bluuebunny/crossref_metadata_2025 huggingface dataset:
ADAPTIVE LONG MEMORY TESTING UNDER HETEROSKEDASTICITY
Authors: Harris David , Kew Hsein
Published: February 2016

This paper considers adaptive hypothesis testing for the fractional differencing parameter in a parametric ARFIMA model with unconditional heteroskedasticity of unknown form. A weighted score test based on a nonparametric variance estimator is proposed and shown to be asymptotically equivalent, under the null and local alternatives, to the Neyman-Rao effective score test constructed under Gaussianity and known variance process. The proposed test is therefore asymptotically efficient under Gaussianity. The finite sample properties of the test are investigated in a Monte Carlo experiment and shown to provide potentially large power gains over the usual unweighted long memory test.
Factors influencing the decision to move schools at the end of year 10
Authors: Warton Pamela M. , Cooney George H.
Published: February 2016

Acknowledgements: This research was funded by a small Australian Research Council grant to the authors. We wish to thank the students, principals and staff of the participating schools for their ready cooperation and Ms Fran Brew for her assistance on this project.

It has been assumed that the dezoning policy in the NSW public school system would lead to increased opportunities for students and increased mobility between schools in the senior years as students change schools to obtain a preferred set of subject choices. This paper investigates such issues by asking a sample of 1048 year 10 students about both subject choice and their intended school for the senior years. Students who expected to change schools or who intended to remain at the same school despite a subject mismatch were asked for the reasons for this decision. Subject choice plays a relatively unimportant role. Overall, there is great hesitation to change schools unless there are clearly perceived benefits, such as changing to a Senior High School. Implications for the advising of year 10 students by Careers and Guidance Officers are discussed.
Evaluation of the Sheidow Park social problem solving program for primary school children: a field study
Authors: Bayer Jordana K. , Shute Rosalyn , MacMullin Colin
Published: February 2016

Research has demonstrated links between children's poor peer relations and various forms of child and adult psychosocial maladjustment. Social skills training programs have been developed to increase children's social competence and reduce the risk for later problems. The Sheidow Park Social Problem Solving Program is a curriculum based cognitive social skills training program, designed for Australian primary school children. The present research evaluated the effects of this program on a variety of dimensions of children's social competence. Subjects were Reception/Year 1 children in two classes of a South Australian suburban primary school. The teacher of one class implemented the social skills program, while the other class experienced no formal social skills intervention. The results indicated that the various measures of social competence employed were relatively independent of one another, supporting the need for a comprehensive range of measures in social skills training research. The Sheidow Park program demonstrated a significant effect on children's sense of social self-competence and the degree to which they perceived a variety of challenging social situations as difficult to deal with. However, the program had no effect on teacher and peer ratings of children's social competence or on children's satisfaction with their wider social network. The findings are explained within the context of attribution and cognitive dissonance theories, and the strengths and limitations of both the Sheidow Park program and the present research are discussed. Suggestions for future research and modifications to the program are made.
School experience of adolescents with chronic fatigue syndrome
Authors: Spratt Evelyn Lyn , Hewson Daphne
Published: February 2016

The purpose of this study was to document the school experience of adolescents (n = 20) with chronic fatigue syndrome (CFS) and to identify ways in which they could be better assisted to cope with school. Only half the schools assisted students via organisational changes or individual programs. Parents and school liaison people were seen to be the most helpful and Principals and School Counsellors the least helpful. Impaired memory and concentration negatively affected school experience to a large degree. The results indicated five major needs for schools to address: (1) emotional support and validation, (2) development of individual educational programs to reduce work pressure, (3) administrative flexibility, (4) active maintenance of social involvement with peer group and extracurricular activities, and (5) practical help. These can be facilitated by the appointment of a ‘school liaison person’ to individually assist a student with CFS.
Inaugural constance davey memorial lecture
Authors: Shute Rosalyn
Published: February 2016

This is an edited version of the inaugural Constance Davey Memorial Lecture, delivered by Dr Rosalyn Shute on 23 February 1995, to commemorate the 70th anniversary of the founding of the educational psychology (guidance) service in South Australia. Constance Davey's background and the beginnings of the psychological service in 1924 are described. The role of the educational psychologist as she established it is discussed, and its breadth contrasted with the narrow role which educational psychologists often find themselves taking today. The unique and vital role of the educational psychologist is outlined but concern is expressed about current professional problems both in Australia and overseas. This lecture was sponsored by the South Australian Department for Education and Children's Services.
Cognitive behaviour therapy vs rational emotive education: Impact on children's self-talk, self-esteem and irrational beliefs
Authors: Burnett Paul C.
Published: February 2016

