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This collaborative action research, carried out by early childhood education interns, with the support of their instructor and two university researchers, shows the empowerment of postsecondary students that occurs when they are responsible for designing and implementing research projects tailored to their placement contexts. The early childhood educator interns took up a stance as reflective practitioners who developed professional skills and knowledge in an area that was meaningful to them--teaching young children their Indigenous language. The interns shared responsibility for their learning with their instructor, who was also conducting research into her practice, gathering data to identify the impact of her new teaching approach on interns' learning. The simultaneous use of collaborative action research methods at the instructor and intern levels provides researchbased information for the larger professional field. Additionally, the college instructor and the student interns are positioned as research-practitioners who use action research to support their professional growth. [ABSTRACT FROM AUTHOR]

Objective: This study examined psychometric properties, parent-youth agreement, and factors associated with agreement on the 12-item and 36-item versions of the World Health Organization Disability Assessment Schedule (WHODAS) 2.0., Methods: Data come from a clinical sample of 56 youth, aged 14-17 years, receiving mental health care at a pediatric hospital. Correlations between the WHODAS 2.0, KIDSCREEN-27, and demographic variables were used to assess validity. Internal consistency was measured using ordinal alpha. The Bland-Altman method and intraclass correlation coefficients (ICC) were used to assess parent-youth agreement. Logistic regression examined factors associated with disagreement > 0.5 standard deviation., Results: For both parent and youth, correlations were low to moderate in exploring convergent (τ= -0.42 to 0.01) and divergent validity (τ/r = -0.12 to 0.32). Internal consistency was adequate (α > 0.7). Parent WHODAS 2.0 scores were significantly lower than youth scores and Bland-Altman plots revealed poor parent-youth agreement (ICC = -0.04 to 0.33). Lower household income was associated with lower odds of disagreement on the 35-item WHODAS 2.0 (OR= 0.28, 95% CI= 0.08-0.99), and older youth age was associated with lower odds of disagreement on the 12-item WHODAS 2.0 (OR= 0.40, 95% CI= 0.19-0.84)., Conclusion: The psychometric properties of both WHODAS 2.0 versions were similar, so the abbreviated version may be sufficient to measure functional impairment in a clinical context. Additional research is needed to better understand the factors that influence discrepancies between informants and the implications for care. However, reports from both youth and parents appear valuable in understanding functional impairment., Competing Interests: Conflict of Interest The authors have no financial relationships or other ties to disclose., (Copyright © 2023 Canadian Academy of Child and Adolescent Psychiatry.)

Objective: Multiple informants are often used in the assessment of child psychopathology; however, parent-child agreement is low in child psychiatry. The objective of this exploratory study was to assess informant agreement on the Mini International Neuropsychiatric Interview for Children and Adolescents (MINI-KID) in a clinical sample of children with mental disorders and their parents, and to examine health and demographic factors associated with agreement., Method: MINI-KID results were analyzed for 88 parent-child dyads. Children were between 8-17 years old and were receiving in- or outpatient services for at least one mental disorder at a pediatric hospital. Kappas were calculated to assess parent-child agreement and logistic regression models were used to identify factors associated with agreement., Results: Agreement was low to moderate (κ=0.19-0.41) across the MINI-KID modules. Household income was associated with agreement for major depression, generalized anxiety, and attention-deficit hyperactivity disorder. Recruitment setting and parent psychological distress were associated with agreement for generalized anxiety and separation anxiety, respectively. Age, sex, and child disability/impairment were not associated with agreement., Conclusions: Parent-child agreement on the MINI-KID was low to moderate, and few factors were associated with agreement. These initial findings reaffirm the need for multiple informants when assessing psychopathology in children and can be used by health professionals to facilitate parent-child discussions in clinical settings in child psychiatry., Competing Interests: Conflicts of Interest The authors have no financial relationships to disclose., (Copyright © 2021 Canadian Academy of Child and Adolescent Psychiatry.)

Objective: This study examines the association between community-level marginalization and emergency room (ER) wait time in Ontario., Methods: Data sources included ER wait time data and Ontario Marginalization Index scores. Linear regression models were used to quantify the association., Results: A positive association between total marginalization and overall, high-acuity and low-acuity ER wait time was found. Considering specific marginalization dimensions, we found positive associations between residential instability and ER wait time and negative associations between dependency and ER wait time., Conclusions: Reductions in community-level marginalization may impact ER wait time. Future studies using individual-level data are necessary., (Copyright © 2020 Longwoods Publishing.)