社论

IF 1.4 4区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Marilyn Campbell
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The second article, by Georgina du Mello Kenyon and Jim Schirmer, is a systematic review of studies that identified common practice elements within evidence-based school trauma interventions. As many of our refugee students have endured trauma, as well as abused children, this is a timely paper to see what evidence there is for these important interventions. In the third article, Esra Tekel and Engin Karadag examine the effects of peer bullying in schools, finding an unfortunate effect of negative consequences on both school mindfulness and academic performance. The problem of peer bullying, despite all the research, does not seem to be easily resolved, and yet bullying has been shown to adversely impact so much of an individual’s life. The next three articles examine grade repetition, memory, and mental health. Robyn Anderson and Carla Anderson studied grade repetition in Queensland state schools. Despite the fact that many studies have shown that repetition offers few benefits to students, it was found that many 5-year-old boys are repeated in Prep as a solution for them not being ready for school. Policy and practice recommendations are made for education departments. The following article, by Susan Colmar, Nash Davis, Linda Sheldon, Natalie Phillips, Matthew Cheng and Sophie Briddon, used a quasi-experimental research design to see the effect of the implementation of the Memory Mates program, designed to improve attention and working memory strategies within academic contexts. Thirteen Year 4 primary classes in six schools either served as a control or intervention group. The intervention group students showed a significant improvement in mathematics and spelling but there were no differences in reading comprehension or academic engagement. The next article, by Courtney Wolk, Jill Locke, Eduardo Salas, Ricardo Eiraldi, Peter Cronholm and David Mandell, looked at the factor structure of an instrument designed to measure improvement in school mental health teams. Although this measure was originally designed for use in hospital settings, the instrument gave valid results for school teams, although not as consistently as in other settings. The last four articles present studies about school counsellors’ work in different countries. First is Deniz Guler and Esra Ceyhan’s article in which they describe interviews with 10 school counsellors in Turkey about resilience when working with at-risk students. The results showed that school counsellors working in schools with at-risk students experienced a variety of occupational stresses and that their experience of happiness and satisfaction, or helplessness and burnout, depended on levels of strengths or weaknesses with reference to personal factors. 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引用次数: 0

