Canadian Journal of School Psychology最新文献

{"title":"I Just Have to Try Harder: Examining the Mindsets of Students with LD.","authors":"Lauren D Goegan,&nbsp;Gabrielle N Pelletier,&nbsp;Lia M Daniels","doi":"10.1177/0829573521998954","DOIUrl":"https://doi.org/10.1177/0829573521998954","url":null,"abstract":"<p><p>Growth and fixed mindset messaging is gaining popularity. In our pilot study, we examine the mindsets of students with learning disabilities (LD) to determine how their self-beliefs relate to this messaging. Our results demonstrate that students with LD endorse growth mindsets more than fixed mindsets which is consistent with their peers without LD. Moreover, in their comments about being a student with LD, participants highlight important components of growth mindset messaging. However, some comments may reflect a false-growth mindset wherein students are only focused on effort and not the additional resources required for growth. We provide directions for future research.</p>","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"36 3","pages":"244-254"},"PeriodicalIF":2.2,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573521998954","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39312207","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}

{"title":"Evaluating the Potential for Correspondence Between Brief Functional Analysis and Interview-Informed Synthesized Contingency Analysis Procedures","authors":"MacKenzie D. Sidwell, D. Gadke, Ryan L. Farmer, Hailey E. Ripple, Jonathan Tritley","doi":"10.1177/08295735211041815","DOIUrl":"https://doi.org/10.1177/08295735211041815","url":null,"abstract":"School Psychologists regularly conduct Functional Behavior Assessment (FBA), though, most FBA are completed using indirect procedures, which are inadequate for creating function-based interventions relative to experimental measures, such as functional analysis (FA). However, traditional FA may be considered arduous in the school setting. Alternative procedures like brief functional analysis (BFA) and interview informed synthesized contingency analysis (IISCA), may be as effective and more efficient than FA. Limited research exploring the correspondence of these procedures exists. The current study used an alternating treatment design across eight school aged children to compare control and test conditions for each measure. A within subjects approach was also used to compare the results of BFA and IISCA. Correspondence across the two measures was 54.17%. With average correspondence yielding just over half, the results indicate the two FA methods did not reliably identify the same function. Implications for practice are discussed.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"37 1","pages":"160 - 174"},"PeriodicalIF":2.2,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41695130","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}

{"title":"Impact of COVID-19 on School Psychology Practices in Canada","authors":"Tessa Ritchie, Maria A. Rogers, L. Ford","doi":"10.1177/08295735211039738","DOIUrl":"https://doi.org/10.1177/08295735211039738","url":null,"abstract":"In March of 2020, COVID-19 forced schools to close across Canada. While school psychologists typically work directly with students, teachers, and families, nearly all services had to be modified to accommodate the new circumstances. The following brief report presents a summary of the survey responses of 214 Canadian school psychology practitioners on their experience of the COVID-19 shutdown. Nearly all respondents indicated their work experiences had significantly changed since the start of the pandemic, notably through decreases in assessments and mental health interventions. Importantly, respondents also indicated significant decreases in their own mental health/well-being as compared to before the pandemic. Implications for professional practice are discussed.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"36 1","pages":"358 - 375"},"PeriodicalIF":2.2,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44254513","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}

{"title":"Which Anxiety Symptoms are Associated with Perceived Ethnic Discrimination in Adolescents With an Immigrant Background?","authors":"Sophie St-Pierre, K. Tardif-Grenier, Aude Villatte","doi":"10.1177/08295735211039944","DOIUrl":"https://doi.org/10.1177/08295735211039944","url":null,"abstract":"This study assesses the specific anxiety symptoms that are present in the context of perceived ethnic discrimination in 696 (M age = 13.3, σ = .77, 57% girls) seventh and eighth-grade students with immigrant backgrounds from four different Canadian high schools. Multiple hierarchical linear regressions were conducted to determine the association between perceived ethnic discrimination and specific anxiety symptoms. Results demonstrate that perceived ethnic discrimination is significantly associated with more anxiety symptoms, such as panic/somatic, generalized anxiety, social phobia, and school phobia. Findings provide a better understanding of the association between perceived ethnic discrimination and anxiety symptoms reported by adolescents with an immigrant background. These findings could help school-based mental health professionals in the implementation of prevention and intervention measures aimed at reducing specific anxiety symptoms that are often present in the context of perceived ethnic discrimination.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"37 1","pages":"175 - 188"},"PeriodicalIF":2.2,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48277950","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}

