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Can a five-minute meeting improve the wellbeing of students? The Indian school experience Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2023-08-31 Tripti Kathuria, Apurvakumar Pandya
In India, school psychology is an emerging field of study. The Central Board of Secondary Education (CBSE) has mandated the appointment of school counsellors to boost mental health through counselling, life-skills education, and career guidance. In the present study, the school counsellor implemented a five-minute meeting to quickly interact with students to promote their wellbeing. Using universal
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The role of school counsellors in response to eco-anxiety Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2023-08-25 Ayşen Köse
Today’s children are born into a climate crisis and are increasingly exposed to its effects. Eco-anxiety is an emotional response to climate crises. Numerous recent studies have shown that the prevalence of eco-anxiety is increasing among children. School counsellors are uniquely positioned to lead educators, parents, and students on how eco-anxiety can be addressed within schools. However, this phenomenon
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Compassion as a Framework for Creating Individual and Group-Level Wellbeing in the Classroom: New Directions Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2023-03-07 James N. Kirby, Chase Sherwell, Sasha Lynn, Dylan Moloney-Gibb
The success of Social Emotional Learning (SEL) interventions is thought to rely on teacher social emotional competency, student-teacher relationships, and the readiness of the school environment. From an evolutionary motivational systems perspective, an underlying driver behind these aspects is the motivational state of students and teachers. Providing a foundational framework for supporting SEL development
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Parents’ mental health literacy, preferred school counsellor roles, and intention to follow up referrals Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2023-03-06 Monica L. G. M. Bignold, Donnah Anderson
Many mental illnesses have onset during adolescence, and if untreated may have long-term negative outcomes. Parents and school counsellors can assist adolescents by monitoring for mental illness and facilitating appropriate support. The present study investigated parents’ mental health literacy (MHL), preferred views of school counsellor roles, and intention to follow up referrals. Eighty-seven Australian
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The Roles of School Counsellors in the Philippines: Challenges and Opportunities Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2023-03-02 Mark G. Harrison, Ronnel B. King, Sheila Marie G. Hocson
School counselling has the potential to deliver significant support for the wellbeing of children. However, much of the research on school counsellors has been conducted in developed Western countries, with very limited research into factors influencing the effectiveness of counsellors in lower middle-income countries or in Asia. The aim of this qualitative study was to investigate the perceptions
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American first-generation college students’ narratives of positive relationships with their school counsellors Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2023-02-28 Phillip L. Waalkes, Jaimie Stickl Haugen, Yuima Mizutani, Jiaying J. Meyer, Dave Salvatierra, Carrie Odle, Tiffany Somerville
Trusting and supportive relationships with school counsellors can help first-generation college students access college despite barriers. In this narrative inquiry, 11 first-generation college students in the United States shared stories of their positive relationships with their former high school counsellors. After an iterative and consensus-based data analysis process, we summarised our participants’
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School connectedness: Comparison between adolescent students with emotional and behavioural disorders and general education students Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2023-02-28 Robbie J. Marsh
Adolescents with emotional and behavioural disorders (EBD) continue to struggle in the school environment. They may have difficulty connecting to their school environment as their engagement in challenging behaviour may have led to frequent school removal and high rates of school dropout, resulting in a breakdown of their school connectedness. The purpose of this study was to evaluate levels of school
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Looking beyond challenging student behaviour: Utilising the teacher relationship interview Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2022-11-22 Jantine L. Spilt, Helma M. Y. Koomen
Intervention is considered the ultimate goal of the diagnostic process. However, when diagnostic assessment is largely focused on student (mal)adjustment and when the role and perspective of the teacher is not systematically evaluated, the assessment may fail to generate useful recommendations for intervention or teacher consultation. Based on a descriptive case report, the potential contribution of
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Examining the relationship between perceived worry and self-efficacy in NSW department of education school counsellors Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2022-11-09 Sara L. Donald, Emma E. Walter
This study investigated the relationship between perceived worry and self-efficacy, with particular attention to job role in Australian school counsellors working in the New South Wales (NSW) Department of Education. Ninety-eight school counsellors (N = 98, Mage = 44.97, SDage = 10.89; 92% female) comprised the sample group, stratified across three job roles: Senior Psychologist Education, School Counsellor
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An elicitation study to identify students’ salient beliefs towards school counselling Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2022-10-10 Muhammad Hafiz, Wan Har Chong
Underutilisation of school counselling services was prevalent prior to the COVID-19 pandemic. Using the theory of planned behaviour (TPB) as a framework, this qualitative study seeks to elicit salient beliefs towards help-seeking from a school counsellor in secondary school contexts. Through focus-group discussions and individual interviews, 29 students from 10 secondary schools were interviewed. Constructive
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Extracurricular activities and bullying perpetration and victimisation in early and middle adolescence Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2022-10-06 Jun Sung Hong, Eun-Jee Song, Kevin Tan, Anthony A. Peguero, Yejin Sohn, Dorothy L. Espelage
