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Collectively Dreaming Toward Indigenized School Psychology Education and Training 集体梦想本土化的学校心理教育与培训
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-01-04 DOI: 10.1177/08295735221146357
Stephanie J. Day
Indigenous Peoples comprise a significant portion of the population whose mental health needs must be appropriately addressed, and schools are important contexts for this service provision. The author presents findings from a culturally-grounded, strengths-based, qualitative, Two-Eyed Seeing study that engaged with current and previous Indigenous graduate students from Canadian mainstream and Indigenized counseling psychology programs to explore their graduate school experience and dream for the future of psychological education and training. Community-led analysis with aspects of qualitative thematic analysis guided a collective results narrative. Eight findings emerged including: (1) the importance of relationality in education and training; (2) the significance of experiential learning (i.e., land and art-based, ceremonial, interpersonal relations); (3) diversity in knowledge sharers and inclusion of elders in psychology education; (4) critical decision-making about cohort member inclusion (i.e., all indigenous cohorts vs. mixed); (5) mandatory Indigenous pre-requisite courses; (6) cultural humility; (7) teachings about how to be a good person rather than how to be a good counselor; and (8) interviews for program entry. These findings are discussed in the context of future practice, intervention, education, and training of school, educational, counseling, and clinical psychologists, as well as pedagogical and curricular programmatic changes in multi-educational levels (i.e., K-12 and post-secondary). Considerations and areas of future research are discussed.
土著人民占人口的很大一部分,他们的心理健康需要必须得到适当解决,而学校是提供这种服务的重要场所。作者介绍了一项基于文化、基于优势、定性、双眼观察的研究结果,该研究涉及来自加拿大主流和本土化咨询心理学项目的当前和以前的土著研究生,以探索他们的研究生院经历和对未来心理教育和培训的梦想。以社区为主导的定性专题分析指导了集体结果叙述。八个发现包括:(1)关系在教育和培训中的重要性;(2)体验式学习的重要性(即土地与艺术、礼仪、人际关系);(3)知识共享主体的多样性和老年人在心理教育中的包容性;(4)关于队列成员纳入的关键决策(即,所有土著队列与混合队列);(5)强制性的土著必修课程;(6)文化谦逊;(7)教导如何成为一个好人,而不是如何成为一个好的辅导员;(八)项目报名面试。这些研究结果将在未来的实践、干预、教育和学校、教育、咨询和临床心理学家的培训背景下进行讨论,并在多教育水平(即K-12和高等教育)的教学和课程规划变化中进行讨论。讨论了未来研究的注意事项和领域。
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引用次数: 2
A Systematic Review of Indigenous Representation in School Psychology Research 学校心理学研究中原住民表征的系统回顾
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-12-21 DOI: 10.1177/08295735221143820
Megan E. Golson, Kandice J. Benallie, Tyus T. Roanhorse, Cassity Haverkamp, Erica Ficklin, M. McClain, Lisa N. Aguilar
Indigenous youth comprise a significant and diverse collection of populations. School psychologists are uniquely placed to serve Indigenous students and improve their long-term outcomes. However, in the face of longstanding colonial practices and systemic oppression, which have resulted in poor educational outcomes for Indigenous students, school psychology research broadly underrepresents Indigenous students. This proves problematic considering research informs practice. The goal of this review is to evaluate the current standing of school psychology research focused on Indigenous youth and identify areas of need. The current systematic review yielded 57 articles focusing on Indigenous youth from 10 indexed school psychology journals. A significant portion of the articles were published in the 1980s, with fewer than three publications per year in the two decades following. The articles demonstrated a preference for assessment and related topics, with limited research focused on intervention, culture, and equity. This focus on assessment to compare Indigenous youth with youth of other racial and ethnic backgrounds serves to support the systems of oppression in place. These findings highlight the need for school psychology research to exert a concentrated effort toward Indigenous-focused research with more varied topics beyond assessment. Implications for trainers, researchers, and school psychology journals are discussed.
