Pub Date : 2023-12-05DOI: 10.1177/20556365231207410
Donna Pennell, Marilyn Campbell, M. Z. Juri, Mary McMahon
There are few studies examining the wellbeing of Australian school-based psychologists/counsellors (SPCs) despite the research indicating there are unique stressors associated with the role. The purpose of this study was to measure the stress perceived by working Australian SPCs. Data were collected via an online survey within which the Perceived Stress Scale – 10 item version (PSS-10) was embedded. Mean global stress for 162 participants was calculated then compared with the general population and a previous cohort of Australian SPCs. Four variables of influence were also statistically analysed: school level, years of experience, amount of time participating in supervision and alignment with two differing professional identity statements – ‘I see myself as an educator with a counselling/psychology specialisation’ or ‘as a psychologist/counsellor who works in an education setting’. Moderate – high frequency of stress, in excess of the general population and stress levels reported previously, was found. No significant relationships were found between stress and school level, years of experience or professional identity. A negative relationship was found between stress and the amount of supervision received. The level of stress experienced by Australian SPCs warrants that policies and practices monitor and protect Australian SPC wellbeing.
{"title":"Australian school psychologists’ and counsellors’ experience of stress","authors":"Donna Pennell, Marilyn Campbell, M. Z. Juri, Mary McMahon","doi":"10.1177/20556365231207410","DOIUrl":"https://doi.org/10.1177/20556365231207410","url":null,"abstract":"There are few studies examining the wellbeing of Australian school-based psychologists/counsellors (SPCs) despite the research indicating there are unique stressors associated with the role. The purpose of this study was to measure the stress perceived by working Australian SPCs. Data were collected via an online survey within which the Perceived Stress Scale – 10 item version (PSS-10) was embedded. Mean global stress for 162 participants was calculated then compared with the general population and a previous cohort of Australian SPCs. Four variables of influence were also statistically analysed: school level, years of experience, amount of time participating in supervision and alignment with two differing professional identity statements – ‘I see myself as an educator with a counselling/psychology specialisation’ or ‘as a psychologist/counsellor who works in an education setting’. Moderate – high frequency of stress, in excess of the general population and stress levels reported previously, was found. No significant relationships were found between stress and school level, years of experience or professional identity. A negative relationship was found between stress and the amount of supervision received. The level of stress experienced by Australian SPCs warrants that policies and practices monitor and protect Australian SPC wellbeing.","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":"138598380","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: 10.1177/20556365231211103
J. Pickard, Kendall Allsop, Frank P. Deane
Prior research suggests mindfulness-based interventions effectively reduce stress in trainee psychologists, enhance wellbeing and cultivate clinical skills and competencies. This study explored how trainee school psychologists perceived the effects of a mindfulness-based intervention on their development as psychologists. Forty trainee school psychologists participated in a 6-week online mindfulness-based intervention. They completed weekly written reflective journals throughout the programme which were later analysed using thematic analysis. Four core themes were identified: (1) changes in awareness and attention; (2) enhanced wellbeing; (3) commitment to ongoing personal practice and (4) cultivation and enhancement of professional development. Participants ( n = 24) who completed the mindfulness workshop during the COVID-19 pandemic indicated that mindfulness practice was particularly useful for managing uncertainty and other related stressors. It was concluded that practicing mindfulness supported trainee school psychologists’ personal and professional development, particularly related to compassion, resilience and therapeutic presence.
