Journal of Psychologists and Counsellors in Schools最新文献

Relation between school education aims and Finnish adolescents’ global mindedness: The mediating role of tolerance 学校教育目标与芬兰青少年全球意识之间的关系：宽容的中介作用

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2023-12-22 DOI: 10.1177/20556365231212589

Haoyan Huang, Naizhi Liang, Yixin Zhang, Wanyi Li, Naiyi Wang

{"title":"Relation between school education aims and Finnish adolescents’ global mindedness: The mediating role of tolerance","authors":"Haoyan Huang, Naizhi Liang, Yixin Zhang, Wanyi Li, Naiyi Wang","doi":"10.1177/20556365231212589","DOIUrl":"https://doi.org/10.1177/20556365231212589","url":null,"abstract":"Global mindedness is increasingly crucial for individual, national, and global flourishing, and thus obtains great emphasis in school education. This study aimed to examine the associations between adolescents’ global mindedness and three-dimensional school education aims (aims for academic achievement, employability, and narrow-sense holistic development). We further explored the role of adolescents’ tolerance that might explain the associations. A total of 2448 15-year-old Finnish adolescents were selected and two-level hierarchical liner modeling was employed. Results showed that (1) academic achievement aim played a positive role in adolescents’ global mindedness, whereas narrow-sense holistic development aim and employability aim showed insignificant and negative effect on it, respectively; and (2) adolescents’ tolerance mediated the associations of these three school education aims and global mindedness. Findings identified the fundamental contribution of academic achievement aim to global mindedness, and imply schools to integrate global education with academic education, as well as to forbid the discouragement for tolerance and global mindedness in employability education.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"61 11","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138945692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Multiple intelligences theory and expressive therapies: New counselling options for secondary school students who experience anxiety 多元智能理论和表达性疗法：为焦虑的中学生提供新的辅导方案

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2023-12-14 DOI: 10.1177/20556365231216810

Anna Magdalena Keates, Mark Pearson

引用次数: 0

The use of strengths-based approaches, Personal Construct Psychology (PCP) techniques and psychoeducation about autism with an adolescent in a post-primary school context in the Republic of Ireland: A practitioner report 在爱尔兰共和国一所小学毕业后的学校中，对一名青少年使用基于优势的方法、个人建构心理学（PCP）技术和自闭症心理教育：实践者报告

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2023-12-09 DOI: 10.1177/20556365231216805

Lydia Mannion

{"title":"The use of strengths-based approaches, Personal Construct Psychology (PCP) techniques and psychoeducation about autism with an adolescent in a post-primary school context in the Republic of Ireland: A practitioner report","authors":"Lydia Mannion","doi":"10.1177/20556365231216805","DOIUrl":"https://doi.org/10.1177/20556365231216805","url":null,"abstract":"This intervention case study is written by an Educational and Child Psychologist in the Republic of Ireland, which took place with Leah, a 15-year-old adolescent with a diagnosis of autism attending a post-primary school. Pre- and post-intervention assessment measures included the Strengths and Difficulties Questionnaire (SDQ) and the Rosenberg Self-Esteem Scale (RSE). An individualised intervention plan was designed, focussing on promoting Leah’s self-esteem, as well as her understanding of autism. Therapeutic techniques used throughout the six-session intervention involved strengths-based and Personal Construct Psychology (PCP) approaches, alongside psychoeducation about autism. Leah’s post-intervention scores on the SDQ showed slight improvements in emotional problems and conduct problems following the intervention, while her scores on the RSE demonstrated a significant improvement in self-esteem from pre- to post-intervention. The case outcomes support the adoption of individualised strengths-based approaches and PCP techniques to promote self-esteem, as well as psychoeducation about autism to promote understanding and self-acceptance.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"23 6","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138585278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Early-career school psychologists’ risk assessment self-efficacy: An Australian perspective 初入职场的学校心理学家的风险评估自我效能感：澳大利亚视角

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2023-12-06 DOI: 10.1177/20556365231206230

Erin Quigley, Chelsea Hyde

{"title":"Early-career school psychologists’ risk assessment self-efficacy: An Australian perspective","authors":"Erin Quigley, Chelsea Hyde","doi":"10.1177/20556365231206230","DOIUrl":"https://doi.org/10.1177/20556365231206230","url":null,"abstract":"Assessment and management of youth suicide risk is a key role for school psychologists. However, prior research indicates that psychologists commonly lack confidence and feel unprepared when they graduated to conduct risk assessments. This qualitative study explored nine Victorian early-career school psychologists’ role in risk assessment, and their self-perceived preparedness, self-efficacy, postgraduate training experiences and methods used to assess risk. Results identified that the frequency of student suicidal ideation and acute mental health presentations exceeded participants’ expectations. Participants identified confidence in assessing risk, but less confidence in the follow-up actions. Participants reported employing comprehensive risk assessment practices and most received exposure to risk assessment during training. Key factors identified for building risk assessment preparedness and confidence were supervision, experience, professional development and research. As participants identified core risk assessment competencies that may require further coverage in curricula, these findings have important implications for universities to maximise graduates’ risk assessment preparedness.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"86 5","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138596127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supervision practices in school counsellor education: A comparison across two countries 学校辅导员教育中的督导实践：两个国家的比较

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2023-12-05 DOI: 10.1177/20556365231212508

