Amanda Krause wins Master’s thesis award from the Canadian Counselling and Psychotherapy Association

Posted on Wednesday, June 16, 2021

Amanda Krause


Congratulations to Amanda Krause, winner of a Master’s Thesis Award by the Canadian Counselling and Psychotherapy Association. This 2021 CCPA award honors research excellence and her “important contribution to the field of counselling.” 

Krause recently completed an MA in Counselling Psychology in the Faculty of Education under the supervision of Dr. David Smith and is now a doctoral student in the Clinical Psychology program at the University of Ottawa. Under the supervision of Dr. Maria Rogers, she will continue her work investigating the social-cultural systems that influence child development, with a focus on children with ADHD.  

Read her thesis ‘Peer Aggression and Teacher-Student Relationship Quality: A Meta-Analytic Investigation’.  

Research Interests: 

My research interests include a focus on developmental trajectories of children and adolescents, and the potential influences of surrounding social-cultural systems. More specifically, I am interested in utilizing social contexts to improve understanding of factors that negatively impact development, and examining how these same systems can foster healthy, positive development for children and adolescents. It was ultimately these interests that led me to pursue my Master’s thesis topic – meta-analytically investigating the link between teacher-student relationship quality and peer aggression involvement. My thesis is the first to provide a global, comprehensive understanding of the link between teacher-student relationship quality and peer aggression among students. It is also an important reminder of how two seemingly separate social contexts, that of teacher-student relationships and peer-peer relationships, are nonetheless mutually influential. The results also extend to inform the work of guidance counsellors in school settings who work alongside educators and students, by providing greater understanding of the importance of the quality of the teacher-student relationship in the psychosocial success of students. 

-Amanda Krause, MA  

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