This study reports student observations of victims and bullies in public schools including occurrence rates, seriousness, characteristics, and the adequacy of school responses.
The Journal of Humanistic Education and Development Template
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About the The Journal of Humanistic Education and Development format
The Journal of Humanistic Education and Development is a peer-reviewed journal published by Wiley, covering Diverse Education Studies and Reforms, Counseling Practices and Supervision, Education and Critical Thinking Development.
| Publisher | Wiley |
|---|---|
| Reference style | Author–year (Chicago) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." The Journal of Humanistic Education and Development 12 (3): 45–58.
Formats any DOI in The Journal of Humanistic Education and Development style. No sign-up. |
| Publishes research in | Diverse Education Studies and Reforms Counseling Practices and Supervision Education and Critical Thinking Development Child Therapy and Development Religious Education and Schools |
| ISSN | 0735-6846 |
| h-index | 25 |
| i10-index | 72 |
| Total citations | 2,677 |
| Top institutions publishing here | Ohio University |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Papers published in The Journal of Humanistic Education and Development per year
Citation impact of The Journal of Humanistic Education and Development by publication year
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Most-cited papers in The Journal of Humanistic Education and Development
Wellness is a positive state of health that can be promoted in all counselors, impaired or not. This article discusses prevention from counselor preparation to clinical practice. Recommendations for preventing impairment are proposed for counselor education faculty, regulatory boards, employing organizations, and practicing counselors.
This investigation was designed to replicate recent studies of bullying victims and to extend those findings to younger students. Results tended to replicate earlier studies except that a greater number of young students classified themselves as victims and seemed to experience more trauma.
Although the problem of impaired professionals has been with us for as long as professionals have been so designated, this article considers potential harm to clients and the profession's obligation to monitor its members and provide appropriate rehabilitation. Definitions of distress and professional impairment are discussed, as are the indicators of impairment.
A study of the relationship between principals' leadership style and teacher stress and satisfaction indicates that teachers' performances are influenced by their perception of principals' behavior.