Showing papers in "Canadian Journal of School Psychology in 2008"
TL;DR: The Resiliency Scales for Children and Adolescents (RSCA) as discussed by the authors are three scales for assessing the relative strength of three aspects of personal resilience as a profile in children and adolescents.
Abstract: The Resiliency Scales for Children and Adolescents (RSCA) are three scales for assessing the relative strength of three aspects of personal resiliency as a profile in children and adolescents. This...
123 citations
TL;DR: This article examined the scale structure of the Resiliency Scales for Children and Adolescents (RSCA) and found that a three-factor model is a better fit than one- or two-factor models for the normative sample.
Abstract: This article examines the scale structure of the Resiliency Scales for Children and Adolescents (RSCA). Confirmatory factor analysis reveals that a three-factor model is a better fit than one- or two-factor models for the normative sample. These findings lend support to the construct validity of the RSCA. The three-factor model is discussed as a framework that is useful in systematically relating critical aspects of resiliency in children and adolescents for the purpose of clinical intervention.
75 citations
TL;DR: The authors provides an overview of the application of resilience principles in the classroom from the perspective of the mindset of effective educators, acknowledging that the foundation for successful learning in a safe and secure classroom climate is the relationship they forge with students.
Abstract: The assumptions educators possess about themselves, their role as teachers, and their students' capabilities play a significant role in determining expectations, teaching practices, and ultimately student happiness and success. This article provides an overview of the application of resilience principles in the classroom from the perspective of the mindset of effective educators. In their efforts to nurture resilience in their students, effective educators appreciate the life-long impact they have on students, acknowledge that all students want to be successful, and appreciate that the foundation for successful learning in a safe and secure classroom climate is the relationship they forge with students. Ideas and strategies are offered to assist teachers in developing a mindset capable of fostering resilience in students.
61 citations
TL;DR: In this article, the authors examined invariance of the three-factor structure of the Resiliency Scales for Children and adolescents across age band and gender within normative samples and found that the three factor model fits for all groups.
Abstract: This article examines invariance of the three-factor structure of the Resiliency Scales for Children and Adolescents across age band and gender within normative samples. Confirmatory factor analysis reveals that the three-factor model fits for all groups. In addition, invariance analysis shows no statistical differences in factor structure between males and females. A three-group confirmatory factor analysis across age bands demonstrated partial invariance between age bands.
55 citations
TL;DR: In this paper, the authors explored emotional intelligence and resilience in 20 males diagnosed with Asperger's disorder with average to above-average cognitive abilities, and found that males with AD displayed intact ability EI; however, they did not display typically developed trait EI.
Abstract: Asperger's disorder (AD) is characterized by sustained and pervasive difficulties with imaginative, social, and communication skills and the presence of repetitive interests and behaviours. A number of models have been proposed to help explain the AD phenotype; however, these theories have not fully accounted for the social difficulties present in individuals with AD. The concept of emotional intelligence (EI) may offer insight into the social and emotional behaviours exhibited by young adults with AD. In addition, the concept of resilience, or the capacity for individuals to cope despite risk, may further explain why some individuals with AD experience more successful outcomes than others. This study explores EI and resilience in 20 males diagnosed with AD with average to above-average cognitive abilities. Various aspects of social functioning, EI, and resilience were assessed. Results indicate that males with AD displayed intact ability EI; however, they did not display typically developed trait EI. Fur...
41 citations
TL;DR: The authors examined the quality of disability documentation being provided by students entering post-secondary education in a Canadian setting and, in doing so, to better evaluate quality of diagnostic protocols in elementary and secondary school.
Abstract: Students with specific learning disabilities (LDs) must present documentation of their disability to receive academic supports and services at the postsecondary level. The purpose of this study is to examine the quality of disability documentation being provided by students entering postsecondary education in a Canadian setting and, in doing so, to better evaluate the quality of diagnostic protocols in elementary and secondary school. Disability documentation provided by 247 students applying to receive academic supports was examined at three postsecondary institutions in Ontario. Results indicate that only half of students provided documentation including a psychological report, with the remainder providing either no documentation or school-based identification protocols. Most documentation was incomplete and did not include a clear diagnostic statement, indicating problems with the disability documentation provided by students with LDs in Ontario. Recommendations for improvement of documentation and dia...
37 citations
28 citations
TL;DR: The Teen Leadership Breakthrough (TLB) program as mentioned in this paper claims to create sustainable changes in youth using experiential activities, direct instruction, and feedback to teach leadership skills, which can promote the development of adaptive intrapersonal qualities.
Abstract: Given the number of negative influences on youth and the resultant potential for adverse outcomes, it is crucial to support their positive development. Leadership training programs can promote the development of adaptive intrapersonal qualities. The Teen Leadership Breakthrough (TLB) program claims to create sustainable changes in youth using experiential activities, direct instruction, and feedback to teach leadership skills. This study evaluated the TLB program's efficacy in developing intrapersonal skills in 10th- and 11th-grade students. Participants were randomly assigned to a control or treatment group. Assessment of emotional intelligence and self-concept occurred prior to, immediately after, 6 weeks and 6 months following the intervention. Results indicated that the TLB program created sustainable changes emotional intelligence and self-concept. Although these results are encouraging, further research is needed to investigate the effectiveness of the TLB program in broader demographic groups and t...
