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 sampling, data were collected from 78 students using a Google survey form at one of the leading private schools in Meerut city of Uttar Pradesh State, India. The findings of the study indicated an improvement in the personal-social and school-career domains of students’ wellbeing. Approximately 72% of students reported being happy, and 58% shared being friendly (personal-social domain). Nearly 68% of students reported doing well in the school (school-career domain). Moreover, 65% of students expressed willingness to meet with the counsellor. The initiative received an overwhelmingly positive response (82%), indicating that it has increased the value of support for these students. This initiative provided an opportunity for both the counsellor and students to get to know each other and allowed the counsellor to plan individual and group counselling sessions as needed. Prospective studies could employ robust methodology with a larger sample size to evaluate the effects of this initiative on mental health outcomes.
{"title":"Can a five-minute meeting improve the wellbeing of students? The Indian school experience","authors":"Tripti Kathuria, A. Pandya","doi":"10.1017/jgc.2023.12","DOIUrl":"https://doi.org/10.1017/jgc.2023.12","url":null,"abstract":"\u0000 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 sampling, data were collected from 78 students using a Google survey form at one of the leading private schools in Meerut city of Uttar Pradesh State, India. The findings of the study indicated an improvement in the personal-social and school-career domains of students’ wellbeing. Approximately 72% of students reported being happy, and 58% shared being friendly (personal-social domain). Nearly 68% of students reported doing well in the school (school-career domain). Moreover, 65% of students expressed willingness to meet with the counsellor. The initiative received an overwhelmingly positive response (82%), indicating that it has increased the value of support for these students. This initiative provided an opportunity for both the counsellor and students to get to know each other and allowed the counsellor to plan individual and group counselling sessions as needed. Prospective studies could employ robust methodology with a larger sample size to evaluate the effects of this initiative on mental health outcomes.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43351755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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 has not yet received attention in the school counselling literature. This conceptual article aims to convey the importance of school counsellors’ knowledge and consciousness of the relationship between ecological crises and mental health and to discuss their roles in schools in this context.
{"title":"The role of school counsellors in response to eco-anxiety","authors":"Ayşen Köse","doi":"10.1017/jgc.2023.11","DOIUrl":"https://doi.org/10.1017/jgc.2023.11","url":null,"abstract":"\u0000 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 has not yet received attention in the school counselling literature. This conceptual article aims to convey the importance of school counsellors’ knowledge and consciousness of the relationship between ecological crises and mental health and to discuss their roles in schools in this context.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49655871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"JGC volume 33 issue 1 Cover and Back matter","authors":"","doi":"10.1017/jgc.2023.9","DOIUrl":"https://doi.org/10.1017/jgc.2023.9","url":null,"abstract":"","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"33 1","pages":"b1 - b2"},"PeriodicalIF":1.3,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45543661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"JGC volume 33 issue 1 Cover and Front matter","authors":"","doi":"10.1017/jgc.2023.8","DOIUrl":"https://doi.org/10.1017/jgc.2023.8","url":null,"abstract":"","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"33 1","pages":"f1 - f2"},"PeriodicalIF":1.3,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48387442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Kirby, C. Sherwell, Sasha Lynn, Dylan Moloney-Gibb
Abstract 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 may be a critical differentiating factor in successfully incorporating SEL into curriculum to enhance individual and group-level wellbeing. This article presents compassion as a motivational framework that can be used to support SEL. We review theoretical perspectives and empirical research applying compassion to help regulate emotional experience and provide a series of possible suggestions on how to integrate compassion into classrooms. Specifically, we provide a series of suggestions on how compassion can help with student and staff wellbeing. A compassionate approach to establishing a positive classroom environment and incorporating simple activities adapted from compassion-focused therapy may provide a baseline conducive context in which SEL is accepted and thrives.
{"title":"Compassion as a Framework for Creating Individual and Group-Level Wellbeing in the Classroom: New Directions","authors":"J. Kirby, C. Sherwell, Sasha Lynn, Dylan Moloney-Gibb","doi":"10.1017/jgc.2023.5","DOIUrl":"https://doi.org/10.1017/jgc.2023.5","url":null,"abstract":"Abstract 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 may be a critical differentiating factor in successfully incorporating SEL into curriculum to enhance individual and group-level wellbeing. This article presents compassion as a motivational framework that can be used to support SEL. We review theoretical perspectives and empirical research applying compassion to help regulate emotional experience and provide a series of possible suggestions on how to integrate compassion into classrooms. Specifically, we provide a series of suggestions on how compassion can help with student and staff wellbeing. A compassionate approach to establishing a positive classroom environment and incorporating simple activities adapted from compassion-focused therapy may provide a baseline conducive context in which SEL is accepted and thrives.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"33 1","pages":"2 - 12"},"PeriodicalIF":1.3,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43093904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract 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 parents of current secondary school students were recruited to an online cross-sectional survey via convenience sampling. Results showed that, on average, parents had good MHL, moderately endorsed school counsellor roles, and were committed to following up referrals. Higher MHL, but not preferred school counsellor roles, predicted intention to follow up referrals to general practitioners and specialised mental health services. Findings support targeted psychoeducational intervention for parents regarding MHL and the role of the school counsellor and directions for future research are discussed.
