Abstract As the field of Positive Education gains traction globally, there is a recognised concern around sustainability. Many schools utilise external providers to engage and educate schools on ‘wellbeing science’, which in the main is comprised of research from the field of Positive Psychology. This often involves a significant financial and time investment, and while most schools have good intentions for their desired end states, often the initial motivation for change is impacted by the many competing responsibilities occurring within a school setting. Those schools that have successfully implemented strategic and sustainable approaches often continue to work with an external consultant who guides the school to successfully apply their learnings. Many schools, however, are unable to fund ongoing consultancy and are required to utilise their own internal resources. In many cases, this is the inspired and motivated educators who are keen to support the initiative, yet who are generally time-poor, often with other learning and extra-curricular responsibilities. More often than not, the school counsellor has not been consulted or included in these initiatives. We explore the potential role of the school counsellor in providing guidance on the implementation of a Positive Education approach aimed at improving mental health and wellbeing and performance.
{"title":"Positive Education: The Key Role of the School Counsellor","authors":"S. Green, Kasey Lloyd","doi":"10.1017/jgc.2021.15","DOIUrl":"https://doi.org/10.1017/jgc.2021.15","url":null,"abstract":"Abstract As the field of Positive Education gains traction globally, there is a recognised concern around sustainability. Many schools utilise external providers to engage and educate schools on ‘wellbeing science’, which in the main is comprised of research from the field of Positive Psychology. This often involves a significant financial and time investment, and while most schools have good intentions for their desired end states, often the initial motivation for change is impacted by the many competing responsibilities occurring within a school setting. Those schools that have successfully implemented strategic and sustainable approaches often continue to work with an external consultant who guides the school to successfully apply their learnings. Many schools, however, are unable to fund ongoing consultancy and are required to utilise their own internal resources. In many cases, this is the inspired and motivated educators who are keen to support the initiative, yet who are generally time-poor, often with other learning and extra-curricular responsibilities. More often than not, the school counsellor has not been consulted or included in these initiatives. We explore the potential role of the school counsellor in providing guidance on the implementation of a Positive Education approach aimed at improving mental health and wellbeing and performance.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45655757","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 light of concerning evidence that many young people with mental disorders are not receiving appropriate mental health intervention, school-based mental health screening has been advocated as one way to improve identification of at-risk youth. Despite having much promise, universal screening in schools remains a relatively uncommon practice internationally. Various barriers that deter school psychologists and counsellors from screening have been identified, including lack of resourcing to implement screening, lack of knowledge about the mechanics of how to carry out a screening program, and concern about how to manage the anticipated increased workload generated by following up identified students. In this practice-based paper we discuss a four-stage process that guides school psychologists and counsellors in the establishment of a school-based screening program, with specific reference to overcoming perceived barriers.
{"title":"From barriers to implementation: Advancing universal mental health screening in schools","authors":"John R. Burns, R. Rapee","doi":"10.1017/jgc.2021.17","DOIUrl":"https://doi.org/10.1017/jgc.2021.17","url":null,"abstract":"\u0000 In light of concerning evidence that many young people with mental disorders are not receiving appropriate mental health intervention, school-based mental health screening has been advocated as one way to improve identification of at-risk youth. Despite having much promise, universal screening in schools remains a relatively uncommon practice internationally. Various barriers that deter school psychologists and counsellors from screening have been identified, including lack of resourcing to implement screening, lack of knowledge about the mechanics of how to carry out a screening program, and concern about how to manage the anticipated increased workload generated by following up identified students. In this practice-based paper we discuss a four-stage process that guides school psychologists and counsellors in the establishment of a school-based screening program, with specific reference to overcoming perceived barriers.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42620422","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 This research aims to examine the practices of school counsellors working in preschool education towards children’s school adjustment in academic, social, emotional, and behavioural dimensions. The research is a qualitative study with participants consisting of 30 school counsellors working in preschool education. The participants were determined using the criterion sampling method, which is a purposeful sampling method. The data were collected using an interview form with four questions. These data were analysed by content analysis method. It was revealed that the counsellors carried out various practices in academic, social, emotional, and behavioural areas for the adjustment of children to school. It was found that academic adjustment activities were cooperation with the family, individual guidance, and behaviour assessment. Social adjustment activities were social skills activities, group guidance, peer support, and individual guidance. Emotional adjustment activities were individual guidance and cooperation with the family. Behavioural adjustment activities were group guidance, cooperation with the family, individual guidance, school rules, and behaviour assessment.
