C. A. Iizuka, P. Barrett, R. Gillies, Clayton R. Cook, W. Marinovic
The literature indicates increasing evidence showing the benefits of classroom-based, universal preventive interventions for mental health and the link between social and emotional learning and academic performance. The FRIENDS program has been extensively tested and has showed promising results not only for preventing childhood anxiety, but also for improving students’ self-concept, social skills and coping skills. However, when it comes to communities in disadvantage, the results are mixed, with some studies reporting the need to include enhancements to the context in which the program is implemented to better support communities at risk. A combined intervention aiming to promote students’ social-emotional skills was piloted in a school located in a low socio-economic status area. Teachers received training to teach social and emotional skills for students and a resilience program for themselves. Students’ social-emotional outcomes were assessed at pre, post, 3 and 6 months following the intervention. Results showed that the intervention helped students to decrease their anxiety, and the intervention was well accepted by participants.
{"title":"A Combined Intervention Targeting both Teachers’ and Students’ Social-Emotional Skills: Preliminary Evaluation of Students’ Outcomes","authors":"C. A. Iizuka, P. Barrett, R. Gillies, Clayton R. Cook, W. Marinovic","doi":"10.1017/jgc.2014.12","DOIUrl":"https://doi.org/10.1017/jgc.2014.12","url":null,"abstract":"The literature indicates increasing evidence showing the benefits of classroom-based, universal preventive interventions for mental health and the link between social and emotional learning and academic performance. The FRIENDS program has been extensively tested and has showed promising results not only for preventing childhood anxiety, but also for improving students’ self-concept, social skills and coping skills. However, when it comes to communities in disadvantage, the results are mixed, with some studies reporting the need to include enhancements to the context in which the program is implemented to better support communities at risk. A combined intervention aiming to promote students’ social-emotional skills was piloted in a school located in a low socio-economic status area. Teachers received training to teach social and emotional skills for students and a resilience program for themselves. Students’ social-emotional outcomes were assessed at pre, post, 3 and 6 months following the intervention. Results showed that the intervention helped students to decrease their anxiety, and the intervention was well accepted by participants.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121904643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Distance education students are confronted with a range of additional challenges as part of their tertiary study experience. A quantitative approach was used to identify the challenges they face, their relative levels of satisfaction, coping strategies, and academic performance. Two hundred and ninety-five students (64 male and 231 female) participated by completing a survey that included measures of satisfaction, stress, coping, and academic performance. All were enrolled in an Australian university and studied either on campus or in one of two distance education (DE) modes, off-campus and offshore. While there were some differences in satisfaction expressed between DE and on-campus students, there were no significant differences between the groups on measures of stress or academic performance. The differences between the three groups’ use of coping strategies was less clear. Possible explanations for the differences between the groups are discussed.
{"title":"Comparing Satisfaction, Life-Stress, Coping and Academic Performance of Counselling Students in On-Campus and Distance Education Learning Environments.","authors":"B. Furlonger, Emilia Gencic","doi":"10.1017/JGC.2014.2","DOIUrl":"https://doi.org/10.1017/JGC.2014.2","url":null,"abstract":"Distance education students are confronted with a range of additional challenges as part of their tertiary study experience. A quantitative approach was used to identify the challenges they face, their relative levels of satisfaction, coping strategies, and academic performance. Two hundred and ninety-five students (64 male and 231 female) participated by completing a survey that included measures of satisfaction, stress, coping, and academic performance. All were enrolled in an Australian university and studied either on campus or in one of two distance education (DE) modes, off-campus and offshore. While there were some differences in satisfaction expressed between DE and on-campus students, there were no significant differences between the groups on measures of stress or academic performance. The differences between the three groups’ use of coping strategies was less clear. Possible explanations for the differences between the groups are discussed.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130718397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
D. Price, Deborah A. Green, B. Spears, Margaret Scrimgeour, Alan Barnes, R. Geer, B. Johnson
Studies have found that moral disengagement plays a significant role in the continuation of bullying situations (Bonanno, 2005); however, the moral stance of cyber-bystanders — those who witness online bullying — is not yet clear. While research into traditional face-to-face bullying reported that peers would probably or certainly intervene to support victims in 43% of cases (Rigby & Johnson, 2006) actual intervention is reportedly much less (Atlas & Pepler, 1998; Craig & Pepler, 1997). Little is known, however, about the attitudes and behaviours of bystanders or witnesses when online, or their probable intentions to intervene. This study employed three digital animations of typical cyberbullying scenarios to explore young people's views of cyber-bystanders. Youth from Years 8–12 (mean age 15.06, N = 961) from one metropolitan secondary school in Adelaide, South Australia, completed an online survey after watching vignettes. To shed light on the rationale and thinking behind their understanding of bystanders and moral dis/engagement when online, this article reports on the qualitative responses from young people in relation to one of these animations/vignettes. The findings suggest that young people perceive cyber-bystanders to have the capacity to morally engage in cyberbullying incidents; however, there are various barriers to their active positive engagement. The implications can inform educators and school counsellors about possible ways to support students to intervene when they witness cyberbullying.
