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This thesis, through four articles, investigates the history, meanings, legitimacy and implementation of a curriculum mandate to value Francophone perspectives from kindergarten to Grade 12 in Alberta social studies classrooms. These four articles are a response to my encounter (den Heyer, 2009) with this government mandate, which disrupted my socialization as a Québécois Francophone taught to see Albertans as hostile toward French-speakers. Preliminary research revealed that the curriculum mandate provoked uncertainty and frustration amongst many Alberta social studies teachers who had not previously been asked to attend to Francophone perspectives and/or who were used to associating these perspectives with Québec, not Alberta (Gani & Scott, 2017). To deepen these preliminary insights, I conducted a historical examination of the curriculum mandate (Article 1), a secondary data analysis of research with teachers about the mandate (Article 2), a qualitative inquiry into the reported implementation practices of 19 Alberta social studies teachers (Article 3), and I gathered responses from 13 Franco-Albertans to often-used critiques about the mandate (e.g., why these perspectives and not others?) (Article 4). Various iterations of the social studies curriculum mandate published since 1999 (Article 1) and the 13 Francophone participants in my research (Article 4) focused on Francophone perspectives as represented through the metaphor of a Canadian pillar. Per contrast, many Alberta social studies teachers recognized Francophone perspectives as situated in Québec and one among many in Alberta (Article 2 & 3). In line with a reciprocal conception of recognition - that is, the fundamental need to be accepted by others (Taylor, 1994) - the way forward for the mandate, which will soon be included in six subject-matters (Alberta Education, 2020), is to take into account not only Francophone perspectives but also the unnamed and derecognized Alberta (Anglophone) perspectives that shape the ways in which they are interpreted and implemented.

The study (paper 1) sets out to explore TAs perceptions of their practice by investigating the incidence of scaffolding present in their work with students. A mixed- methods approach to data collection involved a focus group of 12 TAs, and structured classroom observations followed by semi-structured interviews of 7 TAs. This allowed the researcher to discuss what was observed as well as discover their views on their and other TAs’ practise. Varying degrees of mediation were observed: scaffolding, acceptance but challenging pupil’s response, bridging, exploring systematic thinking, and using process oriented questions. Very rarely did TAs give answers to problems in isolation. TAs often were responsible for supporting students in regulating their behaviour, and indicated that their focus was not solely on students academic attainment but more so on their emotional and social development as well. Implications for practise within the school system are explored. Following findings from paper 1, this study (paper 2) sets out to further explore the roles of TAs from the perspectives of students and parents. TAs indicated that a significant aspect to their role was developing the social and emotional wellbeing of the students they supported. This paper explores to what aspect those views were shared and valued by students and parents. A mixed-methods approach to data collection involved a focus group of 3 students, 21 parental questionnaires, and semi-structured interviews of 7 TAs. 64% of parents indicated that TAs provide social and emotional support to their students, and 95% of parents indicated that the role was important in supporting their children in having successful school experiences. Students indicated that TAs knowing them well was one of the most important aspects needed to support them. The theme of ‘student nurture’ is explored, as TAs perceive this to be one of the main aspects of their role. Implications for practise within the school system are explored.

