bluuebunny/crossref_metadata_2025 huggingface dataset:
The Legal Basis for the Prohibition on Abortion in Jewish Law
Authors: Sinclair Daniel B.
Published: February 2016

One of the main issues in almost every treatment of abortion in Jewish Law is the legal basis for its prohibition. The recent trend in Rabbinic literature to categorise abortion as a form of homicide, proscribed by Biblical law, seems to constitute a break with the classical Rabbinic view, according to which abortion is neither homicide, nor directly prohibited in the major literary sources of Jewish Law, i.e. the Bible and the Talmud. Moreover, in the few instances in which abortion is discussed in these sources, it would seem that no such prohibition exists.

This article will analyse the Biblical and Talmudic passages which deal with abortion, and survey the various Rabbinic opinions as to the legal basis for its prohibition. Particular attention will be paid to the argument that abortion is a biblically-proscribed form of homicide, and to the reasons which may underlie the adoption of that argument by a number of authorities in recent times. We will also analyse the significance in Jewish Law of the stages of foetal development.

Our analysis will be both historical and normative, and in this context it will be a valuable exercise to compare the position in Jewish Law to that in the Canon Law of the Church of Rome. Although the Church Fathers held that abortion was a form of homicide, and the contemporary position of the Catholic Church reflects this attitude strictly and unswervingly, the Medieval Canonists adopted the distinction between the formed and the unformed foetus, based on a tradition derived from the Septuagint version of the Biblical passage dealing with the consequences of striking a pregnant woman (Ex. 21:22–23).
On Capital Punishment
Authors: Primorac Igor
Published: February 2016

The issue of capital punishment is a very wide one; it has been discussed for centuries by philosophers, theologians, legal scholars, social scientists and reformers of all kinds. These discussions have involved a variety of types of reasoning: some are purely theoretical, some are highly technical, statistical or, at a further remove, methodological analyses. But they have always revolved around a simple, basic question: for or against? This is basically a moral question; because of its general character, because it has to do with moral considerations of a rather general nature for abolishing or retaining a legal institution, it also presents a problem for moral and legal philosophy.
The Companies Ordinance (Amendment) (No. 17) Law: Effects on the Alteration of the Objects Clause in a Company Memorandum
Authors: Cohen Zipora
Published: February 2016

The Companies Ordinance (Amendment) (No. 17) Law, 1980, (hereinafter referred to as Amendment no. 17) has fundamentally reformed the legal status of the objects clause of a company memorandum. It is no exaggeration to say that this amendment constitutes the greatest reform effected in company law in Israel up to the present day.

English Common Law regarded the objects clause as defining the capacity of the company, and not only the powers of those acting on its behalf. This approach, formulated at a time when it was impossible to alter the objects clause of the memorandum persisted even after the English legislature relented somewhat and permitted the objects to be altered, albeit with certain restrictions and according to a special procedure. This is still the approach in England today: the objects of the company are viewed as determining its capacity, and therefore, an act done in deviation from the objects is considered void, and cannot be ratified by the company, even if all the members wish to do so. At the same time, the European Communities Act 1972, affords protection to people transacting with the company in good faith, even in the case of a deviation from the objects (sec. 9(1)).
Jurisdiction and Holiness: Reflections on the Coptic-Ethiopian Case
Authors: Zander Walter
Published: February 2016

The Coptic-Ethiopian case is the first dispute between Christian Churches over their rights in the Holy Places to come before the Supreme Court of Israel. It concerns only a small area, but the legal issues involved are far-reaching. They deal with the jurisdiction over Holy Sites, and therefore affect potentially all Christian communities which claim rights in the Sanctuaries.

The history of the jurisdiction over the Holy Places is dramatic and rich in contradictions. For many centuries control over the Sanctuaries was in the hands of Moslem rulers who decided disputes according to their discretion. In view of the widespread impact of these decisions on the Christian world as a whole, the tendency gradually developed to avoid all changes, and in 1878 the Treaty of Berlin suspended every jurisdiction by its Art. LXII which prescribed “that no alteration can be made in thestatus quoin the Holy Places”.
Some Legal Problems Concerning the Protection of the Human Environment
Authors: Hambro Edvard
Published: February 2016

I am very happy and very honoured to have been invited to give the inaugural lecture in the series under the Sir Hersch Lauterpacht Chair of Public International Law at the Hebrew University of Jerusalem. It is a great honour to be connected with the name of Hersch Lauterpacht who was one of the truly great minds in the field of international law in our epoch, great as a scholar, great as an idealist, an innovator and a prophet; and it is a source of happiness to me to bear witness to the fact that he was also a great human being whose wisdom was illuminated with kindness and warmth. His friends and pupils remember him with love and gratitude.

