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Recent Submissions

Access status: Open Access ,
In Memoriam: Dr. Donald Oliver
(Dalhousie University, 2025)
Access status: Open Access ,
In Memoriam: Dr. Lisa Dickson
(Dalhousie University, 2025)
Access status: Open Access ,
GENETIC AND ECOLOGICAL POPULATION DIFFERENTIATION IN PEALE'S DOLPHINS
(2025-10-28) Durante, Cristian Alberto; McCracken, Gregory R; Iniguez Bessega, Miguel A; Hevia, Marta; Cipriano, Frank; Ruzzante, Daniel E; Crespo, Enrique Alberto; Loizaga, Rocio
Access status: Open Access ,
“we are this beautiful tendency to stick together”: The Power of Care in Leanne Betasamosake Simpson’s Noopiming: The Cure for White Ladies and Ocean Vuong’s On Earth We’re Briefly Gorgeous
(2024-03-01) Houle, Josey
Access status: Open Access ,
In Memoriam: Dr. Spencer Hon Sun Lee
(Dalhousie University, 2025)
Access status: Open Access ,
Healthy Sleep for Healthy Schools: Evaluating the Usability, Effectiveness, and Implementation Potential of a School-based Sleep Education Program
(2025-08-19) Rosenberg, Lindsay; Not Applicable; Doctor of Philosophy; Department of Psychology and Neuroscience; Received; Dr. Joseph Buckhalt; Not Applicable; Dr. Gabrielle Rigney; Dr. Alissa Pencer; Dr. Penny Corkum; Dr. Penny Corkum
Adolescence is a critical time of development; however, many adolescents are not obtaining sufficient sleep, an influential factor in well-being. There are few accessible evidence-based sleep-education programs, leading to an “evidence-to-practice gap.”Schools are an optimal environment to teach sleep education, as this allows for many adolescents to learn about healthy sleep, in a place that is easily accessible to them. This dissertation evaluates the usability, effectiveness, and implementation potential of a school-based sleep education program, Healthy Sleep for Healthy Schools. A usability study (Study 1; n = 8) gathered quantitative and qualitative feedback from teachers based on Morville and Sullenger’s User Experience Honeycomb framework (2010). Quantitative feedback was neutral to positive, suggesting teachers found the program useful, useable, findable, desirable, accessible, credible, and valuable. Qualitative feedback was mostly positive, with constructive feedback regarding program length, scheduling challenges, and interactivity of student content. HS4HS was evaluated for effectiveness with students (Study 2; n = 203), using a pre/post design. The study assessed insomnia symptoms, sleep habits, daytime sleepiness, knowledge about sleep, attitudes and beliefs about sleep, and psychosocial functioning. Findings demonstrated improvements in insomnia symptoms for students with subthreshold to severe insomnia, however no improvements were made for the overall sample. Qualitative feedback on program satisfaction suggested that students learned about sleep and how to improve sleep habits, with students suggesting modifications to improve engagement, delivery time, that the program should not replace physical education, and the study measures were burdensome. The third study examined the implementation potential of the HS4HS program (Study 3; n = 12). Semi-structured interviews were conducted with teachers and school stakeholders based on the RE-AIM implementation framework (Glasgow et al.,1999), to evaluate the reach, effectiveness, adoption, implementation, and maintenance of the HS4HS program. Feedback suggested aligning with the curriculum, and fostering buy-in and engagement. This dissertation research was undertaken to better understand the program and to make modifications based on end-user data. Further effectiveness testing will be conducted upon program modification, with the goal of eventually helping to close the “evidence-to-practice” gap and thereby improve adolescent health.