{"title":"School Psychology Practice in Nova Scotia: An Update and Implications for Role Diversification","authors":"Sara King, M. Khalil, M. McGonnell","doi":"10.1177/08295735211037810","DOIUrl":"https://doi.org/10.1177/08295735211037810","url":null,"abstract":"A survey of school psychology practice in Nova Scotia was conducted to update and extend previous work. Thirty-one school psychologists completed a survey about their practice across the six areas of competency identified by the Canadian Psychological Association (CPA) and their current versus preferred time in various areas of psychology practice. Results indicated that most participants currently practice across all areas of competency to some degree but spend most of their time engaged in assessment and evaluation. Findings suggest that the role of the school psychologist in Nova Scotia has changed very little since the previous work was completed and that school psychologists would like to diversify their practice to include more intervention and professional development. With appropriate training and supervision, the time is right to expand school psychology services to provide much-needed mental health services to a broader range of children and families. Recommendations for training and role diversification are discussed.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"37 1","pages":"189 - 203"},"PeriodicalIF":2.2,"publicationDate":"2021-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42396642","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}

{"title":"Student and Teacher Evaluation of a School Re-entry Program Following the Initial Covid19 Lockdown","authors":"M. Capurso, Livia Buratta, C. Pazzagli, Luciana Pagano Salmi, Simone Casucci, Stefania Finauro, Cristina Potenza, C. Mazzeschi","doi":"10.1177/08295735211037805","DOIUrl":"https://doi.org/10.1177/08295735211037805","url":null,"abstract":"The Covid19 pandemic raised concerns regarding millions of children’s mental health. For schools, the real challenge has been how to manage the situation in terms of education and development. The present investigation was carried out to evaluate a school re-entry program that supported teachers and students with activities aimed at processing emotions and lockdown experiences in their classrooms. Results show that the program was well perceived and was associated with a consequent reduction in children’s state anxiety and negative emotions. We conclude that a school re-entry program can play an important role in fostering resilience and development during a crisis.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"36 1","pages":"376 - 393"},"PeriodicalIF":2.2,"publicationDate":"2021-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48465126","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}

{"title":"The Perceived Effectiveness of Full-Day Kindergarten for Children with ADHD","authors":"Erica P. Miklas, Lindsey S. Jaber, Elizabeth M. Starr","doi":"10.1177/08295735211031435","DOIUrl":"https://doi.org/10.1177/08295735211031435","url":null,"abstract":"ADHD is one of the most prevalent neurodevelopmental disorders, and the numbers only continue to rise. Ontario has implemented play-based FDK in the last decade, thus it is imperative that the perceived effectiveness of the program for children with ADHD is studied. In conducting this study, the researchers present and interprets educators’ perceptions of the FDK program and the perceived effectiveness of FDK for children with ADHD. Using an Ecological Systems Theory lens, semi-structured interviews were conducted with kindergarten teachers and early childhood educators from multiple cities throughout Southwestern Ontario to obtain their perceptions of Play-Based FDK and ADHD. The data were analyzed using Thematic Analysis (TA) and three themes emerged: (1) Knowledge and Understanding, (2) Benefits and Challenges of Play-Based FDK for Children with ADHD, and (3) Strategies Used to Promote Success. These themes encompassed the general lived experiences and knowledge that educators have on the effectiveness of the FDK program for children with ADHD. Limitations of the study and future areas of research are discussed.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"36 1","pages":"275 - 289"},"PeriodicalIF":2.2,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47390112","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}

