Canadian Journal of School Psychology最新文献

An Examination of School Psychologists' Training, Competence, and Needs in Working With Indigenous Students in Nova Scotia. 新斯科舍省学校心理学家与土著学生合作的培训、能力和需求调查。

IF 1.8 4区心理学

Canadian Journal of School Psychology Pub Date : 2025-11-24 eCollection Date: 2025-12-01 DOI: 10.1177/08295735251399351

Sara King, Krista C Ritchie, Lindsay Leighton, Melissa McGonnell, Christine Doe, Conor Barker, Natasha Yorke-Phillip

{"title":"An Examination of School Psychologists' Training, Competence, and Needs in Working With Indigenous Students in Nova Scotia.","authors":"Sara King, Krista C Ritchie, Lindsay Leighton, Melissa McGonnell, Christine Doe, Conor Barker, Natasha Yorke-Phillip","doi":"10.1177/08295735251399351","DOIUrl":"https://doi.org/10.1177/08295735251399351","url":null,"abstract":"Indigenous students in Canada typically experience lower educational attainment, graduate at lower rates, and are disproportionately represented on Individual Education Plans compared to their non-Indigenous peers, despite consistent efforts to meet the needs of these students in a culturally responsive way. Many school psychologists report that they do not have the necessary skills and training to work effectively with Indigenous students, meaning that these students might not be adequately supported in schools. Forty-nine Nova Scotia school psychologists completed a survey about their perceptions of their graduate preparation, current knowledge, and knowledge needed to practice effectively with Indigenous students across the APA's six areas of cross-cultural competency. Results indicated that school psychologists felt that their graduate training did not adequately prepare them and that their level of current knowledge was not sufficient to practice effectively with Indigenous students and communities. However, the majority of respondents indicated that they believed it was important to be knowledgeable about Indigenous students' backgrounds and culture, suggesting an openness to learning. Suggestions for training and practice are discussed in the context of the TRC Calls to Action and the CPA accreditation standards, with a focus on transformative education and culturally responsive practices.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"40 3-4","pages":"179-196"},"PeriodicalIF":1.8,"publicationDate":"2025-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12654762/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145641208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supporting Student Success with the "Stress Stories Project" Pilot Intervention Study: An Integrated Approach to Regulating Stress and Enhancing Learning Management to Support Flourishing at School. 以“压力故事计划”支援学生成功的先导干预研究：调节压力及加强学习管理的综合方法，以支援学校的发展。

IF 1.8 4区心理学

Canadian Journal of School Psychology Pub Date : 2025-11-24 eCollection Date: 2026-03-01 DOI: 10.1177/08295735251395628

Meg Kapil, Ramin Rostampour, Allyson Hadwin, Mariel Miller, Breanna Lawrence

{"title":"Supporting Student Success with the \"Stress Stories Project\" Pilot Intervention Study: An Integrated Approach to Regulating Stress and Enhancing Learning Management to Support Flourishing at School.","authors":"Meg Kapil, Ramin Rostampour, Allyson Hadwin, Mariel Miller, Breanna Lawrence","doi":"10.1177/08295735251395628","DOIUrl":"https://doi.org/10.1177/08295735251395628","url":null,"abstract":"Elementary students can experience high levels of school-related stress, which can subsequently hinder learning and well-being. At this age and stage, students are still developing the skills to manage stress and academic demands, and benefit from additional support. Few studies have explored interventions that combine stress regulation with learning management or compared different learning consolidation methods. This study examined the effectiveness of the Stress Stories Project, an integrated intervention targeting two key stress appraisals linked to student success: (a) stress mindset and (b) coping self-efficacy. It also compared the effects of two consolidation strategies, memory reconsolidation and metacognitive reflection, on the appraisal outcomes. Grade 4 and 5 Canadian Public School students participated in the 2-week intervention and were assigned to either the memory reconsolidation or metacognitive reflection condition. Stress mindset and coping self-efficacy were measured before and after the intervention. A 2 (Time: pre, post) × 2 (Group: reflection, reconsolidation) repeated measures ANOVA assessed the impact of condition on outcomes. Results showed an overall increase in stress mindset scores, with more students adopting a \"stress is enhancing\" mindset. Coping self-efficacy did not change significantly. However, a significant time-by-group interaction revealed that memory reconsolidation was more effective than reflection in improving stress mindset over time. These findings suggest that addressing students' past school stress experiences through memory reconsolidation may enhance stress mindset and offer greater psychological and motivational benefits.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"41 1","pages":"61-87"},"PeriodicalIF":1.8,"publicationDate":"2025-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12991352/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147475690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pinning Down the Accuracy Gap: Assessing Intervention Information About Dyslexia on Pinterest-Linked Web Pages. 确定准确性差距：评估兴趣链接网页上阅读障碍的干预信息。

IF 1.8 4区心理学

Canadian Journal of School Psychology Pub Date : 2025-10-14 eCollection Date: 2025-12-01 DOI: 10.1177/08295735251387494

