Maedeh Heidary, Touraj Hashemi Nosrat Abad, W. Linden
Abstract This study investigated the effect of a mindfulness-based intervention on pathological symptoms in boys with externalised disorders. A total of 24 elementary school students with externalising disorders, diagnosed by completing the Child Behavior Checklist (CBCL), were randomly assigned to a mindfulness-based intervention for two months. One session per week was offered and each session lasted one hour (n = 12) or as a wait-list control group (n = 12). Data were analysed via a multivariate analysis of covariance (MANCOVA) test. Students from the intervention group showed greater reductions in rule-breaking behaviours than those in the wait-list control group. Also, there was clear superiority of the intervention relative to the wait-list control group for reducing both aggression and rule-breaking behaviours (effect size differences were d = −2.52 and d = −1.88 respectively). These positive results on outcome measures provide initial evidence for a mindfulness-based intervention as a treatment option for boys with externalising disorders.
{"title":"Mindfulness-based intervention and aggression and rule-breaking behaviours in elementary school boys: a proof of concept trial","authors":"Maedeh Heidary, Touraj Hashemi Nosrat Abad, W. Linden","doi":"10.1017/jgc.2021.11","DOIUrl":"https://doi.org/10.1017/jgc.2021.11","url":null,"abstract":"Abstract This study investigated the effect of a mindfulness-based intervention on pathological symptoms in boys with externalised disorders. A total of 24 elementary school students with externalising disorders, diagnosed by completing the Child Behavior Checklist (CBCL), were randomly assigned to a mindfulness-based intervention for two months. One session per week was offered and each session lasted one hour (n = 12) or as a wait-list control group (n = 12). Data were analysed via a multivariate analysis of covariance (MANCOVA) test. Students from the intervention group showed greater reductions in rule-breaking behaviours than those in the wait-list control group. Also, there was clear superiority of the intervention relative to the wait-list control group for reducing both aggression and rule-breaking behaviours (effect size differences were d = −2.52 and d = −1.88 respectively). These positive results on outcome measures provide initial evidence for a mindfulness-based intervention as a treatment option for boys with externalising disorders.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"32 1","pages":"15 - 22"},"PeriodicalIF":1.3,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2021.11","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"56914005","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 School counsellors implement preventative programs to build student resilience and coping skills to counteract the rising mental health needs of children in Australia. School-based meditation programs are effective for individuals and groups, with documented benefits. Most literature examines mindfulness meditation, and the current, exploratory study aimed to add to the research breadth by considering stillness meditation. The stillness program ‘Let’s be Still’ is a 10-week, class-based program that was conducted between 2015–2020 by the school psychologist in a regional, independent New South Wales school. Data were collected from questionnaire responses of 169 Year 2 (7–9 years) and five teachers to document what the children had learnt and how it helped them. Thematic analysis of the responses revealed an emphasis on stillness promoting positive emotions and behaviours. Both students and teachers articulated that learning and practising stillness provided the students with tools to be calm, relaxed and settled, to deal with conflict and to have a break from the busyness of the school day. While the study design does not allow generalisability of the program’s effectiveness, this study may offer input for school counsellors considering the implementation of a school-based meditation program.