This study investigated the impact of Cognitive-Behavioural Therapy (CBT) and Rational-Emotive Education (REE) self-enhancement programs on children's self-talk, self-esteem and irrational beliefs. A total of 116 children (50.9% girls) with a mean age of 9.8 years attending Years 4 and 6 at two primary schools participated in the study. CBT resulted in a reduction in negative self-talk while REE seemed to enhance independence beliefs. Both programs were associated with increased positive self-talk and with having increased rationality in Conformity and Discomfort Intolerance beliefs.
Behavioural interactions of children in classroom-based work groups
Authors: Gillies Robyn M. , Ashman Adrian F.
Published: February 2016

This paper discusses the results of a study which was conducted in 11 classes across three year levels (Years 2, 4, and 6) in four schools in suburban Brisbane. The study had two foci. It was designed firstly, to determine if there were differences between the cooperative behaviours, interactions, and types of language used by the children in the Structured and Unstructured groups; and secondly, to investigate whether there were differences across the year levels in the helping behaviours and interactions of the children in the two conditions. The study showed that when children work in Structured rather than Unstructured groups there are observable differences in the behaviours, interactions and language. The children in the Structured groups were consistently more cooperative and helpful to each other as they tried to involve each other in the learning task. They gave more explanations to assist each other's learning and they used more inclusive language (e.g. frequent use of “we” or “us”). Furthermore, these behaviours were exhibited by the children in the Structured groups across the three year levels. Group condition (Structured or Unstructured) was a significant predictor of group behaviours and interactions, and the type of language used.
Suicide prevention and schools
Authors: Cantor Chris
Published: February 2016

I recently heard of a principal who had been enthusiastically promoting a suicide prevention program in his school. The program had been going for two years and was considered effective. It was a small school and I calculated that statistically one suicide might be expected every 15 years. The claim for efficacy regarding suicide prevention seemed premature although the program may have been helpful in other ways.

A recent analysis of the efficacy of state initiatives in the USA addressing youth suicide reported encouraging results with most (non-school) initiatives (Lester, 1992). However, with school programs the more students exposed, the greater the increase in youth suicide rates was found. School initiatives in this area seem to have an abundance of enthusiasm and goodwill but have lacked the critical appraisal necessary for success. It is time for enthusiastic chaos to be replaced with more level-headed approaches.
Managerialism and the professions: The case of school psychology in the 1990s
Authors: Faulkner Michael
Published: February 2016

The rise of managerialism in public administration over the last decade in Australia has had dramatic implications for schooling systems and for the school psychology profession. An overview of the character of managerialism and its impact upon public administration, and schooling in particular, is provided in this paper. The school psychology profession in Victoria provides the basis for exploring some dimensions of managerialism's impact. As part of a futures projection for the remainder of the decade, some broad suggestions are offered which argue the importance of both values analysis and strategy development for the school psychology profession.
Attention deficit disorder: A creation of the medical profession?
Authors: Baker Judy
Published: February 2016

They can't sit stilly they don't pay attention to the teacher; they mess around and get into trouble; they try to get others into trouble; they are rude; they get mad when they don't get their way; and they say they can beat everybody up (Whalen & Henker, 1991, p.216).

There would not be too many amongst us who have not had first hand experience with a child of this description in a class at some time during our teaching career. Whether this disorder is formally labelled or not, it is difficult to deny that these children exist, and as professionals we should acquaint ourselves with the details presented here. You read the evidence and decide!

The act of labelling is always wrought with uncertainties, as the mercurial history of Attention Deficit Disorder (now called Attention Deficit Hyperactivity Disorder-ADHD) reveals. Controversy has raged for years over the recognition, classification, naming, etiology and intervention of this disorder, resulting in a hotchpotch of treatments by professionals from the medical, educational and psychological fields (Whalen & Henker, 1991). Research has been prolific but results have been conflicting and controversial, especially in terms of overlap that occurs between ADHD and other disorders.
Identification of areas of stress and support for senior guidance officers and guidance officers in Queensland
Authors: Dickinson Kym
Published: February 2016

A Queensland statewide study of guidance officer stress was undertaken with the support of the Queensland Guidance and Counselling Association Inc. (QGCA). The results showed that guidance officers were under a high level of stress due to a multitude of situational and organisational stressors. The survey also showed that key factors helped to reduce the degree of guidance officer stress. These were peer support and debriefing, access to supervision, centrebased support, networks and professional associations. The challenge for guidance officers is to consolidate factors that reduce occupational stress and target factors that increase stress to minimise the consequences.
Counsellor roles and perceptions of training
Authors: Ashman Adrian F. , Gillies Robyn , Beavers Sam
Published: February 2016

