bluuebunny/crossref_metadata_2025 huggingface dataset:
Consultancy support for school counsellors via the internet
Authors: Cotterell John L.
Published: February 2016

This article describes a novel format for enhancing the professional skills of school counsellors who are faced with increasing demands to adopt a consultancy model in order to manage their work responsibilities. The system, known as SHARK-Net, utilises the Internet in a consultancy model which links school counsellors with expert support. The purpose of this article is to describe the communication features of the system and how information is managed, and to explain its benefits to the development of consultancy skills among school counsellors.
A wellness approach to the management of traumatic loss in schools: an examination of teachers' stress responses and coping strategies, and school response mechanisms.
Authors: Jackson Colleen A. , Bates Glen W.
Published: February 2016

This study was a qualitative examination of the stress responses and coping strategies of 21 teachers (12 women & 9 men), and school response mechanisms following a critical incident involving the death of a student or colleague. In order to explore the possibility that deaths of a relatively common nature can evoke high stress and grief responses, exceptional or large scale events, or those generating widespread public or media attention, were excluded. Findings showed that the impact on participants was high, and included cognitive, emotional, functional and physiological responses. Six discrete wellness factors, considered to contribute to effective coping, were identified: emotional and practical support, active involvement, responding according to individual need, access to information, readiness, and leadership. A salutogenic (wellness) approach to critical incident management was considered to provide a comprehensive and effective model for supporting individual teachers and the school in mobilising coping and restorative strategies and mechanisms. Implications for critical incident management in schools, and directions for further study, are discussed.
Boys' education ‘In a nutshell but not too hard to crack’
Authors: Harrison Lyn
Published: February 2016

There is a great deal to be said about Boys' Education. The issues are broad and sometimes overwhelming. Boys' Education Issues need to be viewed as Nutshells to allow us to see issues succinctly and to see intervention points — or perhaps to suggest ways of just starting to ‘crack the nut’. This article outlines briefly some of the issues and concerns the writer is hearing most often about Boys' Education and looks at strategies to work on, suggesting levels of intervention for greater success. Most importantly the article suggests …

‘Let us not say Boys' Education is a nut too hard to crack’.
Teacher stress research: a review of the literature
Authors: Duggan Eva J
Published: February 2016

Teacher stress has an impact on the individual teacher, the organisation and the education system. This review examines the topic from a multifactorial perspective, defining teacher stress as the consequence of a range of interacting variables including person specific and organisational factors. A brief overview of stress management approaches is also presented. The reviewer contends that the problem of teacher stress requires a holistic approach and may be most sucessfully managed in a systemic context.
Guidance on the Internet
Authors: Hallinan Peter
Published: February 2016

The Internet has revolutionised communication around the globe, and Australia is no exception (Goodheart & Crawford, 1995). At this stage, only a few school guidance counsellors are fortunate enough to be able to “surf the Net”, although this is rapidly changing, with some Australian schools already connected and others about to join up shortly. The pace of change is rapid indeed, with developments like EdNA and OpenNet offering further possibilities. Those who do “get wired” will know just how deep a source of riches this can be. The purpose of this article is to outline some of the relevant discussion groups of interest to counsellors.
School counsellors' responses to homosexuality and to lesbian and gay students
Authors: Fallone Adriana , Hewson Daphne
Published: February 2016

NSW School Counsellors were surveyed regarding their attitudes towards homosexuality and their experience and willingness to work with gay and lesbian students. Most counsellors showed low to moderate homonegativism, but 16.6% scored in the high range. Less knowledge, experience, and past training on homosexuality issues were significantly related to homonegativism, as was unwillingness to participate in future activities and workshops dealing with lesbian and gay students' issues. Many counsellors had a poor knowledge of existing support services. Counsellors who were willing to provide supportive services for gay and lesbian students expressed a need for resources, information kits and curriculum material, inservice training, executive support and a positive Departmental policy.
Promoting cooperative behaviours in student work groups
Authors: Gillies Robyn M.
Published: February 2016

This study compared the effects on behavioural interactions and achievement of (a) cooperative learning in which members were trained to collaborate to facilitate each other's learning and (b) cooperative learning in which members were not trained but were merely told to help each other. One hundred and ninetytwo, Year 6 children participated in the study. Stratified random assignment occurred so that each four-person group consisted of one high-, two medium-, and one low-ability student. All groups were gender balanced. The children worked in their groups on the same social studies unit, three times a week for 12 weeks The results indicated that the children in the Trained groups were consistently more cooperative and helpful to each other, they used language which was more inclusive, and they gave more explanations to assist each other as they worked together. Furthermore, the children in the Trained groups achieved higher learning outcomes than their peers in the Untrained groups.
Social phobia in children and adolescents: assessment and treatment
Authors: King Neville , Madden Chris , Tonge Bruce
Published: February 2016

