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Auswahl der wissenschaftlichen Literatur zum Thema „Counselling“
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Zeitschriftenartikel zum Thema "Counselling"
1
Bagshawe, A. „Counselling“. BMJ 327, Nr. 7422 (01.11.2003): 1038–40. http://dx.doi.org/10.1136/bmj.327.7422.1038.
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2
Steben, Marc, und Deborah M. Money. „Counselling“. Journal of Obstetrics and Gynaecology Canada 29, Nr. 8 (August 2007): S55—S56. http://dx.doi.org/10.1016/s1701-2163(16)32582-8.
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3
Page, Margaret A. „Counselling“. Physiotherapy 75, Nr. 6 (Juni 1989): 326. http://dx.doi.org/10.1016/s0031-9406(10)62560-6.
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4
Hammick, Marilyn. „Counselling and counselling skills a discussion“. British Journal of Therapy and Rehabilitation 1, Nr. 2 (02.10.1994): 75–81. http://dx.doi.org/10.12968/bjtr.1994.1.2.75.
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5
McGuiness, John, Geof Alred, Nonie Cohen, Kathy Hunt und Maggie Robson. „Globalising counselling: humanistic counselling in Kenya“. British Journal of Guidance and Counselling 29, Nr. 3 (01.08.2001): 293–300. http://dx.doi.org/10.1080/03069880120073012.
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6
McGuiness, John, Geof Alred, Nonie Cohen, Kathy Hunt und Maggie Robson. „Globalising counselling: Humanistic counselling in Kenya“. British Journal of Guidance & Counselling 29, Nr. 3 (August 2001): 293–300. http://dx.doi.org/10.1080/03069880123130.
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7
LATHA. S M, LATHA S. M. „Genetic Counselling and Society“. Global Journal For Research Analysis 3, Nr. 2 (15.06.2012): 7–8. http://dx.doi.org/10.15373/22778160/february2014/84.
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8
Daly, Anne-Marie. „Counselling and counselling psychology: a critical examination“. European Journal of Psychotherapy & Counselling 15, Nr. 4 (Dezember 2013): 415–17. http://dx.doi.org/10.1080/13642537.2013.850211.
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9
Scott, Bruce. „Counselling and counselling psychology: a critical examination“. European Journal of Psychotherapy & Counselling 17, Nr. 1 (02.01.2015): 102–5. http://dx.doi.org/10.1080/13642537.2014.1001164.
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10
Oyeyipo, O. M. „Referral Counselling Method and Financial Counselling Method“. African Journal of Social Sciences and Humanities Research 6, Nr. 3 (26.06.2023): 112–20. http://dx.doi.org/10.52589/ajsshr-cj2a8h0o.
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This study sought to reappraise the study Referral counselling method and financial counselling method among mothers in Cross River State, Nigeria. The study was purely a sampling and purposive sampling technique. The questionnaire called (SMCQ) was the instrument used for data collection. The instrument was subjected to face validity by one expert in Guidance and Counselling and two experts in measurement and evaluation in the Faculty of Education, University of Calabar. The reliability estimate of the instrument was established through the Cronbach Alfa reliability method. One-way analysis of variance (ANOVA) was the statistical analysis technique adopted to test the hypotheses under study. All hypotheses were subjected to testing at a .05 level of significance. The study showed that women whose referral counselling method were low were significantly different in their safe motherhood practices among women of reproductive age from those whose referral counselling method was either moderate or high. Also, women whose referral counselling method was moderate were significantly different from those who were high in safe motherhood practices among women of reproductive age. From the data analysis, the researcher found that: referral counselling methods and financial counselling methods significantly influence safe motherhood practices among women of reproductive age. The financial counselling method had a significant influence on safe motherhood practices among women of reproductive age, a post hoc analysis was employed using Fishers’ Least Significant Difference (LSD) multiple comparison analysis. Based on the findings of the study the researcher recommended among others that disrespectful treatment of mother would discourage them from taking counselling classes and practising safe motherhood and the researcher suggest that perhaps maternal referral counselling usage is low because of the delays mothers encounter in the facilities in the facilities they are referred.
Dissertationen zum Thema "Counselling"
1
Van, den Bos Arend G. A. „Christian counselling : does it differ from secular counselling“. Thesis, University of Canterbury. School of Educational Studies and Human Development, 1996. http://hdl.handle.net/10092/1793.
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Psychotherapy has traditionally described religious counselling in a negative manner since it was felt such practices perpetuated rather than dealt with mental health problems. This research set out to examine if differences existed between the practices of Christian and non-Christian therapists and the consequences if they did. A uniquely constructed questionnaire was sent to a number of therapists, but a very low return rate was received from non-Christian therapists possibly reinforcing the underlying anti-religious hostility expressed by this group. From the total of twenty seven returns received, liberal and nominal Christians were combined with the non-Christians making a (renamed) non-committed group of fifteen therapists. Twelve remained in the (renamed) committed Christian group. Data obtained from the questionnaire indicated a number of differences between the two groups. Differences were found in styles of therapy, religious beliefs, and ethical practices. Following the questionnaire, two therapists from each group were interviewed to gain further insight into the results and responses obtained. Both Christian and one non-Christian therapist were supportive of the research, but for different reasons. Christian therapists felt it was needed to educate others whereas the non-Christian therapist used it to educate herself. The remaining non-Christian therapist expressed marked hostility toward the research perhaps reflecting the opinions of the majority of therapists who did not participate in this research. Six clients also returned a questionnaire, enabling some insight from a client's perspective to be gained. This indicated that what therapists stated they would do and what either actually happened or was believed to be happening, did not always match. This study may be greatly flawed, however, due to the small number of therapists being studied and its being conducted in a small geographical area. This research serves to raise more questions for future research rather than give statements of general fact.
2
Smoczynski, Eva. „Indian Cross-Cultural Counselling : Implications of practicing counselling in urban Karnataka with Western counselling methods“. Thesis, Ersta Sköndal högskola, Institutionen för socialvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-1784.