{"title":"‘Let’s be Still’: A school psychologist delivered stillness meditation program for wellbeing","authors":"Rachel Yerbury","doi":"10.1017/jgc.2021.12","DOIUrl":"https://doi.org/10.1017/jgc.2021.12","url":null,"abstract":"Abstract School counsellors implement preventative programs to build student resilience and coping skills to counteract the rising mental health needs of children in Australia. School-based meditation programs are effective for individuals and groups, with documented benefits. Most literature examines mindfulness meditation, and the current, exploratory study aimed to add to the research breadth by considering stillness meditation. The stillness program ‘Let’s be Still’ is a 10-week, class-based program that was conducted between 2015–2020 by the school psychologist in a regional, independent New South Wales school. Data were collected from questionnaire responses of 169 Year 2 (7–9 years) and five teachers to document what the children had learnt and how it helped them. Thematic analysis of the responses revealed an emphasis on stillness promoting positive emotions and behaviours. Both students and teachers articulated that learning and practising stillness provided the students with tools to be calm, relaxed and settled, to deal with conflict and to have a break from the busyness of the school day. While the study design does not allow generalisability of the program’s effectiveness, this study may offer input for school counsellors considering the implementation of a school-based meditation program.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"31 1","pages":"227 - 237"},"PeriodicalIF":1.3,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2021.12","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49430450","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}
As I write this editorial we are still not out of the woods of COVID19, but there seems to be some hope of defeating this virus. I know we have all been impacted by the efforts to contain the virus with lockdowns, working from home and home schooling. There are of course ongoing concerns about the impact of these measures on mental health and especially the mental health of young people. I hope the papers in this issue will be helpful for your practice as well as being an interesting read. The first paper which deals with internet addiction by Hatice Odaci, Fatma Irem Değerli and Neslihan Cikrikci looks at predictors of this addiction in secondary and university students. This is timely as many people are worried that young people are increasingly using screens and what the benefits and risks are of them doing so. The next three papers are about bullying at school. This is a seemingly intractable problem which still has no obvious, clear and simple solution. The paper by Yu-Hsien Sung, Martin Valcke and Li-Ming Chen examined how experienced secondary school teachers handled bullying situations when they happened. They found these teachers tended to identify that the incident was bullying and then teach those involved about the incident. The teachers also stressed that they remained calm but kept a serious and fair attitude and tried to create a positive atmosphere in which to implement an immediate intervention. The second paper on bullying is by Kevin Runions, Donna Cross, Rena Vithiatharan, Mark Everard and Graham Hall. An interesting aspect of bullying of children with asthma was examined. It was found that children with asthma were more likely to be victimised but also to be perpetrators of bullying. Those children with asthma who were victims of bullying only, were at more risk of psychosocial adjustment problems. It was emphasised in the paper that these children with asthma who were bullied could require specialised support from school counsellors and psychologists. The third paper by Zeynep Nur Besnili, and Ibrahim Tanrikulu presents the validation of a peer bullying scale for preschool children. That preschool children actually bully others and are not just aggressive is still a contentious issue, however, this measure will go some way to solving this problem and is a welcome addition to bullying measures. The following paper by Inbar Levkovich and Ina Vigdor explores the way high school counsellors cope when students at their school attempt suicide. Not surprisingly they found that counsellors described these events as painful, difficult and confusing and how complex their dealings with young people, their families and the school were. However, despite their feelings of inadequacy in these situations they recognised that their role was crucial in managing and treating these incidents in the school environment. The next paper deals with ethical dilemmas faced by school counsellors by Fatih Camadan, Cem Topsakal, and İnci Sadıkoğlu. Inter
