Title: “Using Self-Regulated Learning Theory to Investigate the Effectiveness of Inclusion for Students with Visual Impairments in a Secondary School in Saudi Arabia”

Friday, August 16, 2019 at 12:00 to 2:00 pm
Neville Scarfe Building, 2125 Main Mall, Room 2415

Examining Committee:
Prof. Kim Zebehazy (Advisor)
Prof. Nancy Perry (Committee Member)
Prof. Deborah Butler (External Reader)

ABSTRACT

Self-regulated learning (SRL) is a practice being used in general education classrooms to help students, including struggling students to acquire the skills to become life-long learners and to take control of their learning situations. SRL has three decades of research supporting its efficacy (Perry, VandeKamp, Mercer, & Nordby, 2002), and a direct connection with self-determination (Grolnick & Raftery-Helmer, 2015), an important area of the expanded core curriculum for students with visual impairments. However, it has never been directly researched with students with visual impairments or employed as a framework to include them in general education, despite its relevance to their needs. To address this gap, this study’s goal was to investigate the extent to which general classroom teachers were implementing practices to promote the inclusion of students with visual impairments in line with SRL theory. The context of a secondary school in the Kingdom of Saudi Arabia (KSA) that includes learners with visual impairments was used to achieve the study goal.

Four general classroom teachers and four students with visual impairments (n = 8) participated in this study. Data was collected using observations as a direct measure of inclusion and SRL strategies used and the use of teacher and student self-report questionnaires as an indirect measure to obtain triangulation of data and fully understand the research problem. The researcher coded the observations based on SRL promoting practices. Descriptive statistics were performed to analyze the data generated from the self-report questionnaires. The results of the study highlighted both opportunities and missing pieces in classroom interactions that affected the inclusion and the learning experience of the students with visual impairments who participated in this study. Overall, the teachers provided limited opportunities with practices that are believed to promote inclusion in SRL research or that support the students’ development of SRL. They were found to offered choices in classroom activities and projects but did not provide a context for the students to receive support or to engage in a process that required strategic actions. Lack of self-assessment practices was both observed in the general classrooms and reported by the students with visual impairments for all four teachers.

We are pleased and excited to welcome Tino Chabudapasi

Tino Chabudapasi has come to us with a B.Sc in Business Administration from Fairleigh Dickinson University. He has several years of experience providing service and support to international students and his most recent position was a leadership role in student admissions at a private institution of higher education.

With a passion for operations, Tino looks forward to applying his strong abilities for organization and relationship-building to the new role. As part of his wide-ranging administrative and operational duties, Tino is now your primary contact for the following requests:

• Inquiries concerning general administrative policies and procedures at ECPS
• Meeting room booking
• Operational supplies
• Mail handling
• Troubleshooting for centrally shared printers/photocopiers at ECPS
• Setup of printing/copying codes for new users
• Key request processing and building access programming
• Office phone services
• Reporting of building and facility issues, and service requests

Another very important responsibility for Tino will be to assist the Administrative Manager with a host of HR duties. They include communications and processing relating to appointments for sessional instructors, adjunct professors, and GTAs, as well as other hiring. These duties are very time sensitive and critical for smooth course offering and the sustainable growth of ECPS programs.

We’re all excited to have Tino on board. He is sure to be a very valuable addition and make a big difference to our operations.

Please stop by Room 2524 to say hi, and welcome Tino to the ECPS!

Workshop Details:

This workshop will provide participants with tools, knowledge and some expertise on how to assist clients with trauma and understand how trauma impacts the healing process. Research supports that knowledge of Trauma-Informed care is critical to help clients move through barriers to healing.

Venue: Congregation Beth Israel, 989 West 28th Avenue, Vancouver, B.C.

