Journal of Psychologists and Counsellors in Schools最新文献

{"title":"Child Avoidance of Anxiety-Provoking Situations in the Classroom and Teacher Accommodation","authors":"Golda S. Ginsburg, Jeffrey E. Pella, A. DeVito, Grace Sze York Chan","doi":"10.1017/jgc.2021.30","DOIUrl":"https://doi.org/10.1017/jgc.2021.30","url":null,"abstract":"Abstract This study examined: (1) school-based avoidance among students with problematic anxiety, (2) teachers’ levels of accommodation of avoidant behaviour, and (3) the relation between teacher accommodation and student avoidance and anxiety. Participants included 31 elementary school students with problematic anxiety (mean age = 7.7 years; range 5–11; 58% female; 71% White) and their teachers (mean age = 41.1 years; 100% female; 100% White). Children completed interviews about their anxiety, and teachers reported on students’ avoided situations and completed a questionnaire about their own use of accommodation. Results indicated that the most commonly avoided situations involved individual and group academic performance (e.g., reading aloud in front of class). All teachers engaged in some form of accommodating behaviour more than one day a week (e.g., assisted a student in avoiding things that might make him/her more anxious), and teachers who reported engaging in more accommodating behaviours had students with higher avoidance and anxiety. Findings suggest that additional training and research on teachers’ behaviours that maintain and/or reduce anxiety via reducing accommodating behaviours appears warranted.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"33 1","pages":"51 - 61"},"PeriodicalIF":1.3,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44530204","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}

{"title":"The School Counsellor’s Role in Trauma-Aware Education","authors":"J. Howard, L. L’Estrange, Meegan Brown","doi":"10.1017/jgc.2021.32","DOIUrl":"https://doi.org/10.1017/jgc.2021.32","url":null,"abstract":"Abstract It is not unusual for school counsellors to be involved in trauma-aware education practice; however, their role is not uniformly defined in the literature nor consistently applied in professional settings. Trauma-aware education is relatively new but rapidly growing in Australia and beyond. It involves supporting students in a neuroscience-informed manner to address the impacts of complex trauma on their capacities to feel safe, to relate, to emotionally regulate, and to learn. Twenty-six school counsellors completed questionnaires, and eight of those joined focus group discussions to explore the role of school counsellors in trauma-aware practice in Queensland, Australia. Drawing on the voices of practitioners, the present report discusses categories of practice that are prioritised by school counsellors and recommends supports to effectively undertake trauma-aware practice in school settings.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"32 1","pages":"243 - 253"},"PeriodicalIF":1.3,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44696328","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}

{"title":"JGC volume 31 issue 2 Cover and Front matter","authors":"","doi":"10.1017/jgc.2021.28","DOIUrl":"https://doi.org/10.1017/jgc.2021.28","url":null,"abstract":"","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"31 1","pages":"f1 - f2"},"PeriodicalIF":1.3,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45214727","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}

{"title":"JGC volume 31 issue 2 Cover and Back matter","authors":"","doi":"10.1017/jgc.2021.29","DOIUrl":"https://doi.org/10.1017/jgc.2021.29","url":null,"abstract":"","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"31 1","pages":"b1 - b2"},"PeriodicalIF":1.3,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44059465","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}

