Pub Date : 2023-05-22DOI: 10.1177/08295735231173518
E. Cinar, C. Fitzpatrick, M. L. Almeida, Chantal Camden, G. Garon-Carrier
This study investigated the contribution of fine and gross motor skills to academic and attentional performance at school entry among 832 boys and girls. Children were tested on their fine and gross motor skills (locomotor, object control) and their academic performance in receptive vocabulary, number knowledge, and attentional skills at 6 to 7 years old. Results from ordinary least square models adjusted for family income, maternal education attainment, and early cognitive skills at 41 to 48 months revealed that fine motor skills significantly predicted receptive vocabulary, number knowledge, and attention skills. The associations between fine motor skills with receptive vocabulary and attention were stronger for girls than boys. Better performance in locomotor also significantly predicted higher levels of receptive vocabulary while object control was positively associated with attentional skills among girls only. Children with better motor abilities, especially fine motor skills, are more likely to be successful in the areas requiring language, numeracy, and attentional skills. Thus, motor skills should be a focus of interest for increasing academic and attentional skills level at school entry, particularly in girls.
{"title":"Motor Skills are More Strongly Associated to Academic Performance for Girls Than Boys","authors":"E. Cinar, C. Fitzpatrick, M. L. Almeida, Chantal Camden, G. Garon-Carrier","doi":"10.1177/08295735231173518","DOIUrl":"https://doi.org/10.1177/08295735231173518","url":null,"abstract":"This study investigated the contribution of fine and gross motor skills to academic and attentional performance at school entry among 832 boys and girls. Children were tested on their fine and gross motor skills (locomotor, object control) and their academic performance in receptive vocabulary, number knowledge, and attentional skills at 6 to 7 years old. Results from ordinary least square models adjusted for family income, maternal education attainment, and early cognitive skills at 41 to 48 months revealed that fine motor skills significantly predicted receptive vocabulary, number knowledge, and attention skills. The associations between fine motor skills with receptive vocabulary and attention were stronger for girls than boys. Better performance in locomotor also significantly predicted higher levels of receptive vocabulary while object control was positively associated with attentional skills among girls only. Children with better motor abilities, especially fine motor skills, are more likely to be successful in the areas requiring language, numeracy, and attentional skills. Thus, motor skills should be a focus of interest for increasing academic and attentional skills level at school entry, particularly in girls.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"38 1","pages":"252 - 267"},"PeriodicalIF":2.2,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49575550","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 : 2023-04-12DOI: 10.1177/08295735231167934
Janine Newton Montgomery
{"title":"Book Review: Consultation and Mental Health Interventions in School Settings: A Scientist-practitioner’s Guide","authors":"Janine Newton Montgomery","doi":"10.1177/08295735231167934","DOIUrl":"https://doi.org/10.1177/08295735231167934","url":null,"abstract":"","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"38 1","pages":"182 - 185"},"PeriodicalIF":2.2,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43132857","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 : 2023-02-14DOI: 10.1177/08295735231155045
Kateřina Palová, Amielle Pagtalunan, Louai Rahal, A. Kassan
This literature review explores the integration experiences of francophone newcomer students in anglophone provinces in Canada. It outlines scholarly findings regarding factors that impact the integration of newcomer students into French public-school systems in predominantly English provinces. We identified two themes related to the integration of francophone newcomer students, including (1) school integration experiences, and (2) out-of-school integration experiences. With respect to school integration, three sub-themes were developed: (a) educational and cultural gaps, (b) language diversity, plurilingualism, and identity, and (c) multiple marginalization of newcomers. Some of the factors that were found to affect integration include: differences between pre- and post-immigration educational contexts, English language proficiency, and (mis)recognition of the diversity within the francophone population. Following the review, gaps in the literature are identified, avenues for future research are proposed, and implications for school psychology are discussed.
