Henry L. Janzen

Pathophysiological mechanism of seasonal affective disorder

Despite the long history in medicine, the pathophysiological mechanism(s) of seasonal affective disorder (SAD) remain largely unknown. By employing a meta-analytic methodology, the authors of this study attempted to verify the validity of different pathophysiological mechanism(s) proposed for SAD. The findings showed that for phototherapy of medium light intensity, a combination of morning-evening therapy regime yielded the best therapeutic effect, and the antidepressant effect of the morning-evening light regime was superior to a single pulse of light administered at other times of day. Furthermore, the data showed that the antidepressant effect of a single pulse of light was similar for morning, midday, and evening light. These findings supported the photon-count hypothesis and refuted the proposed photoperiod, melatonin, and phase-shifting models of SAD.

Spectral properties of phototherapy for seasonal affective disorder : a meta-analysis

The general therapeutic effect of light on seasonal affective disorder (SAD) has been widely acknowledged. However, the antidepressant effect of light does not seem to be the same for different spectra of light. In this study, the authors attempted to study the spectral properties of phototherapy for SAD using a meta‐analytical procedure. The findings suggested that light of short to medium wavelengths (blue/green/yellow) seem to be essential for the therapeutic effect of light on SAD. Red wavelengths were relatively ineffective. It was then postulated that SAD may be predisposed and/or precipitated by the inefficiency of the S and M cones in the retina. Furthermore, ultraviolet (UV) waves did not seem to be essential for SAD symptom alleviation by artificial light. Therefore, these potentially harmful UV waves should be blocked in any clinical application of phototherapy for SAD.

ADHD Characteristics in Canadian Aboriginal Children

Objective: The authors examine how many Aboriginal children attending two reservation-based elementary schools in Northern Alberta, Canada, would demonstrate symptoms associated with ADHD using standardized parent and teacher questionnaires. Method: Seventy-five Aboriginal children in Grades 1 through 4 are tested. Seventeen of the 75 (22.7%) Aboriginal children demonstrated a match on parent and teacher forms, with T-scores greater than 1.5 standard deviations from the mean on the Conners’ ADHD Index, Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV) Hyperactive/Impulsive Index, DSM-IV Inattentive Index, and/or DSM-IV Total Combined T-score. Results: The number of Aboriginal children found to have symptoms associated with ADHD is significantly higher than expected based on prevalence rates in the general population. Conclusion: These findings suggest either a high prevalence of ADHD in Aboriginal children or unique learning and behavioral patterns in Aboriginal children that may erroneously lead to a diagnosis of ADHD if screening questionnaires are used.

The Future of Psychology in the Schools

The authors outline social factors that will coutribute to the evolving role of school psychology in Canada. Future directions are then proposed. This article follows cansultation at the 1992 BCASP/CASP conference in Vancouver and is an attempt to generate further investigation and discussion on this topic.

Assessing the Working Memory Abilities of ADHD Children Using the Stanford-Binet Intelligence Scales, Fifth Edition

The present study investigated the working memory abilities of children with attention deficit/hyperactivity disorder (ADHD) as measured by the Stanford-Binet Intelligence Scales, Fifth Edition (SBV). In a retrospective causal-comparative design, the archival data of 46 ADHD children were compared to 59 nondiagnosed children. The ADHD children scored significantly lower in measures of working memory compared to the control group. Within the ADHD group, working memory was the lowest factor score, significantly lower than three of the four other factors. Significant differences were also revealed within the working memory factor, with ADHD children displaying significantly lower nonverbal working memory scores than verbal working memory. No such differences were evident in the control group. The results are interpreted within Baddeley’s working memory model.

Diagnosis Based on the WISC-III Processing Speed Factor

The primary intent of this research was to determine whether the Processing Speed Factor scores of the WISC-III would distinguish between groups of clinically referred children. A total of 311 elementary, junior high, and senior high students were grouped according to ADHD, VMI, behavioral, low academic achievement categories, and physical health problems or absence of such problems. Multiple comparisons using the Newman-Keuls and multiple regression techniques indicated that processing speed was a significant diagnostic factor differing between clinical groups. Andersons (1992) model of the cognitive architecture of the mind was used to explain the specfic findings.

State of the Art of School Psychology in Alberta

Please address correspondence to: Henry L. Janzen, Ph. D., Professor and Director, Faculty of Education Clinic, University of Alberta, Edmonton, AB T6G 2G5. History and Developments Early school psychological services in Alberta were seen to be mostly diagnostic, focused on addressing the needs of exceptional children, following, in general, a medical model (Janzen & Massey, 1990). The Alberta Psychology Professions Act of 1985 required school psychologists to have a minimum of

Test Review: Roid, G. H. (2003). Stanford-Binet Intelligence Scales, Fifth Edition (SB:V). Itasca, IL: Riverside Publishing

The fifth edition of the Stanford-Binet intelligence test (SB:V) has been developed with ratlier dramatic changes from what we saw in the fourth edition (SB:IV). In the years since Binet’s pioneering work loo years ago, the SB:V shows remarkable qualities that demonstrate the work toward perfection in reconstructing a technical instrument. Furthermore, the SB:V has attempted to refine the definition of intelligence by identifying with the Cattell-Horn-Carroll (CHC) theoretical model of cognitive abilities.

Peer Counseling or Peer Support—There is a Difference:

The purpose of this study was to conduct a comprehensive evaluation of a peer helping program in a high school setting. Opinions were obtained from students, staff, peer support members, their parents, and their “clients.” A large sample was obtained for the general student survey (204 students, or 73% of the student population). The results validated the basic assumptions on which peer helping programs are founded, namely, that students most often seek out other students for help with problems and that students are thought to be capable of providing help for their peers. The results indicate that although students have confidence in one another for helping, few students said they would seek help with a problem from a peer counselor. It is thought that existing peer counseling programs are perhaps too small to adequately represent all peer groups within the school and that attempts should be made to expand membership in the program in order to reach more students. It was also indicated that students have greater confidence in a peers ability for helping with school and relationship problems, whereas less confidence was shown for dealing with problems of a more serious nature such as suicide, death, and pregnancy. This point emphasizes the difference between peer counseling and “professional” counseling programs. It is proposed that for peer helping programs to grow the distinction between support and counseling become clear in the minds of those running the program and that alternate methods for program selection and training need to be explored.

Professional Services in a Cree Native Community

Cross-cultural teaching, testing and counseling are complex tasks regardless of which cultural groups are crossed. Every interaction is bound by intrasocial and extrasocial variables, notwithstanding the uniqueness in the individual. It is unlikely that teachers, counselors, psychologists, social workers, or any other professional can avoid working with individuals from various cultural societies. The three co-authors of this article are all involved in professional service to a Native community comprising four bands (Samson, Ermineskin, Bull, Montana). Their combined experience of over 30 years working in teaching, assessing, counseling, and consulting to Native people is the backdrop to the advice offered in this