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Despite the essential role of recreation in the health and well-being of individuals and communities and the rural nature of Canada, rural recreation has received limited attention from researchers. To address this gap and explore the impacts of the COVID-19 pandemic on rural communities, researchers from the World Leisure Centre of Excellence at Vancouver Island University and the Recreation & Parks Association of the Yukon investigated pandemic impacts on rural recreation in the Yukon Territory. This study focused on five rural communities with unique governance structures, recreation delivery approaches, and population characteristics. The purpose was to explore pandemic impacts on residents and recreation delivery and how recreation can assist with pandemic recovery. Using a participatory rural appraisal approach, eight modified world cafes were hosted, and 28 key informants were interviewed. This research showed that rural Yukoners preferred to be outdoors and that most of their recreation and physical activity involved outdoor recreation, on-the-land activities, and tasks of daily life (e.g., hauling water or firewood). Engagement in these activities also proved to be more resilient in the face of public health mandates and for those who were vaccine-hesitant. Three strong narratives emerged from the data: (a) recreation funding and programs have been focused on children/youth, (b) physically active recreation has been defined as sports participation, and (c) indoor recreation (e.g., pools and arenas) facilities are necessary infrastructure in all rural communities. In contrast, it was found that (a) most engaged in unstructured outdoor recreation and on-the-land activities, (b) outdoor facilities and infrastructure would meet community needs, (c) communities want programs that promote social connections and wellness, and (d) there is a strong need for physical and social experiences across the lifespan. Outdoor recreation and on-the-land activities are central to the lives of rural Yukoners. They can also be central to the recovery of individuals and communities if decision-makers and funders consider systems-level changes (e.g., reviewing the Recreation Act) and if stakeholders consider broadening the scope of community recreation. Additionally, supporting residents’ capacity to engage in unstructured and self-led recreation across the lifespan would assist with pandemic recovery and developing a more sustainable recreation delivery model in rural Yukon. https://viurrspace.ca/bitstream/handle/10613/27224/PIRR2023FinalReport.pdf?sequence=3

Middle school is a time when students learn a greater understanding of the world, create a sense of independence, develop new interests and skills, and make new friends. It is a crucial time where students need to learn valuable coping strategies and life skills in conjunction with academics. The emotional effects of COVID-19 have intensified the need for social-emotional learning (SEL) strategies and mental health literacy (MHL) to be taught in schools. Many teachers are lacking knowledge around mental health, which leaves them unaware of how to support their students. The goal of this study was to determine if teaching a mental health literacy program elicited any changes to teachers’ knowledge, understanding, and attitudes towards mental health. This study used both qualitative and quantitative data, in the form of reintervention and post-intervention surveys, participant journals, and a focus group interview, from three teacher participants to better understand the effects of teaching the Elementary Mental Health Literacy Resource (EMHLR). The results of this mixed methods study showed that there was little to no change in teacher’s attitudes towards mental health, a mental health literacy program was valuable for increasing teachers’ knowledge of mental health, there was concern around the terminology associated with mental health and stigma, and finally, the three teacher participants were able to critically reflect about the state of their own mental health and wellbeing and make changes accordingly. https://viurrspace.ca/bitstream/handle/10613/27349/Bevan.pdf?sequence=3&isAllowed=y