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This study presents how Indian counsellors in urban India work with Western counselling methods with Indian clients. The study is categorised as part of the cross-cultural counselling research field where a major assumption is that counselling methods are part universal, part contextual. This study explores how counsellors in Bangalore culturally adapt Western methods. The method used is qualitative semi-structured interviews with seven counsellors at Parivarthan Counselling, Training and Research Centre in Bangalore. The theoretical framework in this study is based on New Institutional Theory, with constructs such as Glocalisation, Translation, and finally Cultural Preparedness to understand the context of the counselling profession in Bangalore. Results show that the Bangalore counsellors meet clients that are culturally prepared for short-term and advice-oriented counselling. The clients are part of a context where family and spirituality are of great importance. The counsellors use Western counselling methods only but adapt their approach and language with indigenous elements and emphasise the individuality of each client. They use a person-centred and an integrative approach, in which they are informed by several Western counselling methods, but do not use them dogmatically. The individuals’ needs and the relationship between counsellor and client is emphasised. Parivarthan Counselling, Training and Research Centre is part of a complex organisational field with influences from India, the East as well as from the West.
3
Umpleby, Philip. „Doing counselling differently“. Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686823.
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This dissertation offers a critical account of the process I have used to change and reconstruct my counselling practice. Viewed through the lens of modernity heroin addiction resembles a storm of personal and social problems that drives the redemptive qualities of personal growth out of the reach of individuals. Conventional approaches to treatment perceive heroin addicts to be problematic individuals whose behaviour and other social and cultural issues are diminished in importance by their overwhelming need to satisfy their dependency. Within such notions treatment interventions, including counselling, are predominantly conceived in terms of a biomedical model that focuses upon discipline and control. The dissertation recognises that such approaches leave little space for individual acts of meaning. The dissertation critically and creatively explores the issue of drug addiction from the perspective of my work as a counsellor. I will discuss my feelings, emotions and thoughts to reflect how I might use lived experience to change how I counsel individuals addicted to heroin. Living and working in Stockton I have developed a strong awareness and understanding of its history and social spaces. It is an area in gradual decline characterised by social inequality and deprivation. The dissertation examines the consequences for my practice of counselling in such a context of social disadvantage. The meanings embedded in the everyday life of heroin addicts provide an opportunity for me to appreciate the kind of life being lived but also allow me to develop a different way of counselling that seeks to redress the damage done by social inequalities and addiction to heroin. I will argue that the traditional values of client-centred counselling autonomy-fidelity, justice, non-malfeasance and beneficence-need be rejected and replaced by an approach that encourages emancipatory social change. The dissertation draws upon a Goethean approach to science that encourages the use of imagination to gain an understanding of experience and provides the basis for a different way of knowing. Such a way of knowing is expressed through the use of photographic images interwoven with written text; together these narratives seek to throw open the conventional organization of counselling in order to contest the unequal social distribution of resources.
4
Moir-Bussy, Ann, und n/a. „Spirituality and counselling“. University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061018.142411.
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There has been little Australian research on the religious and spiritual values
of counsellors � one study only, published by Cross and Khan in 1983. However, this
issue is an important one, as counsellors' values may influence their clients and the
need of clients may require the attention of the counsellor to religious and spiritual
issues. This study consisted of two surveys in which the religious and spiritual beliefs
and values of Australian counsellors were examined.
The first study addressed some root questions concerning the relevance of
religion and spirituality to psychologists and therapists in the counselling situation. The
queries concerned (a) the recognition and acceptance by counselling practitioners of the
religious/spiritual dimension of a person, (b) whether religious issues, values and
beliefs were seen as an integral part of psychotherapy and (c) the degree to which these
practitioners saw themselves as religious or spiritual.
To answer some of these root questions, the initial objective of the field
study was to survey psychologists and therapists in Canberra using the Batson and
Ventis (1982) Religious Life Inventory, because this was a framework for identifying
the ways in which a person was religious. Added to this were some demographic
questions and questions regarding the relevance of religion to work. A poor response
rate led to the surveys being sent also to Sydney and Melbourne.
Results from this first survey were limited. The term "religion" was found
to be far more complex than at first realised, and hence objectives were modified for a
second survey.
The second survey focussed on perceptions of spirituality of Canberra
counsellors. The survey questions were based on the studies by Shafranske and Gorsuch
(1984) and Shafranske and Malony (1990). Added to these questions were demographic
questions and open questions dealing with personal insights, experiences with symbols,
rituals and myths. Ideas for questions were also taken from studies on religion in
Australia, including Bouma and Dixon (1986) and the Australian Values Study Survey
(1983).
The data was analysed first by tabling frequencies, then by cross-tabulating
selected variables and computing the chi-square statistic for each cross-tabulation to
determine whether the relationship was significant at the 0.05 level.
Results suggested that the majority of Canberra practitioners not only
perceived spirituality as important to their personal life and clinical work, but also
regarded themselves as spiritual people and believed in a transcendent Being and Life
Force. Most saw their spirituality as entirely personal and had little connection with
organised or traditional religions. Within the counselling relationship approximately
half of the counsellors were willing to discuss religious issues, and nearly 90% to
discuss their clients' spirituality. Female counsellors were much more likely than male
to discuss a client's religious beliefs with them; other differences between the sexes
were less marked.
The high response rate in this study together with the significant findings
indicate the value of further research in this area on a broader scale.
5
Upton, Dave. „Developing Employee Counselling“. Thesis, Cranfield University, 1997. http://hdl.handle.net/1826/3628.
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The research focused on the counselling service provided by a major national N-1
organisation. The main aim was identification of managerial mechanisms that might
be instituted to facilitate the development of workplace counsellors.It comprised of
three main studies which utilised both quantitative and qualitative methods.
Over a period of eight months,corresponding quantitative data were collected after
each new counselling session from six hundred and ninety-four clients and forty-six
counsellors.In addition, qualitative data in the form of case notes were obtained from
the counsellors, forty-three of whom also completed Levenson's (1981) Locus of
Control questionnaire.
In the first study,quantitative questionnaire data from both clients and counsellors
were analysed in order to investigate discrepancies between the two groups that might
identify a means of focus for managing the service. Statistical exploration of sociodemographic features that might be implicated as potentially confounding variables in
the assessment of counselling effectiveness and client satisfaction was also
undertaken, and the proposition that non-respondents perceive less benefit from the
service was indirectly explored. A dditionally,the relationship between some of the
Rogerian core qualities and client perceptions of benefit was investigated.
