Australian Journal of Guidance and Counselling最新文献_第2页

A Combined Intervention Targeting both Teachers’ and Students’ Social-Emotional Skills: Preliminary Evaluation of Students’ Outcomes 以师生社会情绪技能为目标的联合干预:对学生结果的初步评价

Australian Journal of Guidance and Counselling Pub Date : 2014-06-09 DOI: 10.1017/jgc.2014.12

C. A. Iizuka, P. Barrett, R. Gillies, Clayton R. Cook, W. Marinovic

{"title":"A Combined Intervention Targeting both Teachers’ and Students’ Social-Emotional Skills: Preliminary Evaluation of Students’ Outcomes","authors":"C. A. Iizuka, P. Barrett, R. Gillies, Clayton R. Cook, W. Marinovic","doi":"10.1017/jgc.2014.12","DOIUrl":"https://doi.org/10.1017/jgc.2014.12","url":null,"abstract":"The literature indicates increasing evidence showing the benefits of classroom-based, universal preventive interventions for mental health and the link between social and emotional learning and academic performance. The FRIENDS program has been extensively tested and has showed promising results not only for preventing childhood anxiety, but also for improving students’ self-concept, social skills and coping skills. However, when it comes to communities in disadvantage, the results are mixed, with some studies reporting the need to include enhancements to the context in which the program is implemented to better support communities at risk. A combined intervention aiming to promote students’ social-emotional skills was piloted in a school located in a low socio-economic status area. Teachers received training to teach social and emotional skills for students and a resilience program for themselves. Students’ social-emotional outcomes were assessed at pre, post, 3 and 6 months following the intervention. Results showed that the intervention helped students to decrease their anxiety, and the intervention was well accepted by participants.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121904643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 15

Comparing Satisfaction, Life-Stress, Coping and Academic Performance of Counselling Students in On-Campus and Distance Education Learning Environments. 辅导学生满意度、生活压力、应对和学业成绩在校内和远程教育环境下的比较

Australian Journal of Guidance and Counselling Pub Date : 2014-06-01 DOI: 10.1017/JGC.2014.2

B. Furlonger, Emilia Gencic

引用次数: 24

A Qualitative Exploration of Cyber-Bystanders and Moral Engagement 网络旁观者与道德参与的定性探讨

Australian Journal of Guidance and Counselling Pub Date : 2014-06-01 DOI: 10.1017/JGC.2013.18

D. Price, Deborah A. Green, B. Spears, Margaret Scrimgeour, Alan Barnes, R. Geer, B. Johnson

{"title":"A Qualitative Exploration of Cyber-Bystanders and Moral Engagement","authors":"D. Price, Deborah A. Green, B. Spears, Margaret Scrimgeour, Alan Barnes, R. Geer, B. Johnson","doi":"10.1017/JGC.2013.18","DOIUrl":"https://doi.org/10.1017/JGC.2013.18","url":null,"abstract":"Studies have found that moral disengagement plays a significant role in the continuation of bullying situations (Bonanno, 2005); however, the moral stance of cyber-bystanders — those who witness online bullying — is not yet clear. While research into traditional face-to-face bullying reported that peers would probably or certainly intervene to support victims in 43% of cases (Rigby & Johnson, 2006) actual intervention is reportedly much less (Atlas & Pepler, 1998; Craig & Pepler, 1997). Little is known, however, about the attitudes and behaviours of bystanders or witnesses when online, or their probable intentions to intervene. This study employed three digital animations of typical cyberbullying scenarios to explore young people's views of cyber-bystanders. Youth from Years 8–12 (mean age 15.06, N = 961) from one metropolitan secondary school in Adelaide, South Australia, completed an online survey after watching vignettes. To shed light on the rationale and thinking behind their understanding of bystanders and moral dis/engagement when online, this article reports on the qualitative responses from young people in relation to one of these animations/vignettes. The findings suggest that young people perceive cyber-bystanders to have the capacity to morally engage in cyberbullying incidents; however, there are various barriers to their active positive engagement. The implications can inform educators and school counsellors about possible ways to support students to intervene when they witness cyberbullying.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124587718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 45

Distressed or Deliberately Defiant? Managing Challenging Student Behaviour Due to Trauma and Disorganised Attachment Judith Howard (2013). Bowen Hills, QLD: Australian Academic Press, 104pp, ISBN: 1922117153 苦恼还是故意挑衅?管理具有挑战性的学生行为，由于创伤和无组织的依恋朱迪思·霍华德(2013)。Bowen Hills, QLD:澳大利亚学术出版社，104页，ISBN: 1922117153

Australian Journal of Guidance and Counselling Pub Date : 2014-06-01 DOI: 10.1017/JGC.2014.7

Sandra R Armsden

引用次数: 0

An Exploratory Study of Aggression in School-Age Children: Underlying Factors and Implications for Treatment. 学龄儿童攻击行为的探索性研究:潜在因素及其治疗意义。