This paper reports the findings of a study that involved 236 primary and secondary school counsellors employed by the Queensland Department of Education. The study was undertaken as a formative evaluation process prior to the redevelopment of the counsellor education program offered by the Department of Education at The University of Queensland. The survey questionnaire asked informants to evaluate the importance of various practices and skills and the degree to which these were developed during training. Another section of the questionnaire asked counsellors to identify the relevance of several conceptual or knowledge bases to their day-to-day counselling practice and, again, how well these were covered during counsellor training. The results have provided an understanding of the identity of counsellors in primary and secondary settings based upon their perceptions, and indicated areas in which counsellor education can be augmented.
Preparation of a shortened version of the Mathematics Anxiety Rating Scale-Adolescents (MARS-A)
Authors: Sherrington Judy
Published: February 2016

The measure of mathematics anxiety most widely used in screening and as a before and after measure to evaluate the impact of interventions is the Mathematics Anxiety Rating Scale (MARS) devised by Suinn, Edie, Nicoletti, and Spinelli (1972). Alexander and Cobb (1987), Hunsley (1987), Richardson and Suinn (1972), Trent and Fournet (1987), Hadfield and Maddux (1988), Ferguson (1986), and Dew, Galassi and Galassi (1984), have used it; Wigfield and Meece (1988) refer to it as the most frequently used measure of mathematics anxiety; and Englehard (1990) recommends its use by future researchers. It was given qualified approval in a review by Hannafin (1985), and though Knapp's review (1985) was rather negative, he does concede that it has little or no competition.

Suinn and Edwards (1982) produced a version of the scale for adolescents (MARS-A). As noted by Hannafin (1985), it is virtually indistinguishable from the original, the differences involving minor and infrequent word substitutions.

According to Suinn (1979, p.2):

The MARS-A can be used to screen individual students in order to plan their placements in special mathematics courses, provide counseling, or provide for intervention through programs such as desensitization for anxiety. Typically, a value above the 75% level would indicate the student is eligible for attention of this type, however a school may wish to develop its own norms or cut-off scores.

The MARS-A can also be used as a measure for evaluating programs. It could be administered prior to a new counseling program or curriculum change, and readministered later to determine the effects of the program. Finally, the MARS-A may be used as a part of direct research on mathematics anxiety. For example, it would be a useful measure in studies which examine the role of curriculum content, parental characteristics, extracurricular activities, etc., influencing mathematics anxiety.
Inclusion in action: One school's response
Authors: Waltisbuhl Susan
Published: February 2016

The Monkland Integration Program (MIP) was designed to provide appropriate education for students of primary school age with various disabilities through a regular class program (Penn, Stephens & Quadrio, 1992). The group would progress through the school with their peers thus affording parents with a possible seven year placement at one school. The specialist teacher would be chiefly responsible for monitoring each placement, recommending modifications as necessary. Commonwealth funding would support the program both financially and through the allocation of an aide primarily for the group. Monkland's School Development Plan would incorporate the needs of this group also.

The paper by Penn et al. (1992) looked at the planning and implementation of the project from the organisational perspective, while this paper provides a report from the classroom teacher's perspective.

A ceiling for the total group was set at eight members with an option to use those places as full or part-time positions. This opened the program at Monkland to parents with children in other settings as an opportunity for social involvement with age-peers.

Four children arrived to begin school initially in Term one of 1991. They were enrolled to join a Year One/Two class with a population reflecting any other class yet containing some children particularly particularly recognised as good role models and some with learning difficulties. (Class total was 25 full-time pupils.) The class was staffed at this time by two teachers (one regular teacher and one specialist teacher), and fifteen hours/ week aide time.
Child sexual abuse
Authors: Whitla Mardie
Published: February 2016

Sexual abuse of children is not an uncommon crime. It has received widespread media coverage over the last four years, resulting in a heightened public awareness of the problem. Yet to many, the sexual abuse of children remains a taboo subject. Guidance officers, school counsellors and teachers play particularly important roles as part of a community's response to child sexual abuse. In this paper, some of the literature regarding difficulties in defining child sexual abuse and the subsequent problems in assessing the prevalence and extent of child sexual abuse is examined. Additional problems involved in the recognition and reporting of child sexual abuse are discussed and the reasons why many professionals are reluctant to report suspected cases to statutory authorities are explored. The school psychologist plays a key role in intervention, and some of the options available are proposed. Finally, the importance of appropriate training for the psychologist is highlighted.
STOP THINK DO: Treatment and prevention of social-behavioural problems
Authors: Petersen Lindy
Published: February 2016

