Pub Date : 2024-06-01DOI: 10.1177/20556365241236607
Adrijana Grmuša, Jun Sung Hong
Even though the growing field of school safety research is multifaceted and multidisciplinary, discrepancies still exist among researchers and policymakers about how best to achieve the goal of creating a safe school environment. In response to ongoing concerns about bullying as one of the main school safety issues, schools are implementing various strategies to prevent it. The purpose of this study was to examine the effects that two dimensions of school safety (physical and psychological) have on reports of bullying victimization. In this study, data from 1526 (16–18 years old) students from 19 state schools in Belgrade, the capital city of Serbia, were analyzed using hierarchical multiple regression. The findings showed a negative association between psychological safety and bullying victimization. In contrast, the dimension of physical safety showed no association with bullying victimization.
{"title":"Preventing and reducing bullying victimization in high schools: Which works better? Physical or psychological safety measures","authors":"Adrijana Grmuša, Jun Sung Hong","doi":"10.1177/20556365241236607","DOIUrl":"https://doi.org/10.1177/20556365241236607","url":null,"abstract":"Even though the growing field of school safety research is multifaceted and multidisciplinary, discrepancies still exist among researchers and policymakers about how best to achieve the goal of creating a safe school environment. In response to ongoing concerns about bullying as one of the main school safety issues, schools are implementing various strategies to prevent it. The purpose of this study was to examine the effects that two dimensions of school safety (physical and psychological) have on reports of bullying victimization. In this study, data from 1526 (16–18 years old) students from 19 state schools in Belgrade, the capital city of Serbia, were analyzed using hierarchical multiple regression. The findings showed a negative association between psychological safety and bullying victimization. In contrast, the dimension of physical safety showed no association with bullying victimization.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141391660","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}
Pub Date : 2024-05-06DOI: 10.1177/20556365241251681
Stephanie Corcoran
One of the most important, and neglected, aspects of the school assessment process is the feedback phase. The purpose of this exploratory study was to examine the extent to which feedback is being conducted, training in feedback, and the types of feedback practices used in school settings. One hundred thirty-two school assessment professionals were surveyed, and results suggest that most believe in the importance of test feedback and are utilizing it. Results of this study also indicate that test feedback practices are lacking with most practitioners simply plotting scores on a bell curve. Recommendations for more culturally responsive, meaningful, and ethical feedback practices are discussed, including how to incorporate therapeutic assessment values and techniques in school settings.
{"title":"Beyond the Bell curve","authors":"Stephanie Corcoran","doi":"10.1177/20556365241251681","DOIUrl":"https://doi.org/10.1177/20556365241251681","url":null,"abstract":"One of the most important, and neglected, aspects of the school assessment process is the feedback phase. The purpose of this exploratory study was to examine the extent to which feedback is being conducted, training in feedback, and the types of feedback practices used in school settings. One hundred thirty-two school assessment professionals were surveyed, and results suggest that most believe in the importance of test feedback and are utilizing it. Results of this study also indicate that test feedback practices are lacking with most practitioners simply plotting scores on a bell curve. Recommendations for more culturally responsive, meaningful, and ethical feedback practices are discussed, including how to incorporate therapeutic assessment values and techniques in school settings.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141008290","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}
Pub Date : 2024-04-25DOI: 10.1177/20556365241249317
Shannon O O’Brien
{"title":"Book Review: Counselor Self-Care","authors":"Shannon O O’Brien","doi":"10.1177/20556365241249317","DOIUrl":"https://doi.org/10.1177/20556365241249317","url":null,"abstract":"","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140656746","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}
Pub Date : 2024-04-03DOI: 10.1177/20556365241239130
Mozhgan Fatemi, Saeed Bakhtiarpourand, F. Hafezi
This study aimed to investigate the mediating role of social self-efficacy in the relationship between parental control and social anxiety. The study population comprised all first and second-year high school students studying in Ahvaz County during the academic year 2020 to 2021. A total of 373 (53.08% female and 46.92% male) students were selected using multistage cluster sampling. The mean age ( SD) of the participants was 15.06 (2.4) years. The data were collected using the Parental Psychological Control Scale (PPCS), the Social Anxiety Scale for Adolescents (SAS-A), and the Self-Efficacy for Social Situations Scale (SESS). The reliability of the research tools was assessed using Cronbach’s alpha method, and path analysis was used to analyze the data. The results showed that both achievement-oriented and dependency-oriented parental control was directly related to social self-efficacy, which, in turn, was significantly related to social anxiety. Moreover, social self-efficacy completely mediated the relationships between achievement-oriented and dependency-oriented parental control with social anxiety. Therefore, reducing parental psychological control can increase adolescents’ level of social self-efficacy, which can subsequently decrease their social anxiety.
