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Journal articles on the topic 'Counsellors'
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1
Tan, Soo Yin, and Chih Chin Chou. "Supervision Effects on Self-Efficacy, Competency, and Job Involvement of School Counsellors." Journal of Psychologists and Counsellors in Schools 28, no. 1 (December 21, 2017): 18–32. http://dx.doi.org/10.1017/jgc.2017.19.
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This research examined the effects of structured group supervision (SGS) on counsellors’ self-efficacy, counselling competency, and job involvement in Singapore. Twenty-one counsellors participated in six, 3-hour SGS sessions over 12 weeks with one qualified counselling supervisor. The counsellors had at least six months’ experience working as counsellors in schools or educational-related settings, such as student care centres. A single-group, before-after design was adopted. Pre- and posttest questionnaires were administered — Counselling Self-Efficacy Scale (CSES), Counsellor's Competence Self-Evaluation Scale (CCSS), and Job Involvement Scale (JIS) — to examine counsellor self-efficacy, counselling competency, and job involvement respectively. Paired-sample t tests were used to examine the impact of SGS on the three measures, whereas the Pearson correlation was used to examine the relationships among them. It was found that there was (a) a significant increase in mean scores for pre- and posttest scores for counsellor self-efficacy and counselling competency, but not for job involvement after SGS; and (b) a significant positive correlation among the three variables. With a better understanding of the SGS and the impact on counsellors, supervision practices can be improved and school counsellors can become more competent and confident.
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Tapson, Christine. "Counselling and professionalism: A phenomenological analysis of counsellor experience." European Journal of Counselling Psychology 4, no. 2 (August 18, 2016): 148–65. http://dx.doi.org/10.5964/ejcop.v4i2.51.
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In this article, the author discusses findings from an interpretative phenomenological study which explores challenging issues in relation to professionalism for counselling, and illuminates features in need of consideration in relation to organisational contexts. These features include the rapid reconfiguration of professionalism in response to contemporary organisational structures such as policy and managerial driven incentives. Using two individual semi-structured interviews, the meaning of professionalism for counsellors is explored. The author proposes that the rapidly growing disparity between old or occupational professionalism, as opposed to new or organizational professionalism, causes uncertainty for counsellors who may struggle to maintain their professional identity. The counsellor’s sense of professionalism is further disempowered if they feel themselves unheard, causing the counsellor to either resist or disengage from organizational obligations. Findings suggest that a counsellor’s sense of professionalism is more ably communicated if their place in an organisation is enacted rather than imposed. The author discusses the experiences of two counsellors in relation to the literature on professionalism, with focus upon the emotional reactions which were expressed as to organisational changes.
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Jupp, J. J., and M. Hudson. "Counsellor and client perceptions of client problems." Queensland Journal of Guidance and Counselling 3 (November 1989): 51–64. http://dx.doi.org/10.1017/s1030316200000170.
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This study examined the mutual awareness of counsellors and clients about clients' problems and considered the extent to which counsellors and clients agreed about problems. To investigate these issues data were obtained by the administration of questionnaires to 10 school counsellors and their next 10 adolescent clients. Results suggested that counsellors were aware of client problems in 42% of cases. Clients were aware about how counsellors viewed their problems in 17% of cases. There was agreement between counsellor and client about client's problems in 22% of cases. Effects of a number of variables on perceptions about problems were also investigated. Type of referral (self, other) and approach taken by counsellor did not influence perceptions. Having background information about clients appeared to impede counsellors' awareness about problems and degree of agreement between counsellors and clients about the nature of problems. Number of previous interviews with clients and the length of experience of counsellors also affected counsellor/client perceptions.
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FLORENCE ADEOTI, Yusuf, Ayoade Ejiwale Okanlawon, and Imran Moshood Adesile. "Challenges and Solutions: The Experiences of Newly-Qualified Counsellors." Journal of Education in Black Sea Region 6, no. 2 (May 21, 2021): 70–84. http://dx.doi.org/10.31578/jebs.v6i2.233.
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The emergence of the increases in the rate of different social vices among the adolescents in high schools calls for re-evaluation and updating of the existing operating counselling services in secondary schools' educational system. The study examined the challenges of the newly qualified school counsellors and the solution proffered. Six research questions were raised to guide the study. It adopted a mixed-method research approach. The results of the findings revealed that the lack of recognition of the role of counsellors in the school system was rated the highest among the challenges experienced by newly-qualified counsellors, non-referral of students who need to be sent to a counsellor by teachers was rated second. From the findings of the study of the awareness campaign on the importance of counselling through various media, the finding “more time should be allotted to practicum for counsellors in training” was the highest-rated as the solution to the challenges experienced by newly-qualified counsellors. The results obtained from the study also revealed that male counsellors might be experiencing different challenges from their female counterparts. The results of the study also show a significant difference in the challenges experienced by newly qualified counsellors based on school type. The findings revealed that there is a significant difference in the solution provided by newly qualified counsellors based on gender. The results also show that the solution provided by a counsellor from private schools does not differ from that of their public schools’ counterpart. Based on the findings of the study recommendations were made: government should provide public enlightenment programmes to parents, school administrators, teachers, and students through jingles, posters, billboards on the need to embrace counselling in the school system and make use of the facility. National University commission should revise the counsellor training programme and increase the period allocated for practicum for the counsellor in training in order to equip them for the tasks ahead.
Keywords: challenges, solutions, experiences, newly qualified counsellors
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Suhaila, Ku, Nur Jannah, Mohd Izwan, Salleh Amat, and Syazwani Saadon. "Psychological Well-Being of School Counsellors Model." European Journal of Educational Research 11, no. 2 (April 15, 2022): 621–38. http://dx.doi.org/10.12973/eu-jer.11.2.621.
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<p style="text-align: justify;">The school counselor’s role is increasingly challenging with various demands of students’ problems and the issue of Coronavirus disease (COVID-19) pandemic also affect students’ psychosocial and mental well-being. Therefore, school counselors need to equip themselves with high psychological well-being as a self-care factor to deal with burnout, instability, and work stress. This study aims to develop Psychological Well-Being Model among school counsellors. A total of 330 secondary school counsellors from four districts in Selangor were selected as the respondents using the group random sampling method. Data were collected through translated questionnaire instruments, namely Self Compassion Scale, Counselling Self Estimate Inventory, The Assessing Emotions Scale, Spiritual Involvement and Beliefs Scale Revised, and Psychological Well Being-Ryff. Confirmation Factor Analysis (CFA) and Structural Equation Modeling (SEM) show that there is a significant positive relationship between self-compassion, counselling self-efficacy, emotional intelligence, spiritual intelligence, and the school counsellor’s psychological well-being. The findings also showed that self-compassion, counselling self-efficacy, emotional and spiritual intelligence affected 76.5% (R2 = 0.765) of variance in psychological well-being. This study is one of the earliest in presenting the school counsellor’s psychological well-being model who can contribute to Malaysian education. The implications of this study suggest that the elements of self-compassion, counselling self-efficacy, emotional and spiritual intelligence, and psychological well-being should be applied in the curriculum at the counsellor training level in university so that counsellors have adequate preparation in providing effective services in schools. The Ministry of Education Malaysia, on the other hand, needs to cultivate psychological well-being interventions regularly so that counsellors can always manage various students’ issues in schools as well as maintaining psychological well-being in terms of personnel and professionals.</p>
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Mohd Jaladin, Rafidah Aga, Janette Graetz Simmonds, and Cynthia Joseph. "PROFESSIONAL COUNSELLORS’ PERCEPTIONS AND EXPERIENCES OF MULTICULTURAL COUNSELLING IN MALAYSIA: A QUALITATIVE STUDY." Journal of Nusantara Studies (JONUS) 5, no. 2 (June 25, 2020): 261–81. http://dx.doi.org/10.24200/jonus.vol5iss2pp261-281.
