Allowing parents, homeroom teachers, or school counselling teachers to read journal entries can have some advantages, but it's important to consider the potential risks and limitations as well. Here are some potential advantages:
1. Increased understanding:Â By reading journal entries, parents, homeroom teachers, or school counselling teachers can gain a better understanding of the student's thoughts, feelings, and experiences. This can help them provide more personalized support and guidance.
2. Early detection of issues:Â Journal entries may provide insight into issues or concerns that the student may not have shared otherwise. By detecting these issues early, parents, homeroom teachers, or school counselling teachers can intervene and provide support before the situation escalates.
3. Collaboration: By sharing journal entries, parents, homeroom teachers, or school counselling teachers can work collaboratively to provide the best possible support for the student.
4. Encouraging positive behaviour: If the journal entries are shared with the student's homeroom teacher or school counselling teacher, they may be able to provide positive reinforcement and encourage behaviours that are consistent with the student's goals and values.
However, there are also some risks and limitations to consider. Journaling is a private activity, and sharing journal entries without the student's consent can be a breach of trust and privacy. It's important to have clear guidelines and procedures in place to ensure that the student's privacy is protected and that the sharing of journal entries is done with the student's best interests in mind. Additionally, some students may not feel comfortable sharing their journal entries, and it's important to respect their wishes and provide alternative forms of support if needed.
10. What scientific evidence is in the form of research on journaling?
There is a growing body of research that supports the use of journaling as a tool for addressing emotional and behavioural problems in students. Here are some examples of scientific evidence that can be cited to support the use of journaling in schools:
1. A study published in the Journal of Educational Psychology found that students who engaged in expressive writing about their traumatic experiences showed improvements in academic performance and reductions in disciplinary referrals, compared to students who did not engage in expressive writing.
2. A study published in the Journal of Adolescence found that journaling was associated with reductions in depressive symptoms and improvements in coping skills in adolescents.
3. A meta-analysis of studies published in the Journal of Counselling Psychology found that expressive writing was associated with significant improvements in psychological well-being and reductions in symptoms of anxiety and depression.
4. A study published in the Journal of School Psychology found that journaling was associated with improvements in students' academic performance, behavioural self-regulation, and emotional self-awareness.