{"title":"Integration Experiences of Francophone Newcomer Students in English Provinces: A Literature Review","authors":"Kateřina Palová, Amielle Pagtalunan, Louai Rahal, A. Kassan","doi":"10.1177/08295735231155045","DOIUrl":"https://doi.org/10.1177/08295735231155045","url":null,"abstract":"This literature review explores the integration experiences of francophone newcomer students in anglophone provinces in Canada. It outlines scholarly findings regarding factors that impact the integration of newcomer students into French public-school systems in predominantly English provinces. We identified two themes related to the integration of francophone newcomer students, including (1) school integration experiences, and (2) out-of-school integration experiences. With respect to school integration, three sub-themes were developed: (a) educational and cultural gaps, (b) language diversity, plurilingualism, and identity, and (c) multiple marginalization of newcomers. Some of the factors that were found to affect integration include: differences between pre- and post-immigration educational contexts, English language proficiency, and (mis)recognition of the diversity within the francophone population. Following the review, gaps in the literature are identified, avenues for future research are proposed, and implications for school psychology are discussed.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"38 1","pages":"159 - 181"},"PeriodicalIF":2.2,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44115344","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 : 2023-02-13DOI: 10.1177/08295735221147323
Dana Dmytro, K. Marshall, Shauna Loewen-Schmidt, Sandra Gregory, Kishi Anderson Leachman, Daniel Murphy, J. Dmyterko, Simon Bazett, Melanie Nelson
Following the 2015 release of Truth and Reconciliation Commission’s Final Report in Canada, disciplines at various levels of federal and provincial infrastructures have begun taking up reconciliation in their practice. In 2018, the Canadian Psychological Association (CPA) and the Psychology Foundation of Canada (PFC) released a joint response, which outlines how the profession has violated its own ethics with respect to practice with Indigenous peoples and how to move forward through a reconciliatory process as individuals and as a profession. What is unclear is how individual psychologists and psychologist teams are taking up reconciliation in their practice, years after the CPA/PFC Response to the TRC. As psychologists and other helping professionals learn about the history of marginalization of Indigenous peoples within the discipline of psychology, many may be searching for more specific examples of how to begin or extend the process of addressing reconciliation. This Brief Commentary will focus on the practice of one group of school psychologists working in a public school district in an urban setting in British Columbia who are engaging in relationship development with First Nations communities on whose territory the district resides. Psychologists from the team will contribute reflections regarding their experience with the process as a whole. These psychologists have been part of a school psychology team that has been involved in reconciliation for some time and are actively pursuing individual and group accountability toward Indigenous people. The context of the group and steps taken from the team’s personal and professional introduction to the topic of reconciliation, and facilitators and considerations that impacted the group’s progress will be explored.
{"title":"On Whose Territory Does Our School District Reside? Beginning Steps Toward Relationship Development With Urban First Nations","authors":"Dana Dmytro, K. Marshall, Shauna Loewen-Schmidt, Sandra Gregory, Kishi Anderson Leachman, Daniel Murphy, J. Dmyterko, Simon Bazett, Melanie Nelson","doi":"10.1177/08295735221147323","DOIUrl":"https://doi.org/10.1177/08295735221147323","url":null,"abstract":"Following the 2015 release of Truth and Reconciliation Commission’s Final Report in Canada, disciplines at various levels of federal and provincial infrastructures have begun taking up reconciliation in their practice. In 2018, the Canadian Psychological Association (CPA) and the Psychology Foundation of Canada (PFC) released a joint response, which outlines how the profession has violated its own ethics with respect to practice with Indigenous peoples and how to move forward through a reconciliatory process as individuals and as a profession. What is unclear is how individual psychologists and psychologist teams are taking up reconciliation in their practice, years after the CPA/PFC Response to the TRC. As psychologists and other helping professionals learn about the history of marginalization of Indigenous peoples within the discipline of psychology, many may be searching for more specific examples of how to begin or extend the process of addressing reconciliation. This Brief Commentary will focus on the practice of one group of school psychologists working in a public school district in an urban setting in British Columbia who are engaging in relationship development with First Nations communities on whose territory the district resides. Psychologists from the team will contribute reflections regarding their experience with the process as a whole. These psychologists have been part of a school psychology team that has been involved in reconciliation for some time and are actively pursuing individual and group accountability toward Indigenous people. The context of the group and steps taken from the team’s personal and professional introduction to the topic of reconciliation, and facilitators and considerations that impacted the group’s progress will be explored.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"38 1","pages":"214 - 224"},"PeriodicalIF":2.2,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45959100","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 : 2023-02-09DOI: 10.1177/08295735231156984