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Background and Purpose: The contemporary status of multicultural counselling field in Malaysia is ambiguous as there is limited research in this field. Even though Malaysia is deemed as a multicultural nation, there are still some issues and concerns with regards to the understanding and practice of multicultural counselling. Hence, the present research aims to: (a) explore the definitions of the term ‘multicultural counselling’ as perceived by professional counsellors; (b) identify the dimensions of multicultural competence as perceived by counsellors’ community sample; (c) identify the characteristics of a multiculturally competent counsellor; and (d) explore the most challenging cases or anecdotes experienced by professional counsellors when counselling culturally different clients in the local context.
Methodology: Semi-structured in-depth interviews were employed to gather 22 professional counsellors’ reflections on lived counselling experiences and their perceptions of multicultural counselling concepts. Thematic analysis was used to analyse the interview data, but with some adaptation to suit the functions of NVivo 9.
Findings: Several themes and categories emerged based on four probing topics (understanding of multicultural counselling, definition of multicultural competence, characteristics of a multiculturally competent counsellor, and challenging multicultural cases).
Contributions: The results seem to suggest that Malaysian counsellors need to continuously engage in professional development training and to actively seek practice opportunities with culturally diverse clients. The education sector and local professional bodies for counsellors also need to better train and educate pre- and in-service counsellors in order to become multiculturally competent practitioners.
Keywords: Counsellor education and training, Malaysian counselling profession, multicultural counselling, multicultural counselling competency, professional counsellors.
Cite as: Aga Mohd Jaladin, R., Simmonds, J. G., & Joseph, C. (2020). Professional counsellors’ perceptions and experiences of multicultural counselling in Malaysia: a qualitative study. Journal of Nusantara Studies, 5(2), 261-281. http://dx.doi.org/10.24200/jonus.vol5iss2pp261-281
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Ririn Probowati, Monika Sawitri, Mamik Ratnawati, and Heri Wibowo. "Empowering Health Workers as Breastfeeding Counselors to Prevent Stunting At puskesmas Jelakombo, Jombang Regency." Community Development Journal 6, no. 2 (August 31, 2022): 39–43. http://dx.doi.org/10.33086/cdj.v6i2.2602.
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The purpose of the activity is to increase knowledge and skills for health workers as breastfeeding counsellors at the Jelakombo Health Center, Jombang Regency. Training method: lectures, discussions and field practices to counsellors for 5 days with 19 participants consisting of counsellors working at PUSKESMAS PONED. The material provided: the principles of correct breastfeeding, the principle of being a counsellor, the problems faced and how to overcome them in breastfeeding, demonstrations and demonstrations as a counsellor and the direct practice of facing mothers in the community as counsellors. training methods with the active participation of participants that will result in a faster learning process: presentations, group work and clinical practice The results of the training improve the knowledge, attitudes and behaviour of counsellors in providing education to pregnant and lactating women. Training with methods that involve active participants will make it easier for participants to achieve their goals as counsellors who practice directly with pregnant and lactating women. The results of the program evaluation found that there was an increase in knowledge by 47.6% and skills by 57.9%
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Yuliana, Yuliana, Neviyarni Neviyarni, and Marlina Marlina. "Group Guidance to Increase Peer Counselor and Understanding of Bullying." International Journal of Applied Counseling and Social Sciences 1, no. 2 (February 4, 2020): 25–30. http://dx.doi.org/10.24036/005345ijaccs.
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Peer counsellors have a low understanding of bullying and assume that bullying is common. The purpose of this research is to determine the effectiveness group counselling services to increase peer counsellor understanding of bullying. Methods Quasi Experiment study approach through the design of The Non-Equivalent Control Group. Data were collected using a peer counsellor understanding scale about bullying (53 valid items = 0.949). The study sample consisted of 10 peer counsellors as a control group and 10 peer counsellors as an experimental group who had a low and moderate understanding. Data were analyzed using the Wilcoxon Signed-Rank test and Kolmogorov-Smirnov two independent sample. The findings of this study showed that group counselling services are effective in improving the understanding of peer counsellor about bullying.
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Joubert, Carmen, and Johnnie Hay. "Registered psychological counsellor training at a South African faculty of education: Are we impacting educational communities?" South African Journal of Education, no. 40(3) (August 31, 2020): 1–9. http://dx.doi.org/10.15700/saje.v40n3a1840.
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The study reported on in this article explored the perceived psychosocial and educational impact on educational communities by alumni of the North-West University who completed their Bachelor of Education Honours degree in Educational Psychology. This programme has been running since 2003 and aimed at training registered counsellors who need to pass the Board of Psychology examination of the Health Professions Council of South Africa to be qualified as registered counsellors. To achieve the aim of this study, telephonic interviews were conducted to gather data from the counsellor alumni of the 2007, 2013, 2014 and 2016 cohorts. In total, 18 participants voluntarily participated in this qualitative research study. The participants’ perceptions were analysed using inductive content analysis; the findings suggest that counselling is an add-on skill for these alumni, utilised only on a part-time or secondary basis, as the overwhelming majority work as teachers in educational settings. The psychosocial and educational impact from a registered counsellor’s perspective seems to be limited as most of them are teachers and only some provide counselling services in the educational environment where they work. The implications are that some adjustments in the training of registered counsellors – from a holistic wellbeing framework – need to be made, as that the category should be intensively marketed.
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HIMSONADI, HIMSONADI. "KETERAMPILAN KOMUNIKASI HIPNOTIC KONSELING." AL-TAZKIAH 8, no. 1 (June 1, 2019): 1–16. http://dx.doi.org/10.20414/altazkiah.v8i1.1095.