Time: 10:00 am – 4:00 pm

Topics covered:

• The neurobiology of trauma
• Signs and symptoms of trauma
• Trauma and the body: the human “Threat-Response Cycle”
• Creating a safe space for trauma healing
• Brief overview of therapeutic models that are congruent with a Trauma-informed Practice and facilitate the healing process
• Window of Tolerance and Titration
• How emotion and trauma memory is discharged from the body
• Triggers and how to release limiting beliefs
• Helping clients build Resilience and the role of lifestyle in healing

UPCOMING DATES:

September 22, 2019: https://traumatrainingsep22.eventbrite.com

November 10, 2019: https://traumatrainingnov10.eventbrite.com

January 12, 2020: https://traumatrainingjanuary12.eventbrite.com

More information about the workshop click here

Speaker series featuring Visiting Scholars in the Counselling Psychology area of the UBC Faculty of Education

Speaker: Dr. Bruce Wampold

Join us on Friday, September 20 for a presentation by Dr. Bruce Wampold, director of the research institute at Modum Bad Psychiatric Center and emeritus professor of counselling psychology of University of Wisconsin-Madison. Dr. Wampold will be delivering a presentation entitled “Is it the relationship or the treatment that makes psychotherapy work? The case for an integrated model”.

Location: Coach House, Green College
6201 Cecil Green Park Road, Vancouver, BC

1:30 – 3:00 PM:  Lecture and discussion

3:00 – 4:00 PM: Wine and cheese reception with cash bar

RSVP here

Speaker: Dr. Terence Tracey

Join us on Friday, March 13, 2020 for a presentation by Dr. Terence Tracey, visiting professor in counselling psychology at UBC and emeritus professor of counselling and counselling psychology at Arizona State University. Dr. Tracey is tentatively slated to given a presentation entitled “What are your interests? A gendered perspective on what people find interesting”.

Location: Coach House, Green College
6201 Cecil Green Park Road, Vancouver, BC

1:30 – 3:00 PM:  Lecture and discussion

3:00 – 4:00 PM: Wine and cheese reception with cash bar

RSVP here

The CNPS Information Sessions will be chaired by Admissions Chair, Dr. Rob Bedi

1st Session

6:00 PM – 7:30 PM, Wednesday October 2nd

Location:  Neville Scarfe – TBA

2nd Session

4:45 PM – 6:15 PM, Thursday October 24th

Location:  Neville Scarfe – TBA

UNIVERSITY OF BRITISH COLUMBIA-VANCOUVER
Research Assistant Position – PACE
Department of Educational and Counselling Psychology, and Special Education
Faculty of Education

ECPS graduate students are invited to apply for a Graduate Research Assistant position for the above project, which is funded through ACTAutism Community Training. This is a randomized controlled trial (RCT) examining the impact of a community-based coaching intervention for parents of toddlers who are at risk for autism spectrum disorder (ASD). Responsibilities: The research assistant will be involved in coding videotapes of parent-child interactions. Experience with video coding is highly desirable, as is familiarity with the dynamics of play interactions between toddler and their caregivers. Comfort with the use of online
technologies and background in ASD are also preferable.

Qualifications:

(a) Availability for 10-12 hours/week from September 23, 2019 to at least March 31, 2020
(b) Excellent time management and organizational skills
(c) Ability to work both independently and as part of a team
(d) Excellent interpersonal skills
(e) Access to high speed internet via computer at home.

Salary: $22 per hour to start; this will increase with additional responsibilities. Hours of work must include at least some daytime hours.

To apply, please contact Pat Mirenda, pat.mirenda@ubc.ca with a cover letter and current CV by September 13, 2019.

The Department of Psychology at the University of British Columbia–Vancouver campus (psych.ubc.ca) invites applications for a tenure-track position at the assistant professor level in developmental psychology, which will begin July 1, 2020.

Candidates must hold a PhD before starting the position.

We are seeking applicants with strong research records appropriate to a research-oriented doctoral program. We are looking for outstanding candidates in any area of developmental psychology, but we are particularly interested in candidates whose work focuses on language development, including perceptual and conceptual development. Applicants should have research interests that complement existing strengths in the department (psych.ubc.ca/people). We especially  encourage applications from candidates who use diverse methodologies (e.g., behavioural, computational, neuroimaging) and who can contribute to UBC’s Language Sciences Initiative (languagesciences.ubc.ca). The successful candidate will be expected to maintain a program of scholarly research that leads to publication; conduct effective undergraduate and graduate teaching and research supervision; and contribute to departmental service.

