IMPORTANCEAs stated in the DSM-5, it is generally reported that the prevalence of attention-deficit/hyperactivity disorder (ADHD) is lower among Black individuals compared with the general population. However, Black individuals living in countries where they are considered a minority population group (eg, in Northern America and Europe) are underrepresented in studies evaluating ADHD.OBJECTIVE To estimate the pooled prevalence of ADHD and identify associated risk factors among US Black individuals.DATA SOURCES This systematic review and meta-analysis identified peer-reviewed studies published until October 18, 2019, using the APA PsycInfo, MEDLINE, Embase, Cochrane CENTRAL, CINAHL, ERIC, and Education Source databases.STUDY SELECTION Eligible trials were published in French or English, had empirical data on the prevalence of ADHD in samples or subsamples of Black people, and were conducted in countries with Black minority populations. All studies were assessed and passed quality evaluation. DATA EXTRACTION AND SYNTHESISThe PRISMA guideline was used for extracting and reporting data. Random-effects meta-analyses were generated to estimate the prevalence of ADHD among Black individuals using the metafor package in R. MAIN OUTCOMES AND MEASURESPrevalence and risk factors associated with ADHD among Black individuals were identified.RESULTS A total of 24 independent samples and subsamples from 21 studies published between 1979 and 2020 (154 818 Black participants) were included in this systematic review and meta-analysis. All included studies were conducted in the US. Two studies were conducted assessing adults (aged 18 years or older), 8 assessing children (0-12 years), 1 assessing adolescents (aged 13-17 years), and 13 assessing both children and adolescents. The pooled prevalence of ADHD was 14.54% (95% CI, 10.64%-19.56%). In a narrative review of the studies in this analysis, some studies found risk factors associated with ADHD, such as sociodemographic characteristics (age, sex, race, and socioeconomic status), familial factors, environmental factors, and risk behaviors, but the data did not permit a moderation analysis to assess these findings in this study. CONCLUSIONS AND RELEVANCEContrary to what is stated in the DSM-5, the results of this systematic review and meta-analysis suggest that Black individuals are at higher risk for ADHD diagnoses than the general US population. These results highlight a need to increase ADHD assessment and monitoring among Black individuals from different social backgrounds. They also higlight the importance of establishing accurate diagnoses and culturally appropriate care.

Is family structure a cue for stereotyping? Past reviews on the topic of stereotypes and parenthood are divided. To update the current understanding on this important question, this systematic review summarizes and integrates the body of literature published between 2003 and 2013 on stereotypes associated with married, divorced, single, step, same-sex and adoptive parents. Seventeen articles met all of the inclusion criteria. An analysis of the final sample of studies helps main trends pertaining to these six parental types to be identified. Findings revealed that motherhood and fatherhood continue to be conceptualized differently, with stereotypes associated with different types of fathers appearing more positive than those associated with different types of mothers. Married parents also appear to remain the parental type that is the most positively stereotyped and against which other types are compared. These results are compared to past meta-analytic reviews and implications for future research are presented.

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There is ample theoretical justification for incorporating reflection exercises as a tool for preparing students for life beyond university, yet the utility of such exercises needs to be documented if resources are to be devoted to their implementation. This study describes the implementation and evaluates the effectiveness of a reflection exercise that was introduced in an entry-level undergraduate psychology course. Students completed four periodic reflection journals and submitted an essay summarizing their progress as learner at the end of the semester using examples from the journals to support their reflection. Multiple qualitative analysis methods were used to measure the reflective content of the summary essays. The analyses support the effectiveness of the exercise in promoting reflection on the process of learning including strengths, weaknesses, learning strategies, competence, efforts, and emotions. In addition, reviewing the reflective essays provided the instructor with invaluable insight into the students’ experience. We conclude that reflection writing can be incorporated in undergraduate studies to encourage the development of life-long learning skills with reasonable time requirements. Suggestions for modes of implementation as well as future avenues of research are discussed. Il existe une ample justification théorique à l’incorporation d’exercices de réflexion en tant qu’outils pour préparer les étudiants à la vie après l’université, et pourtant l’utilité de tels exercices a besoin d’être documentée avant de consacrer des ressources à leur mise en oeuvre. Cette étude décrit la mise en oeuvre et évalue l’efficacité d’un exercice de réflexion qui a été présenté dans un cours de premier cycle en psychologie. Les étudiants ont complété quatre journaux de réflexion personnelle au cours du semestre et à la fin du cours, ils ont rédigé un essai dans lequel ils ont résumé leurs progrès en tant qu’apprenants en utilisant des exemples tirés de leurs journaux pour soutenir leur réflexion. Plusieurs méthodes d’analyse qualitative ont été utilisées pour mesurer le contenu réflectif des essais. Les analyses soutiennent l’efficacité de l’exercice pour favoriser la réflexion sur le processus d’apprentissage, y compris les forces, les faiblesses, les stratégies d’apprentissage, la compétence, les efforts et les émotions. De plus, le fait d’avoir examiné les essais de réflexion a fourni à l'instructeur des indications d’une valeur inestimable sur l’expérience des étudiants. Nous concluons que la rédaction réflective peut être incorporée dans les études de premier cycle pour encourager le développement de compétences d’apprentissage qui serviront tout au long de la vie et ce selon des exigences raisonnables quant au temps requis. Des suggestions de divers modes de mise en oeuvre ainsi que d’avenues pour des recherches futures sont également discutées.

This exploratory scoping review examined the available Canadian guidelines for 4 health professionsprofessional psychology, social work, medicine, and nursing-to present the similarities and differences between each of these professions relating to the definition and practice of clinical supervision. The 9 themes related to supervisor competency identified in the Olds and Hawkins (2014) meta-framework were also applied to the existing guidelines. Overall, the results suggest that clinical supervision is generally offered in a similar way in the 4 professions examined but that there are more differences than similarities between the guidelines/principles/standards of the 4 professions examined and the Olds and Hawkins framework developed for professional psychology. This suggests that there is currently a lack of consistency among guidelines within and across professions that routinely use clinical supervision for training and administrative purposes, and that few guidelines refer to the practice of clinical supervision as a professional competency. Public Significance StatementCanadian practice guidelines relating to clinical supervision across four professions (professional psychology, social work, nursing, and medicine) were examined to determine how clinical supervision is conceptualised as well as the similarities and differences that exist across professions in their expectations for the practice of clinical supervision in the workplace. This study aims to inform the development of more holistic guidelines for all health professionals who tend to work together in clinical supervision contexts, which may contribute to more effective interprofessional practice among health professions, as well as greater coordination for those working across multiple jurisdictions.