Journal of Psychologists and Counsellors in Schools最新文献_第6页

Teacher knowledge of anxiety and use of anxiety reduction strategies in the classroom 教师对焦虑的认识与课堂中减少焦虑策略的运用

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2021-10-18 DOI: 10.1017/jgc.2021.26

Golda S. Ginsburg, Jeffrey E. Pella, R. Ogle, A. DeVito, Katherine Raguin, Grace Sze York Chan

{"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":null,"pages":null},"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}

引用次数: 3

Positive youth development: A brief review of literature with implications for school-based psychological interventions 积极的青少年发展:对基于学校的心理干预的文献的简要回顾

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2021-10-01 DOI: 10.1017/jgc.2021.25

Jet U. Buenconsejo, J. A. Datu

引用次数: 3

Role of peer support in competitive classroom climates: Focusing on the mediation effect of academic hatred in the JD-R model 同伴支持在竞争性课堂气氛中的作用:关注JD-R模型中学术仇恨的中介效应

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2021-09-27 DOI: 10.1017/jgc.2021.24

Minyoung Lee, Taerim Lee, S. M. Lee

引用次数: 3

Relationship Between Positive Childhood Experiences and Psychological Resilience in University Students: The Mediating Role of Self-Esteem 大学生积极童年体验与心理韧性的关系——自尊的中介作用

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2021-09-21 DOI: 10.1017/jgc.2021.16

Metin Kocatürk, İlhan Çi̇çek

{"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":null,"pages":null},"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}

引用次数: 15

Using participatory design to inform cyber/bullying prevention and intervention practices: Evidence-Informed insights and strategies 利用参与式设计为网络/欺凌预防和干预实践提供信息：基于证据的见解和策略

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2021-09-15 DOI: 10.1017/jgc.2021.20

B. Spears, C. Taddeo, Lesley-anne Ey

{"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":null,"pages":null},"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}

引用次数: 1

Why should teachers cultivate resilience through mindfulness? 为什么教师要通过正念培养适应力?

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2021-09-10 DOI: 10.1017/jgc.2021.23

M. Neumann, Sarah Tillott

引用次数: 3

Social Emotional Learning in the Early Years: Innovation and Applications 早期社会情绪学习:创新与应用

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2021-09-10 DOI: 10.1017/jgc.2021.18

E. Frydenberg

引用次数: 1

Comparison of levels of bullying, achievement motivation, and resilience among Syrian refugee students and Turkish students 叙利亚难民学生和土耳其学生欺凌程度、成就动机和复原力的比较

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2021-09-10 DOI: 10.1017/jgc.2021.22

M. A. Karaman

{"title":"Comparison of levels of bullying, achievement motivation, and resilience among Syrian refugee students and Turkish students","authors":"M. A. Karaman","doi":"10.1017/jgc.2021.22","DOIUrl":"https://doi.org/10.1017/jgc.2021.22","url":null,"abstract":"Abstract This study aimed to examine bullying, achievement motivation, and resilience levels of both Syrian refugee students and Turkish students at an Islamic religion-based high school for boys. The sample included 289 students. One hundred and forty-three (49.50%) of the participants were Syrian and 146 (50.50%) were Turkish students. The mean age of the participants was 16 years (SD = 1.30). This study found that the level of bullying among refugee students was higher, and the level of achievement motivation was lower than for Turkish students. However, there was not a significant difference with regard to resilience scores. In terms of grade level, 9th-grade students reported lower scores of bullying than 10th- and 12th-grade students. The results indicated that bullying, resilience, and the demographic information of nationality (Syrian and Turkish) were significant predictors of achievement motivation. In addition, the relationship of resilience with achievement motivation was the same strength for both groups when separately analysed. These findings may help school counsellors, teachers and administrators to raise awareness in schools about issues such as forced migration and refugee psychology, trauma and its effects, bullying, low motivation, and problems faced by refugee students in general.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48396763","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

Delivering evidence-based parenting support in educational settings 在教育环境中提供基于证据的育儿支持

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2021-09-10 DOI: 10.1017/jgc.2021.21

M. Sanders, K. Healy, J. Hodges, G. Kirby

{"title":"Delivering evidence-based parenting support in educational settings","authors":"M. Sanders, K. Healy, J. Hodges, G. Kirby","doi":"10.1017/jgc.2021.21","DOIUrl":"https://doi.org/10.1017/jgc.2021.21","url":null,"abstract":"Abstract Parent-child relationships influence learning throughout a child’s formal schooling and beyond. The quality of parenting children receive has a major influence on their learning and developmental capabilities. Parental influence is important in the early years of life and extends throughout a child’s schooling. Parenting has a pervasive influence on children’s language and communication, executive functions and self-regulation, social and peer relationships, academic attainment, general behaviour and enjoyment of school. Schools can further enhance educational outcomes for students by developing the resources and expertise needed to engage parents as partners in learning. This can be achieved by delivering and facilitating access to a comprehensive system of high-quality, culturally informed, evidence-based parenting support programs. In this article, recent developments in the Triple P system of parenting support are used to illustrate how schools can develop a low-cost, comprehensive, high-quality parenting support strategy that blends universal components with targeted components for more vulnerable children. We identify potential organisational and logistical barriers to implementing parenting support programs and ways to address these.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46925947","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

Friendly schools’ bullying prevention research: Implications for school counsellors 友好学校欺凌预防研究:对学校辅导员的启示

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2021-09-07 DOI: 10.1017/jgc.2021.19

D. Cross, K. Runions, N. Pearce

{"title":"Friendly schools’ bullying prevention research: Implications for school counsellors","authors":"D. Cross, K. Runions, N. Pearce","doi":"10.1017/jgc.2021.19","DOIUrl":"https://doi.org/10.1017/jgc.2021.19","url":null,"abstract":"Abstract Bullying varies in frequency, intensity, duration and hence severity, and contributes uniquely and directly to mental health problems, with severe and long-lasting consequences. Almost a half of school-age students report being bullied in the past year. All school staff, especially school counsellors, are uniquely positioned to reduce student bullying through proactive primary prevention, early intervention, and treatment. However, given the intensity of schools, and counsellors’ limited time and resources, robust evidence is needed to guide their unique contribution to a whole-school approach to reducing bullying behaviour. Since 1999, a pipeline of 18 Friendly Schools studies, including seven randomised control trials, have developed and tested ways to build all school staff’s capacity to effectively target and deliver evidence-based strategies across the prevention, early intervention and treatment continuum to reduce harm from all forms of bullying behaviour. This article describes the implications of Friendly Schools’ research findings relevant and applicable to the work of school counsellors, as part of a whole-school approach to bullying prevention. These implications demonstrate the interconnectedness of actions of all members of the school community, and the need for a whole-school commitment to preventing and reducing bullying, to realise the important synergistic contribution of school counsellors.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43205714","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