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Counselling communication skills are one of the competencies that must be possessed by a counselling teacher, both verbal and non-verbal communication. The success of counselling is largely determined by the ability of counsellors to master effective counselling communication skills and evidence of mastery of counselling communication skills is manifested in the form of effective communication practices with techniques in the counselling process. In addition to mastering counselling techniques in general, counsellors must have the ability to influence, because the success of counselling can not be separated from the extent to which the counsellor influences the counselee being served. With the ability to influence the counsellor, BK can easily help the counselee. Techniques used by counsellors to influence counselees as offered in this journal, including counsellors must master the principles of hypnosis counselling and can use hypnosis counselling language patterns, both of which can be applied at each individual counselling stage.
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Ashman, Adrian F., Robyn Gillies, and Sam Beavers. "Counsellor roles and perceptions of training." Journal of Psychologists and Counsellors in Schools 3 (November 1993): 1–14. http://dx.doi.org/10.1017/s1037291100002107.
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This paper reports the findings of a study that involved 236 primary and secondary school counsellors employed by the Queensland Department of Education. The study was undertaken as a formative evaluation process prior to the redevelopment of the counsellor education program offered by the Department of Education at The University of Queensland. The survey questionnaire asked informants to evaluate the importance of various practices and skills and the degree to which these were developed during training. Another section of the questionnaire asked counsellors to identify the relevance of several conceptual or knowledge bases to their day-to-day counselling practice and, again, how well these were covered during counsellor training. The results have provided an understanding of the identity of counsellors in primary and secondary settings based upon their perceptions, and indicated areas in which counsellor education can be augmented.
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Barletta, John. "Supervision for school counsellors: when will we get what we really need?" Australian Journal of Guidance and Counselling 6, no. 1 (November 1996): 1–8. http://dx.doi.org/10.1017/s1037291100001448.
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This paper addresses the issues associated with providing quality supervision for school counsellors. The variety of tasks that are required of school counsellors makes it essential that appropriate supervisory support is provided by the employer. Clinical supervision should be carried out by a counsellor who has training in supervision methods and techniques, as well as clinical experience in the tasks being supervised. Administrative supervision can be conducted by a member of the school administrative team. School counsellor competence can be developed in the workplace with the support of a colleague or supervisor until expertise develops.It is accepted that supervision is a crucial part of the professional support for counsellors. Bernard and Goodyear (1992) suggest that supervision serves three basic and important purposes. First, supervision ensures that those entering the profession have appropriate fundamental skills, second, it enhances the functioning of counsellors, and finally, it ensures the quality of service to clients. The supervisor needs to be competent not only in the process of supervision and the specific issues within the educational setting, but also aware of the particular preference of style school counsellors have for supervision, which research has found tends to be quite directive (Usher & Borders, 1993).
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Zainudin, Zaida Nor, Alia Sarah Asri, Yusni Mohamad Yusop, Nor Aniza Ahmad, Siti Aishah Hassan, and Lee Wei Rong. "Model of Relationship between e-Counselling Skills, e-Counselling Ethics and e-Counselling Limitations with Counselling Self-efficacy." International Journal of Information and Education Technology 12, no. 9 (2022): 921–33. http://dx.doi.org/10.18178/ijiet.2022.12.9.1702.
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Despite the increasing number of e-counsellors, there is a lack of studies especially in the Malaysian context that highlight the skills and practices among e-counsellors and how these are linked to their perceptions when providing e-counselling. This study identifies the relationship between e-counselling skills, e-counselling ethics and e-counselling limitations with counselling self-efficacy among e-counsellors in Malaysia. A total of 159 e-counsellors from various institutions in Malaysia participated in this online survey study. The respondents were selected using the simple random sampling method. The Counselling Self-Estimate Inventory was adopted, and three self-constructed scales were employed for data collection purposes. Correlation analysis found that e-counselling skills (r = 0.597, p < 0.001), e-counselling ethics (r = 0.201, p < 0.001) and e-counselling limitations (r = -0.511, p < 0.001) were significantly correlated to counselling self-efficacy. The structural equation model analysis confirmed the model of relationship between e-counselling skills, e-counselling ethics, e-counselling limitations and counselling self-efficacy. From the three dimensions, e-counselling limitations predicted counselling self-efficacy the best (β value = -0.60), followed by e-counselling ethics (β value= 0.56) and e-counselling skills (β value= 0.18). The findings imply that the extent of e-counsellors’ perceptions on the limitations present in e-counselling play an important role to predict the variance in counselling self-efficacy among e-counsellors. Professional counselling bodies, supervisors and counsellor educators are urged to design a more comprehensive educational and training programme for counsellors. Both counsellor candidates and professional counsellors will benefit from this study as it provides insights for more effective implementation of e-counselling.
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Sakız, Halis, and Mehmet Sarıçalı. "Paradigmatic Challenges in School Counselling: Correlates and Reflections on Practice." Journal of Psychologists and Counsellors in Schools 29, no. 01 (October 30, 2018): 69–81. http://dx.doi.org/10.1017/jgc.2018.23.
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We examined the paradigmatic position of school counsellors as it relates to their practice. A survey and interviews were conducted with counsellors, counsellor educators, and teachers. Findings demonstrated that counsellors lacked skills regarding theoretical orientation and applications, counselling practices remained arbitrary and less effective due to the confusion experienced in the adaptation and application of counselling approaches, and the confusion in paradigms stemmed from problems in the identification of local needs, direct transfer of Eurocentric paradigms, training, and professional roles.
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Pentland, Jan, and Pauline Drosten. "Financial Counselling and Problem Gambling Counselling: Exploration Of A Service Model." Australian Journal of Primary Health 2, no. 2 (1996): 54. http://dx.doi.org/10.1071/py96029.
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How can financial counsellors and problem gambling counsellors work effectively together to provide the best service outcomes for their gambling clients? A brief overview of the work of the financial counselling and problem gambling counselling services based at West Heidelberg Community Health Centre is presented here. In particular, it focusses on the practice of one financial counsellor and one problem gambling counsellor and the cases that they worked on together. It seeks to identify strategies which might facilitate effective joint casework with gamblers.
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Barletta, John. "A solution-focussed approach to time-limited counselling." Journal of Psychologists and Counsellors in Schools 8 (November 1998): 105–12. http://dx.doi.org/10.1017/s1037291100003794.
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Counsellors routinely work in situations with students, parents and colleagues, where they need to use interpersonal helping and counselling skills. This function has been recently compounded by the emergence of multiple demands which place a new set of challenges on counsellors. Given that many counsellor training programs do not include time-limited counselling techniques, counsellors have traditionally drawn on more problem-focussed, longer-term theories when helping others. This has not always been appropriate or successful. Traditional counselling theories suggest that only highly trained counsellors should be involved in interpersonal helping, simultaneously placing a major emphasis on the clinical nature of problems. This paper presents a relatively new approach to counselling that does not delve intrusively into the past, and is not restricted to professional counsellors. Solution-focussed brief counselling techniques lend themselves well to the education context, and with appropriate attention, can be utilised by counsellors who will become more intentional and f acilitative in their daily interactions.