{"title":"Parents’ mental health literacy, preferred school counsellor roles, and intention to follow up referrals","authors":"Monica L. G. M. Bignold, Donnah Anderson","doi":"10.1017/jgc.2023.2","DOIUrl":"https://doi.org/10.1017/jgc.2023.2","url":null,"abstract":"Abstract 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 parents of current secondary school students were recruited to an online cross-sectional survey via convenience sampling. Results showed that, on average, parents had good MHL, moderately endorsed school counsellor roles, and were committed to following up referrals. Higher MHL, but not preferred school counsellor roles, predicted intention to follow up referrals to general practitioners and specialised mental health services. Findings support targeted psychoeducational intervention for parents regarding MHL and the role of the school counsellor and directions for future research are discussed.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"33 1","pages":"90 - 101"},"PeriodicalIF":1.3,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44437849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Journal of Psychologists and Counsellors in School, Volume 32 issue 2 Cover and Back matter – ERRATUM","authors":"","doi":"10.1017/jgc.2023.7","DOIUrl":"https://doi.org/10.1017/jgc.2023.7","url":null,"abstract":"","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41609495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. 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 of Filipino counsellors about their roles, and factors that supported or impeded their effectiveness. Seventeen school counsellors in the Philippines were interviewed, and the data were analysed thematically. Our findings suggest that Filipino school counsellors often carry out dual roles, experience a lack of role clarity, and are systemically disempowered in their schools. Relationships with school principals have a significant influence on counsellors’ roles and positioning in schools, and therefore on their effectiveness. The ability of principals to foster a school ethos supportive of counselling is essential in enabling counsellors to leverage the multifunctional nature of their work, become embedded and centrally positioned in the school community, and enhance their effectiveness. Doing so can enable counselling to be more culturally accessible to young people.
{"title":"The Roles of School Counsellors in the Philippines: Challenges and Opportunities","authors":"M. Harrison, Ronnel B. King, Sheila Marie G. Hocson","doi":"10.1017/jgc.2023.4","DOIUrl":"https://doi.org/10.1017/jgc.2023.4","url":null,"abstract":"\u0000 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 of Filipino counsellors about their roles, and factors that supported or impeded their effectiveness. Seventeen school counsellors in the Philippines were interviewed, and the data were analysed thematically. Our findings suggest that Filipino school counsellors often carry out dual roles, experience a lack of role clarity, and are systemically disempowered in their schools. Relationships with school principals have a significant influence on counsellors’ roles and positioning in schools, and therefore on their effectiveness. The ability of principals to foster a school ethos supportive of counselling is essential in enabling counsellors to leverage the multifunctional nature of their work, become embedded and centrally positioned in the school community, and enhance their effectiveness. Doing so can enable counselling to be more culturally accessible to young people.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47183334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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 connectedness for adolescents with EBD attending self-contained classrooms and compare them to adolescents in general education. The School Connectedness Questionnaire (SCQ), measuring school bonding, school attachment, school engagement, and school climate, was administered to 50 students with EBD and to 50 general education students (n = 100). A multivariate analysis of variance (MANOVA) was conducted. The results indicated that of the four domains of school connectedness, students with EBD reported significantly higher levels of school climate. These youth also reported significant differences on four specific items representing three of the four construct domains. The results indicate that adolescents with EBD may experience school differently. Researchers should continue to examine specially designed programs for students with EBD that emphasise explicit behavioural and academic expectations and social and emotional skill development and its impact on school connectedness for adolescents with EBD.
{"title":"School connectedness: Comparison between adolescent students with emotional and behavioural disorders and general education students","authors":"R. Marsh","doi":"10.1017/jgc.2023.3","DOIUrl":"https://doi.org/10.1017/jgc.2023.3","url":null,"abstract":"\u0000 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 connectedness for adolescents with EBD attending self-contained classrooms and compare them to adolescents in general education. The School Connectedness Questionnaire (SCQ), measuring school bonding, school attachment, school engagement, and school climate, was administered to 50 students with EBD and to 50 general education students (n = 100). A multivariate analysis of variance (MANOVA) was conducted. The results indicated that of the four domains of school connectedness, students with EBD reported significantly higher levels of school climate. These youth also reported significant differences on four specific items representing three of the four construct domains. The results indicate that adolescents with EBD may experience school differently. Researchers should continue to examine specially designed programs for students with EBD that emphasise explicit behavioural and academic expectations and social and emotional skill development and its impact on school connectedness for adolescents with EBD.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45995023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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’ grand narrative with five themes: family context, school counselling delivery, relationships with school counsellors, impact of relationships with school counsellors, and suggested improvements. Participants valued how school counsellors helped them advocate for themselves, build their confidence, and feel encouraged and accountable through individual meetings, career counselling, and college guidance. School counsellors can offer targeted and relational interventions to help first-generation college students access and persist through college.
{"title":"American first-generation college students’ narratives of positive relationships with their school counsellors","authors":"Phillip L. Waalkes, Jaimie Stickl Haugen, Yuima Mizutani, Jiaying J. Meyer, Dave Salvatierra, Carrie Odle, Tiffany Somerville","doi":"10.1017/jgc.2023.1","DOIUrl":"https://doi.org/10.1017/jgc.2023.1","url":null,"abstract":"\u0000 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’ grand narrative with five themes: family context, school counselling delivery, relationships with school counsellors, impact of relationships with school counsellors, and suggested improvements. Participants valued how school counsellors helped them advocate for themselves, build their confidence, and feel encouraged and accountable through individual meetings, career counselling, and college guidance. School counsellors can offer targeted and relational interventions to help first-generation college students access and persist through college.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41592313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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