Canadian Journal of School Psychology最新文献_第10页

MindMasters 2: A 3-Month Pilot Study Evaluating Grade 3 Children’s Social and Emotional Skills 心智大师2：一项为期3个月的试点研究，评估三年级儿童的社交和情感技能

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-06-01 DOI: 10.1177/0829573519827209

Alexandre Santos, Corrine Langill

{"title":"MindMasters 2: A 3-Month Pilot Study Evaluating Grade 3 Children’s Social and Emotional Skills","authors":"Alexandre Santos, Corrine Langill","doi":"10.1177/0829573519827209","DOIUrl":"https://doi.org/10.1177/0829573519827209","url":null,"abstract":"The purpose of this pilot study was to evaluate the preliminary effects of a curriculum resource on elementary school children’s social and emotional skills. In total, 98 Grade 3 children were randomly allocated to either a control or experimental group and evaluated before and after a 3-month implementation period. Experimental group showed improved prosocial behaviors (p < .01), concern for others (p = .02), and emotional skills (p < .01) over time, as well as improved relaxation levels (p < .01) after partaking in relaxation activities. Compared with the control group, experimental group’s emotional skills were significantly higher at posttest (p < .01). No significant differences were observed for children’s self-perceptions (p > .05). Results from this study indicate that the curriculum resource may facilitate the development of children’s social and emotional skills. A future definitive randomized-controlled trial should strive for a longer implementation period in response to small effect sizes, taking into account target population, sample size, and persistence of effects over the life span and in different environmental contexts.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"35 1","pages":"123 - 138"},"PeriodicalIF":2.2,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573519827209","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46248926","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: 1

Determining Growth Sensitivity of Star Math With a Latent Growth Curve Model 用潜在增长曲线模型确定Star数学的增长敏感性

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-05-21 DOI: 10.1177/0829573520922678

Kristin N. Johnson, Kenneth Thompson, Ryan L. Farmer

引用次数: 3

Book Review: Introduction to school psychology: Controversies and current practice, by Burns, M. K 书评:《学校心理学导论:争议与当前实践》，M. K . Burns著

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-05-19 DOI: 10.1177/0829573520922683

S. T. S. Wong

{"title":"Book Review: Introduction to school psychology: Controversies and current practice, by Burns, M. K","authors":"S. T. S. Wong","doi":"10.1177/0829573520922683","DOIUrl":"https://doi.org/10.1177/0829573520922683","url":null,"abstract":"The First Edition of the Introduction to School Psychology: Controversies and Current Practice offers a comprehensive and concise overview of legislations, theories, and controversies that are core to the practice of school psychology in the United States. The book consists of five sections on Current Practice, Professional Associations, Theoretical Foundations, Controversies That Shape Practice, and Current Context and the Future of the Field respectively, written by expert practitioners and researchers in the field of school psychology, and edited by Dr. Matthew K. Burns. The book begins with an overview of the fundamentals of the field and then moves onto issues that will continue to determine and influence service delivery. For graduate students in school psychology progress through their training, this book is useful in guiding learning. For current school psychologists or researchers, the balanced and research-based writing of the book could help define future work and collaborations. The general theme of research and practice being intertwined in the field of school psychology is evident in each chapter and section of the book. The detailing of considerations based on theoretical foundations, medical knowledge, data-based decisionmaking and the interdisciplinary nature of the field highlights the importance of knowledge in all these areas to ensure comprehensive service delivery as a practitioner. The knowledge gaps highlighted in the book also emphasizes the need for more applicable research for the field to move forward. In sum, the Introduction to School Psychology: Controversies and Current Practice is an effective in encapsulating the field and directing future work for both clinicians and researchers.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"35 1","pages":"225 - 229"},"PeriodicalIF":2.2,"publicationDate":"2020-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520922683","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44129831","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

Comparing Math LD Diagnostic Rates Obtained Using LDAC and DSM-5 Criteria: Implications for the Field 使用LDAC和DSM-5标准获得的数学LD诊断率的比较：对该领域的启示

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-05-15 DOI: 10.1177/0829573520915366

Meadow Schroeder, M. Drefs, Michael L. Zwiers

引用次数: 2

Teachers’ Unpreparedness to Accommodate Student Needs 教师对满足学生需求的准备不足

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-05-12 DOI: 10.1177/0829573520916610

Man-Wai Chu, H. Craig, Lake Yeworiew, Yue Xu

引用次数: 5

Together We Can Do So Much: A Systematic Review and Conceptual Framework of Collaboration in Schools 我们可以一起做这么多：学校合作的系统回顾和概念框架

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-04-10 DOI: 10.1177/0829573520915368

A. Griffiths, J. Alsip, S. Hart, Rachel L. Round, J. Brady

引用次数: 24

Literature Review of Francophone Psychometric Tests of Creativity: Guiding School Psychologists 法语创造力心理测量测试文献综述：指导学校心理学家

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-03-01 DOI: 10.1177/0829573519853672

P. Valois, J. Forget, C. Ponton

引用次数: 0

A Preliminary Randomized Controlled Evaluation of a Universal Healthy Relationships Promotion Program for Youth 青少年普遍健康关系促进计划的初步随机对照评价

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-03-01 DOI: 10.1177/0829573518821508