A small proportion of children and adolescents experience a debilitating level of social anxiety, known as social phobia. Initially, we consider the phenomenology and aetiology of social phobia in children and adolescents. A number of age-sensitive assessment instruments or tools are briefly considered: a diagnostic interview, self-report instruments, cognitive assessment and self-monitoring. We explore cognitive-behavioural strategies that have been found to be useful in the management of social phobia. Although there is much research support for the efficacy of cognitive-behavioural strategies for adults with social phobia, it is emphasized that controlled evaluations have yet to be undertaken with socially phobic youngsters.
An overview of developmental issues in counselling adoptive families
Authors: Harper Juliet
Published: February 2016

Adoption as a social phenomenon has always given rise to emotional controversy and the over-representation of adopted children at clinics and mental heath facilities has lead to studies which have focussed on the concept of psychological risk associated with adoption. Referral for assistance requires that counsellors and therapists appreciate the unique circumstances and vulnerabilities of adoptive families and are able to differentiate between normal transitional crises and adoption issues. To this end an overview of adoption concerns and, in particular, a developmental approach to adoption, is presented as a guide for those health professionals working with adoptive families.

Adoption has provided a fertile area of investigation into family attachment and functioning, and in particular the relative impact of nurture versus nature in human growth and development, although the secrecy surrounding adoption and the sensitivity of the process has created methodological problems and made it difficult to conduct representative large-scale studies. A re-occurring question has been whether the process of adoption itself is a stressor which predisposes adoptive families to psychological distress and maladjustment, and if so how does this manifest itself?
Beyond phrenology: the beginnings of vocational guidance in Queensland through ‘sagax, capax and efficax’
Authors: Arthy Denis
Published: February 2016

Vocational guidance emerged in Queensland in the early 1910s as part of a governmental plan to transform the colonial educational ladder to provide an efficient distribution and coordinated range of vocational outcomes. The central feature of this new educational ladder was the New Scholarship which would provide significantly expanded opportunities for children who had the talent for an education higher than the compulsory level of primary school to participate in secondary, university, agricultural, technical and continuing levels of education. A governmental strategy was formulated to improve the efficiency of these vocational distributions, to facilitate ambition in the family for this New Scholarship and to avoid talent wastage. The guiding strategy was first proposed from within the Department of Public Instruction under the heading of “Sagax, Capax and Efficax’ prior to the First World War. While it was first proposed to be trialled by the Department of Public Instruction at the Central Technical College in Brisbane, the governmental officer charged with the responsibility to provide both the parents and the child with the necessary guidance was the primary school teacher.
An investigation of guidance officer selection criteria
Authors: Beavers Sam
Published: February 2016

Little is known about the criteria used in selecting applicants for guidance and counselling positions in schools. This article reports the findings of a survey completed by 91 Queensland secondary school principals and 115 guidance officers and senior guidance officers working in secondary schools. The instrument was a 105-item forced-choice instrument in which each of 15 criterion statements was paired with each other. Both groups indicate the applicant's practicum performance as a major factor in making selection decisions. Communication skills also were regarded as important. In contrast with similar studies conducted in the United States, teaching experience was not deemed to be a crucial consideration. The implications of the findings for training programs are discussed.
An investigation of perceptions of guidance officers and secondary principals as to present and preferred level of guidance officer practice in secondary schools
Authors: Dickinson Kym
Published: February 2016

There is a perception among educational communities that guidance officers are often working on their own agendas which are at cross-purposes to the needs of schools. This study was undertaken to investigate the legitimacy of those perceptions using 22 areas of guidance operation. The sample included 80% of secondary principals and 100% of secondary guidance officers in Clusters 1-5, South Coast Educational Region in Queensland. The study found that there were high correlations between guidance officers and principals in their perceptions of present and preferred guidance practice. The area of consultation with administration and staff however indicated that there was little or no correlation between present and preferred operation. This was targeted by both guidance officers and principals for improved operation. Consultation and communication represents a key area for supervision of operation.
Employers' and senior psychologists' expectations of the educational coverage and skills of four-year educated psychologists
Authors: Franklin John , Gissing Joan , Holubinskyj Helen
Published: February 2016

