Melissa McGonnell’s research while affiliated with College of Mount Saint Vincent and other places

The journey of obtaining a diagnosis and treatment for children and youth with ADHD can be challenging for all those involved. Focus groups were conducted with parents (n = 21), educators (n = 76), and healthcare providers (n = 39) to gather information regarding perceptions of this journey, especially as it relates to treatment utilization and adherence. Three cross-cutting categories emerged: the impact of socio-economic variables, the lack of integrated and continuity of care for ADHD, and the stigma surrounding ADHD and treatments. The results help to determine what is needed to support families to facilitate successful treatment for their child with ADHD.

Although teachers are involved in many aspects of the psychological assessment, very little research has examined their experiences with and perceptions of the entire psychoeducational assessment process. Previous research has relied on surveys and has assumed that teachers have a foundational understanding of the purpose of the assessment. The current study used qualitative description to examine teacher perceptions of and experiences with the psychoeducational assessment process. Ten public school teachers participated in individual interviews about their perceptions of and experiences with psychoeducational assessment. Results indicated a “bidirectional disconnect” such that psychologists do not translate assessment findings into a useful product that teachers can apply to the classrooms; reports were described as too long and jargon‐filled, with vague recommendations and feedback meetings do not allow for collaboration or discussion. However, the data also suggested that teachers do not fully understand the purpose and scope of the psychoeducational assessment, the types of referrals that are appropriate, foundational psychological principles, and/or the scope of practice of the school psychologist. Recommendations for practice are provided along with a call for increased interprofessional education and practice in education.

Abstract: The main objective of this study was to examine whether increased levels of inattentive (INA) and hyperactive/impulsive (H/I) behaviours were associated with lower scores on standardized tests of achievement in basic reading, spelling, and math skills, after accounting for certain known background risk factors and cognitive processes. Clinical assessment data from a rigorously diagnosed, stimulant-medication-naïve sample of 354 elementary school-aged children experiencing academic difficulties and behavioural symptoms of inattention and/or hyperactivity/impulsivity were analyzed. Although higher scores of INA were significantly associated with lower scores in reading, spelling, and math, these associations did not persist when cognitive variables were added to the models. H/I was associated with math achievement, along with cognitive and background variables. Overall, cognitive variables accounted for the majority of the variance across basic reading, spelling, and math skills. Additionally, the only background demographic variables associated with academic achievement were age and sex for spelling and math. This finding highlights the importance of looking beyond observable INA and H/I behaviours to determine the underlying factors influencing academic achievement. Accurate identification of deficits in specific academic skills and the underlying factors influencing achievement in these skills are essential components in determining appropriate recommendations and targeted interventions.

A survey of school psychology practice in Nova Scotia was conducted to update and extend previous work. Thirty-one school psychologists completed a survey about their practice across the six areas of competency identified by the Canadian Psychological Association (CPA) and their current versus preferred time in various areas of psychology practice. Results indicated that most participants currently practice across all areas of competency to some degree but spend most of their time engaged in assessment and evaluation. Findings suggest that the role of the school psychologist in Nova Scotia has changed very little since the previous work was completed and that school psychologists would like to diversify their practice to include more intervention and professional development. With appropriate training and supervision, the time is right to expand school psychology services to provide much-needed mental health services to a broader range of children and families. Recommendations for training and role diversification are discussed.

It is becoming increasingly common for caregivers and patients to search for health and mental health information on the Internet. Although there is a sizable scientific literature outlining an evidence-based approach to managing Attention Deficit Hyperactivity Disorder (ADHD) in children and adolescents, it is not clear how much of the online information about the disorder and its treatment aligns with evidence-based practice. The goal of this study was to conduct a review of online information about ADHD treatment and to systematically analyze this information with respect to accountability, presentation, content and alignment with evidence-based practice, and readability. Thirty-one ADHD-themed websites identified by three common Internet search engines were coded using a set of standardized criteria. Results indicated that the quality of information about ADHD treatment was generally poor, with websites meeting less than half the standardized criteria. Alignment with evidence-based practice was especially poor; most websites did not discuss psychosocial treatments and very few mentioned the treatment guidelines produced by the American Academy of Pediatrics. Flesch-Kincaid reading level was, on average, much higher than the recommended grade 8 level. Results indicate that, although conducting online searches about ADHD treatment could be beneficial in the context of shared-decision making, it is important for clinicians and caregivers to understand the limitations of this approach and to continue to engage in evidence-based treatment of ADHD to ensure positive outcomes for children and adolescents with the disorder.

