Jac J. W. Andrews

Personality, emotional intelligence and exercise

The associations of personality and self-report emotional intelligence (EI) with attitudes to exercise and self-reported exercise behaviour were investigated in a sample of 497 Canadian undergraduates. A positive attitude to exercise was negatively associated with Neuroticism and uncorrelated with other personality traits and EI. Exercise behaviour was positively associated with Extraversion and EI and negatively associated with Neuroticism. Structural equation modelling indicated that EI mediated the relationship between personality and exercise behaviour. The interpretation of this result in terms of EI having some properties of a coping style is discussed.

Relations Among Children's Coping Strategies and Anxiety: The Mediating Role of Coping Efficacy

ABSTRACT The current study tests a model that depicts the relationships among coping strategies (active, distraction, avoidance, and support seeking) and anxiety symptoms. SEM is used to test if the relationship between these variables is mediated by coping efficacy. A large sample of Canadian children (N = 506) aged 8 to 11 years (boys = 249, girls = 245, unknown gender = 12) participated in the study. Results showed that coping efficacy is a partial mediator of the relations between active coping strategies and anxiety symptoms, however support was not found for it to be an effective mediator for other coping strategies. This study contributes to the understanding of childhood anxiety by highlighting the importance of the relationship between anxiety and the methods children use to cope with stress and how perceptions of their coping abilities influence this relationship.

Social Skills in the Context of Learning Disability Definitions A Reply to Gresham and Elliott and Directions for the Future

In this article we review the evidence on the status of a social skills deficit as a learning disability (LD) by examining social skills deficits in the context of learning disability definitions. For the most part, social skills deficits fall within the terms that are specified in the definitions; that is, when there is evidence of neurological involvement, social skills deficit as a learning disability is consistent with the focus on listening and speaking that is characteristic of most definitions of learning disabilities. We also conclude that the absence of limiting conditions in extant definitions of learning disabilities makes it difficult to exclude any particular skill or type of knowledge from falling within the bounds of the definitions. Furthermore, we argue that the critical issue centers on the reformulation of the definition of learning disabilities. We suggest two directions in future work: First, the term “learning disability” should be limited to intentional learning contexts. Acceptance of this limitation would clarify at least some of the confusion regarding the domain of learning disabilities. Second, learning disability definitions should become more responsive to recent research on the nature of learning.

The Assessment of School Psychologists in Practice Through Multisource Feedback

In this article we provide an overview of the nature and scope of multisource feedback (MSF) and provide empirical evidence of its reliability, validity, and feasibility in one of the health professions. The overall internal consistency reliability (Cronbach alpha) of MSF instruments is generally greater than .96 for self and informants such as patients, coworker, and colleague surveys. Generalizability coefficients for the assessors across persons are approximately 0.80. There is also substantial evidence of content, criterion-related and some evidence of construct validity of the MSF instruments applied in the health professions. Based on these findings, we recommend the development and use of a MSF system for practicing school psychologists, present information about how MSF instruments can be constructed, and provide examples of what these instruments could look like. Cet article vous offre un aperçu de la nature et de la portée des multisource feedback (MSF) et vous fournit des preuves empiriques de sa fiabilité, de sa validité et la faisabilité dans une des professions de la santé. La fiabilité de la cohérence interne globale (Cronbach alpha) des outils de MSF est généralement plus grande que, 96 pour des sondages effectués sur soi-même, sur des individus tels que des patients, des collègues de travail ou collaborateurs. Les coefficients de généralisibilité pour les évaluateurs à travers les personnes sont d’environ 0,80. Il y a aussi des preuves substantielles du contenu, les critères liés et certains éléments de preuve de la validité des outils MSF appliqués dans les professions de la santé. Sur la base de ces résultats, nous recommandons l’élaboration et l’utilisation d’un système de MSF pour la pratique de la psychologie en milieu scolaire; présenter des informations sur la façon dont les outils MSF peuvent être développés et fournir des exemples de ce que ces outils peuvent être.

Contributions to Theory, Research, and Practice of School Psychology: A Special Edition

This special issue presents the work of Canadian graduate students on theoryr, research, and practice of school psychology. A “Call for Papers” resulted in a number of submissions that reflect current views and endeavors in the application of psychology in schools and education. While these submissions include a wide range of topics, they also provide a collective focus on salient professional issues and contemporary practices of school psychology.

The Underlying Structures of Autism: An Exploratory Factor Analytic Study

Data from several psychometric variables was collected for 24 autistic children from a multidisciplinary center in Calgary, Alberta. The purpose of this study was to explore the underlying nature of autism. Variables were factor and duster analyzed to discover underlying structures of the disorder and to empirically derive homogeneous subtypes of children with a diagnosis of autism. Factor analysis indicated a 4 factor solution to account for the variance among variables. The groups were subsequently labeled Social Cognition, Language, Deviant Behavior, and Developmental. The clustering solution indicated the presence of two distinct groups labeled Low Functioning and High Functioning. Validity checks confirmed significance between group differences on measures of overall development, socinl functioning, and behaviors. The potential utility of empirical research is discussed along with limitations of the present study and suggestions for future research.

Clinical Reasoning in School Psychology: From Assessment to Intervention

School psychologists typically conduct psychological and psychoeducational assessments, provide prevention and intervention services, and consult and collaborate with allied professionals (e.g., teachers, physicians, psychiatrists, physiotherapists, occupational therapists, social workers, and nurses) and parents toward better understanding and promoting the learning and development of children and youth. Within and across these roles, school psychologists maximize their judgments by utilizing psychometrically sound instruments, recommending and using empirically based intervention programs and approaches, and making informed decisions based on theory, research, and clinical experience. The purposes of this article and this special edition of the Canadian Journal of School Psychology are to promote the relevance and significance of clinical reasoning in this complex process of full service delivery and highlight examples of the effective thinking and decision making undertaken by school psychologists from assessment to intervention.

State of the Art of School Psychology in Alberta: A Reply to Janzen and Carter

An article by Henry Janzen and Steve Carter (2001) entitled State of the art of school psychology in Alberta was published in the Canadian Journal of School Psychology, 2001, 16{2), 81-86. Janzen and Carter overviewed (1) the history and development of school psychological services in Alberta and noted that the focus of these services has been on addressing the needs of exceptional children (particularly children with behavioral disorders), (2) the role of school psychologists in which they noted that the primary focus of school

The Development and Use of the Healthy School Indicator Tool (HSIT)

This article describes the development and use of a norm-referenced instrument called the Healthy School Indicator Tool (HSIT) that was designed to assist educational professionals monitor their progress in addressing critical health issues in schools. Factor analyses of two administrations of the survey indicated a stable factor structure. In terms of reliability, both split-half and Cronbach’s alpha analyses revealed adequate reliability of factors. In terms of validity, the survey appears to adequately cover critical school health issues and is able to discriminate schools that have been involved in comprehensive school health programs for varying amounts of time.

Twelve-Year Review of In Vivo Exposure: Treating Specific Phobias in Children:

This article reviews 15 studies using in vivo exposure to treat specific phobias in children. Six elements of research methods are considered: (a) participants clinically diagnosed; (b) subjective, behavioral, and physiological components of the fear reaction measured; (c) research design; (d) inclusion of a control group; (e) follow-up data collected; and, (f) necessity of including other treatments with in vivo exposure. The studies were obtained through a computerized search of PsycINFO and CISTI This investigation revealed that all six elements of research mc-,ethods examined inthis reiew are in need of improvement. Suggestions for future research in this area are provided.