For the purpose of this paper I invite you to accept with me the proposition that we live in an ecological crisis. The extent of the dangers confronting us is in dispute. The degree of urgency is debated. There are still serious gaps in our knowledge. The task of the scientists is enormous. Still, no one can ignore the existence of this crisis.

“The two worlds of man, the biosphere of his inheritance, the technosphere of his creation—are out of balance, indeed potentially in deep conflict. And man is in the middle. This is the hinge of history at which we stand, the door of the future opening on to a crisis more sudden, more global, more inescapable and more bewildering than any ever encountered by the human species and one which will take decisive shape within the life span of children who are already born.”
‘Our heart is still in Africa’: Twice migration and its sociolinguistic consequences
Authors: Rathore-Nigsch Claudia , Schreier Daniel
Published: February 2016

This study is a sociophonetic investigation of dialect variation and change in the East African Asian community in Leicester, UK. The community differs from other strands of the British Asian diaspora because of its migration history: a two-stage journey (‘twice migration’) within a few generations, first from the Indian subcontinent to East Africa (late nineteenth century) and from there onward to Britain (early 1970s). We examine variation in the production of thefoot,strut, andnursevowels across two generations of East African Asian migrants with a focus on the usage of originally Indian English features, identity expression, changing sense of belonging, and desire to maintain the original culture from the East African homelands. Our sociolinguistic examination of the speakers’ migration history demonstrates that, despite a strong affiliation with East Africa, first-generation speakers have predominantly maintained Indian English patterns whereas second-generation subjects partake in accommodation to an (educated) variety of East Midlands English. (Twice migration, accommodation, identity, variation and change in the diaspora,foot, strut,andnursevowels, Indian English, East African English, East Midlands English)*
Assessing levels of endangerment in the Catalogue of Endangered Languages (ELCat) using the Language Endangerment Index (LEI)
Authors: Lee Nala Huiying , Van Way John
Published: February 2016

The Catalogue of Endangered Languages (ELCat) is the central feature of the Google-powered Endangered Languages Project (endangeredlanguages.com), which is a venue for sharing information and resources on the world's endangered languages and the knowledge contained in them. One key feature of ELCat is a quantitative measure that can be used to understand the level of endangerment of any language. Quantitative measurements are needed to compare language vitality across a variety of contexts around the globe, and can be used as a parallel to measurements of other forms of threats to biocultural diversity. This article addresses the development of the Language Endangerment Index (LEI). Based on four factors (intergenerational transmission, absolute number of speakers, speaker number trends, and domains of use), this index is different from other methods of assessment in several ways, especially as it can be used even if limited information is available. (Language endangerment, vitality, intergenerational transmission, speaker numbers, domains of language use)*
Effective laser driven proton acceleration from near critical density hydrogen plasma
Authors: Sharma Ashutosh , Andreev Alexander
Published: February 2016

Recent advances in the production of high repetition, high power, and short laser pulse have enabled the generation of high-energy proton beam, required for technology and other medical applications. Here we demonstrate the effective laser driven proton acceleration from near-critical density hydrogen plasma by employing the short and intense laser pulse through three-dimensional (3D) particle-in-cell (PIC) simulation. The generation of strong magnetic field is demonstrated by numerical results and scaled with the plasma density and the electric field of laser. 3D PIC simulation results show the ring shaped proton density distribution where the protons are accelerated along the laser axis with fairly low divergence accompanied by off-axis beam of ring-like shape.
Time for a new (but not ‘New’) Fowler
Authors: Straaijer Robin
Published: February 2016

Is English usage changing more rapidly than it was before? Judging by the decreasing time between editions of ‘Fowlers’ it would seem so: thirty-nine years between Fowler's Dictionary of Modern English Usage (1926, from here on MEU1) and Gower's second edition (1965, from here on MEU2), and thirty-one years between the latter and Burchfield's The New Fowler's Modern English Usage (1996, from here on NFMEU). This led Manfred Görlach to write in his review of NFMEU that ‘[t]imes change, and we (and usage) change with them. A new edition of Fowler's classic book is thus in order every thirty to forty years’ (Görlach, 1997).
INSTRUMENTAL VARIABLES METHODS WITH HETEROGENEITY AND MISMEASURED INSTRUMENTS
Authors: Chalak Karim
Published: February 2016