{"title":"Editorial","authors":"Marilyn Campbell","doi":"10.1017/jgc.2021.8","DOIUrl":"https://doi.org/10.1017/jgc.2021.8","url":null,"abstract":"As I write this editorial we are still not out of the woods of COVID19, but there seems to be some hope of defeating this virus. I know we have all been impacted by the efforts to contain the virus with lockdowns, working from home and home schooling. There are of course ongoing concerns about the impact of these measures on mental health and especially the mental health of young people. I hope the papers in this issue will be helpful for your practice as well as being an interesting read. The first paper which deals with internet addiction by Hatice Odaci, Fatma Irem Değerli and Neslihan Cikrikci looks at predictors of this addiction in secondary and university students. This is timely as many people are worried that young people are increasingly using screens and what the benefits and risks are of them doing so. The next three papers are about bullying at school. This is a seemingly intractable problem which still has no obvious, clear and simple solution. The paper by Yu-Hsien Sung, Martin Valcke and Li-Ming Chen examined how experienced secondary school teachers handled bullying situations when they happened. They found these teachers tended to identify that the incident was bullying and then teach those involved about the incident. The teachers also stressed that they remained calm but kept a serious and fair attitude and tried to create a positive atmosphere in which to implement an immediate intervention. The second paper on bullying is by Kevin Runions, Donna Cross, Rena Vithiatharan, Mark Everard and Graham Hall. An interesting aspect of bullying of children with asthma was examined. It was found that children with asthma were more likely to be victimised but also to be perpetrators of bullying. Those children with asthma who were victims of bullying only, were at more risk of psychosocial adjustment problems. It was emphasised in the paper that these children with asthma who were bullied could require specialised support from school counsellors and psychologists. The third paper by Zeynep Nur Besnili, and Ibrahim Tanrikulu presents the validation of a peer bullying scale for preschool children. That preschool children actually bully others and are not just aggressive is still a contentious issue, however, this measure will go some way to solving this problem and is a welcome addition to bullying measures. The following paper by Inbar Levkovich and Ina Vigdor explores the way high school counsellors cope when students at their school attempt suicide. Not surprisingly they found that counsellors described these events as painful, difficult and confusing and how complex their dealings with young people, their families and the school were. However, despite their feelings of inadequacy in these situations they recognised that their role was crucial in managing and treating these incidents in the school environment. The next paper deals with ethical dilemmas faced by school counsellors by Fatih Camadan, Cem Topsakal, and İnci Sadıkoğlu. Inter","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"31 1","pages":"1 - 2"},"PeriodicalIF":1.3,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2021.8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44184832","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 31 issue 1 Cover and Back matter","authors":"","doi":"10.1017/jgc.2021.6","DOIUrl":"https://doi.org/10.1017/jgc.2021.6","url":null,"abstract":"","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":" ","pages":"b1 - b2"},"PeriodicalIF":1.3,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2021.6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46793915","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 31 issue 1 Cover and Front matter","authors":"","doi":"10.1017/jgc.2021.7","DOIUrl":"https://doi.org/10.1017/jgc.2021.7","url":null,"abstract":"","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":" ","pages":"f1 - f2"},"PeriodicalIF":1.3,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2021.7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46938854","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}
P. Varsamis, Helias Halios, Georgios Katsanis, Apostolos Papadopoulos
Abstract Bullying continuously attracts the interest of school communities, government policy makers and researchers. The present study enquires into the role of basic psychological needs in perpetrating and victimisation behaviour of children and youth in the social contexts of school and family in a cross-sectional research design. Specifically, this study focuses on the direct effects that basic psychological needs might have on bullying behaviour and bullying victimisation. It was found that basic psychological needs, forged in the relationships with family and school members, could predict bullying victimisation in each social context. Bullying perpetrations could be predicted only by bullying victimisation stemming from each social context, whereas bullying behaviours in school could also be directly predicted by the basic psychological needs developed in the family. Furthermore, path models verified the multiple influences of family functioning on school relationships. Findings of the present study may contribute to designing effective school interventions and to reforming antibullying guidelines for teachers and parents with respect to the basic psychological needs of the children or adolescents who have been victimised.