In the second study,qualitative data from counsellor notes were examined in order to
establish the type of notes produced and to consider ways in which counsellors might
be encouraged to focus on counselling process rather than content. As a result an
instrument was developed which provides a tool to facilitate counsellor development
within a professional supervisory re lationship, inside or outside of the organisational
context.
The third study was designed to investigate counsellors' own locus of control and
their perceptions of their clients' primary loci. Objectives of the study included
comparison of the two measures and exploration of relationships between locus of
control and other issues of interest to the research such as client perception of benefit
from counselling, perceived use of Rogerian core variables and results on the process
measure.
The findings of the studies and their implications for counsellor development are fully
discussed and suggestions for future research are provided.
6
Geldard, Kathryn Mary. „Adolescent Peer Counselling“. Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16155/1/Kathryn_Geldard_Thesis.pdf.
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Adolescent peer counselling as a social support strategy to assist adolescents to cope with stress in their peer group provides the focus for the present thesis. The prosocial behaviour of providing emotional and psychological support through the use of helping conversations by young people is examined. Current programs for training adolescent peer counsellors have failed to discover what skills adolescents bring to the helping conversation. They ignore, actively discourage, and censor, some typical adolescent conversational helping behaviours and idiosyncratic communication processes. Current programs for training adolescent peer counsellors rely on teaching microcounselling skills from adult counselling models. When using this approach, the adolescent peer helper training literature reports skill implementation, role attribution and status differences as being problematic for trained adolescent peer counsellors (Carr, 1984; de Rosenroll, 1988; Morey & Miller, 1993). For example Carr (1984) recognised that once core counselling skills have been reasonably mastered that young people " may feel awkward, mechanical or phoney" (p. 11) when trying to implement the new skills. Problematic issues with regard to role attribution and status differences appear to relate to the term 'peer counsellor' and its professional expectations, including training and duties (Anderson, 1976; Jacobs, Masson & Vass, 1976; Myrick, 1976). A particular concern of Peavy (1977) was that for too many people counselling was an acceptable label for advice giving and that the role of counsellor could imply professional status. De Rosenroll (1988) cautioned against creating miniature mirror images of counselling and therapeutic professionals in young people. However, he described a process whereby status difference is implied when a group of adolescent peer counsellors is trained and invited to participate in activities that require appropriate ethical guidelines including competencies, training, confidentiality and supervision. While Carr and Saunders (1981) suggest, "student resentment of the peer counsellor is not a problem" they go on to say, "this is not to say that the problem does not exist" (p. 21). The authors suggest that as a concern the problem can be minimised by making sure the peer counsellors are not 'forced' on the student body and by providing opportunities for peer counsellors to develop ways of managing resentment. De Rosenroll (1988) acknowledges that the adolescent peer counsellor relationship may fall within a paraprofessional framework in that a difference in status may be inferred from the differing life experiences of the peer counsellor when compared with their student peers.
The current project aimed to discover whether the issues of skill implementation, role attribution and status differences could be addressed so that adolescent peer counselling, a valuable social support resource, could be made more attractive to, and useful for adolescents.
The researcher's goal was to discover what young people typically do when they help each other conversationally, what they want to learn that would enhance their conversational helping behaviour, and how they experience and respond to their role as peer counsellor, and then to use the information obtained in the development of an adolescent-friendly peer counsellor training program. By doing this, the expectation was that the problematic issues cited in the literature could be addressed. Guided by an ethnographic framework the project also examined the influence of an adolescent-friendly peer counsellor training program on the non-peer counsellor students in the wider adolescent community of the high school.
Three sequential studies were undertaken. In Study 1, the typical adolescent conversational and communications skills that young people use when helping each other were identified. In addition, those microcounselling skills that young people found useful and compatible with their typical communication processes were identified. In Study 2, an intervention research process was used to develop, deliver, and evaluate an adolescent-friendly peer counsellor training program which combined typical adolescent helping behaviours with preferred counselling microskills selected by participants in Study 1. The intervention research paradigm was selected as the most appropriate methodology for this study because it is designed to provide an integrated perspective for understanding, developing, and examining the feasibility and effectiveness of innovative human services interventions (Bailey-Dempsey & Reid, 1996; Rothman & Thomas, 1994). Intervention research is typically conducted in a field setting in which researchers and practitioners work together to design and assess interventions. When applying intervention research methodology researchers and practitioners begin by selecting the problem they want to remedy, reviewing the literature, identifying criteria for appropriate and effective intervention, integrating the information into plans for the intervention and then testing the intervention to reveal the intervention's strengths and flaws. Researchers then suggest modifications to make the intervention more effective, and satisfying for participants. In the final stage of intervention research, researchers disseminate information about the intervention and make available manuals and other training materials developed along the way (Comer, Meier, & Galinsky, 2004). In Study 2 an adolescent-friendly peer counsellor training manual was developed. Study 3 evaluated the impact of the peer counsellor training longitudinally on the wider school community. In particular, the project was interested in whether exposure to trained peer counsellors influenced students who were not peer counsellors with regard to their perceptions of self-concept, the degree of use of specific coping strategies and on their perceptions of the school climate. Study three included the development of A School Climate Survey which focused on the psychosocial aspects of school climate from the student's perspective. Two factors which were significantly correlated (p<.01) were identified. Factor 1 measured students' perceptions of student relationships, and Factor 2 measured students' perceptions of teachers' relationships with students.
The present project provides confirmation of a number of findings that other studies have identified regarding the idiosyncratic nature of adolescent communication, and the conversational and relational behaviours of young people (Chan, 2001; Noller, Feeney, & Peterson, 2001; Papini & Farmer, 1990; Rafaelli & Duckett, 1989; Readdick & Mullis, 1997; Rotenberg, 1995; Turkstra, 2001; Worcel et al., 1999; Young et al., 1999). It extends this research by identifying the specific conversational characteristics that young people use in helping conversations.
