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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Abstract Preparing adolescents for transitioning from school to work has become a priority across all developed countries due to the increasingly difficult labour market conditions and changes related to technological advances. Most recently, the COVID-19 pandemic has created additional uncertainties in the world of work. This article reviews the concept of career-related teacher support (CRTS) and illustrates the different roles that school teachers can have in influencing students’ career planning and decision making. The information should be beneficial to teachers, counsellors, researchers and policy-makers seeking to optimise school-based career guidance and counselling practices. Brief suggestions are also provided for future research and practice.
{"title":"Career-related teacher support: A review of roles that teachers play in supporting students’ career planning","authors":"Lawrence P. W. Wong, Mantak Yuen, Gaowei Chen","doi":"10.1017/jgc.2020.30","DOIUrl":"https://doi.org/10.1017/jgc.2020.30","url":null,"abstract":"Abstract Preparing adolescents for transitioning from school to work has become a priority across all developed countries due to the increasingly difficult labour market conditions and changes related to technological advances. Most recently, the COVID-19 pandemic has created additional uncertainties in the world of work. This article reviews the concept of career-related teacher support (CRTS) and illustrates the different roles that school teachers can have in influencing students’ career planning and decision making. The information should be beneficial to teachers, counsellors, researchers and policy-makers seeking to optimise school-based career guidance and counselling practices. Brief suggestions are also provided for future research and practice.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.30","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43018136","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 use of mindfulness as a tool to improve mental health has received increased attention. Schools provide ideal environments for short-term prevention and skill development for mental health. Further, teachers can promote and reinforce students’ daily use of mindfulness. This study explored the effects of a short-term group mindfulness-based intervention on the mental health of adolescents who have experienced trauma. A total of 49 high school students received a mindfulness-based intervention session followed by homework and teacher reinforcement. The results suggest that a short-term group intervention for mindfulness can potentially improve mindfulness attention awareness and reduce depression and anxiety symptoms in adolescents. As there was no control group, additional research examining the effectiveness of the intervention is essential.
{"title":"The effects of short-term mindfulness-based group intervention utilising a school setting for Japanese adolescents with trauma","authors":"Daisuke Ito, Yuki Kubo, Ayako Takii, Asuka Watanabe, Tetsuhiro Ohtani, Shunsuke Koseki","doi":"10.1017/jgc.2020.18","DOIUrl":"https://doi.org/10.1017/jgc.2020.18","url":null,"abstract":"Abstract The use of mindfulness as a tool to improve mental health has received increased attention. Schools provide ideal environments for short-term prevention and skill development for mental health. Further, teachers can promote and reinforce students’ daily use of mindfulness. This study explored the effects of a short-term group mindfulness-based intervention on the mental health of adolescents who have experienced trauma. A total of 49 high school students received a mindfulness-based intervention session followed by homework and teacher reinforcement. The results suggest that a short-term group intervention for mindfulness can potentially improve mindfulness attention awareness and reduce depression and anxiety symptoms in adolescents. As there was no control group, additional research examining the effectiveness of the intervention is essential.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.18","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"56913905","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 investigate the cross-lagged relationships between academic procrastination and test anxiety. A sample of Chinese adolescents from a high school in Changsha City, HuNan Province, China participated in this study. The participants completed the Aitken Procrastination Inventory and the Test Anxiety Scale at two times during a semester. Pearson correlation analysis showed academic procrastination and test anxiety to be positively correlated. Cross-lagged panel analyses demonstrated that academic procrastination at Time 1 predicted test anxiety at Time 2, while test anxiety at Time 1 did not predict academic procrastination at Time 2. Within the limits of the design, we found that academic procrastination may lead to an increase in test anxiety, but test anxiety did not predict the future level of academic procrastination. It is recognised that the relationship between anxiety and procrastination is complicated. It is suggested that a focus on interventions for academic procrastination may help to reduce students’ test anxiety, but not necessarily vice versa.
