Resilience is a concept used frequently among researchers and educational and health authorities in discussions of attempts aimed at reducing social, emotional and educational problems among our children and young people. The central role of schools in the lives of children has logically meant the involvement of schools in any programs aimed at building resilience in children and adolescents. However, those who would be most intimately involved in implementing such programs are often confused by the concept and what is expected of them to build resilience on a daily basis. This paper seeks to clarify some of this confusion by highlighting some of the main findings about resilience in the existing literature. It then seeks to consider how this knowledge can be considered within each of the areas that will be needed to work as an integrated whole to achieve lasting results, as well as considering some of the issues that may hinder that goal.

This study used a sample of 2173 high school students, enrolled in Years 8 to 12, to develop a 33-item shortened form (CDI-A-SF) of the Australian version of the 72-item Career Development Inventory (CDI-A). The long form of the CDI-A has been criticised for its length, difficulty and repetitive nature. The CDI-A-SF was devised with reference to content coverage and statistical criteria. Factor analysis of the short form indicated that, at the item level, subscale items loaded on their respective factors, and at the subscale level, the attitudinal and cognitive subscales loaded on the appropriate factors. Strong correlations were found between the CDI-A-SF and the CDI-A at the subscale, composite scale and total scale levels. Internal reliability coefficients for the CDI-A-SF at all levels were satisfactory to good. Initial validity for the CDI-A-SF was demonstrated by associations in the expected direction with career decidedness, self-esteem and decision-making self-efficacy, and by age and gender differences in the expected directions. The CDI-A-SF shows promise as a measure of career maturity where it is not possible or inappropriate to use the full version, although further research needs to replicate the findings and further test its validity.

The external and internal resources that individuals bring to the coping process have been the focus of increasing theoretical and empirical research. Within the framework of conservation of resources theory (Hobfoll, 1989, 2002) this study examines the interplay between school-, teacher- and peer-connectedness, and mastery, coping self-efficacy and coping behaviours in a sample of 300 9th and 10th grade high-school students. Structural equation modelling analyses supported predictions that coping self-efficacy and mastery mediate the effects of school connectedness factors on the utilisation of nonproductive coping strategies. While coping self-efficacy partially mediated the relationships between school connectedness factors and productive coping behaviours, contrary to expectations this relationship was not partially mediated by mastery. These results support a cognitive mediational model of coping resources and may have implications for school-based intervention programs that promote positive coping in adolescence.

Indigenous students are not attaining the same educational and employment outcomes as non-Indigenous students. Psychological constructs have been demonstrated by research with non-Indigenous Australians to impact upon desirable educational outcomes; however, there is a dearth of Aboriginal education research that has identified psychological constructs of salience to Indigenous students. The purpose of this study was to: (a) evaluate the self-concepts of Indigenous secondary students; (b) identify Indigenous students' aspirations; (c) elucidate Indigenous students' perceptions of barriers faced in attaining their aspirations; and (d) compare and contrast the pattern of results for Indigenous students to results for non-Indigenous students from the same schools. A total of 1686 students (517 Indigenous and 1151 non-Indigenous) from urban and rural regions from three Australian States participated. Indigenous students displayed statistically significantly lower academic (school, maths, verbal) self-concepts in comparison to non-Indigenous students. Significantly more Indigenous students in comparison to non-Indigenous students aspired to leaving school early, attending Technical and Further Education (TAFE) institutions and were less likely to know much about what sort of job or further education and training they could pursue after leaving school. Indigenous students also rated nine potential barriers with significantly higher scores compared to non-Indigenous students in regard to limiting or stopping them from achieving what they want to do. The results have important implications for career education and counselling interventions in educational contexts.

