Abstract This study investigated the relationship between perceived worry and self-efficacy, with particular attention to job role in Australian school counsellors working in the New South Wales (NSW) Department of Education. Ninety-eight school counsellors (N = 98, M age = 44.97, SD age = 10.89; 92% female) comprised the sample group, stratified across three job roles: Senior Psychologist Education, School Counsellor, and School Counselling in Training. Data collection tools were the Penn State Worry Questionnaire and the Psychologist and Counsellor Self-Efficacy Scale. Data were analysed using the Pearson product-moment correlation and a multivariate analysis of variance (MANOVA). We found a weak negative association between perceived worry and self-efficacy of significance (p = .018). Findings demonstrated a significant effect (p < .001) of job role on the combined dependent variables although the effect was small. Examination of the between-subjects effects demonstrated that role had a significant effect for self-efficacy, but not for worry. Post-hoc analyses showed that individuals in roles of seniority reported higher self-efficacy and lower perceived worry when compared with counsellors in training. Future studies would likely benefit from a more comprehensive consideration of demographic data to ascertain other variables that may be contributing to levels of worry and self-efficacy.
{"title":"Examining the relationship between perceived worry and self-efficacy in NSW department of education school counsellors","authors":"Sara L. Donald, Emma E. Walter","doi":"10.1017/jgc.2022.7","DOIUrl":"https://doi.org/10.1017/jgc.2022.7","url":null,"abstract":"Abstract This study investigated the relationship between perceived worry and self-efficacy, with particular attention to job role in Australian school counsellors working in the New South Wales (NSW) Department of Education. Ninety-eight school counsellors (N = 98, M age = 44.97, SD age = 10.89; 92% female) comprised the sample group, stratified across three job roles: Senior Psychologist Education, School Counsellor, and School Counselling in Training. Data collection tools were the Penn State Worry Questionnaire and the Psychologist and Counsellor Self-Efficacy Scale. Data were analysed using the Pearson product-moment correlation and a multivariate analysis of variance (MANOVA). We found a weak negative association between perceived worry and self-efficacy of significance (p = .018). Findings demonstrated a significant effect (p < .001) of job role on the combined dependent variables although the effect was small. Examination of the between-subjects effects demonstrated that role had a significant effect for self-efficacy, but not for worry. Post-hoc analyses showed that individuals in roles of seniority reported higher self-efficacy and lower perceived worry when compared with counsellors in training. Future studies would likely benefit from a more comprehensive consideration of demographic data to ascertain other variables that may be contributing to levels of worry and self-efficacy.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46494990","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}
Original Articles I am pleased to bring you 10 high-quality, interesting, original articles on rich and varied topics. Our authors come from diverse backgrounds and report on issues of global relevance to school psychology and counselling. Five articles relate to school counsellors and/or counsellor training: Donald and colleagues examined worry and self-efficacy, Firat reported on the counsellor’s role in working with students with learning disabilities, Zukovic and Slijepčević investigated the reasons younger children present for counselling, Eyo explored the use of digital technologies in counsellor education, and Howard et al presented a timely piece on trauma aware practices. One article sheds light on teachers’ knowledge: Ginsburg and colleagues investigated the under researched area of teacher awareness of anxiety and specifically their use of anxiety reduction strategies. The three remaining original articles relate to students: Azadianbojnordi et al. examined academic hope in students applying for university, Choi and others investigated the role of motivation in the relationship between perfectionism and academic burnout, and Varsamis and colleagues used path modelling to reveal psychosocial predictors of bullying victimisation. Thank you to our peer reviewers who have volunteered their time to ensure the research is of a high standard and has broad readership appeal. Happy reading and take care.