This paper outlines a cognitive-behavioural-motivational social skills training program for children and adolescents in a clinic or school setting, with a treatment or preventive focus. The approach is didactic and experiential, reflected in its core skill and process – the STOP THINK DO method of social problem solving and relating, following the traffic light cue. The program is broad based to include essential social supports, namely parents, teachers and peers to encourage transfer and maintenance of social skills and pro-social attitudes. Essentially, STOP THINK DO is a behaviour management method for adults and social skills training method for children. A future direction involves the implementation of a curriculum based program as a primary prevention strategy through the formal promotion of social competence in Australian school children. This application represents the confluence of theory, research and practice in social development, plus the interface between developmental, systems and community psychology.
The effect of educational placement on the self-concept of mildly intellectually handicapped (MIH) children
Authors: Burton Anthony M. , Burnett Paul C.
Published: February 2016

The self-concepts of mildly intellectually handicapped (MIH) children (N=30) in special school, MIH children in a regular school not receiving special education assistance (N=30), and controls (N=30) in regular school were compared using the Self Description Questionnaire (SDQ) (Marsh, Smith, & Barnes, 1985). Multivariate analysis of variance revealed a significant relationship between the educational placement of children and their self-concepts. MIH children in special school scored significantly higher than MIH children in regular school and controls on physical appearance self-concept, peer relationship self-concept, mathematics self-concept, general school self-concept, and general self-concept. Additionally, MIH children in special school scored significantly higher on both academic and non-academic self-concepts when compared with both other groups.
Control Beliefs as Mediators of School Connectedness and Coping Outcomes in Middle Adolescence
Authors: Cunningham Everarda G. , Werner Serin C. , Firth Nola V.
Published: February 2016

The external and internal resources that individuals bring to the coping process have been the focus of increasing theoretical and empirical research. Within the framework of conservation of resources theory (Hobfoll, 1989, 2002) this study examines the interplay between school-, teacher- and peer-connectedness, and mastery, coping self-efficacy and coping behaviours in a sample of 300 9th and 10th grade high-school students. Structural equation modelling analyses supported predictions that coping self-efficacy and mastery mediate the effects of school connectedness factors on the utilisation of nonproductive coping strategies. While coping self-efficacy partially mediated the relationships between school connectedness factors and productive coping behaviours, contrary to expectations this relationship was not partially mediated by mastery. These results support a cognitive mediational model of coping resources and may have implications for school-based intervention programs that promote positive coping in adolescence.
Parents as Sexuality Educators of Their Children in the Technological Age
Authors: Goldman Juliette D.G. , Bradley Graham L.
Published: February 2016

Parents play a crucial role in the development of their children. However, changing social, economic, educational and technological contexts are influencing the lives and roles of parents as well as those of their children. The one constant is that children need help to understand their bodies, puberty, their developing sexuality, and the myriad changes they experience. Parents can play an important and helpful role here, from their children's birth through preschooling and childhood and into adolescence, to educate and demystify children's sexuality. In response to living in the technological era upon us now, a selection of developmentally appropriate web sites has been identified here for parents to use in tandem with their offspring to enhance their important role as first sexuality educators of their children.
Crosscultural Counselling for Japanese Adolescents Experiencing Acculturative Stress
Authors: Dixon Jason M. , Barletta John
Published: February 2016

The purpose of this article is to define and describe the issues relating to acculturation and acculturative stress. A proposed counselling approach for acculturative stress is presented and has been adapted from interventions for social phobia, which considers of the role of the crosscultural counsellor as well as models of cultural orientation and identity. Suggestions for counsellor preparation for dealing with culturally diverse clients are provided drawing upon resources and methods from the field of cultural anthropology. The intention of presenting these ideas and strategies will propose ways to assist minority groups, like international students, improve and maintain psychological wellbeing and quality of life. Finally, recommendations for further research in the areas of acculturation and acculturative stress are identified.
What GPs Think of Counsellors: A Survey of Attitudes Regarding Relevance and Expertise
Authors: Sharpley Christopher F. , Agnew Carol J.
Published: February 2016