Applications are to be submitted online through the Department of Psychology’s Internal Resources website at: https://psyc.air.arts.ubc.ca/jobid34709/. Applicants should upload the required documents by the deadline in this order: cover letter, CV, research statement, teaching statement, evidence of teaching effectiveness, and three publications. In their research statement, we encourage applicants to discuss their past and/or planned research approach in the context of ongoing discussion in the sciences about research practices, replicability, and open science. We also ask applicants to include a one-page statement about their experience working with a diverse student body and their contributions or potential contributions to creating/advancing a culture of equity and inclusion. In addition, applicants should arrange to have at least three confidential letters of recommendation submitted via email to ubcpsycjobs@psych.ubc.ca.

The deadline for applications is October 1, 2019.

The position is subject to final budgetary approval. Salary will be commensurate with qualifications and experience.

Equity and diversity are essential to academic excellence. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Métis, Inuit, or Indigenous person. All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.

There will be a general meet and greet for ECPS faculty, staff, and students who are interested in meeting ECPS’s International Research Visiting Fellow (Dr. Bruce Wampold). It will be held on Wed Sept 11th from 3pm to 3:50pm in Scarfe 2415.

About Dr. Bruce Wampold:

• Emeritus Professor of Counselling Psychology at the University of Wisconsin-Madison
• Director of the Research Institute at Hodum Bad Psychiatric Centre in Vikersund, Norway.
• Chief Scientist at Theravue, LLC
• Fellow of the American Psychological Association (Div 12, 17, 29, 45)
• Well known for advancing the Contextual Model of Counselling and Psychotherapy – the leading alternative to the predominant medical model of counselling and psychotherapy. He is a leader in meta-analytic research in counselling psychology.

For those interested in learning more about Dr. Wampold, please see his website: https://counselingpsych.education.wisc.edu/cp/people/faculty/bruce-wampold

Date: September 18, 2019
Time: 12:15-1:15 pm
Location: Scarfe Office Block Room 2415

Speaker: Muhammad Abdul-Mageed (Assistant Professor, Linguistics & School of Information, Computer Science, UBC)

Moderator: Yan Liu ( Assistant Professor, MERM, ECPS)

Abstract: Deep learning is a class of machine learning methods inspired by information processing in the human brain. Deep learning has recently broken records on multiple tasks such as machine translation and speech recognition. The purpose of this talk is to provide a high-level overview of deep learning methods, provide sample applications, and offer guidance to people interested in carrying out research, or starting a career, involving deep learning.

*RSVP here before September 15!

Procedures for Teaching Assessments in ECPS

ECPS Formative Observational Teaching Assessment

ECPS Summative Peer Teaching Evaluation Form

ECPS Summative Student Written Feedback Form

Peer Mediated Instruction for Middle School Students with Autism
October 24, 2019, 3:00-4:00 | Room 308A Scarfe
Peer-mediated instruction (PMI) is an evidence-based practice that involves supporting typically developing peers
to interact with learners with autism spectrum disorder (ASD) within natural environments. This session will provide
an overview of PMI research, followed by a description of a PMI research study conducted in a middle school.
The study employed a low-intensity instructional package with classmates of three students with ASD. The results
will be discussed in terms of advantages, disadvantages, and limitations.
*1.0 BACB CEU will be available for this event, at no cost

Assessment and Treatment of Comorbid Selective Mutism and Autism
Spectrum Disorder
November 21, 2019, 2:30-3:30 | Room 308A Scarfe
It is well-known that anxiety disorders co-exist with autism spectrum disorder (ASD) but much less is known
about how to treat anxiety specific to speaking – that is, selective mutism (SM) – in the context of ASD. This
is problematic, as SM compounds the core social-communication challenges experienced by individuals with
ASD. This presentation provides information about how to assess and treat SM in children with ASD, using an
evidence-based behavioural intervention for SM that is modified for ASD.

