Career needs of Eastern Cape pupils in South Africa

School guidance and counselling services ought to be designed and implemented to meet the needs of the pupils. The high school guidance programme should operate in a preventive way and attempt to equip pupils with information, skills and attitudes so that they can successfully negotiate the challenges of adolescence. If school group guidance lessons are to meet the pupils' needs and are to be experienced by the pupils as being relevant to their lives, then they must address the expressed needs of the pupils (apart from other issues considered important by appropriate authorities). A methodological approach to defining such needs is presented. It emphasises the importance of the pupils themselves describing their needs, and seeks to avoid the pupils having to respond in the form of ticks and checklists to the ideas of others. The pupil protocols were analysed in a qualitative manner and a number of categories and themes emerged. The needs relating to careers are outlined. Discussion centres on these results, on the differences between schools, and on the implications of these findings for a future single, non-racial education department in South Africa with a common curriculum for all.     

The effects of school anxiety on self-esteem and self-handicapping in pupils attending primary school

School anxiety appears to be related to self-esteem and self-handicapping strategies. This study aims at identifying children with atypical levels of anxiety and examining the relationship between their self-esteem at school and their use of self-handicapping strategies. The sample included 120 pupils (M = 8.6 years) attending third grade of primary school and was divided into three groups: pupils with low anxiety, average anxiety and high anxiety. Children were administered the Scale for Evaluation of Anxiety (SAFA A), the TMA - Multidimensional test of Self-esteem- and the Self-Handicapping Scale for Children. On the whole, results demonstrate a nearly normative distribution of school anxiety in a nonclinical sample. Pupils with an average level of school anxiety showed a higher level of Self-esteem and engaged more in self-handicapping strategies. The developmental perspective suggests the importance of preventive research in order to identify any risk factors of subsequent anxiety disorders at an early age.     

Stereotype content and social distancing from employees with mental illness: The moderating roles of gender and social dominance orientation

Mental illness is increasingly prevalent among employees, but little is known about how these individuals are perceived at work. Using the stereotype content model as a framework, we investigated warmth and competence stereotypes associated with employees with anxiety, depression, and bipolar disorder. Employees with these disorders were perceived to be low in warmth and competence, and stereotypes about individuals with anxiety were relatively more positive than those with depression or bipolar. This study also proposed and tested the extent to which stereotypes predicted work‐related social distancing intentions. We found that two characteristics moderated this relationship: gender and social dominance orientation. We discuss practical and theoretical implications as they pertain to improving the experiences and well‐being of employees with mental illness.     

Evaluating the impact of a third-year careers education programme

The occupational interests, values, and knowledge of third-year pupils undertaking a careers education programme were compared to those of a matched sample of pupils not receiving the programme. Despite the fact that the programme was designed to increase occupational knowledge, broaden interests, and discourage sex-role stereotyping, its main impact was an increase in occupational knowledge. Occupational interests remained stable, with the girls showing a greater preference for traditional female work roles. The pupils were more willing to discuss their ideas with their parents, and were more able to specify a job preference or job expectation for the future.     

Academic outcomes in school classes with markedly disruptive pupils

The aim of the present research is to investigate the degree to which average academic outcomes in secondary school classes are associated with the inclusion of markedly disruptive pupils. Findings are based on two separate studies among pupils in Norwegian secondary schools. The first study included a relatively large sample of 2,332 pupils from 105 school classes and used pupil report of disruptive behaviour, perceived peace to learn and grades achieved. A second study, conducted among a smaller sample of 496 pupils from 21 school classes, included teacher reports of pupil behaviour and grades achieved, as well as scores from tests in two school subjects. Results indicate that a relatively large percentage of Norwegian secondary pupils want less classroom disruption. Pupils in classes with markedly disruptive pupils reported significantly less opportunity to learn in peace. However, the percentage of between class variance in perceived peace to learn was relatively low, indicating that lack of peace to learn is a general problem in Norwegian classrooms, irrespective of whether there are markedly disruptive individuals in the class. Finally, academic outcomes were not found to be significantly lower among pupils in classes with markedly disruptive pupils.     

School-climate differences and problem admission in secondary schools

349 pupils in fifteen secondary schools in the Republic of Ireland completed the Porteous Problem Checklist and the Finlayson school-climate questionnaire. Differences were found between school types on pupil mean scores on both questionnaires. There was evidence of a relationship between school climate as perceived by pupils and the disclosure of personal problems by pupils. The average problem profile of a school's pupils differed among the four school types in the sample. Differences also existed between religious and non-religious schools. The conclusion is drawn that schools create an environment within which pupils then experience particular patterns of personal problems related to the characteristics of that environment.     

