Journal of Psychologists and Counsellors in Schools最新文献_第10页

Exploring teachers’ competence in immediately intervening in school bullying: developing a valid intervening process 探索教师立即干预校园欺凌的能力：制定有效的干预过程

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2020-11-10 DOI: 10.1017/jgc.2020.20

Yu-Hsien Sung, M. Valcke, Li-Ming Chen

{"title":"Exploring teachers’ competence in immediately intervening in school bullying: developing a valid intervening process","authors":"Yu-Hsien Sung, M. Valcke, Li-Ming Chen","doi":"10.1017/jgc.2020.20","DOIUrl":"https://doi.org/10.1017/jgc.2020.20","url":null,"abstract":"Abstract This study aimed to explore the constructs related to teachers’ competence in immediately intervening in school bullying (CIISB) in order to develop a valid intervention process. In this study, 16 secondary school teachers in Taiwan with experience of dealing with school bullying were interviewed. In total, 26 interview transcripts were analysed. The results highlight two key constructs that are central to CIISB. The first is structuring prompt management of school bullying. This involves three phases: identifying the incident, stabilising the incident, and clarifying incidents as well as implementing incidental and intentional learning. The second construct is setting the appropriate atmosphere. This refers to teachers’ capacity to build a positive relationship with students by maintaining a calm, serious and fair attitude, and creating a positive atmosphere to implement an immediate intervention. The results suggest that teachers should master the above constructs of CIISB, thereby providing a suitable immediate intervention when school bullying occurs.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.20","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46816644","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

Self-esteem and perceived social competence protect adolescent students against ostracism and loneliness 自尊和感知的社会能力保护青少年学生免受排斥和孤独

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2020-11-10 DOI: 10.1017/jgc.2020.25

Halis Sakız, A. Mert, Hakan Sarıcam

{"title":"Self-esteem and perceived social competence protect adolescent students against ostracism and loneliness","authors":"Halis Sakız, A. Mert, Hakan Sarıcam","doi":"10.1017/jgc.2020.25","DOIUrl":"https://doi.org/10.1017/jgc.2020.25","url":null,"abstract":"Abstract The purpose of this research was to examine the associations between self-esteem, perceived social competence, ostracism and loneliness among adolescent students. For the investigation of self-esteem and perceived social competence as key developmental constructs concerning negative experiences such as ostracism and loneliness, it is important to understand the experiences that may inhibit individual development in adolescence. Participants were 542 presecondary and secondary school students who completed the Rosenberg Self-Esteem Scale, the Perceived Social Competence Scale, the Ostracism Experience Scale for Adolescents, and the Loneliness Scale for Children. The data were analysed with Pearson moments correlation analysis and multiple regression analysis. Findings showed that: (1) self-esteem, perceived social competence, ostracism and loneliness were related to each other; (2) self-esteem and perceived social competence were negatively related to ostracism and loneliness; (3) ostracism had a positive relationship with loneliness and a negative impact on self-esteem; and (4) an increase in the level of perceived social competence predicted a decrease in the levels of ostracism and loneliness. The results were discussed in the light of relevant literature.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.25","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41273636","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: 7

A comparison of counselling self-efficacy among international and domestic counselling students 国际与国内辅导学生辅导自我效能感之比较

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2020-10-13 DOI: 10.1017/jgc.2020.19

Abdulkadir Haktanir

引用次数: 6

Background variables as predictors of utilisation of Web 2.0 applications in counsellor education: Implications for counselling youth and students 背景变量作为顾问教育中Web2.0应用程序利用率的预测因素：对青年和学生的咨询意义

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2020-09-22 DOI: 10.1017/jgc.2020.17

M. Eyo

引用次数: 0

An examination of the ethical dilemmas of school counsellors: opinions and solution recommendations 对学校辅导员道德困境的调查:意见和解决建议

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2020-08-24 DOI: 10.1017/jgc.2020.16

Fatih Camadan, Cem Topsakal, İnci Sadıkoğlu

引用次数: 3

The mediating effect of introjected motivation on the relation between perfectionism and academic burnout 内倾动机在完美主义与学业倦怠关系中的中介作用

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2020-07-15 DOI: 10.1017/jgc.2020.8