We study the consequences of substituting an error-laden proxyWfor an instrumentZon the interpretation of Wald, local instrumental variable (LIV), and instrumental variable (IV) estimands in an ordered discrete choice structural system with heterogeneity. A proxyWneed only satisfy an exclusion restriction and that the treatment and outcome are mean independent fromWgivenZ. UnlikeZ,Wneed not satisfy monotonicity and may, under particular specifications, fail exogeneity. For example,Wcould codeZwith error, with missing observations, or coarsely. We show that Wald, LIV, and IV estimands usingWidentify weighted averages of local or marginal treatment effects (LATEs or MTEs). We study a necessary and sufficient condition for nonnegative weights. Further, we study a condition under which the Wald or LIV estimand usingWidentifies the same LATE or MTE that would have been recovered hadZbeen observed. For example, this holds for binaryZand therefore the Wald estimand usingWidentifies the same “average causal response,” or LATE for binary treatment, that would have been recovered usingZ. Also, under this condition, LIV usingWcan be used to identify MTE and average treatment effects for e.g., the population, treated, and untreated.
From self-subsistence farm production to khat: driving forces of change in Ethiopian agroforestry homegardens
Authors: GEBREHIWOT MERSHA , ELBAKIDZE MARINE , LIDESTAV GUN , SANDEWALL MATS , ANGELSTAM PER , KASSA HABTEMARIAM
Published: February 2016

Traditional agroforestry homegardens deliver multiple products and benefits, including food security and livelihoods for rural households in Ethiopia. However, this land use has been changing towards monoculture production of khat (Catha edulis). This study analyses the development trajectories and causes of change in agroforestry homegardens. In total, 84 interviews, including key informant and semi-structured household interviews, and eight focus group discussions were conducted in the Southern Nations, Nationalities and Peoples' Regional State. It was found that khat production was increasing regardless of household wealth status. The proximate causes included better financial income for households, smaller sizes of farms due to farm land redistribution, favourable market conditions for khat, access to irrigation, decrease in governmental subsidies to buy fertilizer and quality seeds for food crop production, a positive experience of other farmers in khat production, and minimizing risks of theft and wildlife damage. Khat production challenges the implementation of national policies towards eradication of poverty and hunger.
Long words in maximum entropy phonotactic grammars
Authors: Daland Robert
Published: February 2016

A phonotactic grammar assigns a well-formedness score to all possible surface forms. This paper considers whether phonotactic grammars should be probabilistic, and gives several arguments that they need to be. Hayes & Wilson (2008) demonstrate the promise of a maximum entropy Harmonic Grammar as a probabilistic phonotactic grammar. This paper points out a theoretical issue with maxent phonotactic grammars: they are not guaranteed to assign a well-defined probability distribution, because sequences that contain arbitrary repetitions of unmarked sequences may be underpenalised. The paper motivates a solution to this issue: include a *Structconstraint. A mathematical proof of necessary and sufficient conditions to avoid the underpenalisation problem are given in online supplementary materials.
Illusory vowels in perceptual epenthesis: the role of phonological alternations
Authors: Durvasula Karthik , Kahng Jimin
Published: February 2016

Listeners often perceive illusory vowels when presented with consonant sequences that violate phonotactic constraints in their language. Previous research suggests that the phenomenon motivates speech-perception models that incorporate surface phonotactic information and the acoustics of the speech tokens. In this article, inspired by Bayesian models of speech perception, we claim that the listener attempts to identify target phonemic representations during perception. This predicts that the phenomenon of perceptual illusions will be modulated not only by surface phonotactics and the acoustics of the speech tokens, but also by the phonological alternations of a language. We present the results of three experiments (an AX task, an ABX task and an identification task) with native Korean listeners, and native English listeners as a control group, showing that Korean listeners perceive different sets of illusory vowels in different phonological contexts, in accordance with the phonological processes of vowel deletion and palatalisation in the language.
Explaining the PENTA model: a reply to Arvaniti and Ladd
Authors: Xu Yi , Lee Albert , Prom-on Santitham , Liu Fang
Published: February 2016

This paper presents an overview of the Parallel Encoding and Target Approximation (PENTA) model of speech prosody, in response to an extensive critique by Arvaniti & Ladd (2009). PENTA is a framework for conceptually and computationally linking communicative meanings to fine-grained prosodic details, based on an articulatory-functional view of speech. Target Approximation simulates the articulatory realisation of underlying pitch targets – the prosodic primitives in the framework. Parallel Encoding provides an operational scheme that enables simultaneous encoding of multiple communicative functions. We also outline how PENTA can be computationally tested with a set of software tools. With the help of one of the tools, we offer a PENTA-based hypothetical account of the Greek intonational patterns reported by Arvaniti & Ladd, showing how it is possible to predict the prosodic shapes of an utterance based on the lexical and postlexical meanings it conveys.
Cities, spaces and movement: everyday experiences of urban travel in Englandc.1840–1940
Authors: POOLEY COLIN G.
Published: February 2016