In a replication of a previous study of the incidence and contributing factors in anxiety, depression and stress in Victorian parents of a child with autism spectrum disorder (ASD), a sample of 107 Gold Coast parents completed a questionnaire that assessed their demographic backgrounds, anxiety and depression scores on standardised inventories, and also tapped several aspects of those factors that may have contributed to their wellbeing. Over 90% of parents reported that they were sometimes unable to deal effectively with their child's behaviour. Nearly half of the participants were severely anxious and nearly two thirds were clinically depressed. Factors that emerged as significant in differentiating between parents with high versus low levels of anxiety and depression included access to family support, parents' estimation of family caregivers' expertise in dealing with the behavioural difficulties of a child with ASD, and parental health. Parents' suggestions for personal support services are reported, and some comparisons across the data from the two states are made, with suggestions for further research into parent support mechanisms.

This article describes a professional and research journey that has focussed on developing and evaluating programs and strategies which am, to enhance upper primary school students' self-percepttons, including self-esteem self-concepts and self-talk. The journey started with the development and evaluation of an 8-session program to enhance children's global self-esteem (Burnett, 1983; Ritchie & Burnett, 1985) and continued until an investigation of how teacher feedback can be used to enhance academic self-concepts, specifically in mathematics and reading (Burnett, 1999, 2003).

Mental health problems affect a sizeable minority of Australian adolescents. Depression and substance use disorders are common mental disorders reported in this age group. Difficulties of this nature that manifest in adolescence will often continue into adulthood. This report describes a sample of adolescents referred to a public mental health service with respect to their psychiatric diagnoses, depressive symptoms, patterns of substance use and level of suicidality. Mood disorders and substance-use disorders were both prevalent in the sample of participants, with sizeable comorbidity reflected in the number ol participants meeting criteria for both of these diagnoses. Data revealed participants with a psychiatric diagnosis were significantly more likely to have made a suicide attempt than those with no diagnosis. High levels of depressive symptoms were associated with suicidality, illicit substance use, and the likelihood of having a psychiatric diagnosis. Heavy use of alcohol was prevalent in this group, but unrelated to the other variables of interest to the study. These results are discussed with respect to the importance of early detection of vulnerable students in a school setting.

Same-sex attracted youths comprise 10% to 11% of the secondary school population although not all of those who experience same-sex attraction will adopt a gay, lesbian, transgender or transsexual lifestyle. Most, if not all, will experience homophobia in one or more of its forms. Many of these young people will cope well with the heterocentric attitudes and prejudices prevalent in secondary schools and the wider community and make the transition into adulthood having learned how to mask their sexual preferences or develop effective coping mechanisms to deal with homophobia. Some will succumb to the pressures they experience and seek less ideal solutions that include drug use and promiscuity. Some will take their own lives. This article draws attention to the complications of same-sex attraction and argues for a school and community response that recognises and appreciates the positive contributions that diversity of sexual preference brings to any community.

Recent epidemiological studies in Australia have found that adolescent mental health issues are an important public health problem (Sawyer et al., 2001). These problems are often manifested in the classroom. As many as one in five Australian children aged from 4 to 17 have significant mental health concerns (Zubrick, Silburn, Burton, & Blair, 2000). However, only one in four of these young people receive professional help (Sawyer et al., 2001). To assist in preventing these problems, schools in Australia have been trialling innovative strategies in mental health promotion, prevention and intervention such as the Gatehouse Project and MindMatters. When selected or indicated prevention strategies are employed there is a need for identification of those students either at-risk or who have mild symptoms of a disorder. This process needs to be efficient and effective, using multiple informants and multi-methods. This article reports on the process utilised by two Australian high schools that trialled an identification process for at-risk students for anxiety/depression using indicated prevention programs. The benefits of using teachers, support staff and student self-identification are discussed.

The Internet provides access to electronic mail (e-mail), chat rooms, visually represented social interactions, voice and video connections, games, and general Word Wide Web (www or web) surfing. For children and adolescents the Internet has three main uses: information-gathering, entertainment, and interpersonal communication. Many adults fear that youth Internet use will result in negative consequences. Other individuals promote the use of the Internet as supporting positive growth in children and adolescents. This article presents an overview of some of the main areas of concern regarding Internet use as well as its possible benefits. It is hoped that this information will assist school counsellors and psychologists support positive youth Internet use while avoiding negative aspects of Internet involvement.