The project confirmed the researcher's expectation that some counselling microskills currently used in training adolescent peer counsellors are not easy to use by adolescents and are considered by adolescents to be unhelpful. It also confirmed that some typical adolescent conversational helping behaviours which have been proscribed for use in other adolescent peer counsellor training programs are useful in adolescent peer counselling. The project conclusively demonstrated that the adolescent-friendly peer counsellor training program developed in the project overcame the difficulties of skill implementation identified in the adolescent peer counselling literature (Carr, 1984). The project identified for the first time the process used by adolescent peer counsellors to deal with issues related to role attribution and status difference.
The current project contributes new information to the peer counselling literature through the discovery of important differences between early adolescent and late adolescent peer counsellors with regard to acquiring and mastering counselling skills, and their response to role attribution and status difference issues among their peers following counsellor training. As a result of the substantive findings the current project makes a significant contribution to social support theory and prosocial theory and to the adolescent peer counselling literature. It extends the range of prosocial behaviours addressed in published research by specifically examining the conversational helping behaviour of adolescents from a relational perspective. The current project provides new information that contributes to knowledge of social support in the form of conversational behaviour among adolescents identifying the interactive, collaborative, reciprocal and idiosyncratic nature of helping conversations in adolescents. Tindall (1989) suggests that peer counsellor trainers explore a variety of ways to approach a single training model that can augment and supplement the training process to meet specific group needs. The current project responded to this suggestion by investigating which counselling skills and behaviours adolescent peer counsellor trainees preferred, were easy to use by them, and were familiar to them, and then by using an intervention research process, devised a training program which incorporated these skills and behaviours into a typical adolescent helping conversation.
A mixed method longitudinal design was used in an ecologically valid setting. The longitudinal nature of the design enabled statements about the process of the peer counsellors' experience to be made. The project combined qualitative and quantitative methods of data gathering. Qualitative data reflects the phenomenological experience of the adolescent peer counsellor and the researcher and quantitative data provides an additional platform from which to view the findings. The intervention research paradigm provided a developmental research method that is appropriate for practice research. The intervention research model is more flexible than conventional experimental designs, capitalises on the availability of small samples, accommodates the dynamism and variation in practice conditions and diverse populations, and explicitly values the insights of the researcher as a practitioner. The project combines intervention research with involvement of the researcher in the project thus enabling the researcher to view and report the findings through her own professional and practice lens.
7
Geldard, Kathryn Mary. „Adolescent Peer Counselling“. Queensland University of Technology, 2005. http://eprints.qut.edu.au/16155/.
Der volle Inhalt der QuelleAnnotation:
Adolescent peer counselling as a social support strategy to assist adolescents to cope with stress in their peer group provides the focus for the present thesis. The prosocial behaviour of providing emotional and psychological support through the use of helping conversations by young people is examined. Current programs for training adolescent peer counsellors have failed to discover what skills adolescents bring to the helping conversation. They ignore, actively discourage, and censor, some typical adolescent conversational helping behaviours and idiosyncratic communication processes. Current programs for training adolescent peer counsellors rely on teaching microcounselling skills from adult counselling models. When using this approach, the adolescent peer helper training literature reports skill implementation, role attribution and status differences as being problematic for trained adolescent peer counsellors (Carr, 1984; de Rosenroll, 1988; Morey & Miller, 1993). For example Carr (1984) recognised that once core counselling skills have been reasonably mastered that young people " may feel awkward, mechanical or phoney" (p. 11) when trying to implement the new skills. Problematic issues with regard to role attribution and status differences appear to relate to the term 'peer counsellor' and its professional expectations, including training and duties (Anderson, 1976; Jacobs, Masson & Vass, 1976; Myrick, 1976). A particular concern of Peavy (1977) was that for too many people counselling was an acceptable label for advice giving and that the role of counsellor could imply professional status. De Rosenroll (1988) cautioned against creating miniature mirror images of counselling and therapeutic professionals in young people. However, he described a process whereby status difference is implied when a group of adolescent peer counsellors is trained and invited to participate in activities that require appropriate ethical guidelines including competencies, training, confidentiality and supervision. While Carr and Saunders (1981) suggest, "student resentment of the peer counsellor is not a problem" they go on to say, "this is not to say that the problem does not exist" (p. 21). The authors suggest that as a concern the problem can be minimised by making sure the peer counsellors are not 'forced' on the student body and by providing opportunities for peer counsellors to develop ways of managing resentment. De Rosenroll (1988) acknowledges that the adolescent peer counsellor relationship may fall within a paraprofessional framework in that a difference in status may be inferred from the differing life experiences of the peer counsellor when compared with their student peers. The current project aimed to discover whether the issues of skill implementation, role attribution and status differences could be addressed so that adolescent peer counselling, a valuable social support resource, could be made more attractive to, and useful for adolescents. The researcher's goal was to discover what young people typically do when they help each other conversationally, what they want to learn that would enhance their conversational helping behaviour, and how they experience and respond to their role as peer counsellor, and then to use the information obtained in the development of an adolescent-friendly peer counsellor training program. By doing this, the expectation was that the problematic issues cited in the literature could be addressed. Guided by an ethnographic framework the project also examined the influence of an adolescent-friendly peer counsellor training program on the non-peer counsellor students in the wider adolescent community of the high school. Three sequential studies were undertaken. In Study 1, the typical adolescent conversational and communications skills that young people use when helping each other were identified. In addition, those microcounselling skills that young people found useful and compatible with their typical communication processes were identified. In Study 2, an intervention research process was used to develop, deliver, and evaluate an adolescent-friendly peer counsellor training program which combined typical adolescent helping behaviours with preferred counselling microskills selected by participants in Study 1. The intervention research paradigm was selected as the most appropriate methodology for this study because it is designed to provide an integrated perspective for understanding, developing, and examining the feasibility and effectiveness of innovative human services interventions (Bailey-Dempsey & Reid, 1996; Rothman & Thomas, 1994). Intervention research is typically conducted in a field setting in which researchers and practitioners work together to design and assess interventions. When applying intervention research methodology researchers and practitioners begin by selecting the problem they want to remedy, reviewing the literature, identifying criteria for appropriate and effective intervention, integrating the information into plans for the intervention and then testing the intervention to reveal the intervention's strengths and flaws. Researchers then suggest modifications to make the intervention more effective, and