Tourism is an important contributor to Canadian economic growth, as evidenced by the record-breaking 22.1 million visitors that Canada welcomed in 2019, leading to employment opportunities and service growth in all regions of the country (Destination Canada, 2019). However, the COVID-19 pandemic's global travel shutdown had severe consequences for the tourism industry and altered host communities' perceptions of visitors (Destination British Columbia, 2020). As a result, residents' views on tourism may have shifted since the pandemic, making it essential to study their attitudes and beliefs toward tourism in their community post-pandemic. Knowing residents’ sentiments towards tourism can offer destination management organizations (DMOs) and tourism stakeholders valuable insights, which they can use to enhance local tourism development by improving tourism planning and policies. Although previous studies have explored residents' sentiments toward tourism at the national or provincial level, less attention has been paid to the community level (Destination British Columbia, n.d.; Destination Canada, n.d.). This study investigated residents’ sentiments toward tourism in the Vancouver Island community of Nanaimo. Grounded in social exchange theory, this study used an online survey to measure participants' agreement with positive and negative statements about tourism in Nanaimo. Hypotheses were established according to involvement status in the tourism or hospitality industry, length of residency, areas of residency, age, and Net Promoters Score categories. Additionally, this research also explored how residents in different Net Promoter Score categories spoke about Nanaimo as a destination. To test the hypotheses and identify any significant differences between the groups, the data analysis employed SPSS software and a range of statistical tests, including T-tests, Analysis of Variance (ANOVA), group comparison, Chi-square test, and Cronbach's alpha reliability test. Results revealed that Nanaimo residents generally had a positive attitude toward tourism. Participants who were employed in the tourism and hospitality industry were more positive than those who are not employed in the industry. Passives and Detractors had similar attitudes toward tourism and were less positive than Promoters. Tourism Nanaimo serves as the Destination Management Organization committed to enhancing Nanaimo's appeal as a tourism destination (Tourism Nanaimo, 2022). The study’s findings offered valuable insights and suggestions for Tourism Nanaimo and other tourism stakeholders, aimed at promoting the sustainable growth of tourism in Nanaimo. https://viurrspace.ca/bitstream/handle/10613/27443/Chen.pdf?sequence=3&isAllowed=y

Conference paper: 2022 ASEE Annual Conference & Exposition. Conference dates: June 26 - 29, 2022. Location: Minneapolis, MN. © 2022 American Society for Engineering Education. This paper was originally published as: Dick, B. (2022). Long-term impact of COVID-19 on the first-year engineering experience at a mid-sized teaching focused university [Paper presentation]. 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/41352 This paper discusses the COVID-19 adaptions made within the first-year engineering design curriculum, and reflects on their impact fulfilling the required learning outcomes, mitigating student mental health issues, and addressing academic misconduct. It will further articulate the adaptations that are planned to be continued within the first-year experience as students return for face-to-face instruction. The impact of these changes will continue to be studied over the coming academic year. https://viurrspace.ca/bitstream/handle/10613/26179/DickASEE2022.pdf?sequence=3

This report was originally published as: Jóhannesson, G.T., Welling, J., Müller, D.K., Lundmark, L., Nilsson, R.O., de la Barre, S., Granås, B., Kvidal-Røvik, T., Rantala, O., Tervo-Kankare,K., & Maher, P. (2022). Arctic tourism in times of change: Uncertain futures - from overtourism to re-starting tourism. Nordic Council of Ministers. DOI: 10.6027/temanord2022-516 This report presents the findings of the third and final workshop and field course hosted by the project Partnership for Sustainability: Arctic Tourism in Times of Change funded by the Nordic Council of Ministers’ Arctic Co-operation Programme 2018–2021. The focus of the workshop was on overtourism and the impact of and response to COVID-19 by companies and stakeholders in Arctic tourism. This publication was funded by the Nordic Council of Ministers. https://viurrspace.ca/bitstream/handle/10613/25309/delaBarre2022.pdf?sequence=3