Recent political and labour market changes have focused attention on the need to specify the competencies of four-year educated psychologists. This study surveyed 53 employers and 71 senior practising psychologists in the state of New South Wales concerning the educational content, skills and work experience they expected of new four-year educated psychology graduates in order that they be effective, competitive and employable. The results revealed substantially similar expectations by both employers and the profession, and suggest the need to include more employment-relevant skills in the first four years of education. The implications are discussed in terms of the apparent discrepancy between these expectations and the graduating skills of current four-year graduates, and the need to review the content of the first four years of psychology education.
Teaching decision making in schools. How well does it work?
Authors: Drent Ailsa , Frydenberg Erica
Published: February 2016

Considerable interest has been shown in the teaching of decision-making skills to Australian adolescents during the past decade. Acceptable modes of teaching are currently being researched and refined. The experiences of one Victorian co-educational school as it grapples with this task are described. How the program is adapted and modified over a three-year period is detailed. Some encouraging findings in relation to teaching methodology, ‘at risk’ students and parent partnership are described, as well as future suggestions for program refinement. The value of multi-model evaluation is discussed as it relates to the various facets of the program.
Off-campus education centres: An evaluation and suggestions for the future
Authors: Muirhead Bruce
Published: February 2016

Alternative education and ‘off-campus’ units are becoming an increasing focus for Governments as a solution to the rise in behaviour problems in schools. Generally, the national response to the issue has been to promote an inclusive policy aimed at keeping young people in the education system and adapting curriculum to meet young people's needs rather than isolating them. This approach is supported by numerous studies demonstrating the low percentage of young people attending these units who actually return to the mainstream system. However, the Queensland Government is presently considering the development of ‘Off-campus’ education centres for young people with behaviour difficulties in each of the eleven regions throughout the state.

Guidance counsellors and psychologists have an important role in the alternative education scene. Their involvement can be multifaceted and extends into roles of support (student and teacher), intervention, advising, interagency, evaluation, assessment, counselling, referral collection, and so on. The Ipswich Off Campus Unit (OCU) – The Basement – is an alternative education program already existing in the City of Ipswich, Queensland, for long-term truanting young people. The program is jointly funded by the Ipswich Youth Action Group Pty Ltd and the Queensland Department of Education. This paper is based on an evaluation completed in 1993 of the Basement which utilised the Youth Self Report Form (Achenbach, 1991), Teacher Report Form (Achenbach, 1986), Family Review Form, Referral Satisfaction Questionnaire, Community Satisfaction Questionnaire, Observations, Juvenile Bureau Records, Attendance Records and Academic Records. It is proposed that the effects of an alternative school for truanting young people may provide many benefits and some concerns for the participating young person. The most observable change for young people in the program was the increased consistency of attendance rates and the lessening involvement in juvenile criminal activity. To support this contention, further longitudinal research and evaluation of alternative schools and programs for young people is encouraged.
Market demand for counsellors and other professionals: 1984-1990
Authors: Franklin John , Gibson Diane , Merkel-Stoll Jan
Published: February 2016

Despite rapid growth in the number of counsellors, almost no data are available concerning labour market demand, and the expectations of employers. This study surveyed 6298 positions available to counsellors, psychologists, social workers and occupational therapists in the state of New South Wales during the years 1984-1990. Over this period the demand for counsellors grew by 148%, a figure which far exceeded that of psychologists, social workers or occupational therapists. Only the demand for community mental health workers increased at a faster rate. The employment base for counsellors was concentrated in community health, hospital, welfare, corrective services and education. The main duties of counsellors were in counselling, community education and liaison, program development, drug and alcohol services, family case work, group work, assessment and testing, individual case work, and staff development and education. Counsellors were distinguished from psychologists and other health professionals by the emphasis placed on counselling, program development and the provision of drug and alcohol services. The number of advertised duties expected of counsellors increased by 29% over the six years, and there was an increased demand for the skills with which counsellors were identified. The demand for prior work experience and a postgraduate qualification also increased over time, whilst there was a decline in the proportion of senior positions. The results are discussed in terms of the need for the counselling profession to be more market oriented, and for certain critical employment-related skills to be incorporated into the education of counsellors.
Career development as explained by children and adolescents: How can career educators respond?
Authors: McMahon Mary , Patton Wendy
Published: February 2016

This paper examines the processes of career development experienced by children and adolescents in the school age groups: preschool, infant, primary, secondary and post-compulsory. The data was gathered through focus group interviews and was analysed to determine the subjects' understanding and experience of career development. The findings established that career development is experienced and understood by subjects of all school age groups, and that it is affected by a complex array of influences. The study clearly establishes the processes of career development experienced by the children and adolescents in the study. As a result, it is recommended that career education be included in the school curriculum from preschool to the postcompulsory school years, and that career decision making and career education be set within the broader context of career development.
“The Joy Luck Club” and guidance for Chinese young people in Australian Schools
Authors: Back Angela
Published: February 2016