{"title":"A qualitative study of trainee school psychologists’ experiences of an online mindfulness-based intervention","authors":"J. Pickard, Kendall Allsop, Frank P. Deane","doi":"10.1177/20556365231211103","DOIUrl":"https://doi.org/10.1177/20556365231211103","url":null,"abstract":"Prior research suggests mindfulness-based interventions effectively reduce stress in trainee psychologists, enhance wellbeing and cultivate clinical skills and competencies. This study explored how trainee school psychologists perceived the effects of a mindfulness-based intervention on their development as psychologists. Forty trainee school psychologists participated in a 6-week online mindfulness-based intervention. They completed weekly written reflective journals throughout the programme which were later analysed using thematic analysis. Four core themes were identified: (1) changes in awareness and attention; (2) enhanced wellbeing; (3) commitment to ongoing personal practice and (4) cultivation and enhancement of professional development. Participants ( n = 24) who completed the mindfulness workshop during the COVID-19 pandemic indicated that mindfulness practice was particularly useful for managing uncertainty and other related stressors. It was concluded that practicing mindfulness supported trainee school psychologists’ personal and professional development, particularly related to compassion, resilience and therapeutic presence.","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":"138601058","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: 10.1177/20556365231207245
Mustafa Aydogan, Jason M. McGlothlin, Marty Jencius
School counsellors are the main drivers of change in creating a multicultural environment for all students. This study used structural equation modelling to investigate directional relationships among self-efficacy, self-advocacy and multicultural counselling competence in a sample of school counsellors ( N = 306). The data were collected from 306 practising school counsellors in the US. The results suggested that self-advocacy was statistically related to self-efficacy, in turn self-efficacy was associated with multicultural counselling competence. Structural model indicated that self-advocacy had a strong indirect effect on multicultural counselling competence mediated by self-efficacy. Accordingly, the findings implicate that school counsellors could start with smaller and realistic projects in working with diverse school populations as their positive experiences in this area could increase their ability to advocate for multicultural school environments.
{"title":"The relationship of self-efficacy, self-advocacy and multicultural counselling competency of school counsellors: A structural equation model","authors":"Mustafa Aydogan, Jason M. McGlothlin, Marty Jencius","doi":"10.1177/20556365231207245","DOIUrl":"https://doi.org/10.1177/20556365231207245","url":null,"abstract":"School counsellors are the main drivers of change in creating a multicultural environment for all students. This study used structural equation modelling to investigate directional relationships among self-efficacy, self-advocacy and multicultural counselling competence in a sample of school counsellors ( N = 306). The data were collected from 306 practising school counsellors in the US. The results suggested that self-advocacy was statistically related to self-efficacy, in turn self-efficacy was associated with multicultural counselling competence. Structural model indicated that self-advocacy had a strong indirect effect on multicultural counselling competence mediated by self-efficacy. Accordingly, the findings implicate that school counsellors could start with smaller and realistic projects in working with diverse school populations as their positive experiences in this area could increase their ability to advocate for multicultural school environments.","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":"138598813","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: 10.1177/20556365231207248
A. C. Nzeadibe, F. Egara, Chiedu Eseadi, J. C. Chukwuorji
This study investigated the effect of mindfulness-based cognitive therapy (MBCT) on mathematics anxiety among students in Nigerian secondary schools. Eighty-six senior secondary class one students (aged 15–16 years) participated, comprising 43 students allocated to the experimental group and 43 students allocated to the control group. Mathematics anxiety was measured using the Mathematics Anxiety Rating Scale (MARS). The experimental group participated in a MBCT intervention, whereas the control group underwent conventional counselling. Both conditions lasted 6 weeks and included 12 sessions, 90 min each. Results revealed that MBCT reduced students’ mathematics anxiety from pre- to post-test, and the effect remained consistent at follow-up, compared to the control group. One of the recommendations was that teachers should be trained in applying MBCT to anxious mathematics students to remove the fear response of mathematics.