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Jayos, Samsiah, Faizah Abd Ghani, Lokman Mohd Tahir, Kamarul Azmi Jasmi, and Nur Fatihah Abdullah Bandar. "System Support in Counselling among Muslim Convert Clients in Malaysia." Journal of Cognitive Sciences and Human Development 1, no. 1 (September 1, 2015): 74–81. http://dx.doi.org/10.33736/jcshd.189.2015.
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This study aims to identify the use of external support systems by counsellors located at the Council within the Islamic Religious Department in Malaysia. Data for this research was collected using a case study. The case study included an interview of five (5) registered counsellors in Islamic Organization in Malaysia. This study was based on a qualitative approach and data were analyzed using N’Vivo 7.0. The data were developed into appropriate themes and sub-themes. The study revealed that the external support system (community support, peer counsellor, Islamic law and Islamic organization) should be applied to Muslim counsellors and Muslim converts. This research could be used as a guide for a counsellor to be more robust in providing guidance and counselling services to specific clients, such as, new Muslim converts.Keywords: system support; convert clients
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Pandang, Abdullah, Soli Abimanyu, Alimuddin Mahmud, and Sulaiman Samad. "Factors Affecting Competence of School Counselors in South Sulawesi." Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling 4, no. 2 (March 17, 2019): 145. http://dx.doi.org/10.26858/jpkk.v4i2.8657.
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This article aims at exploring the profile of school counsellor’s competency in South Sulawesi, Indonesia, and factors that affected it. The study used quantitative approach, involving four independent variables, age, work experience, educational background, and professional certification experience of the school counsellor, and one dependent variable, the score of the competency test. The population of the study was 1949 school counsellors who took competency test administered by the Ministry of Education and Culture in 2015. There were 322 samples taken using proportional random sampling technique, representing school counsellors from SMP (junior high school), SMA (senior high school), and SMK (vocational schools). The result of the study showed that the average score of the competency test was still below the minimum standard set by the Government. The study also presented that there was a negative influence between age and the score, and positive influence between educational background and teacher certification program, and the results of competency test. Yet, it was found there was no significant influence between working experience and the results of competency test.
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Gregorčič Mrvar, Petra, Metod Resman, Jana Kalin, and Jasna Mažgon. "Cooperation between head teachers and professional school counsellors in Slovenian schools." Management 24 (May 29, 2019): 89–106. http://dx.doi.org/10.30924/mjcmi.24.si.6.
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The characteristics of cooperation between head teachers and school counsellors are presented theoretically and empirically. Distributed leadership means that head teachers do not lead schools through school-based educators but rather together with them, with school counsellors playing an important role. Numerous research studies demonstrate that a strong head teacher–school counsellor relationship is a crucial component of meeting the vision, goals and well-being of the school. The findings of our research study, conducted among head teachers and school counsellors, show positive attitudes of both groups towards mutual cooperation. Both considered the cooperation to be good or very good, the head teachers rated it even better. It is interesting to observe that the head teachers found more support in school counsellors than vice versa. Also, more of the head teachers said they saw school counsellors as partners than did the school counsellors. It thus remains to be seen how school counsellors’ perception of the school leadership’s support in their work could be strengthened and how head teachers could be encouraged to support the work of the school counselling service even more, so that this relationship becomes reciprocal and that each party’s ability to perform their work will be enhanced by the strong relationship.
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Gillies, Robyn. "Action research for guidance counsellors." Journal of Psychologists and Counsellors in Schools 2 (November 1992): 27–32. http://dx.doi.org/10.1017/s1037291100002247.
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Action research enables guidance counsellors to use a variety of methodologies to evaluate the diversity of counselling programs. The emphasis is on helping the counsellor to make decisions about the development, improvement and continuation of specific programs in schools.
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Crocket, Kathie, and Elmarie Kotzé. "Counsellors becoming counsellor educators: a New Zealand example." British Journal of Guidance & Counselling 40, no. 3 (June 2012): 247–60. http://dx.doi.org/10.1080/03069885.2012.678288.
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Atli, Abdullah. "Understanding the first year of novice school counsellors." Journal of Psychologists and Counsellors in Schools 30, no. 1 (March 3, 2020): 82–93. http://dx.doi.org/10.1017/jgc.2020.4.
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AbstractPrevious research shows that the first year of a school counsellor’s career is one of the most critical stages. However, despite this importance, there is a limited number of studies that examine what novice school counsellors experience during their first year. The primary purpose of this qualitative study is to examine in detail the common experiences of novice school counsellors who have worked the first year of their professional career and to explore comprehensive themes regarding these experiences. Following a purposive sampling strategy, 33 school counsellors who started their profession in 19 different cities of Turkey were interviewed. As a result of the thematic analysis, five major themes emerged describing the first-year experiences of school counsellors: ‘Introduction’, ‘Fighting against Prejudices’, ‘Organising Counselling Service Room’, ‘Incongruence between Training and Work Definitions’, and ‘Longing for College Years’.
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Chiu, Yu-Lung, Yu-Ching Chou, Yaw-Wen Chang, Chi-Ming Chu, Fu-Gong Lin, Ching-Huang Lai, Shu-Ling Hwang, Wen-Hui Fang, and Senyeong Kao. "Using an extended theory of planned behaviour to predict smoking cessation counsellors’ intentions to offer smoking cessation support in the Taiwanese military: a cross-sectional study." BMJ Open 9, no. 5 (May 2019): e026203. http://dx.doi.org/10.1136/bmjopen-2018-026203.
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ObjectivesTo use the extended theory of planned behaviour (TPB) to predict smoking cessation counsellors’ intentions to offer smoking cessation support.DesignCross-sectional studySettingTaiwanese militaryParticipantsA survey of 432 smoking cessation counsellors was conducted in 2017.Primary and secondary outcome measuresAll participants completed a self-administered questionnaire that solicited information concerning demographics, smoking behaviour, self-rated suitability for being a counsellor, the knowledge and skills learnt from training courses and the TPB construct.ResultsThe factors of perceived behavioural control (β=0.590, p<0.001), self-rated suitability for being a counsellor (acceptable vs not suitable, β=0.436, p=0.001; suitable vs not suitable, β=0.510, p<0.001), knowledge (β=0.298, p=0.020) and professional specialty (military doctor vs non-military doctor, β=0.198, p=0.034) were found to be correlated with intention. However, attitude, subjective norms and descriptive norms were determined to be non-significant correlates. The model explained 59.7% of the variance for the intention to offer smoking cessation support (F[12,343]=44.864, p<0.001).ConclusionsTo encourage smoking cessation counsellors to offer cessation support to smokers, policies should aim to increase their perceived behavioural control, knowledge and self-rated suitability for being a counsellor.
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Esther, Lawal Oluwabukola, and Atoyebi Adeola Olusegun. "Counsellors’ Competence in Managing School Related Crises in Southwestern Nigerian Universities, Nigeria." Bangladesh Journal of Multidisciplinary Scientific Research 2, no. 1 (April 5, 2020): 33–39. http://dx.doi.org/10.46281/bjmsr.v2i1.537.
