Every year, close to 63% of immigrants settling Quebec are skilled workers. Quebec's migration policies select skilled workers based on their academic leve, language skills, professional experience, and other qualifications. However, the goals, activities, and actions skilled immigrants must undertake to settle in Quebec have not been adequately researched.
Schools have been identified as a main scenery for building social, emotional, and behavioural support among children because students spend a substantial amount of time there. This systematic review was developed and registered based on the PRISMA recommendations. The main objective was identifying school context interventions that focus on students’ wellbeing and mental health. This review refers to papers focusing on young people ages 0 to 18 years old who attend school and had been the target audience for mental health and wellbeing promotion interventions. Inclusion criteria for this systematic review was that interventions must have been carried out within a school context. The results indicate that most studies (n=13; 68%) were conducted using quantitative methodology. The majority of articles intended to promote mental health in a school context, either involving the whole school or only students. Results highlight the importance of the involvement of the whole school in order to better promote mental health and wellbeing. Findings also indicate that after years of “stigma”, mental health has become a main concern in school-aged population.
Conventional research involves participants primarily as sources of data (Wallerstein & Duran, 2006), relies upon a positivist tradition wherein researchers are seen as neutral, objective observers (Bhawuk, 2008), and is not necessarily concerned with the application of findings to improve the social conditions of those involved. In many places around the world, this has led to distrusting relationships between communities and researchers, and has also likely limited the potential for research to help ameliorate social problems (Smith, 1999). In this article, action research is presented as an alternative to conventional research practices, and is examined in relation to four community psychology values. A brief history and the main principles of action research are described, followed by a discussion of its evolution to participatory, or community-based participatory research (CBPR), and connection to four values identified by Bond (2016). These include: 1) empowerment, 2) promotion of social justice, equity and social change, 3) attention to diversity in its various forms, and 4) adoption of an ecological perspective and multilevel analyses. Each value is discussed in terms of theoretical alignment as well as challenges and successes in application to research and practice. This work deepens the rationale for the use of action research in community psychology, and may be used as a lens to evaluate practice and research.
This study focused on the relationship of value congruence between the individuals who belong to the field of Community Psychology and their workplace in relation to the work-related outcomes in an academic setting such as job satisfaction, organizational commitment, and willingness to recommend one’s workplace. 735 academic members of SCRA were identified and sent an email requesting their participation in this study. Results showed that departments rated higher on community psychology values had a greater number of faculty possessing similar values employed in those departments. In addition, better value fit predicted higher job satisfaction scores and higher organizational commitment scores, as well as a stronger willingness to recommend the department as a good place to work. At the same time, results provided a better understanding of the concepts of job satisfaction and organizational commitment in the academic settings. Furthermore, the findings highlighted the importance of values in relation to “organizational culture” beyond those strictly related to work/job.