“The Joy Luck Club” by Amy Tan, focuses upon some of the issues which are on-going concerns for Chinese students from a variety of Chinese countries when living in Western societies. Amy Tan would probably agree with Hsien Rin (1975) that “the Chinese have a remarkable capacity to incorporate other cultural components into the self and to formulate a double identity, all the while maintaining a deep sense of being Chinese” (p.155). Her characters certainly incorporate many of the American values and take on its protective colouring. The novel traces the way four sets of daughters – all Western women, professionals, born in America – are forced to explore their Chineseness through their relationships with their mothers. Amy Tan's quartet of American-born women are glimpsed as teenagers reacting against the ‘otherness’ which their ethnic background has loaded them with, struggling to find an identity for themselves apart from their families' (and particularly their mothers') views of what being a good daughter involves. It is only later, as they face up to some of the insecurities of adulthood, that they appreciate the strengths of Chinese family life and explore what it means to be Chinese.
Parents and educators: Partners working together in an inclusive setting
Authors: Raciti Sebastian (Nello)
Published: February 2016

Parents have the right to participate in the educational planning for their child with a disability, however they often need assistance when interacting with professionals to ensure the best programs for their children. Professionals also require guidelines and opportunities to develop appropriate communication skills when interacting with other professionals and parents. This paper investigates the level of participatory decision-making which exists between parents and professionals, and professionals amongst themselves. The present thrust for including children with a disability in mainstream schools is used as the contextual setting for this investigation. Furthermore, the author presents an intervention plan based on the Collaborative Consultation Model to enhance the participatory decision-making skills of parents and professionals at the local school level.
Tourism and hospitality employment motivation, success perception, job attainment strategies and post-secondary education aspiration among high school students
Authors: Ross Glenn F.
Published: February 2016

Schein (1991) has argued that it is of critical importance to understand and facilitate the process of adaptation in career choice among older teenagers. This study has investigated career choice adaptation among Australian high school students in regard to the tourism and hospitality industry, a context which offers growing potential for employment and careers for many Australian school leavers. Five hundred and ninety-four students enrolled in Years 11 and 12 in five State high schools from the Far North Queensland region were sampled so as to examine work motivation, success perception, job attainment strategies and further education preferences in respect of employment in the tourism and hospitality industry. Many students demonstrated high levels of motivation to attain tourism and hospitality industry employment on leaving school, but were somewhat less confident of attaining such employment. Technical and Further Education (TAFE) training was most highly ranked as the preferred mode of post-secondary school education. It was also found that those students who demonstrated no preparedness to consider post-secondary school education were more likely to opt for a job attainment strategy involving present skill requirements of employers, whereas male students were more likely to opt for a job attainment strategy which focused on good health alone. Further analyses revealed high vocational motivation and high success perception to be associated with a job attainment strategy involving the anticipation of future requirements of employers. Universities were regarded as suitable for providing high academic qualifications, whereas TAFE institutions were regarded as suitable for providing qualifications appropriate to present employer requirements. Finally In-house training was regarded as highly suitable forequippingstudents with skills and training appropriate to anticipated future requirements of employers. This study has delineated clear patterns of adaptation in regard to tourism and hospitality industry career choice perceptions, and has thus provided some basic understanding of the adaptation process in career choice regarding the Australian tourism and hospitality industry, together with some directions for further research in this area. The implications of these findings for students, careers counsellors and for the tourism and hospitality industry are examined.
The nature and treatment of internalising disorders: A cognitive behavioural perspective
Authors: Wragg Jeff
Published: February 2016

Achenbach and Edelbrock (1983) classify childhood problems into two very broad categories identified as either externalising or internalising disorders. Most school counsellors, school psychologists or guidance officers working with children and adolescents are familiar with the category of externalising disorders as these children exhibit problems in self-management and self control. These children are often noisy, aggressive, impulsive and non-compliant and fit into such categories as oppositional disorders, conduct disorders and attention deficit hyperactive disorders. In comparison to externalising problems such as attention deficit-hyperactive behaviours or oppositional and conduct disorders, the internalising disorder category may fail to receive the kind of attention they warrant. Internalising disorders of childhood may include such problems as excessive quietness and shyness, separation anxiety, over-anxious and avoidance problems. Normal, healthy and well cared-for children may experience rejection.
Learning at a distance: Women, re-entry and retention in Senior English
Authors: Hay Marion
Published: February 2016

