Graduate Theses
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- ItemDoes Social Media Tell the Truth About ADHD? A Qualitative Exploration of Young Adults’ Interactions with and Understanding of ADHD Content on Social Media(Mount Saint Vincent University, 2026-08) Gordon, KaylaSocial media is being increasingly used as a source for finding information about attention deficit hyperactivity disorder (ADHD) and to gain related information about general experiences, symptoms, symptom management, and treatment options. Young adults seeking information about mental and physical health diagnoses often turn to social media due to its ability to provide connection with people who have first-hand experience with the diagnosis. Although social media is highly accessible, the quality of health information varies from post to post. Information on social media related to ADHD is of variable credibility, and many posts contain non- evidence-based information or information that is not specific to the experience of those with ADHD. However, qualitative research as to why young adults with ADHD specifically seek information about ADHD on social media has not been performed. Additionally, no research has determined if young adults with ADHD are fact checking what they see online and how they determine if a source is trustworthy. The present study sought to fill this gap. ADHD content on social media, as well as in person community members with ADHD knowledge, were valued due to the sense of connection they provided consumers. Most often young adults trusted the people and creators they engaged with, with some using web-based sources to fact check what they saw. To help mediate the potential risks of accepting misinformation on social media and beyond, school psychologists may be one group of practitioners who are accessible to adolescents and can help fulfill the need for connection and accurate, evidence-based information sharing.
- ItemExploring Preidcors of Academic Self-Concept and Social Connectedness in High School Students Impacted by the Cell Phone Ban in Nova Scotia(Mount Saint Vincent University, 2026-08) Bourque, MadynThis study investigated how various aspects of personality – agreeableness, openness to experience, and resilient coping – promote academic and social success following the implementation of a province-wide cell phone ban in Nova Scotia public schools. Data were collected from 52 high school students through online surveys consisting of the ASCS, SCS-R, HEXACO-PI-R, and BRCS. Multiple regression analyses were used to determine that agreeableness, openness, and resilient coping collectively account for 16.3% of the variance in academic self-concept and 26.3% of the variance in social connectedness. Several significant correlations were found. Group differences in academic self-concept were identified between those in grade 11 and those in grade 12, and men and women. Post-hoc analyses were completed to examine differences in students with high and low academic self-concepts and social connectedness. Findings emphasize the protective nature of the identified traits for academic and social success during times of change in the learning environment. Implications for school psychologists include a more comprehensive understanding of how personality influences school success and well-being, and findings may inform support at all Tiers of the MTSS model. Longitudinal research that includes objective measures would add to our understanding of how personality promotes school success during times of change.
- ItemBreastfeeding Self-efficacy among Newcomer Mothers of African Descent in Halifax Regional Municipality, Nova Scotia(Mount Saint Vincent University, 2026-07) Oladipupo, Olayemi DeborahImmigrant women in Canada generally report high rates of breastfeeding initiation, with these rates declining with longer stay in Canada. Several factors have been identified as predictors of breastfeeding initiation, exclusivity, and duration, with Breastfeeding self-efficacy (BFSE) contributing significantly. There is however, limited research on factors that influence breastfeeding among immigrant women. Even less explored, is how BFSE is experienced, negotiated, and sustained among newcomer mothers of African descent (NCMAD), particularly within Atlantic Canada. This study explored the breastfeeding self-efficacy experiences of NCMAD living in Halifax Regional Municipality (HRM), as well as the structural factors that influence breastfeeding confidence among these mothers, within the context of migration and settlement. Guided by Dennis's Breastfeeding Self-Efficacy Theory and the Socio-Ecological Model, this study employed a qualitative descriptive design. Data were collected through 10 in-depth interviews and two focus group discussions involving seven newcomer mothers of African descent who had breastfed within the previous two years. Data were analysed using a hybrid deductive-inductive reflexive thematic analysis involving transcript familiarization, manual coding, and iterative theme development to identify patterns across participants' lived experiences. Findings indicate that BFSE was a dynamic, context-dependent process shaped by mastery experiences, vicarious experiences, social persuasion, and emotional and physiological states. All participants initiated breastfeeding with strong prenatal intentions and high early confidence, largely influenced by culturally embedded beliefs that positioned breastfeeding as natural, expected, and central to maternal identity. Factors that strengthened BFSE included successful breastfeeding experiences, culturally transmitted breastfeeding knowledge, observational learning from family members and peers, emotional encouragement from partners and mothers, support from healthcare providers, adaptive coping strategies, and enabling structural conditions such as maternity leave. Traditional postpartum practices and intergenerational breastfeeding knowledge further reinforced confidence and breastfeeding continuation. In contrast, BFSE was challenged by migration-related disruptions in family support networks, breastfeeding difficulties, fatigue, emotional stress, return to work or school, caregiving demands, and limited access to culturally responsive support. Although most mothers aspired to practice exclusive and extended breastfeeding, continuation was influenced more by structural and environmental conditions, including return to work or school and reduced mother-infant proximity, rather than by low breastfeeding confidence alone. Overall, BFSE emerged as a multidimensional construct coproduced through individual experiences, interpersonal relationships, cultural influences, and broader social and policy environments. The findings highlight the need for culturally responsive breastfeeding support within healthcare and community settings, strengthened peer-support networks for newcomer mothers, and policies that facilitate breastfeeding continuation through flexible work and study arrangements, breastfeeding-friendly environments, and supports that promote mother-infant proximity. Nova Scotia Health, healthcare providers, community organizations, and policymakers should collaborate to develop inclusive breastfeeding interventions that recognize the influence of cultural, social, and structural factors on breastfeeding confidence. By centring the experiences of African newcomer mothers, this study contributes to addressing gaps in Canadian breastfeeding research and provides evidence to support equitable maternal and child health programming in Nova Scotia and other immigrant-receiving contexts
- ItemA Situated Critique of Anglo-North American Femist Discourses on Motherhood(Mount Saint Vincent University, 2026-06) Cortés Monroy, María José A.Anglo-North American Motherhood Studies and matricentric feminism have been central to legitimizing motherhood as a site of feminist inquiry. Yet their theoretical frameworks remain shaped by specific historical, geopolitical, linguistic, and epistemic conditions that privilege Anglophone, Global North maternal experiences. This study advances a feminist decolonial critique of these frameworks by foregrounding coloniality as constitutive of feminist knowledge production on motherhood. Drawing on decolonial feminist thought from Abya Yala, it examines how universalizing claims obscure the racialized, colonial, and migratory conditions that shape maternal lives across the Global South. Through critical textual and discursive analysis, it demonstrates that the marginalization of Latin American and Caribbean feminist genealogies is not incidental but structural. The study calls for a hemispheric, plurilingual reorientation of the field that challenges epistemic authority and repositions Abya Yala feminist thought as central to the theorization of motherhood.
- ItemPatient Satisfaction and Knowledge Following Gestational Diabetes Online Education in Atlantic Canada(Mount Saint Vincent University, 2026-06) LeBlanc, JulianneThe rising Gestational Diabetes (GD) prevalence has strained the capacity of Atlantic Canada’s largest Diabetes in Pregnancy clinic. Preliminary semi-formal interviews with clinic dietitians revealed perceptions that glycemic index (GI) education was not integrated fully in GD standard care in alignment with Diabetes Canada Clinical Practice Guidelines recommendations (2018). Despite this potential gap, their transition to ‘home-based’ online follow-ups had reduced workload compared to in-person visits. However, the unanticipated full shift to online education amid the COVID-19 pandemic in March 2020 raised concerns about the quality and effectiveness of care in the absence of in-person interactions.