{"title":"Editorial, Applied Practices Special Issue","authors":"S. Colmar","doi":"10.1017/jgc.2021.27","DOIUrl":"https://doi.org/10.1017/jgc.2021.27","url":null,"abstract":"As Editor of this Special Issue of Applied Practices in the Journal of Psychologists and Counsellors in Schools, I am delighted to introduce 10 great articles to you all. The Special Issue is a combination of six invited applied papers from leading Australian researchers, which I will overview and summarise in some detail, and four practitioner papers. Asking already busy top researchers to write something new and relevant for the profession was potentially challenging. I wish to thank all the invited persons for their generosity in first saying yes and then following through across several months in preparing these specific applied papers. Most Australian states are represented by an author, with a fascinating range of topics. Every article draws out the realities of applying research findings when working as a practitioner in schools. For simplicity I will use the nomenclature ‘school counsellor’ here, noting that this term is inclusive of school counsellors, guidance officers and school psychologists. Challenges in writing for practitioners in Australia are both the different titles used and the different models of working as a school counsellor in each state or territory. Nevertheless, every article offers key strategies about effective working practices, as well as providing important clear information about the approach they are presenting. Key themes across all the invited papers include evidence-based research, student involvement, working as part of a school team and with the whole school, overcoming barriers to successful school counselling work, positive and strengths-based approaches, and the specific skills brought by the school counsellor when engaging with students, their families and their teachers in individual counselling and intervention work. In presenting the processes necessary to apply evidence-based practices in schools, the invited papers offer a model to school counsellors about how to effectively implement initiatives in schools. Professor Donna Cross and her team have developed Friendly Schools, a systematic approach to bullying, over many years. In her article, ‘Friendly Schools Bullying Prevention Research: Implications for School Counsellors’, she and her co-authors summarise relevant key findings from a large range of research on bullying, with a focus on the role of school counsellors. The links between bullying and ongoing mental health difficulties are acknowledged, making the enhancement of protective factors, such as parent-child relationships, and early prevention of and intervention with bullying, of crucial importance. The section on bullying perpetrators raises some interesting specific factors and interventions needing to be explored further, as perpetrators might be resistant to typical interventions. School counsellors’ wide-ranging contributions as part of a whole school team are emphasised, including their specific role in providing confidential safe support for students experiencing bullying either a","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"31 1","pages":"143 - 145"},"PeriodicalIF":1.3,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46913666","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}

{"title":"Teacher knowledge of anxiety and use of anxiety reduction strategies in the classroom","authors":"Golda S. Ginsburg, Jeffrey E. Pella, R. Ogle, A. DeVito, Katherine Raguin, Grace Sze York Chan","doi":"10.1017/jgc.2021.26","DOIUrl":"https://doi.org/10.1017/jgc.2021.26","url":null,"abstract":"Abstract The current study examined elementary (or primary) school teachers’ knowledge of student anxiety and evidence-based anxiety reduction strategies, whether this knowledge was associated with their use of evidence-based anxiety reduction strategies in the classroom, and correlates of teacher knowledge and use of anxiety reduction strategies in the classroom. Fifty-one volunteer elementary teachers (98% female; 98% White) participated and completed questionnaires about: themselves and work-related factors (e.g., years of teaching experience, self-efficacy), knowledge of student anxiety and anxiety treatment (e.g., core manifestations of anxiety such as physiological arousal, behavioural avoidance, and anxious thoughts), and use of anxiety reduction strategies in the classroom (e.g., relaxation strategies, encouraging the use of coping self-talk, and gradual exposure to feared situations). Results indicated that the average score on the knowledge assessment was 57% and knowledge levels were unrelated to self-reported use of anxiety reduction strategies. The most robust correlate of knowledge of anxiety and use of anxiety reduction strategies was teachers’ perceived personal accomplishment. Findings suggest additional teacher training to increase knowledge about student anxiety and use of evidence-based anxiety reduction strategies in the classroom is warranted.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"32 1","pages":"174 - 184"},"PeriodicalIF":1.3,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49143325","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}

{"title":"Positive youth development: A brief review of literature with implications for school-based psychological interventions","authors":"Jet U. Buenconsejo, J. A. Datu","doi":"10.1017/jgc.2021.25","DOIUrl":"https://doi.org/10.1017/jgc.2021.25","url":null,"abstract":"Abstract There is a recognition about the mental health, educational, and career-related benefits of positive youth development (PYD) in children and youth. This brief review provides an overview of the current application of PYD in school settings. We begin by summarising the common conceptualisations of PYD along with similar and distinct features in such models. Then, we discuss the current status of PYD research and highlight the academic and psychological payoffs of PYD-oriented programs in schools. Importantly, this review elaborates future directions and practical implications for PYD researchers and practitioners in school contexts.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"32 1","pages":"275 - 282"},"PeriodicalIF":1.3,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42729290","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}