Meadow Schroeder, Elisa Lacerda-Vandenborn, Melanie M. Nelson, D. Wendt
This issue of the Canadian Journal of School Psychology is the first of two parts of a special issue devoted to the intersection of school psychology and Indigenous Peoples within the Canadian context. Given the limited existing literature that is squarely focused on this intersection, the articles in these two issues are collectively a substantive academic contribution to school psychology educators, practitioners, researchers, and students. These articles challenge mainstream practice, training, ethics, and intervention approaches within school psychology, while also describing exemplary collaborations with Indigenous communities and advancements in Indigenizing and decolonizing school psychology training and practice.
{"title":"Introduction to the Special Issue–School psychology and Indigenous Peoples: Critical Perspectives and Indigenous-led Approaches","authors":"Meadow Schroeder, Elisa Lacerda-Vandenborn, Melanie M. Nelson, D. Wendt","doi":"10.1177/08295735231156984","DOIUrl":"https://doi.org/10.1177/08295735231156984","url":null,"abstract":"This issue of the Canadian Journal of School Psychology is the first of two parts of a special issue devoted to the intersection of school psychology and Indigenous Peoples within the Canadian context. Given the limited existing literature that is squarely focused on this intersection, the articles in these two issues are collectively a substantive academic contribution to school psychology educators, practitioners, researchers, and students. These articles challenge mainstream practice, training, ethics, and intervention approaches within school psychology, while also describing exemplary collaborations with Indigenous communities and advancements in Indigenizing and decolonizing school psychology training and practice.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"38 1","pages":"3 - 9"},"PeriodicalIF":2.2,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46199044","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 : 2023-02-03DOI: 10.1177/08295735221147322
Shannon M. Tabor, Marisa Van Bavel, Karlee D Fellner, K. Schwartz, Theron Black, Clarence Black Water, Star Crop Eared Wolf, Perry Day Chief, Deon Krugar, Lauren Monroe, John Pepion
Art and Indigenous culture are inseparable. From the immaculately decorated lodges and war shirts of thousands of years to contemporary mixed and digital media images, Indigenous arts are expressions of survivance. Creative arts have sustained Indigenous ways of knowing, being, doing, and healing through attempted cultural genocide. Research has shown that art engages youth in life skill-building, learning, emotional regulating, and spiritual healing, supporting art as an intervention for wellness. Culturally-based artistic expression and the process of creating promotes wellness among Indigenous youth. As primary sites of assimilation and colonialism, educational institutions have a responsibility to enact reconciliation through culturally-rooted arts-based approaches to wellness. School psychologists are wellpositioned to support these approaches. This study took place in Kainaiwa in Southern Alberta and explored Niitsitapi artists’ and educators’ perspectives on the impacts of culturally-rooted arts-based interventions with Niitsitapi middle school students in the classroom. Over 2 days, professional Indigenous artists shared their art practices with students at a middle school in Kainai First Nation in Alberta. We had research conversations with 12 Niitsitapi community members involved in the event using a decolonizing, community-based approach. Indigenous storywork was used to understand research conversations, highlighting information and guidance for school psychologists to inform their engagement with Indigenous students and community members in schools. Findings emphasized art as healing, particularly given its connection to culture. Further, cultural engagement through art supports student wellness and educational engagement. Art can be used to empower voice, overcome deficit narratives, create new stories, and cope with disharmony. Art can also engage youth in discovery and learning, providing an alternative to a lecture style of learning, increasing enjoyment in the classroom experience. These findings have practical implications for future interventions and the integration of art pedagogically. This paper offers recommendations that highlight stark distinctions between culturally-rooted art practice and conventional Eurocentric art approaches in education.