摘要

不幸的是,正如我所写的,冠状病毒大流行还没有结束,但澳大利亚在遏制其传播方面取得了相当成功,尽管带来了很大的经济痛苦。我们期待着2021年会有更好的一年。在这个问题上,我们再次提供了多样化的内容,有三篇关于难民、创伤和欺凌的文章,接下来是三篇关于学校辅导员的课堂影响的文章,然后是四篇关于辅导员本身的文章。我希望你喜欢阅读这些文章,它们对你的实践有帮助。第一篇文章由Nigar Khawaja和Glenn Howard撰写,着眼于对目前在澳大利亚上学的三名伊朗难民学生的评估。这篇论文与Azucena Velasco Leon和我在今年第一期杂志上发表的关于文化和语言多样性学校学生学业困难评估的文章非常吻合。第二篇文章由Georgina du Mello Kenyon和Jim Schirmer撰写,是对循证学校创伤干预中常见实践因素的研究的系统综述。由于我们的许多难民学生都遭受过创伤,也遭受过虐待儿童,这是一篇及时的论文,可以了解这些重要干预措施的证据。在第三篇文章中,Esra Tekel和Engin Karadag研究了学校中同伴欺凌的影响,发现了负面后果对学校正念和学习成绩的不幸影响。尽管进行了所有的研究,但同伴欺凌的问题似乎并不容易解决,然而欺凌已经被证明会对个人生活产生很大的不利影响。接下来的三篇文章考察了留级、记忆力和心理健康。Robyn Anderson和Carla Anderson在昆士兰州立学校学习留级。尽管许多研究表明,留级对学生几乎没有好处,但研究发现,许多5岁男孩在预科阶段留级是为了解决他们没有做好上学准备的问题。为教育部门提出了政策和实践建议。以下文章由Susan Colmar、Nash Davis、Linda Sheldon、Natalie Phillips、Matthew Cheng和Sophie Briddon撰写,采用准实验研究设计来观察记忆伴侣计划的实施效果,该计划旨在改善学术环境中的注意力和工作记忆策略。六所学校的13个小学四年级班级要么作为对照组,要么作为干预组。干预组的学生在数学和拼写方面有显著改善,但在阅读理解或学术参与方面没有差异。Courtney Wolk、Jill Locke、Eduardo Salas、Ricardo Eiraldi、Peter Cronholm和David Mandell的下一篇文章研究了一种旨在衡量学校心理健康团队改善程度的工具的因素结构。尽管这项测量最初是为在医院环境中使用而设计的,但该仪器为学校团队提供了有效的结果,尽管不像在其他环境中那样一致。最后四篇文章介绍了不同国家对学校辅导员工作的研究。首先是Deniz Guler和Esra Ceyhan的文章,他们在文章中描述了对土耳其10名学校辅导员的采访,内容涉及与风险学生合作时的应变能力。结果表明,在有风险学生的学校工作的学校辅导员经历了各种职业压力,他们的幸福感和满意度,或无助感和倦怠感,取决于个人因素的优势或劣势程度。Fatih Aydin和Hatice Odaci的下一篇文章探讨了学校辅导员的工作满意度。一项针对176名学校辅导员的调查发现,咨询自我效能感和特质焦虑都是工作满意度的重要预测因素。Rahsan SivisCetinkaya写了一篇有趣的文章,讲述了土耳其学校辅导员在决定向学校管理人员报告学生的冒险行为时考虑的因素。本期的最后一篇文章由Fàtima Vega、Marta Gràcia和Carles Riba撰写,描述了西班牙一所特殊教育学校的一名教师、一名助教和一名言语治疗师与两名学校辅导员之间长达一年的合作。该项目的目的是促进参与者方法的改变
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Editorial
Unfortunately, the coronavirus pandemic is not over as I write, but Australia has been quite successful in containing its spread, albeit with much economic pain. We look forward to a better year in 2021. We have a diverse offering again in this issue, with three articles on refugees, trauma, and bullying, followed by three articles on classroom implications for school counsellors, and then four articles on counsellors themselves. I hope you enjoy reading the contributions and that they are helpful for your practice. The first article, by Nigar Khawaja and Glenn Howard, looks at assessment of three cases of refugee students from Iran now schooled in Australia. This paper ties in nicely with the article by Azucena Velasco Leon and myself on assessment of academic difficulties in culturally and linguistically diverse school students in the first issue of the journal this year. The second article, by Georgina du Mello Kenyon and Jim Schirmer, is a systematic review of studies that identified common practice elements within evidence-based school trauma interventions. As many of our refugee students have endured trauma, as well as abused children, this is a timely paper to see what evidence there is for these important interventions. In the third article, Esra Tekel and Engin Karadag examine the effects of peer bullying in schools, finding an unfortunate effect of negative consequences on both school mindfulness and academic performance. The problem of peer bullying, despite all the research, does not seem to be easily resolved, and yet bullying has been shown to adversely impact so much of an individual’s life. The next three articles examine grade repetition, memory, and mental health. Robyn Anderson and Carla Anderson studied grade repetition in Queensland state schools. Despite the fact that many studies have shown that repetition offers few benefits to students, it was found that many 5-year-old boys are repeated in Prep as a solution for them not being ready for school. Policy and practice recommendations are made for education departments. The following article, by Susan Colmar, Nash Davis, Linda Sheldon, Natalie Phillips, Matthew Cheng and Sophie Briddon, used a quasi-experimental research design to see the effect of the implementation of the Memory Mates program, designed to improve attention and working memory strategies within academic contexts. Thirteen Year 4 primary classes in six schools either served as a control or intervention group. The intervention group students showed a significant improvement in mathematics and spelling but there were no differences in reading comprehension or academic engagement. The next article, by Courtney Wolk, Jill Locke, Eduardo Salas, Ricardo Eiraldi, Peter Cronholm and David Mandell, looked at the factor structure of an instrument designed to measure improvement in school mental health teams. Although this measure was originally designed for use in hospital settings, the instrument gave valid results for school teams, although not as consistently as in other settings. The last four articles present studies about school counsellors’ work in different countries. First is Deniz Guler and Esra Ceyhan’s article in which they describe interviews with 10 school counsellors in Turkey about resilience when working with at-risk students. The results showed that school counsellors working in schools with at-risk students experienced a variety of occupational stresses and that their experience of happiness and satisfaction, or helplessness and burnout, depended on levels of strengths or weaknesses with reference to personal factors. The next article, by Fatih Aydin and Hatice Odaci, deals with school counsellors’ job satisfaction. A survey of 176 school counsellors found that counselling self-efficacy and trait anxiety were both significant predictors of job satisfaction. Rahsan SivisCetinkaya writes an interesting article on what factors Turkish school counsellors consider when deciding to report students’ risk-taking behaviours to school administrators. The final article for this issue is by Fàtima Vega, Marta Gràcia, and Carles Riba, describing a year-long collaboration between a teacher, a teaching assistant and a speech therapist in a Spanish special education school, together with two school counsellors. The aim of the project was to promote changes in the participants’ approaches
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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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