27 citations
TL;DR: In this paper, a synthesis of these articles, arguing for the importance of resiliency in promoting psycho-health, is presented, with a focus on the authors' analysis of the articles published in this special issue.
Abstract: This article provides an analysis on the articles published in this special issue focusing on resiliency. A synthesis of these articles, arguing for the importance of resiliency in promoting psycho...
22 citations
TL;DR: In this paper, the authors describe ClassMaps Consultation, a consultation strategy that assesses the availability of protective factors and risk in school classrooms and supports interventions to strengthen these so that more students in the classroom are successful.
Abstract: Despite the widespread acceptance of ecological models of child development, the tools and strategies underlying school psychological practice emphasize individual characteristics of children. This article describes ClassMaps Consultation, a consultation strategy that assesses the availability of protective factors and risk in school classrooms and supports interventions to strengthen these so that more students in the classroom are successful. Three underpinnings of ClassMaps Consultation are described: (a) a conceptual framework, (b) a strategy for describing and measuring the ecological characteristics of classrooms, and (c) intervention strategies that target the classroom in lieu of individual students. Then, a case example is provided to illustrate the use of ClassMaps Consultation in two classrooms. Finally, implications for school psychological practice that promotes children's resilience and psychological wellness are presented.
22 citations
TL;DR: In this paper, the authors investigated the relation between children's perceptions of self and play in 89 school-aged children (52 girls, 37 boys, ages 5 to 8) in two Canadian schools.
Abstract: This study investigates the relations between children's perceptions of self and play in 89 school-aged children (52 girls, 37 boys, ages 5 to 8) in two Canadian schools. The study involves standardized measures, interviews, and drawings to assess children's perceptions of play and self. Teacher ratings of emotional competencies were also collected. Findings show that children's play drawings and corresponding descriptions differ according to gender such that girls referred to more social and psychological aspects of play and boys focused mainly on physical activities. Compared to boys, family structure played a stronger role in girls' play and self-representations in that positive associations were found between number of characters drawn and number of siblings for girls only. Implications for socioemotional and cognitive development are discussed.
TL;DR: In this article, the authors created a psychosocial profile of relocated Hurricane Isabelle children and found that the psychological status of children following a natural disaster is rare, therefore, the purpose of this investigation is to create a psycho-social profile of the relocated hurricane Isabelle.
Abstract: Information about the psychological status of children following a natural disaster is rare. Therefore, the purpose of this investigation is to create a psychosocial profile of relocated Hurricane ...
TL;DR: In this paper, a self-report measure of intervention usage, the Usage Rating Profile for Interventions (URP-I), was developed and empirically examined with regard to factor structure and internal consistency.
Abstract: In this study, a self-report measure of intervention usage, the Usage Rating Profile for Interventions (URP-I) is developed and empirically examined with regard to factor structure and internal consistency. Results supported that intervention usage is associated with at least 4 different constructs, and that a measure consisting of 25 items may provide a reliable index of the 4 factors. The 4 factors identified included Acceptability, Knowledge, Feasibility, and Integrity. Findings extend and integrate existing work-related items to acceptability research aimed at predicting usage. Implications, limitations, and future directions are discussed.
TL;DR: In this article, the authors describe the development of a measure for children designed explicitly to measure change resulting from psychosocial interventions, and parents completed the outcome measure for 896 elementary school-age children receiving psychotherapy interventions from community mental health agencies.
Abstract: Contemporary testing standards place test purpose as the central focus during test development and subsequent use. This study describes the development of a measure for children designed explicitly to measure change resulting from psychosocial interventions. Parents completed the outcome measure for 896 elementary school-age children receiving psychotherapy interventions from community mental health agencies. Scales formed with change-sensitive items evidenced adequate reliability estimates and larger effect sizes than scales composed of the original item pool. When asked by stakeholders such as parents, principals, and school boards to investigate the effectiveness of provided interventions, school psychologists should consider the use of change-sensitive measures that are sensitive to small and moderately sized treatment effects.
TL;DR: The Effective Consultation in School Psychology was edited by Ester Cole and Jane Siegel as discussed by the authors, and the text includes 22 contributors in addition to key chapters authored by the editors of the book.
Abstract: Effective Consultation in School Psychology was edited by Ester Cole and Jane Siegel. The text includes 22 other contributors in addition to key chapters authored by the editors of the book. The review is provided in a nontraditional format to provide insight into the utility of the text from three perspectives: (a) a graduate student in her 2nd year of training in school psychology, (b) a new clinician in her 2nd year of practicing within the public school system, and (c) an assistant professor in a Canadian school psychology graduate program.
TL;DR: The Advanced Clinical Interpretation can provide a much needed supplement to existing textbooks and reference materials in graduate-level courses on assessment as mentioned in this paper, and researchers may benefit from the book's thorough investigation of this recent addition to the Wechsler family of psychometric instruments.
Abstract: assessment tools, such as the WISC-IV, then adding this volume to your reference library is highly recommended. From an academic perspective, the Advanced Clinical Interpretation can provide a much needed supplement to existing textbooks and reference materials in graduate-level courses on assessment. In addition, researchers may benefit from the book’s thorough investigation of this recent addition to the Wechsler family of psychometric instruments, the WISC-IV.