Completed Theses

Differences in Perceived Stress and Coping Styles Between First- and Fourth- Year Undergraduate Students - Shaelynn Cross (2023, HBSc)

Honours Thesis

There are conflicting research results on whether first year undergraduate students or fourth year undergraduate students experience more perceived stress and there is a lack of literature on the difference of coping styles between these two groups. It is important to understand stress and coping in the first and fourth year undergraduate populations because emerging adulthood is a psychologically fragile developmental period (Schiller, Hammen, & Shahar, 2016), and starting and finishing university are two stressful transitions within that developmental period (Boke et al., 2019; Gall et al., 2000; Geng & Midford, 2015). The research questions of do first year or fourth year undergraduates experience more stress, and will there be a difference between coping styles used by first and fourth year students were examined. A sample of 197 first year undergraduate students and 93 fourth year undergraduate students from Lakehead University completed a survey containing the Perceived Stress Scale and the Brief COPE. Fifteen one-way ANOVAs were conducted. Results suggest that first year undergraduate students experience more perceived stress on average than fourth years. Results also suggest that aside from first year students using behavioural disengagement, self-blame, and humor more than fourth years, a statistically significant difference was not seen between first and fourth years on the other coping styles. Further research is needed to determine the factors contributing to these differences and if there is a correlation between coping style and perceived stress level.

Childhood Adversity and Alcohol Use Problems in Emerging Adults: Investigating the Role of Stress and Coping Strategies - Vamika Mann (2022, MA)

MA Thesis

Within Canada, alcohol use and alcohol related problems are experienced disproportionately by emerging adults (aged 18 to 29). Furthermore, emerging adulthood is characterized by events (e.g., beginning post-secondary studies) associated with high-stress levels. Individuals sensitized to stress via experiences of childhood adversity may be at a heightened risk of using alcohol as a coping strategy to alleviate experiences of acute stress during this transitional period. This strategy is, however, maladaptive because alcohol use can increase the risk for adverse outcomes such as poor interpersonal relationships and academic outcomes and does not address the cause of the distress. As such, the proposed study examined explanatory models that predicted alcohol use and related problems in emerging adults. It was hypothesized that perceived stress and disengagement coping (i.e., strategies aimed at diverting from the stressor and/or its associated emotions) would explain the relationship between childhood adversity and alcohol use and related problems. Students at Lakehead University (N = 150) were recruited to complete a series of self-report measures assessing childhood adversity, perceived stress, disengagement coping strategies, and alcohol variables (frequency, quantity, and problems). As expected, childhood adversity was positively and significantly associated with all study variables, except alcohol frequency and quantity. Perceived stress and disengagement coping strategies mediated the relationship between childhood adversity and alcohol related problems. Unexpectedly, perceived stress and disengagement coping strategies did not mediate the relationship between childhood adversity and alcohol frequency. Results suggest that university institutions might consider providing education around stress management through trauma-informed practices and coping strategies to mitigate the impact of early adversity on later alcohol related problems among emerging adults.

Evaluating the Acceptance of a Resilience-Building App among Youth and Service Providers using the Technology Acceptance Model: Qualitative Content Analysis - Izzy Malik (2022, HBA)

