Stephanie Zito
Datos Biográficos
| ID | 6511378 |
|---|---|
| NOMBRE | Stephanie Zito |
| NOMBRES | Stephanie |
| APELLIDO | Zito |
| FIRMA | ZITO S |
| AFILIACIONES | McGill University |
| ORCID | 0000-0003-2325-8656 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2023 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Roles and responsibilities of educational interpreters
Educational interpreters’ roles and responsibilities have long been one of the most ambiguous and controversial aspects of inclusive education for Deaf and hard of hearing students. Although it is largely agreed upon that sign language interpreters are expected to fulfill expanded roles and responsibilities in educational settings, the field has yet to reach a consensus regarding where those extended boundaries are to be drawn. Furthermore, the l…
How we teach mindfulness matters
Given high levels of adolescent stress and educational institutions' key role in supporting students' mental health, mindfulness instruction is increasingly being implemented in schools. However, there is growing evidence adolescents find traditionally taught formal mindfulness (e.g., structured regular practice like meditation) challenging. Indeed, school-based studies report high levels of student non-compliance and lack of engagement with form…
Exploring the stress management and well-being needs of pre-service teachers
Pre-service teachers (PSTs) receive limited stress management training despite evidence of teachers' stress and its consequences on students. This study used a multistakeholder approach to conduct semi-structured interviews with PSTs, in-service teachers, school administrators, and directors of teacher preparation, informing a quantitative survey for PSTs across Canada to (1) identify expected stressors, (2) determine support/strategies, and (3) …
Mindfulness-based programs and school adjustment
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Mindfulness-based programs and school adjustment
How we teach mindfulness matters
Given high levels of adolescent stress and educational institutions' key role in supporting students' mental health, mindfulness instruction is increasingly being implemented in schools. However, there is growing evidence adolescents find traditionally taught formal mindfulness (e.g., structured regular practice like meditation) challenging. Indeed, school-based studies report high levels of student non-compliance and lack of engagement with form…
Exploring the stress management and well-being needs of pre-service teachers
Pre-service teachers (PSTs) receive limited stress management training despite evidence of teachers' stress and its consequences on students. This study used a multistakeholder approach to conduct semi-structured interviews with PSTs, in-service teachers, school administrators, and directors of teacher preparation, informing a quantitative survey for PSTs across Canada to (1) identify expected stressors, (2) determine support/strategies, and (3) …
Roles and responsibilities of educational interpreters
Educational interpreters’ roles and responsibilities have long been one of the most ambiguous and controversial aspects of inclusive education for Deaf and hard of hearing students. Although it is largely agreed upon that sign language interpreters are expected to fulfill expanded roles and responsibilities in educational settings, the field has yet to reach a consensus regarding where those extended boundaries are to be drawn. Furthermore, the l…
Clinical Psychology (2 obras) · Psychology (2 obras) · Psychotherapist (2 obras) · Adolescent development (1 obras) · Business (1 obras) · Child Therapy and Development (1 obras) · Clinical Psychology (1 obras) · Developmental psychology (1 obras) · Diversity (politics) (1 obras) · Documentation (1 obras)