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The study ascertained the availability and adequacy of trained guidance counsellors in south-western Nigerian universities. It also investigated the common crises in the universities; determined and examined the level of counsellors’ competence in managing crises in South-western universities. These were with a view to providing information on some factors that could influence crises management in the universities by universities guidance counsellors. The study adopted a descriptive survey research design. The population for the study comprised all guidance counsellors in southwestern Nigerian Universities. The sample size comprised 128 respondents in southwestern universities and three states (Osun, Oyo and Ogun) were also selected from six states (Oyo, Osun, Ogun, Ekiti, Ondo and Lagos) in southwest Nigeria using simple random sampling technique. Two instruments were used to elicited information for the study, namely: Checklist of Availability & Adequacy of Counsellors (CAAC) and Counsellors’ Competence Scale (CCS) Data collected were analyzed using percentage, chis-square and multiple regressions. The result showed that the availability and adequacy of trained guidance counsellors in Southwestern Nigeria universities were not adequate, federal 27(93.1%) state 19(100.0%) and private 35(97.2%). The result also revealed common crises in the southwestern Nigerian universities showing truancy has the commonest crisis in the school with 3(4.0%), followed by drug abuse 9(10.9%) , cultism is the third one 9(10.9%)and so on. Furthermore, the result of this study showed how competent school counselors are, with federal universities having the most competent counselors 8(27.6%), followed by state university with 4(21.0%) and private university with 7(19.4%). The result showed the difference in the competence of the universities counsellor based on the institutions F-ratio (F = 3.409 and Sig = 0.035), the difference in the competence of the universities counsellor based on the institutions is significant at p < 0.05.It was concluded that counselor competence had significant relationship with school crises management.
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White, Mel, Natasha Bijlani, Rob Bale, and Tom Burns. "Impact of counsellors in primary care on referrals to secondary mental health services." Psychiatric Bulletin 24, no. 11 (November 2000): 418–20. http://dx.doi.org/10.1192/pb.24.11.418.
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Aims and MethodA questionnaire survey of all general practices in one health authority plus an assessment of a random sample of referrals were used to evaluate the impact of counsellors in primary care on referrals to mental health services.ResultsA total of 91.1% of practices responded to the survey. A counsellor was present in 20.3% of these practices. A random sample of 180 referrals to community mental health teams was reviewed. There was a significantly higher referral rate from practices that employed a counsellor (P = 0.003). There was no evidence of a difference in rates of caseness of referrals between practices that employed a counsellor and those that did not.Clinical ImplicationsPractices employing counsellors had significantly higher referral rates to mental health services, with no difference in the level of caseness between the two groups of referrals.
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Boyer, Wanda, Paul Jerry, Gwen R. Rempel, and James Sanders. "Explanatory Styles of Counsellors in Training." International Journal for the Advancement of Counselling 43, no. 2 (March 10, 2021): 227–42. http://dx.doi.org/10.1007/s10447-021-09429-x.
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AbstractExplanatory style is based on how one explains good and bad events according to three dimensions: personalization, permanence, and pervasiveness. With an optimistic explanatory style, good events are explained as personal, permanent, and pervasive, whereas bad events are explained as external, temporary, and specific. For counsellors, an optimistic explanatory style creates positive expectancy judgments about the possibilities and opportunities for successful client outcomes. In this research study, we explored the explanatory styles expressed in 400 events (200 good events and 200 bad events) extracted from 38,013 writing samples of first year and final year graduate level counsellors in training. Across the three optimism dimensions and within good and bad events, there was one occurrence of a positive relationship between counsellor training time and the amount of expressed optimism. The implications of this study include the need to cultivate optimistic explanatory styles of counsellors in training and practicing counsellors.
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Fung, Suk Chun. "Counsellors in Hong Kong Primary Schools: On Becoming Visible Counselling Professionals." Global Journal of Health Science 11, no. 12 (October 9, 2019): 80. http://dx.doi.org/10.5539/gjhs.v11n12p80.
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This article examines the implications of a new school counselling policy, namely, ‘one school social worker for each school’, for the professional identity of school counsellors and guidance and counselling services in Hong Kong primary schools. This paper reviews primary school counselling development since the 1970s with a focus on workforce planning. As a result, it identifies two themes: (1) counselling workforce planning has gradually shifted from purely government-led to more school-based planning, and (2) school counsellors with master’s-level counselling training qualifications are not adequately recognized in primary school settings. Making school counsellors visible to school principals, the Education Bureau and the public before the full implementation of the new policy in 2021/2022 is critical. The strategic positions of counsellor educators and counselling associations that are central to the advancement of the professional identity of school counsellors are discussed.
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Crisp, Ross. "Contribution of Rehabilitation Counsellors in the Rehabilitation of Persons with Acquired Brain Injury." Australian Journal of Rehabilitation Counselling 1, no. 1 (1995): 23–32. http://dx.doi.org/10.1017/s1323892200100055.
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Recent rehabilitation counselling literature has pointed to major developments in the contribution of rehabilitation counsellors to acquired brain injury (ABI) rehabilitation. Rehabilitation counsellors have widened their skill base in case management, vocational evaluation, and in the therapeutic relationship between counsellor and client. It is evident, however, that better methods of ABI rehabilitation service delivery, including those services provided by rehabilitation counsellors, continue to be sought. Strategies needed to ensure the advancement of rehabilitation counselling practice and research in ABI rehabilitation are discussed, and involve the adoption of a systems approach, a shift away from dominant clinical psychological analyses in favour of psychosocial frameworks, and the co-participation of persons with ABI in the rehabilitation process.
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Dianovi, Agatha, Damayanti Siregar, Indi Mawaddah, and Suryaningsih Suryaningsih. "Guidance and Counselling in Education." World Psychology 1, no. 2 (August 28, 2022): 27–35. http://dx.doi.org/10.55849/wp.v1i2.95.
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The Guidance Teacher or counsellor is someone who is responsible for providing guidance and counselling in schools consciously towards the development of student's personalities and abilities both from physical and spiritual aspects so that students are able to live independently and fulfil their various developmental tasks as creatures of God in addition to individual beings and social, moral, religious, and cultural beings. Counselling is an effort to help individuals through a process of personal interaction between counsellors and counsellors so that counsellors are able to understand themselves and their environment, be able to make decisions, and determine goals based on the values they believe in so that counsellor feels happy and effective in his behaviour. Guidance Counselling is in a key position in an educational institution, namely a school institution, as a support for the progress or retreat of the quality of education. The role of guidance and counselling in improving the quality of education is not only limited to academic guidance but also personal, social, intellectual, and value-giving guidance.
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Hyndman, Ken, and Bill Patching. "Common Sense Assumptions and Language in Career Counselling." Australian Journal of Career Development 4, no. 2 (July 1995): 35–39. http://dx.doi.org/10.1177/103841629500400211.
