Browsing by Author "Martin, Ron"

Now showing 1 - 12 of 12

Open Access
Connections in Theory, Experience, and Practice of Educational Psychology
(Faculty of Education, University of Regina, 2017-06) Dimen, Christine Blanche; Martin, Ron
This practicum took place at the Counselling Assessment Intervention and Research Services (CAIRS) office in the College of Education at the University of Saskatchewan from January 3, 2017 to March 8, 2017. The goals of this practicum were to develop, improve, and refine my skills in assessments and cross-battery work, to learn and practice at least three assessments that were unfamiliar to me, to apply what I learned through coursework to real-world assessment settings, to increase my competency and confidence with assessments and interview skills, to perform report writing and feedback procedures, and to reflect on my practice and learn from my Professional Associate. These goals were met by conducting four assessments with clients from various backgrounds (i.e. elementary, high school, and university students, and a client working in a professional career). The assessment tools used included: Wechsler Intelligence Scale for Children- Fifth Edition, Canadian Norms (WISC-V); Wechsler Adult Intelligence Scale-Fourth Edition, Canadian Norms (WAIS-IV); Woodcock-Johnson IV Tests of Cognitive Abilities (WJ-IV COG);Woodcock-Johnson IV Tests of Oral Language (WJ-IV OL); Comprehensive Test of Phonological Processing-2 (CTOPP-2); Woodcock Johnson Tests of Achievement-Fourth Edition (WJ-IV ACH); Feifer Assessment of Reading (FAR); Feifer Assessment of Math (FAM); Test of Word Reading Efficiency, Second Edition (TOWRE-2); Test of Orthographic Competence (TOC); Weiss Symptom Inventory (WSR); The Symptom Checklist-90-R (SCL-90-R); Behavior Assessment Scale for Children-3 (BASC-3); Beck Youth Inventories – Second Edition (BYI-II); Multidimensional Anxiety Scale for Children Second Edition (MASC-2); Children's Depression Inventory, Second Edition (CDI-2); Comprehensive Executive Function Inventory (CEFI); Brown Attention Deficit Disorder Scales (Brown ADD Scales); Barkely Deficits in Executive Functioning – Child, Long Form (BDEFS-CA); Barkley Adult ADHD Rating Scale–IV (BAARS-IV): Self-Report: Current Symptoms and Childhood Smptoms; Conners Continuous Performance Test – 3 (CPT-3); Conners Continuous Auditory Test of Attention (CATA); and the Adaptive Behavior Assessment System, third edition (ABAS-3). I gained a deeper understanding of the importance of using a cross-battery approach, and applying the Cattell-Horn-Carroll Theory (CHC-Theory) in psycho-educational assessments. Furthermore, I was able to work through challenges in, and understand best practices for interpreting data, report writing, and reporting results.
Open Access
Developing a Deeper Understanding of Assessment: from Theory to Practice
(Faculty of Education, University of Regina, 2018-04) Attwater, Shae-Lynne Ann; Martin, Ron
This practicum report is written as a self-reflective summation of experiences based on my Master of Education (MEd) in Educational Psychology (EPSY) practicum with Educational Psychologist, Joan Helmsing, MEd. This practicum took place in Regina, Saskatchewan from May 2017 to August 2017. In this report, I will describe the learning goals that Mrs. Helmsing and I established. The main goal of this practicum was to gain practical and supervised experience in providing psychological services to clients with a focus on psycho-educational assessments. More specifically, I completed my practicum to increase my competence in conducting psycho-educational assessments, to acquire a deeper understanding of the Cattell-Horn-Carroll Theory, and to apply the theory, knowledge, and skills that I learned in my graduate coursework. Topics included in this report are: establishing and maintaining rapport throughout the process of psychoeducational assessment; behavioural observations; administration, scoring, and interpretation of the Woodcock Johnson IV assessment system, the Integrated Visual Auditory Continuous Performance Test, and various rating scales and forms; writing reports with recommendations; and delivering the findings of the assessment in post-conferences.
Open Access
Development and Effectiveness of a Brief Dialectical Behaviour Therapy Skills Training Group for Bariatric Patients
(Faculty of Graduate Studies and Research, University of Regina, 2016-02) Delparte, Chelsea; Wright, Kristi; Shercliffe, Regan; Martin, Ron; Hart, Regan; Coons, Michael J.
