Journal of Psychologists and Counsellors in Schools最新文献_第8页

The role of basic psychological needs in bullying victimisation in the family and at school 基本心理需求在家庭和学校欺凌受害者中的作用

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2021-05-24 DOI: 10.1017/jgc.2021.9

P. Varsamis, Helias Halios, Georgios Katsanis, Apostolos Papadopoulos

{"title":"The role of basic psychological needs in bullying victimisation in the family and at school","authors":"P. Varsamis, Helias Halios, Georgios Katsanis, Apostolos Papadopoulos","doi":"10.1017/jgc.2021.9","DOIUrl":"https://doi.org/10.1017/jgc.2021.9","url":null,"abstract":"Abstract Bullying continuously attracts the interest of school communities, government policy makers and researchers. The present study enquires into the role of basic psychological needs in perpetrating and victimisation behaviour of children and youth in the social contexts of school and family in a cross-sectional research design. Specifically, this study focuses on the direct effects that basic psychological needs might have on bullying behaviour and bullying victimisation. It was found that basic psychological needs, forged in the relationships with family and school members, could predict bullying victimisation in each social context. Bullying perpetrations could be predicted only by bullying victimisation stemming from each social context, whereas bullying behaviours in school could also be directly predicted by the basic psychological needs developed in the family. Furthermore, path models verified the multiple influences of family functioning on school relationships. Findings of the present study may contribute to designing effective school interventions and to reforming antibullying guidelines for teachers and parents with respect to the basic psychological needs of the children or adolescents who have been victimised.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2021.9","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47769890","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

Therapeutic Crisis Intervention in Schools (TCI-S): An international exploration of a therapeutic framework to reduce critical incidents and improve teacher and student emotional competence in schools 学校危机治疗干预(TCI-S):一项旨在减少学校危急事件和提高师生情绪能力的治疗框架的国际探索

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2021-05-17 DOI: 10.1017/jgc.2021.2

Stella Rodgers, Sharinaz Hassan

引用次数: 4

Using storytelling to unpack resilience theory in accordance with an internationally recognised resilience framework with primary school children 根据国际公认的小学生弹性框架，用讲故事的方式来解读弹性理论

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2021-05-12 DOI: 10.1017/jgc.2021.5

Sarah Tillott, Noelene Weatherby-Fell, P. Pearson, M. Neumann

{"title":"Using storytelling to unpack resilience theory in accordance with an internationally recognised resilience framework with primary school children","authors":"Sarah Tillott, Noelene Weatherby-Fell, P. Pearson, M. Neumann","doi":"10.1017/jgc.2021.5","DOIUrl":"https://doi.org/10.1017/jgc.2021.5","url":null,"abstract":"Abstract Resilience can be a protective trait to promote mental health when implemented in the early years. This study explored the use of storytelling to foster children’s learning of resilience. A pedagogically appropriate storybook was used to facilitate and embed the skills of resilience in children at primary school. Teachers (n = 2) and community-based sports officers (n = 2) read the storybook to children enrolled in Kindergarten (first formal year of schooling) (n = 20), Year 1 (n = 20) and Year 2 (n = 20). The total number in the participant group was 60, aged 4–8 years old. Following the initial reading, teachers continued to deliver the storybook to children over a 4-week intervention period. All participants were interviewed about their perceptions of the storybook, and their responses were coded into key themes mapped by the Grotberg Resilience Framework. Results indicated that storytelling as a tool provided children with positive resilience-based behavioural intervention opportunities.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2021.5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42136547","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

Towards best practice in school management of students with depressive disorders 探讨学校管理抑郁症学生的最佳实践

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2021-04-26 DOI: 10.1017/jgc.2021.4

John R. Burns

引用次数: 1

The change over time of the perceptions of school counsellor candidates related to students with learning disabilities 学校辅导员候选人对学习障碍学生的看法随时间的变化

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2021-04-15 DOI: 10.1017/jgc.2021.3

Tahsin Fırat

引用次数: 4

Development and validation of the preschool peer bullying scale-teacher form 幼儿同伴欺凌量表-教师表格的开发与验证

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2021-03-15 DOI: 10.1017/jgc.2021.1

Zeynep Nur Besnili, Ibrahim Tanrikulu

{"title":"Development and validation of the preschool peer bullying scale-teacher form","authors":"Zeynep Nur Besnili, Ibrahim Tanrikulu","doi":"10.1017/jgc.2021.1","DOIUrl":"https://doi.org/10.1017/jgc.2021.1","url":null,"abstract":"Abstract Based on labelling theory, the Preschool Peer Bullying Scale-Teacher Form (PPBS-Teacher Form) was developed, and its validity and reliability were tested in this current study. There were 279 Turkish preschool teachers (96% females) in the preliminary study sample. Exploratory factor analyses were conducted with the data from the preliminary study sample, revealing 14 items with two factors, named as physical-relational bullying and verbal bullying. There were 247 Turkish preschool teachers (97% females) in the cross-validation study sample. Confirmatory factor analyses were carried out with the data from the cross-validation study sample, revealing adequate fit to the data. The internal consistency coefficients were high for the two study samples. Hence, the PPBS-Teacher Form is a valid and reliable measurement instrument to assess preschool peer bullying without labelling students as bullies or victims. The PPBS-Teacher Form aims to contribute to the extant research on early childhood bullying by attracting attention to the risks of labelling preschool students as bullies or victims. Practical implications are discussed for school counsellors and psychologists, parents and researchers.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2021.1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41989789","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