{"title":"The role of school counsellors in children’s adjustment to preschool education","authors":"Sema Öngören","doi":"10.1017/jgc.2021.14","DOIUrl":"https://doi.org/10.1017/jgc.2021.14","url":null,"abstract":"Abstract This research aims to examine the practices of school counsellors working in preschool education towards children’s school adjustment in academic, social, emotional, and behavioural dimensions. The research is a qualitative study with participants consisting of 30 school counsellors working in preschool education. The participants were determined using the criterion sampling method, which is a purposeful sampling method. The data were collected using an interview form with four questions. These data were analysed by content analysis method. It was revealed that the counsellors carried out various practices in academic, social, emotional, and behavioural areas for the adjustment of children to school. It was found that academic adjustment activities were cooperation with the family, individual guidance, and behaviour assessment. Social adjustment activities were social skills activities, group guidance, peer support, and individual guidance. Emotional adjustment activities were individual guidance and cooperation with the family. Behavioural adjustment activities were group guidance, cooperation with the family, individual guidance, school rules, and behaviour assessment.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44315759","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}
Previous studies have shown that collaboration between school counsellors and other stakeholders such as teachers and administrators leads to improved outcomes for students and a better school climate. The current qualitative study explored the experiences and perceptions of novice school counsellors in India regarding collaboration with teachers and administrators. The sample included 11 novice school counsellors working in five different cities who were recruited using purposive sampling. The thematic analysis of the data collected via semistructured interviews revealed six main themes: ‘Counsellors’ perceptions about collaboration’, ‘Collaboration with teachers’, ‘Collaboration with administrators’, ‘Challenges faced during collaboration’, ‘Strategies helpful in collaboration’ and ‘Impact of training’. Implications discussed include the need for school counsellors to advocate for their role, the need for training programs to prepare stakeholders for collaboration, and the need for policies to integrate the role of a school counsellor into schools.
{"title":"Exploring novice Indian school counsellors’ experiences collaborating with teachers and administrators","authors":"Aashna Sadana, Aneesh Kumar","doi":"10.1017/jgc.2021.13","DOIUrl":"https://doi.org/10.1017/jgc.2021.13","url":null,"abstract":"\u0000 Previous studies have shown that collaboration between school counsellors and other stakeholders such as teachers and administrators leads to improved outcomes for students and a better school climate. The current qualitative study explored the experiences and perceptions of novice school counsellors in India regarding collaboration with teachers and administrators. The sample included 11 novice school counsellors working in five different cities who were recruited using purposive sampling. The thematic analysis of the data collected via semistructured interviews revealed six main themes: ‘Counsellors’ perceptions about collaboration’, ‘Collaboration with teachers’, ‘Collaboration with administrators’, ‘Challenges faced during collaboration’, ‘Strategies helpful in collaboration’ and ‘Impact of training’. Implications discussed include the need for school counsellors to advocate for their role, the need for training programs to prepare stakeholders for collaboration, and the need for policies to integrate the role of a school counsellor into schools.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43644363","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}
The COVID-19 pandemic has deepened the effects of socioeconomic status (SES) and wellbeing (WB) on students’ academic achievement, particularly in developing countries; thus, it becomes necessary to understand the nature of these concurrent relationships. This study aimed to explore the relationships between SES, WB and academic achievement, based on the data from the Programme for International Student Assessment (PISA) in 2018 within the Turkish context. In this cross-sectional study, we used hierarchical multiple linear regression analysis to explore how the independent variables predicted academic achievement in blocks based on data from 6890 students attending 186 schools. The study revealed that the model, including the independent variables, predicted students’ achievement in reading, mathematics and science; however, the prediction level of demographic factors and domains of WB were very low, while SES had the highest prediction level. The results offer insights into the predictors of academic achievement and educational inequalities in the context of a developing country.
{"title":"Socioeconomic status and wellbeing as predictors of students’ academic achievement: evidence from a developing country","authors":"Cahit Erdem, Metin Kaya","doi":"10.1017/jgc.2021.10","DOIUrl":"https://doi.org/10.1017/jgc.2021.10","url":null,"abstract":"\u0000 The COVID-19 pandemic has deepened the effects of socioeconomic status (SES) and wellbeing (WB) on students’ academic achievement, particularly in developing countries; thus, it becomes necessary to understand the nature of these concurrent relationships. This study aimed to explore the relationships between SES, WB and academic achievement, based on the data from the Programme for International Student Assessment (PISA) in 2018 within the Turkish context. In this cross-sectional study, we used hierarchical multiple linear regression analysis to explore how the independent variables predicted academic achievement in blocks based on data from 6890 students attending 186 schools. The study revealed that the model, including the independent variables, predicted students’ achievement in reading, mathematics and science; however, the prediction level of demographic factors and domains of WB were very low, while SES had the highest prediction level. The results offer insights into the predictors of academic achievement and educational inequalities in the context of a developing country.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2021.10","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47284903","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}
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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