The present study examined the association between adolescents’ extracurricular activities and bullying perpetration and victimisation. The sample was drawn from the 2016 National Survey of Children’s Health dataset. Analyses included descriptive statistics and logistic regression for the early adolescent and middle adolescent groups. Among early adolescents, sports were negatively associated with
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Management of narcolepsy at school: Implications for school psychologists Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2022-10-06 John R. Burns, Kate A. Blundell
Narcolepsy is not a common disorder, with best estimates finding it affects only about .025–.05% of the population. Nonetheless, it is a vital disorder for school psychologists to be familiar with on the basis that its symptoms frequently first occur during childhood and adolescence. If undiagnosed, this disorder causes significant distress and disadvantage to the student as well as frustration and
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Learning challenges of culturally and linguistically diverse students: A framework for psychological assessment Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2022-03-16 Nigar G Khawaja, Jane Wotherspoon
Australian schools are experiencing an increase in enrolments for students from culturally and linguistically diverse backgrounds. Many of these students, who are frequently from migrant, refugee or asylum-seeker backgrounds, progress academically, but a small number experience learning challenges. In these circumstances, practitioners (school psychologists and guidance counsellors) assess the students
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Ethical dilemmas of school counsellors: A vignette study Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2022-03-14 Gözde Şensoy, Fatma Ebru İkiz
School counsellors often encounter ethically challenging situations due to contradictory values and roles. This qualitative research aimed to define school counsellors’ ethical dilemmas and their responses to such situations. Twenty-seven school counsellors in Turkey were asked to respond to 13 vignettes with ethical dilemmas. The most frequent ethical dilemmas involved the limits of confidentiality
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Rhythms of learning — a model of practice supporting youth mental health in the era of COVID-19 Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2022-01-10 Simon C. Faulkner
The COVID-19 pandemic has led to a significant increase in demand for mental health services for young people. This demand comes on top of a preexisting surge in mental health presentations for our youth, and it places extraordinary demand on support services and the professionals who deliver them. Concurrently, it is recognised that engaging and working with young people and their mental health has
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Attributions About Self-Harm: A Comparison Between Young People’s Self-Report and the Functions Ascribed by Preservice Teachers and School Counsellors Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-12-20 Kristy Dawson, Frank P. Deane, Leonie Miller
Globally, adolescent self-harm rates remain high, while help-seeking behaviour remains low. School staff are in a position to facilitate access to appropriate care for young people who self-harm (YPS-H), but little is known about gatekeepers’ attributions of self-harm or whether these attributions influence the support they provide. This study investigates the perceived functions of self-harm reported
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Child Avoidance of Anxiety-Provoking Situations in the Classroom and Teacher Accommodation Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-12-20 Golda S. Ginsburg, Jeffrey E. Pella, Anneliese DeVito, Grace Chan
This study examined: (1) school-based avoidance among students with problematic anxiety, (2) teachers’ levels of accommodation of avoidant behaviour, and (3) the relation between teacher accommodation and student avoidance and anxiety. Participants included 31 elementary school students with problematic anxiety (mean age = 7.7 years; range 5–11; 58% female; 71% White) and their teachers (mean age =
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The School Counsellor’s Role in Trauma-Aware Education Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-12-16 Judith Howard, Lyra L’Estrange, Meegan Brown
It is not unusual for school counsellors to be involved in trauma-aware education practice; however, their role is not uniformly defined in the literature nor consistently applied in professional settings. Trauma-aware education is relatively new but rapidly growing in Australia and beyond. It involves supporting students in a neuroscience-informed manner to address the impacts of complex trauma on
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Editorial, Applied Practices Special Issue Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-12-01 Susan Colmar
As Editor of this Special Issue of Applied Practices in the Journal of Psychologists and Counsellors in Schools, I am delighted to introduce 10 great articles to you all. The Special Issue is a combination of six invited applied papers from leading Australian researchers, which I will overview and summarise in some detail, and four practitioner papers. Asking already busy top researchers to write something
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Teacher knowledge of anxiety and use of anxiety reduction strategies in the classroom Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-10-18 Golda S. Ginsburg, Jeffrey E. Pella, Robert R. Ogle, Anneliese DeVito, Katherine Raguin, Grace Chan
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%
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Positive youth development: A brief review of literature with implications for school-based psychological interventions Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-10-04 Jet U. Buenconsejo, Jesus Alfonso D. Datu
There is a recognition about the mental health, educational, and career-related benefits of positive youth development (PYD) in children and youth. This brief review provides an overview of the current application of PYD in school settings. We begin by summarising the common conceptualisations of PYD along with similar and distinct features in such models. Then, we discuss the current status of PYD
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Role of peer support in competitive classroom climates: Focusing on the mediation effect of academic hatred in the JD-R model Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-09-27 Minyoung Lee, Taerim Lee, Sang Min Lee
