A School Psychology for All: Realizing Evidence-based Practice Through Social Justice
Generally, psychology (as well as school psychology) aligns with medicine in establishing and utilizing evidence-based practices (EBP). More recently, strong calls have been made and advanced to ensure that psychology evolves and incorporates social justice principles to safeguard equity, diversity, and inclusion to benefit all. This essay explores some of the issues surrounding EBP and social justice within school psychology, noting some of the tensions that play out in research and practice. Ultimately, it is the opinion of the author that social justice practices will only enhance EBP, and the field has much work to do.
Schanding, G.T. (2024). A school psychology for all: Realizing evidence-based practice through social justice. Canadian Journal of School Psychology, 39(4), 324-329. https://doi.org/10.1177/08295735231224047
Acceptability of Social, Emotional, and Behavioural Screeners in Schools
Examined the acceptability of three types of social, emotional, and behavioural screeners for use in schools. Parents, teachers, school administrators (principals, vice principals, etc.), and school-based mental health professionals (e.g., school psychologists, school counselors, school social workers, etc.) rated three potential screeners – 1) the Strengths and Difficulties Questionnaire (mental health screener), 2) the Social-Emotional Learning Skills Inventory Screener (social and emotional learning screener), and 3) the Center for Youth Wellness Adverse Childhood Events screener (trauma screener). (Poster presented at the Canadian Psychological Association Annual Convention 2023; Acceptability SEB Screeners in Schools 2023.06)
Evaluating the Alignment of Standardized Achievement Tests with BC Performance Standards in Mathematics and Science
This project sought to evaluate how well Performance Standards from the British Columbia Ministry of Education aligned with grade equivalent scores for items from the Woodcock-Johnson IV Tests of Achievement for two mathematics subtests (Calculation and Applied Problems) and the science subtest for elementary grades (K-7). Correlations were high for each of the subtests with the learning standards; however, specific grade alignment across items was fairly low at times. In line with previous research, practitioners are cautioned against using grade equivalent scores in favour of standard scores and percentiles, as well as including curriculum-based measures and teacher interviews to better understand curriculum alignment with standards. (Poster presented at the British Columbia Association of School Psychologists, November 2024)
School Psychologists in British Columbia: Ratio and Roles
This project seeks to better understand the current ratio of school psychologists to students in British Columbia, along with what major roles these school psychologists engage in on a daily basis. This is part of a larger project with the Canadian Psychological Association’s Section on Educational and School Psychology. (Data collection complete; Poster presentation at BCASP Conference, Nov 2023; BC School Psychs Ratio and Roles Executive Summary 2023.11.15)
Predicting Office Discipline Referrals Based on Students’ Social-Emotional Learning Skills
Universal social, emotional, and behavioral screening has the potential to help schools identify and intervene with students to proactively teach useful skills in managing their behavior, including behaviors that result in disciplinary issues in schools. This study examines the use of a social and emotional learning (SEL) assessment in predicting office discipline referrals for students in grades PK-12. Teacher ratings for over 2600 students’ SEL skills, along with student demographics, were analyzed to predict frequency of office discipline referrals in a school year. Based on hierarchical regressions, SEL skills were predictive for students aged 6–21 years, but not for students in early childhood. Black and Indigenous students were more likely to receive office discipline referrals compared to White students. Implications and limitations are discussed, as well as future directions for research. (Under review)
Perceived Parental Rejection as a Predictor of Psychological Distress in LGBQ+ Adults and the Moderating Effects of Self-Acceptance of Sexuality
As a marginalized group, members of the Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA+) community may be particularly at risk for experiencing familial rejection and related negative outcomes. Investigators used the Perceived Parental Reactions Scale (PPRS), Self-Acceptance of Sexuality Inventory (SASI), and the short-form Depression, Anxiety, and Stress Scale (DASS-21) to examine the relationship between present-day perceived parental rejection (PPR), self-acceptance of sexuality, and psychological distress in a sample of LGBQ+ adults aged 18–60+ (n = 309). We found that perceived parental rejection (PPR) of sexual orientation was positively correlated with levels of depression, anxiety, and stress and inversely correlated with sexuality self-acceptance. Self-acceptance of sexuality also was found to be inversely correlated with psychological distress levels. Moreover, study results revealed that self-acceptance of sexuality moderated the relationship between present-day PPR and psychological distress in LGBQ+ adults. Future directions and clinical implications for these findings are discussed, including expanding diversity in future studies, and incorporating considerations for the entire family system, including multigenerational homes.