Jared R Green, Krista C Ritchie, Carlotta Heymann, Tianna McCay, Sara King

{"title":"Pinning Down the Accuracy Gap: Assessing Intervention Information About Dyslexia on Pinterest-Linked Web Pages.","authors":"Jared R Green, Krista C Ritchie, Carlotta Heymann, Tianna McCay, Sara King","doi":"10.1177/08295735251387494","DOIUrl":"https://doi.org/10.1177/08295735251387494","url":null,"abstract":"Social media platforms such as Pinterest are a popular medium for locating and consuming health and mental health information, as well as educational resources to assist struggling learners. Despite parents and educators being frequent consumers of education-related information on Pinterest, no studies to date have explored the accuracy of intervention information for dyslexia on Pinterest-linked web pages, meaning that the extent to which it aligns with evidence-based practice and the science of reading is unclear. This study reviewed online information about interventions for dyslexia from 41 Pinterest-linked web pages to evaluate accountability, presentation, alignment with evidence-based practice, and readability using a set of standardized criteria. The quality of intervention information was generally poor, with websites meeting less than 10% of the standardized criteria. Further, most information was published by unspecified authors or authors without formal experience providing evidence-based interventions for dyslexia. Most sites also neglected to reference their sources or recommend follow-up with a professional. These findings suggest that psychologists should be steering educators away from Pinterest as a resource and towards more reliable websites. Possibilities for future research, and practical implications for school psychologists are discussed.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"40 3-4","pages":"213-226"},"PeriodicalIF":1.8,"publicationDate":"2025-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12654763/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145641229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Longitudinal Patterns of Special Education/Inclusive Classroom Placement of Children with Conduct Problems: Correlates and Risk of School Dropout. 行为问题儿童特殊教育/全纳课堂安置的纵向模式：相关性和辍学风险。

IF 3.3 4区心理学

Canadian Journal of School Psychology Pub Date : 2025-06-01 Epub Date: 2025-02-27 DOI: 10.1177/08295735251323720

Gabrielle Garon-Carrier, Alexa Martin-Storey, Gabrielle Cloutier, Caroline Fitzpatrick, Mélanie Lapalme, Michèle Déry

{"title":"Longitudinal Patterns of Special Education/Inclusive Classroom Placement of Children with Conduct Problems: Correlates and Risk of School Dropout.","authors":"Gabrielle Garon-Carrier, Alexa Martin-Storey, Gabrielle Cloutier, Caroline Fitzpatrick, Mélanie Lapalme, Michèle Déry","doi":"10.1177/08295735251323720","DOIUrl":"10.1177/08295735251323720","url":null,"abstract":"Conduct problems are among the most common reasons of referral to special education services and placement in special classrooms. Students with conduct problems are at a high risk of school dropout. However, little is known about the association between placement in special classrooms and the risk of school dropout for students with conduct problems. We employed data from a longitudinal study of students with conduct problems who were receiving special education services in special or in inclusive classrooms at study entry (N = 302). Five patterns of placement in special (vs. inclusive) classrooms were identified. Higher academic performance and receptive vocabulary, and lower externalizing problems reduce the odds of persistent placement in special classrooms. Students with a persistent or delayed placement had higher risk of school dropout in comparison to students with no placement history. Students in special classrooms at study entry did not have a greater risk of school dropout if they later transitioned to inclusive classrooms. Strengthening the academic performance and receptive vocabulary of students with conduct problems could prevent placement in special classrooms. Limiting persistent and delayed placement in special classrooms may decrease the risk of school dropout among students with conduct problems.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"40 2","pages":"139-153"},"PeriodicalIF":3.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12088443/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144112271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Trauma Symptomology During COVID-19 Among Youth with a Learning, Cognitive or Psychological Disorder Diagnosis: Exploring Moderation by Social Support. 在诊断为学习、认知或心理障碍的青少年中，COVID-19期间的创伤症状：探索社会支持的调节作用。

IF 3.3 4区心理学

Canadian Journal of School Psychology Pub Date : 2025-06-01 Epub Date: 2025-04-28 DOI: 10.1177/08295735251336409

Keri Rempel, Kelly Dean Schwartz, Deinera Exner-Cortens

{"title":"Trauma Symptomology During COVID-19 Among Youth with a Learning, Cognitive or Psychological Disorder Diagnosis: Exploring Moderation by Social Support.","authors":"Keri Rempel, Kelly Dean Schwartz, Deinera Exner-Cortens","doi":"10.1177/08295735251336409","DOIUrl":"10.1177/08295735251336409","url":null,"abstract":"During previous disasters, youth with existing mental health diagnoses have been especially vulnerable to negative mental health outcomes. Yet, longitudinal outcomes for these youth during the COVID-19 pandemic have not been well-studied. In addition, potential protective factors that may buffer this enhanced risk in the context of the pandemic also need to be explored. Thus, this longitudinal study investigates if having a self-reported learning, cognitive, and/or psychological disorder diagnosis placed adolescents at greater risk for trauma symptomology over the first full academic year (2020-21) of the COVID-19 pandemic, and if this relationship was moderated by peer or family support. To answer this question, we collected four waves of data from youth (M age = 14.63) in one province in Western Canada over the 2020/21 school year (N = 1,227). Trauma symptomology was assessed using the Child Revised Impacts of Events Scale (CRIES-13). We used multivariate linear regression to assess if an existing learning, cognitive, and/or psychological disorder diagnosis was associated with trauma symptomatology in June 2021, controlling for symptoms in September 2021, and to explore potential moderation by peer and family support. We found that youth who had an existing learning, cognitive, and/or psychological disorder diagnosis reported significantly higher trauma symptomatology across the 2020/21 academic year, as compared to youth without a diagnosis, but that there was no moderation by peer or family support. Our results suggest that a small but significant subset of youth who were at risk for poor mental health outcomes prior to the pandemic remain vulnerable and require access to ongoing school psychology supports to promote their mental well-being.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"40 2","pages":"118-138"},"PeriodicalIF":3.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12088445/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144112273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

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

引用次数: 0

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