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JournalISSN: 0829-5735

Canadian Journal of School Psychology 

SAGE Publishing
About: Canadian Journal of School Psychology is an academic journal published by SAGE Publishing. The journal publishes majorly in the area(s): School psychology & Poison control. It has an ISSN identifier of 0829-5735. Over the lifetime, 597 publications have been published receiving 11365 citations. The journal is also known as: CJSP.


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Journal ArticleDOI
TL;DR: The authors found that bullying occurred regularly on the playground, approximately once every seven minutes and was of short duration, 38 seconds, and the majority of bullying episodes (68%) occurred within 120 feet of the school building.
Abstract: The purpose of this research was to describe bullying on the playground The subjects were children observed either bullying or being victimized on the playground. Bullying episodes were identified with 90% inter-rater agreement. Bullying occurred regularly on the playground, approximately once every seven minutes and was of short duration, 38 seconds. The majority of bullying episodes (68%) occurred within 120 feet of the school building. Adults were found to have intervened in 4% of the episodes, while peers intervened in 11% of the episodes. However, adults were more likely to intervene than peers if they were present. Peers were involved in some capacity in 85% of the episodes. Boys bullied more than girls and were more likely to bully victims of the same-sex and repeatedly target the same victim. There were no gender differences in the type of bullying and aggression. Children in the primary and junior grades were equally likely to be involved in bullying and tended to bully students from the same gra...

507 citations

Journal ArticleDOI
TL;DR: Swanson et al. as discussed by the authors reviewed the Delis-Kaplan Executive Function System (DFFS) for school psychology and found that it can be used in a variety of domains.
Abstract: Author’s Note: Correspondence concerning this review should be addressed to Jewel Swanson, Calgary Board of Education, 728-32 Street NW, Calgary, AB T2N 2V9; e-mail: JLSwanson@cbe.ab.ca. Canadian Journal of School Psychology Volume 20 Number 1/2 December 2005 117-128 © 2007 Sage Publications 10.1177/0829573506295469 http://cjs.sagepub.com hosted at http://online.sagepub.com The Delis-Kaplan Executive Function System

454 citations

Journal ArticleDOI
TL;DR: Differential Ability Scales, Second Edition (DAS-II; Elliott, 2007) was developed to measure the cognitive abilities of children and adolescents from age 2 years, 6 months to 17 years, 11 months.
Abstract: Differential Ability Scales, Second Edition (DAS-II; Elliott, 2007), was developed to measure the cognitive abilities of children and adolescents from age 2 years, 6 months to 17 years, 11 months. The test is designed to be individually administered, measuring general conceptual and reasoning ability (g) as well as specific and diverse abilities. This information can yield a profile of relative strengths and weaknesses in cognitive functioning. The DAS-II is an updated version of the Differential Ability Scales (DAS; Elliott, 1990) and previous British Abilities Scales (Elliott, Murray, & Pearson, 1979) that includes new norms of the current general population, added items and subtests, more attractive artwork, and increased ease of administration and scoring. These goals were developed based on feedback from school and clinical psychologists who had used the earlier edition.

248 citations

Journal ArticleDOI
TL;DR: The authors examined the relationship between school bullying, student-teacher (S-T) connectedness, and academic performance and found that there was a significant interaction between bullying and S-T connectedness.
Abstract: In extending our understanding of how the social climate of schools can affect academic outcomes, this study examined the relationship between school bullying, student-teacher (S-T) connectedness, and academic performance. Using data collected in Canada as part of a larger international study conducted by the Organisation for Economic Co-operation and Development, participants included 27,217 students aged 15 years and 1,087 school principals. Results of multilevel analyses revealed that math achievement was negatively related to school bullying and positively related to S-T connectedness. For boys, there was a significant interaction between bullying and S-T connectedness, suggesting a buffering effect of S-T connectedness on the relationship between school bullying and math achievement. Similar results were evident for reading achievement.

191 citations

Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
202317
202212
202135
202020
201919
201822