Canadian Journal of School Psychology最新文献

Adolescent Dating Violence Prevention: Teaching Social Justice Oriented Skills and Strategies to Undergraduate-Level Teachers and Social Workers 预防青少年约会暴力：向本科教师和社会工作者传授以社会正义为导向的技能和策略

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2024-09-10 DOI: 10.1177/08295735241273952

Elizabeth Baker, Emily Matejko, Deinera Exner-Cortens, Alysia Wright, Lianne Lee, Darren Lund

引用次数: 0

Introduction to Special Issue: How Research Reform in Psychology Can Influence Professional School Psychology 特刊简介：心理学研究改革如何影响专业学校心理学

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2024-08-29 DOI: 10.1177/08295735241272689

Steven R. Shaw, Yeon Hee Kang

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Advancing Diversity, Equity, and Inclusion in School Psychology Science and Scholarship: Changing Training and Practice in the Field of School Psychology 促进学校心理学科学和学术的多样性、公平性和包容性：改变学校心理学领域的培训与实践

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2024-08-14 DOI: 10.1177/08295735241266746

Shane R. Jimerson, Justin P. Allen, Prerna Arora, Jamilia J. Blake, Gary L. Canivez, Caitlyn Chambers, Meiki Chan, Dorothy L. Espelage, Jorge E. Gonzalez, Matthew Gormley, Scott L. Graves, Shemiyah Holland, Francis L. Huang, Stacy-Ann A. January, Lakhvir Kaur, Eui Kyung Kim, Tamika LaSalle, Alessandra Mittelstet, Chavez Phelps, Amber Reinke, Tyler L. Renshaw, Samuel Y. Song, Amanda L. Sullivan, Cixin Wang, Frank C. Worrell, Chunyan Yang

{"title":"Advancing Diversity, Equity, and Inclusion in School Psychology Science and Scholarship: Changing Training and Practice in the Field of School Psychology","authors":"Shane R. Jimerson, Justin P. Allen, Prerna Arora, Jamilia J. Blake, Gary L. Canivez, Caitlyn Chambers, Meiki Chan, Dorothy L. Espelage, Jorge E. Gonzalez, Matthew Gormley, Scott L. Graves, Shemiyah Holland, Francis L. Huang, Stacy-Ann A. January, Lakhvir Kaur, Eui Kyung Kim, Tamika LaSalle, Alessandra Mittelstet, Chavez Phelps, Amber Reinke, Tyler L. Renshaw, Samuel Y. Song, Amanda L. Sullivan, Cixin Wang, Frank C. Worrell, Chunyan Yang","doi":"10.1177/08295735241266746","DOIUrl":"https://doi.org/10.1177/08295735241266746","url":null,"abstract":"The intentional and sustained actions to advance diversity, equity, and inclusion (DEI) in school psychology science and scholarship, will have reciprocal and dynamic influences on graduate preparation and practice. Herein, the School Psychology Review leadership team provides reflections on several of our intentional efforts, to date, to advocate for and advance DEI in school psychology scholarship, and the associated implications for graduate preparation and practice. Contemporary actions of the School Psychology Review leadership team have included; (a) establishing commitments to advocating for and advancing DEI as the foundation of our scholarship; (b) diversifying journal leadership and editorial board members to reflect the diverse student body school psychologists serve; (c) preparing future diverse journal leadership through mentored editorial fellowship programs, and a student editorial board with members from diverse backgrounds; (d) featuring special topics relevant to further understanding and supporting diverse and minoritized children, youth, families, and school communities; (e) providing professional-development opportunities and resources; (f) implementation of Open Science opportunities in the journal, (g) implementing triple anonymous peer review to reduce bias, and (h) implementing a journal action plan focused on advancing DEI. Collectively these efforts are aimed to influence positive change in advancing and sustaining DEI efforts in school psychology science, scholarship, graduate preparation and practice.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"44 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142176285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Role of Reciprocated Friendships in the Behavioral Correlates of Sociometric Categories 互惠式友谊在社会测量类别行为关联中的作用

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2024-07-30 DOI: 10.1177/08295735241263807

Tamás Hoffmann, Bence Basa, László Bernáth, Katalin N. Kollár

引用次数: 0

Registered Reports in School Psychology Research: Initial Experiences, Analyses, and Future 学校心理学研究中的登记报告：初步经验、分析和未来

