Search Results

GSA Members' Experiences with a Structured Program to Promote Well-BeingAuthor(s): Alicia Lapointe, Claire Crooks (2017)
The Fourth R's HRP for LGBT2Q+ Youth helps bolster positive mental wellness and encourage skill development among queer, trans, and gender diverse youth. It was adapted from the Healthy Relationships Plus Program (HRPP) - an evidence-informed, small group universal prevention program for youth that promotes positive mental health and well-being, and prevents risky behaviours. The HRP for LGBT2Q+ Youth was developed in consultation with academics, educators, and youth, and consists of 17 sessions, each lasting 45 minutes.

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Approaches to Suicide Prevention Differ Between Inuit and Mainstream Health InitiativesAuthor(s): Marika Morris, Claire Crooks (2015)
Increased rates of suicide are seen within Inuit communities in comparison to the general Canadian population. Research suggests that this increased risk is associated with intergenerational trauma and residential schooling. Solutions to reducing risk specific to Inuit communities are discussed. A call to action is made regarding reconnecting Inuit peoples back to their cultural practices and roles as a way to heal community members from the effects of colonization.

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Interventions en milieu scolaire visant à prévenir ou à réduire la violence dans les fréquentations chez les adolescentsAuthor(s): De La Rue, L., Polanin, J. R., Espelage, D. L., Pigo , T. D. (2016)
Ce résumé de recherche élaboré par le Réseau d’échange des connaissances pour le bien-être des élèves (KNSWB) traite des répercussions des programmes de prévention de la violence dans les fréquentations, offerts dans les écoles intermédiaires et secondaires, sur la connaissance des adolescents et l’attitude qu’ils ont par rapport à la violence dans les fréquentations, le consentement dans le cadre des mythes entourant le viol, la perpétration de violence dans les fréquentations, la victimisation liée à la violence dans les fréquentations et les tactiques à adopter en cas de conflit. Implications et recommandations pour des interventions en milieu scolaire y sont mises en évidence.

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Évaluation de l’efficacité de programmes de prévention du suicide offerts en milieu scolaireAuthor(s): Katz, C., Bolton, S.-L., Katz, L. Y., Isaak, C., Tilston-Jones, T., Sareen, J. & Swampy Cree Suicide Prevention Team (2013)
Ce résumé de recherche conçu par le Réseau d’échange des connaissances pour le bien-être des élèves (KNSWB) présente un examen systématique qui cherchait à évaluer une gamme de programmes scolaires de prévention du suicide. La recherche a examiné l’efficacité et les limites des différents programmes traitant du suicide qui existent à l’heure actuelle. Implications et recommandations sont évoquées en fonction des conclusions tirées.

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Facteurs qui influencent la réussite de programmes de prévention du suicide offerts en milieu scolaireAuthor(s): Balaguru, V., Sharma, J., & Waheed, W. (2012)
Ce résumé de recherche a été conçu par le Réseau d’échange des connaissances pour le bien-être des élèves (KNSWB). À l’heure actuelle, aucune preuve ne soutient de façon irréfutable le recours à un type précis d’intervention en matière de prévention du suicide utilisé dans les écoles. Ce résumé de recherche présente dans ses grandes lignes un examen réaliste mené en 2012 (une explication plutôt qu’une critique) ayant étudié les caractéristiques d’interventions ayant mené à une réduction des tentatives de suicide. Implications et recommandations sont fournies à partir des conclusions tirées.

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Factors Impacting Success of School-Based Suicide Prevention ProgramsAuthor(s): Balaguru, V., Sharma, J., & Waheed, W. (2012)
This research summary was developed by the Knowledge Network for Student Well-Being (KNSWB). At present, no evidence conclusively supports the use of any one specific type of school-based intervention for suicide prevention. This summary outlines a 2012 realist review (explanation rather than critique) that examined characteristics of interventions linked to a reduction in suicide attempts. Based on the findings, implications and recommendations are provided.

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Evaluating the Effectiveness of School-Based Suicide Prevention ProgramsAuthor(s): Katz, C., Bolton, S.-L., Katz, L. Y., Isaak, C., Tilston-Jones, T., Sareen, J. and Swampy Cree Suicide Prevention Team (2013)
This research summary was developed by the Knowledge Network for Student Well-Being (KNSWB), outlining a systematic review that sought to evaluate a range of school-based suicide prevention curricula. The review examined the efficacy and limitations of several existing suicide programs. Based on the findings, implications and recommendations are discussed.