Enderwitz, M., Morgan, V.R., Roberson, A.J., & Schanding, G.T. (2024). Perceived parental rejection as a predictor of psychological distress in LGBQ+ adults and the moderating effects of self-acceptance of sexuality. LGBTQ+ Family: An Interdisciplinary Journal, 20(3), 171-189. https://doi.org/10.1080/277703371.2024.2306305
Parental Influences on Child Mental Health and Resilience Post-Hurricane Harvey
Many children who face natural disasters experience significant mental health consequences. Parents play a prominent role in the likelihood of child mental health outcomes after a weather-related disaster. This study aimed to examine the relationship between parent risk factors and children’s psychological well-being post Hurricane Harvey. Parents (n = 140) completed a survey that measured hurricane exposure, parental depression and anxiety, parenting behaviors, and assistance given and received during or after Hurricane Harvey. Additionally, parents were asked to complete questionnaires assessing one of their children’s post-disaster psychosocial functioning and distress. Results indicated that heightened parent anxiety was significantly associated with an increased risk for emotional symptoms, conduct problems, and hyperactivity-inattention symptoms in children. Additionally, inconsistency in parental discipline was significantly associated with an increased risk of child conduct problems. Further, higher numbers of assistance types received by parents—a proxy indicator of resource loss—was associated with higher child emotional distress scores. Broader systems-level interventions that address parents’ physical and emotional needs may help mitigate maladaptive reactions in children and facilitate greater post-disaster psychosocial adjustment.
Short, M.B., Kaye, S., Knight, C., Riobueno-Naylor, A., Lai, B., …, Bistricky, S.L. (2023). Parental influence on child mental health post-hurricane harvey. Journal of Child and Adolescent Trauma, 16, 853-867. https://doi.org/10.1007/s40653-023-00554-w
Sexual Orientation, Mental Health Characteristics, and Self-Care in Professional Psychology Training and Employment
Although self-care practice is critical for mental healthcare professionals (MHP) to buffer against the impact of stressors and to prevent psychiatric symptoms and functional impairment, effective self-care may be more difficult for those at greater risk of developing mental health conditions due to sexual minority stress. The present study aimed to examine mental health characteristics, engagement in, and value obtained from self-care, and perceptions about training programs’ encouragement of self-care in trainees and professionals of different sexual orientations. Data were collected from MHP trainees and practitioners (n = 547) using an anonymous online survey including measures assessing stress, depression, anxiety, resilience, coping self-efficacy, and self-care strategy usage. Analyses revealed that bisexual individuals reported significantly greater mental health symptoms and self-care strategy usage as compared to heterosexual and gay/lesbian participants. Analyses also revealed lower levels of daily functioning and resilience in bisexual vs. heterosexual or gay/lesbian participants, and that bisexual participants reported obtaining less value from self-care practices than other subgroups. These results suggest that bisexual individuals may experience a unique set of minority stressors which affect their engagement with and benefit from self-care. Implications and suggestions for promoting inclusiveness and positive alterations in self-care engagement in training programs and professional institutions are discussed, including engendering coping self-efficacy through individual skill development, nurturing environments that reinforce self-care, ensuring access to culturally competent services, and promoting engagement in supportive groups and organizations.
Gimenez-Zapiola, M., Pascuzzi, B., Bathla, S., Pollard, T., Schanding, G.T., & Bistricky, S.L. (2023). Sexual orientation, mental health characteristics, and self-care in professional psychology training and employment. Journal of Bisexuality, 23(4), 419-440. https://doi.org/10.1080/15299716.2023.2248136