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2024-07-26 DOI: 10.1177/08295735241263912

Steven R. Shaw, Sierra Pecsi, Erika Infantino, Yeon Hee Kang, Neha Verma, Alexa von Hagen

{"title":"Registered Reports in School Psychology Research: Initial Experiences, Analyses, and Future","authors":"Steven R. Shaw, Sierra Pecsi, Erika Infantino, Yeon Hee Kang, Neha Verma, Alexa von Hagen","doi":"10.1177/08295735241263912","DOIUrl":"https://doi.org/10.1177/08295735241263912","url":null,"abstract":"This editorial is companion to the first registered report published in the Canadian Journal of School Psychology entitled, “Scope of School Psychological Practice in Germany: Part 1” by Alexa von Hagen et al. This manuscript outlines the importance of evidence-based practices in school psychology, identifies weaknesses in the foundation of current research practices, and discusses registered reports as a tool to enhance research rigor by mitigating biases such as p-hacking and publication bias. Registered reports have gained traction despite initial reservations from researchers due to perceived constraints and barriers; this approach to publication of scholarly articles can lead to a positive shift in the relationship between authors and editors during the publication process, fostering collaboration, transparency, and credibility in the research practice and ultimately leading to improved evidence-based practice. Initial experiences from the first registered report in the field of school psychology are examined, noting advantages, disadvantages, and future recommendations. The adoption of registered reports signifies a cultural shift toward more robust, transparent, and credible research practices in school psychology, leading to true evidence-based practice with increased likelihood of implementation.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"94 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141775189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching Students to Read: A Call to Action for Social Justice in School Psychology 教学生阅读：学校心理学社会正义行动呼吁书

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2024-07-24 DOI: 10.1177/08295735241262849

Adrea J. Truckenmiller, Courtenay A. Barrett, Tiffany P. Hogan

{"title":"Teaching Students to Read: A Call to Action for Social Justice in School Psychology","authors":"Adrea J. Truckenmiller, Courtenay A. Barrett, Tiffany P. Hogan","doi":"10.1177/08295735241262849","DOIUrl":"https://doi.org/10.1177/08295735241262849","url":null,"abstract":"Although the accurate diagnosis and effective instruction for reading disorders through multi-tiered systems of support is one of the most foundational components of school psychology training and practice, there are significant opportunities for innovation, renewed excitement, and social justice. In this article, we identify reading assessments, interventions, and systems-level policies shown to be effective through rigorous, empirical research. These effective practices are not well known by school psychologists or commonly implemented in schools. We propose four areas to better align school psychology training and practice with the most cutting-edge reading research to improve student outcomes in the future: (a) building knowledge of reading development, (b) increasing the commitment to school-based careers, (c) implementing more instructionally-useful reading screening and special education assessment practices (including using the hybrid model of identification), and (d) promoting evidence-based reading instruction and intervention. Throughout each of these four areas, we highlight the need for multi-disciplinary collaboration.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"47 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141785243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Feasibility of Evidence-Based Social and Emotional Learning in Prairie Canadian Schools 在加拿大草原地区学校开展以证据为基础的社会和情感学习的可行性

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2024-02-29 DOI: 10.1177/08295735241234782

Kayla Kilborn, Janine Newton Montgomery, Johnson Li, Shahin Shooshtari, Rachel Roy, Breanna Cheri, Virginia Tze, Taryn Gaulke

