This paper briefly outlines the procedures that were undertaken in the development of the Future Relationships Scale (FRS) and discusses its possible application potential. An analysis of the existing literature on Family and Relationship therapy and established diagnostic measurement scales in the area, failed to locate an instrument that could aid in the measuring of perceptions of adolescents of the components that help to make an adult intimate relationship functional. This area was seen by the authors to be important particularly in the light of the development of school based Human Relationships Education. As a result a questionnaire was devised and administered to Year 12 students across three State high schools in Central Queensland. The questionnaire comprised 5 main parts. Part 1 obtained data on a number of independent variables. Part 2 was designed as an open-ended statement that sought Year 12 students' opinions about the components of functional relationships. Part 3 was the Future Relationships Scale. Parts 4 and 5 contained established scales that provided further information on independent variables and validation for the Future Relationships Scale. Analyses of the data indicated that the FRS is worthy of further development, and that Future Relationships was related to the sex and academic aspirations of the student, Personal Beliefs, and Family Assessment. The FRS would appear to be a potentially viable instrument for use in educational guidance and counselling.

This is a report on the use of a modified version of Ollendick's Social Competency program. The goal of the study was to determine how effective the program is in teaching social skills. Two groups of ten children were studied. The evaluation was carried out over a two-year period. The program children displayed improved social skills by demonstration. This was also reported in positive comments from parents, teachers and children. The social popularity score of the targeted children moved positively toward the peer group mean. The program proved to be a more effective use of professional time than individual casework.

Pastoral care is defined as being that element of the teaching process which centres around the individual needs and environmental forces which either facilitate or impede the all-round development of the individual child. Present Victorian State Government policy endorses the establishment of effective pastoral care systems in schools. Three hundred students in Years 7 and 10 in three Victorian secondary schools were surveyed in order to find out how well these schools were meeting the non-academic needs of their students. A two-way ANOVA indicated that the way in which students perceive their needs will be met differs across schools, and between year levels. The functional differences in pastoral care teachers' roles across the three schools are considered and support is given for the inclusion of the “Student Welfare Coordinator” role in the pastoral team. The conclusion reached suggests that an effective pastoral system provides for meeting the needs of individual students, but in doing so, teaches problem solving skills that will be of use outside the classroom.

This study was conducted to evaluate the effectiveness of Rational-Emotive Therapy (RET) in enhancing the self-esteem of adolescent males. Six subjects were observed over a twenty-week period. At weekly intervals three measures of self-esteem were made: a self-report measure (using the Coopersmith Self-Esteem Inventory - CSEI) and two unobtrusive measures (Parent and Teacher Reports). Between the tenth and eleventh observations each subject participated in ten individual sessions of RET. Data from these observations were analysed by Interrupted Time-Series Analyses. The results indicated that the RET was effective in enhancing self-esteem. However, the treatment's effectiveness on the CSEI sub-scales was marginally differential. The main conclusion from the study was that RET is an effective therapy for enhancing the self-esteem of adolescents. The implication for education was that RET is an appropriate therapy for school counsellors dealing with adolescents who have self-esteem problems.

This article defines and gives a brief history of the development of crosscultural counselling as it exists in Australia and examines the qualities of an effective cross-cultural counsellor. It outlines some of the societal pressures which operate as a hindrance to effective counselling and finally lists some implications for the guidance officer working in Queensland schools.

A survey to determine the prevalence and nature of behaviour problems (adjustment difficulties) in State primary school children in the South Coast Region of Queensland, was conducted using a personally abbreviated form of the Achenbach and Edelbrock (1986) Child Behaviour Checklist - Teacher Report Form (CBCL-TRF). The subjects of this study were 494 children (407 boys and 87 girls) aged between 6 and 13 years, who were nominated by teachers from a random selection of 30 schools in the Region. Teachers were asked to complete the checklists on children whose behaviour had caused them concern within the last two months. Results indicated that 3% (494) of the children in these schools were reported to have a behaviour problem as perceived by teachers, and 23% (370) were determined to have a behaviour problem in the clinical range of functioning, according to the CBCL-TRF. Specific types of problems were identified in each of the age and gender groups, but aggression was perceived to be the most frequent problem across age and gender. Behaviour problems were also shown to be associated with poor academic performance. Overall this study provides useful information, in the form of general prevalence estimates, on which to base a regional adjustment policy.

This study was conducted to determine whether cognitive behaviour modification training procedures, implemented in small group settings of learning disabled children and low progress children, was effective in improving their spelling through writing. The study demonstrated two main outcomes. Firstly, it showed that learning disabled children can be taught specific cognitive training strategies to help them regulate their self-instructional behaviours in spelling and these skills can generalise to spelling situations outside the original training program. Secondly, it showed that reciprocal gains occur when learning disabled children work cooperatively with other low progress spellers.

This study investigated the effectiveness of well-adjusted and less well-adjusted fifth and sixth year level students used as tutors to treat the speech articulation problems of younger socio-economically deprived students. It was found that adjusted tutors were relatively more effective in reducing articulation problems. Both types of tutors were equally effective in promoting more positive attitudes towards “self”, “school” and “voice” in tutees. Both types of tutors were more positive about “self” and “school” following successful tutoring. These results suggest that some students may provide an efficient and effective resource for professionals in the treatment of functional articulation problems of other students.