{"title":"Role of peer support in competitive classroom climates: Focusing on the mediation effect of academic hatred in the JD-R model","authors":"Minyoung Lee, Taerim Lee, S. M. Lee","doi":"10.1017/jgc.2021.24","DOIUrl":"https://doi.org/10.1017/jgc.2021.24","url":null,"abstract":"\u0000 This study aimed to verify the different effects of peer support on academic hatred depending on the levels of teachers’ academic pressure. Additionally, we examined the effects of academic hatred on academic burnout and engagement by applying the job demand-resources (JD-R) model. Data were collected from 43 classes at 8 high schools (N = 1015, 94.2% response rate, 57.3% women) in South Korea. The results of a multigroup analysis were as follows: (1) peer support served as an important resource in classrooms experiencing high teachers’ academic pressures; (2) peer support directly affected academic burnout and engagement, and reduced academic hatred; and (3) reduced academic hatred served as a mediator for lower burnout rate and increased engagement.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42459502","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}

{"title":"Relationship Between Positive Childhood Experiences and Psychological Resilience in University Students: The Mediating Role of Self-Esteem","authors":"Metin Kocatürk, İlhan Çi̇çek","doi":"10.1017/jgc.2021.16","DOIUrl":"https://doi.org/10.1017/jgc.2021.16","url":null,"abstract":"Abstract Childhood experiences can affect individuals’ self-esteem and psychological resilience during personality and psychosocial development in adolescence and adulthood. The effect of positive childhood experiences on adulthood has rarely been investigated, with most studies focusing on negative aspects of childhood. Evidence shows that they also influence the development of psychological resilience and self-esteem. This study examined the relationship between positive childhood experiences, self-esteem, and psychological resilience. A total of 570 university students completed the Positive Childhood Experience Scale, Brief Resilience Scale and Rosenberg Self-Esteem Scale. The results of structural equation modelling indicated that positive experiences significantly predicted self-esteem and resilience. Self-esteem also predicted psychological resilience. Most importantly, positive childhood experiences had an indirect effect on resilience through self-esteem. The results suggest that focusing on positive aspects of childhood is as important and functional as dealing with negative ones to contribute to self-esteem and resilience. We suggest that school psychologists and counsellors could integrate these results into intervention programs to improve resilience through increased self-esteem.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"33 1","pages":"78 - 89"},"PeriodicalIF":1.3,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47779619","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}

{"title":"Using participatory design to inform cyber/bullying prevention and intervention practices: Evidence-Informed insights and strategies","authors":"B. Spears, C. Taddeo, Lesley-anne Ey","doi":"10.1017/jgc.2021.20","DOIUrl":"https://doi.org/10.1017/jgc.2021.20","url":null,"abstract":"Abstract Bullying and cyberbullying are global phenomena negatively impacting on children’s and young people’s (CYP’s) mental health and wellbeing and affecting their school social experiences and learning outcomes. Many interventions and prevention approaches have been employed over the decades, most impacting differentially, with some success in certain contexts and situations but not universally, suggesting the need for more contextualised, nuanced approaches at the whole school, community, individual and peer-group levels. The recognition of the importance of student and teacher voice in recent years has heralded interest in co-design practices to deliver more context-relevant interventions and prevention strategies. This article considers how participatory design and co-design practices can form part of the prevention and intervention repertoire for schools, teachers, counsellors and psychologists in their quest to understand and reduce cyberbullying and/or bullying (C/B) behaviours. Two case-study exemplars are provided that reflect the importance of context and student-centred relevancy to inform practice.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"31 1","pages":"159 - 171"},"PeriodicalIF":1.3,"publicationDate":"2021-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48259363","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}