{"title":"Editorial","authors":"E. Edwards","doi":"10.1017/jgc.2022.10","DOIUrl":"https://doi.org/10.1017/jgc.2022.10","url":null,"abstract":"Original Articles I am pleased to bring you 10 high-quality, interesting, original articles on rich and varied topics. Our authors come from diverse backgrounds and report on issues of global relevance to school psychology and counselling. Five articles relate to school counsellors and/or counsellor training: Donald and colleagues examined worry and self-efficacy, Firat reported on the counsellor’s role in working with students with learning disabilities, Zukovic and Slijepčević investigated the reasons younger children present for counselling, Eyo explored the use of digital technologies in counsellor education, and Howard et al presented a timely piece on trauma aware practices. One article sheds light on teachers’ knowledge: Ginsburg and colleagues investigated the under researched area of teacher awareness of anxiety and specifically their use of anxiety reduction strategies. The three remaining original articles relate to students: Azadianbojnordi et al. examined academic hope in students applying for university, Choi and others investigated the role of motivation in the relationship between perfectionism and academic burnout, and Varsamis and colleagues used path modelling to reveal psychosocial predictors of bullying victimisation. Thank you to our peer reviewers who have volunteered their time to ensure the research is of a high standard and has broad readership appeal. Happy reading and take care.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49346268","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 32 issue 2 Cover and Front matter","authors":"","doi":"10.1017/jgc.2022.12","DOIUrl":"https://doi.org/10.1017/jgc.2022.12","url":null,"abstract":"","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42915923","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 32 issue 2 Cover and Back matter","authors":"","doi":"10.1017/jgc.2022.13","DOIUrl":"https://doi.org/10.1017/jgc.2022.13","url":null,"abstract":"","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46980352","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 Intervention is considered the ultimate goal of the diagnostic process. However, when diagnostic assessment is largely focused on student (mal)adjustment and when the role and perspective of the teacher is not systematically evaluated, the assessment may fail to generate useful recommendations for intervention or teacher consultation. Based on a descriptive case report, the potential contribution of the Teacher Relationship Interview in making the assessment phase more relevant to intervention is outlined and illustrated.
{"title":"Looking beyond challenging student behaviour: Utilising the teacher relationship interview","authors":"J. Spilt, H. Koomen","doi":"10.1017/jgc.2022.14","DOIUrl":"https://doi.org/10.1017/jgc.2022.14","url":null,"abstract":"Abstract Intervention is considered the ultimate goal of the diagnostic process. However, when diagnostic assessment is largely focused on student (mal)adjustment and when the role and perspective of the teacher is not systematically evaluated, the assessment may fail to generate useful recommendations for intervention or teacher consultation. Based on a descriptive case report, the potential contribution of the Teacher Relationship Interview in making the assessment phase more relevant to intervention is outlined and illustrated.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47382239","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}
Underutilisation of school counselling services was prevalent prior to the COVID-19 pandemic. Using the theory of planned behaviour (TPB) as a framework, this qualitative study seeks to elicit salient beliefs towards help-seeking from a school counsellor in secondary school contexts. Through focus-group discussions and individual interviews, 29 students from 10 secondary schools were interviewed. Constructive content analysis was utilised to identify specific salient behavioural beliefs, salient normative norms and salient control belief. The salient beliefs identified include perceiving counselling as a form of professional help, nonjudgment, stigmatisation, and past counselling experience. This study identified and highlighted a systematic approach to understanding specific socio-cognitive factors that support and hinder school counselling utilisation in an Asian school context. Implications arising from the study were discussed in the light of the findings.
{"title":"An elicitation study to identify students’ salient beliefs towards school counselling","authors":"Muhammad Hafiz, W. Chong","doi":"10.1017/jgc.2022.6","DOIUrl":"https://doi.org/10.1017/jgc.2022.6","url":null,"abstract":"\u0000 Underutilisation of school counselling services was prevalent prior to the COVID-19 pandemic. Using the theory of planned behaviour (TPB) as a framework, this qualitative study seeks to elicit salient beliefs towards help-seeking from a school counsellor in secondary school contexts. Through focus-group discussions and individual interviews, 29 students from 10 secondary schools were interviewed. Constructive content analysis was utilised to identify specific salient behavioural beliefs, salient normative norms and salient control belief. The salient beliefs identified include perceiving counselling as a form of professional help, nonjudgment, stigmatisation, and past counselling experience. This study identified and highlighted a systematic approach to understanding specific socio-cognitive factors that support and hinder school counselling utilisation in an Asian school context. Implications arising from the study were discussed in the light of the findings.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48766356","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. Hong, Eun-Jee Song, Kevin Tan, Anthony A. Peguero, Yejin Sohn, D. Espelage
The present study examined the association between adolescents’ extracurricular activities and bullying perpetration and victimisation. The sample was drawn from the 2016 National Survey of Children’s Health dataset. Analyses included descriptive statistics and logistic regression for the early adolescent and middle adolescent groups. Among early adolescents, sports were negatively associated with victimisation. Participation in clubs/organisations, organised activities or lessons, and community services were negatively associated, while employment was positively related to bullying perpetration. Among middle adolescents, all extracurricular activities were negatively related to victimisation. As for bullying perpetration, organised activities or lessons and community services were negatively associated with bullying. The study highlights the potential for sport and extracurricular involvement as ways to possibly deter bullying perpetration and victimisation. Future research should consider these associations longitudinally.
