Browsing by Author "Massfeller, Helen"

Now showing 1 - 6 of 6
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    A linear multiple regression of self-reported basic need satisfaction and depressive symptoms amongst active duty and veteran combat trade Canadian Armed Forces members
    (University of New Brunswick, 2020) Wilson, Cassidy Lorraine Louise; Massfeller, Helen
    This study explored the basic needs of autonomy, competence, and relatedness using Self-Determination Theory (Ryan & Deci, 2017) in Canadian Armed Forces members to better understand the impact of job-specific struggles on their mental wellness. When these basic needs are violated, the individual may either act out in aberrant ways, or experience a negative impact on their mental health. Participants (n = 44) completed questionnaires assessing basic needs (BPNSF-WD), and depressive symptomatology (QIDS-SR16). A multiple regression was conducted to assess the relationship between basic needs and self-reported symptoms of depression. Results indicate that there was an inverse significant relationship between basic needs and depressive symptoms (F(4, 39) = 2.83, p = .04, r² = .23). Autonomy was the most significant predictor of depression (t = -2.34, p = .03). As autonomy satisfaction scores increased, symptoms of depression decreased. Recommendations for applied counselling practice and future research were discussed. Keywords: Self-Determination Theory, Canadian Armed Forces, depression, mental wellness, autonomy, competence, relatedness.
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    A pilot study: assessing the effectiveness of an animal-assisted intervention in reducing loneliness of post-secondary students
    (University of New Brunswick, 2018) Swan, Hilary; Massfeller, Helen
    Animal assisted interventions (AAI) are an increasingly popular tool in supporting post secondary students’ mental health across institutions in North America. Majority of the existing research has explored AAI’s effects on stress and anxiety, while this pilot study evaluated the effectiveness of an AAI program on symptoms of loneliness among university students (n = 20). Using the UCLA Loneliness Scale (Version 3) as a pre and post measure, results revealed a slight decrease in self-reported loneliness scores following the AAI intervention, with no difference between males and females (n =5) reported either feeling “better” or “so much better” post intervention. Limitations of the study were identified along with recommendations for future research. Strategies for integrating AAI into counselling practices within a post-secondary environment were explored.
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    Does enhancing relatedness amongst varsity-level athletes improve team performance?
    (University of New Brunswick, 2018) Campbell, Rankyn M.; Massfeller, Helen
    This research uses Deci & Ryan’s (2017) Self-Determination Theory to examine if enhancing relatedness amongst varsity-level athletes improves team performance. This study incorporates a quasi-experimental design, and uses a convenience sample of varsity-level athletes (n=16) at a Canadian university. Four interventions, two psycho-education and two relatedness building, were administered across eight weeks. Participant relatedness was assessed by semi-structured qualitative questionnaires using a repeated measures approach. Thematic analysis revealed that enhancing relatedness skills of the participants contributed to improvements in interpersonal communication, team collaboration, and perceived connection amongst team members. Enhanced self-awareness and heightened awareness of others’ mental states seemed particularly crucial to enhancing relatedness amongst participants. Data suggests that relatedness may have positively impacted on-court team performance, however more research is required to determine the nature of the relationship between relatedness and on-court performance.
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    From the rink to reality: Exploring transition experiences of recently graduated NCAA Division 1 women’s ice hockey players
    (University of New Brunswick, 2024-03) Tarnowski, Natasza; Massfeller, Helen
    The end of a sports career marks a significant transition for collegiate athletes. The existing literature has predominantly overlooked the transition experiences of female ice hockey players. This qualitative study explored the experiences of 14 recently graduated NCAA Division 1 women’s hockey players adapting to life beyond collegiate sport. Semi-structured interviews were grounded in Schlossberg's (2011) 4 S Model (situation, self, support, strategies). Thematic analysis was conducted to identify recurring themes within participant narratives. Findings highlighted participants' varying degrees of preparation for change, experiences of athletic identity loss leading to self-discovery, a mix of effective support and gaps in institutional support, and the implementation of coping strategies to manage uncertainty. This study contributed to a deeper understanding of the post-collegiate experiences of women in elite ice hockey, informing support systems and strategies tailored to their specific needs. Recommendations are provided for researchers, coaches, counsellors, and institutions committed to athletes’ well-being.
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