编辑

IF 1.4 4区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Elizabeth B. Edwards
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Amidst the success stories of how schools across the world stepped up to the demands of digital delivery, we have seen increased need to attend to the mental health and wellbeing of school counsellors, teachers, and students. We start this issue with a timely reminder about self-care, specifically that the practice of mindfulness can reduce burnout and build resilience. Authors Michelle Neumann and Sarah Tillott provide some practical techniques to equip teachers with coping strategies in these uncertain times. While on the theme of mindfulness, the next paper by Maedeh Heidary, Touraj Hashemi Nosrat Abad and Wolfgang Linden describes a study with boys aged 6to 8-years, comparing externalising behaviours before and after a mindfulness-based intervention. They showed weekly 1-hr mindfulness sessions for 2-months reduced aggression and rule-breaking in the intervention-group relative to controls. Some may know the adage ‘it takes a village to raise a child’. The next five papers take a deep dive into the factors associated with success at school and beyond. The article by Sajjad Basharpoor, Fazeleh Heidari, Mohammad Narimani and Usha Barahmand examined the relationship between school adjustment, engagement and self-perceived academic ability in 5th and 6th grade children. Their sophisticated statistical modelling showed that coherent family systems and high social acceptability of students was linked to better school adjustment both directly and indirectly through school engagement and academic self-concept. They suggest schools collaborate with parents to maximise school adjustment and recommend activities such as school-based parenting programs, school-related cognitive, emotional, and behavioural activities to support students who are vulnerable to adjustment difficulties. Next, Laura Verdugo and Yolanda Sánchez-Sandoval bring us an interesting study where they tested a model suggesting that psychological and social adjustment predicts future life expectations in adolescents. They found support for their model in a large sample of 11–15-year-olds and noted future expectations to be a critical protective factor for healthy psycho-social development in adolescence. They suggest that thinking about the future influences current behaviour and choices. The article by Leila Ghahremani, Mohammad Hossein Kaveh, Hadi Tehrani, Arezoo Orooji and Alireza Jafari investigated factors associated with positive thinking in adolescent boys. Premised on the Theory of Planned Behaviour the authors developed (and validated) a questionnaire to reveal that attitude (about positive thinking) is the biggest predictor of intension to think positively. 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引用次数: 0