{"title":"Does social self-efficacy act as a mediator in the relationship between parental control and social anxiety?","authors":"Mozhgan Fatemi, Saeed Bakhtiarpourand, F. Hafezi","doi":"10.1177/20556365241239130","DOIUrl":"https://doi.org/10.1177/20556365241239130","url":null,"abstract":"This study aimed to investigate the mediating role of social self-efficacy in the relationship between parental control and social anxiety. The study population comprised all first and second-year high school students studying in Ahvaz County during the academic year 2020 to 2021. A total of 373 (53.08% female and 46.92% male) students were selected using multistage cluster sampling. The mean age ( SD) of the participants was 15.06 (2.4) years. The data were collected using the Parental Psychological Control Scale (PPCS), the Social Anxiety Scale for Adolescents (SAS-A), and the Self-Efficacy for Social Situations Scale (SESS). The reliability of the research tools was assessed using Cronbach’s alpha method, and path analysis was used to analyze the data. The results showed that both achievement-oriented and dependency-oriented parental control was directly related to social self-efficacy, which, in turn, was significantly related to social anxiety. Moreover, social self-efficacy completely mediated the relationships between achievement-oriented and dependency-oriented parental control with social anxiety. Therefore, reducing parental psychological control can increase adolescents’ level of social self-efficacy, which can subsequently decrease their social anxiety.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140749799","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}
Pub Date : 2024-01-27DOI: 10.1177/20556365231224478
Eunice Panford-Quainoo, K. Oppong Asante, Annabella Osei‐Tutu
Schools have been identified as important settings for promoting adolescent mental health and well-being. Little is known about counselling practices in Ghanaian senior high schools (SHSs). This study explored counselling practices in 11 SHSs in Ghana’s capital, Accra. We used convenience sampling methods to select 15 school counsellors and interviewed them about access to and utilisation of counselling in SHSs. We also explored common presenting concerns and service challenges. Data were analysed thematically and showed that most of the counsellors had a master’s or doctoral degree in guidance and counselling. According to our participants, students access counselling to address school (academic and career), home (e.g. parents’ problems and livelihood issues) and peer relations concerns. Other students access counselling for emotional (including suicidal ideations and self-harm), drug use and conduct issues. Counsellors provide academic advice, career guidance, financial and emotional support. Findings revealed that counsellors are facing several challenges including role conflict, work overload, deficient resources, as well as negative perceptions of counselling. Findings have implications for the government, policy makers, SHS administrators, school psychologists and counsellors and students.