One hundred and five general medical practitioners (GPs) from the Gold Coast and northern New South Wales participated in a survey of their knowledge of, and attitudes towards, counsellors. Data indicated that GPs considered counsellors to be relevant mental health professionals to whom the great majority would refer patients. They also indicated that they would seek personal assistance from counsellors should the need arise, and would pay reasonable fees for such assistance. Counsellors were judged by GPs to be the preferred mental health professional (ahead of psychiatrists, psychologists and social workers) for nine out of 20 client presenting problems. However, these positive findings were balanced by a need stated by the GPs for counsellors to be tertiary trained and registered, with the most significant drawback of counselling being the lack of such training and expertise. Implications arise from these data for the formalisation of registration processes for counsellors.
Support Requirements and Effects of Supervision on Telephone Counsellors
Authors: McNamara Justin , Gillies Robyn M.
Published: February 2016

The aim of this research was to examine the effects of the implementation of direct one-on-one supervision in a prominent telephone counselling organisation and the support requirements of their telephone counsellors. Ninety-three telephone counsellors participated in this research. The results showed that more experienced telephone counsellors were more satisfied than less experienced telephone counsellors with the support offered by the organisation. Furthermore, female telephone counsellors showed significantly more satisfaction with the support offered by the organisation than their male counterparts. Implications of these findings are discussed in relation to the organisation and other helping organisations within the wider community.
Social anxiety: predictors and outcomes
Authors: Moore Kathleen A
Published: February 2016

Social anxiety is a debilitating problem affecting many life domains, however the aetiology of this anxiety remains unclear. Aside from biological models, learning and, more recently, information transfer have been implicated in the onset of social anxiety. These last are of particular concern to those working with children or adolescents. The primary aim of this study is to investigate the role of early parental style as a casual factor in social anxiety and then to assess the impact of social anxiety on emotional wellbeing, quality of life and relation-ships, and the use of coping strategies. Ninety-five 18-19 year old first year university students (75 females, 19 males) completed the Parental Bonding Instrument (relevant to their first 16 years), the Austin Quality of Life Scale, Personal Assessment of Intimacy in Relationships Scale - Revised, UCLA Loneliness Scale, EAS Temperament Scale, Ways of Coping Checklist-Revised, and a measure of social anxiety suitable for nonclinical samples. Childhood perceptions of reduced care and overprotection from fathers predicted social anxiety (R216 per cent) but maternal style did not. Social anxiety was related to less use of solution oriented coping; greater use of affective-based coping strategies; poorer emotional well-being, quality of relationships and quality of life; and higher levels of loneliness. The importance of the role of the family when working with young adolescents and children is discussed as is the suggestion that early information transfer from peers, siblings, and more importantly teachers are also assessed as predictors of social anxiety. While the present study revealed no association between gender and social anxiety on information transfer, it is suggested that future studies examine separate cohorts of young males and females.
A stress and coping approach to adolescent sexual development
Authors: Moore Susan M.
Published: February 2016

In this paper it is argued that the normative biological, social and emotional events and processes of sexual maturation in adolescence can be interpreted as stressors. The nature of these stressors varies in terms of the amount of change required to adjust to the event or process, its unexpectedness, suddenness, negativity and uncontrollableness. Young people's capacity to cope with their sexual development, and the strategies they employ, will depend on the perceived nature of the stressor, the personal characteristics and inner resources of the adolescent, and the level of accessible social support. Personal characteristics discussed include optimism and a positive outlook, hardiness, communication and social skills, restraint/ conscientiousness and sense of control. Environmental supports discussed include family, peers, school, and organised religion.
The Relationship of Analytical—Relational and Intuitive—Experiential Information Processing Styles with Adolescent Scholastic and Coping Ability
Authors: Cerni Tom
Published: February 2016

According to cognitive-experiential self-theory (CEST), individuals process information through two conceptual systems, an experiential system and a rational system, each operating by its own rules of inference. The study aimed to investigate adolescent scholastic and coping ability using the recently developed self-report measure of individual differences in intuitive-experiential and analytical-rational thinking, based on the cognitive-experiential self-theory (CEST; Epstein, Pacini, Denes-Raj & Heier, 1996). The sample involved 134 adolescent boys from an independent boys' school in Sydney, Australia. As a within-group correlational study, the data were analysed using factor analysis, correlational analysis, multiple regressions and canonical correlation analysis. The analysis was carried out using the SPSS system (Statistical Package for the Social Sciences). The results suggest that while factor analysis had established the independence of the analytical-rational and intuitive-experiential functions among an Australian male adolescent sample, only the analytical-rational function was found to be significantly correlated with both adolescent scholastic and coping ability. No substantial correlations were found between these two measures and the intuitive-experiential function. The findings support the notion that students with high intelligence and effective coping favoured using the rational function. These findings may in part reflect, as suggested by Epstein, Pacini et al., (1996) the developmental aspects of the two modes of information processing among younger participants. Implications for effective student learning and coping are discussed.
Students' and Teachers' Perceptions of Adolescents' Problems and Coping Strategies
Authors: Fanshawe John P. , Burnett Paul C.
Published: February 2016