{"title":"Mindfulness-based cognitive therapy for mathematics anxiety among school adolescents: A randomised trial","authors":"A. C. Nzeadibe, F. Egara, Chiedu Eseadi, J. C. Chukwuorji","doi":"10.1177/20556365231207248","DOIUrl":"https://doi.org/10.1177/20556365231207248","url":null,"abstract":"This study investigated the effect of mindfulness-based cognitive therapy (MBCT) on mathematics anxiety among students in Nigerian secondary schools. Eighty-six senior secondary class one students (aged 15–16 years) participated, comprising 43 students allocated to the experimental group and 43 students allocated to the control group. Mathematics anxiety was measured using the Mathematics Anxiety Rating Scale (MARS). The experimental group participated in a MBCT intervention, whereas the control group underwent conventional counselling. Both conditions lasted 6 weeks and included 12 sessions, 90 min each. Results revealed that MBCT reduced students’ mathematics anxiety from pre- to post-test, and the effect remained consistent at follow-up, compared to the control group. One of the recommendations was that teachers should be trained in applying MBCT to anxious mathematics students to remove the fear response of mathematics.","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":"138599932","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: 10.1177/20556365231207246
Hyunju Choi, S. Cho, Jiwon Kim, Sang Min Lee
This longitudinal study examined the mediating role of teacher support in the relationship between academic burnout and self-esteem among adolescents in Korea. A total of 154 adolescents (13 years old) were followed up for 4 years at 1-year intervals. Path analysis indicated that the developmental trajectory of academic burnout (i.e. the intercept and slope) leads to a lower level of teacher support (T4) and self-esteem (T4) after controlling for the effect of gender and self-worth. Moreover, teacher support mediated the relationship between development of academic burnout and self-esteem. The rate of change of academic burnout, as well as its initial value, exerted an indirect negative effect on self-esteem through the mediator of teacher support. It has been generally accepted that low self-esteem is the cause of academic burnout. However, our findings indicate that academic burnout might be an influencing factor of self-esteem, implying that the causal relationship between self-esteem and academic burnout should be reconsidered.
{"title":"The role of teacher support in the self-esteem of Korean adolescents with burnout","authors":"Hyunju Choi, S. Cho, Jiwon Kim, Sang Min Lee","doi":"10.1177/20556365231207246","DOIUrl":"https://doi.org/10.1177/20556365231207246","url":null,"abstract":"This longitudinal study examined the mediating role of teacher support in the relationship between academic burnout and self-esteem among adolescents in Korea. A total of 154 adolescents (13 years old) were followed up for 4 years at 1-year intervals. Path analysis indicated that the developmental trajectory of academic burnout (i.e. the intercept and slope) leads to a lower level of teacher support (T4) and self-esteem (T4) after controlling for the effect of gender and self-worth. Moreover, teacher support mediated the relationship between development of academic burnout and self-esteem. The rate of change of academic burnout, as well as its initial value, exerted an indirect negative effect on self-esteem through the mediator of teacher support. It has been generally accepted that low self-esteem is the cause of academic burnout. However, our findings indicate that academic burnout might be an influencing factor of self-esteem, implying that the causal relationship between self-esteem and academic burnout should be reconsidered.","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":"138597888","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 : 2023-12-04DOI: 10.1177/20556365231207243
Ting Zhou
{"title":"Book review: Handbook of Australian School Psychology: Integrating International Research, Practice, and Policy","authors":"Ting Zhou","doi":"10.1177/20556365231207243","DOIUrl":"https://doi.org/10.1177/20556365231207243","url":null,"abstract":"","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138604702","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 : 2023-12-04DOI: 10.1177/20556365231207247
Tarissa J. Hidajat
{"title":"Book review: School, Family, and Community Partnerships: Preparing Educators and Improving Schools","authors":"Tarissa J. Hidajat","doi":"10.1177/20556365231207247","DOIUrl":"https://doi.org/10.1177/20556365231207247","url":null,"abstract":"","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138602514","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}
An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button.
{"title":"JGC volume 33 issue 2 Cover and Back matter","authors":"","doi":"10.1017/jgc.2023.14","DOIUrl":"https://doi.org/10.1017/jgc.2023.14","url":null,"abstract":"An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134906532","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}
An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button.
{"title":"JGC volume 33 issue 2 Cover and Front matter","authors":"","doi":"10.1017/jgc.2023.15","DOIUrl":"https://doi.org/10.1017/jgc.2023.15","url":null,"abstract":"An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134905770","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}
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":null,"pages":null},"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}
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