This research project at the Brisbane School of Distance Education investigated demographic characteristics of adult females enrolled for Matriculation English and their attitudes towards institutional processes for advertising, advising, teaching and supporting students during their studies. Three groups were sampled – those who continued their studies into second semester (Stayers), those who dropped out during first semester (Starters), and those who enrolled but did not start the course (Non-Starters). Non-starters were significantly more likely to be younger, have no children and register more changes of address. There was no significant difference in prior educational level between the three groups nor was there any significant difference between country and city based students. Stayers were significantly more likely to be caring for young children and have work responsibilities as well. Changes to school processes for advertising, advising and supporting students were recommended as a result of attitudes expressed by respondents. New methods for obtaining pre-enrolment counselling and maintaining communication links with the school were devised to address the attrition problem. Theories of distance education and school management principles are examined in the light of other research findings regarding retention in distance education.
Who supports the counsellor?
Authors: Mara Peter
Published: February 2016

Within schools the teacher has membership of a small group which provides belonging, support and validation. Counsellors, who often cover many schools, also have a need to be accepted as a member of a group. This need is too easily overlooked as the role of counsellor is frequently seen as one who provides for the needs of others.
Adolescent coping styles and strategies: Is there functional and dysfunctional coping?
Authors: Frydenberg Erica
Published: February 2016

This paper reports a brief history of the Adolescent Coping Checklist (ACC). In its current form the ACC comprises 80 items which reliably assess 18 conceptually and empirically distinct coping strategies. These allow for the measurement of adolescents' responses to both specific concerns and concerns in general. A short form of the instrument, comprising 18 items has also been developed. It has been demonstrated that this is a useful indicator of a respondent's performance on the long form of the instrument. Both the long and short form of the ACC independently provide support for conceptualising coping in terms of three styles, each comprising a number of conceptually distinct strategies. These represent both functional and dysfunctional aspects of coping behaviour. The uses of such an instrument are addressed.
Volunteer training: Increasing facilitative and reducing inappropriate action responding
Authors: Christian R.D. , Jupp J.J.
Published: February 2016

It is likely that volunteer helpers in many community health programs have an inappropriate action-oriented or advice-giving approach to helping. This orientation promotes contradictions between aims and practice when the former has to do with prevention and reduces the effectiveness of programs. This paper evaluates a training program designed to remove the ambiguity between helping role and service delivery in volunteers about to work with adolescents. This was done by training to increase the tendency to respond in facilitative and to decrease the tendency to respond in action-oriented ways. Changes in tendencies pre- to post-training using this different from usual approach suggest that it was highly successful.
Assessing educational disadvantage
Authors: Elich Gabrielle
Published: February 2016

Currently, modes of resourcing ‘disadvantage’ in Queensland secondary, primary and special schools is a contentious issue. It appears that neither the criteria nor the procedures for decision making in this area are satisfactory or consistent. Accountability and professional standards require processes which can be shown to be just and use objective criteria. This study seeks to recommend more objective and comprehensive criteria and procedures for identification of, and resource allocation for, the educationally disadvantaged. A Departmental Reference Group was consulted regularly throughout the development of this project in order to incorporate appropriate Departmental perspectives and practices and to expedite the dissemination of material to schools. The findings of a literature review were used in conjunction with consultation with a regional reference group for social justice issues, survey information, and a field test to formulate a profile which assessed disadvantage. This instrument was trialled in 16 Darling Downs schools and evaluated with a view to its usefulness, practicality and accuracy.
Aggression replacement training in a high school setting
Authors: Jones Yvana
Published: February 2016

The Aggression Replacement Training (ART) program is a comprehensive intervention for aggressive juvenile delinquents incorporating three components: Structured Learning, Anger Control Training and Moral Reasoning Training (Goldstein & Click, 1987). This paper investigates the efficacy of ART within a high school setting. Eighteen significantly aggressive students were selected using the Achenbach and Edelbrook (1986) aggression scale. Students (mean age 13 years and 9 months) were randomly assigned to one of three conditions: Condition 1, the entire ART program; Condition 2, the Moral Reasoning component only; and Condition 3, a no treatment condition. The dependent measures were performance on: Behaviour Incident Reports, aggressive and coping behaviours, the Kendall-Wilcox Self-Control Scale, Situation Tests, and a Sociomoral Reflections Measure. Two-way repeated measures ANOVAs were used to analyse the data. Compared to the two control conditions students completing the ART program: showed a significant decrease in aggressive incidences; a significant increase in coping incidences; and acquired significantly more social skills. Students in Condition 1 improved on the Combined Kendall-Wilcox Scale for Self-Control and Impulsivity. No significant differences were noted on the Sociomoral Reflections measure. ART appears to be an effective intervention for aggressive youth within a high school setting.
Stress, Anxiety and Depression Among Parents of Children With Autism Spectrum Disorder
Authors: Bitsika Vicki , Sharpley Christopher F.
Published: February 2016