{"title":"Practices and challenges of counselling in selected senior high schools in Accra, Ghana","authors":"Eunice Panford-Quainoo, K. Oppong Asante, Annabella Osei‐Tutu","doi":"10.1177/20556365231224478","DOIUrl":"https://doi.org/10.1177/20556365231224478","url":null,"abstract":"Schools have been identified as important settings for promoting adolescent mental health and well-being. Little is known about counselling practices in Ghanaian senior high schools (SHSs). This study explored counselling practices in 11 SHSs in Ghana’s capital, Accra. We used convenience sampling methods to select 15 school counsellors and interviewed them about access to and utilisation of counselling in SHSs. We also explored common presenting concerns and service challenges. Data were analysed thematically and showed that most of the counsellors had a master’s or doctoral degree in guidance and counselling. According to our participants, students access counselling to address school (academic and career), home (e.g. parents’ problems and livelihood issues) and peer relations concerns. Other students access counselling for emotional (including suicidal ideations and self-harm), drug use and conduct issues. Counsellors provide academic advice, career guidance, financial and emotional support. Findings revealed that counsellors are facing several challenges including role conflict, work overload, deficient resources, as well as negative perceptions of counselling. Findings have implications for the government, policy makers, SHS administrators, school psychologists and counsellors and students.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140492383","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}
Pub Date : 2023-12-22DOI: 10.1177/20556365231212589
Haoyan Huang, Naizhi Liang, Yixin Zhang, Wanyi Li, Naiyi Wang
Global mindedness is increasingly crucial for individual, national, and global flourishing, and thus obtains great emphasis in school education. This study aimed to examine the associations between adolescents’ global mindedness and three-dimensional school education aims (aims for academic achievement, employability, and narrow-sense holistic development). We further explored the role of adolescents’ tolerance that might explain the associations. A total of 2448 15-year-old Finnish adolescents were selected and two-level hierarchical liner modeling was employed. Results showed that (1) academic achievement aim played a positive role in adolescents’ global mindedness, whereas narrow-sense holistic development aim and employability aim showed insignificant and negative effect on it, respectively; and (2) adolescents’ tolerance mediated the associations of these three school education aims and global mindedness. Findings identified the fundamental contribution of academic achievement aim to global mindedness, and imply schools to integrate global education with academic education, as well as to forbid the discouragement for tolerance and global mindedness in employability education.
{"title":"Relation between school education aims and Finnish adolescents’ global mindedness: The mediating role of tolerance","authors":"Haoyan Huang, Naizhi Liang, Yixin Zhang, Wanyi Li, Naiyi Wang","doi":"10.1177/20556365231212589","DOIUrl":"https://doi.org/10.1177/20556365231212589","url":null,"abstract":"Global mindedness is increasingly crucial for individual, national, and global flourishing, and thus obtains great emphasis in school education. This study aimed to examine the associations between adolescents’ global mindedness and three-dimensional school education aims (aims for academic achievement, employability, and narrow-sense holistic development). We further explored the role of adolescents’ tolerance that might explain the associations. A total of 2448 15-year-old Finnish adolescents were selected and two-level hierarchical liner modeling was employed. Results showed that (1) academic achievement aim played a positive role in adolescents’ global mindedness, whereas narrow-sense holistic development aim and employability aim showed insignificant and negative effect on it, respectively; and (2) adolescents’ tolerance mediated the associations of these three school education aims and global mindedness. Findings identified the fundamental contribution of academic achievement aim to global mindedness, and imply schools to integrate global education with academic education, as well as to forbid the discouragement for tolerance and global mindedness in employability education.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138945692","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}
Pub Date : 2023-12-14DOI: 10.1177/20556365231216810
Anna Magdalena Keates, Mark Pearson
A Multiple Intelligence and Expressive Therapies approach for counselling adolescents experiencing anxiety is proposed. Anxiety disorders are the most prevalent mental health challenges experienced by adolescents. Research reveals the association between anxiety in teenage years and psychiatric disorders in later life. Data is presented on the increasing incidence of anxiety in adolescence and the limits of commonly applied therapies. Adolescence is characterised as a time of turbulence and change, and the issues that adolescent clients bring to counselling are diverse and often complex. Evidence from several studies in counselling have shown positive outcomes through linking multiple intelligences and expressive therapies as an integrative therapy. The potential benefits of applying this combined approach to secondary school students are discussed.