D. Exner‐Cortens, D. Wolfe, Claire V. Crooks, Debbie Chiodo

{"title":"A Preliminary Randomized Controlled Evaluation of a Universal Healthy Relationships Promotion Program for Youth","authors":"D. Exner‐Cortens, D. Wolfe, Claire V. Crooks, Debbie Chiodo","doi":"10.1177/0829573518821508","DOIUrl":"https://doi.org/10.1177/0829573518821508","url":null,"abstract":"Bullying and mental health problems are pressing concerns for adolescents. Given their burden, we need to find efficacious ways to prevent these experiences. However, existing prevention programs tend to be single-issue and may not focus on the universal capacities required to reduce these problems among youth. To this end, we evaluated the universal, small groups Healthy Relationships Plus (HRP) program, which focuses on the promotion of positive mental health and the reduction of bullying and substance misuse. A sample of 212 youth from Southwestern Ontario were randomly assigned to the HRP or an attention-control condition over an 8-day period during summer 2014. Primary outcome measures (i.e., most important outcomes for this evaluation) were positive mental health, bullying victimization/perpetration, and substance misuse (alcohol, marijuana). We also examined a mediator (help-seeking) and two moderators (sex, adverse childhood experiences) of main effects. Participation in HRP was associated with reduced odds of physical bullying victimization at 1-year follow-up, compared with adolescents in the attention-control condition. This finding was mediated by increased intention to seek help from a mental health professional following HRP participation. We did not find main effects for positive mental health or substance misuse in this sample; however, there was an interaction effect whereby youth with significant trauma experiences reported less marijuana use at 1-year follow-up compared with control students. Findings reiterate the importance of help-seeking for bullying prevention and demonstrate the preliminary efficacy of the HRP as a universal strategy for preventing bullying victimization among mid-adolescents within school and community settings.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"35 1","pages":"22 - 3"},"PeriodicalIF":2.2,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573518821508","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44064057","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: 12

Usability Testing of the Teacher Help for Learning Disabilities Program: An eHealth Intervention for Teachers 教师帮助学习障碍项目的可用性测试：教师的电子健康干预

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-03-01 DOI: 10.1177/0829573518825425

Ashton Parker, Sarah Brine, M. McGonnell, Annie Baert, P. Corkum

{"title":"Usability Testing of the Teacher Help for Learning Disabilities Program: An eHealth Intervention for Teachers","authors":"Ashton Parker, Sarah Brine, M. McGonnell, Annie Baert, P. Corkum","doi":"10.1177/0829573518825425","DOIUrl":"https://doi.org/10.1177/0829573518825425","url":null,"abstract":"Use of evidence-based interventions for learning disabilities (LDs) in the classroom is limited by several factors such as teachers’ knowledge of LDs and access to interventions. eHealth interventions (i.e., interventions delivered via the Internet) have the potential to be a powerful tool in overcoming barriers to implementing evidence-based strategies within the classroom. The current article describes the development and usability testing of Teacher Help for LD, an eHealth professional development program that assists classroom teachers in providing evidence-based interventions to students with LDs. Specialists in LDs (n = 18), consisting of individuals within the educational and health systems, were asked to evaluate the usability of the Teacher Help for LD intervention and provide their feedback. Results from both quantitative and qualitative data suggest that participants were very satisfied with the program and found the program highly usable. Results will help to prepare and modify the program for use with regular classroom teachers in an upcoming cluster randomized controlled trial across Canada.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"35 1","pages":"41 - 56"},"PeriodicalIF":2.2,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573518825425","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48361490","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: 2

Prior Individual Risk Behavior Predicts Subsequent Individual and Peer Risk Behavior: A Longitudinal Examination From Fifth to Ninth Grade 先前的个人风险行为预测随后的个人和同伴风险行为：从五年级到九年级的纵向调查

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2019-12-01 DOI: 10.1177/0829573518769711

Daniel B. Hajovsky, Matthew R. Reynolds

{"title":"Prior Individual Risk Behavior Predicts Subsequent Individual and Peer Risk Behavior: A Longitudinal Examination From Fifth to Ninth Grade","authors":"Daniel B. Hajovsky, Matthew R. Reynolds","doi":"10.1177/0829573518769711","DOIUrl":"https://doi.org/10.1177/0829573518769711","url":null,"abstract":"To better understand the longitudinal relations between risk and relationship variables during early to middle adolescence, we employed latent variable cross-lagged panel models using data (N = 1,050) from the National Institute of Child Health and Human Development Study. Results showed self-reported individual risk behavior (β = .77–.88) and mother-reported child-parent relationship quality (CPRQ; β = .59–.76) were stable, whereas the self-report of one’s peer’s risk behavior (β = .21–.27) was less stable. After controlling for previous levels of peer risk behavior and CPRQ, higher levels of individual risk behavior resulted in subsequent increases in the number of peers who demonstrated risk behavior (β = .38–.54) across early to middle adolescence. CPRQ and peer risk behavior, however, did not influence subsequent individual risk behavior. School psychologists can encourage friendship selection strategies that reduce potential risk affiliation while increasing healthy, supportive friendships and teach adolescents stress management skills.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"34 1","pages":"283 - 299"},"PeriodicalIF":2.2,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573518769711","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45041350","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: 1