Travelling through a city was (and remains) a routine experience for many people, but direct information on such movements is hard to uncover for the more distant past. This article uses selected diaries to explore the ways in which urban residents interacted with and responded to the spaces through which they travelled in late nineteenth- and early twentieth-century England. It is argued that while some types of travel and associated environments did generate strong responses that diarists felt worth recording, for the most part urban travel was unproblematic and unremarkable and was therefore rarely remarked upon in life writing.
Taking charge of the future. From states of anxiety and dependence to becoming actualised professionals
Authors: Drent Ailsa
Published: February 2016

Between the mid 1940's and the mid 1980's psychology, guidance and counselling services were established and rapidly expanded within Australian state departments of education. This occurred in a socio-political context where the values of social justice and concern for the disadvantaged were regarded as important by communities looking to governments to reflect these values through appropriate policies and programs. Since then a distinct change has occurred. Economic Rationalism and the move to greater school autonomy has led to the abandonment of central structures and centralised training that supported professional psychological services in schools. Schools increasingly will be expected to “buy in” contracted services as perceived needs arise. The resulting deprof essionalisation, whilst shared at this time by psychologists in other agencies, is particularly threatening in the case of school psychology. By destroying continuity of service and the possibilities of building of long-term relationships, it will reduce opportunities to initiate those school-wide initiatives that can maximise the impact of case work. The authors are of the view that, given the prevailing ideology, governments will persist in ridding themselves of responsibility and the expense of providing psychological and counselling services to school communities. At the same time information from principals suggests that schools' will find it difficult to afford these services from their limited global budgets, despite urgent and growing need for more, not less school-based support for teachers, students and parents. As a profession we must look to old and new models of service delivery and devise practical ways of providing cost-effective, equitable and high quality services to schools. This paper attempts to bring forward the issue as one for urgent debate and planning by our professional associations. Rather than let the profession wither away or end up providing services for the wealthy only, we must take action ourselves to see that it not only survives, but thrives. ( In this paper, the terms guidance officer, school counsellor and school psychologist are used as if they are interchangeable. The reason is that education departments around Australia use different names for those of their student support workers who have qualifications in education, psychology and counselling.)
The future face of school guidance and counselling: what will it look like in 25 years?
Authors: Burnett Paul C.
Published: February 2016

A total of 130 guidance counsellors and primary school principals completed a quantitative and qualitative survey which focused on perceptions of what school guidance and counselling would be like in 25 years. There were a few differences noted between the guidance counsellors' and the principals' responses but in general similar beliefs were held by all who participated. All respondents were bullish about the employment outlook for the future, with primary principals the most optimistic. There were a number of similarities between the quantitative and qualitative findings and these are outlined. These included noting the increased importance of technology, counselling, consultation, and professional development.
The social and educational effects of student mobility: implications for teachers and guidance officers
Authors: Fields Barry A.
Published: February 2016

Australia has one of the most highly mobile populations in the Western World and yet there is very little awareness or appreciation of the social and educational impact of the phenomenon in this country. School personnel are particularly culpable in this regard, maintaining an image of schooling as a system focussed on relatively stable class groups. The available data, however, paint a very different picture, and one which compels not only the attention of educators but a variety of individuals from the helping professions and welfare agencies.This article explores the nature of student mobility and its effects on children. Particular attention is given to support programs for mobile children with the focus on policy development, remedial instruction, and counselling.

The dynamic nature of Australia's population is a significant demographic feature of Australian life and yet it is not widely recognized or appreciated by the community at large or by the country's policy makers. As with other highly mobile populations in developed countries around the world, there exists an illusion of stability in both the work-place and in domestic life (Settles, 1993).
The Children of Divorce: Issues, Impact, and Counsellor Interventions
Authors: Barletta John
Published: February 2016

This article reviews the research and literature relative to the range of psychosocial issues for children of divorce. It identifies methodological problems in current research as well as providing practical interventions for those providing therapeutic services to these children, adolescents, and families. The implications discussed will be a valuable resource for professional counsellors, psychologists, teachers, administrators, and parents.
Helping groups comprehensive, preventive programs for secondary students
Authors: Sinclair-Guidance Andrew , Walker-Student Marie
Published: February 2016

The broad roles of Educational Guidance and Student Welfare imply a multifaceted approach to complex problems. Too often, pressure of time and caseloads reduces intervention to short term, single mode remediation with no certainty of relapse prevention. The following paper describes a group counselling approach in a large Victorian secondary college that sought to address these and other issues.
Supervision for school counsellors: when will we get what we really need?
Authors: Barletta John
Published: February 2016

This paper addresses the issues associated with providing quality supervision for school counsellors. The variety of tasks that are required of school counsellors makes it essential that appropriate supervisory support is provided by the employer. Clinical supervision should be carried out by a counsellor who has training in supervision methods and techniques, as well as clinical experience in the tasks being supervised. Administrative supervision can be conducted by a member of the school administrative team. School counsellor competence can be developed in the workplace with the support of a colleague or supervisor until expertise develops.

