Canadian Journal of School Psychology最新文献_第2页

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}

引用次数: 0

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

引用次数: 0

Developmental Trajectory of Conduct Problems Among Boys and Girls Receiving Psychoeducational Services at Elementary Schools. 小学接受心理教育服务的男孩和女孩行为问题的发展轨迹。

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2023-12-01 Epub Date: 2023-09-27 DOI: 10.1177/08295735231198747

Michèle Déry, Caroline E Temcheff, Martine Poirier, Stéphanie Boutin, Mélanie Lapalme, Annie Lemieux

{"title":"Developmental Trajectory of Conduct Problems Among Boys and Girls Receiving Psychoeducational Services at Elementary Schools.","authors":"Michèle Déry, Caroline E Temcheff, Martine Poirier, Stéphanie Boutin, Mélanie Lapalme, Annie Lemieux","doi":"10.1177/08295735231198747","DOIUrl":"10.1177/08295735231198747","url":null,"abstract":"<p><p>Elementary public schools remain the most common venues for addressing children's severe conduct problems. Nevertheless, very few longitudinal studies have examined association between receiving psychoeducational services for conduct problems in school and subsequent conduct problem severity. This study explored if psychoeducational service reception contributed to reduce conduct problems in a sample of 434 elementary school-aged boys and girls presenting a high level of conduct problems. The study used a repeated measures design at 12-month intervals, for 4 years. Information regarding the severity of children's conduct problems and services was provided by parents and teachers. Latent Growth Modeling was used to identify a mean trajectory of conduct problems. Results revealed that psychoeducational services were associated with a decrease in conduct problems over time, but this association was only observed in boys. There was no association between service reception at study inception and the trajectory of conduct problems among girls. These results suggests that psychoeducational services are well suited to the difficulties of boys with conduct problems; however, they may call for a review of the services offered to girls in schools, both in terms of the detection of conduct problems in young girls, and in terms of their treatment options.</p>","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"38 4","pages":"287-301"},"PeriodicalIF":2.2,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/07/a6/10.1177_08295735231198747.PMC10584659.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49692953","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

In-Person and In-Home Teleneuropsychological Assessments With Youth With Neurodevelopmental Disorders: What’s the Difference? 青少年神经发育障碍的面对面和家庭远程神经心理评估:有什么区别?

4区心理学

Canadian Journal of School Psychology Pub Date : 2023-09-19 DOI: 10.1177/08295735231199858

Julia Moreau, Beth Pollock, Allyson G. Harrison

{"title":"In-Person and In-Home Teleneuropsychological Assessments With Youth With Neurodevelopmental Disorders: What’s the Difference?","authors":"Julia Moreau, Beth Pollock, Allyson G. Harrison","doi":"10.1177/08295735231199858","DOIUrl":"https://doi.org/10.1177/08295735231199858","url":null,"abstract":"Psychoeducational assessments provide clinicians with the foundation for diagnostic determinations and meaningful recommendations for youth with neurodevelopmental disorders. Due to the COVID-19 pandemic, the field shifted from seeing clients face-to-face (FTF) to conducting evaluations virtually via teleneuropsychology (TNP) in the client’s own home. The current study sought to determine the equivalence of cognitive and achievement scores obtained in the context of FTF versus TNP testing. Nineteen youth with diverse neurodevelopmental disorders completed the Woodcock Johnson-Fourth Edition (WJ-IV). Results suggest generally equivalent results, with the caveat that scores from measures of Fluid Reasoning and Auditory Processing were significantly different across testing modalities. Environmental factors, characteristics of the clients, administration challenges, technical considerations, and practice effects may have contributed to differences in scores. These findings have implications for assessment standardization, case conceptualization, and implementation of recommendations in the school setting when psychoeducational assessments are conducted virtually.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135060866","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

Association Between Health and Levels of Health Literacy in 13- to 16-Year-Old Adolescents During the COVID-19 Pandemic: The Case of Lebanon COVID-19大流行期间13至16岁青少年健康与健康素养水平之间的关系:以黎巴嫩为例

4区心理学

Canadian Journal of School Psychology Pub Date : 2023-09-11 DOI: 10.1177/08295735231197344

Carmel Bouclaous, Ralph Daher, Wissam Osseily, Rafaela Rosário, Hasan Hamam

引用次数: 1

Online and Offline Bullying/Harassment and Perceived Racial/Ethnic Discrimination among Iranian Adolescents 伊朗青少年的线上与线下霸凌/骚扰与种族/民族歧视

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2023-07-25 DOI: 10.1177/08295735231188008

Sepide Pazhouhi

{"title":"Online and Offline Bullying/Harassment and Perceived Racial/Ethnic Discrimination among Iranian Adolescents","authors":"Sepide Pazhouhi","doi":"10.1177/08295735231188008","DOIUrl":"https://doi.org/10.1177/08295735231188008","url":null,"abstract":"Bullying and cyberbullying are prevalent among school-age children. A considerable number of adolescents experience different forms of bullying due to various reasons, such as their race and ethnicity. Previous research has examined the effect of ethnicity and race on school bullying and victimization, mostly in Western cultures. Iran is a country with diverse ethnic backgrounds, and no research has investigated this issue in Iranian schools. This study aimed to examine the interplay of online and offline victimization and online and offline ethnic discrimination among adolescents in Iran. It also aimed to investigate gender differences in the experience of victimization and ethnic discrimination among Iranian adolescents. The participants were a sample of 156 Iranian adolescents (116 females and 40 males) who completed an online survey, including demographic questions and self-report measures of victimization and racial–ethnic discrimination. The results showed that non-Fars minority adolescents reported a greater experience of online victimization, online and offline ethnic discrimination than the majority of Fars ethnicity adolescents. Additionally, the minority group reported a higher victimization experience than the Fars majority in online settings, but not offline. Female participants reported a higher experience of online victimization and online ethnic discrimination than male adolescents.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47091515","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

Self-Care of Canadian School Psychology Graduate Students 加拿大学校心理学研究生的自我护理

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2023-07-14 DOI: 10.1177/08295735231183463

Courtney Miller, Brittany Postill, Jac J. W. Andrews

引用次数: 0