{"title":"Academic procrastination and test anxiety: A cross-lagged panel analysis","authors":"Yefei Wang","doi":"10.1017/jgc.2020.29","DOIUrl":"https://doi.org/10.1017/jgc.2020.29","url":null,"abstract":"Abstract The purpose of this study was to investigate the cross-lagged relationships between academic procrastination and test anxiety. A sample of Chinese adolescents from a high school in Changsha City, HuNan Province, China participated in this study. The participants completed the Aitken Procrastination Inventory and the Test Anxiety Scale at two times during a semester. Pearson correlation analysis showed academic procrastination and test anxiety to be positively correlated. Cross-lagged panel analyses demonstrated that academic procrastination at Time 1 predicted test anxiety at Time 2, while test anxiety at Time 1 did not predict academic procrastination at Time 2. Within the limits of the design, we found that academic procrastination may lead to an increase in test anxiety, but test anxiety did not predict the future level of academic procrastination. It is recognised that the relationship between anxiety and procrastination is complicated. It is suggested that a focus on interventions for academic procrastination may help to reduce students’ test anxiety, but not necessarily vice versa.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.29","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46790758","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 Seeking help for mental health concerns is critical for improving wellbeing and preventing the development of mental health disorders, yet many adolescents with mental health problems fail to seek professional help. It is well established that young people with mental health problems face a variety of barriers to help-seeking; however, little is known about the ways in which these barriers interact to impact upon the help-seeking process. Guided by the reasoned action approach, this study investigated the predictive relationship between factors that influence help-seeking. Results revealed that mental health knowledge significantly predicted help-seeking intentions, while attitudes did not. Gender differences were identified for help source preferences. The current study contributes to knowledge on the relationship between key variables that influence the adolescent help-seeking process. Findings highlight the importance of mental health knowledge in predicting help-seeking intentions and provide support for interventions that focus on improving mental health literacy in adolescents.
{"title":"Influences on adolescent help-seeking for mental health problems","authors":"Sarah Pearson, Chelsea Hyde","doi":"10.1017/jgc.2020.28","DOIUrl":"https://doi.org/10.1017/jgc.2020.28","url":null,"abstract":"Abstract Seeking help for mental health concerns is critical for improving wellbeing and preventing the development of mental health disorders, yet many adolescents with mental health problems fail to seek professional help. It is well established that young people with mental health problems face a variety of barriers to help-seeking; however, little is known about the ways in which these barriers interact to impact upon the help-seeking process. Guided by the reasoned action approach, this study investigated the predictive relationship between factors that influence help-seeking. Results revealed that mental health knowledge significantly predicted help-seeking intentions, while attitudes did not. Gender differences were identified for help source preferences. The current study contributes to knowledge on the relationship between key variables that influence the adolescent help-seeking process. Findings highlight the importance of mental health knowledge in predicting help-seeking intentions and provide support for interventions that focus on improving mental health literacy in adolescents.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.28","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48847886","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 association between life satisfaction and positive student-teacher and peer relationships. Further, we aimed to test the mediating effects of student resilience in a multilevel model. The data were collected from elementary students in South Korea. To examine the mediating effects of student resilience, multilevel structural equation modelling was conducted. The results indicated that schools with positive student-teacher relationships correlated with higher life satisfaction for children. This relationship was fully mediated by student resilience. However, the mediating effects of student resilience in the relationship between peer relationships and life satisfaction was found to be at the individual level rather than by school climate. Practical implications on ways to improve students’ life satisfaction within the school and classroom settings are discussed.
{"title":"Teacher and peer relationships and life satisfaction: Mediating the role of student resilience in south korean elementary schools","authors":"Minyoung Lee, S. M. Lee","doi":"10.1017/jgc.2020.21","DOIUrl":"https://doi.org/10.1017/jgc.2020.21","url":null,"abstract":"Abstract The purpose of this study was to examine the association between life satisfaction and positive student-teacher and peer relationships. Further, we aimed to test the mediating effects of student resilience in a multilevel model. The data were collected from elementary students in South Korea. To examine the mediating effects of student resilience, multilevel structural equation modelling was conducted. The results indicated that schools with positive student-teacher relationships correlated with higher life satisfaction for children. This relationship was fully mediated by student resilience. However, the mediating effects of student resilience in the relationship between peer relationships and life satisfaction was found to be at the individual level rather than by school climate. Practical implications on ways to improve students’ life satisfaction within the school and classroom settings are discussed.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.21","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45434061","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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