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":"31 1","pages":"130 - 141"},"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":"31 1","pages":"221 - 226"},"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":"31 1","pages":"122 - 129"},"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":"31 1","pages":"110 - 121"},"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":"33 1","pages":"13 - 25"},"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}
Abstract This study aimed to explore the constructs related to teachers’ competence in immediately intervening in school bullying (CIISB) in order to develop a valid intervention process. In this study, 16 secondary school teachers in Taiwan with experience of dealing with school bullying were interviewed. In total, 26 interview transcripts were analysed. The results highlight two key constructs that are central to CIISB. The first is structuring prompt management of school bullying. This involves three phases: identifying the incident, stabilising the incident, and clarifying incidents as well as implementing incidental and intentional learning. The second construct is setting the appropriate atmosphere. This refers to teachers’ capacity to build a positive relationship with students by maintaining a calm, serious and fair attitude, and creating a positive atmosphere to implement an immediate intervention. The results suggest that teachers should master the above constructs of CIISB, thereby providing a suitable immediate intervention when school bullying occurs.
{"title":"Exploring teachers’ competence in immediately intervening in school bullying: developing a valid intervening process","authors":"Yu-Hsien Sung, M. Valcke, Li-Ming Chen","doi":"10.1017/jgc.2020.20","DOIUrl":"https://doi.org/10.1017/jgc.2020.20","url":null,"abstract":"Abstract This study aimed to explore the constructs related to teachers’ competence in immediately intervening in school bullying (CIISB) in order to develop a valid intervention process. In this study, 16 secondary school teachers in Taiwan with experience of dealing with school bullying were interviewed. In total, 26 interview transcripts were analysed. The results highlight two key constructs that are central to CIISB. The first is structuring prompt management of school bullying. This involves three phases: identifying the incident, stabilising the incident, and clarifying incidents as well as implementing incidental and intentional learning. The second construct is setting the appropriate atmosphere. This refers to teachers’ capacity to build a positive relationship with students by maintaining a calm, serious and fair attitude, and creating a positive atmosphere to implement an immediate intervention. The results suggest that teachers should master the above constructs of CIISB, thereby providing a suitable immediate intervention when school bullying occurs.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"31 1","pages":"15 - 35"},"PeriodicalIF":1.3,"publicationDate":"2020-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.20","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46816644","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 research was to examine the associations between self-esteem, perceived social competence, ostracism and loneliness among adolescent students. For the investigation of self-esteem and perceived social competence as key developmental constructs concerning negative experiences such as ostracism and loneliness, it is important to understand the experiences that may inhibit individual development in adolescence. Participants were 542 presecondary and secondary school students who completed the Rosenberg Self-Esteem Scale, the Perceived Social Competence Scale, the Ostracism Experience Scale for Adolescents, and the Loneliness Scale for Children. The data were analysed with Pearson moments correlation analysis and multiple regression analysis. Findings showed that: (1) self-esteem, perceived social competence, ostracism and loneliness were related to each other; (2) self-esteem and perceived social competence were negatively related to ostracism and loneliness; (3) ostracism had a positive relationship with loneliness and a negative impact on self-esteem; and (4) an increase in the level of perceived social competence predicted a decrease in the levels of ostracism and loneliness. The results were discussed in the light of relevant literature.
{"title":"Self-esteem and perceived social competence protect adolescent students against ostracism and loneliness","authors":"Halis Sakız, A. Mert, Hakan Sarıcam","doi":"10.1017/jgc.2020.25","DOIUrl":"https://doi.org/10.1017/jgc.2020.25","url":null,"abstract":"Abstract The purpose of this research was to examine the associations between self-esteem, perceived social competence, ostracism and loneliness among adolescent students. For the investigation of self-esteem and perceived social competence as key developmental constructs concerning negative experiences such as ostracism and loneliness, it is important to understand the experiences that may inhibit individual development in adolescence. Participants were 542 presecondary and secondary school students who completed the Rosenberg Self-Esteem Scale, the Perceived Social Competence Scale, the Ostracism Experience Scale for Adolescents, and the Loneliness Scale for Children. The data were analysed with Pearson moments correlation analysis and multiple regression analysis. Findings showed that: (1) self-esteem, perceived social competence, ostracism and loneliness were related to each other; (2) self-esteem and perceived social competence were negatively related to ostracism and loneliness; (3) ostracism had a positive relationship with loneliness and a negative impact on self-esteem; and (4) an increase in the level of perceived social competence predicted a decrease in the levels of ostracism and loneliness. The results were discussed in the light of relevant literature.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"81 1","pages":"94 - 109"},"PeriodicalIF":1.3,"publicationDate":"2020-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.25","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41273636","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 examined counselling self-efficacy (CSE) between international counselling students and domestic counselling students. Data were collected from 179 participants. Analysis of the data suggested similar levels of CSE scores between domestic and international counselling students, and between school counselling students and other master’s-level counselling students. However, a significant difference was detected between master’s- and doctoral-level counselling students in terms of their CSE scores. Implications for counsellor educators, counselling supervisors and the counselling profession are provided.