{"title":"Healing, Empowering, Engaging, Learning, and Decolonizing Through Culture: Living Wellness, Resilience, and Resurgence in the Classroom Through Creative Arts","authors":"Shannon M. Tabor, Marisa Van Bavel, Karlee D Fellner, K. Schwartz, Theron Black, Clarence Black Water, Star Crop Eared Wolf, Perry Day Chief, Deon Krugar, Lauren Monroe, John Pepion","doi":"10.1177/08295735221147322","DOIUrl":"https://doi.org/10.1177/08295735221147322","url":null,"abstract":"Art and Indigenous culture are inseparable. From the immaculately decorated lodges and war shirts of thousands of years to contemporary mixed and digital media images, Indigenous arts are expressions of survivance. Creative arts have sustained Indigenous ways of knowing, being, doing, and healing through attempted cultural genocide. Research has shown that art engages youth in life skill-building, learning, emotional regulating, and spiritual healing, supporting art as an intervention for wellness. Culturally-based artistic expression and the process of creating promotes wellness among Indigenous youth. As primary sites of assimilation and colonialism, educational institutions have a responsibility to enact reconciliation through culturally-rooted arts-based approaches to wellness. School psychologists are wellpositioned to support these approaches. This study took place in Kainaiwa in Southern Alberta and explored Niitsitapi artists’ and educators’ perspectives on the impacts of culturally-rooted arts-based interventions with Niitsitapi middle school students in the classroom. Over 2 days, professional Indigenous artists shared their art practices with students at a middle school in Kainai First Nation in Alberta. We had research conversations with 12 Niitsitapi community members involved in the event using a decolonizing, community-based approach. Indigenous storywork was used to understand research conversations, highlighting information and guidance for school psychologists to inform their engagement with Indigenous students and community members in schools. Findings emphasized art as healing, particularly given its connection to culture. Further, cultural engagement through art supports student wellness and educational engagement. Art can be used to empower voice, overcome deficit narratives, create new stories, and cope with disharmony. Art can also engage youth in discovery and learning, providing an alternative to a lecture style of learning, increasing enjoyment in the classroom experience. These findings have practical implications for future interventions and the integration of art pedagogically. This paper offers recommendations that highlight stark distinctions between culturally-rooted art practice and conventional Eurocentric art approaches in education.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"38 1","pages":"86 - 104"},"PeriodicalIF":2.2,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41561267","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 : 2023-02-01DOI: 10.1177/08295735231151281
Payton Bernett, S. Spence, Candace Wilson, E. Gurr, Daysi Zentner, D. Wendt
School psychologists play important roles in working alongside Indigenous Peoples within Canada; however, a large gap exists between the discipline’s actions and the recommendations set forth by Indigenous Nations and governmental working groups. In this conceptual article, we seek to highlight the need for further Indigenous representation and engagement in the field of school psychology, as well as present key areas of relevance. We first briefly contextualize the relationship between Indigenous Peoples and school psychology, followed by the results of a brief survey concerning Indigenous representation and engagement across five school psychology doctoral programs in Canada. Next, we discuss nine key areas of consideration for school psychologists based on the Calls to Action of the Truth and Reconciliation Commission of Canada and the Calls for Justice of the National Inquiry into Missing and Murdered Indigenous Women and Girls. Each area of consideration provides school psychologists with a starting point for concrete actions when working with Indigenous students, families, and communities.