This study aimed to verify the different effects of peer support on academic hatred depending on the levels of teachers’ academic pressure. Additionally, we examined the effects of academic hatred on academic burnout and engagement by applying the job demand-resources (JD-R) model. Data were collected from 43 classes at 8 high schools (N = 1015, 94.2% response rate, 57.3% women) in South Korea. The
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Relationship Between Positive Childhood Experiences and Psychological Resilience in University Students: The Mediating Role of Self-Esteem Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-09-21 Metin Kocatürk, İlhan Çiçek
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
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Using participatory design to inform cyber/bullying prevention and intervention practices: Evidence-Informed insights and strategies Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-09-15 Barbara A. Spears, Carmel Taddeo, Lesley-Anne Ey
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
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Comparison of levels of bullying, achievement motivation, and resilience among Syrian refugee students and Turkish students Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-09-10 Mehmet Akif Karaman
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
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Delivering evidence-based parenting support in educational settings Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-09-10 Matthew R. Sanders, Karyn L. Healy, Julie Hodges, Grace Kirby
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
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Social Emotional Learning in the Early Years: Innovation and Applications Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-09-10 Erica Frydenberg
The importance of social emotional learning (SEL) has been well acknowledged as a significant feature of education and emotional development across the life span. School psychologists play an important part as innovators, implementers and evaluators of resources in the social emotional domain. When it comes to the early years in the education system, social emotional aspects of the curriculum form
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Why should teachers cultivate resilience through mindfulness? Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-09-10 Michelle M. Neumann, Sarah Tillott
The concept of resilience and mindfulness is becoming increasingly popular in schools worldwide in response to critical issues such as escalating teacher stress and burnout. This article explores the concept of mindfulness as a supportive practice to build resilience in times of stress in relation to reducing or preventing teacher burnout. It aims to provide practical strategies for psychologists and
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Positive Education: The Key Role of the School Counsellor Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-09-09 Suzy Green, Kasey Lloyd
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
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Friendly schools’ bullying prevention research: Implications for school counsellors Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-09-07 Donna Cross, Kevin C. Runions, Natasha Pearce
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
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From barriers to implementation: Advancing universal mental health screening in schools Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-09-02 John R. Burns, Ronald M. Rapee
In light of concerning evidence that many young people with mental disorders are not receiving appropriate mental health intervention, school-based mental health screening has been advocated as one way to improve identification of at-risk youth. Despite having much promise, universal screening in schools remains a relatively uncommon practice internationally. Various barriers that deter school psychologists
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The role of school counsellors in children’s adjustment to preschool education Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-09-02 Sema Öngören
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
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Exploring novice Indian school counsellors’ experiences collaborating with teachers and administrators Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-08-09 Aashna Sadana, Aneesh Kumar
Previous studies have shown that collaboration between school counsellors and other stakeholders such as teachers and administrators leads to improved outcomes for students and a better school climate. The current qualitative study explored the experiences and perceptions of novice school counsellors in India regarding collaboration with teachers and administrators. The sample included 11 novice school
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‘Let’s be Still’: A school psychologist delivered stillness meditation program for wellbeing Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-07-09 Rachel Yerbury
School counsellors implement preventative programs to build student resilience and coping skills to counteract the rising mental health needs of children in Australia. School-based meditation programs are effective for individuals and groups, with documented benefits. Most literature examines mindfulness meditation, and the current, exploratory study aimed to add to the research breadth by considering
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Mindfulness-based intervention and aggression and rule-breaking behaviours in elementary school boys: a proof of concept trial Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-07-09 Maedeh Heidary, Touraj Hashemi Nosrat Abad, Wolfgang Linden
This study investigated the effect of a mindfulness-based intervention on pathological symptoms in boys with externalised disorders. A total of 24 elementary school students with externalising disorders, diagnosed by completing the Child Behavior Checklist (CBCL), were randomly assigned to a mindfulness-based intervention for two months. One session per week was offered and each session lasted one
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The role of basic psychological needs in bullying victimisation in the family and at school Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-05-24 Panagiotis Varsamis, Helias Halios, Georgios Katsanis, Apostolos Papadopoulos
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
