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This study is part of the international survey studies on teachers' beliefs concerning the integration of children's literature in mathematics teaching and learning, and this paper reports the findings of the thematic analysis of open-ended survey responses elicited from 287 primary school teachers and teacher trainees in Taiwan. Using the seminal social psychology theory, the Theory of Planned Behaviour (Ajzen in "Organizational Behavior and Human Decision Processes," "50," 179-211, 1991) to frame the findings, this study highlights 11 perceived barriers and 11 perceived enablers that are thought to influence the teachers' intention to integrate children's literature in their mathematics teaching. More specifically, we identified time constraint, lack of pedagogical knowledge and confidence, and resource constraint as being the most-cited perceived barriers, while pedagogical benefits, desire to improve teaching, and enabling social norms were identified as the top perceived enablers. Ultimately, this article offers several recommendations to address some of these key perceived barriers.

Past reviews of cyberbullying preventative interventions have critiqued the field regarding scientific rigor, and a meta-analysis found that randomized controlled trials (RCTs) of such interventions were more effective than non-RCTs. However, no review has examined the risk of bias, dosage, modality, and delivery context of such programs to date. The current study addresses this gap through a systematic review of the literature. Potential articles (N = 4,737) from 4 databases were identified and screened (Academic Search Premier including ERIC, PsychINFO, and the Psychology and Behavioral Collection; PubMed; Web of Science; Compendex); 72 articles were reviewed for eligibility. Final articles included (N = 30) were based on a rigorous search process guided by inclusion and exclusion criteria. The majority of studies were conducted in Europe; two were conducted in the USA, three in Australia, and two in the Middle East. Efforts to reduce risk of bias were evaluated using the Cochrane's Risk of Bias tool. Harvest plots were constructed to qualitatively illustrate the rigor, dosage, modality, and context of the interventions, and meta-analytic random effects models were conducted to examine effect sizes of the interventions on cyberbullying perpetration and victimization. Results suggest that cyberbullying interventions delivered through schools are effective, though expanded follow-up time is suggested, and additional evidence is needed for home settings and digital delivery.

As migration and displacement continue to increase around the world, guidelines are needed clarifying how school counselors can use their power and privilege in working with refugee students and their families across K-12 education, more so in relation to the COVID-19 pandemic. We introduce the Refugee Well-Being Project intervention to school counselors and school counselor interns, focusing on the social determinants of health impacting the overall well-being of refugee students.

Online teaching and learning has become increasingly prevalent in counselor education, particularly during the COVID-19 pandemic. We conducted a content analysis on the frequency, type, and topics for 48 articles of online teaching and learning published from 1998 to 2020 in 26 counseling journals. Implications for online counselor education and future research are provided.

Limited research has focused on exploring the collaboration between home and school to address cyberbullying. In this qualitative study, we interviewed 17 school counselors to explore their experiences working with parents and caregivers in addressing cyberbullying. We identified four themes: (a) connections with parents and families, (b) digital citizenship, (c) blurred boundaries, and (d) family/counselor support. We discuss the themes and offer implications for school counselors to address cyberbullying in schools, including highlighting strategies for bridging the gap between families and schools through policies and communication about cyberbullying.

The authors explored emotion regulation (ER) among 25 counseling professionals (master's-level counselors-in-training and counseling supervisors) using grounded theory and established 5 themes: (a) emotional experiences, (b) emotion processing, (c) metacognition, (d) emotional self-protection, and (e) emotional support. The emerging theory provides a foundation for teaching and practicing ER.

The researchers examined the effectiveness of a mindfulness-based attention group with elementary school students struggling with attention problems. The results revealed that students in the intervention group were more likely to improve their on-task behavior and decrease their attention problems during the group compared to students in the comparison group. The intervention group demonstrated improvements ranging from debatably effective to very effective for improving mindfulness. We discuss implications for using the intervention.

Photochemical reductive deamination of alpha-amino aryl alkyl ketones under photosensitizer-free conditions is presented. This protocol features high efficiency and selectivity. A plausible reaction pathway is proposed based on ultraviolet–visible absorption investigation, control experiments and deuterium-labelling studies. Mechanistic study reveals that the alpha-hydrogen atom of the ketone product originated from water. [ABSTRACT FROM AUTHOR]

Online aggression represents a wide range of negative experiences, including online discrimination targeting individuals based on race, but adolescent perspectives are not well‐represented. We interviewed 15 adolescents regarding their experiences with online racial discrimination. After a phenomenological analysis, four main themes emerged: types of online racial aggression, processes supporting online racism, personal coping, and strategies to prevent online racial aggression. These themes provided insights into adolescent experiences, including feelings about targeted online racial discrimination, intersectionality with sexual harassment, and comfort through processing with friends. This study highlights adolescents' thoughts regarding advocacy, education, and social media reform to prevent online racial aggression. Future research should ensure that youth voices from minoritized racial backgrounds are integrated into efforts to address these critical social issues. [ABSTRACT FROM AUTHOR]