Pub Date : 2024-09-10DOI: 10.1177/08295735241273952
Elizabeth Baker, Emily Matejko, Deinera Exner-Cortens, Alysia Wright, Lianne Lee, Darren Lund
Youth from socially marginalized populations are at increased risk of experiencing adolescent dating violence (ADV), since they are often directly impacted by root causes of violence (e.g., homophobia, racism). Because structural inequalities impact youth’s experience of ADV, ADV is a social justice issue. In this paper, we describe a symposium series that taught education and social work students about their role in preventing ADV through a social justice lens. We present a pilot evaluation of the symposium series using survey ( n = 34) and interview ( n = 7) data. Results of this study (quantitative and qualitative) suggest students showed an increase in willingness and confidence to prevent and respond to ADV through a social justice lens after completing the symposium series. This work highlights the importance of incorporating critical theory into ADV prevention efforts, especially as it relates to serving youth who are marginalized and for promoting social justice in schools.
{"title":"Adolescent Dating Violence Prevention: Teaching Social Justice Oriented Skills and Strategies to Undergraduate-Level Teachers and Social Workers","authors":"Elizabeth Baker, Emily Matejko, Deinera Exner-Cortens, Alysia Wright, Lianne Lee, Darren Lund","doi":"10.1177/08295735241273952","DOIUrl":"https://doi.org/10.1177/08295735241273952","url":null,"abstract":"Youth from socially marginalized populations are at increased risk of experiencing adolescent dating violence (ADV), since they are often directly impacted by root causes of violence (e.g., homophobia, racism). Because structural inequalities impact youth’s experience of ADV, ADV is a social justice issue. In this paper, we describe a symposium series that taught education and social work students about their role in preventing ADV through a social justice lens. We present a pilot evaluation of the symposium series using survey ( n = 34) and interview ( n = 7) data. Results of this study (quantitative and qualitative) suggest students showed an increase in willingness and confidence to prevent and respond to ADV through a social justice lens after completing the symposium series. This work highlights the importance of incorporating critical theory into ADV prevention efforts, especially as it relates to serving youth who are marginalized and for promoting social justice in schools.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142176283","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}
Pub Date : 2024-08-29DOI: 10.1177/08295735241272689
Steven R. Shaw, Yeon Hee Kang
This special issue features essays by prominent scholars in school psychology discussing how shifts in research can reshape the future training and practice of the field. A profession that evolves and adapts indicates a robust and dynamic discipline. However, staying current with these changes poses a significant challenge. Given the pivotal role of evidence-based practices in school psychology, the type and quality of research directly influence how psychological services are delivered and practiced. Reforming research practices in psychology can serve as a catalyst for enhancing our field. This issue presents a variety of viewpoints on how research and clinical practice intersect in a rapidly changing landscape.
{"title":"Introduction to Special Issue: How Research Reform in Psychology Can Influence Professional School Psychology","authors":"Steven R. Shaw, Yeon Hee Kang","doi":"10.1177/08295735241272689","DOIUrl":"https://doi.org/10.1177/08295735241272689","url":null,"abstract":"This special issue features essays by prominent scholars in school psychology discussing how shifts in research can reshape the future training and practice of the field. A profession that evolves and adapts indicates a robust and dynamic discipline. However, staying current with these changes poses a significant challenge. Given the pivotal role of evidence-based practices in school psychology, the type and quality of research directly influence how psychological services are delivered and practiced. Reforming research practices in psychology can serve as a catalyst for enhancing our field. This issue presents a variety of viewpoints on how research and clinical practice intersect in a rapidly changing landscape.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142176286","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}
Pub Date : 2024-08-14DOI: 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
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.
在学校心理学科学和学术研究中有意识地、持续地推进多样性、公平性和包容性 （DEI），将对研究生的培养和实践产生互惠和动态的影响。在此，《学校心理学评论》领导团队就我们迄今为止为倡导和推进学校心理学学术研究中的多样性、公平性和包容性（DEI）所做的几项有意识的努力，以及对研究生培养和实践的相关影响进行了反思。学校心理学评论》领导团队的当代行动包括：(a) 将倡导和推进 DEI 作为我们学术研究的基础；(b) 实现期刊领导层和编辑委员会成员的多元化，以反映学校心理学家所服务的多元化学生群体；(c) 通过指导性编辑奖学金计划和一个由来自不同背景的成员组成的学生编辑委员会，培养未来多元化的期刊领导层；(e) 提供专业发展机会和资源；(f) 在期刊中提供开放科学机会；(g) 实施三重匿名同行评审，以减少偏见；(h) 实施期刊行动计划，重点推进教育促进发展（DEI）。总之，这些努力旨在影响学校心理学科学、学术研究、研究生培养和实践中推进和保持 DEI 工作的积极变化。
{"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}
Pub Date : 2024-08-08DOI: 10.1177/08295735241259061
Danielle Mattson, Kathryn Kryska, J. Pei, Claire D. Coles, Julie Kable, Molly Millians, G. Andrew, Damien Cormier, C. Rasmussen
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.