{"title":"A comparison of counselling self-efficacy among international and domestic counselling students","authors":"Abdulkadir Haktanir","doi":"10.1017/jgc.2020.19","DOIUrl":"https://doi.org/10.1017/jgc.2020.19","url":null,"abstract":"Abstract This study examined counselling self-efficacy (CSE) between international counselling students and domestic counselling students. Data were collected from 179 participants. Analysis of the data suggested similar levels of CSE scores between domestic and international counselling students, and between school counselling students and other master’s-level counselling students. However, a significant difference was detected between master’s- and doctoral-level counselling students in terms of their CSE scores. Implications for counsellor educators, counselling supervisors and the counselling profession are provided.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"32 1","pages":"124 - 133"},"PeriodicalIF":1.3,"publicationDate":"2020-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.19","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43552508","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 study adopted an ex post facto design to investigate background variables as predictors of utilisation of Web 2.0 applications in counsellor education. The population included 28 counsellor educators in the Department of Guidance and Counselling of the sampled university. Background variables and the Web 2.0 Utilisation Questionnaire (BVW2.0UQ) was used to gather data, which were analysed using means, standard deviations and multiple regression analysis. Findings of the study indicated, among others, that the extent of utilisation of Web 2.0 applications in counsellor education was low, and that the joint influence of the background variables on the extent of utilisation of Web 2.0 applications in counsellor education was not statistically significant.
{"title":"Background variables as predictors of utilisation of Web 2.0 applications in counsellor education: Implications for counselling youth and students","authors":"M. Eyo","doi":"10.1017/jgc.2020.17","DOIUrl":"https://doi.org/10.1017/jgc.2020.17","url":null,"abstract":"Abstract The study adopted an ex post facto design to investigate background variables as predictors of utilisation of Web 2.0 applications in counsellor education. The population included 28 counsellor educators in the Department of Guidance and Counselling of the sampled university. Background variables and the Web 2.0 Utilisation Questionnaire (BVW2.0UQ) was used to gather data, which were analysed using means, standard deviations and multiple regression analysis. Findings of the study indicated, among others, that the extent of utilisation of Web 2.0 applications in counsellor education was low, and that the joint influence of the background variables on the extent of utilisation of Web 2.0 applications in counsellor education was not statistically significant.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"32 1","pages":"220 - 229"},"PeriodicalIF":1.3,"publicationDate":"2020-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.17","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49444217","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 Ethical dilemmas are concerning for school counsellors in Turkey. This article presents findings of a qualitative study exploring the views and suggestions of 16 school counsellors in Rize, Turkey. Content analysis was performed on the data obtained from interviews with the participants. The results of the study showed that the school counsellors had the most knowledge about the competency principle of school counselling codes of ethics. The study also showed that regarding legal aspects of school counselling, the participating counsellors had the most knowledge about professional duties and responsibilities, yet they considered themselves inadequate in terms of both professional ethics and legal aspects of counselling. It was concluded that the school counsellors were confronted with ethical dilemmas mostly in cases of confidentiality, and it was understood that the counsellors mostly chose to do research to overcome these dilemmas.
{"title":"An examination of the ethical dilemmas of school counsellors: opinions and solution recommendations","authors":"Fatih Camadan, Cem Topsakal, İnci Sadıkoğlu","doi":"10.1017/jgc.2020.16","DOIUrl":"https://doi.org/10.1017/jgc.2020.16","url":null,"abstract":"Abstract Ethical dilemmas are concerning for school counsellors in Turkey. This article presents findings of a qualitative study exploring the views and suggestions of 16 school counsellors in Rize, Turkey. Content analysis was performed on the data obtained from interviews with the participants. The results of the study showed that the school counsellors had the most knowledge about the competency principle of school counselling codes of ethics. The study also showed that regarding legal aspects of school counselling, the participating counsellors had the most knowledge about professional duties and responsibilities, yet they considered themselves inadequate in terms of both professional ethics and legal aspects of counselling. It was concluded that the school counsellors were confronted with ethical dilemmas mostly in cases of confidentiality, and it was understood that the counsellors mostly chose to do research to overcome these dilemmas.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"31 1","pages":"76 - 93"},"PeriodicalIF":1.3,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.16","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46833558","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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