Honours Bachelor of Behavioural Psychology program - Thesis abstracts from the graduating class of the St. Lawrence College 2020 - St ...

Thesis abstracts from the graduating class of the

Honours Bachelor of Behavioural Psychology program

 St. Lawrence College

 2020

Welcome!

The Honours Bachelor of Behavioural Psychology (BPSYC) graduating class of 2020, would
like to welcome you to this year’s Behaviour Psychology Poster Gala event. Over the past four
years, BPSYC students have been working towards their eight-month theses placement. The
posters presented at this gala are a cumulation of this clinical experience and hard work. With the
support and encouragement of the peers, faculty, clinical and agency supervisors, and second
readers, these posters would not be possible. The BPSYC program at St. Lawrence College
streamlines the core skills and knowledge needed in Applied Behaviour Analysis (ABA),
Cognitive Behavioural Therapy (CBT), and Behavioural Counselling. In addition to these, many
other courses relevant to the field of BPSYC. Over the four years, the students have completed a
total of three placements in a variety of settings and with a variety of populations along with in-
class instruction. This is a unique opportunity offered by this undergraduate degree, which leads
to unique career opportunities offered upon graduation. These opportunities can include ABA,
acquired brain injury, addiction, developmental disabilities, autism, corrections, counselling, and
more. In this booklet, theses abstracts from the poster display are presented and are outlined
alphabetically by placement setting. The posters at the gala will be organized in the same order.
The students will be prepared to present their theses, answer questions, and discuss topics related
to their posters. A heartfelt thank you to all participants, faculty, agencies, and supporters while
we showcase our final project. Please feel free to question the presenters – we are eager to share
our posters, knowledge, and experiences with you all.

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Table of Contents
Welcome………………………………………………………………………………………..…2
Table of Contents………………………………………………………………………………….3
Message from Associate Dean Louise Chatterton Luchuk………………………………………..5
ADDICTIONS…………………………………………………………………………………….6
 Erika Jones………………………………………………………………………………...6
 Katie Watson………………………………………………………………………………6
 Maren Kamerads…………………………………………………………………………..7
 Natalie Percy………………………………………………………………………………7
 Taylor Walters…………………………………………………………………………….8
AUTISM AND DEVELOPEMENTAL DISABILITES………………………………………….9
 Amy-Lynn Nolan………………………………………………………………………….9
 Hanna Stratton…………………………………………………………………………...10
 Jessica-Lyn Kovacic……………………………………………………………………..10
 Lindsay-Rae Lauzon……………………………………………………………………..10
 Reagan Hawley…………………………………………………………………………..11
 Tashauna Buell-Lowes…………………………………………………………………...11
CORRECTIONS…………………………………………………………………………………13
 Alexa Waycik…………………………………………………………………………….13
 Hannah Shuttleworth…………………………………………………………………….13
 Jillian Auger……………………………………………………………………………...14
 Kristen Lott………………………………………………………………………………14
 Megan Paupst…………………………………………………………………………….15
 Meghan Herrington ……………………………………………………………………...16
 Nolan MacInnis ………………………………………………………………………….16
 Samantha Barkley………………………………………………………………………..17
 Samantha Orr…………………………………………………………………………….17
DEMENTIA……………………………………………………………………………………...19
 Graycee Joseph…………………………………………………………………………..19
 Taylor Whiteman………………………………………………………………………...19
EDUCATION……………………………………………………………………………………21
 Bailey Rose………………………………………………………………………………21
 Jezihna Pascoal…………………………………………………………………………..21
 Chris Lewis………………………………………………………………………………22
MENTAL HEALTH – ADOLESCENT AND CHILDREN…………………………………….23
 Ashley Golench…………………………………………………………………………..23
 Catherine Richard………………………………………………………………………..23
 Crystal Wiens…………………………………………………………………………….24
 Danielle Elliot……………………………………………………………………………24
 Dylan Twist………………………………………………………………………………25
 Ebehitale Okojie………………………………………………………………………….25
 Hannah Hanchiruk……………………………………………………………………….26
 Jennifer Bain……………………………………………………………………………..26

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Julie Woods………………………………………………………………………………27
 Lauren Vezeau…………………………………………………………………………...27
 Meagan Donnelly………………………………………………………………………...28
MENTLA HEALTH – ADULT…………………………………………………………………29
 Cynthia Micholias………………………………………………………………………..29
 Kasey Enright…………………………………………………………………………….29
 Liam MacMullin…………………………………………………………………………30
 Makayla Howard…………………………………………………………………………30
 Nicole Armitage………………………………………………………………………….31
 Peter Norman…………………………………………………………………………….31
 Stefanie Mcharg………………………………………………………………………….32
 Tess Barlow……………………………………………………………………………...32
TRAINING WORKSHOP……………………………………………………………………….34
 Holly Owen………………………………………………………………………………34
Conclusion……………………………………………………………………………………….35
Final Words from Staff…………………………………………………………………………..36
Class of 2020……………………………………………………………………………………..39

