Abstract
Original articles
Welcome to the first issue for 2024, marking a pivotal shift from two to four (online-only) issues annually. Shifting exclusively to digital publication not only aligns with environmental sustainability but also improves accessibility for a global audience. Embracing a broader scope, we will continue to explore cutting-edge research, innovative practices and diverse perspectives within the realms of psychology and counselling in educational settings. Our commitment to a more frequent publication schedule enhances timely dissemination and fosters a dynamic exchange among professionals. This transition allows us to accommodate the growing wealth of knowledge in the field, ensuring readers stay at the forefront of developments crucial for supporting the well-being and academic success of school students.
In the current issue I am pleased to bring you seven original articles, a book review and two applied practices papers. There are five articles on issues related to school psychologists and counsellors themselves and those involved in their training and supervision. The first article by Pennell and colleagues reports on quantitative data collected from a sample of Australian school psychologists and counsellors. Their interesting findings showed that school psychologists and counsellors are experiencing more stress than two decades ago, yet there is no difference in stress reported by those working in primary versus secondary schools or between those with more years of experience compared to less experience, or between those identifying with the discipline of education versus psychology. However, their data found that greater time spent participating in clinical supervision was related to less perceived stress. The second article by Pickard et al. reports on a qualitative evaluation of a 6-week mindfulness-based intervention for trainee school psychologists. Analyses of reflective journals completed by the participating trainees indicated that practicing mindfulness supports their development of compassion, resilience and therapeutic presence (i.e. openness and response to the clients’ experience). The third article by Quigley and colleagues explored the role of school psychologists in the assessment and management of youth suicide risk. Their findings have important implications for preparing trainee psychologists for their roles in schools. The fourth article by Aydogan et al. used structural equation modelling to examine the relationships between self-efficacy, self-advocacy and competence with multicultural counselling in school counsellors. Given the observed mediating effect of self-efficacy, they suggest that school counsellors should start small by working with diverse school populations and as their experiences (and in turn their self-efficacy) grows they could increase their capability to advocate for multicultural school environments. The fifth article by Yöntem et al. provides a comparison of school counselling supervision practices in the US and Türkiye. Elements of supervision are explored in counselling education programmes across the two countries, differences are described, and recommendations are proposed. Those involved in providing clinical supervision for school counsellors will find this detailed breakdown of supervision techniques and topics an insightful read.
Next, there are two articles about concerns for high school students. The first examines burnout and self-esteem in Korean adolescents. Choi and colleagues undertook a longitudinal study and followed up young participants across 4-years. Their results challenge the notion that poor self-esteem is the cause of academic burnout, but rather academic burnout might in fact lower self-esteem. They also present some interesting evidence for the importance of teacher support. The next article describes results of a randomised controlled trial for maths anxiety in adolescents. Nzeadibe and colleagues compared the effectiveness of a mindfulness-based cognitive therapy intervention with conventional counselling for maths anxiety. They also provide a summary of their experimental intervention and recommendations for future practice.
Finally, I am pleased to include a highly relevant book review. Zhou provides a detailed critique of the Handbook of Australian School Psychology: Integrating International Research, Practice, and Policy by experienced practitioners Drs. Monica Thielking and Mark Terjesen.
I hope you enjoy reading these valuable contributions and that they are helpful for your research and practice. To our authors, peer-reviewers, and readers, we thank you for exploring, engaging, and evolving with us. Keep safe and well.