Executive Function and Autism Spectrum Disorder: Measurement,
Context, and Implications for Daily Life
January 22, 2020, 3:00-4:00 | Room 308A Scarfe
This session will include a brief overview of executive function (EF) in children and adolescents with autism
spectrum disorder, comparing the results of performance-based and parent-report studies. It will focus
on a discussion of the relationships between EF, mental health, social competence, and adaptive functioning in
this population.

A Preliminary Evaluation of a Modified, School-Based Facing Your Fears
Intervention for Students with Autism Spectrum Disorder and Anxiety
February 12, 2020, 2:30-4:00 | Room 308A Scarfe
With a high prevalence of anxiety among youth with autism spectrum disorder, researchers have noted that
implementing effective treatments in real-world settings is a top priority. This presentation will describe the results
of two related studies that examined an adaptation and delivery of the Facing Your Fears (FYF) intervention for
anxiety in school settings.

A Secondary Prevention Model of Family-Centred PBS: The Low-“Down”
April 7, 2020, 2:30-4:00 | Room 308A Scarfe
This presentation will summarize the results of research examining a secondary prevention, family-centred,
positive behaviour support (FCPBS) program for parents of young children with Down syndrome, some of whom
also have autism spectrum disorder. The session will describe the 14-week group parent training program and
will also outline universal FCPBS strategies that are broadly applicable to families of young children with developmental
disabilities who engage in mild-to-moderate problem behaviour. Techniques for facilitating group parent
training sessions will also be discussed.

* For more information about the series, please click here

Final M.A. Thesis Defence

MEAGAN MURPHY

(School and Applied Child Psychology)

Wednesday, October 2nd, 2019, 3:30 pm

Scarfe Building, Room #278

Title: Investigating the Relation Between Working Memory and Math Anxiety as Contributors to Elementary Students’ Math Task Performance

Supervisory Committee: Dr. Rachel Weber (SCPS); Dr. Sterett Mercer (SPED)

Departmental Examiner:  Dr. Laurie Ford (SCPS/HDLC)

Abstract:

Math anxiety (MA) is a negative emotional response to mathematics with detrimental long-term consequences for math achievement. Although this math anxiety-achievement link is well understood in adulthood, less is known about MA and its relatedness to math performance and other cognitive variables in childhood. The present study aimed to determine the extent to which students in elementary school reported feelings of MA, whether reports differed by gender or grade level, and how these reports of MA were related to math performance on simple calculation fluency, multi-step calculation accuracy, and problem-solving tasks. Another goal of this study was to examine how MA interacted with working memory (WM) to contribute to math task performance. Students participated in two testing sessions, the first of which involved standardized tests of WM and math fluency, multi-step calculation, and word problem solving, followed by a second session where they completed a MA questionnaire. Nonparametric group comparisons revealed that MA scores were not significantly different between boys and girls or across grades. MA scores were correlated with performance on all math skills. MA scores were most strongly correlated with multi-step calculation, followed by problem solving and fluency. In addition, MA scores were correlated with verbal, but not visual-spatial WM. Moderation and mediation analyses were conducted to examine the relation between MA, verbal WM, and math performance, which revealed that verbal WM mediated the relation between MA fluency and multi-step calculation ability, but not problem-solving. These findings have implications for our understanding of how to best support students with MA, highlighting the importance of providing these students with accommodations aimed at supporting verbal WM to promote math achievement.

Final PhD Oral Dissertation Defence

ELLEN SHUMKA

(School and Applied Child Psychology)

Monday, September 30th, 2019, 12:30 pm

Room #203, Thea Koerner House, UBC Graduate Student Centre, 6371 Crescent Road

Title: Multimethod Assessment of Social-Emotional Competence in Children with Selective Mutism

Chair: Dr. Grant Charles (SOWK)
Supervisor: Dr. Shelley Hymel (HDLC)
Supervisory Committee: Dr. Rosalind Catchpole (PSYT) and Dr. Sterett Mercer (SPED)
University Examiners: Dr. Pat Mirenda (SPED) and Dr. Eva Oberle (SPPH)
External Examiner: Dr. Jodene Fine (Michigan State University)

Abstract:

Selective mutism (SM) is a rare childhood anxiety disorder associated with significant psychosocial impairment. Despite the understanding that social-emotional functioning is essential to mental health and well-being, few studies to date have examined the social-emotional competencies of children with SM. The current study documents the social lives of 31 children with SM through a multi-method assessment procedure. Specifically, the social-emotional competence of children with SM was assessed using (1) parent reports obtained in semistructured interviews, (2) parent and teacher reports of social skills using established rating scales, and (3) multiple, direct measures of emotion recognition abilities using standardized norm-referenced assessments. This is one of the most extensive studies of the social-emotional competence in children with SM to date, and thus, contributes greatly to our understanding of this disorder.

