University of Regina Institutional Repository

The mission of the oURspace digital repository is to share and preserve the scholarly, creative, and cultural work produced at the University of Regina.

What are some of the benefits of depositing your works in oURspace?

  • Increased access to your scholarly publications.
  • Content is indexed and discoverable in Google Scholar.
  • Compliance with open access funding requirements.
  • Long term preservation of your work.

Please contact ourspace@uregina.ca if you have questions or want more information about oURspace.


Recent Submissions

ItemOpen Access
Wellbeing and protective factors in parents of typically developing young children
(Faculty of Arts, University of Regina, 2024-04) Hedlund, Andrea
Background: While parents of young children experience challenges to their wellbeing, there is limited research investigating potential protective factors. This study explored the association between potential protective factors (i.e., distress tolerance, emotion regulation, self-efficacy, resilience, and perceived social support) and wellbeing in parents of young, typically developing children. Methods: Participants included 99 parents (92.9% female, MParent Age = 32.95, SD = 5.134) of young (MChild Age = 24.46months, SD = 15.38), typically developing children recruited in Canada. Participants completed an online questionnaire consisting of demographics, wellbeing, distress tolerance, emotion regulation, self-efficacy, resilience, and perceived social support. Results: Significant associations were observed between wellbeing and all protective factors (p < .01). Results from linear multiple regression demonstrated that the model accounted for 41.6% of the variance in wellbeing F = (6, 98) = 12.65, p < .001, with emotion regulation (p < .05) and social support (p < .05) being significant predictors. Conclusions: Relationships exist between wellbeing and protective factors in parents of young, typically developing children. Protective factors account for a large proportion of the variance in parent wellbeing. Impact: The findings highlight potential contributory factors to parent wellbeing. As such, findings identify factors that may represent important targets (i.e., emotion regulation and social support) for programs or interventions focused on supporting and/or bolstering parent wellbeing.
ItemOpen Access
Perspectives and Experiences of Public Safety Personnel Engaged in a Peer-Led Workplace Reintegration Program Post Critical Incident or Operational Stress Injury: A Qualitative Thematic Analysis
(MDPI AG, 2024-07-19) Chelsea Jones; Shaylee Spencer; Elly O’Greysik; Lorraine Smith-MacDonald; Katherine S. Bright; Amy J. Beck; R. Nicholas Carleton; Lisa Burback; Andrew Greenshaw; Yanbo Zhang; Phillip R. Sevigny; Jake Hayward; Bo Cao; Suzette Brémault-Phillips
Introduction: Public safety personnel (PSP) experience operational stress injuries (OSIs), which can put them at increased risk of experiencing mental health and functional challenges. Such challenges can result in PSP needing to take time away from the workplace. An unsuccessful workplace reintegration process may contribute to further personal challenges for PSP and their families as well as staffing shortages that adversely affect PSP organizations. The Canadian Workplace Reintegration Program (RP) has seen a global scale and spread in recent years. However, there remains a lack of evidence-based literature on this topic and the RP specifically. The current qualitative study was designed to explore the perspectives of PSP who had engaged in a Workplace RP due to experiencing a potentially psychologically injurious event or OSI. Methods: A qualitative thematic analysis analyzed interview data from 26 PSP who completed the RP. The researchers identified five themes: (1) the impact of stigma on service engagement; (2) the importance of short-term critical incident (STCI) program; (3) strengths of RP; (4) barriers and areas of improvement for the RP; and (5) support outside the RP. Discussion: Preliminary results were favorable, but further research is needed to address the effectiveness, efficacy, and utility of the RP. Conclusion: By addressing workplace reintegration through innovation and research, future initiatives and RP iterations can provide the best possible service and support to PSP and their communities.
ItemOpen Access
The impact of memory enhancement on emotion processing
(Faculty of Arts, University of Regina, 2024-04-24) Jason, Priyanka
Alexithymia, a cognitive-affective impairment, involves difficulties in recognizing and expressing emotions, and is linked to impaired memory function. This study investigates the relationship between memory and emotion processing. The Toronto Alexithymia Scale (TAS) was administered to 141 participants, 76 of which scored high (> 51) indicating likelihood of alexithymia. First, participants underwent an Emotional Stroop Task (EST) to assess emotion processing, then were randomly assigned to either verbal or sham training groups, where they either completed a botanical name memorization task or watched two short silent movies. Post-training, both groups completed the EST again and underwent cognitive tests to assess memory capacity differences. I hypothesize that the verbal training group will show improvements in emotion processing as well as greater memory function as compared with the sham group. A significant positive correlation was found between TAS scores and EST reaction times for emotional words, indicating a relationship between emotion processing times and alexithymic traits. As for the effects of the verbal training, independent sample t-tests demonstrated that differences in emotion processing times between low and high TAS scorers were reduced. Within the sham training group, high TAS scorers had significantly slower emotion processing than low TAS scorers, but in the verbal training group, no differences were found in emotion processing between high and low TAS scorers. This study’s pivotal finding underscores the impact of verbal training on automatic emotion processing. Despite no observable differences in memory capacity post-verbal training, a notable improvement emerged in the automatic processing of emotion.
ItemOpen Access
I know that person! Why can’t I remember?
(Faculty of Arts, University of Regina, 2024-04-24) Ueckert, Logan
The butcher-on-the-bus phenomenon refers to repeatedly encountering a person in a specific context and later failing to recognize them in a novel context. Despite the failure to recognize the person, a strong sense of familiarity occurs. Although this phenomenon commonly occurs, little is known about its underlying cause. One possibility is that the informativeness of the context increases the strength of the association between context and identity. This association may then interfere with recognizing the same person in a novel context. This study was designed to examine the following question: Is recognition of faces in previously-unseen contexts influenced by the allocation of attention to previously-seen contexts? Attention to context was manipulated by altering whether the context provided identity-specific information such as the target’s occupation or hobbies, and whether the context was consistent (mimicking the experience of repeatedly encountering a face in the same context) or varied. Unexpectedly, I found that identities first encountered in an informative context were later recognized better in a new context than those encountered in uninformative contexts. This suggests that the informativeness of context provides a powerful cue that aids in the learning of a new face, surpassing the benefit of exposure to within-person variability.
ItemOpen Access
Does within-person variability in learning faces eliminate own-age bias in remembering faces?
(Faculty of Arts, University of Regina, 2024-04-24) Sidhu, Amanpreet
The own-age bias is the finding that memory is better for faces that are similar in age to the rememberer than other-age faces. This experiment investigated whether exposure to increased variability when learning faces reduces own-age bias in remembering those faces. Previous research suggested that own-age faces are remembered better than other-age faces because they are learned on an individual level instead of a categorical level. As such, a manipulation that promotes individuation, such as exposure to high within-person variability, should reduce own-age bias. Previous research employed various methods to encourage individuation of other-age faces and found mixed results. I hypothesized that if high variability encourages individuation, then own-age bias should be reduced when faces are learned in a high variability context. To test this, participants were randomly assigned to three between-subjects learning conditions a) no-variability b) low-variability, c) high-variability, and two within-subjects conditions a) own-age, b) other-age. Face recognition was tested using a “seen” or “not seen” task. Similar to previous research, individuals were more accurate at recognizing own-age faces than other-age faces. Accuracy for both own- and other-age faces was best for those who trained with high variability images. Although not significant, the results suggested that own-age bias may actually have been larger for faces seen with high variability.