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513.More information
The use of a self-reported measurement tool to identify emotional and behavioral problems would contribute to the valid assessment of adaptative difficulties among Indigenous children. However, without proper validation in a particular socio-cultural context, the use of psychological tests may lead to inaccurate interpretations (AERA et al., 2014). The Dominic Interactive (Valla, 2008) screens for seven common mental health problems in children and has shown promise in terms of being a valid measure for Indigenous children (Garneau et al., 2020). The psychometric properties of the Dominic Interactive are examined in 195 Innu children in Quebec. This study reports indices of temporal stability (test-retest reliability) and validity of the Dominic Interactive scale scores interpretations. Associations between test scores and other variables, such as the ASEBA-Teacher Report Form (TRF) scores (Achenbach et Rescorla, 2001), the reception of psychosocial or educational services, and child gender were examined. Results show satisfactory temporal stability for the seven Dominic Interactive scale scores among Innu children. Correlations between Dominic Interactive scale scores and ASEBA-TRF scale scores suggest that Innu children are reporting valid information about their anxious, depressed, oppositional, behavioral, and attentional symptoms. However, Dominic Interactive scores were poorly associated with the reception of psychosocial or educational services. Data suggest Innu girls participating in this study were less likely to be referred for services. Potential clinical applications of these results are discussed.
Keywords: évaluation, santé mentale, enfants, Premières Nations, qualités psychométriques, Assessment, Mental Health, Children, First Nations, Psychometrics
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514.More information
Despite the refusal of the Prime Minister of Quebec to recognize the existence of “systemic racism” in Quebec, deeming this term too guilt-inducing for the majority, there is significant official, scientific, and community literature in Quebec and Canada—and case law in matters of discrimination—that has documented systemic racism and its various manifestations in education. However, although the phenomenon has long been documented, its more subtle manifestations (such as the “adultification” bias of young Black people), which have systemic effects, are not always known and recognized by school stakeholders. This article is based on a non-systematic and non-exhaustive review of survey reports, statistics, and empirical studies in Quebec, Canada, and the United States, the main findings of which converge regarding biases, stereotypes, and prejudices against young Black people and their systemic effects, despite different national contexts. The objective was above all educational: to show that invisible racism causes the problems of Black students to go unrecognized or become marginalized, which leads to less protection (under-protecting) and consideration of their needs—or, conversely, to over-policing and profiling behaviour toward young Black people.
Keywords: bias, biais, stéréotypes, stereotypes, racisme systémique, systemic racism, éducation, young Black people, Noires, education, Noirs