Abstract Based on labelling theory, the Preschool Peer Bullying Scale-Teacher Form (PPBS-Teacher Form) was developed, and its validity and reliability were tested in this current study. There were 279 Turkish preschool teachers (96% females) in the preliminary study sample. Exploratory factor analyses were conducted with the data from the preliminary study sample, revealing 14 items with two factors, named as physical-relational bullying and verbal bullying. There were 247 Turkish preschool teachers (97% females) in the cross-validation study sample. Confirmatory factor analyses were carried out with the data from the cross-validation study sample, revealing adequate fit to the data. The internal consistency coefficients were high for the two study samples. Hence, the PPBS-Teacher Form is a valid and reliable measurement instrument to assess preschool peer bullying without labelling students as bullies or victims. The PPBS-Teacher Form aims to contribute to the extant research on early childhood bullying by attracting attention to the risks of labelling preschool students as bullies or victims. Practical implications are discussed for school counsellors and psychologists, parents and researchers.
{"title":"Development and validation of the preschool peer bullying scale-teacher form","authors":"Zeynep Nur Besnili, Ibrahim Tanrikulu","doi":"10.1017/jgc.2021.1","DOIUrl":"https://doi.org/10.1017/jgc.2021.1","url":null,"abstract":"Abstract Based on labelling theory, the Preschool Peer Bullying Scale-Teacher Form (PPBS-Teacher Form) was developed, and its validity and reliability were tested in this current study. There were 279 Turkish preschool teachers (96% females) in the preliminary study sample. Exploratory factor analyses were conducted with the data from the preliminary study sample, revealing 14 items with two factors, named as physical-relational bullying and verbal bullying. There were 247 Turkish preschool teachers (97% females) in the cross-validation study sample. Confirmatory factor analyses were carried out with the data from the cross-validation study sample, revealing adequate fit to the data. The internal consistency coefficients were high for the two study samples. Hence, the PPBS-Teacher Form is a valid and reliable measurement instrument to assess preschool peer bullying without labelling students as bullies or victims. The PPBS-Teacher Form aims to contribute to the extant research on early childhood bullying by attracting attention to the risks of labelling preschool students as bullies or victims. Practical implications are discussed for school counsellors and psychologists, parents and researchers.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"31 1","pages":"46 - 62"},"PeriodicalIF":1.3,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2021.1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41989789","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}
K. Runions, D. Cross, Rena Vithiatharan, M. Everard, G. Hall
Abstract Children with asthma face serious mental health risk, but the pathways remain unclear. This study aimed to examine bullying victimisation and perpetration in children with asthma and a comparison sample without a chronic health condition, and the role of bullying in moderating psychosocial adjustment outcomes for those with asthma. A sample of children with (n = 24) and without asthma (n = 39), and their parents, were recruited from hospital clinics. Parents rated children’s psychosocial adjustment; children provided self-report of bullying victimisation and perpetration; from which co-occurring bully/victim status was derived. No differences in mean perpetration or victimisation were found, but children with asthma were more likely to be bully/victims (involved both as target and perpetrator), compared to those without asthma. Children with asthma who were victims of bullying had greater peer problems and overall adjustment problems; bully/victims did not show this pattern. Children with asthma may be more likely to be bully/victims, and those who are victims of bullying may be at elevated risk for psychosocial adjustment problems and require particular support in this area from school counsellors and psychologists.
{"title":"Bullying and psychosocial adjustment among children with and without asthma","authors":"K. Runions, D. Cross, Rena Vithiatharan, M. Everard, G. Hall","doi":"10.1017/jgc.2020.32","DOIUrl":"https://doi.org/10.1017/jgc.2020.32","url":null,"abstract":"Abstract Children with asthma face serious mental health risk, but the pathways remain unclear. This study aimed to examine bullying victimisation and perpetration in children with asthma and a comparison sample without a chronic health condition, and the role of bullying in moderating psychosocial adjustment outcomes for those with asthma. A sample of children with (n = 24) and without asthma (n = 39), and their parents, were recruited from hospital clinics. Parents rated children’s psychosocial adjustment; children provided self-report of bullying victimisation and perpetration; from which co-occurring bully/victim status was derived. No differences in mean perpetration or victimisation were found, but children with asthma were more likely to be bully/victims (involved both as target and perpetrator), compared to those without asthma. Children with asthma who were victims of bullying had greater peer problems and overall adjustment problems; bully/victims did not show this pattern. Children with asthma may be more likely to be bully/victims, and those who are victims of bullying may be at elevated risk for psychosocial adjustment problems and require particular support in this area from school counsellors and psychologists.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"31 1","pages":"36 - 45"},"PeriodicalIF":1.3,"publicationDate":"2021-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.32","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46650108","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 Currently, Australia’s school counsellors are increasingly being called upon to respond to adolescent mental health needs. Through semistructured interviews with seven school counsellors working with adolescents, this qualitative study aimed to capture the lived experiences of this group of practitioners. By adopting a phenomenological approach and using thematic analysis, this study provides insight into their profession: the current ambiguity surrounding their role; the opportunities and obstacles they face; as well as the often-present tension between stakeholders including parents, other school staff and external agencies. The findings of this study indicate that school counsellors are challenged by the need to be advocates not only for their students but also for themselves and their roles within the school context.