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Counsellors and clients enter career counselling with assumptions that effect the process and outcomes of counselling. Common sense assumptions are assumptions that are implicit in interactions and of which people are generally unaware. This article argues that there is a need for counsellors to be aware of these assumptions and acknowledge how they may influence the use of language in the counselling process. Segments of career counselling interactions between school counsellors and secondary students were reviewed using four language study techniques to identify assumptions implicit in the interactions. The results showed that the career counselling sessions were dominated by the counsellor who had a tendency to lead the discussion and outcomes. This confirmed the view of other researchers, who indicate that despite advances in career counselling theory, the counselling process has been limited by the approach of counsellors who have continued to rely on a directive trait and factor approach. Recommendations for addressing the situation are offered.
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Baker, Mandi. "Welcome to the Bubble: Experiences of Liminality and Communitas among Summer Camp Counsellors." Journal of Youth Development 13, no. 1-2 (April 20, 2018): 24–43. http://dx.doi.org/10.5195/jyd.2018.565.
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Summer camps provide a special time and space for youth growth and transformation. This growth is possible, in part, due to the physical and social isolation that contribute to the liminality of traditional residential camps. Camps act as a sort of ‘bubble’ in which alternative realities, norms and identities emerge. For many campers and camp counsellors, the community and personal relationships that develop at camp produce feelings of acceptance and belonging. Positive camp experiences do not occur by happenstance and as such, youthful camp counsellors often feel immense pressure to deliver on the promises that camps offer. This article explores the challenges faced by counsellors as they seek to create and maintain this liminal space. This paper discusses camp counsellors’ own reflections on their personal struggles with social isolation and the need to be accepted, effects of gossip in the close-knit community of camp, a lack of private time or space, and the emotional demands of caring for campers. The article concludes by suggesting how we might reconsider camp counsellor experiences and offers strategies to support counsellors as they navigate and negotiate camp experiences for both themselves and their campers.
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Ghazali, Nor Mazlina, Wan Marzuki Wan Jaafar, and Azzahrah Anuara. "Supervision Outcomes as Predictor to The Supervisory Relationship and Supervision Contextual Factors: Study on The Internship Trainee Counsellors." MATEC Web of Conferences 150 (2018): 05073. http://dx.doi.org/10.1051/matecconf/201815005073.
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The purpose of this study was to investigate the influence of the supervisory relationship and contextual supervision factors on the supervision outcomes among trainee counsellors. Respondents were 120 trainee counsellors and 18 supervisors from four public universities in Malaysia. Eight instruments were used in measuring the variables. The Supervisory Working Alliance Trainee Inventory (SWAI-T) was administered to measure the supervisory working alliance among trainee counsellors and the Role Conflict Role Ambiguity Inventory (RCRAI) was administered to measure the role conflict among trainee counsellors. Meanwhile, the Supervision Interaction Questionnaire – Supervisee and Supervisor Inventory (SIQ-S) was used to measure the interaction between trainee counsellors and supervisor and the Counsellor Rating Form – Short (CRF-S) was used to measure the characteristics of the supervisors in supervision. The Selective Theory Sorter (STS) inventory was used to measure the counselling orientations among the trainee counsellors and supervisors whereas the Multicultural Counselling Knowledge and Awareness Scale (MCKAS) measures the knowledge and awareness toward multicultural counselling among trainee counsellors. The Supervision Outcomes Survey (SOS) and the Counsellor Performance Inventory (CPI) were utilized to measure the satisfaction and performance among trainee counsellors. Results have revealed that there was a significant correlation between the supervisory relationship (supervisees’ working alliance, supervisees’ role conflict, supervision interaction, supervisors’ attributes) and supervision outcomes, r (118) = .53; p < .05. Other factors that have contributed to the significant correlations of supervision outcomes were supervisees’ working alliance, supervisees’ role conflict, and supervisors’ attributes, r(120) = .55; p < .05; r (120) = .21; p < .05; and r (116) = .50; p < .05 respectively. However, the result has shown that there was no significant correlation between the supervision contextual factors (supervisees’ and supervisors’ counselling orientation and supervisees’ cultural knowledge and awareness) and supervision outcomes. The Multiple Regression analyses reported that the supervisory relationship had an influence on the supervision outcomes, R2 = .28, F (1,105) = 40.2, p < .05. Meanwhile, the supervision contextual factors had no influence on the supervision outcomes. Based on the research findings, the model signified that the supervision process could bring out changes in the supervisees. Practically, the supervisees’ working alliance was a significant factor that has influenced the supervisees’ development. Therefore, the academic supervisor should consider the supervisees’ role conflict, supervision interaction, and supervisors’ attributes during supervision. It is recommended that the differences between supervision interaction of the supervisors and the supervisees are to be examined in the future research.
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Tobin, Margaret, Luxin Chen, and Julie L. Edwards. "Improving the utilisation of bilingual counsellors within a public sector mentalhealth service." Australian Health Review 23, no. 2 (2000): 190. http://dx.doi.org/10.1071/ah000190.
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An urban, public sector Area Mental Health Program reviewed its own bilingual counsellor programas part of an Area-wide quality improvement project, and found that the counsellors' roles needed tobe better defined; that mainstream staff needed to have more access to their expertise as culturalconsultants; and that their function as an Area team, rather than as service based staff, needed to beencouraged. The bilingual counsellors decided to take up this challenge, and with the support of theArea Director of Mental Health, worked together to redefine their roles.
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Kissi-Abrokwah, Bernard, Anontise Isaac Aboyom, Ebenezer Bamfo Aidoo, Grace Mensah, and Hansen Akoto-Baako. "Influence of School Counsellor’s Demographic on the Provision of Guidance Services in Senior High Schools in Ghana." European Journal of Humanities and Social Sciences 1, no. 5 (October 27, 2021): 27–35. http://dx.doi.org/10.24018/ejsocial.2021.1.5.154.
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This study investigates how school counsellor’s demographics influence the provision of guidance services in senior high schools in Ghana. The study was underpinned by a positivist philosophical viewpoint where a quantitative approach and the descriptive survey was used to assess how school counsellor’s demographics influence their provision of guidance services. A self-developed questionnaire was used to collect data from respondents. A total of a hundred and thirty-six (136) respondents was selected on a purposive base. The study found out that there was a significant difference between the age, gender, experience and academic qualification of counsellors have an influence in the provision of guidance services in SHSs in Ghana. The study also revealed that orientation, information and counselling services were adequately performed in SHSs, but consultation and follow-up were the least provided services. The study recommended that the Ministry of Education should ensure that the employment criteria for school counsellors should be based mostly on academic qualification and experience. Finally, the Ministry of Education and Ghana Education Service should organise seminars for school counsellors frequently to have rudimentary knowledge and skills to help them in practice.
