缅北强奸

Congratulations to two Faculty of Education students, Kyla Brophy from the Department of Educational and Counselling Psychology, and Wah茅hshon Shiann Whitebean from the Department of Integrated Studies in Education, for earning Vanier Canada Graduate Scholarships.

Kyla Brophy, Educational and Counselling Psychology
Self-Compassion and Emotion Regulation: Deciphering the Pathways to Well-Being

My research investigates factors that support well-being and resilience during challenging life periods, particularly self-compassion. People who are more self-compassionate report lower levels of stress, increased well-being, enhanced creativity, and greater motivation to pursue their goals. These results have been observed in people of different ages, genders, sexual orientations, and cultural backgrounds. Learning to be more self-compassionate has great potential to support mental health, but more research is needed to understand how self-compassion functions in order to develop effective interventions.

My dissertation examines the relationship between self-compassion and emotion regulation, and how self-compassion may help individuals experience and respond to difficult emotions. Results will provide empirical insight into the pathways through which self-compassion impacts distress and well-being, and how different emotion regulation competencies influence these pathways. This work will contribute to developing effective interventions (e.g., workshops, mobile apps) for use by social service providers, educators, mental health professionals, and the public.听(Photo courtesy of: Tanner Zekonic)

Wah茅hshon Shiann Whitebean, Integrated Studies in Education
Multi-generational stories of Indian Day Schooling in Kahnaw脿:ke: Assessing impacts on Indigenous language and cultural identity transmission

Indigenous voices have been largely omitted from Canadian history. Canada has a long colonial legacy with much of the efforts to assimilate Indigenous peoples into dominant Euro-Canadian society focused on Indigenous children, primarily through institutions such as Residential Schools and Indian Day Schools. These practices resulted in pain and trauma that continues to affect Indigenous families and communities today. As a Kanien鈥檏eh谩:ka woman from Kahnaw脿:ke and Indigenous researcher, I am undertaking this study to ensure that our voices are heard. This research examines Indian Day Schools as sites of Indigenous acculturation. The objective is to understand impacts of Indian Day Schools from the perspective of former students and to contextualize prevailing attitudes and obstacles to present-day Indigenous language and culture revitalization.

My research centralizes Kanien鈥檏eh谩:ka life stories about navigating historic and multigenerational trauma while demonstrating identity reclamation, healing, and resilience.

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