This article was originally published as: Dames, S., Kryskow, P., & Watler, C. (2022). A cohort-based case report: The impact of ketamine-assisted therapy embedded in a community of practice framework for healthcare providers with PTSD and depression. Frontiers in Psychiatry, 12, 1-7. https://doi.org/10.3389/fpsyt.2021.803279 Amid an international pandemic and a worsening mental health crisis, ketamine-assisted therapy is emerging as a promising solution for those deemed “treatment resistant.” Post-traumatic stress disorder (PTSD) and depression are on the rise, with accelerating direct (e.g., burden of suffering) and indirect (e.g., disability/role impairment and impact on family) costs. Psychedelic-assisted therapies show significant promise in the treatment of a number of clinically challenging conditions, including depression, anxiety, PTSD, addiction, and end-of-life distress. Ketamine is currently the only safe, effective and legal widely available psychedelic-like medicine. To address the echo pandemic of health care provider distress, a multi-disciplinary team was charged with developing a ketamine-assisted psychotherapy program, delivered in a community of practice (CoP) group model and evaluated in a quality improvement framework. Program evaluation occurred through mixed methods. Quantitative mental health assessments included the PHQ-9 for depression, the PCL-5 for PTSD, GAD-7 for generalized anxiety disorder (GAD), and B-IPF for work/life functionality. Participant narrative feedback was collected to evaluate outcomes and for quality improvement purposes. Mean mental health scores were collected across three cohorts, totaling 94 patients. The mean aggregate scores of participants meeting the mental health assessment cut-off criteria (screening positive) were analyzed to assess clinical significance. Mean aggregate results comparing baseline vs. outcome measures (measured within 1–2 weeks after completion of the 12-week program) were clinically significant, demonstrating significant improvements in depression, post-traumatic stress disorder, generalized anxiety disorder and work/life functionality. In summary, 91% saw improvements in generalized anxiety, 79% saw improvements in depression, 86% of those who screened positive for PTSD now screen negative, and 92% had significant life/work functionality improvements. Qualitative feedback was overwhelmingly positive, with several unsolicited self-reports of transformation. Participant and team feedback enables the program to continue improving with each iteration. Results speak to the effectiveness of ketamine for psychedelic-assisted therapy, supported by a CoP framework. Outcomes are relevant for mental health programming, education and healthcare policy. The project was supported by Vancouver Island University, a Canadian Institutes of Health Research Knowledge Synthesis grant, a British Columbia Ministry of Health COVID-19 Research grant, the Regional Initiatives Fund, in-kind support from Island Health, the British Columbia Nurses Union, First Nations Health Authority, and philanthropic funds. This article is licensed under a Creative Commons Attribution 4.0 International License. It was originally published as: Dames, S., Kryskow, P., & Watler, C. (2022). A cohort-based case report: The impact of ketamine-assisted therapy embedded in a community of practice framework for healthcare providers with PTSD and depression. Frontiers in Psychiatry, 12, 1-7. https://doi.org/10.3389/fpsyt.2021.803279 https://viurrspace.ca/bitstream/handle/10613/25308/Dames2022.pdf?sequence=3

This book chapter was originally published as: Riedel, M., Moll, R, Taplay, A., & Fisher, P. (2022). Fostering K-12 student-teacher and collegial relationships during the COVID-19 pandemic: Implications for teacher education. In M. Jacobesen & C. Smith (Eds.). Online learning and teaching from Kindergarten to graduate school (pp. 57-86). Canadian Association for Teacher Education. http://dx.doi.org/10.11575/PRISM/40509 This community-based participatory action research project was prompted by the rapid shift to emergency remote learning in March-June 2020 as a result of the COVID-19 pandemic. A team of researchers at a regional teaching-focused university in BC initiated the research based on their shared belief that new understandings about the relational character of teaching and learning would come from an examination of the lived experience of educators during this difficult time. The study involved six community partners who collaborated with the researchers to co-develop the research questions and co-design data collection tools. The study was intended to be mutually beneficial for the teacher education program and the school districts/schools involved. It engaged 413 participants (teachers, administrators, educational assistants [EAs], and non-enrolling teachers) who answered survey questions about relationships, communication, equity and inclusion, shifts in practice, and leadership. This chapter is focused on data specific to the role of relationships in education and how relationships were impacted during the pandemic. Three themes emerged from the data analysis relevant to online learning environments, yet applicable across all modalities: relationality as a core value of BC K-12 educators, affordances and challenges for relationships, and affordances and challenges for equity. Recommendations specific to teacher education aim to advise teacher education programs to expand their focus on relationship building; to re-envision the work of teaching as a collaborative and not a solitary act; and to advocate for the inclusion of online teaching and learning pedagogies into teacher education programs. The copyright for each piece in this collection stays with the respective author(s). The authors assign a non-exclusive right to publication to the Canadian Association for Teacher Education and a non-exclusive license to educational and non-profit institutions and to individuals to use their piece in this publication for personal use and in courses of instruction provided that the pieces are used in full and this copyright statement is reproduced. Any usage is prohibited without the expressed permission of the author. https://viurrspace.ca/bitstream/handle/10613/26468/RiedelEtAlCATEChapter.pdf?sequence=3