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Studd, David. "Counsellor education: preparing counsellors and teachers for curriculum approaches." Pastoral Care in Education 6, no. 3 (September 1988): 18–21. http://dx.doi.org/10.1080/02643948809470625.
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Ďurišová, Libuše. "Career Counselling at Primary Schools: Survey Research among Career Counsellors." Lifelong Learning 6, no. 2 (2016): 23–54. http://dx.doi.org/10.11118/lifele2016060223.
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Aim of this empirical study was to obtain a profile of professionals providing career counselling at primary schools in Zlín District (called career counsellors), map the material conditions, propagation and availability of career counselling at schools, including office hours of career counsellors, identification of information sources career counsellors use, ways of their cooperation with pupils’ parents in deciding about further education, what are the other subjects career counsellors cooperate with, discovering problems connected to career counselling at primary schools, comparison of the level of accordance of our results with the results of researches in the field of career counselling realized at the schools in previous years and creating a vision of primary school career counselling. Empirical data collection was carried out in the school year 2013/2014 through electronic questionnaires and content analysis. Quantitative analysis of the questionnaire data confirmed findings of previous researches, that career counsellors are usually teachers with long practice and experience, who perform the function of education counsellor. Improvement appeared both in the field of professional training and in material support and working environment of career counsellors. Analysis further showed that career counsellors belong amongst important factors providing pupils with information concerning the options of further education and through the part they take in the teaching of the educational area Man and the World of Work they help pupils to create a realistic professional goal and provide them with necessary competences. Apart from the positives the analysis discovered also some insufficiencies—in cooperation both with parents and regional companies—potential future employers of pupils finishing the school. Qualitative content analysis enabled to identify problems in career counselling and visions of career counsellors about how should the career counselling and primary schools should look like.
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King, Catherine, Mirjana Subotic-Kerry, and Bridianne O'Dea. "An Exploration of the Factors Associated with Burnout Among NSW Secondary School Counsellors." Journal of Psychologists and Counsellors in Schools 28, no. 2 (April 3, 2018): 131–42. http://dx.doi.org/10.1017/jgc.2018.5.
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School counsellors play an important role in supporting student mental health but face several challenges that may increase their vulnerability to burnout. This study aimed to explore the factors associated with burnout among school counsellors in secondary schools in New South Wales (NSW), Australia. A cross-sectional, online survey was conducted to measure demographics, school counsellor background, school context, school counselling practice, openness towards evidence-based practices, and use of online resources. The final sample consisted of the 125 participants who responded they had (n= 65) or had not (n= 60) experienced burnout. Most participants were female (86%), with an average of 9 years’ experience (SD= 7.0). Burnout was associated with lower workload manageability, lower satisfaction with school mental healthcare, greater impact of work stress upon wellbeing, and greater frequency of providing care outside of school hours. No other significant associations were found. This study reinforces that school counsellors are vulnerable to burnout and that measuring job overload may help to identify those at increased risk. School counsellors may also benefit from additional support for students who require care beyond school hours. Greater awareness about the risks of burnout, coupled with efforts to improve resource allocation within the school setting, may improve school counsellors’ sustainability and optimise the mental healthcare available to students.
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Aga Mohd Jaladin, Rafidah, Noh Amit, Azad Athahiri Anuar, Janet Ann Fernandez, Sakinah Salleh, Haniza Rais, and Haslee Sharil Lim. "Development of a continuous professional development training module based on multicultural counselling competency for professional counsellors in Malaysia." Journal of Adult and Continuing Education 26, no. 2 (December 27, 2019): 242–61. http://dx.doi.org/10.1177/1477971419896375.
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The aim of this study was to develop a continuous professional development training module based on multicultural counselling competency for professional counsellors in Malaysia. The research methodology comprised three phases: (i) training need assessment using survey method, (ii) module design and development and (iii) module evaluation using an experimental design. First, the Multicultural Counselling Competency Survey-Malaysian Counsellor Edition questionnaire was used to collect data from 116 professional counsellors from various work settings. The results clearly indicated the need for continuous professional development training to enhance counsellors’ multicultural counselling competency. The development of the training module adopted Sidek’s model, a Malaysian-based framework for module development. The developed training module was then evaluated for its effectiveness through analysing its content validity and reliability. Results revealed that the training module scored high content validity value of 77.2% (0.77) and satisfactory reliability level (alpha Cronbach’s coefficient value of 0.75). The overall findings of the present research imply that the continuous professional development training module is necessary for enhancing multicultural counselling competency of Malaysian professional counsellors.
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Doorn, Katie Aafjes-van, Alina Liu, and Céline Kamsteeg. "Video recorded treatment sessions for professional development." Counselling Psychology Review 37, no. 1 (July 2022): 4–20. http://dx.doi.org/10.53841/bpscpr.2022.37.1.4.
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Purpose:Professional development is seen as a crucial aspect of work as a counsellor, however, little is known about how to make these learning experiences more effective. One specific tool that might improve the learning process is the use of video recorded counselling sessions. This literature review aimed to examine the empirical evidence for using video recorded counselling sessions for professional development.Methods:A systematic literature search identified 27 relevant studies; including 13 surveys and 14 outcome studies.Findings:Results indicated that, despite counsellors’ and clients’ initial anxiety, the use of video recorded sessions does not appear to be harmful, and may be beneficial to supervisors, counsellors and clients. Benefits included outcomes such as improved counsellors’ self-assessment skills, counselling skills, and understanding of in-session experiences, and improved supervisors’ diagnostic accuracy and assessment of supervisees’ level of clinical competency.Discussion:These preliminary empirical findings suggest that the use of video recorded treatment sessions is likely to be beneficial to counsellors, clients and supervisors. Further research on how to make most effective use of therapy recordings as professional development tool is warranted.
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Mani, Priya S. "Career Self-Management and Development of Multicultural Knowledge and Practice: Experience of Professional Counsellors." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 12, no. 1 (December 21, 2019): 124–46. http://dx.doi.org/10.29173/cjfy29494.
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The focus of this research project explores counsellors’ experiences and application of multicultural competencies when working with diverse clients. Using a descriptive qualitative case study approach (Yin, 2009), thirty professional counsellors engaged in semi-structured interviews. They reflected on various factors drawn upon in developing and incorporating a multicultural base of knowledge to inform their practice when working with diverse clients. This research study examines what it means to be a multicultural counsellor, including their perception of challenges and outcome expectations in developing a multicultural framework to situate their practice, and cultivation of professional resilience in their work with diverse clients. The article concludes with a discussion for future work in the area and presents a broadened scope of counsellor career adaptive behaviors implemented in effectively working with diverse clients.
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Schwaninger, Gunda, Simone Heidemann, Wera Hofmann, Tamara Maurer, Katharina Mayerhanser, Joelle Ronez, Herdit Schüler, Katharina Steinmüller, Sabine Rudnik-Schöneborn, and Johannes Zschocke. "Prospects and challenges for the genetic counsellor profession in the German-speaking countries: report of a workshop." Medizinische Genetik 33, no. 1 (April 1, 2021): 35–44. http://dx.doi.org/10.1515/medgen-2021-2055.