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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 Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-05-17 Stella Rodgers, Sharinaz Hassan
Critical incident frameworks applied within schools are a means to support school staff to respond and guide planning to reduce critical incidents rates. This article explores the significance of the Therapeutic Crisis Intervention in Schools (TCI-S) critical incident framework to decrease the prevalence of behavioural critical incidents and to improve staff and student emotional competence in schools
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Using storytelling to unpack resilience theory in accordance with an internationally recognised resilience framework with primary school children Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-05-12 Sarah Tillott, Noelene Weatherby-Fell, Phil Pearson, Michelle M. Neumann
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
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Towards best practice in school management of students with depressive disorders Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-04-26 John R. Burns
There is growing evidence of an escalation of depression in young people. In light of this, schools are increasingly being confronted with the challenge of how to best manage students with depressive disorders. Such management includes consideration of the academic, behavioural, social and emotional implications of the disorder. This article provides school practitioners and management with a review
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The change over time of the perceptions of school counsellor candidates related to students with learning disabilities Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-04-15 Tahsin Firat
The purpose of this study was to examine the impact of training on learning disabilities (LD) on school counsellor candidates’ perceptions related to students with LD. The study group was comprised of 51 students in the Counselling and Psychological Guidance Department. The participants responded to an open-ended question: ‘Students with learning disabilities are like … Because …’. A content analysis
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Development and validation of the preschool peer bullying scale-teacher form Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-03-15 Zeynep Nur Besnili, Ibrahim Tanrikulu
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
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Bullying and psychosocial adjustment among children with and without asthma Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-03-05 Kevin C. Runions, Donna S. Cross, Rena Vithiatharan, Mark Everard, Graham Hall
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
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An investigation into the experiences of school counsellors working with adolescents Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2021-02-11 Cathy G. Bettman, Alexander Digiacomo
Currently, Australia’s school counsellors are increasingly being called upon to respond to adolescent mental health needs. Through semistructured interviews with seven school counsellors working with adolescents, this qualitative study aimed to capture the lived experiences of this group of practitioners. By adopting a phenomenological approach and using thematic analysis, this study provides insight
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Can academic hope increase academic engagement in Iranian students who are university applicants? investigating academic buoyancy as a mediator Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2020-12-14 Mah Azadianbojnordi, Saeed Bakhtiarpour, Behnam Makvandi, Parvin Ehteshamizadeh
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
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Student absenteeism in high schools: factors to consider Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2020-12-02 Mehmet Özcan
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
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Career-related teacher support: A review of roles that teachers play in supporting students’ career planning Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2020-11-23 Lawrence P.W. Wong, Mantak Yuen, Gaowei Chen
Preparing adolescents for transitioning from school to work has become a priority across all developed countries due to the increasingly difficult labour market conditions and changes related to technological advances. Most recently, the COVID-19 pandemic has created additional uncertainties in the world of work. This article reviews the concept of career-related teacher support (CRTS) and illustrates
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The effects of short-term mindfulness-based group intervention utilising a school setting for Japanese adolescents with trauma Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2020-11-17 Daisuke Ito, Yuki Kubo, Ayako Takii, Asuka Watanabe, Tetsuhiro Ohtani, Shunsuke Koseki
The use of mindfulness as a tool to improve mental health has received increased attention. Schools provide ideal environments for short-term prevention and skill development for mental health. Further, teachers can promote and reinforce students’ daily use of mindfulness. This study explored the effects of a short-term group mindfulness-based intervention on the mental health of adolescents who have
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Influences on adolescent help-seeking for mental health problems Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2020-11-17 Sarah Pearson, Chelsea Hyde
Seeking help for mental health concerns is critical for improving wellbeing and preventing the development of mental health disorders, yet many adolescents with mental health problems fail to seek professional help. It is well established that young people with mental health problems face a variety of barriers to help-seeking; however, little is known about the ways in which these barriers interact
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Teacher and peer relationships and life satisfaction: Mediating the role of student resilience in south korean elementary schools Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2020-11-12 Minyoung Lee, Sang Min Lee
The purpose of this study was to examine the association between life satisfaction and positive student-teacher and peer relationships. Further, we aimed to test the mediating effects of student resilience in a multilevel model. The data were collected from elementary students in South Korea. To examine the mediating effects of student resilience, multilevel structural equation modelling was conducted
