Positive and Negative Emotions Related to Seeking Help from a School Counselor

Israelashvili, Moshe; Ishiyama, F. Ishu

doi:10.1080/1754730x.2008.9715735

Cited by 4 publications

(4 citation statements)

References 44 publications

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“…Reported help seeking from school counselors for bullying has not been studied to date. However, one study found that Arab students hold more negative than positive emotions about seeking help from school counselors (Israelashvili & Ishiyama, 2008).…”

Section: Help Seekingmentioning

confidence: 99%

Israeli Arab Minority Students’ Help Seeking for Bullying From School Counselors

Yablon

2018

The Counseling Psychologist

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Minority students are less likely to seek help to deal with bullying at school than their majority counterparts. Nonetheless, very little is known about the factors that influence their willingness to seek help, or the role of school counselors as potential help providers. Thus, in the present study we examined Israeli Arab minority high school students' help seeking from school counselors for coping with verbal, physical, and social bullying. A national representative sample of 730 high school students participated in the study. Our findings revealed that the vast majority of students did not seek help at all. Students who sought help, in comparison with those who did not, reported more positive relationships with their school counselors, and noted that their counselors were more available for them. Students who experienced higher levels of victimization were more willing to seek help than those who experienced lower levels. Implications for help seeking and the role of counselors in schools are discussed.

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Section: Help Seekingmentioning

confidence: 99%

Israeli Arab Minority Students’ Help Seeking for Bullying From School Counselors

Yablon

2018

The Counseling Psychologist

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“…However, a student who takes the initiative to ask for help is proactively taking a step toward a solution. This proactive behavior might also create a ripple effect: a positive experience with seeking help can make it more likely that a student will use the help-seeking strategy again (Israelashvili and Ishiyama, 2008;Vogel et al, 2007). Instructors can encourage questions by explicitly stating that all questions are welcome, by allowing ample time for questions, by providing particular means by which students can ask questions, and by avoiding criticism of questions.…”

Section: Discussionmentioning

confidence: 99%

Is it OK to ask? The impact of instructor openness to questions on student help-seeking and academic outcomes

Micari

Calkins

2019

Active Learning in Higher Education

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Instructors’ actions in the classroom matter; what the instructor does and says can impact students’ attitudes about the course and learning approaches, which can in turn impact the quality of their learning. This study examines the relationships among instructor openness to student questions, student help-seeking behavior, and student final grade in lecture-style college/university courses. Two hundred sixty-eight university students completed measures on their perception of instructor openness to questions and their approach to help-seeking in class. Perceived instructor openness and help-seeking were positively related to grade. Help-seeking mediated the relationship between perceived instructor openness to questions and final grade. Participants were also asked for examples of communication behaviors instructors used to either promote or suppress help-seeking; themes emerging from these responses are presented, and implications for instructors are given.

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“…As observed in Figure 1, sociostructural factors such as SES, ethnicity, gender, and age are considered sources of cultural variation. Concerning the role of these factors, research shows that women are more likely than men to seek mental health services (Sheu & Sedlacek, 2004) and women hold more favorable outcome expectations and less negative emotions about mental health care as compared to men (Cohen et al, 2015; Israelashvili & Ishiyama, 2008). There is also evidence that individuals from lower SES are less likely to adhere to psychological care (Swift & Greenberg, 2012) and ethnic/racial minorities tend to underuse such services (Wang, 2007; Williams et al, 2005).…”

Section: Previous Research On the Utilization Of Psychological Servicesmentioning

confidence: 99%

“…Although research on positive emotions is scarce, findings suggest that hope, relief, comfort, enthusiasm, gratefulness, and pride may play a positive role. In fact, one study revealed that positive but not negative emotions about psychological care were associated with help-seeking readiness (Israelashvili & Ishiyama, 2008).…”

Section: Previous Research On the Utilization Of Psychological Servicesmentioning

confidence: 99%

Investigating psychological service utilization employing an integrative sociostructural, cultural, and behavioral framework.

Salinas-Oñate¹,

Betancourt²,

Flynn³

et al. 2022

Professional Psychology: Research and Practice

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Building on research that has identified factors relevant to psychological services utilization, this study examines some of those variables within the context of cultural beliefs about psychological care among primary care patients in Chile, a country with high rates of depression and low mental health services utilization. Guided by an integrative conceptual framework, the structure of relations among sociostructural, cultural, and psychological factors influencing mental health services utilization was tested. Participants included 201 women referred for colocated psychological services at 13 primary care centers. Cultural beliefs about psychological care were measured employing a scale developed using a mixed-methods cultural research approach to instrument development. Additional scales assessed sociostructural factors (age, ethnicity, socioeconomic status; SES), outcome expectations and emotions, and intention to utilize psychological services. A structural equation model including the hypothesized structure of relations among the study variables fit the data well (comparative fit index [CFI] = .99, χ 2 [68] = 78.44, p = .18; χ 2 /df = 1.15; root-mean-square error of approximation [RMSEA] = .03, 90% CI [.00, .05]). As proposed, cultural beliefs about psychological care predicted intention to utilize psychological services, directly and indirectly, through outcome expectations and emotions (ab′ = .07, CI [.01, .14]). Specifically, positive cultural beliefs about receiving psychological care influenced outcome expectations (β = .30, p = .00) and positive emotions (β = .43, p = .00), which in turn predicted intention to utilize psychological services (β = .23, p = .01; β = .18, p = .03). Integrative approaches including sociostructural, cultural, and psychological determinants may result in more effective and culturally appropriate interventions aimed at reducing disparities in psychological services utilization. This research could contribute to the internationalization of knowledge on mental health services utilization. This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

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Positive and Negative Emotions Related to Seeking Help from a School Counselor

Cited by 4 publications

References 44 publications

Israeli Arab Minority Students’ Help Seeking for Bullying From School Counselors

Israeli Arab Minority Students’ Help Seeking for Bullying From School Counselors

Is it OK to ask? The impact of instructor openness to questions on student help-seeking and academic outcomes

Investigating psychological service utilization employing an integrative sociostructural, cultural, and behavioral framework.

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