Journal of Psychologists and Counsellors in Schools最新文献_第3页

The role of school counsellors in response to eco-anxiety 学校辅导员在应对生态焦虑中的作用

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2023-08-25 DOI: 10.1017/jgc.2023.11

Ayşen Köse

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JGC volume 33 issue 1 Cover and Back matter JGC卷33第1期封面和封底

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2023-05-03 DOI: 10.1017/jgc.2023.9

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JGC volume 33 issue 1 Cover and Front matter JGC第33卷第1期封面和封面

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2023-05-03 DOI: 10.1017/jgc.2023.8

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Compassion as a Framework for Creating Individual and Group-Level Wellbeing in the Classroom: New Directions 同情作为在课堂上创造个人和群体层面幸福的框架:新方向

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2023-03-07 DOI: 10.1017/jgc.2023.5

J. Kirby, C. Sherwell, Sasha Lynn, Dylan Moloney-Gibb

{"title":"Compassion as a Framework for Creating Individual and Group-Level Wellbeing in the Classroom: New Directions","authors":"J. Kirby, C. Sherwell, Sasha Lynn, Dylan Moloney-Gibb","doi":"10.1017/jgc.2023.5","DOIUrl":"https://doi.org/10.1017/jgc.2023.5","url":null,"abstract":"Abstract The success of Social Emotional Learning (SEL) interventions is thought to rely on teacher social emotional competency, student-teacher relationships, and the readiness of the school environment. From an evolutionary motivational systems perspective, an underlying driver behind these aspects is the motivational state of students and teachers. Providing a foundational framework for supporting SEL development may be a critical differentiating factor in successfully incorporating SEL into curriculum to enhance individual and group-level wellbeing. This article presents compassion as a motivational framework that can be used to support SEL. We review theoretical perspectives and empirical research applying compassion to help regulate emotional experience and provide a series of possible suggestions on how to integrate compassion into classrooms. Specifically, we provide a series of suggestions on how compassion can help with student and staff wellbeing. A compassionate approach to establishing a positive classroom environment and incorporating simple activities adapted from compassion-focused therapy may provide a baseline conducive context in which SEL is accepted and thrives.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43093904","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}

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Parents’ mental health literacy, preferred school counsellor roles, and intention to follow up referrals 家长的心理健康素养，首选学校辅导员的角色，和意向跟进转诊

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2023-03-06 DOI: 10.1017/jgc.2023.2

Monica L. G. M. Bignold, Donnah Anderson

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Journal of Psychologists and Counsellors in School, Volume 32 issue 2 Cover and Front matter – ERRATUM 心理学家和学校辅导员杂志，第32卷第2期封面和前面的问题-勘误

4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2023-03-03 DOI: 10.1017/jgc.2023.6

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Journal of Psychologists and Counsellors in School, Volume 32 issue 2 Cover and Back matter – ERRATUM 《学校心理学家和辅导员杂志》，第32卷第2期封面和封底——ERRATUM

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2023-03-03 DOI: 10.1017/jgc.2023.7

引用次数: 0

The Roles of School Counsellors in the Philippines: Challenges and Opportunities 菲律宾学校辅导员的角色:挑战与机遇

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2023-03-02 DOI: 10.1017/jgc.2023.4

M. Harrison, Ronnel B. King, Sheila Marie G. Hocson

{"title":"The Roles of School Counsellors in the Philippines: Challenges and Opportunities","authors":"M. Harrison, Ronnel B. King, Sheila Marie G. Hocson","doi":"10.1017/jgc.2023.4","DOIUrl":"https://doi.org/10.1017/jgc.2023.4","url":null,"abstract":"\u0000 School counselling has the potential to deliver significant support for the wellbeing of children. However, much of the research on school counsellors has been conducted in developed Western countries, with very limited research into factors influencing the effectiveness of counsellors in lower middle-income countries or in Asia. The aim of this qualitative study was to investigate the perceptions of Filipino counsellors about their roles, and factors that supported or impeded their effectiveness. Seventeen school counsellors in the Philippines were interviewed, and the data were analysed thematically. Our findings suggest that Filipino school counsellors often carry out dual roles, experience a lack of role clarity, and are systemically disempowered in their schools. Relationships with school principals have a significant influence on counsellors’ roles and positioning in schools, and therefore on their effectiveness. The ability of principals to foster a school ethos supportive of counselling is essential in enabling counsellors to leverage the multifunctional nature of their work, become embedded and centrally positioned in the school community, and enhance their effectiveness. Doing so can enable counselling to be more culturally accessible to young people.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47183334","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

School connectedness: Comparison between adolescent students with emotional and behavioural disorders and general education students 学校联系:有情绪和行为障碍的青少年学生与普通教育学生的比较

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2023-02-28 DOI: 10.1017/jgc.2023.3

R. Marsh

{"title":"School connectedness: Comparison between adolescent students with emotional and behavioural disorders and general education students","authors":"R. Marsh","doi":"10.1017/jgc.2023.3","DOIUrl":"https://doi.org/10.1017/jgc.2023.3","url":null,"abstract":"\u0000 Adolescents with emotional and behavioural disorders (EBD) continue to struggle in the school environment. They may have difficulty connecting to their school environment as their engagement in challenging behaviour may have led to frequent school removal and high rates of school dropout, resulting in a breakdown of their school connectedness. The purpose of this study was to evaluate levels of school connectedness for adolescents with EBD attending self-contained classrooms and compare them to adolescents in general education. The School Connectedness Questionnaire (SCQ), measuring school bonding, school attachment, school engagement, and school climate, was administered to 50 students with EBD and to 50 general education students (n = 100). A multivariate analysis of variance (MANOVA) was conducted. The results indicated that of the four domains of school connectedness, students with EBD reported significantly higher levels of school climate. These youth also reported significant differences on four specific items representing three of the four construct domains. The results indicate that adolescents with EBD may experience school differently. Researchers should continue to examine specially designed programs for students with EBD that emphasise explicit behavioural and academic expectations and social and emotional skill development and its impact on school connectedness for adolescents with EBD.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45995023","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

American first-generation college students’ narratives of positive relationships with their school counsellors 美国第一代大学生与学校辅导员积极关系的叙述

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2023-02-28 DOI: 10.1017/jgc.2023.1

Phillip L. Waalkes, Jaimie Stickl Haugen, Yuima Mizutani, Jiaying J. Meyer, Dave Salvatierra, Carrie Odle, Tiffany Somerville

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