Art therapy is a method that has a long global history as a treatment alternative when conventional verbal psychotherapy and even pharmacotherapy have failed to facilitate improvement. It helps access, give form to, and integrate experiences, memories, and emotions that cannot be directly verbalised. Art therapy is the creative expression of the client through the use of art making and the subsequent artefacts within therapy. Art therapy is an opportunity for the therapist to access recesses of the client’s mind that may otherwise be hidden. This enables the therapist to utilise these revelations and the artefacts produced strategically within therapy. In South Africa art therapy as a profession does not have a distinct category of its own under the Health Professions Counsel of South Africa (HPCSA), and is not included in psychology training courses at tertiary level. In spite of this, some South African psychologists do use it as a modality in therapy. These psychologists are the subjects of this study. They provided important information regarding the possible uses of art in therapy from a unique South African perspective. The participants in this study have responded each in uniquely favourable terms to questions surrounding the value and benefit of art as a tool of psychological therapy. This unequivocal professional concurrence, while derived from a limited research sample, suggests that art therapy, though severely neglected, holds enormous potential for positive application within the South African context. The interpretations, definitions and applications of art therapy by each of these therapists are admittedly in no way as profound as those evidenced in the international literature examined in the course of this study, yet a vast resource of innovative perspectives, informative considerations along with fresh indicators towards areas for potential future research have come to the fore. According to the participants in this study, art therapy does not receive enough attention in the South African psychological arena. Areas specifically identified by the interviewees in which art therapy can play a role include: group work; preventative work; the crossing of language barriers; providing therapy to the greater population and previously disadvantaged groups; shortening therapy; and trauma work. Art therapy is not limited to age, nor by the presenting problem. It is engaging, and facilitates effective communication. The artefacts produced can serve as historic records of therapy, allowing the therapist and client to recollect the process. Colour can play an important part in therapy, yet the client’s unequivocal personal interpretation of colour should be the focus. Art therapy is not static and facilitates therapeutic movement, client involvement and responsibility. The art activity and artefact provides a concrete rather than verbal medium through which a person can achieve both conscious and unconscious expression and, as such, can be used as a valuable agent for therapeutic change. The image is tangible and serves as constant reminder and anchor to the clients conflict or problem, yet moves it to a safe distance outside the client. Art therapy is implemented in many different ways within South Africa, as is the case internationally. Although a multicultural South African society seems to be different in many contexts, the implementation and occurrence of art therapy appears to be fairly unchanged, and art may be the universal therapeutic language.

Overexposure to the sun is associated with an increased risk of melanoma and nonmelanoma skin cancer, but indications of improvements in sun protection behavior are poor. Attempts to identify emerging themes in skin cancer control have largely been driven by groups of experts from a single field. In December 2016, 19 experts from various disciplines convened for Interdisciplinary Perspectives on Skin Cancer, a 2-day meeting hosted by the National Academy of Sciences. The group discussed knowledge gaps, perspectives on sun exposure, implications for skin cancer risk and other health outcomes, and new directions. Five themes emerged from the discussion: (1) The definition of risk must be expanded, and categories for skin physiology must be refined to incorporate population diversities. (2) Risky sun exposure often co-occurs with other health-related behaviors. (3) Messages must be nuanced to target at-risk populations. (4) Persons at risk for tanning disorder must be recognized and treated. (5) Sun safety interventions must be scalable. Efficient use of technologies will be required to sharpen messages to specific populations and to integrate them within multilevel interventions. Further interdisciplinary research should address these emerging themes to build effective and sustainable approaches to large-scale behavior change.

The study explored the perceptions of clinical therapists who have conducted treatment on adults who live in poverty with an anxiety related disorder. Previous studies have discussed the relationship between poverty and the development of anxiety related disorders, while others have discussed the negative impacts anxiety can have on physical health, mental health, and social functioning. To improve the efficacy of therapeutic intervention for low income adults with anxiety related disorders, the study explored what clinicians believe are the most effective aspects of therapy to utilize. The study elicited qualitative data, reflecting on the experiences of ten participants who had at least two years of clinical practice with low income adults who suffered from an anxiety disorder. The data was collected through face-to-face interviews, and analyzed the challenges and successes that therapists experienced in their clinical practice. The study found that clinicians viewed cognitive-behavioral approaches as the most effective treatment model when treating this population. The study also revealed that clinical practice experience was perceived to lead to higher rates of positive treatment outcomes. Based on the findings of the study, we recommend that that clinical social workers and agencies continue to utilize and adapt cognitive behavioral approaches when treating low-income adults who suffer from anxiety related disorders.