Bullying and psychosocial adjustment among children with and without asthma 哮喘儿童和非哮喘儿童的欺凌和心理社会适应

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2021-03-05 DOI: 10.1017/jgc.2020.32

K. Runions, D. Cross, Rena Vithiatharan, M. Everard, G. Hall

{"title":"Bullying and psychosocial adjustment among children with and without asthma","authors":"K. Runions, D. Cross, Rena Vithiatharan, M. Everard, G. Hall","doi":"10.1017/jgc.2020.32","DOIUrl":"https://doi.org/10.1017/jgc.2020.32","url":null,"abstract":"Abstract Children with asthma face serious mental health risk, but the pathways remain unclear. This study aimed to examine bullying victimisation and perpetration in children with asthma and a comparison sample without a chronic health condition, and the role of bullying in moderating psychosocial adjustment outcomes for those with asthma. A sample of children with (n = 24) and without asthma (n = 39), and their parents, were recruited from hospital clinics. Parents rated children’s psychosocial adjustment; children provided self-report of bullying victimisation and perpetration; from which co-occurring bully/victim status was derived. No differences in mean perpetration or victimisation were found, but children with asthma were more likely to be bully/victims (involved both as target and perpetrator), compared to those without asthma. Children with asthma who were victims of bullying had greater peer problems and overall adjustment problems; bully/victims did not show this pattern. Children with asthma may be more likely to be bully/victims, and those who are victims of bullying may be at elevated risk for psychosocial adjustment problems and require particular support in this area from school counsellors and psychologists.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.32","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46650108","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

An investigation into the experiences of school counsellors working with adolescents 对学校辅导员与青少年一起工作的经验的调查

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2021-02-11 DOI: 10.1017/jgc.2020.33

Cathy Bettman, Alexander Digiacomo

引用次数: 1

Can academic hope increase academic engagement in Iranian students who are university applicants? investigating academic buoyancy as a mediator 学术希望能提高伊朗学生申请大学的参与度吗?考察学术浮力作为中介的作用

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2020-12-14 DOI: 10.1017/jgc.2020.31

Mah Azadianbojnordi, S. Bakhtiarpour, B. Makvandi, Parvin Ehteshamizadeh

{"title":"Can academic hope increase academic engagement in Iranian students who are university applicants? investigating academic buoyancy as a mediator","authors":"Mah Azadianbojnordi, S. Bakhtiarpour, B. Makvandi, Parvin Ehteshamizadeh","doi":"10.1017/jgc.2020.31","DOIUrl":"https://doi.org/10.1017/jgc.2020.31","url":null,"abstract":"Abstract In Iran, a large number of adolescents compete every year to enter university, given the better job opportunities that may exist after graduation. The hope of having more education affects students’ academic engagement. The purpose of this study was to investigate the relationship between academic hope and academic engagement with the mediating role of academic buoyancy, using the Academic Hope Scale, Academic Buoyancy Scale, and Academic Engagement Scale. The participants in the study were 353 Iranian students in the last year of high school who had applied to enter university in 2019. Data were analysed using structural equation modelling procedures. The results showed that there was a direct significant relationship between academic hope (p ≤ .01, β = 0.19) and academic buoyancy (p ≤ .01, β = 0.25) with academic engagement. There was a direct and significant relationship between academic hope and academic buoyancy (p ≤ .01, β = 0.33). And academic buoyancy partially mediated the relationship between academic hope and academic engagement. The discussion concerns the potential benefits of implementing interventions designed to enhance academic hope to increase learners’ academic engagement.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.31","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47452577","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

Student absenteeism in high schools: factors to consider 高中学生缺勤:需要考虑的因素

IF 1.3 4区心理学

Journal of Psychologists and Counsellors in Schools Pub Date : 2020-12-02 DOI: 10.1017/jgc.2020.22

M. Özcan

{"title":"Student absenteeism in high schools: factors to consider","authors":"M. Özcan","doi":"10.1017/jgc.2020.22","DOIUrl":"https://doi.org/10.1017/jgc.2020.22","url":null,"abstract":"Abstract This study aimed to investigate the reasons for school absenteeism among students studying at different types of high schools, and school counsellors’ practices and proposed solutions for reducing school absenteeism. This was a qualitative research conducted with a phenomenological design. The study group was formed using criterion sampling, one of the purposive sampling methods. The research was conducted in Turkey during the 2018–2019 academic year with 21 school counsellors working at different types of high schools and having at least 5 years of experience. The school counsellors were asked four questions on school absenteeism using a semistructured interview form. Each interview took 30–45 minutes and interview notes were taken synchronously. According to the research findings, poor academic outcomes, parental involvement, school management and school schedules, as well as health issues and a lack of social activities are the main factors influencing school absenteeism. Potential solutions that can be offered by school counsellors include increasing family involvement, improving the school climate, addressing health issues, planning new social activities and offering flexible syllabus options for students.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.22","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47324946","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