Asian Secondary School Students' Help-Seeking Behaviour and Preferences for Counsellor Characteristics

This study examines general help-seeking behaviours and preferences for the counsellor, characteristics of gender and ethnicity specifically, in a sample of 448 secondary school students in Singapore. The relationship between the age of the student and his/her preference for the gender and ethnicity of a counsellor was also examined. Findings indicated significant differences in preferences for the gender of the counsellor, with most females preferring a same sex counsellor and most males preferring an opposite sex counsellor. Male and female students did not differ in responses regarding preference for ethnicity of counsellor. The findings also indicated a developmental shift in perspective regarding preference for gender and for ethnicity of counsellor. Neither gender nor ethnicity of counsellor mattered to the oldest group of students. In comparison, the younger students either reported a distinct preference for gender and ethnicity of counsellor or stated they were unsure of their response. Findings from the present study that are helpful to counsellors working with an Asian secondary school population will be discussed in the light of previous research.     

How teachers address cases of bullying in schools: a comparison of five reactive approaches

According to student surveys conducted cross-nationally, a substantial proportion of students continue to be bullied at school after they have sought help from teachers. This article examines a range of strategies that teachers employ in dealing with bully/victim cases. The most commonly used strategy is Direct Sanctions: the imposition of disciplinary sanctions on the person or persons identified as responsible for the bullying. Some other strategies seek to engage students more actively in resolving the problem. These include Restorative Practice, Mediation (including peer mediation), the Support Group Method and the Method of Shared Concern. This article describes and discusses the application of each of the strategies and the extent to which students may become creatively engaged in producing a solution. Available evidence suggests that the use of Direct Sanctions is no more successful than alternative strategies in addressing cases of school bullying and may result in less sustainable outcomes.     

Child Self-protection: Concerns About Classroom Approaches

Schools should never become complacent about the quality of care they offer their pupils. The situation described by Felicity Fletcher-Campbell illustrates the need for careful review of how the needs of every group of pupils in a school are met. A small minority of pupils are ‘looked after’ by the local authority. Their educational experiences are frequently as negative and traumatic as their domestic experiences. Drawing on research recently completed by the National Foundation for Educational Research, this article describes ways in which schools can support pupils who are in the care system.     

学务指导工作中的点滴经验

学务指导制度是高等学校为适应学分制教学管理制度,加强大学生学业指导、思想教育和组织管理而采取的一项新措施,是对原有学生辅导工作的一种改进。本文以笔者的亲身经历为线,从学务指导的目标和任务、学务指导工作模式、学务指导的开展及取得的成效,系统地介绍了参与学务指导的全过程,同时结合实际,指出一些制约学务指导制度发展的问题。     

Residing in silence and wonder: career counselling from the perspective of ‘being’

We are approaching career counselling from the perspective of “Being”, which we recognize to be a daunting task. Nevertheless we find it extremely important that the counsellor become aware of and try to think, talk and act from his or her embeddedness in being, and by that help the client to do the same. This process involves an ontological and spiritual approach, and builds upon the Socratic ability to wonder, the meditative way of “undoing” and the artful act of creation.     

Promoting prosocial pupil behaviour and the roles of counselling

Antisocial behaviour of pupils isgetting more and more attention in many countries.Information is given about relevant definitions andthe prevalence of antisocial behaviour of pupils inthe Netherlands. Policy strategies and actions toreduce antisocial behaviour at the national level,regional or municipal level, school and class level,and individual or pupil level are focussed. Researchto explain antisocial behaviour and to promoteprosocial behaviour provides clues to a moresystematic prosocial approach, which is formulated infive guidelines towards optimum education. Practiceexperiences in developing optimum education since thebeginning in kindergarten also suggest roles ofcounselling.     

新形势下高校学生的心理问题与辅导策略

分析了当前形势下高校学生普遍存在的心理问题,针对问题提出了进行心理辅导工作的策略。新形势下的心理辅导应以预防为主,通过开设心理课程、举办知识讲座、心理辅导活动来提高学生整体心理素质,通过个别辅导对有心理障碍的学生进行治疗。     

心理咨询语言——高校思想政治教育工作的新工具

高校思想政治教育工作往往因为工作者的会谈技术不得要领,没有真正从学生的接受心理去把握,容易引发学生反感情绪,从而影响工作实效.后现代语言观已经把语言放进了治疗过程的重要位置,并使语言作为技术在心理咨询领域大放光彩.高校思想政治教育工作把这些语言技术迁移过来,将使心理咨询的语言成为促进高校思想政治教育工作新的、强有力的工具,值得研究和探讨.     

Making Every Child Matter: A Model for Good Practice in Counselling Children and Young People with Learning Disabilities

This paper is set against the backdrop of new policies and legislation regarding the health, welfare and education of children and young people in England. In response to these policies, the Department for Education and Skills has developed an increasing number of strategies to support the psychological health and well-being of children and young people and thereby signalled greater recognition of the value of improving mental health in relation to children's learning, achievement, attendance and behaviour. Counselling is increasingly seen as an effective strategy for addressing the psychological needs of children and young people with social, emotional, behavioural and academic problems. The aim of this paper is to explore the inclusion of children and young people with learning disabilities (13–19 years) in mainstream counselling services. The nature of learning disabilities is examined in relation to accessing counselling services and a model for inclusive counselling practice is developed from the research findings. Findings are based on data collected from a quantitative survey ( n =396) of 3000 counsellors and analysed using SPSS, along with qualitative data from the survey, which was analysed using a thematic approach.     

The emotional background to learning

Abstract

This article makes observations on the emotional and KEYW ORDS behavioural dif?culties of university students. The rapid expansion of student the higher education sector since the 1980s has brought an increased counselling; need for liaison between academics and university counsellors and student EBD; other health professionals. Key tasks confronting students are separ-student support ation from the family, the articulation of a sense of ‘self’, and the internalization of knowledge. Depression and anxiety are the likely side-effects of undertaking these, but peer-group and tutorial support can assist the authentic growth that is the real goal of tertiary education.