satisfying for participants. In the final stage of intervention research, researchers disseminate information about the intervention and make available manuals and other training materials developed along the way (Comer, Meier, & Galinsky, 2004). In Study 2 an adolescent-friendly peer counsellor training manual was developed. Study 3 evaluated the impact of the peer counsellor training longitudinally on the wider school community. In particular, the project was interested in whether exposure to trained peer counsellors influenced students who were not peer counsellors with regard to their perceptions of self-concept, the degree of use of specific coping strategies and on their perceptions of the school climate. Study three included the development of A School Climate Survey which focused on the psychosocial aspects of school climate from the student's perspective. Two factors which were significantly correlated (p<.01) were identified. Factor 1 measured students' perceptions of student relationships, and Factor 2 measured students' perceptions of teachers' relationships with students. The present project provides confirmation of a number of findings that other studies have identified regarding the idiosyncratic nature of adolescent communication, and the conversational and relational behaviours of young people (Chan, 2001; Noller, Feeney, & Peterson, 2001; Papini & Farmer, 1990; Rafaelli & Duckett, 1989; Readdick & Mullis, 1997; Rotenberg, 1995; Turkstra, 2001; Worcel et al., 1999; Young et al., 1999). It extends this research by identifying the specific conversational characteristics that young people use in helping conversations. The project confirmed the researcher's expectation that some counselling microskills currently used in training adolescent peer counsellors are not easy to use by adolescents and are considered by adolescents to be unhelpful. It also confirmed that some typical adolescent conversational helping behaviours which have been proscribed for use in other adolescent peer counsellor training programs are useful in adolescent peer counselling. The project conclusively demonstrated that the adolescent-friendly peer counsellor training program developed in the project overcame the difficulties of skill implementation identified in the adolescent peer counselling literature (Carr, 1984). The project identified for the first time the process used by adolescent peer counsellors to deal with issues related to role attribution and status difference. The current project contributes new information to the peer counselling literature through the discovery of important differences between early adolescent and late adolescent peer counsellors with regard to acquiring and mastering counselling skills, and their response to role attribution and status difference issues among their peers following counsellor training. As a result of the substantive findings the current project makes a significant contribution to social support theory and prosocial theory and to the adolescent peer counselling literature. It extends the range of prosocial behaviours addressed in published research by specifically examining the conversational helping behaviour of adolescents from a relational perspective. The current project provides new information that contributes to knowledge of social support in the form of conversational behaviour among adolescents identifying the interactive, collaborative, reciprocal and idiosyncratic nature of helping conversations in adolescents. Tindall (1989) suggests that peer counsellor trainers explore a variety of ways to approach a single training model that can augment and supplement the training process to meet specific group needs. The current project responded to this suggestion by investigating which counselling skills and behaviours adolescent peer counsellor trainees preferred, were easy to use by them, and were familiar to them, and then by using an intervention research process, devised a training program which incorporated these skills and behaviours into a typical adolescent helping conversation. A mixed method longitudinal design was used in an ecologically valid setting. The longitudinal nature of the design enabled statements about the process of the peer counsellors' experience to be made. The project combined qualitative and quantitative methods of data gathering. Qualitative data reflects the phenomenological experience of the adolescent peer counsellor and the researcher and quantitative data provides an additional platform from which to view the findings. The intervention research paradigm provided a developmental research method that is appropriate for practice research. The intervention research model is more flexible than conventional experimental designs, capitalises on the availability of small samples, accommodates the dynamism and variation in practice conditions and diverse populations, and explicitly values the insights of the researcher as a practitioner. The project combines intervention research with involvement of the researcher in the project thus enabling the researcher to view and report the findings through her own professional and practice lens.
8
Pearce, Melanie D. „Medical work or counselling work? : a qualitative study of genetic counselling“. Thesis, University of Nottingham, 2004. http://eprints.nottingham.ac.uk/11705/.
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This thesis presents a qualitative study of genetic counselling. Using a combination of semi-structured interviews and conversation analysis, it focuses on the role, function and structure of genetic counselling and on its status as medical or counselling work. Semi-structured interviews are used to ascertain genetic counsellors' accounts or perceptions of the nature of their role, their views on client expectations, and genetic counselling clients' perceptions and expectations of the same. Conversation analytic study of recorded genetic counselling consultations is used to identify whether or not they possess an overall shape and whether they appear conversationally as a counselling or a medical interaction. Rose's (1998, 1999) sociological work on the growth of the therapeutic community and the techne of 'psy' provides a framework for a discussion on the strength of the genetic counselling profession's association with a Rogerian counselling philosophy and on the potential difficulties this may bring. The questions are raised; does genetic counselling have many similarities to "personal, emotional or psychological" 'counselling' at all? And is this alliance with the counselling community either fair or possible for the professionals involved? The results were as follows. First, that the genetic counselling consultations in this corpus do not present with one unique overall shape that can encompass all interactions. Second, that the accounts of the genetic counsellors and clients in this sample, and the conversation analytic study of the recorded consultations, suggest that genetic counselling is primarily a medical-based activity and that this is what clients want. Third, that genetic counselling has a number of dissimilarities to psychotherapeutic counselling that suggest it is not so much 'counselling' as using counselling skills, and finally, that the tensions incurred in fulfilling medical-type tasks within what is ostensibly a 'counselling' role are neither fair nor practical for the professionals involved.
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Raabe, Peter Bruno. „Philosophy of philosophical counselling“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0027/NQ38962.pdf.
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Jones, Philippa. „Counselling psychology and cancer“. Thesis, City University London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507273.
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1955-, Palmer Stephen, Dainow Sheila 1937-, Milner Pat 1936- und British Association for Counselling, Hrsg. Counselling: The BAC counselling reader. [London?]: British Association for Counselling, 1996.
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Board, Robert De. Counselling skills. Aldershot: Gower, 1994.
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Jones, Gill, und Anne Stokes. Online Counselling. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-0-230-23085-9.
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Strong, Tom. Medicalizing Counselling. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56699-3.
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Rosenfield, Maxine. Telephone Counselling. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-32901-1.
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Habeshaw, Sue. Co-counselling. Bristol: Bristol Polytechnic, 1987.
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Kerr, J. H. Counselling Athletes. London: Taylor & Francis Group Plc, 2004.