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Message from Associate Dean Louise Chatterton Luchuk

Congratulations to the graduating class of 2020! Your time in the Honours Bachelor of
Behavioural Psychology program is represented in the posters you have created. The quality of
the posters you have created demonstrate not only your research findings, but the culmination of
what you have put into – and received from – this program. Congratulations on a job well done!

During the course of this program, you have experienced a rigorous curriculum and a significant
number of placement hours, in a variety of settings, to solidify your learning. You have
researched, read about, discussed, and engaged in activities to broaden your knowledge and skill
base preparing you to enter your chosen field of Behavioural Psychology. You have also gained
other important skills for your future success: working in groups, contributing to the community,
learning about yourself, building relationships, utilizing critical thinking skills, digital
citizenship, public speaking, and so on.

You should be proud of your accomplishments, and I wish you all the best as you finish up your
studies and move into the next phase – whether it be continued education or entering the
workforce. #ProudtobeSLC

Louise Chatterton Luchuk, M.A. (Educational Studies)
Associate Dean – School of Community Services

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Addictions

Evaluating the Effectiveness of a Life Skills Training (LST) Group Within a Rehabilitation
 Facility for Addiction Treatment
 Erika Jones

Addiction is one of the largest social epidemics today. Research has shown that individuals with
addiction often lack or struggle with the necessary life skills required for prosocial living. Life
Skills Training (LST) programs are a beneficial program to implement within an inpatient
voluntary treatment center for addictions. This program focuses on teach essential life skills that
are helpful for a person who is in early recovery. The skills taught are important to learn and
transition back into their daily routines. It was hypothesized that participants would display an
increase in their overall readiness to change after a seven-week program run twice a week.
Participants (10) voluntarily choose to partake in the research taken during the Transitional
Group Therapy class. The participants were split into two separate populations based on their
addiction – alcohol group (5) and drugs/ poly-user group (5). Using the SOCRATES assessment
used to measure the participants “Recognition”, “Ambivalence”, and “Taking Steps.” The
hypothesis was not fully supported by the data collected. This was due to sample size and the
initial level of readiness the participants displayed at the Pre-Test assessment collection.
Significance was found in the “Ambivalence” category for both populations and minor
significance was seen in the Recognition category. This displays the participants acknowledged
the certainty of their problem behaviour and wanted to make changes towards their sobriety. LST
Programs can have a positive impact on clients who are attending treatment centers for
addictions. Adapting life skills in early recovery is can help the individual to regain control in
their life and increase their chances of maintaining their recovery. For the purpose of collecting
data it may be more beneficial for future researchers to have a larger sample size and use a
different form of assessment to gather more accurate results.

 Effective Relapse Prevention Techniques for Clients Being Discharged from an Acute
 Detoxification Centre
 Katie Watson

The period of time when an individual struggling with addiction begins using substances again
after having a period of sobriety is known as relapse. Relapse is common in the addiction
community and can happen to anyone, no matter how many days, weeks, or years of sobriety one
has. It is for this reason that relapse prevention can be considered a crucial aspect of the recovery
process. Even though relapses are a normal part of the recovery process, becoming
knowledgeable about relapse prevention techniques and what works for you as an individual can
help to successfully decrease the number of relapses one may experience. The reason why
someone may relapse can be different for everyone, but not being aware of one’s own triggers
for a relapse or knowing what to do when these situations arise is a large part of the reason
people find themselves using substances again. The Relapse Prevention Workbook was created
to help combat the occurrence of relapse for those currently in a detoxification centre. It is a
practical workbook focused on coping skills and strategies for use during a client’s stay at a
Detoxification Centre or following discharge. This workbook includes brief descriptions on
relapse and relapse prevention, warning signs of a relapse, effective strategies for relapse

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prevention, helpful worksheets, as well as a section on where to turn when in need of further
assistance. It was created as an independent resource for clients admitted to a detoxification
centre, as these centres do not often have staffing to offer one on one support or counselling to
clients. It can be distributed by staff at their discretion either as whole document or in sections,
depending on the needs and cognitive level of the client. The purpose of this workbook is to
provide clients who are struggling with addiction with a resource to help them be successful and
reach their recovery goals on their own, especially once they have been discharged from a
detoxification centre, but finding themselves waiting for further assistance or support that they
need.