{"title":"A Qualitative Exploration of Cyber-Bystanders and Moral Engagement","authors":"D. Price, Deborah A. Green, B. Spears, Margaret Scrimgeour, Alan Barnes, R. Geer, B. Johnson","doi":"10.1017/JGC.2013.18","DOIUrl":"https://doi.org/10.1017/JGC.2013.18","url":null,"abstract":"Studies have found that moral disengagement plays a significant role in the continuation of bullying situations (Bonanno, 2005); however, the moral stance of cyber-bystanders — those who witness online bullying — is not yet clear. While research into traditional face-to-face bullying reported that peers would probably or certainly intervene to support victims in 43% of cases (Rigby & Johnson, 2006) actual intervention is reportedly much less (Atlas & Pepler, 1998; Craig & Pepler, 1997). Little is known, however, about the attitudes and behaviours of bystanders or witnesses when online, or their probable intentions to intervene. This study employed three digital animations of typical cyberbullying scenarios to explore young people's views of cyber-bystanders. Youth from Years 8–12 (mean age 15.06, N = 961) from one metropolitan secondary school in Adelaide, South Australia, completed an online survey after watching vignettes. To shed light on the rationale and thinking behind their understanding of bystanders and moral dis/engagement when online, this article reports on the qualitative responses from young people in relation to one of these animations/vignettes. The findings suggest that young people perceive cyber-bystanders to have the capacity to morally engage in cyberbullying incidents; however, there are various barriers to their active positive engagement. The implications can inform educators and school counsellors about possible ways to support students to intervene when they witness cyberbullying.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124587718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Any books that you read, no matter how you got the sentences that have been read from the books, surely they will give you goodness. But, we will show you one of recommendation of the book that you need to read. This distressed or deliberately defiant managing challenging student behaviour due to trauma and disorganised attachment is what we surely mean. We will show you the reasonable reasons why you need to read this book. This book is a kind of precious book written by an experienced author.
{"title":"Distressed or Deliberately Defiant? Managing Challenging Student Behaviour Due to Trauma and Disorganised Attachment Judith Howard (2013). Bowen Hills, QLD: Australian Academic Press, 104pp, ISBN: 1922117153","authors":"Sandra R Armsden","doi":"10.1017/JGC.2014.7","DOIUrl":"https://doi.org/10.1017/JGC.2014.7","url":null,"abstract":"Any books that you read, no matter how you got the sentences that have been read from the books, surely they will give you goodness. But, we will show you one of recommendation of the book that you need to read. This distressed or deliberately defiant managing challenging student behaviour due to trauma and disorganised attachment is what we surely mean. We will show you the reasonable reasons why you need to read this book. This book is a kind of precious book written by an experienced author.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129571036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aggressive behaviour in school-aged children presents a significant challenge for society. If not managed, it can result in adverse academic, social, emotional, and behavioural outcomes for the child. In addition, it can create stress for families and become a significant burden for the community as these children reach adolescence and adulthood, and engage in antisocial behaviours. Using a three-step exploratory analytical strategy, this study explored parent and child reports of a diverse range of underlying developmental and clinical variables that have been identified in the literature as predictors of aggressive child behaviour, and which could be addressed within an Australian school or community context. A total of 57 children and their parents were recruited from a referral-based Western Australian child mental health service, and the wider community. A group of 31 clinically aggressive children were identified and compared to a group of 26 non-aggressive children. The aggressive group was reported as having a greater prevalence of internalising symptoms, including anxiety and depression, and their aggressive behaviour was more likely to be of the callous/unemotional type, relative to their non-aggressive counterparts. Significant predictors of belonging to the aggressive group included child social problems, thought problems, attention problems, affective problems, narcissism, symptoms of ADHD and PTS, and low maternal self-esteem. Findings are presented and discussed in the context of established theories. Recommendations for principles of treatment for aggressive children and their families are suggested.
