I was trying to think of a different way to start this issue's editorial instead of welcome to this edition. However, considering that most readers skip this section and go straight to the articles which interest them, I didn't give it considerable thought, so welcome to this edition!

This study investigated how teachers who support children with learning difficulties utilise psychologists’ reports in their teaching practice. Previous research has examined teachers’ preferences for how reports should be written, rather than how they might be used. Semi-structured, qualitative interviews with 12 teachers (seven primary, four high school and one preschool teacher) were undertaken and followed up with member checks and interrater reliability. Findings suggested that while the teachers valued the recommendations section of the report, they were also interested in other sections, particularly information about the student's background. Simultaneously, teachers used information from reports selectively in relation to their own professional knowledge and in collaboration with other stakeholders. Implications for practice and further research are discussed.

This research examined the effects of structured group supervision (SGS) on counsellors’ self-efficacy, counselling competency, and job involvement in Singapore. Twenty-one counsellors participated in six, 3-hour SGS sessions over 12 weeks with one qualified counselling supervisor. The counsellors had at least six months’ experience working as counsellors in schools or educational-related settings, such as student care centres. A single-group, before-after design was adopted. Pre- and posttest questionnaires were administered — Counselling Self-Efficacy Scale (CSES), Counsellor's Competence Self-Evaluation Scale (CCSS), and Job Involvement Scale (JIS) — to examine counsellor self-efficacy, counselling competency, and job involvement respectively. Paired-sample t tests were used to examine the impact of SGS on the three measures, whereas the Pearson correlation was used to examine the relationships among them. It was found that there was (a) a significant increase in mean scores for pre- and posttest scores for counsellor self-efficacy and counselling competency, but not for job involvement after SGS; and (b) a significant positive correlation among the three variables. With a better understanding of the SGS and the impact on counsellors, supervision practices can be improved and school counsellors can become more competent and confident.

The present study aimed at testing and exploring the psychometric properties of the Counselor Burnout Inventory (CBI) in Greek school counsellors. Two hundred school counsellors from all over Greece participated in the study. The confirmatory study revealed four dimensions of the Greek version of CBI; namely, exhaustion, deterioration in personal life, incompetence, and negative work environment. Adequate psychometric properties of the version were revealed as well. The results also showed a negative relation between age and three dimensions of CBI, imposing the need for special training offered to young school counsellors in order for them to cope effectively and early enough with the burnout syndrome.

Suicide-related behaviours are relatively common among school-aged young people, and schools are an appropriate setting for activities that aim to prevent and assist recovery after suicide. headspace School Support is a specialist service that assists Australian secondary schools to be prepared for and recover from suicide. Through the responses of secondary school personnel to two surveys, this study explored awareness of and need for such services (n = 214), and satisfaction with and impacts of the service (n = 359). Findings indicate that most schools are aware of headspace School Support and regard specialised suicide support as needed. Most respondents indicated that the service increased their perceived knowledge, skills, and capacity in managing suicide issues, and reported satisfaction was high. Continued availability of suicide support to secondary schools is warranted.

The present study examined protective factors associated with the wellbeing of 93 youth from a refugee background resettled in Brisbane, Australia. Wellbeing was defined as an absence of psychological distress and the presence of subjective wellbeing. Students at Milpera State High School, a special English language school, completed a battery of questionnaires. Hierarchical multiple regression analyses examined the relationship between protective factors and wellbeing, while controlling for sociodemographic characteristics. The results indicated that higher levels of school connectedness and acculturation were significantly associated with lower levels of psychological distress. Further, higher levels of school connectedness, acculturation and resilience, in addition to having a permanent visa, were significantly associated with higher levels of subjective wellbeing. Notably, 55% of the variance in subjective wellbeing was explained jointly by these factors. School connectedness, acculturation, resilience, and visa certainty were instrumental in enhancing aspects of wellbeing in the present sample of students from a refugee background. Implications for refugee-related policy and strategies in schools, mental health services, and at broader governmental levels are discussed.

To facilitate students’ transition into secondary school, a short, problem-oriented group program was designed that included interpretation retraining, problem solving, and social-skills training. Pre- and post-test data from two groups conducted over the course of 5 weeks were combined for a total of 35 6th-grade students waiting to undergo school transition. There was also a no-intervention control group (n = 19). Results indicate that completion of the program by the intervention group led to a significant decrease on negative interpretations, with greater reductions in feelings of loneliness and increases in children's positive attitudes toward school compared to the control group. In addition, 3 months before moving to secondary school, children in the intervention group reported significantly fewer concerns about school transition compared with the controls. We conclude that the inclusion of problem-based strategies may be beneficial when designing transition groups, which may also lead to a significant reduction in worries and concerns about the transition to secondary school.

This study examined the role of resilience in the lives of cyberbullying perpetrators and their victims. Turkish adolescents (n = 444; 245 girls, 55.2%, and 199 boys, 44.8%) 15–19 years of age (mean age of 16.58 years, SD = 0.789) were recruited from different high schools. The participants completed the Cyberbullying Scale (Arıcak, Kınay, & Tanrıkulu, 2012), the Cybervictimisation Scale (Arıcak, Tanrıkulu, & Kınay, 2012), and the Child and Youth Resilience Measure (Arslan, 2015). The data were analysed using Pearson's correlation coefficient and simple regression. The Pearson correlations revealed that there were negative and significant correlations between cyberbullying perpetration and resilience (r = −.146, p < .01). There were negative and significant correlations between cybervictimisation and resilience (r = −0.203, p < 0.01). Simple regression also revealed that resilience was a significant individual predictor for both cyberbullying perpetration (β = −0.146, t = −3.094, p < .001) and cyber victimisation (β = −0.203, t = −4.357, p < .001).

In this issue of the journal I am pleased to present a paper for Applied Practices by Christine Bhat on the highly topical issue of proactively preventing cyberbullying and sexting. Importantly, these two areas of concern occur commonly in our schools, particularly in secondary contexts, making this paper timely and helpful for practitioners. For example, I found the legal implications and potential recourse material very interesting, and could see that psycho-educational approaches, such that young people were made aware of the wider ramifications of cyberbullying and sexting, would be invaluable. The notion, which was new to me, of digital citizenship, ensuring young people “engage positively, know their online world, and choose consciously” is impressive as these principles of positive engagement, knowledge and choice can apply across other areas pertinent to the students we work with. Bhat addresses and explores four key areas of proactive prevention: school climate, policy, training online disinhibition, and promoting positive use of technology. I would commend this paper to you all as a resource to guide your own dealings and discussions on these critical topics of cyberbullying and sexting.

Middle and high school students interact via powerful social media platforms such as Facebook, Instagram, and Snapchat. Social media platforms are sometimes misused, resulting in cyberbullying and sexting that could adversely affect many in the school community. School counsellors, school psychologists, and educators are uniquely positioned to proactively address cyberbullying and sexting in schools with targeted educational and preventative programming. Attention to four facets is recommended: school climate initiatives, policy development and implementation, training in empathy and decision making in the context of online disinhibition, and challenges to use technology positively. Resources for cyberbullying and sexting prevention in Australia and the United States are highlighted.