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Galbraith, Victoria, Hrsg. Counselling Psychology. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315626499.
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Clarke, Angus, Hrsg. Genetic counselling. Abingdon, UK: Taylor & Francis, 1994. http://dx.doi.org/10.4324/9780203308950.
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British Columbia. Ministry of Education, Skills and Training. und Centre for Curriculum, Transfer and Technology., Hrsg. Counselling skills. Victoria, B.C: Province of British Columbia, Ministry of Education, Skills and Training, 1997.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Counselling"
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Segal, Julia. „Counselling“. In Multiple Sclerosis, 88–102. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-3107-8_7.
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Dawson, R. L. „Counselling“. In Teacher Information Pack 5: Techniques and Information, 22–31. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-09005-1_3.
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Kagan, Carolyn, und Josie Evans. „Counselling“. In Professional Interpersonal Skills for Nurses, 129–48. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-4463-4_9.
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McLeod, John. „Counselling“. In The Experience of Managing, 66–70. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1007/978-1-349-27328-7_7.
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Coulshed, Veronica, und Joan Orme. „Counselling“. In Social Work Practice, 105–32. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-1-137-19255-4_6.
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Brown, Helen Cosis. „Counselling“. In Social Work, 138–48. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14400-6_11.
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Brown, Helen Cosis. „Counselling“. In Critical Practice in Social Work, 105–14. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-0-230-36586-5_9.
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Coulshed, Veronica, und Joan Orme. „Counselling“. In Social Work Practice, 107–27. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-36779-1_6.
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Gravell, Rosemary. „Counselling“. In Communication Problems in Elderly People, 40–51. London: Routledge, 2024. http://dx.doi.org/10.4324/9781032688053-3.
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Dexter, Graham, und Michael Wash. „Counselling skills“. In Psychiatric Nursing Skills, 16–53. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-3009-5_2.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Counselling"
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Nuraini, Paramita, Nofi Nur Yuhenita und Endah Ratna Arumi. „The Influence of E-Counselling Application on the Students’ Counselling Interest“. In 1st Borobudur International Symposium on Humanities, Economics and Social Sciences (BIS-HESS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200529.082.
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Zhang, Yan, Yeping Li, Meiling Liu, Jiayi Xu und Rong Li. „Application of Psychological Counselling“. In 2021 5th International Seminar on Education, Management and Social Sciences (ISEMSS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210806.018.
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Palaniappan, Sellappan, und Tan Jun-E. „Web-Based Counselling System“. In 2006 International Conference on Advanced Computing and Communications. IEEE, 2006. http://dx.doi.org/10.1109/adcom.2006.4289854.
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Margaritoiu, Alina, und Simona Eftimie. „PERCEPTIONS TOWARDS ONLINE COUNSELLING AMONG EDUCATIONAL ACTORS FROM SPECIAL SCHOOL“. In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-025.
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Problem Statement: Although in recent years our country was implemented a number of projects for the widening of e-counselling, special education, considering this issue, is a neglected area. In this context, we considered as necessarily a study concerning online counselling where educational actors from special school were our investigated subjects. Purpose of Study:This paper contains a preliminary study to explore perceptions educational actors (head teachers, therapists, and teachers) from a special school (Prahova County) towards online counselling. The objectives of our study are: to identify their attitudes and needs toward counselling, to mention their preference for specific types of counselling (face to face or online), to specify the advantages and disadvantages for online counselling, thus providing a theoretical and practical framework for counsellors and authorities in this field. Research Methods: We have utilised focus group and individualized interview on a sample of 36 educational actors (6 specialists and 30 teachers from primary and secondary school). Findings:The results of this study indicated that 56% of educational actors do not recognize their counselling needs; from them, 44% manifested their will to be counselled and most of them prefer face to face counselling in spite of online counselling and more, they want to participate to counselling sessions outside school. For most of our subjects (73%) online counselling has more disadvantages and less advantage. None of investigated subjects have a certificate that proves online counselling competences, and more, do not manifested their interest for trainings or workshops on this field. Conclusion:The results of this study showed that online counselling is a neglected area in special educational and the lack of publicity among educational actors has maintained the lack of information and unfavorable mentalities towards advantages of this service. So, through this study and our recommendations, we intend to draw attention to the policy makers and education responsible in order to increase the efficiency of online counselling provided to beneficiaries.
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Hloušek, Jan, Martin Smutek und Zuzana Hloušková. „SOCIAL COUNSELLING CHATBOT - PILOT TESTING“. In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/31.
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Counselling chatbot - The innovative way of communication with the client within the field of social work. The current development of modern technological possibilities of machine learning software enabled the Institute of Social Work of the Philosophical Faculty of the University Hradec Králové in cooperation with the Občanské poradenské středisko, o.p.s. (Civic Counselling Center) in Hradec Králové, Czech Republic to develop content for a new platform of communication with the client in the field of social counselling. Such an innovative tool in the field of social work is intended to be the initial contact of clients with professional social counselling organization in the web interface of the Internet. There is the first experience and initial conclusions from the pilot testing presented now. Innovative counselling chatbot is not in active service yet, so the pilot testing was managed in a „controlled environment“ of university students in the field of Social Work in May and June 2021. The topic of work/employment (which was chosen as the first of many topics that social counselling typically deals with), investigate the initial reactions of respondents to communication with a chatbot, the preferred style of communication etc.
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Bickovska, Anna. „Career Counselling During Hard Times“. In 16th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2023. http://dx.doi.org/10.22616/reep.2023.16.007.
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Topicality of the research is given by migration processes that are going on in 2022 in Europe. Over 7 million of Ukrainian refugees registered in Europe since the war started in February 2022. All of these people have different situations and needs, but at some point, part of the refugees will face employment problem. The aim of the study was to try to understand how Ukrainian refugees in Latvia are trying to solve their employment situation, what they are hoping for, how they are comparing employment possibilities in Latvia and in Ukraine. Methodology includes theoretical research on the topic and small qualitative research which consists of four questions. The questions covering respondents plans towards job hunting, their view on comparison of job opportunities at home and in Latvia, their satisfaction with previous job. The results show that Ukrainian refugees are quite optimistic on their opportunities in job searching in Latvia. Theoretical research shows that refugees might have some problems with career adaptability and that is the case where career counsellor service might be needed.