Honours Thesis

Mobile health (mHealth) apps are a promising adjunct to regular treatment services that can reduce barriers (e.g., longer wait-times, less access) to treatment services that affect youth in Northwestern (NW) Ontario. JoyPop is an app developed to support resilience and emotion regulation in youth and is being evaluated using a multimethod approach. The aims of this study were to 1) evaluate youth acceptance of the JoyPop app; 2) evaluate service providers acceptance of the JoyPop app in a mental health care setting. A qualitative descriptive approach involving one-on-one semi-structured interviews with a subset of youth receiving services from Dilico Anishinabek Family Care (Dilico) and Children’s Centre Thunder Bay (CCTB) who used the app for 4-weeks in a larger evaluation of the JoyPop app and service providers employed at Dilico and CCTB. Youth and provider interviews were guided by the Technology Acceptance Model; with additional elements from the Unified Theory of Acceptance and Use of Technology model added for providers. Data was coded and categorized using a deductive-inductive content analysis approach. Five youth (100% female; Mage = 14.60; SD = 1.63) completed the interview. Findings revealed several general categories and subcategories that emerged under each main category. Perceived Usefulness: 1) Facilitators of Usefulness (routine, accessibility, safe space); 2) Outcomes of Usefulness (relaxation and reduced anxiety and stress, self-expression, self-awareness, sleep, helpful distraction); and 3) Barriers (additions and enhancements, relevance to current needs). Perceived Ease of Use: 1) Facilitators (design layout and simplicity, learning skills and features); and 2) Barriers (difficulties with function, personal challenges). Attitudes Towards Use: 1) Positive Feelings (overall experience, future and ongoing use, feature usefulness, design and ease); and 2) Negative Feelings (no sub-categories emerged). Four service providers (100% female, Mage = 43.75; SD = 8.93) completed interviews; several general categories and subcategories emerged under each main category: Perceived Usefulness: 1) Benefits to Clients (general benefits, specific benefits); 2) Benefits to Services (pre-treatment, active treatment, post-treatment); and 3) Barriers (additions, youth engagement, risks). Perceived Ease of Use: 1) Facilitators (ease for clients, ease for providers and integration); and 2) Barriers (barriers for clients, barriers to integration). Attitudes Towards Use: 1) Positive Feelings (client benefits, integration into services); and 2) Apprehensive Feeling (concerns for youth, concerns with Integration). Facilitating Conditions: 1) Accountability (equitable access, evidence and safety); 2) Compatibility (alignment with values and needs, barriers to compatibility); and Engaging Service Providers (reminders, training and technical support, value and rationale). The results of this study provide important insight into the factors influencing the acceptance of the JoyPop app among clinical samples of youth and mental health service providers. Participants’ overall positive feedback adds to the JoyPop app’s growing multimethod evidence base as an accessible, helpful, and timely intervention to support youth in Canada, especially in underserved areas like NW Ontario.

Exploring the Role of Technoference on Intimacy in Romantic Relationships - Kendra Ryan (2021, HBA)

Honours Thesis

Technoference (i.e., interference in face-to-face interactions or time spent together caused by the use of technological devices) is commonly associated with numerous relationship difficulties; including couple conflict, jealousy, relationship dissatisfaction, and decreased relational wellbeing. However, less is known about the impact of technoference on intimacy among couples. To understand the influence of technoference on intimacy in more detail, three serial mediation models were proposed hypothesizing that negative perceptions of partner’s technology use and communication satisfaction help explain the relationship between technoference and intimacy in romantic relationships. Three different measures of technoference were included in the present study as independent variables, and a separate serial mediation model was tested for each independent variable. A sample of 141 students at Lakehead University was recruited to complete online questionnaires assessing technoference, communication satisfaction, and intimacy experienced in their romantic relationships. Hayes’ (2017) PROCESS macro model 6 (for serial mediation) was used to test the hypothesized models. Hypotheses were supported such that the predictive relationships between overall technoference, self-reported technoference, and partner’s technoference with intimacy were serially mediated by negative perceptions of partner’s technology use and communication satisfaction. Specifically, greater technoference was associated with more negative perceptions of partner’s technology use, which was then associated with poorer communication satisfaction, which in turn, was associated with poorer intimacy among couples in all three serial mediation models. Understanding the factors that influence intimacy becomes increasingly important for identifying strategies that can be utilized to maximize intimacy levels between couples.

Examining Childhood Adversity and Mindset as Predictors of Help Seeking Among Students - Jaidyn Charlton (2021, HBA)

Honours Thesis

Research has demonstrated that adverse childhood experiences (ACEs) and optimistic and pessimistic mindsets influence the likelihood of seeking help for various problems, particularly mental health problems. However, little is understood about the degrees to which ACEs and mindset impact future help seeking intentions and attitudes. To better understand these associations, mindset was proposed to moderate the relationship between ACEs and help seeking intentions, such that greater pessimism would strengthen the relationship whereas greater optimism would diminish the relationship. Secondly, it was hypothesized that mindset would moderate the relationship between ACEs and help seeking attitudes, such that greater pessimism would strengthen the relationship whereas greater optimism would diminish it. A sample of 160 undergraduates from Lakehead University was recruited to complete a self-report questionnaire of study constructs. Bivariate correlations were conducted to examine the associations between the variables. Ordinary least squares regression analyses with bias-corrected bootstrap confidence intervals were used to test mindset as a moderator in the relationships between ACEs and help seeking intentions and help seeking attitudes. Contrary to hypotheses, mindset did not moderate the relationships between ACEs and help seeking intentions and attitudes. Further, regression and bivariate analyses indicated that mindset was a predictor of help seeking intentions, but not help seeking attitudes, whereas ACEs did not predict help seeking intentions or attitudes. Further research is needed to evaluate other explanatory models with regards to factors that influence help seeking.

