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

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":null,"pages":null},"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

Math Abilities Among Children with Neurodevelopmental Difficulties: Understanding Cognitive Factors and Evaluating a Pilot Intervention 神经发育障碍儿童的数学能力：了解认知因素并评估试点干预措施

IF 3.3 4区心理学

Canadian Journal of School Psychology Pub Date : 2024-08-08 DOI: 10.1177/08295735241259061

Danielle Mattson, Kathryn Kryska, J. Pei, Claire D. Coles, Julie Kable, Molly Millians, G. Andrew, Damien Cormier, C. Rasmussen

{"title":"Math Abilities Among Children with Neurodevelopmental Difficulties: Understanding Cognitive Factors and Evaluating a Pilot Intervention","authors":"Danielle Mattson, Kathryn Kryska, J. Pei, Claire D. Coles, Julie Kable, Molly Millians, G. Andrew, Damien Cormier, C. Rasmussen","doi":"10.1177/08295735241259061","DOIUrl":"https://doi.org/10.1177/08295735241259061","url":null,"abstract":"Math development in children relies on several underlying cognitive functions, including executive functions (EF), working memory (WM), and visual-motor abilities, such as visual-motor integration (VMI). Understanding how these cognitive factors contribute to children’s math performance is critical to supporting math learning and long-term math success. The present quasi-experimental waitlist control study ( N = 28) aimed to (a) examine the unique contributions of EF, WM, and VMI to math abilities among children ages 5–8 years old with neurodevelopmental difficulties; (b) determine whether a math intervention (the Mathematics Interactive Learning Experience; MILE) that supports these cognitive processes was effective when modified to be delivered to small groups in a school setting, and (c) examine whether any participant characteristics, such as age or IQ, were correlated with post-intervention math score changes. At baseline, participants’ math scores were significantly below the normative mean in all math content areas ( ps < .01). EF, WM, and VMI were highly correlated with math ability; however, verbal WM was the only unique predictor of math ability in regressions analysis. Compared to a waitlist control group, children in the immediate MILE intervention group achieved significantly greater math gains overall. When all children who ultimately completed the intervention were considered together, significant improvement was observed in more than half of math content areas. Furthermore, at the individual level, 85.7% of participants showed reliable change in at least one math content area. Implications for supporting math learning in children with neurodevelopmental difficulties are discussed.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141925688","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":null,"pages":null},"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

Relevant Issues of Future Educational Psychologists’ Readiness to Design Professional Activities in an Innovative Educational Environment 未来教育心理学家准备在创新教育环境中设计专业活动的相关问题

IF 3.3 4区心理学

Canadian Journal of School Psychology Pub Date : 2024-07-26 DOI: 10.1177/08295735241261308

Aliya Akimkhanova, G. Menlibekova, N. Abdramanova

{"title":"Relevant Issues of Future Educational Psychologists’ Readiness to Design Professional Activities in an Innovative Educational Environment","authors":"Aliya Akimkhanova, G. Menlibekova, N. Abdramanova","doi":"10.1177/08295735241261308","DOIUrl":"https://doi.org/10.1177/08295735241261308","url":null,"abstract":"It’s crucial to boost future educational psychologists’ readiness in project-based competencies, as current training often neglects psychological resources, highlighting the need for enhanced project support in Pedagogy and Psychology education. The paper aims to enhance understanding of psychologist professional development by specifying the concept of “readiness for professional activity design,” defined as the integration and interaction of personality structures and educational environment conditions. The study utilized systematic, structural, functional, and comparative analysis, expert assessments, questionnaires, socio-pedagogical modeling, pedagogical design, education quality diagnostics, and statistical methods for comprehensive research. The paper provides a theoretical and methodological analysis of future educational psychologists’ readiness to design professional activities in the context of a comprehensive study, including a survey of graduate students of the specialisation “Pedagogy and Psychology” of universities of the Republic of Kazakhstan, as well as an expert assessment that allows objectively assessing the psychological potential of psychologists-graduates, predict the features of their project work in the educational environment. It emphasizes the importance of the personal component in professional readiness and offers an expert assessment of training effectiveness for educational psychologists in designing activities within educational environments.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141801762","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":null,"pages":null},"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