In a replication of a previous study of the incidence and contributing factors in anxiety, depression and stress in Victorian parents of a child with autism spectrum disorder (ASD), a sample of 107 Gold Coast parents completed a questionnaire that assessed their demographic backgrounds, anxiety and depression scores on standardised inventories, and also tapped several aspects of those factors that may have contributed to their wellbeing. Over 90% of parents reported that they were sometimes unable to deal effectively with their child's behaviour. Nearly half of the participants were severely anxious and nearly two thirds were clinically depressed. Factors that emerged as significant in differentiating between parents with high versus low levels of anxiety and depression included access to family support, parents' estimation of family caregivers' expertise in dealing with the behavioural difficulties of a child with ASD, and parental health. Parents' suggestions for personal support services are reported, and some comparisons across the data from the two states are made, with suggestions for further research into parent support mechanisms.
The Value of Sandplay as a Therapeutic Tool for School Guidance Counsellors
Authors: Goss Sarah , Campbell Marilyn A.
Published: February 2016

Sandplay therapy is a technique that is a potentially valuable tool for guidance counsellors working in the context of challenging school environments. It is particularly suited to work with children and adolescents as it provides unique and developmentally appropriate opportunities for them to engage in the therapeutic process. In fact, as it is play-based and developmentally appropriate, sandplay may be a useful adjunct for the mainly cognitive and behavioural techniques most commonly used by school guidance counsellors. It provides a multiple intelligences perspective and may meet the specific needs of children with particular cognitive and socioemotional difficulties more effectively than the traditional ‘talking’ therapies.
Enhancing Students' Self-perceptions: The Impact of Programs and Teacher Feedback
Authors: Burnett Paul C.
Published: February 2016

This article describes a professional and research journey that has focussed on developing and evaluating programs and strategies which am, to enhance upper primary school students' self-percepttons, including self-esteem self-concepts and self-talk. The journey started with the development and evaluation of an 8-session program to enhance children's global self-esteem (Burnett, 1983; Ritchie & Burnett, 1985) and continued until an investigation of how teacher feedback can be used to enhance academic self-concepts, specifically in mathematics and reading (Burnett, 1999, 2003).
Same-sex Attracted Youths: Suicide and Related Factors
Authors: Ashman Adrian
Published: February 2016

Same-sex attracted youths comprise 10% to 11% of the secondary school population although not all of those who experience same-sex attraction will adopt a gay, lesbian, transgender or transsexual lifestyle. Most, if not all, will experience homophobia in one or more of its forms. Many of these young people will cope well with the heterocentric attitudes and prejudices prevalent in secondary schools and the wider community and make the transition into adulthood having learned how to mask their sexual preferences or develop effective coping mechanisms to deal with homophobia. Some will succumb to the pressures they experience and seek less ideal solutions that include drug use and promiscuity. Some will take their own lives. This article draws attention to the complications of same-sex attraction and argues for a school and community response that recognises and appreciates the positive contributions that diversity of sexual preference brings to any community.
How School Counsellors and Psychologists can Support Gay, Lesbian, Bisexual, and Questioning Adolescents
Authors: Pelling Nadine
Published: February 2016

Gay, lesbian, bisexual, and questioning adolescents are a sizeable, albeit relatively invisible, minority within our education system. As a result, school counsellors and psychologists will encounter students who are same-sex attracted. Many school counsellors and psychologists who identify same-sex attracted students and see said issues as important will refer these students to specialist services within the community. Such referrals are not always the most appropriate way to handle same-sex attraction issues. School counsellors and psychologist have the professional characteristics required to create a therapeutic alliance and know the behavioural strategies needed to help same-sex attracted students deal with the issues, some related to same-sex attraction, likely to bring such students into contact with counselling or psychological services. It is suggested that school counsellors and psychologists add some basic knowledge, awareness, and skill relating to same-sex attraction to their professional development and, when possible, address the concerns of their sexual minority students directly and through systemic interventions. Reasons why school counsellors and psychologists are in an opportune position to support same-sex attracted students are given. Moreover, some of the knowledge, awareness and skills needed for competent work with same-sex attracted students are outlined. Finally, sexual minority resources are provided.
N = 1 Research Methodology in Counselling: Focusing upon the Individual Client
Authors: Sharpley Christopher F.
Published: February 2016