A brief dialectical behaviour therapy skills training (DBT-ST) group for bariatric candidates was developed and evaluated as an adjunctive intervention to bariatric surgery in the pre-surgical period to facilitate improved weight loss and address associated psychopathology. It was anticipated that a brief DBT-ST group would be an innovative adjunctive intervention for this patient population as standard DBT and variations of DBT-ST have been shown to be effective interventions for disorders characterized by emotion dysregulation such as binge eating disorder, a disorder often seen in bariatric populations. Two separate studies were conducted. The purpose of Study One was to adapt DBT-ST for implementation in the pre-surgical program at the Regina Qu'Appelle Health Region (RQHR), Bariatric Surgical Assessment Clinic, determine preliminary effectiveness (pre- and post-DBT-ST), and assess for necessary modifications to the DBT-ST group. Seven bariatric candidates (5 females and 2 males) participated in Study One. Results demonstrated trends towards effectiveness (i.e., small reductions in eating pathology, emotion dysregulation, impulsivity, personality pathology, and excess body weight [EBW]), and minor modifications were made to the intervention protocol (i.e., use of online video conferencing and survey monkey). The purpose of Study Two was to examine the effectiveness and feasibility of an adapted, brief (8 weeks) online DBT-ST group in conjunction with TAU in comparison to strictly TAU (i.e., comparison group) for bariatric candidates in the pre-surgical program at the RQHR Bariatric Surgical Assessment Clinic. Participants were 95 bariatric candidates (80% females), with 50 candidates participating in DBT-ST plus TAU (i.e., condition one) and 45 candidates taking part in strictly TAU (i.e., condition two). Effectiveness was measured in terms of reductions in eating pathology, associated psychopathology, and weight loss outcomes over time. Assessment points were consistent across groups (i.e., time one [T1]: start of the DBT-ST group/start of the Bariatric Surgical Assessment Clinic pre-surgical program; time two [T2]: post-DBT-ST group/8 weeks; and time three [T3]: 4 months post-DBT-ST group/end of the 6-month bariatric pre-surgical program). Results demonstrated that participants in the DBT-ST plus TAU condition showed statistically significant reductions in emotional eating from T1 to T2, and binge eating, emotional eating, and global eating pathology (i.e., shape and weight concerns) from T1 to T3 in comparison to TAU. The effect sizes ranged from small to medium (i.e., η2 = .041 to .071), with reductions in emotional eating over time demonstrating the largest effect size. No differences in participant satisfaction with each treatment condition were observed between the two treatment conditions. Results demonstrate that a brief DBT-ST group implemented as an adjunctive intervention to TAU in an existing bariatric surgical assessment clinic pre-surgical program represents an innovative addition to pre-surgical programs to aid in addressing eating pathology often present in a bariatric population. Albeit, no significant differences between conditions were seen in terms of weight loss at the end of the pre-surgical period. It is suspected that the bariatric participants in the DBT-ST plus TAU condition may be on a better weight loss trajectory than those receiving strictly TAU, despite lack of EBW loss differences at T3. Overall these findings may be used to inform bariatric pre-surgical program development.
Open Access
Engagement in Health Education: Just a Fairy Tale?
(Faculty of Graduate Studies and Research, University of Regina, 2014-04) Christiansen, Kyla Faye; Salm, Twyla; Tupper, Jennifer; Nolan, Kathleen; Martin, Ron
Engagement is increasingly used to describe students’ involvement and investment within their learning environments. Student engagement continues to be part of the student achievement conversation in Saskatchewan. The purpose of this study is to examine what constitutes engaged learning for grade 8 health education students and to develop a deeper understanding of how a teacher plans for and supports student engagement in health education. This single case study is guided by two research questions: How do students understand engagement? How can a grade 8 teacher plan for and support student engagement in health education? Drawing on the method of case studies, this study will seek to understand how a teacher plans for and supports student engagement in a grade 8 health education class. Case study research is not limited to a single source of data (Yin, 2012). Thus, multiple sources of data were used in this study, including a student questionnaire, four direct observations of classroom teaching and learning, five teacher interviews, seven student focus-group discussions with 22 of the 24 grade 8 students, and a personal research journal. This research allowed for direct observation of events being studied and interviews of the people involved in the events. This real-life context provided a depth and breadth for rich descriptions. Grounded theory analysis techniques were used to code and compare ideas as main themes emerged from both the interviews and the focus group. As determined from the data, students understood engagement to be learning that was enjoyable and purposeful, with teachers who were likeable.
Open Access
An Experience of Psychoeducational Assessments in Saskatchewan First Nations Schools
(Faculty of Education, University of Regina, 2018-07) Unterschute, Kimberley Marie; Martin, Ron
This report provides a detailed summary of my practicum completed with the File Hills Qu’Appelle Tribal Council and the Yorkton Tribal Council. Under the direction of Iris Rowlett, Registered Psychologist, I carried out achievement, cognitive, and behavioral assessments in several First Nations schools in south-east Saskatchewan. My learning experiences included working with Learning Resource Teachers, classroom teachers, children, and adolescents in school settings. This experience provided me with applied, practical experience in conducting psychoeducational assessments with clients aged 5 to 18 years old.