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Applied Practices Articles for Volume 30 No 2 Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2020-11-10 Susan Colmar
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Self-esteem and perceived social competence protect adolescent students against ostracism and loneliness Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2020-11-10 Halis Sakız, Abdullah Mert, Hakan Sarıçam
The purpose of this research was to examine the associations between self-esteem, perceived social competence, ostracism and loneliness among adolescent students. For the investigation of self-esteem and perceived social competence as key developmental constructs concerning negative experiences such as ostracism and loneliness, it is important to understand the experiences that may inhibit individual
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A comparison of counselling self-efficacy among international and domestic counselling students Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2020-10-13 Abdulkadir Haktanir
This study examined counselling self-efficacy (CSE) between international counselling students and domestic counselling students. Data were collected from 179 participants. Analysis of the data suggested similar levels of CSE scores between domestic and international counselling students, and between school counselling students and other master’s-level counselling students. However, a significant difference
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Background variables as predictors of utilisation of Web 2.0 applications in counsellor education: Implications for counselling youth and students Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2020-09-22 Mfon Eyo
The study adopted an ex post facto design to investigate background variables as predictors of utilisation of Web 2.0 applications in counsellor education. The population included 28 counsellor educators in the Department of Guidance and Counselling of the sampled university. Background variables and the Web 2.0 Utilisation Questionnaire (BVW2.0UQ) was used to gather data, which were analysed using
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An examination of the ethical dilemmas of school counsellors: opinions and solution recommendations Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2020-08-24 Fatih Camadan, Cem Topsakal, İnci Sadıkoğlu
Ethical dilemmas are concerning for school counsellors in Turkey. This article presents findings of a qualitative study exploring the views and suggestions of 16 school counsellors in Rize, Turkey. Content analysis was performed on the data obtained from interviews with the participants. The results of the study showed that the school counsellors had the most knowledge about the competency principle
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The mediating effect of introjected motivation on the relation between perfectionism and academic burnout Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2020-07-15 Hyunju Choi, Soohyun Cho, Jiwon Kim, Eunjoo Kim, Jihyun Chung, Sang Min Lee
Maladaptive perfectionism and controlled motivation are vulnerability factors for burnout. This study examined the relationships between two aspects of perfectionism (high standards, discrepancy), four academic motivational orientations (intrinsic, identified, introjected, extrinsic), and academic burnout. The target population was 12th graders in South Korea, and a total of 950 participants were recruited
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Counselling Elementary School Students — Experiences of School Counsellors from Serbia Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2020-07-01 Sladjana Zuković, Senka Slijepčević
Starting from the importance and purpose of school counselling, the article highlights the content-methodical specifics and assumptions of effective counselling work with students, and gives a brief overview of the practice of school counselling in Serbia. On that basis, this study aimed at examining school counsellors’ experiences in counselling elementary/primary school children (e.g., reasons for
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Memory Mates: An Evaluation of a Classroom-Based, Student-Focused Working Memory Intervention Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2020-06-22 Susan Colmar, Kit Double, Nash Davis, Linda Sheldon, Natalie Phillips, Matthew Cheng, Sophie Briddon
This applied experimental research tested the effectiveness of a universal, student-focused intervention (‘Memory Mates’), specifically focused on supporting students to use attention and working memory strategies within academic contexts, unlike computer-based programs. Memory Mates is presented in the form of icons and explanations, with the strategies embedded within the classroom. Analyses compared
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How school counsellors cope with suicide attempts among adolescents — A qualitative study in Israel Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2020-06-18 Inbar Levkovich, Ina Vigdor
The aim of the study was to examine how school counsellors cope with suicide attempts among students in their schools. A qualitative phenomenological methodology was used. Participants included 24 Israeli high school counsellors aged 32–62. All interviews were recorded, transcribed, and analysed thematically. The findings indicate that counsellors find students’ suicide attempts difficult, disconcerting
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Assessing educational difficulties of students from refugee backgrounds: a case study approach Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2020-06-16 Nigar G. Khawaja, Glenn Howard
The present study applied a qualitative case study methodology to the educational challenges of three students from a refugee background, in order to identify an appropriate psychological assessment process with which to evaluate their difficulties. Three students who had arrived from Iraq 1–2 years ago (one male and two females; aged 13 and 14 years) were referred by their teachers for psychological
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School adjustment, engagement and academic self-concept: family, child, and school factors Journal of Psychologists and Counsellors in Schools (IF 1.0) Pub Date : 2020-06-10 Sajjad Basharpoor, Fazeleh Heidari, Mohammad Narimani, Usha Barahmand
Previous research has supported the importance of the interaction between family and school contexts for student adjustment to school. This study aimed to investigate the mediating role of school engagement and academic self-concept in relation to family adaptability/cohesion, social acceptability and school adjustment. A sample of 268 5th- and 6th-grade students aged 11–13 years (131 males, 137 females)