Pub Date : 2024-02-29DOI: 10.1177/08295735241234782
Kayla Kilborn, Janine Newton Montgomery, Johnson Li, Shahin Shooshtari, Rachel Roy, Breanna Cheri, Virginia Tze, Taryn Gaulke
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.
本研究探讨了在加拿大草原地区学校实施循证社会与情感学习（SEL）计划的机遇和障碍。来自马尼托巴省、萨斯喀彻温省和阿尔伯塔省的教育工作者完成了一项关于 SEL 可行性的在线调查，并报告了五个可行性领域：(1) 对 SEL 的态度，(2) 有关 SEL 的知识，(3) 工作压力，(4) 实施 SEL 的资源，以及 (5) SEL 实践。结果表明，对 SEL 的积极态度能显著预测循证 SEL 实施可行性的提高。此外，知识和资源的获取也预示着加拿大草原省教育工作者的 SEL 实践会增加。对开放式回答的分析与定量结果一致。具体来说，加拿大教育工作者对 SEL 计划持积极态度，但与之前在其他国家进行的研究一样，他们表示需要更好地获得 SEL 培训和资源（例如，更多的时间来计划和教授 SEL、资金和计划材料）。本研究在加拿大有一个独特的发现，那就是一些普拉瑞加拿大教育工作者表示，他们缺乏用于 SEL 计划的法语材料，这阻碍了计划的实施。为了在加拿大大草原地区的学校有效实施以证据为基础的 SEL，政策制定者必须解决加拿大教育工作者所指出的障碍，如增加 SEL 培训和资源，以及容易获得适当的法语材料。
{"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}
Pub Date : 2024-01-30DOI: 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
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.
{"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}
Pub Date : 2024-01-08DOI: 10.1177/08295735231224052
S. C. Dombrowski, Ryan J. McGill
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.
{"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}
Pub Date : 2024-01-08DOI: 10.1177/08295735231224047
G. T. Schanding
Generally, psychology (as well as school psychology) aligns with medicine in establishing and utilizing evidence-based practices (EBP). More recently, strong calls have been made and advanced to ensure that psychology evolves and incorporates social justice principles to safeguard equity, diversity, and inclusion to benefit all. This essay explores some of the issues surrounding EBP and social justice within school psychology, noting some of the tensions that play out in research and practice. Ultimately, it is the opinion of the author that social justice practices will only enhance EBP, and the field has much work to do.
{"title":"A School Psychology for All: Realizing Evidence-Based Practice Through Social Justice","authors":"G. T. Schanding","doi":"10.1177/08295735231224047","DOIUrl":"https://doi.org/10.1177/08295735231224047","url":null,"abstract":"Generally, psychology (as well as school psychology) aligns with medicine in establishing and utilizing evidence-based practices (EBP). More recently, strong calls have been made and advanced to ensure that psychology evolves and incorporates social justice principles to safeguard equity, diversity, and inclusion to benefit all. This essay explores some of the issues surrounding EBP and social justice within school psychology, noting some of the tensions that play out in research and practice. Ultimately, it is the opinion of the author that social justice practices will only enhance EBP, and the field has much work to do.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"3 6","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139445403","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}
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.
{"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}
Pub Date : 2023-09-19DOI: 10.1177/08295735231199858
Julia Moreau, Beth Pollock, Allyson G. Harrison
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.
{"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}
Pub Date : 2023-09-11DOI: 10.1177/08295735231197344
Carmel Bouclaous, Ralph Daher, Wissam Osseily, Rafaela Rosário, Hasan Hamam
The study assessed health literacy (HL) in Lebanese adolescents and its associations with health during the COVID-19 pandemic. A sample of 228 adolescents (63.1% female), 15.5 ± 1.5 years, took the survey. Data was collected between May and September 2020. The questionnaire consisted of the Health Literacy for School-Aged Children (HLSAC) scale, the Generalized Anxiety Disorder (GAD-7) assessment, sociodemographic characteristics, and health-related variables. Around 84.6% had low to moderate HL. Adolescents with moderate HL were more likely to spend more than 2 hours on sedentary behavior ( OR = 0.3, 95% CI [0.1, 0.9]) and smoke ( OR = 0.3, 95% CI [0.1, 0.8]). Adolescents with high HL had lower odds of having moderate to severe anxiety ( OR = 0.2, 95% CI [0.1, 0.8]) and excess body weight ( OR = 0.1, 95% CI [0.4, 0.5]). Adolescents with high HL had higher odds of having good to excellent health ( OR = 1.2, 95% CI [0.4, 3.7]). Interventions to strengthen HL must be implemented with a focus on at-risk adolescents.