摘要

我很高兴自我介绍,我是即将上任的总编辑。25年来,我一直在学校和社区工作,支持年轻人及其家庭的心理健康,其中大部分时间我都在澳大利亚和英国从事培训下一代心理学家和咨询师的工作。我很荣幸能追随我们尊敬的前任编辑Marilyn Campbell教授的脚步,她不知疲倦地工作,使该杂志在传播全球学校心理学家和咨询师感兴趣的教育和心理学主题方面的高质量研究方面获得了卓越的声誉。我们一只眼睛盯着后视镜,另一只眼睛看着前方的道路,我们知道,这场全球大流行在教职员工和学生福利方面给学校留下了宝贵的教训。在世界各地的学校如何满足数字化交付需求的成功案例中,我们看到越来越多的人需要关注学校辅导员、教师和学生的心理健康和福祉。我们首先要及时提醒大家注意自我照顾,特别是正念的练习可以减少倦怠,建立适应能力。作者Michelle Neumann和Sarah Tillott提供了一些实用的技巧,帮助教师在这个不确定的时期掌握应对策略。关于正念的主题,madeh Heidary, Touraj Hashemi Nosrat Abad和Wolfgang Linden的下一篇论文描述了一项针对6至8岁男孩的研究,比较了正念干预前后的外化行为。与对照组相比,干预组在两个月的时间里,每周进行一小时的正念训练,攻击性和破坏规则的行为有所减少。有些人可能知道“一个孩子需要一个村庄”这句谚语。接下来的五篇论文深入探讨了与学校内外成功相关的因素。Sajjad Basharpoor, Fazeleh Heidari, Mohammad Narimani和Usha Barahmand的文章研究了五年级和六年级儿童的学校适应,参与和自我认知学术能力之间的关系。他们复杂的统计模型表明,连贯的家庭系统和学生的高社会接受度与更好的学校适应直接或间接地通过学校参与和学术自我概念联系在一起。他们建议学校与家长合作,最大限度地调整学校,并推荐一些活动,如基于学校的育儿计划、与学校相关的认知、情感和行为活动,以支持易受调整困难影响的学生。接下来,Laura Verdugo和Yolanda Sánchez-Sandoval为我们带来了一个有趣的研究,他们测试了一个模型,该模型表明心理和社会适应可以预测青少年未来的生活预期。他们在11 - 15岁青少年的大样本中发现了对他们模型的支持,并指出对未来的期望是青少年健康心理社会发展的关键保护因素。他们认为,对未来的思考会影响当前的行为和选择。这篇由Leila Ghahremani、Mohammad Hossein Kaveh、Hadi Tehrani、Arezoo Orooji和Alireza Jafari撰写的文章调查了青春期男孩积极思考的相关因素。以计划行为理论为前提,作者开发(并验证)了一份问卷,以揭示态度(关于积极思考)是积极思考意向的最大预测因素。作者Gökmen Arslan, Faramarz Asanjarani, Saeede Bakhtiari和Fatemeh Hajkhodadadi提出了学校归属感量表的验证。这个量表将在一定程度上帮助学校心理学家和辅导员识别与学校归属感差有关的学生心理社会和情感困难,并为研究人员提供一个强有力的工具。下面这篇由Mehmet Özcan撰写的文章及时地提醒了学生旷课的原因。学业成绩差、父母参与、学校氛围、不灵活的学校时间表以及健康和社会问题是最大的影响因素。再一次,增加家庭参与是一个关键信息。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Editorial
I am delighted to introduce myself as the incoming Editor-in-Chief. I have worked in schools and community settings supporting the mental health of young people and their families for two and a half decades and for much of that time I have worked in roles tasked with training the next generation of psychologists and counsellors, both in Australia and UK. I am privileged to follow in the footsteps of our esteemed past Editor, Professor Marilyn Campbell who has worked tirelessly to give the journal its excellent reputation for disseminating quality research on educational and psychological topics of interest to school psychologists and counsellors, globally. With one eye in the rear-view mirror and another on the road ahead we know the global pandemic has left valuable lessons for schools in terms of staff and student wellbeing. Amidst the success stories of how schools across the world stepped up to the demands of digital delivery, we have seen increased need to attend to the mental health and wellbeing of school counsellors, teachers, and students. We start this issue with a timely reminder about self-care, specifically that the practice of mindfulness can reduce burnout and build resilience. Authors Michelle Neumann and Sarah Tillott provide some practical techniques to equip teachers with coping strategies in these uncertain times. While on the theme of mindfulness, the next paper by Maedeh Heidary, Touraj Hashemi Nosrat Abad and Wolfgang Linden describes a study with boys aged 6to 8-years, comparing externalising behaviours before and after a mindfulness-based intervention. They showed weekly 1-hr mindfulness sessions for 2-months reduced aggression and rule-breaking in the intervention-group relative to controls. Some may know the adage ‘it takes a village to raise a child’. The next five papers take a deep dive into the factors associated with success at school and beyond. The article by Sajjad Basharpoor, Fazeleh Heidari, Mohammad Narimani and Usha Barahmand examined the relationship between school adjustment, engagement and self-perceived academic ability in 5th and 6th grade children. Their sophisticated statistical modelling showed that coherent family systems and high social acceptability of students was linked to better school adjustment both directly and indirectly through school engagement and academic self-concept. They suggest schools collaborate with parents to maximise school adjustment and recommend activities such as school-based parenting programs, school-related cognitive, emotional, and behavioural activities to support students who are vulnerable to adjustment difficulties. Next, Laura Verdugo and Yolanda Sánchez-Sandoval bring us an interesting study where they tested a model suggesting that psychological and social adjustment predicts future life expectations in adolescents. They found support for their model in a large sample of 11–15-year-olds and noted future expectations to be a critical protective factor for healthy psycho-social development in adolescence. They suggest that thinking about the future influences current behaviour and choices. The article by Leila Ghahremani, Mohammad Hossein Kaveh, Hadi Tehrani, Arezoo Orooji and Alireza Jafari investigated factors associated with positive thinking in adolescent boys. Premised on the Theory of Planned Behaviour the authors developed (and validated) a questionnaire to reveal that attitude (about positive thinking) is the biggest predictor of intension to think positively. Authors Gökmen Arslan, Faramarz Asanjarani, Saeede Bakhtiari and Fatemeh Hajkhodadadi present the validation of a School Belongingness Scale. This scale will go some way to assist school psychologists and counsellors to identify student psychosocial and emotional difficulties associated with poor school belonging and provide a robust tool for researchers. The following paper by Mehmet Özcan provides a well-timed reminder about the factors contributing to student absenteeism. Poor academic outcomes, parental involvement, school climate, inflexible school schedules, and health and social issues were the biggest influences. Once again increasing family involvement was a key message.
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来源期刊
CiteScore
2.20
自引率
7.70%
发文量
9
期刊介绍: Contributors to the Journal of Psychologists and Counsellors in Schools are from diverse backgrounds and focus on both educational and psychological topics. Articles address theoretical, practical and training issues that impact upon guidance and counselling professionals today.
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