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School-Based Interventions to Prevent or Reduce Teen Dating ViolenceAuthor(s): De La Rue, L., Polanin, J. R., Espelage, D. L., Pigott, T.D. (2016)
This research summary was developed by the Knowledge Network for Student Well-Being (KNSWB), outlining a meta-analysis that set out to determine the effects of middle and high school-based dating violence prevention programs on teens' knowledge of and attitudes toward dating violence, rape myths acceptance, dating violence perpetration, dating violence victimization, and conflict tactics. Implications and recommendations for school-based interventions are highlighted.

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Un programme de prévention de la violence en milieu scolaire peut avoir un effet protecteur sur les jeunes ayant des antécédents de maltraitanceAuthor(s): Crooks, C., Scott, K., Ellis, W. et Wolfe, D. (2011)
Le programme L'ABC des relations saines a eu un effet protecteur contre la délinquance chez les jeunes victimes de mauvais traitements, tel que constaté au terme d’une période de suivi de deux ans. Chez les élèves touchés...

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Prévision de la fidélité dans la mise en œuvre d'un programme de prévention en milieu scolaire et de sa durabilitéAuthor(s): Crooks, C., Chiodo, D., Zwarych, S., Hughes , R. et Wolfe, D. (2013)
Les enseignements qui avaient reçu une formation dans le cadre du programme L'ABC des relations saines avant 2009 ont dû remplir un sondage en ligne pour déterminer dans quelle mesure ils ont continué d’utiliser ce programme, quelles modifications ils y ont apportées, et les éléments qu’ils ont considérés comme des obstacles à sa mise en œuvre. Les résultats ont indiqué que...

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Safe Schools Course Increases Knowledge and Self-Efficacy in Pre-Service TeachersAuthor(s): Crooks, C., Jaffe, P. and Rodriguez, A. (2016)
This study evaluated the impact of Safe Schools, a pre-service teacher course addressing factors that affect school climate. Pre-service teachers showed...

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Predicting Implementation Fidelity and Sustainability in a School-Based Prevention ProgramAuthor(s): Crooks, C., Chiodo, D., Zwarych, S., Hughes, R. and Wolfe, D. (2013)
Teachers that were trained in the Fourth R prior to 2009 were surveyed online to determine the extent to which they continued using the program, the modifications they made, and perceived
barriers to implementation. Results indicated that...

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School-Based Violence Prevention Program Offers a Protective Impact for Youth with Maltreatment HistoriesAuthor(s): Crooks, C., Scott, K., Ellis, W. and Wolfe, D. (2011)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

This research highlights the benefits of an inexpensive school-based violence prevention program. This program demonstrates support for the reduction of dating violence among students and the protective effect for maltreated youth, lowering their likelihood of engaging in violent delinquency. These results also suggest that a short-term violence prevention program can have significant and meaningful long-term results.

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Poor Peer & Family Relationships Predict Dating Violence in Adolescent GirlsAuthor(s): Chiodo, D., Crooks, C.V., Wolfe, D.A., McIsaac, C., Hughs, R., and Jaffe, P.G. (2012)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

The findings from this study underscore the importance of developing early prevention programming to enhance adolescent feelings of school connectedness, positive school attitudes, and engaging in personal control to reduce the likelihood of involvement in dating violence.

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Effectiveness of Suicide Prevention Programs in SchoolsAuthor(s): Katz, C., Bolton, S., Katz, L., Isaak, C., Tilston-Jones, T., and Sareen, J. (2013)
his research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines a 2013 systematic review of effective elements of suicide prevention programs by
Katz, Bolton, Katz, Isaak, Tilston-Jones and Sareen.

http://www.hwdsb.on.ca/e-best/

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Effective Elements of Suicide Prevention programs in SchoolsAuthor(s): Balaguru, V, Sharma, J, Waheed, W. (2012)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines a 2012 systematic review of effective elements of suicide prevention programs by Balaguru, Sharma and Waheed.
http://www.hwdsb.on.ca/e-best/

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What do teen immigrants say about drug addition?Author(s): Hamilton, H., Mann, R. and Noh, S. (2011)
This summary was created by the Evidence Exchange Network (EENet; formerly OMHAKEN). This and other summaries on mental health and addictions can also be found at: www.eenet.ca

This study looks at what stigmas teens have against drug addiction and what factors lead to these attitudes. Educators may be interested in these findings because most drug prevention programs make use of stigmas and direct their anti-drug messages at young teens.

