Canadian Journal of School Psychology最新文献

英文中文

Assessments of English Reading and Language Comprehension in Bilingual Children: A Systematic Review 2010 to 2021 双语儿童英语阅读和语言理解的评估:2010 - 2021年的系统回顾

IF 2.2 4区心理学 Q2 Psychology

Canadian Journal of School Psychology

Pub Date : 2023-06-28 DOI: 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.

学会阅读是儿童成长的一个重要里程碑。对单语和双语儿童的广泛研究表明，语言理解是阅读理解的基本组成部分。然而，在比较有和没有不同语言经验的儿童的阅读能力的研究中，报告了不同的结果。根据研究人员如何操作LC和RC的结构，研究使用不同的标准化测试或评估来评估儿童的阅读技能，这可能导致不同研究的结果不同。本综述系统地考察了LC和RC测试，这些测试是实证研究用来评估以英语为第二语言的双语儿童的。在最初的374个研究样本中，有25个符合纳入条件。我们从研究中提取了LC和RC评估，并记录了任务和管理相关因素。此外，每项研究都检查了参与者特征、作者描述的LC定义以及LC和RC之间关系的相关发现。我们的研究结果证明了用于评估和描述LC和RC的测量和定义的可变性，这可能解释了文献中不同的发现。我们强调考虑LC的多维性质的重要性，以及进一步探索LC测试的不同管理和任务特征如何与RC相关的必要性。此外，本综述为研究人员和从业人员提供了一个关于如何在双语儿童中评估LC和RC的原始和广泛的文献调查。最后，我们强调了现有文献的局限性，并讨论了学校心理学领域在支持具有不同语言经验的儿童方面的实际意义。

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引用次数: 1

Speed of Cognitive Processing Within a Test of Executive Functions and Information Integration 执行功能和信息整合测试中的认知加工速度

IF 2.2 4区心理学 Q2 Psychology

Canadian Journal of School Psychology

Pub Date : 2023-06-21 DOI: 10.1177/08295735231181770

J. Das, Swagatika Samantaray

Rapid Automatic Naming (RAN) has been widely recognized as a reliable predictor of reading proficiency. Although RAN represents the speed of cognitive processing, there are few studies that have addressed RAN as a cognitive process in its own right Furthermore, RAN performance of ELL (English Language Learners) has been less frequently investigated. We have two parts to this study. First, we examine the factor structure of an enlarged composite measure of speed measure by adding four additional tests comprising color naming, and two number naming tasks to the traditional RAN of digit and letter naming. In the second part, we determine the association of Speed with broad cognitive processes comprising Executive Functions, and Information processing. Participants were students in English medium schools in India. They were divided into two age groups (8–14 and 15–20) for statistical analyses of six Speed measures Results show a strong unitary speed factor in the 8 to 14 age group. In contrast, in the 15 to 20 group RAN tests comprising digits and letters showed a very small loading on the same factor. Addressing the second objective, which is the impact of speed on various cognitive tasks, the results show that response speed has a minimal influence on Nonverbal Configurations (simultaneous) tasks, and tasks of executive functions comprising Working Memory, and Visual-Spatial Processing. These tests will enable us to isolate specific cognitive deficiencies from response speed. In a re-examination of the relation between Reading & RAN-type tests, we could suggest that serial articulation is the common and essential feature that binds rapid naming tasks and reading fluency.

快速自动命名（RAN）已被广泛认为是一种可靠的阅读能力预测指标。尽管RAN代表了认知处理的速度，但很少有研究将RAN本身视为一个认知过程。此外，对英语学习者的RAN表现的研究较少。我们的研究分为两部分。首先，我们通过在传统的数字和字母命名RAN中添加四个额外的测试，包括颜色命名和两个数字命名任务，来检查速度测量的扩大复合测量的因子结构。在第二部分中，我们确定了速度与包括执行功能和信息处理在内的广泛认知过程的联系。参与者是印度英语学校的学生。他们被分为两个年龄组（8-14岁和15-20岁），对六项速度指标进行统计分析。结果显示，8-14岁年龄组的速度因素非常单一。相反，在15至20组中，包括数字和字母的RAN测试显示对相同因子的负载非常小。针对第二个目标，即速度对各种认知任务的影响，结果表明，反应速度对非语言配置（同时）任务以及包括工作记忆和视觉空间处理在内的执行功能任务的影响最小。这些测试将使我们能够从反应速度中分离出特定的认知缺陷。在重新审视阅读和RAN类型测试之间的关系时，我们可以认为，串行发音是将快速命名任务与阅读流畅性联系在一起的共同和基本特征。

