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Healing, Empowering, Engaging, Learning, and Decolonizing Through Culture: Living Wellness, Resilience, and Resurgence in the Classroom Through Creative Arts 通过文化治愈,授权,参与,学习和去殖民化:通过创意艺术在课堂上生活健康,弹性和复苏
IF 2.2 4区 心理学 Q2 Psychology Pub Date : 2023-02-03 DOI: 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.
艺术与本土文化密不可分。从装饰精美的小屋和数千年前的战争衬衫到当代混合和数字媒体图像,土著艺术是生存的表达。创造性艺术在试图进行文化灭绝的过程中维持了土著的认知、存在、行为和治疗方式。研究表明,艺术使年轻人参与生活技能的培养、学习、情绪调节和精神治疗,支持艺术作为健康的干预手段。以文化为基础的艺术表现和创作过程促进了土著青年的健康。作为同化和殖民主义的主要场所,教育机构有责任通过植根于文化的、以艺术为基础的健康方法来实现和解。学校心理学家很好地支持这些方法。本研究在南阿尔伯塔省的Kainaiwa进行,探讨了Niitsitapi艺术家和教育工作者对Niitsitapi中学生课堂上基于文化的艺术干预的影响的观点。在两天的时间里,专业的土著艺术家与阿尔伯塔省凯奈第一民族的一所中学的学生分享了他们的艺术实践。我们与12名Niitsitapi社区成员进行了研究对话,他们采用了非殖民化、以社区为基础的方法参与了这次活动。土著故事被用来理解研究对话,为学校心理学家提供信息和指导,以告知他们与学校土著学生和社区成员的接触。研究结果强调艺术具有治疗作用,特别是考虑到它与文化的联系。此外,通过艺术的文化参与支持学生的健康和教育参与。艺术可以用来增强声音,克服叙述的缺陷,创造新的故事,并应对不和谐。艺术还可以让年轻人参与发现和学习,提供一种替代讲座式学习的方式,增加课堂体验的乐趣。这些发现对未来的干预和艺术教学的整合具有实际意义。本文提出了一些建议,强调了植根于文化的艺术实践和传统的以欧洲为中心的艺术教育方法之间的明显区别。
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引用次数: 0
Canadian School Psychology and Indigenous Peoples: Opportunities and Recommendations 加拿大学校心理学与原住民:机会与建议
IF 2.2 4区 心理学 Q2 Psychology Pub Date : 2023-02-01 DOI: 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.
学校心理学家在与加拿大土著人民一起工作方面发挥着重要作用;然而,该学科的行动与土著民族和政府工作组提出的建议之间存在很大差距。在这篇概念性文章中,我们试图强调在学校心理学领域进一步的土著代表和参与的必要性,以及提出相关的关键领域。我们首先简要介绍了土著人民与学校心理学之间的关系,然后是对加拿大五个学校心理学博士项目的土著代表和参与的简短调查结果。接下来,我们将根据加拿大真相与和解委员会的行动呼吁和失踪和被谋杀土著妇女和女孩全国调查的正义呼吁,讨论学校心理学家考虑的九个关键领域。每个考虑领域都为学校心理学家在与土著学生、家庭和社区合作时提供了具体行动的起点。
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引用次数: 1
Challenging Definitions of Student Success Through Indigenous Involvement: An Opportunity to Inform School Psychology Practice 通过本土参与挑战学生成功的定义:为学校心理学实践提供信息的机会
IF 2.2 4区 心理学 Q2 Psychology Pub Date : 2023-02-01 DOI: 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.
为了实现土著学生的教育公平,学校心理学家需要考虑仅仅使用西方化和以欧洲为中心的成功教育标准的影响。由于目前的做法被批评为局限性和偏见,一个合适的替代方案是使用与土著人民终身学习观点相一致的整体成功框架。本文详细介绍了在加拿大因纽特人整体终身学习模式委员会的启发下,由社区主导的定义西北地区阿克拉维克土著青年成功的过程。从这个以社区为主导、以优势为基础的项目中得出了几个关键的经验教训,包括需要集体指导,这可以为学校心理学家提供信息,帮助他们更好地将自己的实践本土化,并朝着与文化一致的实践方向努力。
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引用次数: 0
A Holistic Approach to On-Reserve School Transformation: Pursuing Pedagogy, Leadership, Cultural Knowledge, and Mental Health as Paths of Change 保留地学校转型的整体方法:追求教育、领导、文化知识和心理健康作为变革的路径
IF 2.2 4区 心理学 Q2 Psychology Pub Date : 2023-01-26 DOI: 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).
这份手稿的目的是提出和讨论在萨斯喀彻温省北部一所保留地学校变革的尝试。无数的研究和政府统计数据表明,保留地土著学生在加拿大的成功水平最低,因为它涉及到几乎任何公认的标准。为了应对持续存在的教育不平等现象,开展了一项可能对全国产生影响的为期三年的项目。在这个项目中,采用了一种全面的方法,强调领导力发展、课程、教学和学习、当地土著教学法和心理健康支助。在这个项目中,各种方法的融合挑战了学校改造的标准方法,强调了当地的环境和知识体系,这些已经使社区处于优势地位。数据收集和项目开发主要集中在文件分析、课堂访问、会议和与教师的专业发展、规划会议、教学监测和学生学术、文化和心理健康评估以及研究项目。这篇论文为不同的预备役学校提供了明智的实践考虑,通过植根于学校心理学原则的关系协作干预作为变革的关键因素,导致:更高的教师保留率;更全面有效的课程规划、实施和评估;在课堂上加强土著价值观的融合(例如,PISIM);改善了教师和学生在课堂上的心理健康(例如,教师对EFSS的利用)。
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引用次数: 2
Preparing Indigenous School Psychologists: Stories From an Indigenous Specialization Project in School Psychology 准备土著学校心理学家:来自学校心理学土著专业项目的故事
IF 2.2 4区 心理学 Q2 Psychology Pub Date : 2023-01-10 DOI: 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.
加拿大各地土著和非土著青年之间的教育差距,以及美国各地的情况,对教育系统提出了挑战,要求他们审查和改变专业实践,以支持缩小这些差距。长期以来,人们一直呼吁更多的土著学校心理学家,他们可能会带来技能和观点,但很少有研究生准备项目做出回应。无论土著学生是否开始和没有完成课程,或者从未申请,项目都有责任检查问题的系统基础,并采取符合文化的招聘和保留策略。在这篇文章中,一所学校的心理学项目分享了项目背景、招聘过程和保留策略,这些都支持了来自多个土著民族的数十名土著学校心理学家的准备和毕业。
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引用次数: 1
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 Q2 Psychology 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 Q2 Psychology 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 Q2 Psychology 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 Q2 Psychology 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
期刊
Canadian Journal of School Psychology
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