It is accepted that supervision is a crucial part of the professional support for counsellors. Bernard and Goodyear (1992) suggest that supervision serves three basic and important purposes. First, supervision ensures that those entering the profession have appropriate fundamental skills, second, it enhances the functioning of counsellors, and finally, it ensures the quality of service to clients. The supervisor needs to be competent not only in the process of supervision and the specific issues within the educational setting, but also aware of the particular preference of style school counsellors have for supervision, which research has found tends to be quite directive (Usher & Borders, 1993).
The limitations of counsellors' knowledge highlighted by examining the concept ‘authenticity’
Authors: Sanggaran Raj
Published: February 2016

This paper attempts to highlight the potential dilemma counsellors face because of their limited knowledge. It argues that counsellors should be aware of their limitations and develop a critically self-reflective approach to deal with this shortfall. The adherence to ‘truth’ or the ‘right thing to do’ in counselling is questioned. Counsellors' knowledge is seen as emanating from beliefs that cannot be validated, but are accepted as the guiding principle. To espouse this point the concept of authenticity is examined as it is a central concept underlying most counselling relationships.
Factors affecting the implementation of the NSW Department of School Education child protection curriculum
Authors: Hewson Daphne , Nielsen Anne , Powell Caroline
Published: February 2016

In response to increased awareness of the negative consequences of child sexual assault, the New South Wales Department of School Education has developed the Child Protection: Preventing Child Sexual Assault curriculum, which is a K-12 school based program. The attitudes and experiences of 250 members of staff in the Metropolitan North Region were analysed to identify some of the factors which affect implementation of this curriculum in schools. The results indicate that the most important factors were not the quality of the package or the beliefs of staff, but the support of those staff responsible for implementing the program and practical consideration of the day-to-day running of the school. The findings have implications for (1) further education of school personnel prior to specialist training, (2) the importance of establishing support for the curriculum as a priority within the school community, and (3) practical strategies and support for teachers in the implementation process.
Selective mutism: A school-based intervention
Authors: Kirkby Nonie
Published: February 2016

This paper describes a school-based behavioural intervention in which the class teacher with the support of the guidance officer successfully intervened with a 6-year-old boy who had been selectively silent from about the age of 3. Specifically, a behavioural intervention comprising systematic desensitisation, stimulus fading and reinforcement of successive approximations was employed in a classroom setting.
Identifying and removing blockages to successful collaborations between counsellors, teachers and parents
Authors: Ashman Adrian F.
Published: February 2016

Collaboration is becoming an increasingly familiar term in the counselling and special education literatures. Notwithstanding this, collaboration still appears to be an infrequently used process despite the numerous articles that extol the virtues of consultation, team building and a team approach to educational problems. This paper identifies a number of blockages which inhibit the development of collaborative endeavours between counsellors, teachers and parents. These include the establishment of hierarchies and professional attitudes to other stakeholders in the education community which may not promote equality and reciprocity in collaborative problem-solving activities. The training of counsellors and teachers at both preservice and inservice levels are needed to ensure that participants have the communication and problem-solving skills that are essential for effective collaboration. In addition, parents must be encouraged to participate in school activities and be provided with the opportunity to learn how to work with school personnel.
Do attention deficit hyperactive disorders cause reading problems?
Authors: Wragg Jeff
Published: February 2016

Children diagnosed as attention deficit hyperactive disordered (ADHD) do not comprise a unitary homogeneous group. Despite considerable research attempting to establish the validity of ADHD as a diagnostic entity, a number of researchers question whether the distinction between ADHD and other child disorders such as oppositional defiant disorder (ODD) or conduct disorder (CD) can be clearly established (Prior & Sanson, 1986; Werry, Reeves & Elkind, 1987). Short attention span, poor concentration and poor memory may also occur in both ADHD and reading-disabled (RD) children. Academic underachievement is also reported in a substantial proportion of ADHD children (Carlson, Lahey & Neeper, 1986). August and Garfinkel (1990), for example, found that 39% of children diagnosed ADHD were also found to have a co-existing reading disorder. A study by McGee and Shore (1988) estimated that 80% of children with ADHD had a co-occurring learning disability in reading, writing and spelling. This conclusion is also supported by other studies which have found a higher than normal incidence of academic problems existing with significant attention problems (Barkley, 1990; Barkley, Fisher, Edelbrock & Smallish, 1990).