This study explored the lived experiences of young adults who play tabletop role-playing games (TRPGs) to gain deeper insights into the perceived social impact of tabletop role-playing games. Six young adults (3 men, 3 women) between the ages of 19 and 24 (M = 21.2, SD = 2.6) were recruited from role-playing communities within Nova Scotia, Canada. The Strengths and Difficulties Questionnaire (SDQ) was used to assess perceived social competence and semi-structured interviews were conducted to collect detailed qualitative data about lived experiences with role-playing games. Responses on the SDQ indicated that participants had typical strengths and difficulties with respect to social competence at the time of the current study. The qualitative description indicated the emergence of four main themes related to role-playing games from the interviews: Content Focus, Social Focus, Creativity Focus, and Identity Focus. The themes present in the interviews are consistent with findings from previous case study research, suggesting that role-playing games may have the potential to improve perceived social competence, and further elucidate the lived experiences of people who play role-playing games in terms of why they engage with tabletop role-playing games.

This study explored the lived experiences of young adults who play tabletop role-playing games (TRPGs) to gain deeper insights into the perceived social impact of tabletop role-playing games. Six young adults (3 men, 3 women) between the ages of 19 and 24 (M = 21.2, SD = 2.6) were recruited from role-playing communities within Nova Scotia, Canada. The Strengths and Difficulties Questionnaire (SDQ) was used to assess perceived social competence and semi-structured interviews were conducted to collect detailed qualitative data about lived experiences with role-playing games. Responses on the SDQ indicated that participants had typical strengths and difficulties with respect to social competence at the time of the current study. The qualitative description indicated the emergence of four main themes related to role-playing games from the interviews: Content Focus, Social Focus, Creativity Focus, and Identity Focus. The themes present in the interviews are consistent with findings from previous case study research, suggesting that role-playing games may have the potential to improve perceived social competence, and further elucidate the lived experiences of people who play role-playing games in terms of why they engage with tabletop role-playing games.

IJRP 10: Social Dynamics within Role-playing Communities Table of Contents Shekinah Hoffman, “Dedication” This issue is dedicated to Dr. Matthew. M. LeClaire (1989-2018), with a special memorial from his close colleague Shekinah Hoffman, as well as biographical information about his many accomplishments from his parents, Guy M. and Mary Jo LeClaire. Sarah Lynne Bowman, Evan Torner, and William J. White, “Editorial: Retrospective, Challenges, and Persistence” This editorial discusses the history of the journal, including shifts in scope. The editors also thank the contributors and reviewers for their persistence in times of great challenge. Aaron Trammell and Nikki Crenshaw, “The Damsel and the Courtesan: Quantifying Consent in Early Dungeons & Dragons” This article applies critical gender theory to early fanzine discourse. The authors examine discussions around rules for sexual encounters that were seen to objectify women characters. Steven L. Dashiell, “Hooligans at the Table: The Concept of Male Preserves in Tabletop Role-playing Games” This paper examines sociolinguistics in tabletop role-playing communities, asserting that player behaviors such as “rules lawyering” and “gamesplaining” privilege exclusionary “nerd” masculinity. William J. White, “Indie Gaming Meets the Nordic Scene: A Dramatistic Analysis” This article analyzes a discussion between indie designers Ron Edwards from the Forge and Tobias Wrigstad from Jeepform. The author applies Kenneth Burke’s dramatic pendad to the rhetorical moves made by each participant. Matthew M. LeClaire, “Live Action Role-playing: Transcending the Magic Circle” This participant-observer ethnography examines the ways in which Dagorhir larpers explore identity and negotiate social dynamics withing their role-playing community. Matthew Orr, Sara King, and Melissa McGonnell, “A Qualitative Exploration of the Perceived Social Benefits of Playing Table-top Role-playing Games” This qualitative analysis discusses how participants perceived tabletop role-playing as beneficial to the development of their social competence. Juliane Homann, “Not Only Play: Experiences of Playing a Professor Character at College of Wizardry with a Professional Background in Teaching” This paper presents experiences of teachers who played professors at the larp College of Wizardry, applying concepts from studies of work and leisure.