{"title":"Multiple intelligences theory and expressive therapies: New counselling options for secondary school students who experience anxiety","authors":"Anna Magdalena Keates, Mark Pearson","doi":"10.1177/20556365231216810","DOIUrl":"https://doi.org/10.1177/20556365231216810","url":null,"abstract":"A Multiple Intelligence and Expressive Therapies approach for counselling adolescents experiencing anxiety is proposed. Anxiety disorders are the most prevalent mental health challenges experienced by adolescents. Research reveals the association between anxiety in teenage years and psychiatric disorders in later life. Data is presented on the increasing incidence of anxiety in adolescence and the limits of commonly applied therapies. Adolescence is characterised as a time of turbulence and change, and the issues that adolescent clients bring to counselling are diverse and often complex. Evidence from several studies in counselling have shown positive outcomes through linking multiple intelligences and expressive therapies as an integrative therapy. The potential benefits of applying this combined approach to secondary school students are discussed.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138972045","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}
Pub Date : 2023-12-09DOI: 10.1177/20556365231216805
Lydia Mannion
This intervention case study is written by an Educational and Child Psychologist in the Republic of Ireland, which took place with Leah, a 15-year-old adolescent with a diagnosis of autism attending a post-primary school. Pre- and post-intervention assessment measures included the Strengths and Difficulties Questionnaire (SDQ) and the Rosenberg Self-Esteem Scale (RSE). An individualised intervention plan was designed, focussing on promoting Leah’s self-esteem, as well as her understanding of autism. Therapeutic techniques used throughout the six-session intervention involved strengths-based and Personal Construct Psychology (PCP) approaches, alongside psychoeducation about autism. Leah’s post-intervention scores on the SDQ showed slight improvements in emotional problems and conduct problems following the intervention, while her scores on the RSE demonstrated a significant improvement in self-esteem from pre- to post-intervention. The case outcomes support the adoption of individualised strengths-based approaches and PCP techniques to promote self-esteem, as well as psychoeducation about autism to promote understanding and self-acceptance.
{"title":"The use of strengths-based approaches, Personal Construct Psychology (PCP) techniques and psychoeducation about autism with an adolescent in a post-primary school context in the Republic of Ireland: A practitioner report","authors":"Lydia Mannion","doi":"10.1177/20556365231216805","DOIUrl":"https://doi.org/10.1177/20556365231216805","url":null,"abstract":"This intervention case study is written by an Educational and Child Psychologist in the Republic of Ireland, which took place with Leah, a 15-year-old adolescent with a diagnosis of autism attending a post-primary school. Pre- and post-intervention assessment measures included the Strengths and Difficulties Questionnaire (SDQ) and the Rosenberg Self-Esteem Scale (RSE). An individualised intervention plan was designed, focussing on promoting Leah’s self-esteem, as well as her understanding of autism. Therapeutic techniques used throughout the six-session intervention involved strengths-based and Personal Construct Psychology (PCP) approaches, alongside psychoeducation about autism. Leah’s post-intervention scores on the SDQ showed slight improvements in emotional problems and conduct problems following the intervention, while her scores on the RSE demonstrated a significant improvement in self-esteem from pre- to post-intervention. The case outcomes support the adoption of individualised strengths-based approaches and PCP techniques to promote self-esteem, as well as psychoeducation about autism to promote understanding and self-acceptance.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138585278","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}
Pub Date : 2023-12-06DOI: 10.1177/20556365231206230
Erin Quigley, Chelsea Hyde
Assessment and management of youth suicide risk is a key role for school psychologists. However, prior research indicates that psychologists commonly lack confidence and feel unprepared when they graduated to conduct risk assessments. This qualitative study explored nine Victorian early-career school psychologists’ role in risk assessment, and their self-perceived preparedness, self-efficacy, postgraduate training experiences and methods used to assess risk. Results identified that the frequency of student suicidal ideation and acute mental health presentations exceeded participants’ expectations. Participants identified confidence in assessing risk, but less confidence in the follow-up actions. Participants reported employing comprehensive risk assessment practices and most received exposure to risk assessment during training. Key factors identified for building risk assessment preparedness and confidence were supervision, experience, professional development and research. As participants identified core risk assessment competencies that may require further coverage in curricula, these findings have important implications for universities to maximise graduates’ risk assessment preparedness.