{"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}
Pub Date : 2024-07-30DOI: 10.1177/08295735241263807
Tamás Hoffmann, Bence Basa, László Bernáth, Katalin N. Kollár
Children live complex social lives that has various aspects, including intimate friendships, peer-acceptance and bullying dynamics which is usually studied separately in research. This study aims to investigate the interplays of these three important fields by analyzing the moderating effects of number of friendships on the relation between sociometric categories and behavioral correlates via moderated logistic regression models. Participants were 291 elementary school students from schools located in Budapest, Hungary. Computerized peer-nominations were used to assess number of mutual friendships, behavioral variables, peer acceptance and bullying-roles. Results suggest that in a few cases, number of mutual friendships may have an effect on the relationship analyzed. Questions of limited and unlimited nomination based friendship questions are discussed. The results may facilitate further studies in the direction of more refined logistic regressions and has implications on bullying diagnostics and offers an electronic assessment tool for practitioners.
{"title":"The Role of Reciprocated Friendships in the Behavioral Correlates of Sociometric Categories","authors":"Tamás Hoffmann, Bence Basa, László Bernáth, Katalin N. Kollár","doi":"10.1177/08295735241263807","DOIUrl":"https://doi.org/10.1177/08295735241263807","url":null,"abstract":"Children live complex social lives that has various aspects, including intimate friendships, peer-acceptance and bullying dynamics which is usually studied separately in research. This study aims to investigate the interplays of these three important fields by analyzing the moderating effects of number of friendships on the relation between sociometric categories and behavioral correlates via moderated logistic regression models. Participants were 291 elementary school students from schools located in Budapest, Hungary. Computerized peer-nominations were used to assess number of mutual friendships, behavioral variables, peer acceptance and bullying-roles. Results suggest that in a few cases, number of mutual friendships may have an effect on the relationship analyzed. Questions of limited and unlimited nomination based friendship questions are discussed. The results may facilitate further studies in the direction of more refined logistic regressions and has implications on bullying diagnostics and offers an electronic assessment tool for practitioners.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141867315","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}
Pub Date : 2024-07-26DOI: 10.1177/08295735241263912
Steven R. Shaw, Sierra Pecsi, Erika Infantino, Yeon Hee Kang, Neha Verma, Alexa von Hagen
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.
本社论是《加拿大学校心理学杂志》（Canadian Journal of School Psychology）上发表的第一份注册报告的配套文章，题为 "德国学校心理学实践的范围"（Scope of School Psychological Practice in Germany），由 Alexa von Hagen 等人撰写：该手稿概述了循证实践在学校心理学中的重要性，指出了当前研究实践基础的薄弱环节，并讨论了注册报告作为一种工具，可通过减少黑客攻击和出版偏差等偏见来提高研究的严谨性。尽管研究人员最初因认为存在限制和障碍而持保留意见，但注册报告已获得了广泛关注；这种发表学术文章的方法可以在发表过程中促成作者与编辑之间关系的积极转变，促进研究实践中的合作、透明度和可信度，并最终改进循证实践。本文研究了学校心理学领域第一份注册报告的初步经验，指出了其优点、缺点和未来建议。注册报告的采用标志着学校心理学向更稳健、更透明、更可信的研究实践的文化转变，从而实现真正的循证实践，提高实施的可能性。
{"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}
Pub Date : 2024-07-26DOI: 10.1177/08295735241261308
Aliya Akimkhanova, G. Menlibekova, N. Abdramanova
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.
{"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}
Pub Date : 2024-07-24DOI: 10.1177/08295735241262849
Adrea J. Truckenmiller, Courtenay A. Barrett, Tiffany P. Hogan
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.
{"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}
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.
{"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}
Pub Date : 2024-03-29DOI: 10.1177/08295735241237910
Nivetha Prabaharan, Andrew V. Dane, Natalie Spadafora
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.
{"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}
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