{"title":"Extracurricular activities and bullying perpetration and victimisation in early and middle adolescence","authors":"J. Hong, Eun-Jee Song, Kevin Tan, Anthony A. Peguero, Yejin Sohn, D. Espelage","doi":"10.1017/jgc.2022.8","DOIUrl":"https://doi.org/10.1017/jgc.2022.8","url":null,"abstract":"\u0000 The present study examined the association between adolescents’ extracurricular activities and bullying perpetration and victimisation. The sample was drawn from the 2016 National Survey of Children’s Health dataset. Analyses included descriptive statistics and logistic regression for the early adolescent and middle adolescent groups. Among early adolescents, sports were negatively associated with victimisation. Participation in clubs/organisations, organised activities or lessons, and community services were negatively associated, while employment was positively related to bullying perpetration. Among middle adolescents, all extracurricular activities were negatively related to victimisation. As for bullying perpetration, organised activities or lessons and community services were negatively associated with bullying. The study highlights the potential for sport and extracurricular involvement as ways to possibly deter bullying perpetration and victimisation. Future research should consider these associations longitudinally.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41362705","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 Narcolepsy is not a common disorder, with best estimates finding it affects only about .025–.05% of the population. Nonetheless, it is a vital disorder for school psychologists to be familiar with on the basis that its symptoms frequently first occur during childhood and adolescence. If undiagnosed, this disorder causes significant distress and disadvantage to the student as well as frustration and difficulty for school staff. It is surprising that narcolepsy has received almost no attention in the school psychology literature. This article provides school psychologists with an overview of the central features, causes, diagnosis and treatment of narcolepsy in young people. It then outlines school management of the disorder, with specific consideration of the role of the school psychologist.
{"title":"Management of narcolepsy at school: Implications for school psychologists","authors":"John R. Burns, Kate A. Blundell","doi":"10.1017/jgc.2022.9","DOIUrl":"https://doi.org/10.1017/jgc.2022.9","url":null,"abstract":"Abstract Narcolepsy is not a common disorder, with best estimates finding it affects only about .025–.05% of the population. Nonetheless, it is a vital disorder for school psychologists to be familiar with on the basis that its symptoms frequently first occur during childhood and adolescence. If undiagnosed, this disorder causes significant distress and disadvantage to the student as well as frustration and difficulty for school staff. It is surprising that narcolepsy has received almost no attention in the school psychology literature. This article provides school psychologists with an overview of the central features, causes, diagnosis and treatment of narcolepsy in young people. It then outlines school management of the disorder, with specific consideration of the role of the school psychologist.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42349778","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 32 issue 1 Cover and Front matter","authors":"","doi":"10.1017/jgc.2022.4","DOIUrl":"https://doi.org/10.1017/jgc.2022.4","url":null,"abstract":"","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48249989","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}
I am delighted to introduce myself as the incoming Editor-in-Chief. I have worked in schools and community settings supporting the mental health of young people and their families for two and a half decades and for much of that time I have worked in roles tasked with training the next generation of psychologists and counsellors, both in Australia and UK. I am privileged to follow in the footsteps of our esteemed past Editor, Professor Marilyn Campbell who has worked tirelessly to give the journal its excellent reputation for disseminating quality research on educational and psychological topics of interest to school psychologists and counsellors, globally. With one eye in the rear-view mirror and another on the road ahead we know the global pandemic has left valuable lessons for schools in terms of staff and student wellbeing. Amidst the success stories of how schools across the world stepped up to the demands of digital delivery, we have seen increased need to attend to the mental health and wellbeing of school counsellors, teachers, and students. We start this issue with a timely reminder about self-care, specifically that the practice of mindfulness can reduce burnout and build resilience. Authors Michelle Neumann and Sarah Tillott provide some practical techniques to equip teachers with coping