Minor psychiatric morbidity in South African secondary school pupils

This study investigated minor psychiatric morbidity ("neurotic": anxiety and depression symptoms) in rural (Black) South African secondary school pupils. The sample included 622 Grade 11 pupils (254 boys and 368 girls) in the age range of 17 to 24 years with a mean age of 19.3 yr. The inventories used were a questionnaire on the socioeconomic and family background, a Cultural Orientation Scale, a Student Stress Scale, a General Self-efficacy Scale, a Perceived Stress Scale, and the Self-reporting Questionnaire-20. The findings are that 12.6% of the pupils had a possible clinically significant psychological disorder. Contributing factors identified were interpersonal, study, finance, illness, perceived stress, low self-efficacy, and low religious orientation.     

Teachers’ social support,somatic complaints and academic motivation in children and early adolescents

The study aim was to find out what is pupils perception of teachers' support and to check if different types of perceived support are connected with the level of somatic symptoms reported by students at school. Additionally the study searched for possible links between students' evaluation of teachers ‘as instructors, guides and caregivers’ and their motivation to attend the class and to study the subject. The results show that students perceived informative teachers' support as the most available. Prevalent somatic symptoms reported by students were those connected with tiredness, distraction, low energy and pain. Teachers' evaluation was positively linked to academic motivation. High level of perceived (1) emotional, (2) informational teachers support and a (3) high ‘mark’ prescribed by student to the teacher via teachers' evaluation were negatively related to somatic symptoms. Due to students composition i.e. children originating from different economic backgrounds, the support perception from this perspective was also analysed. The study results indicate that teachers' support perception by children living in harsh economic conditions depended on the division in which they attend the school.     

Girls’ perceptions of their mothers at work and home: Warm does not mean weak

Upper elementary school girls were surveyed about their mothers’ and fathers’ warmth, competence, and agency at home and how they imagine their parents at work. Mothers’ warmth at home was positively correlated with perceived competence and agency both at home and at work. Differences between daughters’ perceptions of their mothers and fathers at work are discussed.     

'If you don't want to tell anyone else you can tell her': young people's views on school counselling

The aim of the research was to assess the views of young people about school counselling. In total, 415 pupils from five secondary schools took part in the survey. A smaller number of these pupils took part in focus groups (n=9) to explore their views in more depth. In general, the young people seemed to value having a school counsellor. Most were aware of the school counselling service, although a substantial number (21%) indicated a lack of awareness. For many who were aware, their knowledge of the service was limited. Just over one third of the pupils stated that they would go to see the school counsellor, and girls were more likely to state this than boys. The confidentiality of the service was perceived to be one of the benefits. However, this was also reported to be a hindering factor—the concern that it may not, in fact, be confidential. Two other main reasons for not accessing the service were the counsellor being a stranger and (for boys in particular) a concern about other people finding out (associated with the social stigma of going for counselling). Suggestions to improve the school counselling service included a room in a discrete location, better promotion of the service, more counsellors or a full-time counsellor, and ways to get to know the counsellor better. Those responsible for developing and managing school counselling services should consider these suggestions.     

Caregiving for Patients in Vegetative and Minimally Conscious States: Perceived Burden as a Mediator in Caregivers’ Expression of Needs and Symptoms of Depression and Anxiety

Involvement of family members is crucial to provide daily informal caring to patients in vegetative state and minimally conscious state. Previous studies showed that perceived burden is a risk factor for informal caregivers as it increases psychophysical distress. This research further investigated the relationship between these factors and aimed at providing a model that thoroughly describes this mechanism of functioning. In the frame of a national survey on people with disorders of consciousness, 487 informal caregivers of children and adult patients in vegetative and minimally conscious state were administered measures of depression, anxiety, caregiver needs, and family strain. Regression models proposed by Baron and Kenny and the Sobel test were adopted to investigate the relationship between depressive and anxiety symptoms, perceived burden and needs expressed. Our study shows that the relation between those symptoms and needs is mediated by burden, where higher burden accentuates and lower burden mitigates the needs expressed by caregivers. Our findings demonstrate that psychosocial components of the burden perceived by caregivers of patients with disorders of consciousness play a key role in shaping those caregivers’ needs, especially their needs for information and communication. We recommend implementation of comprehensive steps to meet the needs of these caregivers, steps that incorporate improved economic and public health programs, social support, and use of psychological interventions to ameliorate caregivers’ psychological distress and decrease their burden.     