 Increasing Abstinence Self-Efficacy by Creating Individualized Relapse Prevention Plans
 in an Adult Male Rehabilitation Center
 Maren Kamerads

There has been empirically based evidence for various treatment options for substance use
disorders, but there has been the consistent barrier of relapse across all treatments. There is
evidence supporting that abstinence self-efficacy decreases the likelihood of relapse. The current
study examined if creating individualized relapse prevention plans increases post treatment
abstinence self-efficacy. The relapse prevention plans included daily maintenance lists,
identifying triggers and coping mechanisms, mental health maintenance plans, and safety
planning. Participants included 3 men aged 22 to 35 in a residential treatment center. The
independent variable consisted of 2 groups: the treatment group (n=2), participants who received
relapse prevention plans, and the control group (n=1), participants who received treatment as
usual. The dependent variable included post-treatment abstinence self-efficacy which was
measured using the DTCQ-8. To analyze the data, a pre-test-post-test independent measures
experimental design was used. The statistical analysis indicated that the results of this study were
not significant. Therefore, the hypothesis that relapse prevention plans would increase post
treatment abstinence self-efficacy was rejected. It is recommended that future researchers focus
on increasing sample size and having an appropriate time span to complete the research.

 Evaluating the Effectiveness of a Multi-Modal Approach to Treating Adult Addictions
 Natalie Percy

For the current study, the goal was to evaluate the effectiveness of the multi-modal treatment
approach that was used by a residential addiction treatment facility in an adult population.
Newgate 180 provided a treatment that was grounded in Cognitive-Behavioural techniques while
teaching life skills, relapse prevention techniques, and used various other treatment modalities
such as mindfulness, homeopathy, and fitness activities. The hypothesis stated that the multi-
modal treatment approach would decrease the severity of addiction-related symptoms. The
current study also aimed to evaluate if there were any significant gender-related treatment
outcomes. Ten participants between the ages of 20-70-years-old were selected for the study.
There was an equal ratio of male-to-female participants. Each individual displayed an addiction
with accompanying addiction-related symptoms. A paired samples t-test was used for the
statistical analysis for the scores obtained from the Global Appraisal of Individual Needs-Short
Version (Titus, Unsicker, & Hodkgins, 2002) and Your Own Assessment of Your Problem at
intake and discharge. The statistical analysis revealed that the multi-modal treatment approach

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decreased addiction severity; therefore, confirming the hypothesis. Upon further comparisons
using another paired samples t-test, it was determined that there were no significant differences
between male and female treatment outcomes. This revelation displays that the multi-modal
treatment approach did not differ in effectiveness for either gender. Two prominent limitations to
the study included the use of a small sample size and the absence of a follow-up period to
determine if the treatment provided long-term effectiveness. However, the results displayed the
opportunity for simple replication procedures due to the small number of assessments used. In
conclusion, it would be beneficial to conduct future research to determine the effectiveness of
using a multi-modal treatment on addiction severity as well as if there are variables that could
enhance treatment efficacy for specific genders.

 Evaluating the Effectiveness of Exercise on Increasing Psychological Health for Adults in
 an Addiction Rehabilitation Setting
 Taylor Walters

Over the years, addiction has been known to severely impact the lives of several individuals and
cause serious, chronic long-term consequences. Exercise is a highly recognized skill for
improving overall mental health in various populations, including the addictions population.
Physical activity is a relatively new approach to helping individuals with mental health issues
and substance use issues; however, research has shown that exercised based interventions have
been an effective intervention for the majority of individuals who have tried it. Exercise-based
interventions are rewarding and effective due to easy accessibility, immediate reinforcement, and
overall mental health increases across clients. The aim of the study was to implement a
structured physical activity program which was hypothesized to increase the overall mental
health of clients in an addictions rehabilitation centre. The physical exercise program was an
eight-week program that consisted of completing various physical activities two times a week for
30 minutes, as well as complete three standardized assessments before and after each physical
activity. The results of the study were analyzed through pre and post-testing and showed that the
physical activity program was an effective resource for individuals experiencing addiction and
mental health issues and need immediate effective coping strategies. Recommendations for
future research should include using a bigger sample size in order to obtain the most reliable
results in regards to the effectiveness of the physical activity program on this population.
Furthermore, research should focus on analyzing less mental health symptoms because utilizing
three assessments before and after each physical activity can become overwhelming for clients.
Lastly, the physical activity program should be implemented with access to a variety of different
physical activities so that larger groups of clientele will want to stay motivated and continue
participating in the study.