In an investigation of the problems and coping strategies of Australian high school students, comparisons were made between the responses of 1664 students enrolled in Years 8 to 12 in 1988,1620 students enrolled in the same year levels in 1993, and 178 high school teachers in 1993. The subjects completed the High School Stressors Scale (Burnett & Fanshawe, 1997) and the Adolescent Coping Strategies Scale (Burnett & Fanshawe, 1996). Data analyses using MANOVAs, ANOVAs, and t-tests revealed close similarities between the responses of the 1993 students and those of the 1988 students, but a considerable amount of incongruence between the responses of the students and those of the teachers. In particular, the teachers generally seemed to regard their students' problems as being more serious than was acknowledged by the students, and the teachers generally seemed to project a less positive view of adolescents' coping strategies than did the students. These discrepancies are discussed in terms of the different orientations that students and teachers bring to the student-teacher relationship. It is suggested that teachers and counsellors need to take cognisance of the differences between adolescents' perspectives and their own if they are going to be effective in assisting students to develop positive coping strategies and in creating more positive learning environments.
Peer Effects in the Development of Attributional style in Children
Authors: Hunter Tracey A. , Roberts Russell
Published: February 2016

This study examined the relative contributions of peer influence, mothers' influence, depression and life events on the attributional style of 9 to 11 year old children. Questionnaires were administered to 173 Year 5 children and their mothers. It was found that measures of depression, life events, and peer's attributional style were all significantly related to children's attributional style. The attributional style of a child's best friend, a year prior to testing, accounted for significant additional variance after controlling for depression and life events. No significant relationship was found between mothers' attributional style and that of their children. Given the emerging evidence about the effect of peer attributional style on pre-adolescent's attributional style, class group interventions could provide benefit not just directly to individuals but also via the reinforcing potential of the individual's peer group. The implications of peer effects on attributional style and the possibility of a critical period for the development of attributional style are discussed with respect to future research, therapy and systemic approaches to promoting optimistic attributional style and thereby reducing levels of depression.
Promoting Student Engagement with School using the Check & Connect Model
Authors: Christenson Sandra L. , Sinclair Mary F. , Thurlow Martha L. , Evelo David
Published: February 2016

Enhancing coping skills of students at high risk of school dropout is critical, particularly when school demands increase. The data-based Check & Connect school engagement model, originally designed to reduce the risk for dropping out among secondary/middle school youth with learning and emotional/behavioural disabilities, is described. Also described in this article are the students' patterns of school engagement over time, for whom national US statistics indicate only 42 per cent to 61 per cent typically complete high school. Results indicate that the levels of school engagement vary and change over time, among these high risk adolescents, supporting the importance of focusing on alterable indicators of risk, rather than status predictor variables. Furthermore, students' risk for disengagement from school was significantly lower for the youth who received sustained intervention throughout grade nine, compared to similar youth who received intervention support throughout grade eight.
What do children worry about?
Authors: Christie Elspeth , MacMullin Colin
Published: February 2016

This study examined the worries of children in the middle primary years, and the frequency and intensity with which these worries are experienced. Children from years 5,6, and 7 (ages 10-13 years) were asked “What do people of your age worry about?” This data were then used to formulate the Children's Worry Scale (CWS). The CWS was administered to 140 children in years 5, 6, and 7 to determine the frequency and intensity with which these worries were experienced. Findings revealed that there were significant age related differences and that girls reported more worries than boys. There were six main areas of worry for these children: school issues, personal safety, social/peer issues, health and safety of family members, issues related to parents, and being in trouble. The items which had the highest ranking for both frequency and intensity were from the area of school issues. Implications of these findings in relation to providing support for children in this area are discussed.
Characteristics of students ‘at risk’ of leaving school early
Authors: Lew Gloria , Care Esther
Published: February 2016

