As Editor of this Special Issue of Applied Practices in the Journal of Psychologists and Counsellors in Schools, I am delighted to introduce 10 great articles to you all. The Special Issue is a combination of six invited applied papers from leading Australian researchers, which I will overview and summarise in some detail, and four practitioner papers. Asking already busy top researchers to write something new and relevant for the profession was potentially challenging. I wish to thank all the invited persons for their generosity in first saying yes and then following through across several months in preparing these specific applied papers. Most Australian states are represented by an author, with a fascinating range of topics. Every article draws out the realities of applying research findings when working as a practitioner in schools. For simplicity I will use the nomenclature ‘school counsellor’ here, noting that this term is inclusive of school counsellors, guidance officers and school psychologists. Challenges in writing for practitioners in Australia are both the different titles used and the different models of working as a school counsellor in each state or territory. Nevertheless, every article offers key strategies about effective working practices, as well as providing important clear information about the approach they are presenting. Key themes across all the invited papers include evidence-based research, student involvement, working as part of a school team and with the whole school, overcoming barriers to successful school counselling work, positive and strengths-based approaches, and the specific skills brought by the school counsellor when engaging with students, their families and their teachers in individual counselling and intervention work. In presenting the processes necessary to apply evidence-based practices in schools, the invited papers offer a model to school counsellors about how to effectively implement initiatives in schools. Professor Donna Cross and her team have developed Friendly Schools, a systematic approach to bullying, over many years. In her article, ‘Friendly Schools Bullying Prevention Research: Implications for School Counsellors’, she and her co-authors summarise relevant key findings from a large range of research on bullying, with a focus on the role of school counsellors. The links between bullying and ongoing mental health difficulties are acknowledged, making the enhancement of protective factors, such as parent-child relationships, and early prevention of and intervention with bullying, of crucial importance. The section on bullying perpetrators raises some interesting specific factors and interventions needing to be explored further, as perpetrators might be resistant to typical interventions. School counsellors’ wide-ranging contributions as part of a whole school team are emphasised, including their specific role in providing confidential safe support for students experiencing bullying either as a victim or perpetrator or both. A second article exploring bullying, particularly cyberbullying, is from Professor Barbara Spears and colleagues, titled ‘Using Participatory Design to Inform Cyber/Bullying Prevention and Intervention Practices: Evidence-Informed Insights and Strategies’. The foci on student voice, as well as school staff voice and participation, are fascinating and are highlighted in the two exemplar case studies. School counsellors’ prevention and intervention work with others is acknowledged, while also stressing the importance of context and specificity. COVID 19 pandemic factors are included and integrated meaningfully. Personally, I found the sections contextualising children and young people, historically and in relation to their rights and participation, particularly interesting and helpful when considering bullying and other issues impacting students in schools and beyond in 2021. The detailed case studies can be

中文翻译：

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社论，应用实践特刊

作为《学校心理学家和辅导员杂志》应用实践特刊的编辑，我很高兴向大家介绍 10 篇很棒的文章。本期特刊结合了来自澳大利亚领先研究人员的六篇受邀应用论文，我将对其进行详细概述和总结，以及四篇从业者论文。让已经很忙的顶尖研究人员写一些新的和与专业相关的东西可能具有挑战性。我要感谢所有受邀者的慷慨，他们首先表示同意，然后在几个月的时间里准备这些具体的应用论文。大多数澳大利亚州都由一位作者代表，主题范围很广。每篇文章都阐述了在学校作为从业者工作时应用研究成果的现实。为简单起见，我将在这里使用术语“学校辅导员”，并指出该术语包括学校辅导员、指导官员和学校心理学家。澳大利亚从业者面临的写作挑战既是使用的不同头衔，也是每个州或地区作为学校辅导员工作的不同模式。然而，每篇文章都提供了有关有效工作实践的关键策略，并提供了有关它们所提出的方法的重要明确信息。所有受邀论文的关键主题包括基于证据的研究、学生参与、作为学校团队的一员和与整个学校一起工作、克服成功的学校咨询工作的障碍、积极和基于优势的方法，以及学校辅导员在与学生、他们的家人和他们的老师进行个人辅导和干预工作时所带来的具体技能。在介绍在学校应用循证实践所需的过程时，受邀论文为学校辅导员提供了一个关于如何在学校有效实施举措的模型。多年来，唐娜·克罗斯教授和她的团队开发了友好学校，这是一种系统化的欺凌方法。在她的文章“友好学校欺凌预防研究：对学校辅导员的影响”中，她和她的合著者总结了关于欺凌的大量研究的相关主要发现，重点是学校辅导员的作用。欺凌与持续的心理健康问题之间的联系得到承认，加强亲子关系等保护因素，及早预防和干预欺凌行为至关重要。关于欺凌肇事者的部分提出了一些需要进一步探索的有趣的具体因素和干预措施，因为肇事者可能对典型的干预措施有抵抗力。强调了学校辅导员作为整个学校团队的一部分所做的广泛贡献，包括他们在为遭受欺凌的学生提供保密安全支持方面的具体作用，无论是作为受害者还是施暴者或两者兼而有之。第二篇探讨欺凌，尤其是网络欺凌的文章来自 Barbara Spears 教授及其同事，题为“使用参与式设计为网络/欺凌预防和干预实践提供信息：循证洞察和策略”。对学生声音以及学校工作人员的声音和参与的关注令人着迷，并在两个示例案例研究中得到了强调。学校辅导员与他人的预防和干预工作得到认可，同时也强调背景和特异性的重要性。包含并有意义地整合了 COVID 19 大流行因素。就我个人而言，我发现将儿童和年轻人置于历史背景以及与他们的权利和参与相关的部分，在考虑欺凌和其他影响 2021 年学校及以后学生的问题时特别有趣和有用。详细的案例研究可以是 学校辅导员与他人的预防和干预工作得到认可，同时也强调背景和特异性的重要性。包含并有意义地整合了 COVID 19 大流行因素。就我个人而言，我发现将儿童和年轻人置于历史背景以及与他们的权利和参与相关的部分，在考虑欺凌和其他影响 2021 年学校及以后学生的问题时特别有趣和有用。详细的案例研究可以是 学校辅导员与他人的预防和干预工作得到认可，同时也强调背景和特异性的重要性。包含并有意义地整合了 COVID 19 大流行因素。就我个人而言，我发现将儿童和年轻人置于历史背景以及与他们的权利和参与相关的部分，在考虑欺凌和其他影响 2021 年学校及以后学生的问题时特别有趣和有用。详细的案例研究可以是