{"title":"Feasibility of Evidence-Based Social and Emotional Learning in Prairie Canadian Schools","authors":"Kayla Kilborn, Janine Newton Montgomery, Johnson Li, Shahin Shooshtari, Rachel Roy, Breanna Cheri, Virginia Tze, Taryn Gaulke","doi":"10.1177/08295735241234782","DOIUrl":"https://doi.org/10.1177/08295735241234782","url":null,"abstract":"This study examined opportunities and barriers for implementing evidence-based Social and Emotional Learning (SEL) programs in Prairie Canadian Schools. Educators from Manitoba, Saskatchewan and Alberta completed an online survey on SEL feasibility and reported on five feasibility domains: (1) attitudes about SEL, (2) knowledge about SEL, (3) job stress, (4) resources for implementing SEL, and (5) SEL practices. Results indicated that positive attitudes toward SEL significantly predicted increased perceived feasibility for evidence-based SEL implementation. Additionally, both knowledge and access to resources predicted increased SEL practice by Prairie Canadian educators. Analyses for open-ended responses paralleled quantitative results. Specifically, Canadian educators had positive views about SEL programing, but like previous research conducted in other countries, indicated that they require better access to SEL training, and resources (e.g., more time to plan and teach SEL, funding and program materials). A unique Canadian context-related finding from this study was that some Prairie Canadian educators indicated a paucity of French materials for SEL programs, which impeded implementation. In order to effectively implement evidence-based SEL in Prairie Canadian schools, policy makers must address the indicated barriers for Canadian educators, such as increased SEL training and resources, and easy access to appropriate French materials.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"8 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140044163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Scope of School Psychological Practice in Germany: Part 1 德国学校心理实践的范围：第一部分

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2024-01-30 DOI: 10.1177/08295735231226195

Alexa von Hagen, Bettina Müller, Natalie Vannini, Nils Rublevskis, Mirijam Schaaf, Stephan Jeck, Marion Müller-Staske, Gerhard Bachmann, Anna Sedlak, Joanna Wegerer, Gerhard Büttner

{"title":"Scope of School Psychological Practice in Germany: Part 1","authors":"Alexa von Hagen, Bettina Müller, Natalie Vannini, Nils Rublevskis, Mirijam Schaaf, Stephan Jeck, Marion Müller-Staske, Gerhard Bachmann, Anna Sedlak, Joanna Wegerer, Gerhard Büttner","doi":"10.1177/08295735231226195","DOIUrl":"https://doi.org/10.1177/08295735231226195","url":null,"abstract":"Many countries rely on statements issued by professional associations to delimit the scope of school psychological practice. It is, however, not always clear to what extent these statements match current practices and school psychologists’ self-perception of their professional role, as empirical data is often unavailable or limited. This study aims to address this gap by collecting empirical data on the scope of school psychological practice in Germany. In a mixed method study, we first applied the Delphi technique to develop a questionnaire in collaboration with school psychological experts from different federal states of Germany. Second, we collected information on federal policies through semi-structured interviews with regional experts. Third, we invited a representative sample of school psychologists to complete the questionnaire developed through the Delphi technique. In this first report, we focus on the Delphi procedure and overall results of the survey describing the scope of school psychological practice in Germany at a country-wide level. These findings provide a detailed characterization of the broad and heterogeneous scope providing an evidence-base for future research and political decision-making.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"37 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139956010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Clinical Assessment in School Psychology: Impervious to Scientific Reform? 学校心理学的临床评估：无法进行科学改革？

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2024-01-08 DOI: 10.1177/08295735231224052

S. C. Dombrowski, Ryan J. McGill

{"title":"Clinical Assessment in School Psychology: Impervious to Scientific Reform?","authors":"S. C. Dombrowski, Ryan J. McGill","doi":"10.1177/08295735231224052","DOIUrl":"https://doi.org/10.1177/08295735231224052","url":null,"abstract":"Given the interdisciplinary influences on school psychology along with its requirement to comply with federal and state law in the United States, scientific progress in the area of cognitive assessment and specific learning disabilities (SLD) identification has experienced slow, if not stagnant, progress. Extrapolation of research from one discipline to that of assessment is common in school psychology where test authors and creators of interpretive and diagnostic systems make theoretical and empirical justification for their claims with correlational research and factor analysis. Although these methodologies may appear to support an underlying theory or interpretive approach, they can produce divergent results depending upon sample size and methodological choice. Consequently, greater replication and reproduction is required. Federal and state law in the United States may perpetuate low value practices among practitioners who view them as acceptable since they are legal. School psychology does not have regulatory agencies to oversee practices. All of these influences impinge on scientific progress in cognitive assessment and SLD identification. Fortunately, Canada is not beholden to omnibus special education law so its academic institutions and agencies (e.g., school districts) may be better poised to engender scientific progress in cognitive assessment and SLD identification.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"40 7","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139446556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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A School Psychology for All: Realizing Evidence-Based Practice Through Social Justice 面向所有人的学校心理学：通过社会公正实现循证实践

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2024-01-08 DOI: 10.1177/08295735231224047

G. T. Schanding

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