Although the last 20years have seen a focus upon evidence-based therapies, there are arguments that much of the so-called “evidence” produced is, in fact, irrelevant to the mental health practitioner in the field, principally because of the use of large-scale group designs in clinical controlled studies of the effectiveness of one therapy over another. By contrast, and with particular relevance to the practitioner who is both scientist and therapist, single subject research designs and methodologies for data analysis can be applied in ways that allow for generalisation to everyday practice. To inform the readership, the rationale underlying n = 1 studies is described, with some explanation of the major designs and their application to typical cases in guidance and counselling. Issues of inferential deductions from data, variations of design, data analysis via visual and statistical procedures, and replication are discussed. Finally, a case is argued for the introduction of n = 1 reports within the Australian Journal of Guidance and Counselling to better inform the readership about clinical research findings relevant to their practices.
Anxiety in Children — The Importance of the Anxiety Sensitivity Factor
Authors: Jones Barbara , Frydenberg Erica
Published: February 2016

Anxiety sensitivity, the fear of anxiety-related bodily sensations, is a recently ldentified construct, which has become part of the conceptualisation of anxiety. Evidence in the research literature suggests that adults who have a high level of anxiety sensitivity combined with a high level of the more traditionally recognised trait anxiety reported a significantly higher incidence of anxiety disorders. The aim of the present study was to determine whether a high level of both anxiety sensitivity and trait anxiety in children results in more anxiety symptoms and therefore may be a risk factor for developing anxiety disorders. Anxiety sensitivity, trait anxiety and anxiety symptoms were examined in a sample of 455 primary school children in Grades 3, 4, 5 and 6 at schools in metropolitan, regional and country areas of Victoria, Australia. Results revealed that children who reported high anxiety sensitivity together with high trait anxiety experienced significantly more anxiety symptoms than other children. Significant gender and age differences were also found in relation to anxiety sensitivity, trait anxiety and anxiety symptoms. Anxiety disorders are debilitating and interfere with normal development. If children with a predisposition to developing anxiety disorders could be identified as those who report high anxiety sensitivity together with high trait anxiety then early intervention could prevent the onset of anxiety disorders in adolescence or adulthood.
An Innovative Multidisciplinary Approach to Identifying At-risk Students in Primary Schools
Authors: Campbell Marilyn
Published: February 2016

Identification processes for at-risk students in primary schools are pivotal for the implementation of appropriate and timely intervention strategies. With increasingly complex problems facing youth today, it is vital to have identification and referral processes that are effective and efficient. This paper describes an innovative multidisciplinary approach for identification and referral that can be implemented in primary schools.
Guidance Officer and Counsellor Perspectives on Using Expressive Therapies to Support Students
Authors: Pearson Mark
Published: February 2016

This study investigated guidance officer and school counsellor perceptions of the effectiveness of expressive therapies as used in Australian schools. The question was posed as to whether the use of expressive therapies — also know as emotional release counselling (ERC) — can be effective in promoting positive emotional and behavioural outcomes for student clients. The literature and the results of this study point to the overall effectiveness of ERC, with significant increases noted in positive emotional and behavioural outcomes and in motivation to attend counselling. Improvements, after the implementation of ERC, were also apparent in the counsellor and client relationship.
Health, well-being & coping? What's that got to do with education?
Authors: Frydenberg Erica
Published: February 2016

Health and well-being is underscored by how we deal with stress, that is coping. This paper provides an overview of the theory of coping, current conceptualisations, and ways of measuring the construct. It provides a frame-work within which we can understand human adaptation. Empirical data which contributes to our understanding of coping is presented. Implications for health and the development of resilience are addressed.
Academic and general well-being: The relationship with coping
Authors: Frydenberg Erica , Lewis Ramon
Published: February 2016

There is an increasing concern with the general health and well-being of youth in educational settings. This paper reviews eleven studies which focus on the relationship between adolescents' coping strategies and various aspects of their general and academic well-being. In each of these studies the measure used to assess students' coping responses was the Adolescent Coping Scale (Frydenberg & Lewis, 1993). In one study it was generally found that when it came to young people's depression the use of non-productive coping was a predictor over and above teacher reports of students' well-being. In several other studies it was found that more reported problems, low self-esteem and high perceived academic stress were associated with the use of non productive coping strategies. In a study of gifted young people it was found that those with rigid beliefs about themselves were also likely to use non-productive coping strategies. In the adult community, young women with anorexia nervosa resorted to non productive ways of coping as did university students who were experiencing academic stress. There appears to be general support for the notion that if successful coping is to be increased, it may be helpful to teach ways in which the use of non-productive strategies can be decreased.
Childhood Chronic Illness and the School
Authors: Shute Rosalyn H.
Published: February 2016