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Autism and Developmental Disabilities

Evaluating the Effectiveness of Dialectical Behaviour Therapy on Emotional Regulation in
 an Adult with a Development Disability
 Amy-Lynn Nolan

Individuals with a developmental disability face many challenges; a common challenge is emotion
dysregulation. Emotion dysregulation refers to the failure to recognize, understand, or accept
emotions that results in inappropriate responses and behaviours. Emotion dysregulation can
interfere with self-worth, interpersonal relationships, and overall quality of life. Furthermore,
emotion dysregulation can lead to problem behaviours such as verbal and/or physical aggression.
Therefore, there is a need for appropriate support and services to help people with a developmental
disability learn about and improve emotion dysregulation to limit negative effects associated with
emotion dysregulation. The study consisted of one participant who had been diagnosed with a
developmental disability and had a history of mental health issues. The purpose of this study was
to evaluate the effectiveness of a modified Dialectical Behaviour Therapy (DBT) on emotion
regulation. This study aimed to increase the participant’s emotional regulation skill used for
managing their emotional responses when presented with difficult situations. The present study
consisted of eight skill building sessions that included two skills from each DBT module
(mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness). The sessions
were taught by the student researcher using techniques such as psychoeducation, modelling, and
role-playing exercises. The DBT skills were modified to suit the unique needs of the participant.
Emotion regulation was assessed before and after intervention using the Difficulties in Emotion
Regulation Scale. Improvement on emotion regulation was noted as the participants’ score
decreased on the DERS following intervention. Skill acquisition and generalization measures were
assessed pre and post session and positive results were recorded. These findings suggest that using
modified DBT could be an effective intervention for improving emotion regulation within the
developmental disability population. As with similar studies, methodological limitations such as
small sample size, self-reporting, and content variability were identified and future
recommendations were discussed.

Using PECS to Increase Independent Communication of an Adult Man with a Diagnosis of
 Down Syndrome
 Hanna Stratton

The Picture Exchange Communication System (PECS) is an effective communication system to
support the communication of persons diagnosed with a developmental disability. The purpose
of the current study was to establish PECS as a communication system for an adult male with a
diagnosis of Down syndrome in a day-program setting. The participant attended sessions with
day-program staff members, who were trained using Behavioural Skills Training (BST) (bsci21,
2015) to implement PECS. In these sessions, PECS was implemented with the participant using
different reinforcers that were determined through previous observation and staff report. Staff
training was consistent in resulting over 80% accuracy, meaning staff members had ‘mastered’
the skill(s) and were able to perform them with the participant. The use of PECS in this research
project was shown to be successful when the participant consistently acted independently when
the opportunity to do so arose instead of reverting to his old ways. The results of the current

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study are discussed in reference to the current literature on PECS and BST with a focus on the
impact of a communication system for an adult with a developmental disability and limited
communication skills.

Psychoeducation to Increase Emotional Regulation and Sexual Education in a 32-year-old
 Woman with Co-occurring Intellectual Disability and Schizophrenia
 Jessica-Lyn Kovacic

When reviewing current research on dual diagnosis, the prevalence of individuals with co-
occurring intellectual disabilities and schizophrenia was apparent. However, literature displaying
strategies for this population was underrepresented. This thesis examines the potential benefits of
psychoeducation on mindfulness and sexual education. This research included a case study
design with a 32-year old woman diagnosed with schizophrenia and an intellectual disability.
Three pre-tests analyzing sexual knowledge, use of mindfulness, and negative emotional
regulation strategies were conducted in this study. Following pre-tests, six psychoeducation
session were implemented twice weekly over the scheduled 4 weeks. It was hypothesized that
intervention would show two main effects: (1) increase mindfulness and emotional regulation
and (2) increase sexual education/improve knowledge. The results following the post-test
comparison included a 20% increase in sexual knowledge, 36% increase in mindfulness, while
decreasing negative emotional regulation by 36%. Future studies should continue to examine
effects of sexual education and mindfulness for this population due to the current research gap on
empirically supported strategies. Individualized education sessions and high treatment integrity
were key beneficial factors for the participants success within this study. Recommendations for
future research include additional participants to demonstrate internal reliability of results.
Additionally, behavior tracking could be used in the form of homework completion checklists or
recording sexual safety actions (i.e. bringing a sexual safety kit when leaving the house). Results
for behavior tracking would allow for data on, if learned knowledge was generalized to settings
outside of sessions. Overall, the research exemplifies the use of mindfulness and/or sexual
education as a potential effective strategy for the population diagnosed with co-occurring
schizophrenia and intellectual disability.