Results from the current study indicated that children with SM have problems in various areas of social-emotional competence that extend beyond our previous understanding of the disorder. Consistent with previous research, parents and teachers in the current study reported that children with SM have “Below Average” social skills. A unique contribution of the present study is the finding that children with SM made more errors labelling the emotions depicted on child and adult faces compared to the normative sample, and tended to make the most errors on angry faces compared to happy faces on child and adult facial stimuli. Further, results from correlational analyses revealed that parent, but not teacher, ratings of poorer social skills were related to more emotion recognition errors, which is the first study to document a relationship between errors at various stages of social-information processing (i.e., encoding/interpreting facial stimuli and social skill problems).

Final M.A. Thesis Defence

CAROLYN TAYLOR

(School and Applied Child Psychology)

Thursday, September 26, 2019, 4:30 pm

Scarfe Building, Room #308A

Title: Pre-Service Teachers’ Implicit Theories About Achievement in Students with Anxiety and Related Use of Classroom-based Strategies

Supervisory Committee: Dr. William McKee (SCPS); Dr. Rachel Weber (SCPS)

Departmental Examiner: Dr. Serge Lacroix (SCPS)

Abstract:

Students who have anxiety are at an increased risk of experiencing a myriad of academic difficulties, which can be mitigated with appropriate supports from their teachers. Research is presently lacking on the ways that teachers respond to the academic needs of students who struggle with anxiety. In order to investigate the supports teachers are willing to provide for students with anxiety, it is important to also understand the beliefs teachers hold about whether it is possible for these students’ academic performance to improve and also to compare with how they see students with other abilities. The purpose of this study was to understand the implicit theories that pre-service teachers hold about academic abilities for students with anxiety, as well as the way pre-service teachers choose to respond to these difficulties in the classroom. Pre-service teachers represent a particularly important population when considering implications for the development of teacher training programs that will prepare teachers who have a strong sense of efficacy in their ability to effect change in their students. The present study utilized a repeated measures survey design in order to address a number of research questions focused around pre-service teachers’ implicit theories and related responses in the classroom. Results showed a general trend of more incremental theories (students can change with intervention) across all student types. Pre-service teachers in the present study were also likely to implement supports for all types of students presented, with the strongest likelihood indicated for students with anxiety. The specific types of supports that pre-service teacher were willing to implement varied among typical students, students with anxiety, and students with learning difficulties. Incremental theories of academic achievement appeared to be associated with stronger beliefs that supports could make a difference, and stronger likelihood to implement supports for students with anxiety specifically. The results are discussed in detail in relation to existing literature, along with implications for practice in the field of education and possibilities for future research.

The emphasis of the course is on current empirical and theoretical to disorders of children, youth, and adults, including issues in their classification, etiology, and developmental course. Emphasis will be placed on thinking about the most commonly encountered disorders within a developmental psychopathology framework as well as looking to increase acquisition of in-depth knowledge regarding the incidence, prevalence of specific disorders that are most commonly observed in psychopathology.

This course covers formal and informal methods of assessing academic achievement and social and emotional functioning. Students in this course will gain competency in the selection, administration, and interpretation of commonly utilized assessment tools as well as how to apply assessment rules in making recommendations regarding intervention/prevention efforts and/or designations and diagnoses.

In this course, the student will be exposed to the administration and interpretation of individually administered measures of cognitive abilities and academic achievement. A focus will be on individually administered tests of cognitive abilities commonly used with school age and adults. In addition to the theoretical foundation needed to interpret formal cognitive and academic assessments, skills in test administration, scoring, interpretation, and report writing will be developed.