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Dropout Prevention and Intervention ProgramsAuthor(s): Wilson, S. J., Tanner‐Smith, E. E., Lipsey, M. W., Steinka‐Fry, K., & Morrison, J. (2011)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines a 2011 systematic review of dropout prevention programs by Wilson, S. J., Tanner‐Smith, E. E., Lipsey, M. W., Steinka‐Fry, K., & Morrison.
http://www.hwdsb.on.ca/e-best/

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Psychological and educational interventions for preventing depression in children and adolescentsAuthor(s): Merry, S. N., Hetrick, S. E., Cox, G. R., Brudevold‐ Iverson, T., Bir, J. J., & McDowell, H. (2011)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines research on psychological and educational interventions. This and other snapshots can be accessed directly from the E-Best website at: http://www.hwdsb.on.ca/e-best/

"A recent systematic review sought to determine whether psychological and/or educational interventions are effective in preventing depression in children and adolescents....When compared with no intervention, programs showed an immediate reduction in risk of depression."

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Pre-service Teachers’ Perceptions of BullyingAuthor(s): Craig, K., Bell, D.& Leschied, A. (2011)
School-based bullying has increasingly attracted the attention of educational policy makers, parents, academics, and educators over the past decade. This study investigates pre-service teachers’ knowledge of, and attitudes about, school-based bullying. Specifically, this research investigates the impact of a pre-service teacher’s gender, prior experiences with different types of bullying, and the type of faculty of education program they are enrolled in (primary-junior, junior- intermediate, or intermediate-senior), on the likelihood that he/she will intervene in incidents of school-based bullying.

Viewed 1,630 times.
School Injury Among Ottawa-Area StudentsAuthor(s): Josse, J., Mackay M., Osmond M. & Macpherson, A. (2009)
This study investigated the factors that influence the likelihood that a student will become injured at school, and identified trends surrounding the nature of injuries and the locations where injuries are likely to occur.

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Prevent Bullying by Promoting Healthy RelationshipsAuthor(s): Pepler, D. (2011)
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO):
http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

This summary outlines research in the area of bullying prevention:

"Teachers are critical in socializing children and shaping their relationships through moment-tomoment
interactions with their students. Through 20 years of research, we have come to
understand bullying as a relationship problem in which an individual uses power and aggression
to control and distress another....If bullying is a relationship problem, then it requires relationship solutions."

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Enhancing Students' Social and Emotional LearningAuthor(s): Durlak, J., Weissberg, R., Dymnicki, A., Taylor, R., Schellinger, K. (2012)
This research summary was originally developed by the E-BEST team of Hamilton-Wentworth District School Board and has been updated by the Knowledge Network for Student Well-Being (KNSWB). It outlines a 2011 meta-analysis of school-based social and emotional learning programs. Findings show strong evidence that social-emotional learning has a positive impact on academic achievement. Based on the findings, successful approaches to programs are highlighted.

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Depression Prevention Programs in SchoolsAuthor(s): Calear, A., Christensen, H. (2012)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines a 2010 systematic review of school-based prevention and early intervention programs for depression, by Alison L. Calear and Helen Christensen.
http://www.hwdsb.on.ca/e-best/

Viewed 1,078 times.
Anxiety Prevention Programs in SchoolsAuthor(s): Neil, A., Christensen, H. (2011)
This research summary was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines Alison L. Neil and Helen Christensen's 2009 systematic review of school-based and early intervention programs for anxiety.
http://www.hwdsb.on.ca/e-best/

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Bullying prevention in schools: A survey of Ontario principalsAuthor(s): Smith, D., Cousins, B., Stewart, R. (2005)
This study explored the relations among various aspects of bullying prevention programs.

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Teacher intervention in situations of bullyingAuthor(s): Blain-Arcaro, C., Smith, D., Cunningham, C., Vaillancourt, T., Rimas, H.
The goal of this study was to determine what features of bullying situations influence teachers’ decision to intervene. To
accomplish this, the researchers used a forced-choice task that reveals the degree of importance teachers place on different features of
bullying situations in their decisions to intervene or not.

Resource about bullying: Promoting Relationships and Eliminating Violence Network Website: http://www.prevnet.ca/

Viewed 979 times.