Considerations and Strategies for Teaching Online Counseling Skills: Establishing Relationships in Cyberspace

As technology advances and the use of online counseling becomes more routine, attention must be paid to instruction regarding online counseling skills. The authors present considerations for teaching basic online counseling skills to master's‐level counseling students. Recommendations are made for helping students to establish and maintain therapeutic relationships online. Suggestions specific to counselor preparation and future research are provided.     

The contributions of relationships with parents and teachers to Turkish children’s antisocial behaviour

The present study examined the concurrent contributions of parent–child and teacher–child relationship quality to Turkish children’s antisocial behaviour, with a specific focus on the moderating role of teacher–child relationships (closeness and conflict) on parent–child relationships when predicting antisocial behaviour. Participants were 94 children (56 boys) with mean age of 7.05 years (SD = .88) enrolled in 24 classrooms from five elementary schools in a suburban school district in Turkey. Mothers reported on their relationship with children and teachers reported on their relationships with children as well as children’s antisocial behaviour. SAS PROC MIXED was used to test hierarchical regression models of children nested within classrooms. Results showed that teacher–child conflict moderated the association between parent–child conflict and children’s antisocial behaviour. Such that, higher parent–child conflict was related to higher levels of antisocial behaviour at the context of higher levels of teacher–child conflict. In addition, teacher–child closeness also moderated the association between parent–child conflict and children’s antisocial behaviour. Such that when teacher–child closeness was at average or high levels, lower levels of parent–child conflict was related to lower levels of antisocial behaviour. Teacher–child conflict was positively associated with children’s antisocial behaviour. Limitations and future directions of the current study are discussed.     

春之梦幻

When Hank took Robin into his arms for the Texas two-step, a thrill ran through her. As a well-known country tune played and she let him lead her, she knew she was terribly attracted to the rugged man with thick black hair and kind blue eyes. But that didn't mat-     

Making Sense of Eating Disorders in Schools

Over the last two decades we have witnessed an emerging set of conditions in schools which render them contexts replete with social messages about the body, health, and self. Research has suggested that both the formal and informal contexts of education are heavily imbued with a “culture of healthism” which places moral obligation and blame on individuals for their health/problem. In this paper we explore the ways in which young women with eating disorders constructed their identities within and against the various “health” discourses now found within schools. Data is presented from life history interviews with young women who have been diagnosed with anorexia and/or bulimia who were resident at a leading centre for the treatment of eating disorders in the UK. The experiences of the young women in the study point towards the ways in which schools, despite their best intentions, are implicated in constructing contexts which are inimical to the well-being of young women who have been diagnosed with anorexia or bulimia and perhaps others who are making sense of their bodies, health, and selves in these cultures.     

Suicidal phenomena and abuse in adolescents: a review of epidemiological studies

OBJECTIVE: To conduct a systematic review of the international literature to determine whether adolescents who had experienced abuse were more likely to also experience suicidal thoughts and behaviors than other adolescents, and to investigate the nature of this association. METHOD: Reports of community- or school-based studies of adolescents on the association between the prevalence of suicidal phenomena and abuse were searched for via electronic databases, reviewing reference lists and contacting experts in the field. RESULTS: Ten relevant studies were identified. Adolescents who had been physically or sexually abused were significantly more likely to experience suicidal thoughts and behaviors than other adolescents. This association appeared to be direct in most studies in which multivariate analyses were conducted. There is evidence that other factors (e.g., low self-esteem) may play a mediating role in the relationship between abuse and suicidal phenomena. CONCLUSIONS: There is a clear link between abuse and suicidal phenomena occurring during childhood and adolescence.     

Taking the Scientist’s Perspective

The Next Generation Science Standards (NGSS Lead States 2013) mandates that schools provide students an understanding of the skills and knowledge that scientists use to engage in scientific practices. In this article, I argue that one of the best ways to accomplish this goal is to have students take the perspective of the scientist by reading nonfiction narratives written by scientists and science writers. I explore the anthropological and neurological evidence that suggests that perspective-taking is an essential component in the learning process. It has been shown that by around age 4, the human child begins to be able to take the perspective of others—a process that neuroscientists have shown engages episodic memory, a memory type that some neurocognitive scientists believe is central in organizing human cognition. Neuroscientists have shown that the brain regions in which episodic memory resides undergo pronounced anatomical changes during adolescence, suggesting that perspective-taking assumes an even greater role in cognition during adolescence and young adulthood. Moreover, I argue that the practice of science itself is narrative in nature. With each new observation and experiment, the scientist is acting to reveal an emerging story. It is the story-like nature of science that motivates the scientist to push onward with new experiments and new observations. It is also the story-like nature of the practice of science that can potentially engage the student. The classroom studies that I review here confirm the power of the narrative in increasing students’ understanding of science.