Hybrid Pedagogical Intervention can Decrease Impulsivity and Antisocial Behavior and Improve Motor and Cognitive Functions Among Iranian Adolescent 混合教学法干预可减少伊朗青少年的冲动和反社会行为，并改善其运动和认知功能

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2024-06-13 DOI: 10.1177/08295735241257017

Sharif Shariati, Shahram Nazari, Rasool Norouzi Seyed Hossini, David Manzano-Sánchez, Ebrahim Norouzi

{"title":"Hybrid Pedagogical Intervention can Decrease Impulsivity and Antisocial Behavior and Improve Motor and Cognitive Functions Among Iranian Adolescent","authors":"Sharif Shariati, Shahram Nazari, Rasool Norouzi Seyed Hossini, David Manzano-Sánchez, Ebrahim Norouzi","doi":"10.1177/08295735241257017","DOIUrl":"https://doi.org/10.1177/08295735241257017","url":null,"abstract":"The present study aimed to investigate the impact of a hybrid pedagogical model consisting of Teaching Games for Understanding (TGFU) and Teaching for Personal and Social Responsibility (TPSR) on the impulsivity, antisocial behaviors, and cognitive function of adolescent students. The study involved 60 male adolescent school students with an average age of 13.32 ± 1.65 years. The research was conducted in four stages: pre-test, teaching game and responsibility through table tennis sessions, post-test, and follow-up. The results of rANOVA indicated a significant decrease in impulsivity and antisocial behaviors from the beginning to the end of the intervention, along with an improvement in responsibility, cognitive, and motor function. Notably, the hybrid pedagogical model participants reported lower scores for impulsivity and antisocial behavior and higher scores for cognitive and motor function than their counterparts in the control group. The findings of the present study provide evidence for the effectiveness of hybrid pedagogical model in adolescent school students and physical education settings. These results suggest that hybrid pedagogical model can be a valuable addition to standard interventions such as psychotherapy, for reducing psychological problems and impulsivity in adolescent students.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141345740","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

Balance of Power in Peer Victimization: The Role of Rivalry and Vulnerability 同伴受害中的权力平衡：竞争和脆弱性的作用

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2024-03-29 DOI: 10.1177/08295735241237910

Nivetha Prabaharan, Andrew V. Dane, Natalie Spadafora

{"title":"Balance of Power in Peer Victimization: The Role of Rivalry and Vulnerability","authors":"Nivetha Prabaharan, Andrew V. Dane, Natalie Spadafora","doi":"10.1177/08295735241237910","DOIUrl":"https://doi.org/10.1177/08295735241237910","url":null,"abstract":"This study investigated characteristics associated with two kinds of peer victimization—bullying victimization and adversarial victimization—distinguished by different balances of power between the perpetrator and victim. Specifically, we examined whether bullying victimization (victim has less power than perpetrator) would be experienced to a greater extent by vulnerable adolescents with psychosocial difficulties (fewer close friendships, emotional symptoms) and less peer esteem (physical attractiveness, perceived popularity, dating popularity, and prestige). In contrast, we investigated whether adversarial victimization, in which the victim has equal or greater power than perpetrator, would be experienced by adolescents perceived as rivals because they are held in high esteem by peers. A total of 599 adolescents aged 9 to 14 years ( M = 11.93; SD = 1.40) completed a self-report measure of emotional symptoms and peer nomination measures of victimization, close friendship, physical attractiveness, dating popularity, perceived popularity, and prestige. Bullying victimization was negatively associated with close friendships, physical attractiveness, perceived popularity, and prestige, whereas adversarial victimization was positively associated with all four indicators of peer esteem. The results demonstrate the importance of measuring the power balance between the perpetrator and victim when studying peer victimization. Findings are discussed from an evolutionary perspective suggesting that victims of bullying are selected by perpetrators to achieve adaptive benefits while minimizing retaliatory, reputational, and social costs, whereas victims of adversarial aggression are targeted as rivals in competition for status and mates.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140365855","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