This paper introduces to school personnel some important issues with regard to chronic illness in children and adolescents. Current approaches to understanding the adaptation of young people to chronic illness are introduced, and the present state of knowledge about its psychosocial impact is outlined. Specific effects on education are then discussed, followed by a consideration of the role of school personnel, particularly guidance officers and school counsellors, in ensuring that the needs of students with chronic illnesses are appropriately met.
Social skills training: where are we going?
Authors: McGrath Helen
Published: February 2016

This paper looks at social skills intervention programs for students. The arguments and research evidence for teaching social skills are discussed as well as the issue of which social skills should be taught. Conclusions are drawn about the most effective kind of intervention programs and arguments are presented for educational psychologist to work in collaboration with teachers to present social skills programs. The issue of peer reputations is discussed.
A situational approach to the assessment of children's social skills at school
Authors: MacMullin Colin
Published: February 2016

Children and their teachers were asked to nominate social situations that typically lead to children experiencing relationship difficulties with their peers. This information was then used to construct a diagnostic instrument in order to identify the particular social challenges that individual children face. The results of this study were compared to earlier investigations which sought only the views of adults, and not the ideas of the children themselves. The technique for developing inventories of problematic situations for children is explained and the uses of such procedures is also discussed.
The P.E.A.C.E. Pack: a programme for reducing bullying in our schools
Authors: Slee Phillip T
Published: February 2016

In this paper consideration is given to the problem of bullying in Australian Schools which a recent Federal Government enquiry into violence in schools has identified as a major concern. The thrust of the paper is to describe an intervention program based around the acronym P.E.A.C.E. (Preparation, Education, Action, Coping and Evaluation). School based evaluations of the P.E.A.C.E. Programme will be described to highlight its efficacy in reducing bullying in schools.
School-related stressors in adolescents
Authors: Fanshawe John P. , Burnett Paul C.
Published: February 2016

The aim of this study was to investigate high school students' perceptions of school-related problems. Some 1583 high school students responded to the 35 item High School Stressors Scale (Burnett & Fanshawe, 1997) which measures nine areas of problems experienced by adolescents in schools. These are Teaching Methods, Student-Teacher Relationships, School Workload, School Environment, Feeling Vulnerable, Personal Organization, Achieving Independence, Anxiety about the Future, and Relationships with Parents. The results are discussed and implications for educators, guidance officers and school psychologists working in high schools are presented.
The effects of different ability compositions on cooperative group behaviours
Authors: Gillies Robyn M.
Published: February 2016

This study examined the effects of different ability compositions on students' behaviours in structured cooperative groups. One hundred and sixty, Year 6 children worked on class-based activities in one of four, gender-balanced, mixed-ability groups (high-medium-low; high-medium; medium-low; high-low). The results showed initially that the children in the three-ability level condition (high-medium-low) exhibited significantly more cooperative and helping behaviours than their peers in the two-ability conditions at the first observation period (Week 3). However, by the completion of the study (Week 6), there were no significant differences in the cooperative and helping behaviours of the children in the two-and three-ability level conditions. It appeared that as the children had more opportunities to work together, they became more responsive to each others' needs and demonstrated more cooperative and helping behaviours. Reasons for these results are discussed.
A successful single case treatment of a 6 year old selective mute
Authors: Sheehy Edwina
Published: February 2016

This study concerned a six-year-old migrant girl who had not spoken in school since she enrolled (seven terms), nor prior to that in her pre-school. The treatment consisted of 16 sessions which began with direct immediate rewards alone with the therapist and progressed to indirect rewards and group work in the classroom.
An evaluation of a paired reading program at a high school
Authors: Fernandez Migual , Holsgrove John
Published: February 2016

This paper describes a one year evaluation of a Paired Reading project with 14 (6 girls and 8 boys) Year 8 remedial students at La Salle College in Western Australia. While Paired Reading is well researched with the beginning reader, there is a dearth of information on high school readers. The evaluation study focused on three main areas, (a) the rationale and provided the background of the study, (b) the implementation of the program, (c) it attempted to identify the intended and unintended program outcomes. The mixture of statistical analyses and participant/staff interviews documented not only the success of the program, but also, through the interviews, attempted to link the differing components of the Paired Reading program towards that success.