 Transitions and Children: A Manual and Toolbox to Facilitate Successful Transitions
 Lindsay-Rae Lauzon

In any setting, children are expected to transition from one activity or place to another. However,
children in preschool settings can spend up to a third of their day in transitions and many
children may find transitions difficult due to uncertainty of what activity is to come, difficulty
giving up activities, and avoidance of the next activity or location. The ‘Transitions and
Children: A Manual and Toolbox to Facilitate Successful Transitions in Preschoolers’ was
created as a resource for students, volunteers, and daycare staff working with the Childcare
Resource Consultants (RCs) with Community Living Kingston and District. This manual and
toolbox were created to fill a gap within the agency for available effective strategies and other
resources that help the RCs support successful transitions. These resources were created
specifically for the children who are receiving services from the agency, and the professionals
working with those children. Literature was reviewed on interventions used to address and
facilitate transitions in preschool children and to support the use of training manuals to support

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staff in new skill acquisition. The manual and toolbox were provided to the six RCs at the agency
including a feedback survey to assess helpfulness, usefulness, and relevance within the agency.
Though no feedback surveys were returned, verbal feedback was given regarding changes to
language used, the inclusion of the daycare staff as intended users of the manual and toolbox,
and the need for a section on how daycare staff, volunteers, and students may support the
children in addition to the RCs. Recommendations for future research include conducting a study
to evaluate the effectiveness of the manual when training other professionals working with the
RCs. Additionally, the manual could be used as a template for supporting transitions in other
populations who are served by the agency if another manual were to be completed in the future.

Using Behavioural Skills Training, Positive Reinforcement and a Token Economy with an
 Elderly Women Diagnosed with a Developmental Disability to Increase Appropriate
 Communication
 Reagan Hawley

A developmental disability is characterized as a group of conditions that causes impairments to
various areas such as learning, physical, behavioural, and communication. There are many
individuals diagnosed with a developmental disability who are aging and living longer than
generations before. Communication is a critical skill that allows individuals to build strong
relationships with others, appropriate communication specifically allows others to understand
what is being said. There is an abundance of research on communication, however, there is a
lack of literature regarding the geriatric population. This thesis hypothesized that the use of
Behavioural Skills Training (BST), positive reinforcement, and token economy will increase
appropriate communication with an elderly woman diagnosed with a developmental disability.
The interventions occurred three days a week with four sessions each day. BST was
implemented first for two weeks, followed by positive reinforcement for one week, and finally
token economy for two weeks. The results of the study demonstrated a slight increase from
baseline to each intervention. The mean score of baseline is 30.7%, 35% for BST, 36% for
positive reinforcement, and 40 % for the token economy. Token economy had the greatest
increase of 9.3%. Research should expand on the use of positive reinforcement and obtaining a
larger sample size in order to gain stronger data analysis.

 Teaching Social Skills using Behavioural Skills Training Strategies to Adults with
 Developmental Disabilities
 Tashauna Buell-Lowes

The study evaluated the effects of the use of behavioural skills training to teach social skills over
a series of structured sessions. Considering there was a lack of research with this population, the
study helps in expanding knowledge. All participants had a diagnosis of a developmental
disability, with one participant selected in total for the sample size. The intervention contained a
total of three sessions involving a storyboard and infographic materials. These materials were
simplified and presented with short instructions in order to guild participants along. Questions
and verbal consent were also obtained before the infographics were presented. Results of the
study found an increase in two of the three targeted behaviours once the sessions were complete,
with the most improvement observed in language and manners. Once the intervention was
complete, the increases in all three behaviours was calculated and recorded. The results of the

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study suggest that the use of behavioural skills training is effective in teaching some social skills.
There were some limitations encountered in the study, however it did not impact the final results.
Recommendations for future studies include the use of more sessions and more structure to how
each session is carried out in regard to chosen materials. Additional recommendations also
include a larger sample size and inclusion of inter-observer agreement to obtain statistics from
more than one person. In conclusion the study was successful in evaluating the effects of the use
of behavioural skills training in teaching social skills to participants diagnosed with a
developmental disability.