A proposed moderation model of socially prescribed perfectionism and mattering to predict maladjustment in first-year university students - Shakira Mohammed (2020, MA)

MA Thesis

Emerging adulthood (ages 18-29) is recognized as a stage associated with unique developmental needs and transitions. Moving from high school to university is one life transition that demands for multiple adjustments and leaves emerging adults at risk for maladjustment (e.g., experiencing psychological or academic distress). As such, it is important to examine explanatory models of factors that predict and prevent maladjustment in first-year university students. The current study tested a moderation model to explain maladjustment in first-year university students. It was proposed that socially prescribed perfectionism would be associated with greater maladjustment (operationalized in the current study as poor psychological well-being, depressive symptoms, and academic distress), and mattering (i.e., feeling important and significant to others) would be associated with lower maladjustment. Moreover, it was hypothesized that mattering would be a significant moderator of the relationship between socially prescribed perfectionism and maladjustment. First-year university students (N = 152) at Lakehead University completed a series of self-report measures assessing socially prescribed perfectionism, mattering, psychological well-being, symptoms of depression, and academic distress. As expected, hierarchical regression analyses showed that socially prescribed perfectionism was a predictor of greater maladjustment, while mattering was a predictor of lower maladjustment. Further, mattering significantly moderated the association between socially prescribed perfectionism and depressive symptoms such that, low levels of mattering strengthened the relationship and high levels of mattering diminished the relationship. However, mattering did not significantly moderate the link between socially prescribed perfectionism and psychological well-being or academic distress. The results suggest the need for university institutions to consider mattering as a target to enhance university student well-being and academic success.

Examining the “sadder but wiser” paradox: are those high in dispositional self-reflection likely to journal, and do they benefit? – Angela MacIsaac (2020, MA)

MA Thesis

Self-reflection is the tendency to reflect on one’s thoughts, feelings, and behaviours. It has a strong foundation in psychology for conferring self-knowledge and self-awareness. Journaling is an example of an activity that requires much self-reflection, and as an intervention has positive effects on mood, wellbeing, and the ability to proactively ward off stress. Paradoxically, however, self-reflection may also be associated with mental health symptoms, possibly through its relationship with rumination. Gaps exist in the literature as to whether self-reflection predicts one’s choice to journal, as well as whether self-reflection affects the extent to which journaling confers benefit. In the current study, participants (N = 152) had access to a smartphone app with various features, including a journal. They were encouraged to use the app throughout a 28-day period, choosing which features to use and for how long, and completed self-report measures at baseline, midpoint, and post-app periods. I hypothesized baseline self-reflection would predict journal usage, and that self-reflection would affect the extent to which journaling was associated with improvement in affect, self-regulation, and psychological wellbeing. Unexpectedly, using count regression models, self-reflection did not predict journal usage, though both rumination and keeping a journal outside of the study predicted the choice to journal. Multilevel models also revealed that, as expected, time spent journaling was associated with lower negative affect and higher self-regulation and psychological wellbeing over time, though some of these effects were diminished when accounting for time spent using other app features. Further, as hypothesized, higher baseline self-reflection was associated with greater improvement in psychological wellbeing the more one journaled, even when controlling for rumination. Findings highlight the benefit of journaling to promote wellbeing when self-reflection is high, although those higher in rumination may be more likely to engage in the behaviour to begin with.

Trauma and Transitions: Understanding the Impact of Adverse Childhood Experiences on University Adjustment - Elizabeth Grassia (2020)

Exposure to adverse childhood experiences (ACEs) during the developmentally critical periods of childhood and adolescence has the potential to negatively impact various outcomes across the lifespan, including physical and psychological health. However, comparably less is known about the impact of childhood trauma on young adults transitioning and adjusting to a novel academic setting, such as university or college. To understand the impact of early adversity on this transitional period, a model was proposed hypothesizing that ACEs impact adjustment as measured by wellness (resilience, wellbeing, positive affect), mental health (depressive symptoms, emotion dysregulation), and stress and coping (perceived stress, student hassles). A sample of 113 undergraduate students at Lakehead University was recruited to complete selfreport measures of study constructs. Structural equation modeling was used to test the hypothesized model predicting wellness, mental health, and stress and coping from adverse childhood experiences. Results suggest the model fits the data well and as hypothesized, ACEs negatively predicted wellness, positively predicted poor mental health outcomes, and positively predicted stress. A comprehensive understanding of the influence that childhood adversity has on student adjustment will help ensure that all students can maximize their potential and support advocacy efforts to ensure students have access to resources necessary to foster their success and post-traumatic growth.