Passive Students in Junior High School: The Associations with Shyness, Perceived Competence and Social Support

Relationships between passivity in school and shyness, perceived competencies and social support were assessed in a sample of 501 pupils (241 girls and 240 boys) in grades 8, 9 and 10 from two secondary schools in a city in the southern part of Norway. The analyses revealed a positive significant association between passivity in school and shyness. Findings also showed significant negative associations between passivity in school and scores of perceived social competence. Support from school peers, teachers and parents were also negatively associated with passivity. In addition the interaction between gender and perceived social competence yielded a significant association with school passivity.     

High school students’ suggestions for supporting younger pupils counteract cyberbullying

This study's aim was to explore high school students’ suggestions for supporting younger pupils prevent and deal with cyberbullying. Seventy-eight high school students participated in 11 focus groups, and had many concrete suggestions for ways they could support younger pupils against cyberbullying. The suggestions covered a range of activities, for instance advising younger pupils on how to avoid becoming victims of cyberbullying by teaching them netiquette. Furthermore, the students were positive toward involving adults in counteracting cyberbullying among younger pupils, for example educating younger pupils’ parents about cyberbullying. Moreover, the students suggested that they could show support for victims of cyberbullying by taking on the role of a friend when a younger pupil is cyberbullied and spend time with her/him during breaks. They also had ideas about supporting younger pupils in getting cyberbullies to stop, for instance by teaching the younger pupils technical skills for dealing with the cyberbullying on the Internet. To conclude, the findings in this study indicate that high school students want to be involved in supporting younger pupils against cyberbullying, and have many concrete suggestions for how this can be done. These findings have implications for counteracting cyberbullying in schools.     

The trichotomous model and investment in learning to prepare for a sport test: A mediational analysis

Background: Contemporary views on motivation suggest that the approach‐avoidance achievement goals conceptualisation — namely the trichotomous model — can shed light on the important issue of student motivation. Aims: To test the predictive value of the trichotomous model on the investment in learning a sport task for test preparation, and to validate a model which included a set of psychological processes (i.e., state anxiety and competence valuation) which mediate the relationship between the three goals (i.e., performance‐approach, performance‐avoidance, and mastery goals) and test preparation. The study was designed to investigate the direct and mediational effects of three experimental goal conditions on the time in which pupils prepared for a sport test. Sample: French male school pupils (N = 75). Pupils were aged 13‐15 years and attended schools in southern France. Method: Pupils prepared themselves for a sport task with a 5‐minute period of training, and performed in one of three experimental conditions to which they were randomly assigned: a performance goal with a positive outcome focus (performance‐approach), a performance goal with a negative outcome focus (performance‐avoidance), or a mastery goal. Results: Pupils in the performance‐avoidance group reported higher state anxiety and lower competence valuation than those in the performance‐approach and mastery groups, and this psychological state was associated with less time taken to prepare for the test. Conclusion: School pupils placed in an examination preparation context that elicits a performance goal with a negative outcome focus (performance‐avoidance) show motivational deficits which manifest themselves in less time spent practising. The trichotomous model appears to be valid for the study of motivational processes in school physical education.     

Self-other differences in children's perceptions about the causes of important events

Three studies examined differences between children's (ages 8-15) beliefs about the effectiveness of multiple internal and external causes for producing outcomes in their own lives versus in those of their peers. Differences specific to the school domain were found: Starting at age 11 or 12, children perceived internal causes as more important for others than for themselves; and only beliefs about the self related to perceived control. More strikingly, a sample of gifted children, who presumably receive social feedback that they are different from their peers, reported that (a) they exerted more control and possessed more ability than their peers and (b) other children knew less about the causes of school performance and had to rely more on effort and powerful others; only beliefs about the self correlated to cognitive performance. These results suggest that self-other differences are produced by both developmental change and environmental opportunities.     

