronald
Within the field of mathematical cognition there is extensive research on conceptual knowledge of arithmetic operations. There is also extensive research on the link between mathematical ability and spatial ability. This research study seeks to build on both areas of research and identify ways in which they are interrelated. Conceptual knowledge of arithmetic operations is the subject of ongoing research. When solving a three-term problem of the form a x b ÷ b, those who understand the inversion concept do not need to perform any calculations because they know that the multiplication and division operations cancel each-other out. When solving a three-term problem of the form a x b ÷ c, those who understand the associativity concept know that they can do b ÷ c first, or a x b first. Research indicates that there is a complex relationship between spatial ability and mathematical ability. In some studies spatial ability is shown to have an especially strong relationship with certain measures of mathematical performance while in other studies this is not the case. Theories have already been put forth that visual-spatial abilities are initially cardinal to learning mathematics in children, but verbal and general intelligence become more important to mathematical performance later on, after these mathematical skills and forms of knowledge have been well learned. In this study it is theorized that spatial abilities are more important than other cognitive abilities for acquiring new mathematical knowledge across the lifespan, and not just in childhood. Conversely, general intelligence is more important to mathematical performance after the relevant mathematical knowledge has been well learned. This theory is supported by past research as well as the results of this study. This study also provides important clues about the development of conceptual knowledge of arithmetic by showing that knowledge of the inversion concept and the associativity concept are both strongly related to spatial ability. Verbal reasoning ability doesn’t relate to knowledge of these concepts but it is related to performance with mathematical skills that are more basic.
Open Access
What is the Experience of Teachers Who Go On Stress Leave and Then Return to Work?
(Faculty of Graduate Studies and Research, University of Regina, 2018-07) Schafer, Christie Deleigh; Spooner, Marc; Montgomery, Ken; Salm, Twyla; Lewis, Patrick; Martin, Ronald
This study gathered the stories of four teachers who have experienced stress to a level of burnout and have had to take a temporary leave from work. Through journaling and subsequent interviews, three themes emerged from the stories: efficacy, value, and support. Participants who felt that they were effective at their jobs, were valued by others, and were supported by education stakeholders were less likely to take a stress leave, even in stressful teaching situations. Participants who did not feel effective, valued, and supported felt a sense of displacement. The consequences of displacement were taking a mental health leave from work, despite feeling that there was stigma attached to it. Ultimately, through reflection, participants emerged stronger and more resilient. The study concludes with recommendations for all educational stakeholders to ensure that we take care of our teachers.