The environmental and psychosocial adversity inherent in remote polar locales has historically been framed in pathological terms. However, a burgeoning body of evidence suggests that stressful conditions across isolated, confined, and extreme (ICE) environments may elicit positive growth outcomes as well. The purpose of this cross-sectional, retrospective study was to assess the incidence and correlates of PostExpedition Growth (PEG) in returned Antarctic expeditioners. The prevalence of five specific personal growth indicators – ‘new opportunities,’ ‘relating to others,’ ‘personal strength,’ ‘spiritual change,’ and ‘appreciation of life’ – along with individual and group variables that have been associated with growth in trauma-exposed populations (i.e., coping, mindfulness, personality traits, personal value priorities, adverse childhood experiences, and expedition/experience specific variables) were examined using a mixed methods approach. Quantitative results indicate a moderate, positive association between proactive coping and appreciation of life, as well as between universalism (i.e., a sense of harmony or oneness with humanity and the natural world), new possibilities, and appreciation of life. Qualitative findings provide a more nuanced understanding of the five dimensions of PEG and underscore the emergence of a sixth dimension, an enhanced relationship with nature. Further research is needed to illuminate knowledge gaps in ICE environment research, and to help identify potential countermeasures for individuals and groups faced with comparable adversity factors in their immediate environments (i.e., within the current context of COVID-19). A deeper understanding of PEG in ICE environments – as well as promotive factors that strengthen positive outcomes – will serve to inform the development of countermeasures to mitigate health and wellbeing risks following exposure to isolation and confinement in extreme environments. / Graduate / 2022-09-29

This story explored the educational experience of a 20 year-old man who came to California from Michoacán, Mexico with his parents and siblings when he was 10 years old. Using qualitative research methodology and testimonio, he and his parents were interviewed to hear and document their stories of his academic journey from the early years in Michoacán to completion of twelfth grade in California. His testimonio, as a migrant English Language Learner (ELL) special education student, who experienced the K-12 Public Education system, provides an in depth view to consider when making educational placement decisions. The ELL student population continues to rise faster than any other student population within California. This student population creates a unique set of circumstances, challenging educators to properly identify and qualify these students into special services. Unfortunately, their lack of language acquisition generally results in lower performance scores on placement assessments. The consequence of these lower test scores oftentimes qualifies these students for special services. The purpose of this qualitative study was to share additional considerations needed to effectively assess and provide the ELL student equitable services. There were two major themes woven throughout the study. First, the study looked at the importance of parent involvement in understanding the academic history of any new student in a school, especially an ELL student. In addition, the role that assessment plays in educational placement of an ELL special education student was explored.

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With the high prevalence of mental illnesses in university students worldwide, researchers are investigating the effectiveness of mental health practices geared toward this subpopulation. Two encouraging approaches to promote student well-being are positive education (i.e., the teaching of applied positive psychology) and yoga. Nonetheless, few researchers have studied the combined effect of positive education and yoga on mental health. Thus, the purpose of this study was to examine the immediate and prolonged impact of integrating a yoga program into a positive education course offered at the University of Ottawa on undergraduate students’ mental health, affect, self-compassion, and vitality. In this mixed method single case experimental A1BA2 design, seven volunteer students completed a two-week baseline (A1), followed by a six-week yoga program including two weekly virtual yoga classes (B), and another two-week baseline (A2; post-yoga), all while taking the positive education course. Trait variables (i.e., mental health, trait self-compassion, and trait subjective vitality) were assessed via validated questionnaires during the baseline phases preceding and following the yoga program, while state variables (i.e., affect, state self-compassion, and state subjective vitality) were evaluated immediately before and after one of the weekly yoga sessions. Participants also completed diary entries guided by open-ended journal prompts related to the outcome variables following one of the weekly yoga sessions. Differences in trait and state quantitative variables pre- and post-yoga were compared by means of visual, stability, level, and trend analyses, while the qualitative data were analyzed using reflexive thematic analysis. Practicing yoga was found to improve all trait and state well-being outcomes, especially trait self-compassion and state subjective vitality, via greater pride, self-kindness, serenity, energy, and alertness. Results demonstrate that yoga and positive education mutually enhance university students’ mental health, affect, self-compassion, and vitality both immediately and prolongedly. This study addressed gaps in the literature and will help inform future implementation of yoga and positive education courses on university campuses.