{"title":"Assessment of Social Self-perceptions of Acceptance and Enmity in Children with Attention-Deficit/Hyperactivity Disorder","authors":"R. García-Castellar, Desirée Sánchez-Chiva, P. Jara-Jiménez, Cristina Fernández-Ramos","doi":"10.1177/08295735211025200","DOIUrl":"https://doi.org/10.1177/08295735211025200","url":null,"abstract":"This study analyzes the self-perceptions of social competence in children with attention-deficit/hyperactivity disorder (ADHD). It compares two groups of participants, children with ADHD (N = 20) and children without ADHD (N = 20) ages between 8 and 12 years old. Sociometric questionnaires were completed by two groups of participants and 707 peers, as well as a questionnaire that evaluates children’s behavior from parents’ and teachers’ perspectives. Results indicate that children with ADHD correctly perceive enmity, but incorrectly perceive friendship. Children with ADHD have low rates of positive reciprocity and qualities that indicate friendship differs considerably from the children without ADHD. The children with ADHD have a different profile of social self-perception than children without ADHD, especially regarding recognizing friendship. The results contribute to the understanding of perceptions of elements of peer relationship and friendships with strong ecological validity. This small scale study provides a proof of concept for improving ecological validity in the methods of evaluating social skills and social emotion learning programming for children with ADHD.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"36 1","pages":"318 - 334"},"PeriodicalIF":2.2,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/08295735211025200","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47096661","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}

{"title":"COVID-19 and Student Well-Being: Stress and Mental Health during Return-to-School.","authors":"Kelly Dean Schwartz, Deinera Exner-Cortens, Carly A McMorris, Erica Makarenko, Paul Arnold, Marisa Van Bavel, Sarah Williams, Rachel Canfield","doi":"10.1177/08295735211001653","DOIUrl":"10.1177/08295735211001653","url":null,"abstract":"<p><p>Students have been multiply impacted by the COVID-19 pandemic: threats to their own and their family's health, the closure of schools, and pivoting to online learning in March 2020, a long summer of physical distancing, and then the challenge of returning to school in fall 2020. As damaging as the physical health effects of a global pandemic are, much has been speculated about the \"second wave\" of mental health crises, particularly for school-aged children and adolescents. Yet, few studies have asked students about their experiences during the pandemic. The present study engaged with over two thousand (<i>N</i> = 2,310; 1,288 female; <i>M</i> _age = 14.5) 12- to 18-year-old Alberta students during their first few weeks of return-to-school in fall 2020. Students completed an online survey that asked about their perceptions of COVID-19, their fall return-to-school experiences (84.9% returned in-person), their self-reported pandemic-related stress, and their behavior, affect, and cognitive functioning in the first few weeks of September. The majority of students (84.9%) returned to school in person. Students reported moderate and equal concern for their health, family confinement, and maintaining social contact. Student stress levels were also above critical thresholds for 25% of the sample, and females and older adolescents (age 15-18 years) generally reported higher stress indicators as compared to males and younger (age 12-14 years) adolescents. Multivariate analysis showed that stress indicators were positively and significantly correlated with self-reported behavioral concerns (i.e., conduct problems, negative affect, and cognitive/inattention), and that stress arousal (e.g., sleep problems, hypervigilance) accounted for significant variance in behavioral concerns. Results are discussed in the context of how schools can provide both universal responses to students during COVID-19 knowing that most students are coping well, while some may require more targeted strategies to address stress arousal and heightened negative affect.</p>","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"36 2","pages":"166-185"},"PeriodicalIF":2.2,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8114331/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39035903","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}

{"title":"Muddled Measurement: A Historical Perspective on Questionable Practices in School Psychology’s Assessment of Learning Disabilities","authors":"Eric Elias","doi":"10.1177/0829573521999946","DOIUrl":"https://doi.org/10.1177/0829573521999946","url":null,"abstract":"As school psychologists we are well trained with using and interpreting a variety of psychometric instruments, yet there are several studies that indicate that school psychologist’s interpretive practices veer off the intended path. The application of assessment to the process of identification of specific learning disabilities (SLD) has been noted as one of the more problematic areas in psychoeducational assessment for myriad reasons. While the medical field has begun to focus on de-implementing ineffective practices, the field of psychology has not followed as readily. This article considers the costs of poor decision making in the context of SLD evaluation and seeks to identify evidence-based assessment practices for SLD identification and decision making. After considering historical perspectives, approaches and practices for assessing SLD, actuarial interpretation, and treatment validity will be discussed.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"36 1","pages":"142 - 152"},"PeriodicalIF":2.2,"publicationDate":"2021-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573521999946","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47097092","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}