Australian Journal of Guidance and Counselling Pub Date : 2014-06-01 DOI: 10.1017/JGC.2013.12

Lynn E. Priddis, S. Landy, D. Moroney, R. Kane

{"title":"An Exploratory Study of Aggression in School-Age Children: Underlying Factors and Implications for Treatment.","authors":"Lynn E. Priddis, S. Landy, D. Moroney, R. Kane","doi":"10.1017/JGC.2013.12","DOIUrl":"https://doi.org/10.1017/JGC.2013.12","url":null,"abstract":"Aggressive behaviour in school-aged children presents a significant challenge for society. If not managed, it can result in adverse academic, social, emotional, and behavioural outcomes for the child. In addition, it can create stress for families and become a significant burden for the community as these children reach adolescence and adulthood, and engage in antisocial behaviours. Using a three-step exploratory analytical strategy, this study explored parent and child reports of a diverse range of underlying developmental and clinical variables that have been identified in the literature as predictors of aggressive child behaviour, and which could be addressed within an Australian school or community context. A total of 57 children and their parents were recruited from a referral-based Western Australian child mental health service, and the wider community. A group of 31 clinically aggressive children were identified and compared to a group of 26 non-aggressive children. The aggressive group was reported as having a greater prevalence of internalising symptoms, including anxiety and depression, and their aggressive behaviour was more likely to be of the callous/unemotional type, relative to their non-aggressive counterparts. Significant predictors of belonging to the aggressive group included child social problems, thought problems, attention problems, affective problems, narcissism, symptoms of ADHD and PTS, and low maternal self-esteem. Findings are presented and discussed in the context of established theories. Recommendations for principles of treatment for aggressive children and their families are suggested.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"49 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133959978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 16

From Theory to Practice: Two Ecosystemic Approaches and Their Applications to Understanding School Bullying 从理论到实践:两种生态系统方法及其在理解校园欺凌中的应用

Australian Journal of Guidance and Counselling Pub Date : 2014-06-01 DOI: 10.1017/JGC.2013.10

C. M. Guckin, S. Minton

{"title":"From Theory to Practice: Two Ecosystemic Approaches and Their Applications to Understanding School Bullying","authors":"C. M. Guckin, S. Minton","doi":"10.1017/JGC.2013.10","DOIUrl":"https://doi.org/10.1017/JGC.2013.10","url":null,"abstract":"School professionals, particularly school counsellors and school psychologists, require detailed knowledge of many important factors that contribute to the personal, academic, and vocational development of the students in their charge (e.g., psychosocial development, curricula developments, local community developments and initiatives, national and international policy developments). The amount of detail and knowledge required by school counsellors/psychologists is bewildering, even before consideration of the individual differences in those who require their help. A framework can provide school professionals with a parsimonious approach to organising, synthesising and understanding all the information that needs to be considered in relation to a child within a particular environment. The current article reviews and comments upon the usefulness of two such theoretical frameworks--Bronfenbrenner's ecological model (1979, 1989) and Spiel, Reimann, Wagner, and Schober's (2008) Bildung-Psychology approach--to an exploration and understanding of a common issue; namely, bully/victim problems among school pupils. It is argued that such ecological/systemic approaches could usefully inform the design and evaluation of future efforts to address school bullying and violence. By extension, we propose that the simplicity of such models is of great value to the school professional who seeks a framework that can guide them in their work. Language: en","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128651628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 36

Career Development of Upper Primary School Students in Turkey. 土耳其小学高年级学生的职业发展。

Australian Journal of Guidance and Counselling Pub Date : 2014-06-01 DOI: 10.1017/JGC.2013.7

Serap Nazli

引用次数: 9

Memory Mates: A Classroom-Based Intervention to Improve Attention and Working Memory 记忆伴侣:以课堂为基础的干预以改善注意力和工作记忆

Australian Journal of Guidance and Counselling Pub Date : 2014-06-01 DOI: 10.1017/JGC.2013.23

Nash Davis, Linda Sheldon, S. Colmar

引用次数: 8

The Role of Gender, Attachment Dimensions, and Family Environment on Loneliness among Turkish University Students. 性别、依恋维度和家庭环境对土耳其大学生孤独感的影响。

Australian Journal of Guidance and Counselling Pub Date : 2014-06-01 DOI: 10.1017/JGC.2013.11

Aylin Demirli, A. Demir

引用次数: 23

Hope in Counselling and Psychotherapy Denis O’Hara (2004). London: Sage, 192pp, ISBN 978-1-44620-170-1 心理咨询与心理治疗中的希望。伦敦:Sage, 192页，ISBN 978-1-44620-170-1

Australian Journal of Guidance and Counselling Pub Date : 2014-06-01 DOI: 10.1017/JGC.2014.8

D. J O'Hara, L. Baker

引用次数: 1