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Corrections

Development of a Staff manual: Enhancing the Application of Cognitive Behavioural Skills
 Used with Offenders
 Alexa Waycik

The Correctional Service of Canada is obligated to provide correctional programming to
offenders in their custody. Correctional Program Officers are responsible for the delivery of
these manualized programs. These programs share similarities with the practices of cognitive
behavioural therapy. Research has demonstrated that the more training and knowledge a
facilitator has, the more effective a program can be; therefore, it was thought that providing
Correctional Program Officers with information about cognitive behavioural theories and tools
may enhance their facilitation. As a result, a cognitive behavioural skills manual was developed
for Correctional Program Officers. Literature about cognitive behavioural theories and the use
and development of manuals was reviewed. The literature highlighted the versatility of cognitive
behavioural therapy skills. Furthermore, characteristics of an effective manual were described.
The final manual consisted of nine sections with seven chapters outlining cognitive behavioural
theories and tools. Each chapter used a mix of text and diagrams to convey the information.
Furthermore, most of the chapters also provided handouts related to the material discussed in the
chapter. Using the Staff Feedback Survey, created by the student, feedback about the manual
was collected. Anonymous feedback was collected through the use of a Likert scale from 1
(strongly disagree) to 5 (strongly agree). Two of the 10 statements were reverse scored. A
subscale was used to rate the overall impression of the manual from 1 (poor) to 5 (great). The
survey included a section for additional comments from the respondents. Results demonstrated
that the manual was well-organized and provided good information. Respondents indicated that
the manual may aid in learning about cognitive behavioural strategies; however, it may not be
beneficial for generalizing the use of cognitive behavioural skills. It was recommended that the
manual be objectively tested for effectiveness in the future. Further study should also assess if
the manual may be more beneficial within other populations.

 An Overview of Substance Use Treatment Within Federal Canadian Correctional
 Institutions
 Hannah Shuttleworth

Substance use by incarcerated individuals in federal correctional facilities in Canada is an
ongoing concern. Consistent with community standards, Correctional Service of Canada has
moved from a punitive means of addressing substance use in correctional facilities, to addressing
it as a health concern. This change in perspective has altered the way that incarcerated
individuals who engage in problematic substance abuse are treated in Canadian Institutions. The
purpose of this thesis is to review the literature around effective substance use
intervention/policies and determine the benefits and shortfalls of the current treatment of
problematic substance abuse in federal detention in Canada. Literature examining data collected
throughout federal institutions and the community in Canada was compiled to determine the
efficacy of this new treatment method and best practice for treating substance use in this
population. The literature that was reviewed explored prevalence, risk of illness, Opiate
Antagonist Therapies, “drug strategy”, and policy. All data was collected through St. Lawrence

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College and The Ontario Federation of Teachers online data bases as well as google searched for
public information related to statistics reported by Correctional Services of Canada. A lack of
information on current substance use treatment in Correctional Services of Canada, and outdated
data from the community were cited as factors that inhibited this study. In the future, harm
reduction and psychosocial intervention within federal institutions are recommended for further
research. Additionally, the implications of punishing problematic substance use rather than
implementing effective treatments to individuals who have been incarcerated in Canadian federal
detention is an area with limited research due to the recent change in how substance use is
viewed in Correctional Service of Canada.

 An Evaluation of Schemas, Dissonance, and Distress Involving Intimate Partner Violence
 Perpetration
 Jillian Auger

Intimate partner violence (IPV) is one of the largest threats to public health and impacts millions
of North Americans every year. In addition to negative psychological, physical, and economic
effects for victims of IPV, IPV has also been linked to the experience of psychological distress
for perpetrators. Addressing these psychological reactions to perpetration is important to
optimize treatment outcomes for IPV perpetrators; however, existing research related to the
causes and correlates of this type of distress remains limited. One potential factor in
understanding reactions to perpetration involves the schemas used by the individual to frame
interpersonal interactions and perceptions of their actions as right or wrong. The type of schema
endorsed by perpetrators may be an important indicator of emotional reactions to IPV, and
specifically how perpetrators perceive engagement in IPV as a violation of their belief system.
The current study aims to assess the relationship between unhealthy schema modes that are
associated with unmet needs from childhood (Punitive Parent and Bully/Attack), psychological
distress and perceived belief system violations related to IPV perpetration. Forty-two men and
three women who were participating in a 12-week treatment program for IPV perpetration
completed the Schema Mode Inventory, Kessler Psychological Distress Scale (K10), and the
Traumatic Dissonance Scale (TDS), which assesses three factors related to the experience of
perpetrator-related distress (perceived violation of belief system, significance of belief system,
and perceived ability to atone for actions). Regression analysis was conducted to assess the
impact of elevated Bully/Attack and Punitive Parent schema modes and increased TDS factor
scores on psychological distress among perpetrators of IPV. Results indicated that participants
who received a higher score on the Punitive Parent schema mode reported significantly higher
scores on the K10 (b = 6.50, t(30) = 4.44, p < .001). Pearson correlations were used to determine
the relationship between the two schema modes of interest and the three factors of the TDS; the
Punitive Parent schema mode was positively correlated with a perceived inability to make
amends for engagement in IPV (r(39) = .41, p =.010). Present findings may increase
understanding of distress caused by engagement in IPV perpetration.

