Pub Date : 2020-06-01DOI: 10.1177/0829573519827209
Alexandre Santos, Corrine Langill
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.
{"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}
Pub Date : 2020-05-21DOI: 10.1177/0829573520922678
Kristin N. Johnson, Kenneth Thompson, Ryan L. Farmer
Repeated measurements of student ability (i.e., progressing monitoring) is an essential element of informed decision-making when adjusting instruction. An important characteristic of progress monitoring measures is frequent administration to identify areas of concern and to evaluate academic growth. The purpose of this study was to determine if STAR Math is sensitive to small incremental growth across a semester. Within two southern school districts, 114 fifth grade students’ progress monitoring data were collected weekly, and a latent growth curve was used to estimate students’ change in math ability. Results indicated STAR Math is sensitive to small incremental growth, with a statistically significant and positive slope, suggesting students using STAR Math showed improvement in ability over the semester.
{"title":"Determining Growth Sensitivity of Star Math With a Latent Growth Curve Model","authors":"Kristin N. Johnson, Kenneth Thompson, Ryan L. Farmer","doi":"10.1177/0829573520922678","DOIUrl":"https://doi.org/10.1177/0829573520922678","url":null,"abstract":"Repeated measurements of student ability (i.e., progressing monitoring) is an essential element of informed decision-making when adjusting instruction. An important characteristic of progress monitoring measures is frequent administration to identify areas of concern and to evaluate academic growth. The purpose of this study was to determine if STAR Math is sensitive to small incremental growth across a semester. Within two southern school districts, 114 fifth grade students’ progress monitoring data were collected weekly, and a latent growth curve was used to estimate students’ change in math ability. Results indicated STAR Math is sensitive to small incremental growth, with a statistically significant and positive slope, suggesting students using STAR Math showed improvement in ability over the semester.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"35 1","pages":"197 - 209"},"PeriodicalIF":2.2,"publicationDate":"2020-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520922678","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43496248","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 : 2020-05-19DOI: 10.1177/0829573520922683
S. T. S. Wong
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.
{"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}
Pub Date : 2020-05-15DOI: 10.1177/0829573520915366
Meadow Schroeder, M. Drefs, Michael L. Zwiers
Within the Canadian context, the two major learning disability classification systems are arguably the American Psychiatric Association’s (APA) Diagnostic and Statistical Manual of Mental Disorders and the Learning Disabilities Association (LDAC) of Canada’s Official Definition of Learning Disabilities. Several of the more recent changes to the fifth edition of the DSM contrast with the LDAC definition, which establishes them as competing diagnostic frameworks. We investigated the frequency of math learning disability identification when both the LDAC and DSM-5 criteria were modelled and applied to an archived data set (2011–2016). Results support generally similar percentages of math learning disability cases identified when employing LDAC or DSM-5 criteria; however, the two methods identified a different set of cases. Implications for using DSM-5 versus LDAC criteria in diagnosing learning disabilities are discussed, including the need to consider adopting a national diagnostic standard.
{"title":"Comparing Math LD Diagnostic Rates Obtained Using LDAC and DSM-5 Criteria: Implications for the Field","authors":"Meadow Schroeder, M. Drefs, Michael L. Zwiers","doi":"10.1177/0829573520915366","DOIUrl":"https://doi.org/10.1177/0829573520915366","url":null,"abstract":"Within the Canadian context, the two major learning disability classification systems are arguably the American Psychiatric Association’s (APA) Diagnostic and Statistical Manual of Mental Disorders and the Learning Disabilities Association (LDAC) of Canada’s Official Definition of Learning Disabilities. Several of the more recent changes to the fifth edition of the DSM contrast with the LDAC definition, which establishes them as competing diagnostic frameworks. We investigated the frequency of math learning disability identification when both the LDAC and DSM-5 criteria were modelled and applied to an archived data set (2011–2016). Results support generally similar percentages of math learning disability cases identified when employing LDAC or DSM-5 criteria; however, the two methods identified a different set of cases. Implications for using DSM-5 versus LDAC criteria in diagnosing learning disabilities are discussed, including the need to consider adopting a national diagnostic standard.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"35 1","pages":"175 - 196"},"PeriodicalIF":2.2,"publicationDate":"2020-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520915366","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43194708","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 : 2020-05-12DOI: 10.1177/0829573520916610
Man-Wai Chu, H. Craig, Lake Yeworiew, Yue Xu
Many students require special education and programming to succeed in the classroom. This study analyzed international and national assessment teacher survey data regarding inclusive education to better characterize student classroom needs and teacher preparedness to support them. Most teachers indicated that they relied on teacher-based accommodations and some teachers did not have access to external resources. While many teachers did not indicate receiving adequate teacher training courses and professional development (PD) on inclusive education, results indicate students from classrooms in which teachers took inclusive education PD statistically significantly outperform their peers (F[1, 5.2] = 526.60, p < .05). As school psychologists support teachers in their classrooms to meet the needs of all their students, it is important for school psychologists to consider the minimal training and lack of PD attended by these teachers coupled with their relaxed attitude toward attending PD on teaching students with special needs.