{"title":"The role of basic psychological needs in bullying victimisation in the family and at school","authors":"P. Varsamis, Helias Halios, Georgios Katsanis, Apostolos Papadopoulos","doi":"10.1017/jgc.2021.9","DOIUrl":"https://doi.org/10.1017/jgc.2021.9","url":null,"abstract":"Abstract Bullying continuously attracts the interest of school communities, government policy makers and researchers. The present study enquires into the role of basic psychological needs in perpetrating and victimisation behaviour of children and youth in the social contexts of school and family in a cross-sectional research design. Specifically, this study focuses on the direct effects that basic psychological needs might have on bullying behaviour and bullying victimisation. It was found that basic psychological needs, forged in the relationships with family and school members, could predict bullying victimisation in each social context. Bullying perpetrations could be predicted only by bullying victimisation stemming from each social context, whereas bullying behaviours in school could also be directly predicted by the basic psychological needs developed in the family. Furthermore, path models verified the multiple influences of family functioning on school relationships. Findings of the present study may contribute to designing effective school interventions and to reforming antibullying guidelines for teachers and parents with respect to the basic psychological needs of the children or adolescents who have been victimised.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"32 1","pages":"230 - 242"},"PeriodicalIF":1.3,"publicationDate":"2021-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2021.9","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47769890","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 Critical incident frameworks applied within schools are a means to support school staff to respond and guide planning to reduce critical incidents rates. This article explores the significance of the Therapeutic Crisis Intervention in Schools (TCI-S) critical incident framework to decrease the prevalence of behavioural critical incidents and to improve staff and student emotional competence in schools. The application of the TCI-S framework to reduce critical incidents within the United States and the United Kingdom school systems are demonstrated through upskilling school staff in social-emotional and co-regulation skills. It is suggested that TCI-S has the potential to support students with behavioural and emotional challenges and increase staff competency to implement trauma-informed practices that ultimately will reduce critical incidents.
{"title":"Therapeutic Crisis Intervention in Schools (TCI-S): An international exploration of a therapeutic framework to reduce critical incidents and improve teacher and student emotional competence in schools","authors":"Stella Rodgers, Sharinaz Hassan","doi":"10.1017/jgc.2021.2","DOIUrl":"https://doi.org/10.1017/jgc.2021.2","url":null,"abstract":"Abstract Critical incident frameworks applied within schools are a means to support school staff to respond and guide planning to reduce critical incidents rates. This article explores the significance of the Therapeutic Crisis Intervention in Schools (TCI-S) critical incident framework to decrease the prevalence of behavioural critical incidents and to improve staff and student emotional competence in schools. The application of the TCI-S framework to reduce critical incidents within the United States and the United Kingdom school systems are demonstrated through upskilling school staff in social-emotional and co-regulation skills. It is suggested that TCI-S has the potential to support students with behavioural and emotional challenges and increase staff competency to implement trauma-informed practices that ultimately will reduce critical incidents.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"31 1","pages":"238 - 245"},"PeriodicalIF":1.3,"publicationDate":"2021-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2021.2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44569787","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}
Sarah Tillott, Noelene Weatherby-Fell, P. Pearson, M. Neumann
Abstract Resilience can be a protective trait to promote mental health when implemented in the early years. This study explored the use of storytelling to foster children’s learning of resilience. A pedagogically appropriate storybook was used to facilitate and embed the skills of resilience in children at primary school. Teachers (n = 2) and community-based sports officers (n = 2) read the storybook to children enrolled in Kindergarten (first formal year of schooling) (n = 20), Year 1 (n = 20) and Year 2 (n = 20). The total number in the participant group was 60, aged 4–8 years old. Following the initial reading, teachers continued to deliver the storybook to children over a 4-week intervention period. All participants were interviewed about their perceptions of the storybook, and their responses were coded into key themes mapped by the Grotberg Resilience Framework. Results indicated that storytelling as a tool provided children with positive resilience-based behavioural intervention opportunities.