 Sex Offender Treatment: A Critical Analysis of the Treatment Literature
 Kristen Lott

This thesis provides a critical analysis of the literature surrounding different types of treatment
modalities used for sex offenders. A search of PSYCInfo and Google Scholar was conducted in

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order to gather the articles analyzed using key phrases such as “sex offender treatment,”
“therapist effectiveness,” and those associated with the individual treatments (i.e., “risk-need-
responsivity model”). In total, 27 articles were analyzed. Treatments analyzed included the risk-
need-responsivity (RNR) model, the Good Lives Model (GLM), Cognitive Behavioral Therapy
(CBT), Mode Deactivation Therapy (MDT), and Eye Movement Desensitization and
Reprocessing (EMDR) therapy. These were analyzed in conjunction with the Integrated
Correctional Program Model (ICPM) to gauge whether it was an effective model. Also discussed
are variables associated with treatment failure as well as the characteristics, roles and importance
of effective therapist styles. As the majority of sex offenders will be released to the community,
it is the best practice to provide the most effective treatment to reduce the risk of recidivism and
to allow them to better reintegrate with the general population. As the basis for several different
types of treatment including the GLM and part of the framework of the ICPM, the RNR model
has continuously proved to be best practice when treating not just sex offender, but offenders in
general. The ICPM incorporates aspects of the RNR model, the GLM, and CBT, which have
been deemed through empirical literature to be effective interventions. However, there are no
treatment effectiveness studies specifically targeting the ICPM. Although it appears to be a valid
treatment modality is an effective treatment modality based on the contents and approach, it
would be beneficial for CSC to complete a program evaluation to ensure effectiveness.

 The Good Life in a Medium-Security Institution: A Self-Care Resource Manual for
 Correctional Program Officers
 Megan Paupst

Stress and burnout are common within correctional agencies due to the challenges of working
with offender populations. Research states that using self-care can counter negative effects of
working in an institution. An efficient method of providing correctional staff with knowledge of
self-care was insufficient within the literature. To address this gap, a self-care resource manual
and presentation were developed to teach and enhance self-care strategies. The resulting manual
consisted of 4 modules: Relationships, Emotions, Thoughts, and Behaviour, and included
worksheets for self-care strategies related to each module. The presentation used 15 PowerPoint
slides and described ways to overcome barriers and generalize the various skills within the
manual. Eight staff attended the self-care presentation and completed an evaluation survey. The
manual and presentation evaluation survey assessed the practicality, organization, visuals,
content, and convenience of both manual and presentation. The evaluation was comprised of 3
subscales: a manual, presentation, and overall subscale. The first 2 subscales had 7 questions and
the third subscale had 3. The scales were rated from 1 (strongly disagree) to 5 (strongly agree);
as well, each subscale had 1 qualitative question, which allowed participants to write additional
information. Results from the evaluation survey found that the manual and presentation were
useful, easily accessible, and well organized. Qualitative results found that both the manual and
presentation provided an appropriate amount of information within the modules to gain an
understanding of the skills. Overall, the project was perceived as positive by participants. One
limitation in the project was that some surveys were incomplete. Future research is
recommended to study the effectiveness of self-care manuals among different populations.
Teaching psychoeducation topics using manuals is also recommended. The current project
emphasizes the importance the use of self-care to improve overall wellbeing, particularly in
correctional settings.

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Psychoeducational Approaches to the Holistic Management of Chronic Pain within a
 Group Setting Among Federally Incarcerated Males
 Meghan Herrington