strategies in these uncertain times. While on the theme of mindfulness, the next paper by Maedeh Heidary, Touraj Hashemi Nosrat Abad and Wolfgang Linden describes a study with boys aged 6to 8-years, comparing externalising behaviours before and after a mindfulness-based intervention. They showed weekly 1-hr mindfulness sessions for 2-months reduced aggression and rule-breaking in the intervention-group relative to controls. Some may know the adage ‘it takes a village to raise a child’. The next five papers take a deep dive into the factors associated with success at school and beyond. The article by Sajjad Basharpoor, Fazeleh Heidari, Mohammad Narimani and Usha Barahmand examined the relationship between school adjustment, engagement and self-perceived academic ability in 5th and 6th grade children. Their sophisticated statistical modelling showed that coherent family systems and high social acceptability of students was linked to better school adjustment both directly and indirectly through school engagement and academic self-concept. They suggest schools collaborate with parents to maximise school adjustment and recommend activities such as school-based parenting programs, school-related cognitive, emotional, and behavioural activities to support students who are vulnerable to adjustment difficulties. Next, Laura Verdugo and Yolanda Sánchez-Sandoval bring us an interesting study where they tested a model suggesting that psychological and social adjustment predicts future life expectations in adolescents. They found support for their model in a large sample of 11–15-year-olds and noted future expectations to be a critical protective factor for healthy
{"title":"Editorial","authors":"Elizabeth B. Edwards","doi":"10.1017/jgc.2022.3","DOIUrl":"https://doi.org/10.1017/jgc.2022.3","url":null,"abstract":"I am delighted to introduce myself as the incoming Editor-in-Chief. I have worked in schools and community settings supporting the mental health of young people and their families for two and a half decades and for much of that time I have worked in roles tasked with training the next generation of psychologists and counsellors, both in Australia and UK. I am privileged to follow in the footsteps of our esteemed past Editor, Professor Marilyn Campbell who has worked tirelessly to give the journal its excellent reputation for disseminating quality research on educational and psychological topics of interest to school psychologists and counsellors, globally. With one eye in the rear-view mirror and another on the road ahead we know the global pandemic has left valuable lessons for schools in terms of staff and student wellbeing. Amidst the success stories of how schools across the world stepped up to the demands of digital delivery, we have seen increased need to attend to the mental health and wellbeing of school counsellors, teachers, and students. We start this issue with a timely reminder about self-care, specifically that the practice of mindfulness can reduce burnout and build resilience. Authors Michelle Neumann and Sarah Tillott provide some practical techniques to equip teachers with coping strategies in these uncertain times. While on the theme of mindfulness, the next paper by Maedeh Heidary, Touraj Hashemi Nosrat Abad and Wolfgang Linden describes a study with boys aged 6to 8-years, comparing externalising behaviours before and after a mindfulness-based intervention. They showed weekly 1-hr mindfulness sessions for 2-months reduced aggression and rule-breaking in the intervention-group relative to controls. Some may know the adage ‘it takes a village to raise a child’. The next five papers take a deep dive into the factors associated with success at school and beyond. The article by Sajjad Basharpoor, Fazeleh Heidari, Mohammad Narimani and Usha Barahmand examined the relationship between school adjustment, engagement and self-perceived academic ability in 5th and 6th grade children. Their sophisticated statistical modelling showed that coherent family systems and high social acceptability of students was linked to better school adjustment both directly and indirectly through school engagement and academic self-concept. They suggest schools collaborate with parents to maximise school adjustment and recommend activities such as school-based parenting programs, school-related cognitive, emotional, and behavioural activities to support students who are vulnerable to adjustment difficulties. Next, Laura Verdugo and Yolanda Sánchez-Sandoval bring us an interesting study where they tested a model suggesting that psychological and social adjustment predicts future life expectations in adolescents. They found support for their model in a large sample of 11–15-year-olds and noted future expectations to be a critical protective factor for healthy ","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43225455","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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