Self and others' perceptions of victimization, bullying, and academic competence were examined in relation to self-reported anxiety, depression, anger, and global self-worth in a nonclinical sample of second-and third-grade children. Previous studies document links between negative emotions and self-perceptions that are less favorable than others' perceptions. However, the current study suggests that the impact of discrepant self-other-perceptions (in bullying, victimization, and academic competence) on emotions is complex, sometimes involving interactions between perceptions of self and other informants.
Culturally competent schools are successful in both meeting the challenges and seizing the opportunities associated with multiculturalism and diversity. This article explores collaboration between school counselors and school psychologists for promoting such schools. The complementary nature of the roles of these professionals emerging from educational reform and accountability initiatives is discussed first. The article then offers a model of collaboration between school counselors and school psychologists for promoting culturally competent, academically successful schools.
The purpose of the study was to develop and validate an instrument for examining therapist interventions during group counseling sessions with children. The Group Leader Intervention System (GLIS), designed to code group leader verbalizations, was developed through a content analysis of session transcripts from a group intervention for children that uses stories and peer group processes to increase social problem solving. The system includes six global group process variables previously introduced in the literature (structure, group cohesion, modeling, information, exploration, and feedback) and introduces 9 subscales that examine various aspects of the global categories that have not been systematically studied. Reliability across three raters was established for the global categories and for 9 of the 11 subscales initially considered. This new instrument distinguishes between groups on the basis of quality of group member cognitive responsiveness (high or low) and phase of treatment (early, middle, or late).
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