土著青年是一个重要而多样的人口群体。学校心理学家在为土著学生服务和改善他们的长期成果方面具有独特的地位。然而,面对长期的殖民实践和系统性压迫,导致土著学生的教育成果不佳,学校心理学研究普遍未能充分代表土著学生。考虑到研究影响实践,这证明是有问题的。本综述的目的是评估以土著青年为重点的学校心理学研究的现状,并确定需要的领域。目前的系统回顾从10个索引学校心理学期刊中获得了57篇关注土著青年的文章。这些文章的很大一部分是在20世纪80年代发表的,在随后的20年里,每年发表的文章不到3篇。文章显示了对评估和相关主题的偏好,对干预、文化和公平的研究有限。这种侧重于将土著青年与其他种族和民族背景的青年进行比较的评估有助于支持现有的压迫制度。这些发现强调了学校心理学研究需要集中精力进行以土著为中心的研究,在评估之外进行更多样化的主题研究。讨论了对培训师、研究人员和学校心理学期刊的影响。
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引用次数: 1
Access to Support Services for Newcomer Youth Through the Process of School Integration: A Critical Narrative Literature Review. 通过融入学校的过程为新移民青少年提供支持服务:批判性叙事文献综述》。
IF 3.3 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-12-01 Epub Date: 2022-10-14 DOI: 10.1177/08295735221130442
Linnea F Kalchos, Anusha Kassan, Laurie Ford

While the numbers of newcomer youth continue to grow in Canada, few studies have sought to critically capture experiences of school integration and access to school-based psychosocial support services during their transition. Guided by a critical social justice lens, this research seeks to investigate issues of inequity due to the marginalization of newcomer youth in schools. The intent of this critical narrative review is to summarize, interpret, critique, and synthesize what is currently known about the ways newcomer youth access and experience school-based psychosocial support services (S-BPSS) throughout the process of school integration. This paper presents the critical narrative literature review process, a discussion of the themes that emerged from the review, and a discussion of the literature within the context of school integration. The following themes that underscore the experiences of newcomer youth accessing school-based psychosocial support services were identified: (a) underutilization/discrimination, (b) culture shift, (c) transition planning, and (d) lived experience. Important directions for future research, including the importance of studies that prioritize the perspectives of newcomer youth themselves and the implications of their lived experience for S-BPSS are provided.

虽然加拿大的新移民青少年人数持续增长,但很少有研究试图批判性地捕捉他们在过渡时期融入学校和获得学校社会心理支持服务的经历。在批判性社会正义视角的指导下,本研究试图调查新移民青少年在学校被边缘化所导致的不公平问题。本批判性叙事回顾旨在总结、解释、批判和归纳目前已知的有关新移民青少年在整个学校融入过程中获取和体验校本社会心理支持服务(S-BPSS)的方式。本文介绍了批判性叙事文献综述过程、对综述中出现的主题的讨论,以及在学校融合背景下对文献的讨论。本文确定了以下主题,这些主题强调了新移民青少年获得学校社会心理支持服务的经历:(a) 利用不足/歧视,(b) 文化转变,(c) 过渡规划,(d) 生活经历。为今后的研究提供了重要的方向,包括优先考虑新移民青少年自身观点的研究的重要性,以及他们的生活经历对校本心理支持服务的影响。
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引用次数: 0
Supporting Indigenous Child Suicide Prevention Within Classrooms in Canada: Implications for School Psychologists and Educators 在加拿大的课堂上支持土著儿童自杀预防:对学校心理学家和教育工作者的启示
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-11-16 DOI: 10.1177/08295735221136185
J. McVittie, J. Ansloos
Indigenous young people in Canada are disproportionately overrepresented in suicide rates and alarmingly, young children are accounted for in these disparities. Since children spend much of their day at school, schools are a vital context for suicide prevention, identification, and intervention. However, research indicates that educators often report that they feel unprepared to address mental health challenges within the classroom. Indigenous communities are developing community driven responses to suicide that are culturally relevant and strengths based. It is critical that these models are considered when developing such suicide prevention within schools as they diverge from medicalized focused approaches and attend to broader social dimensions. It is imperative that educators and the education system are properly equipped with the training and resources to provide suicide prevention within schools and communities servicing Indigenous children. School psychologists can play an important role in providing this prevention leadership. Through interviews with educators, we learned about the types of supports that are needed within schools to address Indigenous child suicide, and in what ways school psychologists could enhance prevention efforts. Using a reflexive approach to thematic analysis, we identified four main themes related to support needed. Findings are discussed in conversation with the current state of child specific suicide and suicide prevention literature. Applied implications for suicide prevention within schools for Indigenous children, as well as future research and community-based recommendations are considered.