{"title":"An investigation into the experiences of school counsellors working with adolescents","authors":"Cathy Bettman, Alexander Digiacomo","doi":"10.1017/jgc.2020.33","DOIUrl":"https://doi.org/10.1017/jgc.2020.33","url":null,"abstract":"Abstract Currently, Australia’s school counsellors are increasingly being called upon to respond to adolescent mental health needs. Through semistructured interviews with seven school counsellors working with adolescents, this qualitative study aimed to capture the lived experiences of this group of practitioners. By adopting a phenomenological approach and using thematic analysis, this study provides insight into their profession: the current ambiguity surrounding their role; the opportunities and obstacles they face; as well as the often-present tension between stakeholders including parents, other school staff and external agencies. The findings of this study indicate that school counsellors are challenged by the need to be advocates not only for their students but also for themselves and their roles within the school context.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"32 1","pages":"82 - 96"},"PeriodicalIF":1.3,"publicationDate":"2021-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.33","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41872657","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}
Mah Azadianbojnordi, S. Bakhtiarpour, B. Makvandi, Parvin Ehteshamizadeh
Abstract In Iran, a large number of adolescents compete every year to enter university, given the better job opportunities that may exist after graduation. The hope of having more education affects students’ academic engagement. The purpose of this study was to investigate the relationship between academic hope and academic engagement with the mediating role of academic buoyancy, using the Academic Hope Scale, Academic Buoyancy Scale, and Academic Engagement Scale. The participants in the study were 353 Iranian students in the last year of high school who had applied to enter university in 2019. Data were analysed using structural equation modelling procedures. The results showed that there was a direct significant relationship between academic hope (p ≤ .01, β = 0.19) and academic buoyancy (p ≤ .01, β = 0.25) with academic engagement. There was a direct and significant relationship between academic hope and academic buoyancy (p ≤ .01, β = 0.33). And academic buoyancy partially mediated the relationship between academic hope and academic engagement. The discussion concerns the potential benefits of implementing interventions designed to enhance academic hope to increase learners’ academic engagement.
{"title":"Can academic hope increase academic engagement in Iranian students who are university applicants? investigating academic buoyancy as a mediator","authors":"Mah Azadianbojnordi, S. Bakhtiarpour, B. Makvandi, Parvin Ehteshamizadeh","doi":"10.1017/jgc.2020.31","DOIUrl":"https://doi.org/10.1017/jgc.2020.31","url":null,"abstract":"Abstract In Iran, a large number of adolescents compete every year to enter university, given the better job opportunities that may exist after graduation. The hope of having more education affects students’ academic engagement. The purpose of this study was to investigate the relationship between academic hope and academic engagement with the mediating role of academic buoyancy, using the Academic Hope Scale, Academic Buoyancy Scale, and Academic Engagement Scale. The participants in the study were 353 Iranian students in the last year of high school who had applied to enter university in 2019. Data were analysed using structural equation modelling procedures. The results showed that there was a direct significant relationship between academic hope (p ≤ .01, β = 0.19) and academic buoyancy (p ≤ .01, β = 0.25) with academic engagement. There was a direct and significant relationship between academic hope and academic buoyancy (p ≤ .01, β = 0.33). And academic buoyancy partially mediated the relationship between academic hope and academic engagement. The discussion concerns the potential benefits of implementing interventions designed to enhance academic hope to increase learners’ academic engagement.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"32 1","pages":"198 - 206"},"PeriodicalIF":1.3,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.31","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47452577","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 study aimed to investigate the reasons for school absenteeism among students studying at different types of high schools, and school counsellors’ practices and proposed solutions for reducing school absenteeism. This was a qualitative research conducted with a phenomenological design. The study group was formed using criterion sampling, one of the purposive sampling methods. The research was conducted in Turkey during the 2018–2019 academic year with 21 school counsellors working at different types of high schools and having at least 5 years of experience. The school counsellors were asked four questions on school absenteeism using a semistructured interview form. Each interview took 30–45 minutes and interview notes were taken synchronously. According to the research findings, poor academic outcomes, parental involvement, school management and school schedules, as well as health issues and a lack of social activities are the main factors influencing school absenteeism. Potential solutions that can be offered by school counsellors include increasing family involvement, improving the school climate, addressing health issues, planning new social activities and offering flexible syllabus options for students.