Incarcerated people with chronic pain conditions have few options for treatment when navigating
the management of their illness in correctional facilities. Currently pharmacological
interventions serve as the primary treatment approach for chronic pain and this can pose
significant challenges within correctional environments. It has become evident that there is a
persuasive call for alternative interventions to the management of chronic pain among those who
are incarcerated. According to current literature, the holistic approach to chronic pain
management has been shown to be effective in the treatment of the condition. Psychological
interventions based around dialectical behavioural therapy (DBT), mindfulness-based therapy
(MBT), psychoeducation, cognitive behavioural therapy (CBT) and exercise therapy have
elicited promising results as viable treatment options for the management of chronic pain.
Holistic treatment approaches have been effective at increasing pain management skillsets while
decreasing problematic behaviours and symptomology associated chronic pain. This thesis is an
evaluation of two holistic chronic pain management groups using archival data to illustrate the
effectiveness of holistic group therapy to increase coping self-statements and seeking social
support among incarcerated males at a federal correctional facility. Fourteen individuals who
reported pain symptoms for a minimum of six consecutive months participated in the study.
Psychometric assessments were used to gather variables and examine change in symptoms using
the Coping with Chronic Pain Inventory (CCPI) and the revised Illness Perception Questionnaire
(IPQ-R). Results were collected using a self-report pre- and post-test approach. After analysing
the results from the IPQ-R it was indicated that the holistic chronic pain management group did
not show statistical significance in decreasing problematic behaviours or symptoms associated
with chronic pain. However, the results analysed from the CCPI did indicate statistical
significance in increasing particpants positive self-coping statements and seeking social support.
Furthermore, the examination will outline and discuss the limitations of the study while
highlighting implications for future research in the field with a goal of attaining statistically
significant results.

 A Multidimensional Examination of Potential Factors Affecting Indigenous
 Overrepresentation in Canadian Corrections: A Literature Review
 Nolan MacInnis

Although Indigenous people only account for approximately four percent of Canada’s
population, government reports show Indigenous individuals make up almost one third of federal
incarcerations. This substantial overrepresentation displayed by the data is what motivated a
further examination into the possible causes of what was being observed. It was hypothesized
that the history of forced assimilation endured by Indigenous people in Canada and the
intergenerational trauma resulting from these experiences may be influencing overrepresentation.
By conducting an extensive literature review of past and present challenges and examining how

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these experiences may influence criminality in accordance to Andrews and Bonta’s (2006)
theory of the Central Eight, a more comprehensive understanding was acquired. The review
contains information gathered from academically accredited databases, public scholarly
databases, and government websites. The results of the review supported the original hypothesis,
it appeared the intersection of the Central Eight and the patterns of behaviour resulting from
cultural trauma, allow for a better understanding of the overrepresentation of Indigenous people
in the Canadian criminal justice system. Recommendations for future research include a more
empirically driven look at potential factors that cause overrepresentation of Indigenous people in
Canadian corrections. Additionally, pinpointing specific areas of focus within the Central Eight
that relate to the Indigenous population would allow for the development of community support
strategies. By developing more targeted, well informed interventions and placing them directly in
Indigenous communities, this could help combat the negative impacts of intergenerational
trauma.

 The Effectiveness of Treatment for Men Who Have Sexually Offended
 Samantha Barkley

Within Corrections Services Canada (CSC), they have three security levels of institutions and
several different populations housed within these institutions due to incarceration. Sexual
offenders are just one of the several different populations housed within CSC’s institutions. The
main focus of this thesis was to explore the literature on sexual offender treatment. Treatment
options for sexual offenders are not just solely limited for institutions, but also for community
use, too. When incarcerated, the sexual offender typically completes programming to help reduce
the likelihood of recidivism. The literature review has an abundance of information in relevance
to best practices. These best practices consist of the Integrated Correctional Program model used
throughout CSC, Cognitive Behavioural Therapy groups, the Good Lives Model, and
Motivational Interviewing, to name a few. A main strength of this thesis was that there are
several treatment options for sexual offenders. However, one main limitation to this thesis, was
that not all treatment approaches are effective for every sexual offender. Overall, this thesis is
written for the purpose of identifying effective treatments for male sexual offenders. It is shown,
that the effectiveness of any treatment for sexual offenders is primarily based on their level of
commitment, plus their therapist’s level of commitment and competency. The sexual offender’s
level of commitment can be displayed through the Stages of Change Model, as there are at least
five stages, plus a maintenance stage. Within the research, it was shown that group therapy,
Cognitive Behavioural Therapy, the Good Lives Model, and Risk-Needs-Responsivity Model
were the most effective of all the treatment options available to sexual offender.

Thematic Analysis of Female Offenders’ Perspectives on Factors to Facilitate Community
 Reintegration
 Samantha Orr

There are several environmental, emotional, social, and familial factors that impact a female
offender’s reintegration into the community. This study aimed to gather the perspective of
female offenders regarding which factors facilitate a successful reintegration in contrast of
hindering reintegration into the community. Using a convenience sampling method, 10 females
previously federally or provincially incarcerated and recently released or anticipating their

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