{"title":"Canadian School Psychology and Indigenous Peoples: Opportunities and Recommendations","authors":"Payton Bernett, S. Spence, Candace Wilson, E. Gurr, Daysi Zentner, D. Wendt","doi":"10.1177/08295735231151281","DOIUrl":"https://doi.org/10.1177/08295735231151281","url":null,"abstract":"School psychologists play important roles in working alongside Indigenous Peoples within Canada; however, a large gap exists between the discipline’s actions and the recommendations set forth by Indigenous Nations and governmental working groups. In this conceptual article, we seek to highlight the need for further Indigenous representation and engagement in the field of school psychology, as well as present key areas of relevance. We first briefly contextualize the relationship between Indigenous Peoples and school psychology, followed by the results of a brief survey concerning Indigenous representation and engagement across five school psychology doctoral programs in Canada. Next, we discuss nine key areas of consideration for school psychologists based on the Calls to Action of the Truth and Reconciliation Commission of Canada and the Calls for Justice of the National Inquiry into Missing and Murdered Indigenous Women and Girls. Each area of consideration provides school psychologists with a starting point for concrete actions when working with Indigenous students, families, and communities.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"38 1","pages":"10 - 29"},"PeriodicalIF":2.2,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43521942","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 : 2023-02-01DOI: 10.1177/08295735221149225
Velma ILLasiak Domoff, Yvonne Poitras Pratt, M. Drefs, M. Wick
To achieve educational equity for Indigenous students, school psychologists need to consider the implications of using solely Westernized and Eurocentric educational standards of success. With current practices criticized as limiting and biased, a fitting alternative is the use of holistic frameworks of success aligned with Indigenous peoples’ perspectives on lifelong learning. This paper details a community-led process to define success for Indigenous youth in Aklavik, Northwest Territories inspired by the Canadian Council on Learning Inuit Holistic Lifelong Learning Model. Several key lessons, including the need for ensemble mentorship, emerged from this community-led and strengths-based project that can inform school psychologists seeking to better Indigenize their practice and work toward culturally aligned practices.
{"title":"Challenging Definitions of Student Success Through Indigenous Involvement: An Opportunity to Inform School Psychology Practice","authors":"Velma ILLasiak Domoff, Yvonne Poitras Pratt, M. Drefs, M. Wick","doi":"10.1177/08295735221149225","DOIUrl":"https://doi.org/10.1177/08295735221149225","url":null,"abstract":"To achieve educational equity for Indigenous students, school psychologists need to consider the implications of using solely Westernized and Eurocentric educational standards of success. With current practices criticized as limiting and biased, a fitting alternative is the use of holistic frameworks of success aligned with Indigenous peoples’ perspectives on lifelong learning. This paper details a community-led process to define success for Indigenous youth in Aklavik, Northwest Territories inspired by the Canadian Council on Learning Inuit Holistic Lifelong Learning Model. Several key lessons, including the need for ensemble mentorship, emerged from this community-led and strengths-based project that can inform school psychologists seeking to better Indigenize their practice and work toward culturally aligned practices.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"38 1","pages":"191 - 202"},"PeriodicalIF":2.2,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45524972","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 : 2023-01-26DOI: 10.1177/08295735221146354
J. Andrews, A. Murry, P. Istvanffy
The aim of this manuscript is to present and discuss an attempt at transformative change in an on-reserve school in northern Saskatchewan. Myriad studies and government statistics have stated that on- reserve Indigenous students occupy the lowest levels of success in Canada as it relates to almost any recognized metric. In response to the ongoing inequity in education, a 3-year project was undertaken with potential national implications. In this project, a holistic approach was utilized which places an emphasis on leadership development, curriculum, teaching and learning, local Indigenous pedagogies, and mental health support. The confluence of approaches in this project have challenged standard approaches to school transformation by placing an emphasis on the local context and knowledge systems that already place the community in a position of strength. Data collection and project development was primarily focused on document analysis, classroom visits, meetings, and professional development with the faculty, planning sessions, instructional monitoring and student academic, cultural, and mental health assessments, and research projects. This manuscript offers wise practice considerations for diverse on- reserve schools through relationally collaborative interventions rooted in school psychology principles as key agents of change, resulting in: higher teacher retention; more comprehensive and effective lesson planning, implementation, and assessment; enhanced integration of Indigenous values within the classroom (e.g., PISIM); and improved teacher and student mental wellness in the classroom (e.g., teacher utilization of EFSS).