{"title":"Association Between Health and Levels of Health Literacy in 13- to 16-Year-Old Adolescents During the COVID-19 Pandemic: The Case of Lebanon","authors":"Carmel Bouclaous, Ralph Daher, Wissam Osseily, Rafaela Rosário, Hasan Hamam","doi":"10.1177/08295735231197344","DOIUrl":"https://doi.org/10.1177/08295735231197344","url":null,"abstract":"The study assessed health literacy (HL) in Lebanese adolescents and its associations with health during the COVID-19 pandemic. A sample of 228 adolescents (63.1% female), 15.5 ± 1.5 years, took the survey. Data was collected between May and September 2020. The questionnaire consisted of the Health Literacy for School-Aged Children (HLSAC) scale, the Generalized Anxiety Disorder (GAD-7) assessment, sociodemographic characteristics, and health-related variables. Around 84.6% had low to moderate HL. Adolescents with moderate HL were more likely to spend more than 2 hours on sedentary behavior ( OR = 0.3, 95% CI [0.1, 0.9]) and smoke ( OR = 0.3, 95% CI [0.1, 0.8]). Adolescents with high HL had lower odds of having moderate to severe anxiety ( OR = 0.2, 95% CI [0.1, 0.8]) and excess body weight ( OR = 0.1, 95% CI [0.4, 0.5]). Adolescents with high HL had higher odds of having good to excellent health ( OR = 1.2, 95% CI [0.4, 3.7]). Interventions to strengthen HL must be implemented with a focus on at-risk adolescents.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135938437","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 : 2023-07-25DOI: 10.1177/08295735231188008
Sepide Pazhouhi
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.
{"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}
Pub Date : 2023-07-14DOI: 10.1177/08295735231183463
Courtney Miller, Brittany Postill, Jac J. W. Andrews
This study assessed the predictive nature of professional self-care practices on various outcome variables (academic performance, psychological well-being, and affect) and investigated if self-care influenced the relationship between perceived stress and psychological well-being amongst school psychology graduate students across Canada. Participants included 102 Canadian school psychology graduate students (female: 94, male: 8, Mage: 26.9). Results indicated that professional support and life balance self-care practices predicted increased psychological well-being and that life balance predicted positive affect. Additionally, the results indicated that professional self-care practices strengthened the inverse relationship between perceived stress and psychological well-being, suggesting that self-care practices can buffer the negative effects of perceived stress on well-being. These results highlight the important role that professional self-care plays for school psychology trainees and may guide researchers and practitioners on ways to improve self-care intervention practices within professional and training settings.
{"title":"Self-Care of Canadian School Psychology Graduate Students","authors":"Courtney Miller, Brittany Postill, Jac J. W. Andrews","doi":"10.1177/08295735231183463","DOIUrl":"https://doi.org/10.1177/08295735231183463","url":null,"abstract":"This study assessed the predictive nature of professional self-care practices on various outcome variables (academic performance, psychological well-being, and affect) and investigated if self-care influenced the relationship between perceived stress and psychological well-being amongst school psychology graduate students across Canada. Participants included 102 Canadian school psychology graduate students (female: 94, male: 8, Mage: 26.9). Results indicated that professional support and life balance self-care practices predicted increased psychological well-being and that life balance predicted positive affect. Additionally, the results indicated that professional self-care practices strengthened the inverse relationship between perceived stress and psychological well-being, suggesting that self-care practices can buffer the negative effects of perceived stress on well-being. These results highlight the important role that professional self-care plays for school psychology trainees and may guide researchers and practitioners on ways to improve self-care intervention practices within professional and training settings.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44862525","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 : 2023-06-28DOI: 10.1177/08295735231183608
Julie H. J. Oh, Badriah Basma, A. Bertone, G. Luk
Learning to read marks an important milestone in children. Extensive research with monolingual and bilingual children has demonstrated that language comprehension (LC) forms fundamental building blocks for reading comprehension (RC). However, mixed findings are reported among studies that compare readings skills in children with and without diverse language experiences. Depending on how researchers operationalize the construct of LC and RC, studies use different standardized tests or assessments to assess reading skills in children, which may lead to different findings across studies. The current review systematically examined tests of LC and RC that empirical studies have used to assess bilingual children who speak English as their second language. Out of an initial sample of 374 studies, 25 were eligible for inclusion. We extracted LC and RC assessments from the studies and documented task- and administration-related factors. Moreover, participant characteristics, definition of LC as described by authors, and findings related to the relationship between LC and RC were examined for each study. Our results demonstrated variability in the measures and definitions used to assess and describe LC and RC, potentially explaining the mixed findings in the literature. We underscore the importance of considering the multidimensional nature of LC and the need to further explore how different administrative and task characteristics of LC tests relate to RC. Furthermore, this review provides researchers and practitioners with an original and extensive survey of the literature on how LC and RC were assessed among bilingual children. Lastly, we highlight limitations in the current literature and discuss practical implications in the field of school psychology in supporting children with diverse language experiences.
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