This study highlights the necessary conditions for assessing the success of implementation of educational innovations. Reciprocal communication between users and developers is vital. This reflects the approaches recommended in the Ottawa Consensus Statement on research in assessment published in Medical Teacher in March 2011.

Technical adequacy and usability are important considerations in selecting early childhood social-emotional (SE) screening and assessment measures. As identification of difficulties can be tied to programming, intervention, accountability, and funding, it is imperative that practitioners and decision makers select appropriate and quality measures from the plethora of measures available. This study systematically reviewed and evaluated the technical adequacy and usability of 10 commonly used SE assessment and screening measures, using a framework for evaluating selected properties of measures (e.g., reliability, validity). Through this review, it was found that there are inadequacies in many commonly used SE measures, deserving the attention of both users and developers.

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Community-based participatory research (CBPR) is a promising decolonizing approach to health and social sciences research with First Nation Peoples. In CBPR, the use of a community advisory committee can act as an anchoring site for trusting reciprocal relationships, collaborative decision-making, and co-learning and cocreation. Through a qualitative case study, this article illustrates the collective experiences of a wellestablished, multidisciplinary, and intersectoral committee that reviews, monitors, and guides multiple research projects in a First Nation community in Canada. Participants of the Alexander Research Committee (ARC) share examples of the value of fostering a high level of commitment to building both positive working relationships and learning spaces that ultimately result in research and policy impacts for their community.

This study examined the challenges and critical psychosocial needs of Syrian refugee families with young children in Western Canada, and the role of cultural brokering in facilitating their psychosocial adaptation. Using a community-based participatory research approach and critical incident method, the study involved nine Arabic-speaking cultural brokers who were working with Syrian refugee families using holistic supports during early resettlement. Data collected through focus groups and semi-structured interviews are presented in five illustrative case studies, and reveal that Syrian families struggled with feeling safe and secure in Canada, adjusting to the changing roles in the family, and trying to find meaning in their lives. These struggles were attributed to families' overall challenges navigating various domains of integration (i.e., health, social services, and education), resulting in a heavy reliance on cultural brokers for social linking and bonding activities (Ager & Strang, 2008), including connecting families to needed supports and helping family members build relationships with one another. Challenges faced by families mapped onto the five psychosocial needs of Silove's (2013) Adaptation after Persecution and Trauma (ADAPT) conceptual framework as well as most of the core domains of Ager and Strang's (2008) Social Integration framework. This study provides evidence for the use of both of these frameworks in further studies involving Syrian refugee populations; they proved useful for understanding how families can develop necessary skills to engage on their own in linking activities with various Canadian institutions and bridging activities with communities at large.