Open Access
From Theory to Practice: Counselling Psychology in Community Agencies
(Faculty of Education, University of Regina, 2018-07) Stensrud, Amy J.; Martin, Ron
The following report was written in partial fulfillment of the requirements for the degree of Master of Education in Educational Psychology (Route 1) from University of Regina. The report begins with a description of the path that led me to this field of study, my practicum goals, and the agencies that hosted my practicum work. The major focus of the report is a summary of my practicum experience, with particular attention to the theoretical underpinnings of the approach I took to counselling and the ethical considerations I encountered.
Open Access
Improving Implementation of Mental Health Literacy in a Middle Years Classroom
(Faculty of Graduate Studies and Research, University of Regina, 2019-06) Schapansky, Natalie Gae; Salm, Twyla; Massing, Christine; Martin, Ron
The purpose of this practical action research study was to improve my implementation of mental health literacy to middle-years students by using an inquiry-based approach with the intention of understanding how to engage with and address relevant mental health concerns alongside my students. In addition, I hoped to learn about the needs of my own practice related to mental health literacy in order to address my perception of ever-increasing mental health issues arising in my classroom. Twenty participants, both male and female from my homeroom classroom, took part in the study. Data was collected using initial and exit interviews, exit slips, as well as formative and summative assessments along with other student artifacts. As I progressed through the phases of the action research cycle to explore my implementation of mental health literacy within a middle-years classroom, four themes arose from the data. The first theme explores the needs within my practice and examines my instructional practices and my professional decisions. The second theme highlights the considerations and responsibilities that arise when teaching the unique topic of mental health. The third theme focuses on understanding the specific needs and requirements of teaching mental health to middle-years students. The period of adolescence requires special consideration related to unpacking students’ learning needs around mental health. Finally, the fourth theme discusses the need for mental health literacy within the Saskatchewan Health curricula and recommends having explicit mental health outcomes spiraled into the curriculum beginning early in students’ education.
Open Access
A Journey of Learning and Skill Development: Practicum Report of Alanna Laturnas
(Faculty of Education, University of Regina, 2017-10) Laturnas, Alanna Bree Elizabeth; Martin, Ron
This report focuses on the aspects of an assessment-based practicum with Prairie South School Division No. 210, in Moose Jaw, Saskatchewan. Cognitive assessments, specifically psycho-educational assessments are discussed. Information describing the setting, expectations, responsibilities and procedures of the practicum student and placement are included. Procedures are discussed in regards to referral processes and psycho-educational assessments within an educational setting. Reflections and learning opportunities are presented at the end of the report. Appendices are included for reference to forms used by the student and Prairie South School Division No. 210.
Open Access
Leadership and Health Information Management in Canada
(Faculty of Graduate Studies and Research, University of Regina, 2016-04) Abrams, Kelly Jean; Bockarie, Abu; Martin, Ron; Salm, Twyla; Carleton, Nick; Gibson, Candace; Abdelhak, Mervat
Health Information Management (HIM) professionals play a critical role in Canadian health settings. HIM professionals maintain the health information vital to providing quality patient care and they often serve in bridge roles that connect clinical, operational, administrative, and financial functions (AHIMA, 2015). Despite the importance of HIM to health care, HIM professionals are not represented at higher levels of management where their knowledge and expertise should be welcomed. Research on the reasons HIM professionals do not achieve and perform leadership roles in Canadian health settings is considerably limited. This study explored the factors that influence leadership development of HIM professionals in Canada. The focus on leadership in this research concerns the identification and selection of leaders into formal and hierarchical roles within healthcare environments. Four bodies of literature were reviewed for the study. They related to the HIM organizational environment, gender issues, societal factors, and the individual characteristics of certified HIM professionals. A conceptual framework, which was derived from a review and analysis of literature, guided the presentation and discussion of the findings of the study. A sequential explanatory mixed methods design was employed. Respondents for the quantitative phase of the investigation were certified HIM professionals (n = 381, 93.7% women) and HIM students (n = 50; 80% women) who completed survey questions to assess their opinions related to career advancement and leadership development as well as standardized measures of leadership attributes (i.e., Multifactor Leadership Questionnaire-5x; Avolio & Bass, 2004) and personality characteristics (HEXACO-60; Ashton & Lee, 2009). Participants for the qualitative interview phase of the research were HIM professionals (n = 14; 85.7% women) and health leaders (n = 7; 42.9% women). The interviews were conducted to obtain more detailed specific information that could not be gained from the results of the quantitative data collected for the study. In short, the interviews helped to further elaborate or explain the survey data collected for the study. A constructivist grounded theory (GT) approach was employed to analyze interview data. Theory in the form of a multi-factorial conceptual model that identifies and explains influences that maintain the status quo and current leadership gap for HIM professionals is presented. Candidate factors of the model include (in no particular order): (a) individual characteristics, (b) issues related to gender, (c) education, (d) organizational culture, and (e) perceptions of HIM as a profession. These factors were reinforced throughout by the four themes that arose in the GT phase of research. The four themes were invisible but important, career lifecycle, leadership, and gender. Although the identified factors almost certainly interact with one another to limit HIM leadership development and career advancement, certain of these factors appear to exert a profound negative influence. Implications of these findings include consideration of raising the entry-to-practice educational requirement for generalist HIM professionals and development of senior HIM career pathways to support HIM practice and policy related to electronic health information systems, health funding, and resource allocation. It is vital that a critical mass of HIM professionals embark on their career with plans to achieve senior decision-making roles.