{"title":"A Holistic Approach to On-Reserve School Transformation: Pursuing Pedagogy, Leadership, Cultural Knowledge, and Mental Health as Paths of Change","authors":"J. Andrews, A. Murry, P. Istvanffy","doi":"10.1177/08295735221146354","DOIUrl":"https://doi.org/10.1177/08295735221146354","url":null,"abstract":"The aim of this manuscript is to present and discuss an attempt at transformative change in an on-reserve school in northern Saskatchewan. Myriad studies and government statistics have stated that on- reserve Indigenous students occupy the lowest levels of success in Canada as it relates to almost any recognized metric. In response to the ongoing inequity in education, a 3-year project was undertaken with potential national implications. In this project, a holistic approach was utilized which places an emphasis on leadership development, curriculum, teaching and learning, local Indigenous pedagogies, and mental health support. The confluence of approaches in this project have challenged standard approaches to school transformation by placing an emphasis on the local context and knowledge systems that already place the community in a position of strength. Data collection and project development was primarily focused on document analysis, classroom visits, meetings, and professional development with the faculty, planning sessions, instructional monitoring and student academic, cultural, and mental health assessments, and research projects. This manuscript offers wise practice considerations for diverse on- reserve schools through relationally collaborative interventions rooted in school psychology principles as key agents of change, resulting in: higher teacher retention; more comprehensive and effective lesson planning, implementation, and assessment; enhanced integration of Indigenous values within the classroom (e.g., PISIM); and improved teacher and student mental wellness in the classroom (e.g., teacher utilization of EFSS).","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"38 1","pages":"64 - 85"},"PeriodicalIF":2.2,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47338974","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 : 2023-01-10DOI: 10.1177/08295735221146594
Carol Robinson-Zañartu, Bryanna Kinlicheene, Nora Neztsosie
Educational disparities between Indigenous and non-Indigenous youth across Canada, as is true across the United States, pose challenges to education systems to examine and alter professional practices in ways that support closing these gaps. Calls for more Indigenous school psychologists who might bring skills and perspectives to bear are long-standing, yet few graduate preparation programs have responded. Whether Indigenous students begin and do not complete programs, or never apply, it is incumbent on programs to examine the systemic underpinnings of the problem and respond with culturally responsive recruitment and retention strategies. In this article, one school psychology program shares programmatic contexts, recruitment processes, and retention strategies that have supported the preparation and graduation of dozens of Indigenous school psychologists from multiple Indigenous nations.
{"title":"Preparing Indigenous School Psychologists: Stories From an Indigenous Specialization Project in School Psychology","authors":"Carol Robinson-Zañartu, Bryanna Kinlicheene, Nora Neztsosie","doi":"10.1177/08295735221146594","DOIUrl":"https://doi.org/10.1177/08295735221146594","url":null,"abstract":"Educational disparities between Indigenous and non-Indigenous youth across Canada, as is true across the United States, pose challenges to education systems to examine and alter professional practices in ways that support closing these gaps. Calls for more Indigenous school psychologists who might bring skills and perspectives to bear are long-standing, yet few graduate preparation programs have responded. Whether Indigenous students begin and do not complete programs, or never apply, it is incumbent on programs to examine the systemic underpinnings of the problem and respond with culturally responsive recruitment and retention strategies. In this article, one school psychology program shares programmatic contexts, recruitment processes, and retention strategies that have supported the preparation and graduation of dozens of Indigenous school psychologists from multiple Indigenous nations.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"38 1","pages":"30 - 45"},"PeriodicalIF":2.2,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65215330","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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