Background & Purpose: University students have lower levels of mental health compared to the general population (Twenge et al., 2019). Since the beginning of the COVID-19 pandemic, a further decline in university student mental health has been reported, emphasizing the growing concern for this population (Chen & Lucock, 2022). Positive education (i.e. courses grounded in positive psychology) could provide undergraduate students with techniques to cope with life, academic, and pandemic stress as growing research has shown its effectiveness in improving well-being (Smith et al., 2021; Yurayat & Seechaliao, 2021). However, to our knowledge, no studies have qualitatively investigated the long-term impact of a semester-long positive education course on university students mental health. Further, no studies have been found that examine the long-term impact of positive education on student mental health during the COVID-19 pandemic. Therefore, the first purpose of the thesis is to explore the perspectives of students who took a Quality of Living course on if and how they believe the course influenced their mental health a) 1-year after taking the course and b) during the ongoing COVID-19 pandemic (RQ1). Additionally, physical activity is a well-researched predictor of mental health and is a first-line treatment for depression (Fortier et al., 2020; Ravindran et al., 2016). There are studies that suggest a bi-directional relationship between physical activity and mental health may exist (Da Silva et al., 2012; Kim et al., 2017). Yet the influence of mental health on physical activity is just emerging. To our knowledge, no studies have used a mixed methods approach to investigate the potential bi-directional relationship between physical activity and mental health in university students and during the COVID-19 pandemic. Thus, a secondary aim of this thesis is to use a mixed-methods approach to explore the bi-directional relationship between physical activity and mental health over time amongst the students who took the QOL course during the ongoing COVID-19 pandemic (RQ2). It was hypothesized that there would be a bi-directional relationship between physical activity and mental health (Kim et al., 2017). Methods: RQ1: The sample consisted of 10 university students who took the course in the Winter 2020 semester. Participants were chosen using purposive sampling from those who indicated interest and were interviewed. Semi-structured interviews were conducted 1-year after the class ended using an interview guide and a pre-interview package was sent prior to the interview. Thematic analysis of the transcripts was performed to generate common themes once data saturation occurred. RQ2: As part of a larger study investigating the Quality of Living course, quantitative data was collected (n=57). Physical activity and mental health were measured before (baseline) and after (endpoint) the course through validated self-report questionnaires and was analyzed using cross-lagged correlational analysis. For the qualitative component, during the semi-structured interviews additional questions were asked to address RQ2. Abductive thematic analysis was used to analyze the transcripts and generate common themes. Results: RQ1: Overall, there were three primary themes identified in the data including The Influence of the Course on Mental Health, Helpful Course Components, and Transferring the Course Topics to One’s Personal Life During the COVID-19 Pandemic. RQ2: The quantitative data were non-significant and did not support the hypothesis. However, the qualitative data supported the presence of a bi-directional relationship and the students agreed that physical activity influences mental health and vice versa. Conclusions: These results suggest that positive education courses like the one investigated in this study could play a valuable role in improving undergraduate students' mental health long-term. These results can be used to inform the development and implementation of future positive psychology courses. Finally, a bi-directional relationship was qualitatively shown to exist and should be further investigated as understanding this relationship can help inform wellness interventions. Future research is recommended on these topics.

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Recently the direction of consumer mental health care in the United States has shifted in terms of its approach to recovery. In this sense recovery is not thought to be a complete amelioration of symptoms, but rather the acquisition of meaningful relationships, independent living, and fulfilling work. In response to these changes, the Utah division of the National Alliance for the Mentally Ill (NAMI-Utah) conducted consumer focus groups for the purpose of developing a tool to monitor this new conceptualization of recovery. The focus groups generated 10 recovery indicators based on recovery as the Substance Abuse and Mental Health Services Administration have defined it. This study explored initial psychometric reliability and validity estimates for these recovery indicators and their ability to track changes in recovery over time. In addition, the study also explored the relationship between distress reduction and recovery both concurrently and over time.

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