Open Access
The Practicum Experience of One Educational Psychology Intern: a Practicum Report
(Faculty of Education, University of Regina, 2018-07) Currie, Catherine; Martin, Ron
This practicum report is written in summation of my experiences in completing my practicum in partial fulfillment of the requirements for the Master’s of Education (MEd) in Educational Psychology (EPSY). My practicum took place in Sun West School Division under the supervision of my Professional Associate, Jolee Kambeitz M.Ed., and in collaboration with the Sun West School Division Student Services Team. This report uses the 2006 document, School Psychology: A Blueprint for Training and Practice III, published by the National Association of School Psychologists (Ysseldyke et al., 2006) to frame my experiences as a practicum student.
Open Access
Teachers' Perceptions of Mental illness: Predicting Factors in the Stigma of Mental Illness
(Faculty of Graduate Studies and Research, University of Regina, 2017-12) Fiissel, Bree Suzanne; Martin, Ron; Phenix, Tom; Lyons, Wanda; Mulholland, Valerie; Claypool, Timothy R.
Developing an understanding of teachers’ perceptions toward those with mental health challenges will be helpful in working to promote more positive attitudes about mental health and in reducing the development of stigmatizing attitudes in children. The present study primarily explored teachers’ stigmatizing attitudes toward those with mental illness and examined the predictive potential of three main factors (i.e., level of previous contact with someone with mental illness, previous education about mental illness, and teachers’ beliefs about the causes of mental illness). Using a cross-sectional, web-based survey design, 237 Saskatchewan teachers participated in the study. As expected, significant associations were found in two of the main factors: teachers’ beliefs about the causes of mental illness (endogenous and interactional) and the amount of previous contact teachers had with those who were perceived to have mental illness. Higher levels of previous contact and more extreme biological causal beliefs were associated with more stigmatizing attitudes whereas higher levels of social and interactional causal beliefs were associated with less stigmatizing attitudes. In contrast to what was expected, the third main factor investigating the relationship of previous training about mental illness was not significantly associated with stigmatizing beliefs about mental illness in teachers. The amount of previous contact with those who have mental illness and both endogenous and interactional causal beliefs about mental illness were found to be significant predictors of stigmatizing attitudes. Results provide important considerations for teachers’ professional development and school-based mental health efforts.
Open Access
Video self-modeling: An individualized strength-based strategy for supporting the independent transitioning of a child with Autism Spectrum Disorder
(Faculty of Graduate Studies and Research, University of Regina, 2022-12) Powell Showchuk, Jane; Martin, Ron; Salm, Twyla; Thompson, Scott; Robinson, Katherine; Neil, Nicole
Children with Autism Spectrum Disorder (ASD) frequently experience difficulties in situations that involve change within their environment and/or changes to their daily routine, and this often manifests in resistance to change. Transitions occur numerous times a day and across multiple settings. The aim of this study was to evaluate the efficacy of Video Self-Modeling (VSM) to support the independent transitioning of a 9-year-old child with ASD who struggles with morning transitions in her home. Results indicated that VSM was highly effective in assisting this child to increase the frequency of independent transitions while simultaneously decreasing the number of challenging behaviours that she demonstrated during those transitions. The foster parents validated the social validity of this strength and evidence-based intervention, and the participant indicated that she liked using VSM and would use this intervention again. Key Words: video self-modeling (VSM), autism spectrum disorder (ASD), transitions, challenging behaviours (CB)