Browsing by Author "Hindes, Yvonne"
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- ItemOpen AccessExamining youth leadership through the development and validation of a self-report measure: the youth leadership questionnaire (ylq)(2011) Hindes, Yvonne; Schwean, Vicki L.; Nordstokke, David
- ItemOpen AccessRelationship of theory of mind and resiliency in youth with Asperger's disorder: preliminary findings(2007) Hindes, Yvonne; Schwean, Vicki L.; Saklofske, Donald H.
- ItemOpen AccessStudent Perceptions of Online Mental Health Services(2021-08-26) Moore, Madeline; Nordstokke, David; Domene, Jose; Hindes, YvonneUniversity students experience a large number of stressors during their studies and many experience poor mental wellness. Despite this, many students do not access mental health services on campus due to several reasons such as awareness, personal and perceived public stigma, and time constraints. The global pandemic has led to a rapid transition to online mental health services at universities, including the University of Calgary’s Student Wellness Services. The purpose of this study was to gain insight into student’s experiences with online counselling, what its benefits and barriers are, and what variables can predict students’ use of online counselling services once in-person services are re-instated. It was found that high value in online counselling predicted higher intentions to continue online counselling, while high value in face-to-face counselling and higher purpose in life predicted lower intentions to continue online counselling. This research adds to the few studies that have studied university students’ experiences with telehealth. In general, students reported similar value and discomfort with both formats of counselling. Convenience and comfort were identified as important benefits to students, while concerns about connecting with the counsellor, privacy, and technical difficulties were identified as important drawbacks of online counselling. Students expressed mixed results on comfort with online and in-person modalities. This study found important implications for policy maker as universities may be able support more students that are struggling if they provide online counselling.
- ItemOpen AccessTheory of Mind and Emotional Intelligence in Children with Attention-Deficit/Hyperactivity Disorder(2021-07-05) Gray, Christina; Climie, Emma; Boyes, Michael; Hindes, YvonneThe current study explored the relationships between theory of mind (ToM), emotional intelligence (EI), and executive functioning (EF) in children between 8 to 12 years of age with Attention-Deficit/Hyperactivity Disorder (ADHD) in comparison to a control group. Measures of ability EI (i.e., emotional knowledge of what to do in social situations) and trait EI (i.e., behaviours carried out in social situations) were used to explore both models of EI. The study included a sample of 76 children, with 36 children in the ADHD group (M = 10.48 years, 75% male) and 40 typically developing children in the control group (M = 10.03 years, 60% male). The Reading the Mind in the Eyes Test – Child (RMET-C) was used to measure ToM, the Mayer-Salovey-Caruso Emotional Intelligence Test- Youth Research Version (MSCEIT-YRV) assessed ability EI, the Bar-On Emotional Quotient Inventory: Youth Version, Short (BarOn EQ-I: YV (S)) assessed trait EI, and the Comprehensive Executive Function Inventory – Parent Report (CEFI-PR) was used to measure child EF abilities. Results of the study indicated no differences in ToM or the ability EI of children with ADHD compared to those without the diagnosis. Children with ADHD had significantly lower EF scores (i.e., attention, inhibitory control, working memory, emotion regulation) and overall trait EI than the control group. Of the trait EI subscale scores, children with ADHD were significantly lower on the Intrapersonal domain. Even after controlling for EFs, differences remained in total trait EI and intrapersonal EI between groups. Both ability EI and trait EI were significant predictors of ToM in the control group; however, only trait EI was found to significantly predict ToM for the ADHD group. In the ADHD group, the EFs of interest in this study did not predict overall ToM; however, emotion regulation was a significant predictor of overall trait EI. Implications for future research and clinical practice are discussed.