The profession of nursing is affected by a nursing and nursing faculty shortage that is impacting the ability to produce adequate numbers of nurse graduates to address the healthcare needs of the future. Nursing schools are increasingly using simulation and/or role-playing to supplement the decreased number of nurse faculty and clinical sites in order to be able to continue to enroll nursing school applicants. The purpose of this phenomenological study was to examine the experiences of nursing students with role-playing and simulation and the extent to which role-playing with simulation is perceived by students as beneficial for learning within the nursing program at the study site. Constructivism theory and experiential learning theory were the theoretical frameworks used to evaluate the student perceptions of combining simulation and role-playing. Seven students from a bachelor's of nursing program volunteered to participate in the study and individual interviews were conducted. Interview transcripts were open coded and analyzed for patterns and themes. The results of the study indicated that the 7 students preferred the combination of simulation and role-playing over the use of either technique independently. It is recommended that simulation coordinators use the combination of role-playing and simulation to enhance student learning in the simulation laboratory. This study promotes positive social change by providing data to the local site on students' perceptions of the benefits of a technique that is able to support instruction and maintain student enrollment during nursing faculty shortages.

Current research indicates that when properly implemented, professional development (PD) can positively affect teaching practice and student academic achievement. However, teachers at Lincoln High School (pseudonym) questioned the effectiveness of their district's PD: Balanced Assessment. Given the paucity of research on teachers' viewpoints of PD and how it impacts implementation, the purpose of this qualitative case study was to examine teachers' perspectives of Balanced Assessment as it relates to implementation in the classroom. Guided by Knowles adult learning theory, which states that adults need to make a connection to what they are learning to real life, this study examined 4 English language arts teachers and their perspectives of Balanced Assessment. The guiding research questions explored teachers' perspectives of Balanced Assessment, PD, and ways to enhance the training. The research design was a case study of 4 English language arts teachers and data collection included interviews and classroom observations. The data were analyzed by using HyperRESEARCH, and 4 themes emerged: voice, follow-up, same strategies but different names, and trust, results consistent with Knowles adult learning theory. Findings indicated that teachers' perceptions impact implementation and led to the creation of a 3-day PD plan. This PD incorporated the study's finding, and therefore provided teachers relevant sessions that incorporated teachers' voices and included follow-up. Social change implications include creating PD that includes the tenets of adult learning theory which could improve teacher instruction and increase academic achievement for all students.

Health care systems still focus on single disease management and ignore the complexities of multiple conditions management. Though self-management is the focus of chronic disease management, patients with comorbidities face challenges in meeting their self-management goals. The purpose of this study was to explore the perspectives of patients with comorbid conditions on the use of eHealth technology to promote self-management. The research was grounded on the technology acceptance model. I sought to explore the participants' understanding of self-management, the challenges to self-management and their perspectives on the use of eHealth for self-management. In this phenomenological study, 10 interviews were conducted from a purposeful sample of those with two or more comorbid conditions. The collected data were audio recorded and transcribed verbatim. Prolonged engagement, member checks, and triangulation were used to ensure trustworthiness. Self-reports and observation augmented the interviews. Data collection continued until saturation was reached, then analyzed iteratively and organized according to themes. The results showed that the participants managed their conditions at home by taking prescribed drugs, attending clinics, and following a special diet. However, they faced financial constraints, struggled with symptom control, and took too many drugs. The results also showed that technology could be used for people living with comorbidity as a source of information, to remind patients to take drugs or attend clinics, to increase awareness of symptoms, and to assist in the management of the disease. This study is expected to help in understanding (a) the challenges faced by patients with comorbidities, and (b) how the use of technology promotes self-management in this growing group.

Much has been written about family therapy training and supervision from the perspective of teachers and supervisors. However, the perspective of family therapy trainees is not well represented in the literature. Research employing student responses is common, but results are offered from the perspective of the trainers of family therapy and the subjective experience of students is frequent ly left untapped . One area of training and supervision, basic therapy skills, offers no perspectives from family therapy trainees. This research examined trainee perspectives concerning basic family therapy skills and made comparisons to trainer perspectives regarding the same skills. The findings indicate that some differences exist in those skills valued as most important to students when compared to the same skills evaluated by their instructors. Students place value on self attributes and joining skills whereas teachers and supervisors value professional ethics and the students ' knowledge base when ranking skills.