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引用次数: 0

A Snapshot of Gay-Straight Alliance Clubs and Student Well-Being in Western Canadian High Schools. 加拿大西部高中同性恋-异性恋联盟俱乐部和学生幸福感的快照。

IF 2.2 4区心理学 Q2 Psychology

Canadian Journal of School Psychology

Pub Date : 2023-06-01 DOI: 10.1177/08295735231170337

Maria Di Stasio, Lauren Alston, Jason Harley

Gay-Straight Alliance (GSA) clubs promote safer school environments for students. GSAs typically refer to student-led, teacher-supported school clubs that serve youth of diverse gender identities and sexual orientations. This study investigated the relationship between students' awareness of school-based GSAs and their bullying experiences, mental health, self-determination, and relationships at school and home. Findings showed that LGBTQ2S+ students experienced higher rates of bullying and symptoms of depression and scored lower on self-determination subscales than cisgender heterosexual students. Interestingly, students who were aware of their school's GSA club scored higher on the self-determination subscales regarding family relationships and lower on bullying compared to students who were unaware of their school's GSA club. LGBTQ2S+ students had lower rates of comfort with their sexual orientation at home and school than their cisgender heterosexual students. Implications and future directions are discussed.

同性恋-异性恋联盟(GSA)俱乐部提倡为学生提供更安全的学校环境。gsa通常指的是学生主导、教师支持的学校社团，为不同性别认同和性取向的年轻人提供服务。本研究探讨了学生校本gsa意识与欺凌经历、心理健康、自我决定和校家关系的关系。研究结果显示，LGBTQ2S+学生在欺凌和抑郁症状方面的比例更高，在自我决定分量表上的得分低于顺性异性恋学生。有趣的是，与不知道学校有GSA俱乐部的学生相比，知道学校有GSA俱乐部的学生在家庭关系的自决分量表上得分更高，在欺凌方面得分更低。与异性恋学生相比，LGBTQ2S+学生在家庭和学校对自己性取向的满意度较低。讨论了影响和未来的发展方向。

引用次数: 0

Intellectual Profiles of Clinic-Referred Preschoolers. 临床转诊学龄前儿童的智力概况。

IF 2.2 4区心理学 Q2 Psychology

Canadian Journal of School Psychology

Pub Date : 2023-06-01 DOI: 10.1177/08295735231154670

Fannie Labelle, Marie-Julie Béliveau, Karine Jauvin, Marc-Antoine Akzam-Ouellette

Intellectual impairments in preschoolers have been widely studied. A regularity that emerges is that children's intellectual impairments have an important impact on later adjustments in life. However, few studies have looked at the intellectual profiles of young psychiatric outpatients. This study aimed to describe the intelligence profile of preschoolers referred to psychiatry for various cognitive and behavioral problems in terms of verbal, nonverbal, and full-scale IQ and to examine their association with diagnoses. Three hundred four clinical records from young children aged under 7 years and 3 months who consulted at an outpatient psychiatric clinic and who had one intellectual assessment with a Wechsler Preschool and Primary Scale of Intelligence were reviewed. Verbal IQ (VIQ), Nonverbal IQ (NVIQ), and Full-scale IQ (FSIQ) were extracted. Hierarchical cluster analysis using Ward's method was employed to organize data into groups. The children had, on average, a FSIQ of 81, which is significantly lower than that expected in the general population. Four clusters were identified by the hierarchical clusters analysis. Three were characterized by low, average, and high intellectual ability. The last cluster was characterized by a verbal deficit. Findings also revealed that children's diagnoses were not related to any specific cluster, except for children with an intellectual disability with, as expected, low abilities. Children referred to an intellectual assessment in an early childhood mental health clinic showed an altered intellectual development, more specifically in the verbal domain.