Students who leave school early face long-term unemployment and a future possibly dependent on social welfare. This study reports characteristics of students at risk of leaving the education system. On the basis of teacher judgment, a group of students was selected to participate in an alternative Year 10 program at a rural school. Measures of scholastic achievement were administered at the beginning of the academic year, and personality measures at mid-year. Compared with their peers, these students were low academic achievers. They adopted coping styles which were more consultative and externalised than those adopted by the mainstream group. Self-esteem indicators did not discriminate strongly between the groups. Results support research which identifies achievement as a predictor of early school leaving, but lends an optimistic view of the potential of alternative programs to offer students strategies and resources which may optimise their chances of remaining in the school system longer than would otherwise have been predicted.
Sense of coherence, loneliness and interpersonal concerns in adolescents with AD/HD: a comparison of adolescents' and mothers' perceptions
Authors: Tracey Danielle K. , Gleeson Gaye
Published: February 2016

The perceptions of adolescents with AD/HD regarding their level of i) coping “strength”, ii) peer related loneliness, iii) peer rejection, and iv) interpersonal concerns were compared with their mothers' perceptions. Twenty-two adolescents diagnosed with ADD, nineteen adolescents diagnosed with ADHD, and their mothers, were interviewed. Adolescents with ADD reported significantly less peer related loneliness and significantly more coping “strength” than their mothers believed them to have. Adolescents with ADHD reported significantly less concern about being rejected and humiliated, significantly less peer related loneliness, and significantly more coping “strength” than did their mothers. These findings demonstrate the importance of seeking both the adolescents and the mothers views of the adolescent's social-emotional development. Knowledge of the different perspectives can be useful in designing counselling and guidance interventions.
Using solution focussed therapy with a student at-risk
Authors: Fernandez Miguel R. , Holsgrove John V.
Published: February 2016

This paper investigates the use of Solution Focussed Therapy with a student at-risk. It looks at some of its fundamental tenets and provides the practitioner with an understanding of its benefits. The political nature of youth suicide now makes it necessary for practitioners to start investigating preventative programs. It is argued that Solution Focussed Therapy offers skills to School Psychologists and Counsellors in the area of prevention. In addition, the focus on “client as expert” moves therapy away from problems and more into solutions.
“I really like the way you ….” Training parents to shape the behaviour of A-D/HD children: is it effective?
Authors: Waugh Anne , Forlin Chris
Published: February 2016

Parent training programs are an important component of a multi-modal approach to behaviour management of A-D/HD children. The efficacy of parent training programs in the management of behaviours exhibited by A-D/HD children is reviewed. Positive outcomes for parent self-esteem, understanding of A-D/HD, anD lower parent stress levels are reported, along with increased compliance by, and improved self-esteem of, A-D/HD children.
High School Students' Part-Time Employment and its Relationship to Academic Engagement and Psychological Well-Being
Authors: Garvin Margaret , Martin Andrew J.
Published: February 2016

The present study investigates the relationship between school students' part-time employment and their academic engagement and psychological well-being. High school students completed a questionnaire assessing the quantity and quality of their employment, cognitive and behavioural aspects of their academic engagement, and levels of stress they were experiencing. Employed students reported significantly greater stress in terms of less ability to cope with day-to-day events than did students who were not employed. Employed students also reported comparatively lower levels of attentiveness and cognitive engagement at school than students who were not employed. Gender effects also emerged: boys appeared to benefit more from employment than girls both in terms of lower levels of depression and higher self-concept when work conditions were positive. Implications for both individual counselling and whole-school welfare are discussed.
The Guidance Role in Queensland
Authors: Rice Don , Bramston Paul
Published: February 2016

The guidance role in Queensland is undergoing change so it is important to update our knowledge of how the changes have affected the guidance role. An 18-item questionnaire was used to obtain details of characteristics and daily work of 155 guidance officers. The results show demographic information, guidance officer:student ratios, professional membership, qualifications and daily work. These results are discussed and implications for guidance officers' work and training explored.
Perceptions of Suspended Secondary Students Towards their School Disciplinary Absences
Authors: Collett Ian
Published: February 2016

The study was a qualitative analysis of secondary students' perceptions towards their school disciplinary absence, the wider context in which it occurred, and its impact on their behaviors and re-entry to school. Findings showed that suspensions had mixed effects on the students. Many of the students including those wanting to improve their behavior, reported no change or worsening behaviors on return to school. Those who reported improved behaviors and greater self-control had, in most cases, received support or participated in alternative programs during and after their suspension. Students identified factors that impacted on the success or otherwise of their returning to school and improving their behaviors. Suspension experiences varied considerably indicating their individual meaning for students and the need for individual approaches to address their needs. A teacher reference group reflected many students' perceptions. Implications for the use of suspensions and reducing the number of school disciplinary absences were discussed.
Managing ADHD: Issues in developing multidisciplinary guidelines
Authors: Atkinson Ivan , Shute Rosalyn
Published: February 2016