{"title":"Student absenteeism in high schools: factors to consider","authors":"M. Özcan","doi":"10.1017/jgc.2020.22","DOIUrl":"https://doi.org/10.1017/jgc.2020.22","url":null,"abstract":"Abstract This study aimed to investigate the reasons for school absenteeism among students studying at different types of high schools, and school counsellors’ practices and proposed solutions for reducing school absenteeism. This was a qualitative research conducted with a phenomenological design. The study group was formed using criterion sampling, one of the purposive sampling methods. The research was conducted in Turkey during the 2018–2019 academic year with 21 school counsellors working at different types of high schools and having at least 5 years of experience. The school counsellors were asked four questions on school absenteeism using a semistructured interview form. Each interview took 30–45 minutes and interview notes were taken synchronously. According to the research findings, poor academic outcomes, parental involvement, school management and school schedules, as well as health issues and a lack of social activities are the main factors influencing school absenteeism. Potential solutions that can be offered by school counsellors include increasing family involvement, improving the school climate, addressing health issues, planning new social activities and offering flexible syllabus options for students.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"32 1","pages":"65 - 81"},"PeriodicalIF":1.3,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.22","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47324946","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}
Unfortunately, the coronavirus pandemic is not over as I write, but Australia has been quite successful in containing its spread, albeit with much economic pain. We look forward to a better year in 2021. We have a diverse offering again in this issue, with three articles on refugees, trauma, and bullying, followed by three articles on classroom implications for school counsellors, and then four articles on counsellors themselves. I hope you enjoy reading the contributions and that they are helpful for your practice. The first article, by Nigar Khawaja and Glenn Howard, looks at assessment of three cases of refugee students from Iran now schooled in Australia. This paper ties in nicely with the article by Azucena Velasco Leon and myself on assessment of academic difficulties in culturally and linguistically diverse school students in the first issue of the journal this year. The second article, by Georgina du Mello Kenyon and Jim Schirmer, is a systematic review of studies that identified common practice elements within evidence-based school trauma interventions. As many of our refugee students have endured trauma, as well as abused children, this is a timely paper to see what evidence there is for these important interventions. In the third article, Esra Tekel and Engin Karadag examine the effects of peer bullying in schools, finding an unfortunate effect of negative consequences on both school mindfulness and academic performance. The problem of peer bullying, despite all the research, does not seem to be easily resolved, and yet bullying has been shown to adversely impact so much of an individual’s life. The next three articles examine grade repetition, memory, and mental health. Robyn Anderson and Carla Anderson studied grade repetition in Queensland state schools. Despite the fact that many studies have shown that repetition offers few benefits to students, it was found that many 5-year-old boys are repeated in Prep as a solution for them not being ready for school. Policy and practice recommendations are made for education departments. The following article, by Susan Colmar, Nash Davis, Linda Sheldon, Natalie Phillips, Matthew Cheng and Sophie Briddon, used a quasi-experimental research design to see the effect of the implementation of the Memory Mates program, designed to improve attention and working memory strategies within academic contexts. Thirteen Year 4 primary classes in six schools either served as a control or intervention group. The intervention group students showed a significant improvement in mathematics and spelling but there were no differences in reading comprehension or academic engagement. The next article, by Courtney Wolk, Jill Locke, Eduardo Salas, Ricardo Eiraldi, Peter Cronholm and David Mandell, looked at the factor structure of an instrument designed to measure improvement in school mental health teams. Although this measure was originally designed for use in hospital settings, the instrument gave valid results for
{"title":"Editorial","authors":"Marilyn Campbell","doi":"10.1017/jgc.2020.24","DOIUrl":"https://doi.org/10.1017/jgc.2020.24","url":null,"abstract":"Unfortunately, the coronavirus pandemic is not over as I write, but Australia has been quite successful in containing its spread, albeit with much economic pain. We look forward to a better year in 2021. We have a diverse offering again in this issue, with three articles on refugees, trauma, and bullying, followed by three articles on classroom implications for school counsellors, and then four articles on counsellors themselves. I hope you enjoy reading the contributions and that they are helpful for your practice. The first article, by Nigar Khawaja and Glenn Howard, looks at assessment of three cases of refugee students from Iran now schooled in Australia. This paper ties in nicely with the article by Azucena Velasco Leon and myself on assessment of academic difficulties in culturally and linguistically diverse school students in the first issue of the journal this year. The second article, by Georgina du Mello Kenyon and Jim Schirmer, is a systematic review of studies that identified common practice elements within evidence-based school trauma interventions. As many of our refugee students have endured trauma, as well as abused children, this is a timely paper to see what evidence there is for these important interventions. In the third article, Esra