加拿大土著年轻人在自杀率中所占比例过高,令人担忧的是,这些差异中还包括幼儿。由于孩子们一天中的大部分时间都在学校度过,学校是预防、识别和干预自杀的重要场所。然而,研究表明,教育工作者经常报告说,他们对在课堂上应对心理健康挑战感到毫无准备。土著社区正在制定社区驱动的自杀应对措施,这些措施具有文化相关性和优势。至关重要的是,在学校内开展此类自杀预防时,应考虑这些模式,因为它们偏离了以医疗为重点的方法,并涉及更广泛的社会层面。教育工作者和教育系统必须具备适当的培训和资源,以便在为土著儿童服务的学校和社区内提供自杀预防。学校心理学家可以在提供这种预防领导力方面发挥重要作用。通过采访教育工作者,我们了解了学校内解决土著儿童自杀问题所需的支持类型,以及学校心理学家可以以何种方式加强预防工作。使用反射式方法进行主题分析,我们确定了与所需支持相关的四个主要主题。研究结果与儿童自杀和自杀预防文献的现状进行了讨论。考虑了对土著儿童学校自杀预防的应用影响,以及未来的研究和基于社区的建议。
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引用次数: 1
School-based Mentoring in Secondary Education: Its Effect on School Climate and Aggression Among Peers 中学校本师徒:对学校氛围和同伴攻击的影响
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-09-28 DOI: 10.1177/08295735221127059
N. Fernández-Rouco, Andrés A. Fernández-Fuertes, Marta García-Lastra, Celia España-Chico
Background: School-based mentoring provided by teachers contributes to the ultimate goal of education: all-round student development and a good mutual coexistence. Aims: This study investigates secondary school students’ perceptions of a school climate and school-based mentoring provided by teachers; it also examines the relationship between the school climate and peer aggression, and the moderating effect that teacher-led school mentoring could have on this relationship. Methodology: A total of 441 students between 12 and 17 years old (M = 13.99, SD = 1.33) were surveyed in Cantabria (Spain); the high schools were selected by means of a random sampling of two-stage clusters. Findings: The results demonstrated a direct negative relationship between a school climate and school-based mentoring with respect to peer aggression victimization. Likewise, mentoring showed a moderating effect on the relationship between a school climate and peer aggression victimization. Further implications: These findings highlight the importance of the school climate in preventing peer aggression and the central role that school-based mentoring plays in the relationship between a school climate and peer aggression victimization.
背景:教师的校本辅导有助于实现教育的最终目标:学生的全面发展和良好的相互共存。目的:本研究探讨中学生对学校氛围与教师校本辅导的认知;研究还考察了学校氛围与同伴攻击之间的关系,以及教师主导的学校指导对这种关系的调节作用。方法:在西班牙坎塔布里亚对441名12 ~ 17岁的学生(M = 13.99, SD = 1.33)进行调查;这些高中是通过两阶段聚类随机抽样的方式选择的。结果发现:学校氛围与校本辅导在同伴攻击受害方面呈直接负相关。同样,师徒对学校氛围和同伴攻击受害之间的关系也有调节作用。进一步的启示:这些发现强调了学校氛围在防止同伴攻击方面的重要性,以及学校指导在学校氛围和同伴攻击受害之间的关系中所起的核心作用。
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引用次数: 0
Small Towns Talk: Clinical Competency Described Among Rural School Psychologists in Saskatchewan 小城镇谈话:萨斯喀彻温省农村学校心理学家的临床能力描述
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-09-01 DOI: 10.1177/08295735221121059
Conor Barker, Laurie Carlson Berg
School psychologists serve the learning needs of students through assessment, intervention, and consultation. The school psychologist can often be the only mental health professional who travels into rural communities. In an effort to adapt to this context of clinical isolation, rural school psychologists develop specialty competencies to serve their clients. This study explores the competencies required among school psychologists practicing in rural regions of Saskatchewan. Eight rural school psychologists participated in a thematic Delphi process to describe the competencies needed in rural school psychology. The participants engaged in three rounds of data collection and collective data analysis and arrived at a strong level of agreement on the final outcomes. The findings describe rural school psychology knowledge (i.e., community knowledge, generalist knowledge, and system knowledge), skills (i.e., relationship skills, core psychologist skills, efficiency skills, and communication skills), attitudes (i.e., flexibility, openness, and compassion), and behaviors (i.e., being responsive, being empowering, being available, and being procedural). The present study results contribute to better defining and understanding the multiple roles and practices of rural school psychologists. Recommendations of the study invite psychologists, clinical supervisors, and psychology training programs to incorporate an emphasis on interpersonal relationships, a generalist approach to psychological services, and consider creative practices of rural practitioners to the initial training and ongoing professional development of school psychologists.