As the two disorders occur so frequently together it has consequently become very difficult to disentangle the degree to which ADHD and learning disorder contribute to each other or are in fact separate entities. The issue regarding comorbidity or causality remains perplexing - is the learning disability a secondary cause arising from inattention and hyperactivity, or is the child inattentive and hyperactive because they are frustrated at their inability to succeed academically (August & Garfinkel, 1990)?
The coping strategies used by capable adolescents
Authors: Frydenberg Erica
Published: February 2016

A picture is emerging of how Australian young people cope with matters which concern them. This paper draws comparisons between how a group of young people who have been identified by their teachers as ‘able’, and those in the general community, deal with their problems. The picture that emerges is one where ‘able’ young people are more focused on working hard and dealing directly with problems rather than engaging in wishful fantasy or giving up in resignation. However they are less likely to engage in intimate relationships with their peers which may be a reflection of their more restricted social development.
Self-concept or self-esteem
Authors: Burnett Paul C.
Published: February 2016

Confusion exists with regard to the substantive difference between self-concept and self-esteem. In an endeavour to cast some light on this confusion two studies were conducted with 1193 preadolescents using modified versions of two commonly used instruments designed to measure self-concept and self-esteem. Exploratory factor analysis indicated that both these instruments measure specific facets of the same construct, namely self-concept. General or global self-concept proved to be a difficult construct to measure in preadolescent students.
Resistance factors in critical incident management
Authors: Heinecke Rosslyn
Published: February 2016

This paper explores resistance and contextual variables which impinge on the successful implementation, adoption and management of critical incidents. Time constraints and uncertainty are two constant and overriding forces within the critical incident framework. These implicit pressures interact within different levels of the culture of the organisation, school or community. Two distinct yet interactive levels are discussed. They are the idiographic or personal domain, and the nomothetic or social system domain. The idiographic dimension includes personality variables as well as the role of the key stakeholders in critical incident management. The nomothetic dimension involves the organisation's social system, which has process variables and linkage mechanisms which need to be understood so that successful critical incident management can be ensured.

Resistance, or refusal to comply, has been a common pervading and often intangible force in schools in relation to the management of critical incidents. My perception of this opposition to the design and implementation of critical incident management plans has been the driving force for me to think about reasons why this is so, to collect research and to write this paper.

On a continuum, resistance and its opposite, acceptance, represent the endpoints of a critical incident management perspective. Opposition or resistance to a new idea, in this case, critical incident management, can be counteracted by guidance, knowledge and involvement. These are the principles of two well known models of problem solving: the Discount Hierarchy used in the NSW Child Protection Program (1988) and the Concerns Based Adoption Model (CBAM, Loucks etal., 1975).
School psychological and guidance services in Australia: Critical issues and implications for future directions
Authors: Whitla Mardie , Walker Gordon , Drent Ailsa
Published: February 2016

Psychological services delivered at school level play a significant role in the overall educational development and health of students. Across Australia, guidance and counselling services are currently in a state of flux, with reductions or redirections of services in most states. Some critical issues are raised in regard to present and future service provision for students, teachers and families. This paper presents a ‘case study’ of Victorian services, and an Australian ‘snapshot’ of existing school guidance services, as at April 1992.
Self-assessment and instructor assessment: Contribution to supervision in a brief counselling skills training program
Authors: Frydenberg Erica , McKenzie Vicki
Published: February 2016

Whilst there are many critical elements in the teaching of micro-counselling skills, feedback is an essential component of an effective training program. This paper describes supervision linked to a program of instruction. More particularly it examines the relative merit and contribution of utilising both instructor rating and self-rating as a means of providing educative feedback during the process of supervision in a brief counselling training program. Instructor rating and self-rating measures were taken on two occasions, first at the commencement of a six-week training program and secondly at the completion of the course. It was found that instructor rating was consistently lower than self-rating, but both reflected an improvement in counselling skills acquisition. Students indicated an ability to be self-critical after a period of counselling training to the extent that instructor rating matched more closely self-rating, after the second interview.
The BASIC assessment for school counsellors
Authors: Hatswell Judy , Tiffen Kathryn
Published: February 2016