This paper arose from a call for submissions by a working party of the British Psychological Society charged with the task of drawing up guidelines for the multidisciplinary management of Attention Deficit Hyperactivity Disorder. We begin by considering the notion of ADHD as an ‘evolving concept.’ Multimodal interventions are generally recommended, and this necessitates multidisciplinary practice; however, such collaboration may be difficult because of differing beliefs about ADHD amongst the parties concerned. Some recent Australian documents on ADHD management are discussed, drawing out some issues relevant for multidisciplinary collaboration. These include the primacy of the medical model and the notion of functionality as contrasted with a dysfunctional view of problematic behaviours.
Differentiating Among Delinquent, At-Risk, and Not At-Risk Adolescents Using a Multidimensional Model of Self-Concept
Authors: Bianco Tania Marie , Houghton Stephen , French Davina , Fernandez Miguel
Published: February 2016

This exploratory study sought to differentiate 24 delinquent, 30 at-risk and 30 not at-risk adolescent males according to a multidimensional model of self-concept. Participants completed the Song and Hattie Test of Self-Concept (1992), which consists of seven dimensions of self-concept; namely, achievement self-concept, ability self-concept, classroom self-concept, family self-concept, peer self-concept, physical self-concept and confidence in self.

Significant differences between the not at-risk, at-risk and delinquent groups were found across six of the seven dimensions of self-concept. Implications of these findings suggest an effective procedure for differentiating between not at-risk and at-risk youth within the school context, prior to involvement with the Juvenile Justice system. The implications for intervention are discussed.
The Theory of Multiple Intelligences: Implications for Counseling Children
Authors: O'Brien Patrick , Burnett Paul C
Published: February 2016

This paper discusses the application of Gardner's (1983) theory of multiple intelligences to the counseling of children, particularly young children who appear as repeat offenders in the school system. Specifically this paper seeks to answer the question: Does Gardner's theory of multiple intelligences have an application to counseling, and if so how would this theory impact on counseling practice? The results of this study suggest that Gardner's theory does have application to professional counseling practice, particularly with children.
The impact of attributional feedback on the self-concept of children aged four to six years in preschool
Authors: Penn Carrol S. , Burnett Paul C. , Patton Wendy
Published: February 2016

The present study aimed to improve the self-concept of 116 children aged four to six years of age in their preschool classrooms through the use of attributional feedback strategies by their teaching staff. Staff from five preschool centres working with nine class groups participated. Staff were involved in a professional development process aimed at improving their knowledge of self-concept in children aged four to six years of age. The self-concept of all children involved in the study was measured using Bornholt's (1996) Aspects of Self Knowledge about Activities (ASK-KIDS) and Burnett's (1997) Behavioural Indicators of Self-Esteem (BIOS) checklist. Data from these quantitative measures indicated that the self-concept scores of all students improved and this positive effect was measured in all three areas of self-concept: academic, social and physical.
Factors influencing school counsellors' decision to report cases of child sexual abuse
Authors: Goldman Juliette , Padayachi Usha
Published: February 2016

This study examines factors which influence school counsellors' decision to report suspected cases of child sexual abuse. Using a state-wide sample of 122 school counsellors, consisting of 52 males and 70 females, in Queensland, Australia, results show there was a tendency for school counsellors to under-report their suspicions of child sexual abuse. The factors which influenced school counsellors to report cases of sexual abuse were fear that the child was at risk for further abuse, and an ethical/moral obligation to report.
Improving one's practice of clinical supervision of guidance officers
Authors: Shaw Peter
Published: February 2016

This paper describes the key features of a collaborative qualitative research project led by a senior guidance officer aimed at improving the practice of guidance officer clinical supervision. The research used a constructivist approach and developed personal understandings of clinical supervision by the participants as adult learners. A collaborative process of professional development of clinical supervision skills and knowledge was undertaken as a way of improving practice in the workplace as a part of the guidance supervision practices in a school district. The process was called a “supervision improvement cycle” and was led by the writer as a senior guidance officer and undertaken in collaboration with three guidance officer colleagues, another senior guidance officer acting as critical friend and also two doctoral supervisors. Together the participants formed a “supervision improvement community”. Such a community could be replicated in other work sites and use the “supervision improvement cycle” discussed in this paper as a way of improving a supervisor's clinical practice and by building commitment to regular planned supervision.