 Pre-requisites: Admission to the School and Applied Child or Counselling Psychology programs; EPSE 553

This course will focus on different special advanced topics in assessment including neuropsychological assessment, early childhood assessment, bilingual assessment, etc..

Pre-requisites: EPSE 528; EPSE 554 or 556; Admission to the School and Applied Child Psychology or Counselling Psychology programs.

Final Ph.D. Oral Dissertation Defense

MATTHEW WAUGH

(Human Development, Learning, and Culture)

Wednesday, October 9th, 2019, 12:30 pm

Room #200, UBC Graduate Student Centre, 6371 Crescent Road

Title: Getting to Know to Build the Relationship: A Grounded Theory of the Parent Involvement Process in Multi-Year Classrooms

Chair: Dr. Heather McKay (CHHM)

Supervisor: Dr. Laurie Ford (HDLC/SCPS)

Supervisory Committee: Dr. Jennifer Shapka (HDLC) and Dr. Ann Anderson (EDCP)

External Examiner: Dr. Gloria E. Miller (University of Denver)

Abstract:

The parent involvement literature is well-established with concern to the mono-grade classroom but there remains a paucity of research focusing on the multi-year parent involvement process from the perspective of parents. As part of a Grounded Theory approach, an iterative process of data collection and analysis of 53 semi-structured interviews with 16 parents, 11 students, and 3 teachers generated a theory of the process of parent involvement in multi-year classrooms. Developed primarily from the perspectives of parents, interview data was collected over two years and supplemented by student and teacher interview data, student drawings, and teacher journaling activities. Findings from this study revealed the core categories, Getting to Know and Building the Relationship Over Time, which initiated and continued to motivate parent involvement in the student’s education and classroom throughout the multi-year program. Six other categories related to the multi-year parent involvement process included: (a) Being an Advocate; (b) Supporting the In-School Curriculum; (c) Supporting the Out-of-School Curriculum; (d) Supporting Independence; (e) Responding to Involvement Opportunities; and, (f) Limited Involvement and Relationship Development. The significance of the findings in relation to the types and changes of parent involvement and parent-teacher relationship development over time and the implications for school actions and policies are discussed.

Final Ph.D. Oral Defense

HILLARY MCBRIDE

(Counselling Psychology)

Wednesday, October 16th, 2019, 12:30 pm

Room #203, UBC Graduate Student Centre, 6371 Crescent Road

Title: Menopause as Metamorphosis: The meaning and experience for women of doing well during the menopausal transition

Supervisor: Dr. Judith Daniluk (CNPS)

Committee Members: Dr. William Borgen (CNPS), Dr. Laura Hurd (Kinesiology)

University Examiners: Dr. Peter Crocker (Kinesiology), Dr. Christiane Hoppmann (Psychology)

External Examiner: Dr. Shelly Russell-Mayhew (University of Calgary)

Abstract:

Although a normally occurring developmental transition in the life of a woman, menopause has often been portrayed as a negative event with much of the research being focused on the physical aspects of this experience. Less emphasis has been placed on the psychosocial aspects of the menopause transition, or on how women experience well-being during menopause – particularly single women who are not in a committed relationship during this biopsychosocial transition. In light of the extant literature, hermeneutic phenomenology, grounded in a theoretical framework of feminist phenomenology, was used to explore the following research question: What is the meaning and experience of doing well during the menopausal transition for women who were not in a committed relationship throughout the transition?In depth, audio recorded interviews were conducted with 10 post-menopausal women who self-identified as doing well during the transition and were not in a committed relationship throughout the transition. Using van Manen’s (1990) approach to hermeneutic phenomenology, the following common themes emerged: 1) a sense of menopause as a physical non-event; 2) the importance of relationships and dialogue with other women; 3) a sense of freedom; 4) a sense of transitioning to another phase of life; and 5) menopause as metamorphosis. Lincoln and Guba’s (1985) criteria were used to ensure the trustworthiness of the findings. The findings of the study are discussed in light of the existing research and theory, and the implications for the practice of Counselling Psychology and future research are discussed.