A BASIC assessment for the use of school counsellors involves a multi-modal appreciation of all aspects of the student. This includes the student's Behaviour, Academic skills, Social setting, Intrinsic qualities (e.g. biological factors) and Cognitive processing skills. Assessment approaches and test instruments within each of these five areas are presented. Several case illustrations underline the importance of making a thorough assessment to the generation of intervention strategies.
Techniques for helping and controlling children who hate: The craft of Fritz Redl
Authors: Watson Ivan
Published: February 2016

Fritz Redl and his colleagues developed sophisticated and effective ways of working with extremely disturbed children – ‘children who hate’. Because this work was done several decades ago, there is the danger that this knowledge will be lost to contemporary counsellors and teachers who have to work with similar children today. The paper outlines the general approaches of milieu therapy and life-space interviews. It summarises seventeen techniques for controlling unacceptable behaviour in ways that do not contradict therapeutic goals and enable these difficult children to be helped.
‘This is my school’: Monkland integration project
Authors: Penn Carrol , Stephens Peter , Quadrio Doug
Published: February 2016

The vision was to have a group of up to eight mildly – moderately intellectually handicapped children integrated into a Year 1/2 class at Monkland State School. The total class numbers were to be the same as for a regular class (for infants – 25) with two teachers, one of whom is trained in special education. The integrated group would progress through the school with their age peers. The needs of the children would be considered in the School Development Plan. The special needs group would be closely linked to the special school campus so its specific facilities could be utilised. Some students enrolled at special school would also have access to the Monkland group for some integration/link activities. In two years time a similar class in another school will be opened.
Depression, Substance Use and Suicidality in Help-Seeking Adolescents: A Survey of Prevalence
Authors: Cosgrave Elizabeth , Killackey Eóin , Yung Alison , Buckby Joe , Godfrey Katherine , Stanford Carrie , Stuart Antonia , McGorry Patrick D.
Published: February 2016

Mental health problems affect a sizeable minority of Australian adolescents. Depression and substance use disorders are common mental disorders reported in this age group. Difficulties of this nature that manifest in adolescence will often continue into adulthood. This report describes a sample of adolescents referred to a public mental health service with respect to their psychiatric diagnoses, depressive symptoms, patterns of substance use and level of suicidality. Mood disorders and substance-use disorders were both prevalent in the sample of participants, with sizeable comorbidity reflected in the number ol participants meeting criteria for both of these diagnoses. Data revealed participants with a psychiatric diagnosis were significantly more likely to have made a suicide attempt than those with no diagnosis. High levels of depressive symptoms were associated with suicidality, illicit substance use, and the likelihood of having a psychiatric diagnosis. Heavy use of alcohol was prevalent in this group, but unrelated to the other variables of interest to the study. These results are discussed with respect to the importance of early detection of vulnerable students in a school setting.
Interventions for Adolescents: Two Programs Based on a Multisystemic Problem-Solving Approach
Authors: Rollin Stephen A. , Prevatt Frances F.
Published: February 2016

This article describes two interventions for adolescents based on a multisystemic problem-solving approach. One intervention is a school reentry program for chronically ill adolescents, while the other is a violence prevention program for at-risk youth. Commonalties across the two programs include individualized interventions; an educationally oriented, skills based approach; systems consultation; peers as important change agents; and inclusion of parents, teachers, and community agents. The article discusses the importance of a multisystemic, problem solving approach to interventions. Next, the two individual prevention programs are described. Finally, implications for practice are reviewed for each of the programs.
Bright Ideas: A School-Based Program Teaching Optimistic Thinking Skills in Pre-Adolescence
Authors: Brandon Cathy M. , Cunningham Everarda G. , Frydenberg Erica
Published: February 2016

Research into the areas of depression and resilience suggests that an optimistic attributional style is a key factor in coping effectively with stressors and functioning adaptively despite adversity. This study evaluates the effectiveness of a program designed to increase positive thinking skills, through awareness and practice, to pre-adolescent children who have been identified as exhibiting a more pessimistic explanatory style. From a total of 110 Year 5 and 6 students, 38 students were selected to participate in the program because they exhibited a more pessimistic explanatory style. Program participants were administered the Children's Attributional Style Questionnaire (CASQ) at pre-, post-, and 3-month post-program. Non-program participants completed the CASQ at pre- and 3-month post- program. Results indicated that program participants significantly improved their attributional style scores post program, and that these improvements were maintained at 3-month post-program follow-up. When attributional style difference scores at pre- and 3-month post program were compared, improved scores for program participants were significantly greater than changes in attributional style scores for those students who were not in the program. Given the links between attributional style, depression, and a range of behaviours, such promising results warrant further investigation into the effects of such a program on other outcome measures. The findings provide support for the benefits to be gained by developing positive attributional style during the pre-adolescent years.
Bungy Jumping Through Life: What Young People Say Promotes Well-Being and Resilience
Authors: Fuller Andrew , McGraw Karen , Goodyear Melinda
Published: February 2016