学校心理学家通过评估、干预和咨询来满足学生的学习需求。学校心理学家往往是唯一一个走进农村社区的心理健康专业人员。为了适应这种临床孤立的环境,乡村学校心理学家培养了为客户服务的专业能力。本研究探讨了在萨斯喀彻温省农村地区实习的学校心理学家所需的能力。八名农村学校心理学家参与了一个主题德尔菲过程,以描述农村学校心理学所需的能力。与会者进行了三轮数据收集和集体数据分析,并就最终结果达成了强有力的一致意见。研究结果描述了农村学校的心理学知识(即社区知识、通才知识和系统知识)、技能(即人际关系技能、核心心理学家技能、效率技能和沟通技能)、态度(即灵活性、开放性和同情心)和行为(即反应能力、赋权能力、可用性和程序性)。本研究结果有助于更好地定义和理解农村学校心理学家的多重角色和实践。该研究的建议邀请心理学家、临床督导和心理学培训项目将对人际关系的重视、对心理服务的通才方法纳入其中,并将农村从业者的创造性实践纳入学校心理学家的初始培训和持续专业发展中。
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引用次数: 0
Parental Involvement in Education and Academic Achievement in Adolescents With Attention Deficit Hyperactivity Disorder 青少年注意力缺陷多动障碍的父母参与教育与学业成绩
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-09-01 DOI: 10.1177/08295735221092959
Gladiola Musabelliu, J. Wiener, Maria A. Rogers
This study examined the relationship between parental involvement in education (PIE) and adolescent academic achievement in 99 adolescents with and without ADHD. PIE was measured by two parent-report questionnaires. A standardized test was used to measure academic achievement. Adolescent ADHD status predicted academic achievement. Maternal PIE did not predict adolescent achievement over and above adolescent ADHD status. Fathers’ self-efficacy, supportive involvement, and aspirations moderated the association between adolescent ADHD status and adolescent achievement. These PIE variables were positively associated with achievement in adolescents with ADHD. Paternal self-efficacy was not associated with achievement in adolescents without ADHD, and paternal supportive involvement and paternal aspirations predicted lower achievement in these adolescents. These results suggest the importance of paternal involvement in the learning of adolescents with ADHD and have implications for involving fathers in interventions aimed at improving their academic achievement.
本研究调查了99名患有和不患有多动症的青少年的父母参与教育(PIE)与青少年学业成绩之间的关系。PIE通过两份家长报告问卷进行测量。标准化考试被用来衡量学业成绩。青少年多动症状态预测学业成绩。母亲的PIE不能预测青少年的成就是否高于青少年ADHD状态。父亲的自我效能感、支持性参与和抱负调节了青少年ADHD状态与青少年成就之间的关联。这些PIE变量与ADHD青少年的成就呈正相关。在没有多动症的青少年中,父亲的自我效能感与成就无关,父亲的支持参与和父亲的期望预示着这些青少年的较低成就。这些结果表明父亲参与ADHD青少年学习的重要性,并暗示父亲参与旨在提高他们学业成绩的干预措施。
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引用次数: 0
Social and Emotional Variables as Predictors of Students’ Perceived Cognitive Competence and Academic Performance 社会和情感变量对学生认知能力和学习成绩的预测作用
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-09-01 DOI: 10.1177/08295735221118474
Maryam Hachem, Guher Gorgun, Man-Wai Chu, O. Bulut
Research extensively highlights the importance of social-emotional skills in learning and development. In this study, we evaluated whether social and emotional variables directly impact students’ perceived cognitive competence and academic performance through a structural equation model. Survey responses (N = 29,384) were collected from 114 K-12 schools in a large school district in Alberta. Results showed that cognitive competence was directly predicted by social cognition and social competence but indirectly by emotional competence through the mediating effect of social competence. Academic performance was also directly predicted by social cognition. Cognitive competence was positively associated with academic emotions, while academic performance was negatively associated with them. Overall, our findings suggest that learning is a highly social process, and investing in the development of social-emotional skills must be a priority, with a primary focus on creating positive and supportive learning environments. Future research may adjust this model and target more specific social-emotional variables.