Hyunju Choi, S. Cho, Jiwon Kim, Eun-Joo Kim, Jihyun Chung, S. M. Lee

{"title":"The mediating effect of introjected motivation on the relation between perfectionism and academic burnout","authors":"Hyunju Choi, S. Cho, Jiwon Kim, Eun-Joo Kim, Jihyun Chung, S. M. Lee","doi":"10.1017/jgc.2020.8","DOIUrl":"https://doi.org/10.1017/jgc.2020.8","url":null,"abstract":"Abstract Maladaptive perfectionism and controlled motivation are vulnerability factors for burnout. This study examined the relationships between two aspects of perfectionism (high standards, discrepancy), four academic motivational orientations (intrinsic, identified, introjected, extrinsic), and academic burnout. The target population was 12th graders in South Korea, and a total of 950 participants were recruited using cluster sampling. Data were collected from three waves of longitudinal study. In particular, the mediating role of academic motivation (T2) in the link between perfectionism (T1) and academic burnout (T3) was tested using structural equation modelling. The results indicated that introjected motivation mediated the relationship between perfectionism and burnout. Specifically, both high standards and discrepancy were positively associated with introjected motivation, and in turn, introjected motivation was positively associated with burnout. The theoretical and practical implications of these findings are discussed.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44625021","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: 6

Counselling Elementary School Students — Experiences of School Counsellors from Serbia 辅导小学生——塞尔维亚学校辅导员的经验

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2020-07-01 DOI: 10.1017/jgc.2020.15

Sladjana Zuković, S. Slijepcevic

{"title":"Counselling Elementary School Students — Experiences of School Counsellors from Serbia","authors":"Sladjana Zuković, S. Slijepcevic","doi":"10.1017/jgc.2020.15","DOIUrl":"https://doi.org/10.1017/jgc.2020.15","url":null,"abstract":"Abstract Starting from the importance and purpose of school counselling, the article highlights the content-methodical specifics and assumptions of effective counselling work with students, and gives a brief overview of the practice of school counselling in Serbia. On that basis, this study aimed at examining school counsellors’ experiences in counselling elementary/primary school children (e.g., reasons for counselling, ways of implementation and difficulties). A sample of 81 school counsellors participated in a semistructured interview. The results show that undesirable behaviour and learning difficulties are the most common reasons for counselling, initiative is mainly coming from teachers or counsellors, and individual work and corrective counselling are more common. The difficulties respondents mentioned mainly related to the students’ personalities. The experiences of practitioners imply that the counselling practice insufficiently appreciates the importance of an integrative-systematic approach in student counselling. In this regard, the conclusion provides some recommendations that could contribute to improving the practice of counselling in schools in Serbia.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.15","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46018077","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: 2

Memory Mates: An Evaluation of a Classroom-Based, Student-Focused Working Memory Intervention 记忆伙伴:以课堂为基础、以学生为中心的工作记忆干预的评估

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2020-06-22 DOI: 10.1017/jgc.2020.9

S. Colmar, Kit S. Double, Nash Davis, Linda Sheldon, N. Phillips, M. Cheng, Sophie Briddon

引用次数: 2

How school counsellors cope with suicide attempts among adolescents — A qualitative study in Israel 学校辅导员如何应对青少年的自杀企图——以色列的一项定性研究

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2020-06-18 DOI: 10.1017/jgc.2020.14

Inbar Levkovich, Ina Vigdor

引用次数: 10

Assessing educational difficulties of students from refugee backgrounds: a case study approach 评估难民背景学生的教育困难：个案研究方法

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2020-06-16 DOI: 10.1017/jgc.2020.2

N. Khawaja, Glenn Howard

{"title":"Assessing educational difficulties of students from refugee backgrounds: a case study approach","authors":"N. Khawaja, Glenn Howard","doi":"10.1017/jgc.2020.2","DOIUrl":"https://doi.org/10.1017/jgc.2020.2","url":null,"abstract":"Abstract The present study applied a qualitative case study methodology to the educational challenges of three students from a refugee background, in order to identify an appropriate psychological assessment process with which to evaluate their difficulties. Three students who had arrived from Iraq 1–2 years ago (one male and two females; aged 13 and 14 years) were referred by their teachers for psychological assessment as their academic progress was poor, despite remedial education. An educational and developmental psychologist, guided by a steering committee of psychologists and educationists, interviewed each student, his/her parent/s, and teachers independently. Based on referral concerns, hypotheses relating to the cause of educational difficulties were generated and psychological tests and checklists were used with all students and their parents and teachers. The data collected assisted in understanding multiple factors that may affect learning for students who have arrived from a war-torn country, and highlighted the importance of gathering detailed case-specific information to understand each student’s background and current context. Challenges associated with the assessment process were identified. Further, ways in which psychologists and guidance officers, teachers and parents could promote these students’ learning were identified. Implications for schools and policy developers are discussed.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48990736","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: 3