In considering the applicability of protective factors that have been found in research based largely on Northern American populations to Australian young people, a series of focus groups were established to find out what young people think promotes resilience and well-being. A total of 1447 Year 11 students in Victoria completed a questionnaire which focused on beliefs regarding the factors that promote resilience and well-being. Five main factors were indicated by young people to promote resilience. These were peer connectedness (having good friends), family connectedness (feeling that you are loved by family), feeling that your family respects your decisions, school connectedness (believing that you fit in at school and having good teachers). The current study outlines the factors considered important to the young participants in this study and discusses the implications of these findings for student welfare and the development of programs in schools and communities.
Cutting Class in High School: Counsellor-Student Interactions and Negotiations
Authors: Khaminwa Angela Nyawira , Fallis R. Kirk , Opotow Susan
Published: February 2016

This paper reports findings from a qualitative study conducted with public high school students and guidance counsellors in the north eastern United States of America to examine how class cutting is understood and addressed. Our findings indicate that interactions between students and guidance counsellors are similar to negotiations. These negotiations, however, are implicit rather than explicit. Explicit negotiations offer guidance counsellors a valuable tool for collaboratively exploring cutting with all relevant parties, including students, teachers, administrators, and parents. Explicit negotiations can examine underlying issues and conflicts precipitating cutting, the social meaning that cutting has for this student, desired outcomes, impediments to these outcomes, and the negotiation process itself. Not only can explicit negotiations aid guidance counsellors learning about and responding to cutting more effectively, but they also can model effective, collaborative problem solving for students and the larger school community.
Social competence and social skills training for children and adolescents: a literature review
Authors: Bayer Jordana K.
Published: February 2016

The concept of child and adolescent social competence is complex and multidimensional. Dodge (1985) has attempted to summarise various aspects of the concept into a parsimonious theoretical model. It is suggested that comprehensive assessment of social competence includes measures tapping into a range of dimensions illustrated by the model. A growing body of empirical data links children's low levels of social competence to various forms of maladjustment in adolescence and adulthood. Clinical and educational interventions directed at improving child and adolescent social competence offer a valuable direction for a preventative approach that should be considered and empirically evaluated. Available social skills interventions emerge from three major theoretical foundations: Behavioural, Cognitive Problem Solving, and Structuralist. Populations targeted for intervention also vary from children or adolescents with identified problems in clinical settings, to whole school educational approaches. Empirical comparison of alternative training approaches has demonstrated that social skills training is effective, and a combination of behavioural and cognitive components is important. Issues regarding child characteristics, outcome measures and consideration of wider systems are also discussed.
Calling upon their altruism: Developing prosocial behaviour in adolescents
Authors: Frydenberg Erica
Published: February 2016

This paper takes as its starting point two major reviews of young people's psychosocial development and considers the outlook for their future. In the context of growing concern about young people's prospects, it is proposed that one way to harness the vitality of youth and avert psychosocial problems is through the development of adolescent awareness and involvement with matters of social concern. It is proposed that by identifying young people's concerns and the development of their coping skills in relationship to matters that are relevant to them, it is possible to deal with stress, increase self awareness, develop communication skills, and empower young people to become altruistic/prosocial participants in the community.
Sticks and stones and sugar and spice: girls' and boys' aggression in schools
Authors: Owens Laurence D.
Published: February 2016

According to official figures, most of the trouble in schools is caused by boys. This is because boys are more openly disruptive and overtly aggressive. However, recent research has uncovered forms of aggression more common among girls. This paper reports on a study in South Australian schools which explores gender and developmental differences in aggression. A peer estimation scale was administered to students in years 2, 6, 9 and 11 in two high schools and four primary schools. Boys were found to be more physically and verbally aggressive than girls but girls used more indirect forms of aggression during the high school years. The gender differences in aggression are linked to gender differences in friendship patterns. Implications for schools are briefly discussed.
What should we do with school bullies?
Authors: Rigby Ken
Published: February 2016

For many counsellors and teachers who are concerned about the so-called bully/victim problem in schools, what to do with the school bully is the central issue. One might wish otherwise. It is sometimes argued that if more time and effort were spent in preventing bullying through the development of appropriate policies in schools and the encouragement of prosocial behaviour, the problem would simply not arise. Yet it must be admitted that even with the most enlightened school discipline policies and the most thoughtfully conceived human relations training programs, schools continue to report cases of bullying and harassment with which they must deal.