研究广泛强调了社交情感技能在学习和发展中的重要性。在本研究中,我们通过结构方程模型评估了社会和情绪变量是否直接影响学生的认知能力和学习成绩。调查回复(N=29384)来自阿尔伯塔省一个大学区的114所K-12学校。结果表明,认知能力是由社会认知和社会能力直接预测的,而情感能力则通过社会能力的中介作用间接预测。学习成绩也是由社会认知直接预测的。认知能力与学业情绪呈正相关,而学业成绩与学业情绪呈负相关。总的来说,我们的研究结果表明,学习是一个高度社会化的过程,投资发展社交情感技能必须是优先事项,主要关注创造积极和支持性的学习环境。未来的研究可能会调整这个模型,并针对更具体的社会情绪变量。
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引用次数: 2
An Exploratory Study of Pre-Service Teachers’ Evidence-Based Practice Related Knowledge, Attitudes, and Practices 职前教师循证实践相关知识、态度与实践的探索性研究
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-07-25 DOI: 10.1177/08295735221114193
Amira Noyes, Krista C. Ritchie, Sara King
It is important to understand the readiness of pre-service teachers (PSTs) to use evidence-based practices (EBP) upon entering the field. This study had two objectives: (1) pilot a measure of EBP previously validated with health professional students (EBP-KAP), and (2) investigate PSTs’ knowledge and perceptions of EBP. Fifty-seven PSTs completed the EBP-KAP. Participants’ self-reported knowledge of EBP was significantly greater than their attitudes toward and current use of EBP. PSTs in their first year of training had more positive attitudes toward EBP than PSTs in their second year. Implications for training and practice are discussed.
了解职前教师(pst)在进入该领域时使用循证实践(EBP)的准备情况非常重要。本研究有两个目的:(1)试点先前在卫生专业学生中验证的EBP测量(EBP- kap);(2)调查pst对EBP的知识和感知。57名pst完成了EBP-KAP。参与者自我报告的EBP知识显著高于他们对EBP的态度和当前使用。培训第一年的pst对EBP的态度比培训第二年的pst更积极。讨论了培训和实践的意义。
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引用次数: 0
Just a Little Healthy Competition: Teacher Perceptions of Competition and Social Comparison in the Classroom 只是一场小小的健康竞争:教师课堂竞争观与社会比较
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-06-29 DOI: 10.1177/08295735221101223
L. Goegan, L. Daniels
The use of competition to motivate students is common but debated. The purpose of the study was: (a) to examine to whom teachers attribute the common emphasis on competition and (b) to explore the reasons teachers give to minimize competition or not in their classrooms. Teachers attribute the focus on competition least to teachers and then increasingly to students, principals, parents, and school boards. Teachers who try to minimize competition identify the importance of learning and individualization, and those who do not, promote competition as healthy and helpful. Results are discussed in terms of classroom practices and future research.
利用竞争来激励学生很常见,但也存在争议。这项研究的目的是:(a)调查教师将普遍强调竞争归咎于谁;(b)探讨教师在课堂上尽量减少竞争或不减少竞争的原因。教师们把对竞争的关注最少地归咎于教师,然后越来越多地归咎于学生、校长、家长和学校董事会。那些试图将竞争最小化的教师认识到学习和个性化的重要性,而那些不这样做的教师则认为竞争是健康和有益的。从课堂实践和未来研究的角度对结果进行了讨论。
{"title":"Just a Little Healthy Competition: Teacher Perceptions of Competition and Social Comparison in the Classroom","authors":"L. Goegan, L. Daniels","doi":"10.1177/08295735221101223","DOIUrl":"https://doi.org/10.1177/08295735221101223","url":null,"abstract":"The use of competition to motivate students is common but debated. The purpose of the study was: (a) to examine to whom teachers attribute the common emphasis on competition and (b) to explore the reasons teachers give to minimize competition or not in their classrooms. Teachers attribute the focus on competition least to teachers and then increasingly to students, principals, parents, and school boards. Teachers who try to minimize competition identify the importance of learning and individualization, and those who do not, promote competition as healthy and helpful. Results are discussed in terms of classroom practices and future research.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"16 6","pages":"394 - 405"},"PeriodicalIF":2.2,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41293443","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}
引用次数: 0
期刊
Canadian Journal of School Psychology
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