{"title":"An Exploratory Study of Aggression in School-Age Children: Underlying Factors and Implications for Treatment.","authors":"Lynn E. Priddis, S. Landy, D. Moroney, R. Kane","doi":"10.1017/JGC.2013.12","DOIUrl":"https://doi.org/10.1017/JGC.2013.12","url":null,"abstract":"Aggressive behaviour in school-aged children presents a significant challenge for society. If not managed, it can result in adverse academic, social, emotional, and behavioural outcomes for the child. In addition, it can create stress for families and become a significant burden for the community as these children reach adolescence and adulthood, and engage in antisocial behaviours. Using a three-step exploratory analytical strategy, this study explored parent and child reports of a diverse range of underlying developmental and clinical variables that have been identified in the literature as predictors of aggressive child behaviour, and which could be addressed within an Australian school or community context. A total of 57 children and their parents were recruited from a referral-based Western Australian child mental health service, and the wider community. A group of 31 clinically aggressive children were identified and compared to a group of 26 non-aggressive children. The aggressive group was reported as having a greater prevalence of internalising symptoms, including anxiety and depression, and their aggressive behaviour was more likely to be of the callous/unemotional type, relative to their non-aggressive counterparts. Significant predictors of belonging to the aggressive group included child social problems, thought problems, attention problems, affective problems, narcissism, symptoms of ADHD and PTS, and low maternal self-esteem. Findings are presented and discussed in the context of established theories. Recommendations for principles of treatment for aggressive children and their families are suggested.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"49 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133959978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
School professionals, particularly school counsellors and school psychologists, require detailed knowledge of many important factors that contribute to the personal, academic, and vocational development of the students in their charge (e.g., psychosocial development, curricula developments, local community developments and initiatives, national and international policy developments). The amount of detail and knowledge required by school counsellors/psychologists is bewildering, even before consideration of the individual differences in those who require their help. A framework can provide school professionals with a parsimonious approach to organising, synthesising and understanding all the information that needs to be considered in relation to a child within a particular environment. The current article reviews and comments upon the usefulness of two such theoretical frameworks--Bronfenbrenner's ecological model (1979, 1989) and Spiel, Reimann, Wagner, and Schober's (2008) Bildung-Psychology approach--to an exploration and understanding of a common issue; namely, bully/victim problems among school pupils. It is argued that such ecological/systemic approaches could usefully inform the design and evaluation of future efforts to address school bullying and violence. By extension, we propose that the simplicity of such models is of great value to the school professional who seeks a framework that can guide them in their work. Language: en
{"title":"From Theory to Practice: Two Ecosystemic Approaches and Their Applications to Understanding School Bullying","authors":"C. M. Guckin, S. Minton","doi":"10.1017/JGC.2013.10","DOIUrl":"https://doi.org/10.1017/JGC.2013.10","url":null,"abstract":"School professionals, particularly school counsellors and school psychologists, require detailed knowledge of many important factors that contribute to the personal, academic, and vocational development of the students in their charge (e.g., psychosocial development, curricula developments, local community developments and initiatives, national and international policy developments). The amount of detail and knowledge required by school counsellors/psychologists is bewildering, even before consideration of the individual differences in those who require their help. A framework can provide school professionals with a parsimonious approach to organising, synthesising and understanding all the information that needs to be considered in relation to a child within a particular environment. The current article reviews and comments upon the usefulness of two such theoretical frameworks--Bronfenbrenner's ecological model (1979, 1989) and Spiel, Reimann, Wagner, and Schober's (2008) Bildung-Psychology approach--to an exploration and understanding of a common issue; namely, bully/victim problems among school pupils. It is argued that such ecological/systemic approaches could usefully inform the design and evaluation of future efforts to address school bullying and violence. By extension, we propose that the simplicity of such models is of great value to the school professional who seeks a framework that can guide them in their work. Language: en","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128651628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this exploratory-descriptive study was to determine the career development of upper primary school students in Turkey. The Revised Career Awareness Survey (RCAS) was completed by 644 Turkish upper primary school students. Results indicated that the students were able to associate their own personal characteristics with particular careers and knew the characteristics of careers. They were less knowledgeable about life/career implications and life/career management tasks. The implications of the findings for career guidance and counselling practice are considered.