学龄前儿童的智力障碍已被广泛研究。出现的一个规律是，儿童的智力缺陷对以后的生活调整有重要影响。然而，很少有研究关注年轻精神病门诊患者的智力状况。本研究旨在描述学龄前儿童在言语、非言语和全面智商方面的各种认知和行为问题的智力概况，并检查它们与诊断的关系。研究人员回顾了384名年龄在7岁零3个月以下的儿童的临床记录，这些儿童在精神病门诊就诊，并使用韦氏学前和初级智力量表进行智力评估。提取语言智商(VIQ)、非语言智商(NVIQ)和全面智商(FSIQ)。采用Ward的分层聚类分析方法对数据进行分组。这些孩子的平均FSIQ为81，明显低于一般人群的预期。通过层次聚类分析，确定了4个聚类。其中三个人的智力水平分别为低、中、高。最后一组的特点是语言缺陷。研究结果还显示，儿童的诊断与任何特定的类别无关，除了智力残疾的儿童，正如预期的那样，能力低下。在儿童早期心理健康诊所进行智力评估的儿童表现出智力发展的改变，更具体地说，是在语言领域。

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引用次数: 0

It’s Not Our Way: Navigating the Principle of Dual Relationships as a First Nation Practitioner 这不是我们的路：作为第一民族实践者驾驭双重关系原则

IF 2.2 4区心理学 Q2 Psychology

Canadian Journal of School Psychology

Pub Date : 2023-05-22 DOI: 10.1177/08295735231172832

Tanya Dawn McDougall

First Nations and Eurocentric approaches in the field of psychology and mental health are rooted in different worldviews which creates incongruencies as to what may be deemed as effective standards of practice. This autoethnography describes the experience of a school psychology intern navigating through practice particularly as it pertains to the principle of dual relationships. With a first-person perspective the journey of exploration into this matter brings together the research found in academia and the guidelines formally set as well as the beliefs and values of local community members which were brought forth through a series of interviews and conversations. There are three main themes which arose that are highlighted and they are the embodiment of a spiritual orientation, substantiation of trust and integrity, and obligation to community. These themes explicate the differences in and implications for practice when working with First Nations people, particularly in remote spiritually connected communities. The practice of psychology in and with First Nation people needs to be rooted in their beliefs, values, and customs to be effective, to reflect the experience of Indigenous ways of helping, and to decolonize approaches in the field of psychology.

心理学和心理健康领域的第一民族和以欧洲为中心的方法植根于不同的世界观，这在什么可以被视为有效的实践标准方面造成了不一致。这本民族志描述了一位学校心理学实习生在实践中的经历，特别是因为它符合双重关系的原则。从第一人称的角度来看，对这一问题的探索之旅汇集了学术界的研究和正式制定的指导方针，以及通过一系列采访和对话提出的当地社区成员的信仰和价值观。有三个主要主题被强调，它们是精神取向的体现、信任和诚信的体现以及对社区的义务。这些主题阐述了与原住民合作时的实践差异和影响，特别是在精神相连的偏远社区。第一民族的心理学实践需要植根于他们的信仰、价值观和习俗，才能有效，反映土著人的帮助方式，并使心理学领域的方法非殖民化。

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引用次数: 0

Motor Skills are More Strongly Associated to Academic Performance for Girls Than Boys 运动技能与女生学习成绩的相关性比男生大

IF 2.2 4区心理学 Q2 Psychology

Canadian Journal of School Psychology

Pub Date : 2023-05-22 DOI: 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.