In March 2020, schools in British Columbia were closed indefinitely due to the COVID-19 pandemic. The uncertainty of the whole situation was a traumatic event for both staff and students in BC schools. Even when staff and students returned to school, teachers had to learn a new way of connecting with their students and delivering curriculum. When schools reopened, educators had to address and ensure the Social Emotional Learning (SEL) needs of their students were being met. This pandemic increased anxiety and affected the mental health of staff and students in BC schools. Using a mixed method design, I explored the relationship between mental health and social emotional learning. Through an explanatory sequential approach, I utilized questionnaires followed by one-on-one interviews as my research tools. The purpose of this research was to gather data about the effects of COVID on the mental health of staff, students, and their families, and identify which SEL practices were most commonly used and found most effective during this time. The data triangulated between the questionnaires and the one-on-one interviews resulted in five main recommendations: increased mindfulness practices within the classroom and school, opportunities to connect with each other every day, additional exercise and time spent outdoors, and implementing strategies to prevent teacher burnout. https://viurrspace.ca/bitstream/handle/10613/25741/Corea.pdf?sequence=3&isAllowed=y

This articles was originally published as: Schmid, J. & Bradley, H. (2022). How local social service delivery pandemic lessons might shape post-COVID realities. Canadian Social Work Review, 39(2), 93-100. https://doi.org/10.7202/1096802ar This contribution considers the ways in which COVID-19 impacted social service delivery in the central Vancouver Island region over 18 months after the declaration of the pandemic. Significant shifts in the external and internal environment were made to accommodate requirements of public health orders, ensure safety in service, and respond to the heightened needs of certain sectors of the population. The impact had a different character for each of six-month tranches studied. Lessons for a post – COVID-19 future include: make micro- to macro-level shifts that allow room for rapid adaptation; facilitate inclusion, especially of those most marginalized; and ensure ongoing reflection. This involves keeping in mind the needs of service users, service providers, and the community. https://viurrspace.ca/bitstream/handle/10613/26921/SchmidBradley2022.pdf?sequence=3

Personalizing student learning holds significance in the new British Columbia curriculum. Teachers are expected to meet individual student needs while also providing them with flexibility and choice. This is a challenging task and one that teachers have been striving to achieve for years. With the onset of the Covid-19 Pandemic, distance learning suddenly became much more mainstream, as schools all over the world were forced to teach their students online. This was a real challenge for teachers who were not familiar with online teaching and for students and families who were used to learning face-to-face in a brick-and-mortar school. In order to meet future online learning as well as to personalize student needs, it is important that teachers begin to consider adding digital learning to their teaching skills. This project is designed to support teachers who wish to continue to work with some online learning opportunities to meet individual student requirements while still participating in the face-to-face learning needs of lower primary students. This project addresses the Critical Challenge Question: How can educators use Blended Learning to contribute to effective and individualized literacy programs in the lower primary classroom? I have created a website that will support teachers who want to continue to utilize or learn about the Station Rotation model of Blended Learning to personalize their students’ academic programs and to meet their students’ individual needs. https://viurrspace.ca/bitstream/handle/10613/26129/Wicks.pdf?sequence=3&isAllowed=y