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

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":"33 1","pages":"62 - 77"},"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":"31 1","pages":"205 - 220"},"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":"31 1","pages":"146 - 158"},"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

Positive Education: The Key Role of the School Counsellor 积极教育：学校辅导员的核心作用

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2021-09-02 DOI: 10.1017/jgc.2021.15

S. Green, Kasey Lloyd

{"title":"Positive Education: The Key Role of the School Counsellor","authors":"S. Green, Kasey Lloyd","doi":"10.1017/jgc.2021.15","DOIUrl":"https://doi.org/10.1017/jgc.2021.15","url":null,"abstract":"Abstract As the field of Positive Education gains traction globally, there is a recognised concern around sustainability. Many schools utilise external providers to engage and educate schools on ‘wellbeing science’, which in the main is comprised of research from the field of Positive Psychology. This often involves a significant financial and time investment, and while most schools have good intentions for their desired end states, often the initial motivation for change is impacted by the many competing responsibilities occurring within a school setting. Those schools that have successfully implemented strategic and sustainable approaches often continue to work with an external consultant who guides the school to successfully apply their learnings. Many schools, however, are unable to fund ongoing consultancy and are required to utilise their own internal resources. In many cases, this is the inspired and motivated educators who are keen to support the initiative, yet who are generally time-poor, often with other learning and extra-curricular responsibilities. More often than not, the school counsellor has not been consulted or included in these initiatives. We explore the potential role of the school counsellor in providing guidance on the implementation of a Positive Education approach aimed at improving mental health and wellbeing and performance.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"31 1","pages":"195 - 204"},"PeriodicalIF":1.3,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45655757","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

From barriers to implementation: Advancing universal mental health screening in schools 从障碍到实施:推进学校普遍心理健康筛查

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2021-09-02 DOI: 10.1017/jgc.2021.17

John R. Burns, R. Rapee

引用次数: 11

The role of school counsellors in children’s adjustment to preschool education 学校辅导员在儿童适应学前教育中的作用

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2021-09-02 DOI: 10.1017/jgc.2021.14

Sema Öngören

{"title":"The role of school counsellors in children’s adjustment to preschool education","authors":"Sema Öngören","doi":"10.1017/jgc.2021.14","DOIUrl":"https://doi.org/10.1017/jgc.2021.14","url":null,"abstract":"Abstract This research aims to examine the practices of school counsellors working in preschool education towards children’s school adjustment in academic, social, emotional, and behavioural dimensions. The research is a qualitative study with participants consisting of 30 school counsellors working in preschool education. The participants were determined using the criterion sampling method, which is a purposeful sampling method. The data were collected using an interview form with four questions. These data were analysed by content analysis method. It was revealed that the counsellors carried out various practices in academic, social, emotional, and behavioural areas for the adjustment of children to school. It was found that academic adjustment activities were cooperation with the family, individual guidance, and behaviour assessment. Social adjustment activities were social skills activities, group guidance, peer support, and individual guidance. Emotional adjustment activities were individual guidance and cooperation with the family. Behavioural adjustment activities were group guidance, cooperation with the family, individual guidance, school rules, and behaviour assessment.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"33 1","pages":"26 - 40"},"PeriodicalIF":1.3,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44315759","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

Exploring novice Indian school counsellors’ experiences collaborating with teachers and administrators 探索印度学校辅导员新手与教师和管理人员合作的经验

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2021-08-09 DOI: 10.1017/jgc.2021.13

Aashna Sadana, Aneesh Kumar

引用次数: 1

Socioeconomic status and wellbeing as predictors of students’ academic achievement: evidence from a developing country 社会经济地位和幸福作为学生学业成绩的预测因素:来自发展中国家的证据

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2021-07-26 DOI: 10.1017/jgc.2021.10

Cahit Erdem, Metin Kaya

{"title":"Socioeconomic status and wellbeing as predictors of students’ academic achievement: evidence from a developing country","authors":"Cahit Erdem, Metin Kaya","doi":"10.1017/jgc.2021.10","DOIUrl":"https://doi.org/10.1017/jgc.2021.10","url":null,"abstract":"\u0000 The COVID-19 pandemic has deepened the effects of socioeconomic status (SES) and wellbeing (WB) on students’ academic achievement, particularly in developing countries; thus, it becomes necessary to understand the nature of these concurrent relationships. This study aimed to explore the relationships between SES, WB and academic achievement, based on the data from the Programme for International Student Assessment (PISA) in 2018 within the Turkish context. In this cross-sectional study, we used hierarchical multiple linear regression analysis to explore how the independent variables predicted academic achievement in blocks based on data from 6890 students attending 186 schools. The study revealed that the model, including the independent variables, predicted students’ achievement in reading, mathematics and science; however, the prediction level of demographic factors and domains of WB were very low, while SES had the highest prediction level. The results offer insights into the predictors of academic achievement and educational inequalities in the context of a developing country.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2021.10","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47284903","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: 13