{"title":"Using storytelling to unpack resilience theory in accordance with an internationally recognised resilience framework with primary school children","authors":"Sarah Tillott, Noelene Weatherby-Fell, P. Pearson, M. Neumann","doi":"10.1017/jgc.2021.5","DOIUrl":"https://doi.org/10.1017/jgc.2021.5","url":null,"abstract":"Abstract Resilience can be a protective trait to promote mental health when implemented in the early years. This study explored the use of storytelling to foster children’s learning of resilience. A pedagogically appropriate storybook was used to facilitate and embed the skills of resilience in children at primary school. Teachers (n = 2) and community-based sports officers (n = 2) read the storybook to children enrolled in Kindergarten (first formal year of schooling) (n = 20), Year 1 (n = 20) and Year 2 (n = 20). The total number in the participant group was 60, aged 4–8 years old. Following the initial reading, teachers continued to deliver the storybook to children over a 4-week intervention period. All participants were interviewed about their perceptions of the storybook, and their responses were coded into key themes mapped by the Grotberg Resilience Framework. Results indicated that storytelling as a tool provided children with positive resilience-based behavioural intervention opportunities.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"32 1","pages":"134 - 145"},"PeriodicalIF":1.3,"publicationDate":"2021-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2021.5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42136547","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}
There is growing evidence of an escalation of depression in young people. In light of this, schools are increasingly being confronted with the challenge of how to best manage students with depressive disorders. Such management includes consideration of the academic, behavioural, social and emotional implications of the disorder. This article provides school practitioners and management with a review of what constitutes ‘best practice’ in school management of students with depressive disorders. It adopts the mental health intervention framework of the Institute of Medicine, considering how school-based intervention occurs across the four domains of mental health promotion, prevention, case identification and treatment, as well as maintenance of students with or at-risk of depression. It provides a checklist for practitioners at each stage of the Institute of Medicine intervention spectrum. Moreover, it takes the view that best practice in psychology is always evidence-based practice, although discerning a clear path through the available research is not always obvious.
{"title":"Towards best practice in school management of students with depressive disorders","authors":"John R. Burns","doi":"10.1017/jgc.2021.4","DOIUrl":"https://doi.org/10.1017/jgc.2021.4","url":null,"abstract":"\u0000 There is growing evidence of an escalation of depression in young people. In light of this, schools are increasingly being confronted with the challenge of how to best manage students with depressive disorders. Such management includes consideration of the academic, behavioural, social and emotional implications of the disorder. This article provides school practitioners and management with a review of what constitutes ‘best practice’ in school management of students with depressive disorders. It adopts the mental health intervention framework of the Institute of Medicine, considering how school-based intervention occurs across the four domains of mental health promotion, prevention, case identification and treatment, as well as maintenance of students with or at-risk of depression. It provides a checklist for practitioners at each stage of the Institute of Medicine intervention spectrum. Moreover, it takes the view that best practice in psychology is always evidence-based practice, although discerning a clear path through the available research is not always obvious.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"31 1","pages":"246 - 259"},"PeriodicalIF":1.3,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2021.4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46333343","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 The purpose of this study was to examine the impact of training on learning disabilities (LD) on school counsellor candidates’ perceptions related to students with LD. The study group was comprised of 51 students in the Counselling and Psychological Guidance Department. The participants responded to an open-ended question: ‘Students with learning disabilities are like … Because …’. A content analysis technique was used in the analysis of the data. Based on the study results, it was determined that before being trained on LD, the majority of the participants considered students with LD as problematic or never progressing. Following the training, a majority of the participants started using metaphors indicating that students with LD may progress and learn.
{"title":"The change over time of the perceptions of school counsellor candidates related to students with learning disabilities","authors":"Tahsin Fırat","doi":"10.1017/jgc.2021.3","DOIUrl":"https://doi.org/10.1017/jgc.2021.3","url":null,"abstract":"Abstract The purpose of this study was to examine the impact of training on learning disabilities (LD) on school counsellor candidates’ perceptions related to students with LD. The study group was comprised of 51 students in the Counselling and Psychological Guidance Department. The participants responded to an open-ended question: ‘Students with learning disabilities are like … Because …’. A content analysis technique was used in the analysis of the data. Based on the study results, it was determined that before being trained on LD, the majority of the participants considered students with LD as problematic or never progressing. Following the training, a majority of the participants started using metaphors indicating that students with LD may progress and learn.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"32 1","pages":"159 - 173"},"PeriodicalIF":1.3,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2021.3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41353248","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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