本研究调查了832名男孩和女孩入学时精细和大体运动技能对学业和注意力表现的贡献。在6至7岁时，对儿童的精细和大体运动技能（运动、物体控制）以及他们在接受性词汇、数字知识和注意力技能方面的学习表现进行了测试岁根据41至48岁时的家庭收入、母亲教育程度和早期认知技能调整的普通最小二乘模型结果几个月来，精细运动技能显著预测了接受性词汇、数字知识和注意力技能。女孩的精细运动技能与接受性词汇和注意力之间的联系比男孩更强。更好的运动表现也显著预测了更高水平的接受性词汇，而对象控制仅与女孩的注意力技能呈正相关。具有更好运动能力，尤其是精细运动技能的儿童更有可能在需要语言、算术和注意力技能的领域取得成功。因此，运动技能应该成为提高入学时的学术和注意力技能水平的关注重点，尤其是女孩。

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引用次数: 0

Book Review: Consultation and Mental Health Interventions in School Settings: A Scientist-practitioner’s Guide 书评:《学校环境中的咨询和心理健康干预:科学家-从业者指南》

IF 2.2 4区心理学 Q2 Psychology

Canadian Journal of School Psychology

Pub Date : 2023-04-12 DOI: 10.1177/08295735231167934

Janine Newton Montgomery

引用次数: 0

Integration Experiences of Francophone Newcomer Students in English Provinces: A Literature Review 英语省份法语新生的融入经验:文献回顾

IF 2.2 4区心理学 Q2 Psychology

Canadian Journal of School Psychology

Pub Date : 2023-02-14 DOI: 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.

这篇文献综述探讨了加拿大英语省份法语新生的融合经历。它概述了在以英语为主的省份，影响新生融入法国公立学校系统的因素的学术研究结果。我们确定了两个与法语新生融合有关的主题，包括（1）学校融合经历和（2）校外融合经历。关于学校融合，制定了三个子主题：（a）教育和文化差距，（b）语言多样性、多语言主义和身份认同，以及（c）新来者的多重边缘化。被发现影响融合的一些因素包括：移民前和移民后教育背景之间的差异、英语水平以及对法语人口多样性的（错误）认识。在综述之后，找出了文献中的空白，提出了未来研究的途径，并讨论了对学校心理学的启示。

引用次数: 1

On Whose Territory Does Our School District Reside? Beginning Steps Toward Relationship Development With Urban First Nations 我们的学区位于谁的领地？与城市原住民发展关系的开端

IF 2.2 4区心理学 Q2 Psychology

Canadian Journal of School Psychology

Pub Date : 2023-02-13 DOI: 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.

2015年真相与和解委员会的《最终报告》在加拿大发布后，联邦和省级基础设施的各级学科已开始在实践中进行和解。2018年，加拿大心理协会（CPA）和加拿大心理基金会（PFC）发布了一份联合回应，概述了该行业如何在与土著人民的实践中违反了自己的道德规范，以及如何作为个人和职业推进和解进程。目前尚不清楚的是，在CPA/PFC对TRC做出回应多年后，个别心理学家和心理学家团队是如何在实践中进行和解的。随着心理学家和其他帮助专业人员在心理学学科中了解土著人民边缘化的历史，许多人可能正在寻找如何开始或扩大和解进程的更具体的例子。本简评将重点介绍一组在不列颠哥伦比亚省城市公立学区工作的学校心理学家的实践，他们正在与该学区所在地区的原住民社区发展关系。团队中的心理学家将对他们在整个过程中的经历进行反思。这些心理学家是学校心理学团队的一员，该团队参与和解已有一段时间，并积极寻求对土著人的个人和群体问责。将探讨小组的背景以及从小组的个人和专业介绍到和解主题所采取的步骤，以及影响小组进展的主持人和考虑因素。

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引用次数: 0

Introduction to the Special Issue–School psychology and Indigenous Peoples: Critical Perspectives and Indigenous-led Approaches 专题导论-学校心理学和土著人民:批判的观点和土著主导的方法

IF 2.2 4区心理学 Q2 Psychology

Canadian Journal of School Psychology

Pub Date : 2023-02-09 DOI: 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.

本期《加拿大学校心理学杂志》是专门讨论加拿大背景下学校心理学与土著人民的交集的特刊的两部分中的第一部分。鉴于有限的现有文献直接关注这一交叉点，这两期的文章对学校心理学教育者、从业者、研究人员和学生来说是一个实质性的学术贡献。这些文章挑战了学校心理学的主流实践、培训、伦理和干预方法，同时也描述了与土著社区的典范合作，以及在本土化和非殖民化学校心理学培训和实践方面的进展。

引用次数: 0

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