{"title":"Early-career school psychologists’ risk assessment self-efficacy: An Australian perspective","authors":"Erin Quigley, Chelsea Hyde","doi":"10.1177/20556365231206230","DOIUrl":"https://doi.org/10.1177/20556365231206230","url":null,"abstract":"Assessment and management of youth suicide risk is a key role for school psychologists. However, prior research indicates that psychologists commonly lack confidence and feel unprepared when they graduated to conduct risk assessments. This qualitative study explored nine Victorian early-career school psychologists’ role in risk assessment, and their self-perceived preparedness, self-efficacy, postgraduate training experiences and methods used to assess risk. Results identified that the frequency of student suicidal ideation and acute mental health presentations exceeded participants’ expectations. Participants identified confidence in assessing risk, but less confidence in the follow-up actions. Participants reported employing comprehensive risk assessment practices and most received exposure to risk assessment during training. Key factors identified for building risk assessment preparedness and confidence were supervision, experience, professional development and research. As participants identified core risk assessment competencies that may require further coverage in curricula, these findings have important implications for universities to maximise graduates’ risk assessment preparedness.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138596127","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}
Pub Date : 2023-12-05DOI: 10.1177/20556365231212508
Mustafa Kemal Yöntem, Mustafa Aydogan, Yusuf Sarıkaya
Supervision is an essential part of school counsellor education training, particularly during internship and practicum experiences, as it plays a crucial role in assisting counsellor trainees in adapting to their new roles and identities. While essential to the profession, supervision literature lacks comparison studies across countries, leaving a significant gap in our understanding of whether, and to what extent, supervision is being effectively practised cross-nationally. In the current study, authors utilized a multisite analytic approach as a form of case study method to investigate similarities and differences in counsellor educators’ school counselling supervision practices in the US and Türkiye. The study sample included a total of four counsellor education programmes, consisting of two programmes from each country. The results indicated that while counsellor educators in the US pay more attention to crisis management, suicide assessment, feedback acceptance, multicultural issues, school counsellor self-care, and mindfulness, their counterparts in Türkiye focus on creating counselling goals, counselling micro-skills, theories, and techniques. The results also provided further support for an independent counsellor education accreditation body that could oversee the supervision practices across counsellor education programmes in Türkiye for a united counsellor training, supervision, and professional counsellor identity.
{"title":"Supervision practices in school counsellor education: A comparison across two countries","authors":"Mustafa Kemal Yöntem, Mustafa Aydogan, Yusuf Sarıkaya","doi":"10.1177/20556365231212508","DOIUrl":"https://doi.org/10.1177/20556365231212508","url":null,"abstract":"Supervision is an essential part of school counsellor education training, particularly during internship and practicum experiences, as it plays a crucial role in assisting counsellor trainees in adapting to their new roles and identities. While essential to the profession, supervision literature lacks comparison studies across countries, leaving a significant gap in our understanding of whether, and to what extent, supervision is being effectively practised cross-nationally. In the current study, authors utilized a multisite analytic approach as a form of case study method to investigate similarities and differences in counsellor educators’ school counselling supervision practices in the US and Türkiye. The study sample included a total of four counsellor education programmes, consisting of two programmes from each country. The results indicated that while counsellor educators in the US pay more attention to crisis management, suicide assessment, feedback acceptance, multicultural issues, school counsellor self-care, and mindfulness, their counterparts in Türkiye focus on creating counselling goals, counselling micro-skills, theories, and techniques. The results also provided further support for an independent counsellor education accreditation body that could oversee the supervision practices across counsellor education programmes in Türkiye for a united counsellor training, supervision, and professional counsellor identity.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138600550","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：