{"title":"Career Development of Upper Primary School Students in Turkey.","authors":"Serap Nazli","doi":"10.1017/JGC.2013.7","DOIUrl":"https://doi.org/10.1017/JGC.2013.7","url":null,"abstract":"The purpose of this exploratory-descriptive study was to determine the career development of upper primary school students in Turkey. The Revised Career Awareness Survey (RCAS) was completed by 644 Turkish upper primary school students. Results indicated that the students were able to associate their own personal characteristics with particular careers and knew the characteristics of careers. They were less knowledgeable about life/career implications and life/career management tasks. The implications of the findings for career guidance and counselling practice are considered.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"13 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133489622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A small-scale research study was undertaken to identify the impact of attention and working memory (WM) strategies for one Year 3 class over four lessons. A selection of eight strategies was embedded in everyday mathematics lessons, and the class teacher was supported to adjust lesson delivery and monitor students experiencing WM overload. Explicit student and teacher instruction was provided to learn how to understand and apply the strategies during lessons. The goals of this research were to increase teacher expertise in teaching strategies to improve WM and to encourage students to practise and self-monitor strategy use. Students’ academic engagement rose to 100% and all students increased their academic achievement outcomes.
{"title":"Memory Mates: A Classroom-Based Intervention to Improve Attention and Working Memory","authors":"Nash Davis, Linda Sheldon, S. Colmar","doi":"10.1017/JGC.2013.23","DOIUrl":"https://doi.org/10.1017/JGC.2013.23","url":null,"abstract":"A small-scale research study was undertaken to identify the impact of attention and working memory (WM) strategies for one Year 3 class over four lessons. A selection of eight strategies was embedded in everyday mathematics lessons, and the class teacher was supported to adjust lesson delivery and monitor students experiencing WM overload. Explicit student and teacher instruction was provided to learn how to understand and apply the strategies during lessons. The goals of this research were to increase teacher expertise in teaching strategies to improve WM and to encourage students to practise and self-monitor strategy use. Students’ academic engagement rose to 100% and all students increased their academic achievement outcomes.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117114100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of the present study was to investigate the predictive value of gender, attachment dimensions and family environment in explaining loneliness among students. The study included 473 students (281 females, 192 males) from Ankara University. The UCLA Loneliness Scale, Family Environment Assessment Scale and Experiences in Close Relationships — Revised Questionnaire were administered to all participants. The results of the regression analyses demonstrated that the avoidance dimension of attachment accounted for 11%, avoidance and anxiety 14%, all attachment dimensions and family environment 18%, and all variables together (attachment dimensions, family environment, gender) accounted for 19% of variance in loneliness. The present study demonstrated that insecurely attached males with low-coherent families reported the highest degree of loneliness. On the contrary, securely attached females with high-coherent families reported the lowest degree of loneliness.
{"title":"The Role of Gender, Attachment Dimensions, and Family Environment on Loneliness among Turkish University Students.","authors":"Aylin Demirli, A. Demir","doi":"10.1017/JGC.2013.11","DOIUrl":"https://doi.org/10.1017/JGC.2013.11","url":null,"abstract":"The purpose of the present study was to investigate the predictive value of gender, attachment dimensions and family environment in explaining loneliness among students. The study included 473 students (281 females, 192 males) from Ankara University. The UCLA Loneliness Scale, Family Environment Assessment Scale and Experiences in Close Relationships — Revised Questionnaire were administered to all participants. The results of the regression analyses demonstrated that the avoidance dimension of attachment accounted for 11%, avoidance and anxiety 14%, all attachment dimensions and family environment 18%, and all variables together (attachment dimensions, family environment, gender) accounted for 19% of variance in loneliness. The present study demonstrated that insecurely attached males with low-coherent families reported the highest degree of loneliness. On the contrary, securely attached females with high-coherent families reported the lowest degree of loneliness.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129492902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Hope in Counselling and Psychotherapy Denis O’Hara (2004). London: Sage, 192pp, ISBN 978-1-44620-170-1","authors":"D. J O'Hara, L. Baker","doi":"10.1017/JGC.2014.8","DOIUrl":"https://doi.org/10.1017/JGC.2014.8","url":null,"abstract":"","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128126754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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