Gay, lesbian, bisexual, and questioning adolescents are a sizeable, albeit relatively invisible, minority within our education system. As a result, school counsellors and psychologists will encounter students who are same-sex attracted. Many school counsellors and psychologists who identify same-sex attracted students and see said issues as important will refer these students to specialist services within the community. Such referrals are not always the most appropriate way to handle same-sex attraction issues. School counsellors and psychologist have the professional characteristics required to create a therapeutic alliance and know the behavioural strategies needed to help same-sex attracted students deal with the issues, some related to same-sex attraction, likely to bring such students into contact with counselling or psychological services. It is suggested that school counsellors and psychologists add some basic knowledge, awareness, and skill relating to same-sex attraction to their professional development and, when possible, address the concerns of their sexual minority students directly and through systemic interventions. Reasons why school counsellors and psychologists are in an opportune position to support same-sex attracted students are given. Moreover, some of the knowledge, awareness and skills needed for competent work with same-sex attracted students are outlined. Finally, sexual minority resources are provided.

This article reflects on the issues associated with how a trainee counsellor develops as a result of their training and highlights the need for training programs to organise a formal process to establish or integrate policies and practices for the selection, induction, training, supervision and evaluation of postgraduate students. It considers issues relevant to program development and proposes a model that addresses issues for counsellor education. A comprehensive model for the components of counsellor training to become more systematic and integrated is outlined.

Bullying is a stressful event for adolescents at school and was the fourth most common reason for calls to Kids Help Line in 2002. This study sought to examine coping styles used by students affected by bullying in Years 8 and 10 attending three Queensland high schools. Eighty-eight students completed the Bully Survey containing questions about bullying experiences and the way they coped in those situations. No year level differences were found in terms of the type of bullying experienced or the way in which students coped with these experiences. A significant interaction was found between duration of bullying and perceived control for the proportional use of disengagement coping (i.e., denial, avoidance and wishful thinking strategies). A significant simple main effect was found between perceived stressfulness and proportional use of involuntary engagement coping (i.e., rumination, intrusive thoughts, emotional arousal, physiological arousal and impulsive actions). Implications of these findings for schools are discussed.

This article describes the history, development and status of MindMatters Plus (MM+). MM+ is a project developed within the context of MindMatters (MM), an ongoing initiative which aims to promote mental health within Australian secondary schools. MM+ is an integral component of the MM suite of initiatives and is consistent with its underlying philosophy of developing student resilience through a “whole of school”, capacity-building approach. The specific goal of MM+ is to develop best practice approaches to improving the mental health outcomes of secondary school students with high support mental health needs (SWHSNs) and is achieved in several ways: (1) assisting schools in early identification; (2) facilitating the implementation of preventative and other interventions; (3) developing new initiatives and refining existing processes, policies and strategies and; (4) encouraging the development of timely and accessible networks of care with external agencies and community partnerships.

Sandplay therapy is a technique that is a potentially valuable tool for guidance counsellors working in the context of challenging school environments. It is particularly suited to work with children and adolescents as it provides unique and developmentally appropriate opportunities for them to engage in the therapeutic process. In fact, as it is play-based and developmentally appropriate, sandplay may be a useful adjunct for the mainly cognitive and behavioural techniques most commonly used by school guidance counsellors. It provides a multiple intelligences perspective and may meet the specific needs of children with particular cognitive and socioemotional difficulties more effectively than the traditional ‘talking’ therapies.

This paper proposes that sandplay can be a useful tool for counsellors within the school setting. It follows previous work by O'Brien and Burnett (2000a, 2000b; O'Brien, 1999), who proposed that sandplay allows the counsellor to integrate all eight intelligences proposed by Howard Gardner (1983). A short historical account of sandplay therapy is followed by a discussion of its therapeutic value, aims and client–therapist relationship. The authors propose that sandplay uses a combination of spoken language, deductive reasoning, art and music therapy, symbols, narratives, and social and intrapersonal skills. This combination is inclusive of children with disabilities and appreciates the diversity all learners bring into the counselling sessions. Constraints on its effective use in schools are also discussed. The conclusion encourages counsellors to overcome the constraints and use sandplay on a regular basis within the school setting.