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Amat, Salleh. „Guidance and Counselling in Schools“. In Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccie-18.2019.3.
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Mureanu, Alina, und Bogdan Logofatu. „COUNSELLING STUDENTS THROUGH ELECTRONIC PLATFORMS“. In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-167.
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The purpose of this paper is to highlight the need to implement and develop an online counseling service in the Department ID CREDIS, University of Bucharest. Electronic platforms is a set of communication services and e-Learning circuits that improve the quality of information and can facilitate communication in education. Implementation and development of online counseling services in the Department ID CREDIS has emerged as a need to improve teaching and provide quality services to students enrolled in the education system. In cyberspace, we have the feeling that nobody sees us, or that no one cares for us, but the reality is that, much like in real classroom, we are allowed to grow and to mature in terms emotional and cognitive. Nowadays students are very busy people (some of them have one or more jobs) and they need not only knowledge of the theoretical / practical issues but also they need a new mentality / attitude. For this reason, the Department ID CREDIS try to promote students' personal development to include 21st century skills such as communication, collaboration, team working, better use of time and, why not, become a good citizen. Easy access to information / information and effective communication through electronic platforms can increase the students' involvement in the educational process and may lead to professional and personal development of students. Online counseling is a new way to meet the needs of students, whose resources do not allow the movement to college, contributing to a real-time communication, answering questions and issues that these people may face during student life. The authors recommend that any institution that aims to develop distance education to consider advising one of the keys to good results, especially for setting high professional standards.
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Richiteanunastase, Elenaramona, Alexandru robert Mihaila, Camelia Staiculescu und Monica elisabeta Paduraru. „GAMEFICATION IN CAREER E-COUNSELLING“. In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-023.
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In a world of the online, any company or organization attempts to remain on the market by any means possible. For this reason, in the virtual environment, marketing is reinventing itself. One of the marketing strategies used in the virtual environment is that of game elements introduction or even little games to attract new customers or to fidelize the current. Although at a first glimpse, gamefication is not an absolutely necessary strategy, gamefication could and should represent a new trend in counselling or education. Gamefication is an approach that uses game theory to increase user involvement in the proposed activity. Assuming that the game produces a state of relaxation and recreation, the proposed activity, regardless of the degree of difficulty is dealt and accepted by the user. This paper starts from the idea of using gamefication in online career counselling, just because induces the user a state of relaxation, state that usually does not accompanies career decision. We can add here the user/online client fear of being judged by a person- career counsellor, and being treated like a man who has a problem. Therefore, we propose in this paper an online game / application for career exploration and career advice. Firstly, we shall analyze advantages and disadvantages of this trend for online career counselling, then we shall try to describe the theoretical background of this game (Holland's theory, personal career map) and also the choices made for design step by step, and in the end we shall try to emphasize once more its usefulness. We believe that such a proposal can only revolutionize this field by making it more "user friendly".
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Andrei, Angela, und Andreea diana Scoda. „HOW THE POTENTIAL OF ICT IS INTEGRATED IN COUNSELLING AND GUIDANCE THROUGHOUT ROMANIA“. In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-130.
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The present article analysis the results obtained from a national survey, conducted by the Institute of Educational Sciences in October 2015. The purpose of this survey was to provide an overview of the activity of the County Psycho-pedagogical Assistance Centres (CPPAC) in pre-university education and the Career Counselling and Guidance Centres (CCGC) in higher education. The design of the paper looks into data collected from counsellors and coordinators from different counselling centres regarding the following issues: the training needs of counsellors from pre-university education and from higher education in Romania; number of beneficiaries of counselling centres who benefited from ICT-based counselling and guidance; examples of educational projects on ICT-based counselling and guidance accomplished in the counselling centres at pre-university and university level and difficulties faced by counsellors in their daily professional activities. The discussion approaches important questions related to the following aspects: how ICT is used by the counselling services, if ICT training is sufficient for practitioners today, types of ICT based projects of guidance and counselling, either in schools or in universities. The paper foresees also a theoretical analysis on the basis that ICT is an essential tool for counsellors in any field of professional practice. The documentary analysis concerns the opportunity of using ICT resources, type of training provided for the counsellors working in the County Centres for Resources and Educational Assistance and in the Career Counselling and Guidance Centres and last but not least, the educational projects as support for their institutional development. The questionnaire survey is the main sociological method used on a sample of counsellors and coordinators of counselling centres at pre-university and university level, with the aim to extract relevant conclusions for readers (opportunities, threats, strengths and weaknesses) that resulted from the investigation.
Berichte der Organisationen zum Thema "Counselling"
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Babre, Tanuja. What I learned from counselling people who were suicidal. Herausgegeben von Piya Srinivasan. Monash University, Juli 2024. http://dx.doi.org/10.54377/5ef4-03de.
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Steinmann, Peter. Does home-based HIV Voluntary Counselling and Testing (VCT) improve the uptake of HIV testing? SUPPORT, 2016. http://dx.doi.org/10.30846/161010.
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Knowledge about people’s HIV status is important for developing effective HIV prevention, treatment and care strategies. HIV testing is typically performed using Voluntary Counselling and Testing (VCT) at dedicated VCT centres or healthcare facilities. However, many people lack access to VCT sites or prefer not to use them. One strategy to boost the uptake of HIV testing is to use trained counsellors or lay health workers to provide VCT in patients’ homes.
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Bobonis, Gustavo, Aneta Bonikowska, Philip Oreopoulos, W. Craig Riddell und Steven Ryan. A Helping Hand Goes a Long Way: Long-Term Effects of Counselling and Support to Workfare Program Participants. Cambridge, MA: National Bureau of Economic Research, August 2022. http://dx.doi.org/10.3386/w30405.
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Chust-Hernández, Pablo, Emelina López-González und Joan Maria Senent-Sánchez. Effectiveness of non-pharmacological treatments for academic stress in university students: a protocol for a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, Juli 2022. http://dx.doi.org/10.37766/inplasy2022.7.0071.