{"title":"Teachers’ Unpreparedness to Accommodate Student Needs","authors":"Man-Wai Chu, H. Craig, Lake Yeworiew, Yue Xu","doi":"10.1177/0829573520916610","DOIUrl":"https://doi.org/10.1177/0829573520916610","url":null,"abstract":"Many students require special education and programming to succeed in the classroom. This study analyzed international and national assessment teacher survey data regarding inclusive education to better characterize student classroom needs and teacher preparedness to support them. Most teachers indicated that they relied on teacher-based accommodations and some teachers did not have access to external resources. While many teachers did not indicate receiving adequate teacher training courses and professional development (PD) on inclusive education, results indicate students from classrooms in which teachers took inclusive education PD statistically significantly outperform their peers (F[1, 5.2] = 526.60, p < .05). As school psychologists support teachers in their classrooms to meet the needs of all their students, it is important for school psychologists to consider the minimal training and lack of PD attended by these teachers coupled with their relaxed attitude toward attending PD on teaching students with special needs.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"35 1","pages":"210 - 224"},"PeriodicalIF":2.2,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520916610","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41620213","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 : 2020-04-10DOI: 10.1177/0829573520915368
A. Griffiths, J. Alsip, S. Hart, Rachel L. Round, J. Brady
Effective collaboration is associated with positive outcomes for students and is a key component of equitable educational opportunities. There are challenges to effective collaboration, however, as our understanding of it differs based on the various definitions in the literature. The purpose of this systematic review is to identify the common constructs across definitions of collaboration as a means to develop a universal model that can be used in the schools. Through the development of a “building blocks” framework, we provide a common definition and identify the steps that must be taken before true collaboration can occur. This model highlights the iterative nature of the collaborative process and the importance of revisiting the foundational aspects of collaborative development. The systematic review focuses on using a common definition for research and the practice of collaboration.
{"title":"Together We Can Do So Much: A Systematic Review and Conceptual Framework of Collaboration in Schools","authors":"A. Griffiths, J. Alsip, S. Hart, Rachel L. Round, J. Brady","doi":"10.1177/0829573520915368","DOIUrl":"https://doi.org/10.1177/0829573520915368","url":null,"abstract":"Effective collaboration is associated with positive outcomes for students and is a key component of equitable educational opportunities. There are challenges to effective collaboration, however, as our understanding of it differs based on the various definitions in the literature. The purpose of this systematic review is to identify the common constructs across definitions of collaboration as a means to develop a universal model that can be used in the schools. Through the development of a “building blocks” framework, we provide a common definition and identify the steps that must be taken before true collaboration can occur. This model highlights the iterative nature of the collaborative process and the importance of revisiting the foundational aspects of collaborative development. The systematic review focuses on using a common definition for research and the practice of collaboration.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"36 1","pages":"59 - 85"},"PeriodicalIF":2.2,"publicationDate":"2020-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520915368","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41968591","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 : 2020-03-01DOI: 10.1177/0829573519853672
P. Valois, J. Forget, C. Ponton
Creativity is viewed as a trait of essential use in many contexts. The need for creative people in different domains implies that school should develop and evaluate creativity in their curriculum. Runco identified more than 80 creativity tests in English. No equivalent compendium exists for creativity tests in French. Thus, francophone students are not well deserved by the current state of creativity’s testing. The first objective of this article is to identify existing French tests of creativity with children and adolescent subjects that were identified in different databases using a systematic literature review method. The second objective is to present the key components and psychometric values of each identified test. Eight instruments for francophones were identified as being validated or being used in research setting with children or adolescent. Different theories of creativity associated with each test are also presented to guide the reader in selecting the most appropriate test for his school curriculum or his research.
{"title":"Literature Review of Francophone Psychometric Tests of Creativity: Guiding School Psychologists","authors":"P. Valois, J. Forget, C. Ponton","doi":"10.1177/0829573519853672","DOIUrl":"https://doi.org/10.1177/0829573519853672","url":null,"abstract":"Creativity is viewed as a trait of essential use in many contexts. The need for creative people in different domains implies that school should develop and evaluate creativity in their curriculum. Runco identified more than 80 creativity tests in English. No equivalent compendium exists for creativity tests in French. Thus, francophone students are not well deserved by the current state of creativity’s testing. The first objective of this article is to identify existing French tests of creativity with children and adolescent subjects that were identified in different databases using a systematic literature review method. The second objective is to present the key components and psychometric values of each identified test. Eight instruments for francophones were identified as being validated or being used in research setting with children or adolescent. Different theories of creativity associated with each test are also presented to guide the reader in selecting the most appropriate test for his school curriculum or his research.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"35 1","pages":"57 - 82"},"PeriodicalIF":2.2,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573519853672","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45013745","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 : 2020-03-01DOI: 10.1177/0829573518821508
D. Exner‐Cortens, D. Wolfe, Claire V. Crooks, Debbie Chiodo
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.
{"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}
Pub Date : 2020-03-01DOI: 10.1177/0829573518825425
Ashton Parker, Sarah Brine, M. McGonnell, Annie Baert, P. Corkum
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.
{"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}
Pub Date : 2019-12-01DOI: 10.1177/0829573518769711
Daniel B. Hajovsky, Matthew R. Reynolds
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.
{"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}
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