The Congruence Between Caregiver and Child Coping Strategies and How It Predicts Relationship Quality - Hailey Gilmour (2019)

Coping is the method through which people mobilize, adjust, manage, and harmonize various facets of themselves while under stress. Previous research has suggested that parents and children use similar coping strategies. Coping congruence refers to the similarity in coping strategies employed by two individuals within a relationship. The objectives of the present study were to analyze the congruence between caregivers’ and undergraduates’ coping behaviours and to evaluate how this congruence predicts relationship quality as measured by conflict in their relationship. 102 undergraduates (87 females, 15 males) and their caregivers (77 mothers, 7 fathers, and 2 listed as other) reported on their own coping behaviours and their perception of their relationship with the other. Pearson correlation coefficients measured congruence in coping behaviours and simple linear regressions predicted conflict based on congruence in coping. Undergraduates students did not consistently use the same coping strategies as their caregivers. Only use of Instrumental Social Support, Active Coping, Religious Coping, Behavioural Disengagement, and Restraint Coping were positively associated. The congruence in coping strategies did not consistently predict undergraduates’ or caregivers’ report on conflict in the relationship. However, low congruence on Behavioural Disengagement predicted caregivers’ report on conflict with the undergraduate. Problem- focused, emotion-focused, and dysfunctional coping scores did not predict conflict in the relationship. Possible explanations for these findings include limitations with congruence scores, that all types of coping may not be related to caregivers’ behaviour, that participants are young adults rather than children or adolescents, and that romantic relationships have become more important.

Evaluation of a Combined Mental Health and Addictions Dialectical Behaviour Therapy Program - Kara Boles (2018)

Honours Thesis

Those living in Northwestern Ontario are at a heightened risk for mental health disorders. Mental health symptoms can be exacerbated when an individual is suffering with co-morbid substance use difficulties. Treating co-morbid mental health and substance use difficulties is often a challenge in a clinical setting. Dialectical Behaviour Therapy (DBT) is empirically validated as a treatment for both mental health and substance use difficulties. This study provides an evaluation of the St. Joseph’s Care Group (SJCG) Mental Health and Addictions DBT program. Specially, examining how effective it is at treating people with co-morbid mental health and substance use difficulties. The sample included 44 outpatient clients who were referred to the DBT program from one of the affiliated SJCG programs. The program is intended for adult outpatients only. Each participant was given a questionnaire aimed at measuring mental health symptoms, quality of life, as well as adaptive and maladaptive coping behaviours. Participants completed the same questionnaire at intake, as well as 6 and 12 months into treatment. Change in symptoms, quality of life, and coping behaviours was analyzed using the SPSS-25 software. The DBT program resulted in: Improved quality of life, reduced mental health symptomology, as well as reduced dysfunctional coping strategies. Clients also experienced a reduction in problematic behaviours (i.e., drug use, self-harm, alcohol abuse). Further, clients who continued treatment for 12 months experienced a continual improvement in most areas and demonstrated better end-of-treatment scores than those who completed treatment at 6 months. Results from this evaluation suggest that DBT contributes to improvements in multiple aspects of functioning for the clients receiving this service.

Factors that impact the implementation and sustainability of dialectical behaviour therapy programs: a qualitative study of clinician perspectives - Allie Popwich (2017)

MA Thesis

Dialectical behaviour therapy (DBT) is a psychological treatment developed for individuals experiencing significant mental health issues along with high-risk behaviours (e.g., suicidal behaviours, self-harm, substance use, aggression, impulsivity). Despite substantial evidence supporting its use, many DBT programs have problems with sustainability, which leaves individuals with severe mental health issues without the treatment they need. The goals of the current study were to: a) identify factors that impact the functioning of DBT programs in Thunder Bay, Ontario; b) identify factors that are particularly relevant for youth DBT programs; c) make recommendations to foster the facilitators of success and address the barriers that hinder the functioning of DBT programs. Clinicians (N=31) trained in DBT completed a semistructured interview exploring their experiences providing DBT and thoughts on the factors that facilitate or hinder the functioning of the DBT programs. The interviews were transcribed verbatim and then organized into themes using inductive thematic analysis. Three major themes emerged as barriers to the functioning of DBT programs: systemic challenges, conflicts within the consultation teams, and clinician burnout. Factors influencing the success of DBT programs included: systemic support, clinician commitment and “buy in,” and team cohesion. Unique factors specific to providing DBT with youth (i.e., level of commitment, simplifying the language, and parental investment) were also identified. The findings provide novel information on barriers that impact the functioning of DBT programs from clinicians’ perspectives within a Canadian publically funded mental health system. These findings have clear clinical utility and can be used to generate solutions to clinicians’ perceived barriers and to foster perceived facilitators.