University of Lethbridge, Class of 2014
Bachelor of Education, University of Lethbridge
Majoring in Social Studies, Minor in Community Health (CTS)
Majoring in Social Studies, Minor in Community Health (CTS)
- Winner of the Alberta Teachers' Association William Aberhart Gold Medal in Education
- Education 2500 Orientation to Teaching (EDUC 2500)
- Evaluation of Learning (EDUC 3504)
- Teaching Seminar (ED3505)
- Language in Education (EDUC 3503)
- Educational Psychology (EDUC 3502)
- Curriculum and Instruction (EDUC 3501)
- Professional Semester I Practicum (EDUC 3500)
- Communications Technology and Education (EDUC 3508)
- Evaluation of Student Learning (EDUC 3604)
- Principles of Curriculum and Instruction for Majors (EDUC 3601)
- The Educational Psychology of Exceptional Learners (EDUC 3602)
- Social Context of Schooling (EDUC 3603)
- Professional Semester II Practicum (EDUC 3600)
- Curriculum and Instruction for Non-Majors-CTS (EDUC 3700)
- Social Issues in Education (EDUC 4321)
- Issues in Special Education: Behaviour Disorders (EDUC 4709)
- Children's & Young Adult Literature in the Classroom (EDUC 4265)
- Elementary Education Internship (EDUC 4571)
University of Calgary, Class of 2012
Bachelor of Health Sciences Honours, University of Calgary
Majoring in Health and Society, Concentrating in Sociology
Honours Thesis:
Comprehensive school health (CSH) goes beyond the classroom to include the whole school environment, and incorporates four pillars as its foundation: social and physical environment; teaching and learning; healthy school policy; and partnerships and services in the school environment. CSH focuses on three areas within the school setting, which are physical activity, healthy eating, and positive mental health (PMH). The origins and concerns that led to the emergence of CSH were determined, with a focus on PMH. The FRIENDS program was used as an example of mental health promotion. Further, this study examined how the FRIENDS program is a tool for PMH, and how this achieves components of the CSH model. The FRIENDS program is an anxiety-reducing program currently being piloted in the Alberta school system. As a sub-study of a larger project, a greater understanding of the framework informing the FRIENDS program was gathered to make recommendations on the sustainability and capacity building of this program, and its place within the CSH framework.
This research compiled a brief theoretical and historical analysis of the developments in health promotion, which lead to the fundamental concerns of CSH. Interviews of key stakeholders with knowledge in the areas of CSH (PMH), health promotion, and the FRIENDS program were qualitatively collected and analyzed. Data collection and analysis occurred simultaneously as themes emerged. The themes that emerged contributed to the knowledge base surrounding CSH, PMH, and the FRIENDS program.
Four levels of analysis were used to look at the CSH approach and the implementation of social-emotional learning programs. The four levels are: mental health needs, the knowledge base surrounding mental health, mental health policy, and implementation of mental health programs and approaches. The main findings from these levels of analysis illustrate that there is a need for social-emotional learning programs, and social-emotional learning should be integrated within school discourse, practice, and teacher training. The findings discussed are the ideal vision, but this vision requires the creation of an integrated policy framework to address mental health in schools. Therefore, between now and the realization of this ideal vision, programs need to be put in place that in the future will reduce the costs and burden on the public health care system. Separate programs, like the FRIENDS program, need to be integrated in order to implement the PMH component of the CSH framework in the short to medium term.
Courses Taken:
Majoring in Health and Society, Concentrating in Sociology
Honours Thesis:
Comprehensive school health (CSH) goes beyond the classroom to include the whole school environment, and incorporates four pillars as its foundation: social and physical environment; teaching and learning; healthy school policy; and partnerships and services in the school environment. CSH focuses on three areas within the school setting, which are physical activity, healthy eating, and positive mental health (PMH). The origins and concerns that led to the emergence of CSH were determined, with a focus on PMH. The FRIENDS program was used as an example of mental health promotion. Further, this study examined how the FRIENDS program is a tool for PMH, and how this achieves components of the CSH model. The FRIENDS program is an anxiety-reducing program currently being piloted in the Alberta school system. As a sub-study of a larger project, a greater understanding of the framework informing the FRIENDS program was gathered to make recommendations on the sustainability and capacity building of this program, and its place within the CSH framework.
This research compiled a brief theoretical and historical analysis of the developments in health promotion, which lead to the fundamental concerns of CSH. Interviews of key stakeholders with knowledge in the areas of CSH (PMH), health promotion, and the FRIENDS program were qualitatively collected and analyzed. Data collection and analysis occurred simultaneously as themes emerged. The themes that emerged contributed to the knowledge base surrounding CSH, PMH, and the FRIENDS program.
Four levels of analysis were used to look at the CSH approach and the implementation of social-emotional learning programs. The four levels are: mental health needs, the knowledge base surrounding mental health, mental health policy, and implementation of mental health programs and approaches. The main findings from these levels of analysis illustrate that there is a need for social-emotional learning programs, and social-emotional learning should be integrated within school discourse, practice, and teacher training. The findings discussed are the ideal vision, but this vision requires the creation of an integrated policy framework to address mental health in schools. Therefore, between now and the realization of this ideal vision, programs need to be put in place that in the future will reduce the costs and burden on the public health care system. Separate programs, like the FRIENDS program, need to be integrated in order to implement the PMH component of the CSH framework in the short to medium term.
Courses Taken:
- Social Anthropology (ANTH 203)
- Cellular Biology (BIO 231)
- Health and Society (HSOC 201)
- Calculus (MATH 251)
- Inquiry I & II (MDSC 203 & MDSC 205)
- Primatology and Human Evolution (ANTH 201)
- Fundamentals of Literature Studies: Fiction (ENGL 231)
- The Human Environment (GEOG 251)
- Intermediate Qualitative Research Methods (SOCI 413)
- Introduction to Sociology (SOCI 201)
- Determinants of Health (HSOC 301)
- Interdisciplinary Research Approaches (MDSC 308 A & B)
- Social Research Methods (SOCI 313)
- Sociology of Health and Illness (SOCI 321)
- Biology of Plants and Animals (Bio 233)
- Health Services and Health Systems (HSOC 311)
- Science, Philosophy, and Society (MDSC 307)
- Social Statistics I & II (SOCI 311 & SOCI 315)
- Foundational Social Science Methods (HSOC 401)
- Health Research Methods and Research Field Practicum (HSOC 408 A & B)
- Deviance and Social Control (SOCI 325)
- Classical Sociological Theory (SOCI 331)
- Sociology of the Body (SOCI 407)
- History of Women in Canadian History (HTST 343)
- Contemporary Sociological Theory (SOCI 333)
- Sociology of Families (SOCI 371)
- Hospice and Palliative Care (SOCI 419)
- Canadian Studies (CNST 201)
- Introduction to Cities (GEOG 253)
- Political Ideologies (POLI 213)
- Honours Thesis (MDSC 508 A & B)
- Global and One Health (HSOC 591)