Editorial, Applied Practices Special Issue

IF 1.4 4区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Psychologists and Counsellors in Schools Pub Date : 2021-12-01 DOI:10.1017/jgc.2021.27
S. Colmar
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Abstract

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 new and relevant for the profession was potentially challenging. I wish to thank all the invited persons for their generosity in first saying yes and then following through across several months in preparing these specific applied papers. Most Australian states are represented by an author, with a fascinating range of topics. Every article draws out the realities of applying research findings when working as a practitioner in schools. For simplicity I will use the nomenclature ‘school counsellor’ here, noting that this term is inclusive of school counsellors, guidance officers and school psychologists. Challenges in writing for practitioners in Australia are both the different titles used and the different models of working as a school counsellor in each state or territory. Nevertheless, every article offers key strategies about effective working practices, as well as providing important clear information about the approach they are presenting. Key themes across all the invited papers include evidence-based research, student involvement, working as part of a school team and with the whole school, overcoming barriers to successful school counselling work, positive and strengths-based approaches, and the specific skills brought by the school counsellor when engaging with students, their families and their teachers in individual counselling and intervention work. In presenting the processes necessary to apply evidence-based practices in schools, the invited papers offer a model to school counsellors about how to effectively implement initiatives in schools. Professor Donna Cross and her team have developed Friendly Schools, a systematic approach to bullying, over many years. In her article, ‘Friendly Schools Bullying Prevention Research: Implications for School Counsellors’, she and her co-authors summarise relevant key findings from a large range of research on bullying, with a focus on the role of school counsellors. The links between bullying and ongoing mental health difficulties are acknowledged, making the enhancement of protective factors, such as parent-child relationships, and early prevention of and intervention with bullying, of crucial importance. The section on bullying perpetrators raises some interesting specific factors and interventions needing to be explored further, as perpetrators might be resistant to typical interventions. School counsellors’ wide-ranging contributions as part of a whole school team are emphasised, including their specific role in providing confidential safe support for students experiencing bullying either as a victim or perpetrator or both. A second article exploring bullying, particularly cyberbullying, is from Professor Barbara Spears and colleagues, titled ‘Using Participatory Design to Inform Cyber/Bullying Prevention and Intervention Practices: Evidence-Informed Insights and Strategies’. The foci on student voice, as well as school staff voice and participation, are fascinating and are highlighted in the two exemplar case studies. School counsellors’ prevention and intervention work with others is acknowledged, while also stressing the importance of context and specificity. COVID 19 pandemic factors are included and integrated meaningfully. Personally, I found the sections contextualising children and young people, historically and in relation to their rights and participation, particularly interesting and helpful when considering bullying and other issues impacting students in schools and beyond in 2021. The detailed case studies can be
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编辑,应用实践特刊
作为《学校心理学家和辅导员杂志》应用实践特刊的编辑,我很高兴向大家介绍10篇很棒的文章。特刊由澳大利亚顶尖研究人员的六篇受邀应用论文和四篇从业者论文组成,我将对其进行详细概述和总结。要求已经很忙的顶尖研究人员写一些与该行业相关的新东西可能具有挑战性。我要感谢所有受邀者的慷慨,他们首先答应了,然后几个月来一直在准备这些具体的申请文件。澳大利亚大多数州都有一位作家代表,主题丰富多彩。每一篇文章都描绘了在学校做从业者时应用研究结果的现实。为了简单起见,我将在这里使用“学校辅导员”这个术语,注意这个术语包括学校辅导员、指导官员和学校心理学家。澳大利亚从业者在写作方面面临的挑战既有各州或地区使用的不同头衔,也有不同的学校辅导员工作模式。尽管如此,每一篇文章都提供了关于有效工作实践的关键策略,并提供了关于它们所提出的方法的重要明确信息。所有受邀论文的关键主题包括循证研究、学生参与、作为学校团队的一部分与整个学校合作、克服成功学校咨询工作的障碍、积极和基于优势的方法,以及学校辅导员在与学生接触时带来的特定技能,他们的家人和老师参与个人咨询和干预工作。在介绍在学校应用循证实践所需的过程时,受邀的论文为学校辅导员提供了一个如何在学校有效实施举措的模式。Donna Cross教授和她的团队多年来开发了友好学校,这是一种系统的欺凌方法。在她的文章《友好学校欺凌预防研究:对学校辅导员的启示》中,她和她的合著者总结了一系列关于欺凌的研究的相关关键发现,重点是学校辅导员的作用。人们认识到欺凌与持续的心理健康困难之间的联系,因此加强保护因素,如亲子关系,以及早期预防和干预欺凌至关重要。关于欺凌行为人的章节提出了一些有趣的具体因素和需要进一步探索的干预措施,因为行为人可能会抵制典型的干预措施。强调了学校辅导员作为整个学校团队的一部分所做的广泛贡献,包括他们在为遭受欺凌的学生提供保密安全支持方面的具体作用,无论是作为受害者还是施暴者,或者两者兼而有之。Barbara Spears教授及其同事的第二篇文章探讨了欺凌,特别是网络欺凌,题为“使用参与式设计为网络/欺凌预防和干预实践提供信息:循证洞察和策略”。对学生声音以及学校工作人员声音和参与的关注非常吸引人,并在两个示例案例研究中得到了强调。学校辅导员与他人的预防和干预工作得到了认可,同时也强调了背景和具体性的重要性。新冠肺炎19大流行因素被纳入并有意义地整合。就我个人而言,在考虑2021年学校内外影响学生的欺凌和其他问题时,我发现这些章节将儿童和年轻人从历史上以及与他们的权利和参与相关的角度来看待,特别有趣,也很有帮助。详细的案例研究可以
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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.
期刊最新文献
Preventing and reducing bullying victimization in high schools: Which works better? Physical or psychological safety measures Beyond the Bell curve Book Review: Counselor Self-Care Does social self-efficacy act as a mediator in the relationship between parental control and social anxiety? Practices and challenges of counselling in selected senior high schools in Accra, Ghana
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