Australian Journal of Guidance and Counselling最新文献_第8页

The Relationship of Computer Games and Reported Anger in Young People 电脑游戏与年轻人愤怒情绪的关系

Australian Journal of Guidance and Counselling Pub Date : 2012-06-01 DOI: 10.1017/jgc.2012.4

M. Demirok, Fezile Ozdamli, Cigdem Hursen, Zehra Ozcinar, Muge Kutguner, Huseyin Uzunboylu

引用次数: 8

Attributional Style and Self-Efficacy in Singaporean Adolescents 新加坡青少年的归因风格与自我效能感

Australian Journal of Guidance and Counselling Pub Date : 2012-06-01 DOI: 10.1017/jgc.2012.1

L. S. Yeo, Kayce Tan

{"title":"Attributional Style and Self-Efficacy in Singaporean Adolescents","authors":"L. S. Yeo, Kayce Tan","doi":"10.1017/jgc.2012.1","DOIUrl":"https://doi.org/10.1017/jgc.2012.1","url":null,"abstract":"This investigation examined the relationship between adolescent students’ attributional style and their perceived academic self-efficacy using the Children's Attributional Style Questionnaire (CASQ) (Seligman et al., 1984) and Multidimensional Scales of Perceived Self Efficacy (Bandura, 1989). Attributional style, defined as the way in which people explain events (Abramson, Seligman, & Teasdale, 1978), is represented by three dimensions: permanence, pervasiveness, and personalisation. Statistically significant differences were observed between attributional style for gender and academic streams. Females were more optimistic and hopeful than males. They attributed permanence to good events, but assumed personal responsibility for bad events. Males displayed a more negative attributional style, perceiving negative events as permanent and pervasive. Higher-ability students reported greater optimism about their future compared to their lower-ability students. No gender and ability differences were found for academic self-efficacy. Students’ attributional style was positively associated with their efficacy for self-regulated learning. Findings were interpreted in terms of educational implications and student empowerment, with suggestions made for future studies.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131003738","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: 7

Assessing Intellectual Functioning in Young Adolescents: How do the WISC-IV and SB5 Compare? 青少年智力功能评估:WISC-IV和SB5的比较?

Australian Journal of Guidance and Counselling Pub Date : 2012-06-01 DOI: 10.1017/jgc.2012.9

Kimberley J. Wilson, L. Gilmore

引用次数: 9

JGC volume 22 issue 1 Cover and Back matter JGC第22卷第1期封面和封底

Australian Journal of Guidance and Counselling Pub Date : 2012-06-01 DOI: 10.1017/jgc.2012.16

引用次数: 0

Improving the Achievement, Motivation, and Engagement of Students With ADHD: The Role of Personal Best Goals and Other Growth-Based Approaches 提高ADHD学生的成就、动机和参与度:个人最佳目标和其他基于成长的方法的作用

Australian Journal of Guidance and Counselling Pub Date : 2012-03-14 DOI: 10.1017/jgc.2013.4

Andrew J. Martin

引用次数: 33

Cultivating Reputations: The Social Goal of Western Australian Primary School Bullies 培养声誉:西澳大利亚小学恶霸的社会目标

Australian Journal of Guidance and Counselling Pub Date : 2011-06-01 DOI: 10.1375/ajgc.21.1.33

E. Nathan, S. Houghton, Carol Tan, A. Carroll

引用次数: 8

Abusive Partner Relationships in Secondary Schools: Identification and Intervention Strategies for School Counsellors 中学虐待伴侣关系:学校辅导员的识别与干预策略

Australian Journal of Guidance and Counselling Pub Date : 2011-06-01 DOI: 10.1375/AJGC.21.1.49

Jake J. Protivnak, J. McRoberts

引用次数: 2

Letters from the Future: Suggestions for Using Letter Writing as a School Counselling Intervention. 来自未来的信件:使用信件写作作为学校辅导干预的建议。

Australian Journal of Guidance and Counselling Pub Date : 2011-06-01 DOI: 10.1375/AJGC.21.1.74

V. Kress, M. Hinkle, Jake J. Protivnak

引用次数: 8

An invitation to grieve: reconsidering critical incident responses by support teams in the school setting 邀请悲伤:重新考虑支持团队在学校环境中的关键事件反应

Australian Journal of Guidance and Counselling Pub Date : 2011-06-01 DOI: 10.1375/AJGC.21.1.60

P. O’Brien, K. Mills, A. Fraser, John Andersson

{"title":"An invitation to grieve: reconsidering critical incident responses by support teams in the school setting","authors":"P. O’Brien, K. Mills, A. Fraser, John Andersson","doi":"10.1375/AJGC.21.1.60","DOIUrl":"https://doi.org/10.1375/AJGC.21.1.60","url":null,"abstract":"This article proposes that consideration could be given to an invitational intervention rather than an expectational intervention when support personnel respond to a critical incident in schools. Intuitively many practitioners know that it is necessary for guidance/counselling personnel to intervene in schools in and following times of trauma. Most educational authorities in Australia have mandated the formulation of a critical incident intervention plan. This article defines the term critical incident and then outlines current intervention processes, discussing the efficacy of debriefing interventions. Recent literature suggests that even though it is accepted that a planned intervention is necessary, there is scant evidence as to the effectiveness of debriefing interventions in stemming later symptoms of posttraumatic stress disorder. The authors of this article advocate for an expressive therapy intervention that is invitational rather than expectational, arguing that not all people respond to trauma in the same way and to expect that they will need to recall and retell what has happened is most likely a dangerous assumption. A model of invitation using Howard Gardner's (1983) multiple intelligences is proposed so that students are invited to grieve and understand emotionally what is happening to them following a critical incident.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133645182","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: 10

Current Evidence of Best Practice in Whole-School Bullying Intervention and Its Potential to Inform Cyberbullying Interventions 全校欺凌干预最佳实践的现有证据及其为网络欺凌干预提供信息的潜力

Australian Journal of Guidance and Counselling Pub Date : 2011-06-01 DOI: 10.1375/ajgc.21.1.1

N. Pearce, D. Cross, Helen Monks, S. Waters, Sarah E Falconer

{"title":"Current Evidence of Best Practice in Whole-School Bullying Intervention and Its Potential to Inform Cyberbullying Interventions","authors":"N. Pearce, D. Cross, Helen Monks, S. Waters, Sarah E Falconer","doi":"10.1375/ajgc.21.1.1","DOIUrl":"https://doi.org/10.1375/ajgc.21.1.1","url":null,"abstract":"Abstract In 2004, a set of validated guidelines for school bullying prevention and management was released by the Child Health Promotion Research Centre in Australia to guide schools' action to prevent and manage bullying behaviours. At this time little was known about cyber and other forms of covert bullying behaviours. These guidelines were updated in 2010 to include current research that provides a greater understanding of all forms of bullying behaviour. This article describes a summary of the current empirical evidence used to update these guidelines particularly related to relatively new and emergent forms of bullying, such as cyberbullying. Meta-analyses and reviews that assessed the effectiveness of school-based bullying interventions were examined to inform the relevance of the previously validated guidelines and to identify potential intervention strategies to reduce cyberbullying. This review confirmed the importance of a systematic whole-school approach to effectively prevent and manage all forms of bullying behaviours in schools (including cyberbullying) and the need to strengthen capacity supports to enable schools to put evidence into informed practice.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129660327","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: 164