Witnessing a Natural,Safe, and Healthy Birth

In this column, the editor of The Journal of Perinatal Education discusses her experience witnessing a natural, safe, and healthy home birth. The editor also describes the contents of this issue, which offer a broad range of resources, research, and inspiration for childbirth educators in their efforts to promote normal birth.     

The role of school psychology in preventing depression

To advance the role of school psychologists in mental health prevention and wellness activities, in this article we describe (a) a social ecological theory for guiding school‐based prevention research, (b) the role of schools in the development and prevention of depression, (c) a continuum of school‐based support for meeting the needs of children who are currently depressed for preventing future internalizing distress for all children, and (d) social and political factors that must be considered if lasting change is to occur. We conclude with specific considerations for school psychologists. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 763–775, 2004.     

Welcoming Transparency

In this column, the editor of The Journal of Perinatal Education (JPE) discusses why there is a need for transparency to improve maternity care. The editor also describes the contents of this JPE issue, which offer a broad range of resources, research, and inspiration for childbirth educators in their efforts to promote normal birth.     

The effect of systematic academic instruction on behavioural and academic outcomes of students with EBD

This study aims to assess the impact of systematic academic instruction on academic progress and behavioural problems of students with emotional and/or behavioural disorders (EBD) in special education. Earlier studies have noted the importance of a systematic approach as well as the significance of focusing on academic instruction instead of on behaviour. On the basis of these studies, it was hypothesised that the amount of teachers’ systematic academic instruction positively influences the academic progress of students with EBD as well as their behaviour. The amount of systematic academic instruction by teachers in daily teaching (N = 88) and the behaviour and academic progress of a sample of their students (N = 234) were measured and analysed by means of multilevel analyses. The results show a significant relationship between systematic academic instruction and academic outcomes. However, academic outcomes taking into account previous academic performance and behavioural outcomes could not be related to systematic academic instruction. Implications for research on the daily practice of special education are discussed.