Tekel and Engin Karadag examine the effects of peer bullying in schools, finding an unfortunate effect of negative consequences on both school mindfulness and academic performance. The problem of peer bullying, despite all the research, does not seem to be easily resolved, and yet bullying has been shown to adversely impact so much of an individual’s life. The next three articles examine grade repetition, memory, and mental health. Robyn Anderson and Carla Anderson studied grade repetition in Queensland state schools. Despite the fact that many studies have shown that repetition offers few benefits to students, it was found that many 5-year-old boys are repeated in Prep as a solution for them not being ready for school. Policy and practice recommendations are made for education departments. The following article, by Susan Colmar, Nash Davis, Linda Sheldon, Natalie Phillips, Matthew Cheng and Sophie Briddon, used a quasi-experimental research design to see the effect of the implementation of the Memory Mates program, designed to improve attention and working memory strategies within academic contexts. Thirteen Year 4 primary classes in six schools either served as a control or intervention group. The intervention group students showed a significant improvement in mathematics and spelling but there were no differences in reading comprehension or academic engagement. The next article, by Courtney Wolk, Jill Locke, Eduardo Salas, Ricardo Eiraldi, Peter Cronholm and David Mandell, looked at the factor structure of an instrument designed to measure improvement in school mental health teams. Although this measure was originally designed for use in hospital settings, the instrument gave valid results for","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"30 1","pages":"95 - 96"},"PeriodicalIF":1.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.24","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49171517","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":"Applied Practices Articles for Volume 30 No 2","authors":"S. Colmar","doi":"10.1017/jgc.2020.23","DOIUrl":"https://doi.org/10.1017/jgc.2020.23","url":null,"abstract":"","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"30 1","pages":"246 - 247"},"PeriodicalIF":1.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.23","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48668706","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 30 issue 2 Cover and Front matter","authors":"","doi":"10.1017/jgc.2020.26","DOIUrl":"https://doi.org/10.1017/jgc.2020.26","url":null,"abstract":"","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":" ","pages":"f1 - f2"},"PeriodicalIF":1.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.26","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46154274","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 : 2020-12-01Epub Date: 2019-09-05DOI: 10.1017/jgc.2019.18
Courtney Benjamin Wolk, Jill Locke, Eduardo Salas, Ricardo Eiraldi, Peter F Cronholm, David Mandell
Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS™) is a tested strategy for improving communication and climate in hospitals. It is a promising but untested tool among school-based mental health teams. We examined the psychometric properties of the TeamSTEPPS Teamwork Perceptions Questionnaire (T-TPQ) and Teamwork Attitudes Questionnaire (T-TAQ) among 167 school mental health team members. Team members worked for one of five agencies in 33 K-8 urban public schools. Exploratory factor analyses and descriptive data are presented. For both the T-TPQ and T-TAQ, a unitary factor structure best fit the data for this sample. The T-TPQ and T-TAQ were not significantly correlated with one another and total scores did not significantly differ by staff role. Agencies differed in T-TAQ results, and one agency had lower T-TAQ total scores relative to other agencies. Results suggest that the factor structures are different among school mental health teams than among other healthcare providers.
{"title":"An examination of the factor structure of TeamSTEPPS measures in school mental health teams.","authors":"Courtney Benjamin Wolk, Jill Locke, Eduardo Salas, Ricardo Eiraldi, Peter F Cronholm, David Mandell","doi":"10.1017/jgc.2019.18","DOIUrl":"https://doi.org/10.1017/jgc.2019.18","url":null,"abstract":"<p><p>Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS™) is a tested strategy for improving communication and climate in hospitals. It is a promising but untested tool among school-based mental health teams. We examined the psychometric properties of the TeamSTEPPS Teamwork Perceptions Questionnaire (T-TPQ) and Teamwork Attitudes Questionnaire (T-TAQ) among 167 school mental health team members. Team members worked for one of five agencies in 33 K-8 urban public schools. Exploratory factor analyses and descriptive data are presented. For both the T-TPQ and T-TAQ, a unitary factor structure best fit the data for this sample. The T-TPQ and T-TAQ were not significantly correlated with one another and total scores did not significantly differ by staff role. Agencies differed in T-TAQ results, and one agency had lower T-TAQ total scores relative to other agencies. Results suggest that the factor structures are different among school mental health teams than among other healthcare providers.</p>","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"30 2","pages":"172-184"},"PeriodicalIF":1.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2019.18","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25527454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"JGC volume 30 issue 2 Cover and Back matter","authors":"","doi":"10.1017/jgc.2020.27","DOIUrl":"https://doi.org/10.1017/jgc.2020.27","url":null,"abstract":"","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"30 1","pages":"b1 - b2"},"PeriodicalIF":1.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.27","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47001216","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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