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Interview with CNPS Doctoral Candidate, Karolina Rozworska

In a brief Q&A interview with ECPS Department’s Communication office, CNPS Doctoral Candidate, Karolina Rozworska tells us about her academic trajectory, her research, and where she plans to lead.


Can you tell us a bit about your PhD research focus?

CNPS Doctoral Candidate, Karolina Rozworska, is researching the use of emotion coaching by mothers whose daughters have eating disorders such as anorexia and bulima nervosa. Emotion coaching is a response style that normalizes feelings and communicates that emotions are worth paying attention to and can be regulated effectively. Research has shown that when parents practice this method, their children perform higher in many areas of life. This emotion coaching dissertation research, being conducted through eating disorder clinics across the lower mainland of BC, explores the degree to which emotional coaching can be used as a tool for parents to manage their child’s emotion regarding eating and help their child to regulate these emotions. Under the supervision of Drs. Richard Young and Dan Cox, Karolina hopes that knowing which maternal characteristics are associated with the use of emotion coaching can help to better support mothers’ efforts, as the accepted gold-standard treatment for youth with eating disorders requires extensive parental involvement. Eating disorder is a particularly challenging situation for parents, as they must play an active role in their children’s treatment.

How did you arrive at this research topic?

Since her time at McGill University, where she completed a Master’s degree in counselling Psychology, Karolina has been interested in the role emotions play in social and psychological functioning.  Her Master’s research explored emotion regulation skills in anorexia nervosa. Subsequently, Karolina learned about emotion-focused family therapy (EFFT), a relatively new treatment approach that teaches emotion coaching to parents. A number of eating disorders programs in the Lower Mainland were adding elements of EFFT to their treatment, and Karolina identified both an opportunity and a need to better understand how emotion coaching is used in families coping with childhood eating disorders. Karolina began to wonder if there were any factors that determined which moms used emotion coaching instinctively and if a mother’s own stress level, emotion regulation skills, or anxiety influences the use of EFFT. Is there a relationship between how mothers are doing psychologically and how likely they are to use emotion coaching with their children? Do they need additional support to undertake such an approach to treatment? In treatment, the patient is considered the primary focus and the support team is often assumed to be okay. In the case of childhood eating disorder, however, parents are also affected, in particular parents of children with eating disorders report higher stress, anxiety, depression, and caregiver burden.

What do you hope can come from your findings and where to next?

Through her research, Karolina hopes to outline aspects of mothers’ functioning related to their use of emotion coaching and better define what mothers need to support their efforts. Karolina has a strong passion for the public health care sector and she would like to continue to work with patients experiencing mental illness. Ideally, Karolina would like to find a way to do both clinical work and program and service development from a systemic perspective, advocating for more psychotherapy in the public health care system. Karolina is open to following her work wherever it may take her next.

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Graduate Defence – Kathryn Garforth

Kathryn Garforth, PhD, Special Education

The Influence of Chinese Word Reading Skills on English Reading and Spelling Development
Supervisor: Dr. Linda Siegel
Tuesday, April 10, 2018 | 4:00 p.m.| Ponderosa Commons Oak House, Room 1306A, 6445 University Boulevard


Abstract

The present study examined literacy skills in 78 participants who had English as a second language (ESL) in grades 2-4, who had been attending school in English since kindergarten and had a Chinese language as their first language.  These participants were tested on word reading, pseudoword reading, spelling, pseudoword spelling, and phonological awareness in English as well as word reading in Chinese.  This study found that participants were able to become proficient at reading and spelling in English.  The participants’ Chinese word reading ability was correlated with their phonological awareness and the spelling of English and pseudowords.  However, when including both phonological awareness and Chinese reading ability in the regression equations, Chinese word reading ability was the only a significant predictor of pseudoword spelling ability.  These results show the importance of understanding the literacy skills of an individual who has ESL in their first language as well as the language in which they are being instructed.

Graduate Defence – Alexander Gist

Alexander Gist, MA, Human Development, Learning and Culture

Social Emotional Learning Beliefs of Preservice Teachers: Measuring the Impact of a Teacher Education Program
Supervisor: Dr. Shelley Hymel
Monday, April 16, 2018 | 11:30 a.m. | Neville Scarfe Building, Room 308A


Abstract

The importance of Social Emotional Learning (SEL) for success in school and the workplace is increasingly being recognized.  As such, teachers are often the ones tasked with implementing SEL programming and promoting it in the classroom. Yet, though future teachers will be expected to promote SEL, little attention is given to SEL in teacher education programs and there is a dearth of research on SEL in teacher education.  The teacher education program at the University of British Columbia (UBC) has a unique cohort of its elementary education program that focuses on SEL. This study examined changes in teacher self-efficacy, teaching beliefs and priorities, especially with regard to SEL, among students completing their teacher education program.  Preservice teachers in the SEL cohort were compared with students in other cohorts.  Students (n = 102) in four different cohorts of the teacher education program were surveyed at the beginning and the end of the academic year to measure change in self-efficacy over time and between cohorts.  Overall, the self-efficacy of students in the teacher education program improved in all areas measured over the course of the program.  On SEL-focused subscales, students in the SEL cohort reported the highest self-efficacy, though, in general, the SEL cohort students did not improve significantly more over the course of the year than students in other cohorts.  In fact, on the subscale measuring self-efficacy for preventing behavioral problems before they occur, though students in the SEL cohort had the highest self-efficacy, other cohorts showed greater improvements over the course of the year.  Results suggest that after taking part in UBC’s teacher education program, preservice teachers, regardless of their cohort, report higher self-efficacy in both academic and SEL-related areas regardless of the cohort.