Joining up with ‘not us’ staff to run adolescent groups in schools

The author describes the development of a model for working with staff members from non-psychoanalytic backgrounds to run therapeutic and therapy-like pupil groups in schools. She draws on her experience of co-facilitating groups at a London-based secondary school and uses examples from recent group work with Year 10 pupils (aged 14–15). Child psychotherapists who have shied away either from doing group work in general, or more specifically taking on group work in schools, may be encouraged to see that the underlying principles are essentially no different from those of individual therapy. Worrying and troublesome young people tend to have difficulties in their external relationships, often exhibited at school and contributing to their underachievement. Psychoanalytically informed groups such as the kind portrayed here can address this difficulty by offering a safe setting for interactions with other group participants and with the leaders to be observed, examined and challenged in the here and now. Attention is paid to primitive anxieties and the defences employed to keep them at bay, including the tendency to place individual needs before group needs when sense of self and sometimes survival itself are felt to be threatened. The aim is for participants to learn about themselves by sharing a group experience and, if successful, integrate some conflicting aspects of themselves. This model for doing group work demonstrates how child psychotherapists can make a unique and valuable contribution, provided the school environment is conducive and there is a member of staff who is open to learning a new way of working.     

Adolescents' reactions to the evacuation of the Sinai settlements: a longitudinal study

This study investigated psychological reactions of adolescents to a severe stress situation--the evacuation of the Sinai settlements. The research focused on emotional reactions of anxiety and anger to this stress situation. Two central problems were investigated: The intensity of the emotional responses of anxiety and anger of the adolescents to the stress situation, before and after the evacuation, and the impact of three intervening variables on these emotional reactions--cognitive perception of the political situation, family functioning, and personality characteristics. Data for this study were collected in a regional high school in Israel from 418 pupils in 9th through 12th grades. Seventy-eight of the pupils lived in the Yamit area. Measurements were obtained at three points in time: 6 weeks and 1 week before the evacuation and 2 months after it. The results supported the predicted trend that adolescents in the Yamit group before the evacuation would score higher on state anxiety and state anger than would those in the comparison group. Two months after the evacuation there was a significant drop in those scores. The trait measures remained stable in both groups and no significant differences were found between the two groups on these scores. Concerning the impact of the three intervening variables on the intensity of the state emotional responses, the results did not support any of the hypotheses.     

对学生学习成绩与社会行为的交叉滞后分析

采用二元交叉滞后回归分析法考察小学四、五年级学生和初中一、二年级学生在21个月中的学校适应与学习成绩之间的关系。结果发现,在同时性测量中,由教师评价获得的中小学生的社交领导能力、定向耐挫能力、果敢性社交技能得分和同伴积极提名分数与他们的学习成绩之间均存在正相关关系,而他们的攻击破坏得分、学习适应不良得分以及小学生的同伴消极提名分均与他们的学习成绩有显著的负相关关系。二元交叉滞后回归分析结果表明,小学生在前测中的社交领导能力得分、攻击破坏得分、定向耐挫得分、学习适应不良得分、果敢性社交技能得分同伴积极和消极提名得分均可以预测21个月后的学习成绩。对中学生来说,这种预测关系只在攻击破坏行为、定向耐挫行为中存在。中小学生的害羞抑制得分和焦虑抑郁得分与他们的学习成绩之间既没有同时性的相关关系,也没有滞后性的预测关系。     

Factors related to perceived power usage in schools

Based on Raven's (1992) power interaction model, situational and personal variables were examined as determinants of power choice in educational settings. The impact of educational sector (secular, religious), class level, gender and content of conflict on perceived power usage in teacher–pupil conflicts was analysed. A total of 370 elementary and junior high school pupils and 62 teachers from the same schools responded to a series of scenarios where they were asked how often specific power bases are used by teachers in trying to gain compliance. Results indicated that harsh power bases were perceived as more prevalent in the secular educational sector rather than in the religious one, in junior high school rather than elementary school, for boys as compared with girls, and for conflicts stemming from students rather than teachers. Findings were interpreted in terms of conformity level and frequency of conflicts. The discussion also addresses the lack of correspondence between teacher and pupil responses.     

中学生成就目标相关因素的发展研究

探索了影响中学生成就目标各因素间的相互关系及其对学业成绩的影响,并就此提出一个中学生学业活动的简洁模式。(1)中学生的认知参与和能力知觉、成就目标之间极显著正相关,学业焦虑和认知参与、能力知觉、成就目标之间显著负相关;两成就目标间的相关不显著;(2)能力知觉、认知参与、学业焦虑是学业成绩的有效预测因子。