Mustafa Kemal Yöntem, Mustafa Aydogan, Yusuf Sarıkaya

{"title":"Supervision practices in school counsellor education: A comparison across two countries","authors":"Mustafa Kemal Yöntem, Mustafa Aydogan, Yusuf Sarıkaya","doi":"10.1177/20556365231212508","DOIUrl":"https://doi.org/10.1177/20556365231212508","url":null,"abstract":"Supervision is an essential part of school counsellor education training, particularly during internship and practicum experiences, as it plays a crucial role in assisting counsellor trainees in adapting to their new roles and identities. While essential to the profession, supervision literature lacks comparison studies across countries, leaving a significant gap in our understanding of whether, and to what extent, supervision is being effectively practised cross-nationally. In the current study, authors utilized a multisite analytic approach as a form of case study method to investigate similarities and differences in counsellor educators’ school counselling supervision practices in the US and Türkiye. The study sample included a total of four counsellor education programmes, consisting of two programmes from each country. The results indicated that while counsellor educators in the US pay more attention to crisis management, suicide assessment, feedback acceptance, multicultural issues, school counsellor self-care, and mindfulness, their counterparts in Türkiye focus on creating counselling goals, counselling micro-skills, theories, and techniques. The results also provided further support for an independent counsellor education accreditation body that could oversee the supervision practices across counsellor education programmes in Türkiye for a united counsellor training, supervision, and professional counsellor identity.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"50 10","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138600550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Australian school psychologists’ and counsellors’ experience of stress 澳大利亚学校心理学家和辅导员的压力体验

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2023-12-05 DOI: 10.1177/20556365231207410

Donna Pennell, Marilyn Campbell, M. Z. Juri, Mary McMahon

{"title":"Australian school psychologists’ and counsellors’ experience of stress","authors":"Donna Pennell, Marilyn Campbell, M. Z. Juri, Mary McMahon","doi":"10.1177/20556365231207410","DOIUrl":"https://doi.org/10.1177/20556365231207410","url":null,"abstract":"There are few studies examining the wellbeing of Australian school-based psychologists/counsellors (SPCs) despite the research indicating there are unique stressors associated with the role. The purpose of this study was to measure the stress perceived by working Australian SPCs. Data were collected via an online survey within which the Perceived Stress Scale – 10 item version (PSS-10) was embedded. Mean global stress for 162 participants was calculated then compared with the general population and a previous cohort of Australian SPCs. Four variables of influence were also statistically analysed: school level, years of experience, amount of time participating in supervision and alignment with two differing professional identity statements – ‘I see myself as an educator with a counselling/psychology specialisation’ or ‘as a psychologist/counsellor who works in an education setting’. Moderate – high frequency of stress, in excess of the general population and stress levels reported previously, was found. No significant relationships were found between stress and school level, years of experience or professional identity. A negative relationship was found between stress and the amount of supervision received. The level of stress experienced by Australian SPCs warrants that policies and practices monitor and protect Australian SPC wellbeing.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"60 9","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138598380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A qualitative study of trainee school psychologists’ experiences of an online mindfulness-based intervention 关于受训学校心理学家体验在线正念干预的定性研究

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2023-12-05 DOI: 10.1177/20556365231211103

J. Pickard, Kendall Allsop, Frank P. Deane

{"title":"A qualitative study of trainee school psychologists’ experiences of an online mindfulness-based intervention","authors":"J. Pickard, Kendall Allsop, Frank P. Deane","doi":"10.1177/20556365231211103","DOIUrl":"https://doi.org/10.1177/20556365231211103","url":null,"abstract":"Prior research suggests mindfulness-based interventions effectively reduce stress in trainee psychologists, enhance wellbeing and cultivate clinical skills and competencies. This study explored how trainee school psychologists perceived the effects of a mindfulness-based intervention on their development as psychologists. Forty trainee school psychologists participated in a 6-week online mindfulness-based intervention. They completed weekly written reflective journals throughout the programme which were later analysed using thematic analysis. Four core themes were identified: (1) changes in awareness and attention; (2) enhanced wellbeing; (3) commitment to ongoing personal practice and (4) cultivation and enhancement of professional development. Participants ( n = 24) who completed the mindfulness workshop during the COVID-19 pandemic indicated that mindfulness practice was particularly useful for managing uncertainty and other related stressors. It was concluded that practicing mindfulness supported trainee school psychologists’ personal and professional development, particularly related to compassion, resilience and therapeutic presence.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"2 3","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138601058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The relationship of self-efficacy, self-advocacy and multicultural counselling competency of school counsellors: A structural equation model 学校辅导员的自我效能感、自我倡导与多元文化辅导能力的关系：结构方程模型

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2023-12-05 DOI: 10.1177/20556365231207245

Mustafa Aydogan, Jason M. McGlothlin, Marty Jencius

引用次数: 0

Mindfulness-based cognitive therapy for mathematics anxiety among school adolescents: A randomised trial 针对在校青少年数学焦虑的正念认知疗法：随机试验

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2023-12-05 DOI: 10.1177/20556365231207248

A. C. Nzeadibe, F. Egara, Chiedu Eseadi, J. C. Chukwuorji

引用次数: 0

The role of teacher support in the self-esteem of Korean adolescents with burnout 教师的支持对有职业倦怠的韩国青少年自尊心的影响

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2023-12-05 DOI: 10.1177/20556365231207246

Hyunju Choi, S. Cho, Jiwon Kim, Sang Min Lee

引用次数: 0