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Review question / Objective: The aim of this systematic review is to analyse the effectiveness of different non-pharmacological interventions on academic stress in university students. Eligibility criteria: Those articles that meet the following criteria will be included: 1) Papers that refer to the evaluation of the efficacy of an intervention on purely academic stress, assessed with a specific academic stress assessment instrument and not general or perceived stress; 2) Samples composed only of university students; 3) Empirical studies with pretest-posttest; 4) Studies published in English, Spanish and Portuguese; 5) Articles published in the last 10 years (since January 1, 2011). Registers will be excluded if: 1) they do not meet the inclusion criteria; 2) they do not clearly define the assessment instrument or the type of stress they assess; 3) studies that do not clearly specify the implementation of a prospective intervention (e.g. studies that analyse the relationship between academic stress and having ever sought counselling from a university counselling or mental health service); 4) grey literature.
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Moxham-Hall, Vivienne, Anton du Toit und Deshanie Rawlings. Clinical interventions for e-cigarette cessation in young people: an Evidence Snapshot brokered by the Sax Institute for the NSW Ministry of Health. The Sax Institute, Dezember 2022. http://dx.doi.org/10.57022/fyfv7482.
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Key messages • We found that there are limited studies analysing the effectiveness of e-cigarette cessation interventions in a clinical setting and of those that do exist the sample sizes are small, and the studies are underpowered to make any confident assessment of their effectiveness. • Clinical interventions appropriate for young people included nonpharmacologic interventions such as contingency management and behavioural counselling while NRT may be an effective pharmacologic intervention. • There was limited evidence to demonstrate the effectiveness of behavioural counselling as a stand-alone cessation strategy, but it may be effective in conjunction with other approaches. • Emerging evidence suggests that digital cessation interventions (i.e. text message or app-based delivery) may be the preferred mode of delivery for young people, however, their effectiveness in maintaining abstinence is yet to be confirmed. • Evidence suggests there is a need to quantify and create a consistent measure of nicotine intake to appropriately inform clinical treatment decisions. • Studies are generally very low quality, and it is not possible nor is it appropriate to make any definitive conclusions.
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Shey Wiysonge, Charles. Does additional social support during at-risk pregnancy improve perinatal outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/1608104.
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Additional social support has been advocated for socially disadvantaged pregnant women because they are at greater risk of experiencing adverse birth outcomes. Support may include advice and counselling (e.g. about nutrition, rest, stress management, or the use of alcohol), tangible assistance (e.g. transportation to clinic appointments, or household help), and emotional support (e.g. reassurance, or sympathetic listening). The additional social support may be delivered by multidisciplinary teams of healthcare workers or lay health workers during home visits, clinic appointments or by telephone.
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Vescio, Talia, Courtney Walshe und Rachel Blance-Palmer. A Wellbeing Specialist Case Management Service Providing Support to Students in a University Setting. Journal of the Australian and New Zealand Student Services Association, April 2023. http://dx.doi.org/10.30688/janzssa.2023-1-04.
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Development of the Student Wellbeing Connect (SWBC) service was a response to increased student support needs in the initial stages of the COVID-19 pandemic in 2020. Due to the government-imposed restrictions during the COVID-19 pandemic, students often faced complex psychosocial and wellbeing issues (Dodd et al., 2021). Two years on from its inception, the case management service has become a core component of La Trobe University’s Student Health, Wellbeing and Inclusion services responding to the complex and compounding factors that can impact the wellbeing and success of university students. Varying psychosocial needs can underly a student’s presentation to a counselling service; thus, the case management service complements the counsellor’s role by providing practical-based interventions. The focus of the service on practical issues has provided an alternative support model for students who do not identify as primarily requiring mental health or counselling support. This has opened service provision to a broader cohort of students. Using a multi-disciplinary, strength-based, and person-centred case management approach, students work collaboratively with Wellbeing Coordinators to identify internal and external supports to address their needs through psychosocial assessments and implementation of goal-focused planning. SWBC acts as a safety net within the university setting if/when psychosocial difficulties are impacting the student’s experience, academic performance, and wellbeing. This paper will outline the operational and service provision framework for providing case management to tertiary students.
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Ciapponi, Agustín. What is the effectiveness of interventions targeted at women to improve the uptake of cervical cancer screening? SUPPORT, 2016. http://dx.doi.org/10.30846/1611112.
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World-wide, cervical cancer is the second most common cancer in women and more than 85% of women dying from cervical cancer live in the developing world. Increasing the uptake of screening, alongside increasing informed choice, is key to controlling this disease through prevention and early detection. Methods of encouraging women to undergo cervical screening include invitations to screening; reminders to attend screening; education to increase knowledge of screening programmes or of cervical cancer; message framing (positive or negative messages about screening); counselling regarding barriers to screening; risk factor assessment of individuals; procedures, such as making the screening process easier; and economic interventions, such as incentives to attend screening.
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Lysokon, Ilia. Analysis of the Definition "Management of Education" in the Ukrainian Pedagogical Discourse. Тернопіль, 2022. http://dx.doi.org/10.31812/123456789/6472.
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The national system of education has always been a subject of scientific discussions in the pedagogical paradigm. It should be noted that this system is multi-vector special processes and factors created by the state to implement the social mission of education in the society. Education as a constituent phenomenon includes many areas of work: educational process, scientific and scientific-technical activities, psychological and psychological-pedagogical counselling, financial and economic work and more. All these processes are united not only by the attitude to education as a system, but also to the process of governance in general. Therefore, the definition of "management of education" in various processes plays a particularly important role.
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Andriessen, Karl, Karolina Krysinska, Kairi Kõlves und Nicola Reavley. Suicide Postvention Report. The Sax Institute, September 2019. http://dx.doi.org/10.57022/txtp7812.
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Suicide postvention comprises a concerted response to, and provision of care for, people bereaved by suicide including those impacted by the suicide of a family member, friend or person in their social network. Currently, various forms of postvention services are available, such as group support, grief counselling, outreach by agencies and online support. Despite the devastating and lasting effects, a suicide can have on the bereaved and the number of people affected, little is known of what helps bereaved individuals. This review examines what suicide postvention models have been shown to be effective to reduce distress in family, friends and communities following a suicide along with what service components contribute to effectiveness.