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Abstract The genetic counsellor profession has not yet been established in the German-speaking countries. In 2019 the Medical University of Innsbruck inaugurated the first German-taught Master’s degree programme in Genetic and Genomic Counselling. In order to discuss prospects and challenges of the genetic counsellor profession in Germany, Austria and Switzerland (DACH region), the MSc programme team organized a two-day workshop with international speakers and medical geneticists from the DACH region. Day 1 was dedicated to the history, training and international profile of the genetic counsellor profession. Day 2 focused on four specific topics: (i) professional role, (ii) acceptance and job title, (iii) formal requirements and (iv) remuneration concepts for genetic counsellors in the DACH region. The workshop showed that the key factor for the successful implementation of the genetic counsellor profession is acceptance and trust within the medical genetics team. Genetic counsellors complement patient care in aspects that might be underserved considering the increasing demand of counselling in genomic medicine. Successful establishment of the genetic counsellor profession will entail the development of interprofessional teams under medical supervision and in the team of medical geneticists.
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Devnani, Mahesh, Anil Kumar Gupta, Ajay Wanchu, and Rakesh K. Sharma. "Factors associated with Integrated Counselling and Testing Center (ICTC) service satisfaction: experience from Chandigarh, India." Journal of College of Medical Sciences-Nepal 13, no. 1 (March 10, 2017): 229–34. http://dx.doi.org/10.3126/jcmsn.v13i1.15752.
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Background & Objectives: People while availing services at Integrated Counselling and Testing Centers (ICTC) face a lot of administrative and procedural problems which affect their level of satisfaction. This study was conducted at ICTC, Post Graduate Institute of Medical Education and Research, Chandigarh; within the scope of a larger research evaluating the “Quality of Infrastructure and Services available to PLHA”; to analyze the user’s perception about quality of services and factors affecting satisfaction level. Materials & Methods: Exit interviews of 50 randomly selected ICTC clients were conducted with structured questionnaire containing five groups of questions and questions on waiting time and satisfaction level. A scoring system was devised. The satisfaction level was cross matched with group questionsResults: The mean group scores of five groups of questions were: Information, access & guidance for services (42.5%), Behaviour of counsellors (94%), Quality of counselling (77.28%), Physical facilities (65.5%), Confidentiality, discrimination and grievance redressal (67%). All respondents said that counsellors were respectful and 91% found the behaviour of counsellor supportive & helpful, 80% reported that they understood everything that counsellor said. Eighty percent rated satisfaction level as satisfactory or above (6% very satisfactory, 74% satisfactory), 18% indifferent and 2% very dissatisfied. Factors found to be associated with client satisfaction level were counsellor’s response to the concerns and worries of clients up to their satisfaction (p=0.009), illumination in ICTC (p=0.04), knowledge of grievance redressal system (p=0.04) and total time spent in ICTC (p=0.03).Conclusion: This study provided user’s perspective about ICTC service and revealed the factors associated with ICTC service satisfaction level. Better quality ICTC Services can be provided by addressing these factors.
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Francis, Valerie, and Adele Prosser. "Does Vocational Guidance Become Gendered When Discussing Construction?" Australasian Journal of Construction Economics and Building - Conference Series 1, no. 1 (February 5, 2013): 73. http://dx.doi.org/10.5130/ajceb-cs.v1i1.3157.
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The Australian construction industry is highly reliant on the local labour force and those employed within it undertake a wide variety of roles ranging from labouring to management. In the past 20 years construction has seen record levels of employment; however lack of skilled labour is becoming problematic. Australia, like most industrialised countries, has an ageing population due to falling birth rates, increased life expectancy and the ageing of the large post-World War II ‘baby boom’ generation. Deciding on a career is one of the most fundamental activities in a young person’s life and the role of the school career counsellor is crucial in this process. This research examined secondary school career counsellor’s knowledge of construction, their perceptions of it as a good career choice and how often they directed male and female students to investigate construction as a career. Comparisons using paired t-tests found career counsellors perceived construction to be a better career option for young men, and directed them more frequently than women, to explore construction careers. The findings also indicate that an educative model, where students and counsellors gain firsthand knowledge from people working in the industry, may counter negative gender stereotypes associated with this area of work and encourage more young people, both male and female, to consider a career in the construction industry.
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Riyadi, Agus, and Hakim Zamroni. "Professionalism of Islamic Spiritual Counsellors to Achieve The Quality of Health Services for Patients in Hospitals." KONSELING RELIGI Jurnal Bimbingan Konseling Islam 10, no. 2 (December 13, 2019): 265. http://dx.doi.org/10.21043/kr.v10i2.6149.
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<span>Spiritual counsellors in hospitals have not fully reached the professional stage, it is considered that there are still many problems to achieve the ideal stage according to the patients’ needs. The problems of Islamic spiritual counselling for patients in hospitals lie in: First, there is no standard of performance that is mutually agreed upon professionally. Second, there is no standard for preparing counsellors who are recognised both academically and professionally by the hospital, so that the ability of the counsellors is only seen and assessed based on common sense only without looking at academic capacity and competence, or ability. Third, as a consequence of the two problems mentioned above, the aspects of license and accreditation certainly cannot be done by each hospital, including the development of professional organisations. Therefore, the development solutions that have to be carried out include the development of the standardisation of the professional counsellor performance, namely the formulation of the professional spiritual counsellor standard performance in hospitals. The effort to pioneer the realisation of the formulation of the performance needs to be initiated by academics majoring BPI / BKI in Faculty of Da’wah and Communication with spiritual counselling practitioners in the hospital and standardisation of counsellor preparation. It aimsto prepare the (prospective) counsellorswith knowledge, mastery, and ability to carry out the materials and skills contained in the points of the formulation of performance.</span>
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Donald, Sara L., and Emma E. Walter. "Examining the relationship between perceived worry and self-efficacy in NSW department of education school counsellors." Journal of Psychologists and Counsellors in Schools 32, no. 2 (November 9, 2022): 148–58. http://dx.doi.org/10.1017/jgc.2022.7.
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AbstractThis study investigated the relationship between perceived worry and self-efficacy, with particular attention to job role in Australian school counsellors working in the New South Wales (NSW) Department of Education. Ninety-eight school counsellors (N = 98, Mage = 44.97, SDage = 10.89; 92% female) comprised the sample group, stratified across three job roles: Senior Psychologist Education, School Counsellor, and School Counselling in Training. Data collection tools were the Penn State Worry Questionnaire and the Psychologist and Counsellor Self-Efficacy Scale. Data were analysed using the Pearson product-moment correlation and a multivariate analysis of variance (MANOVA). We found a weak negative association between perceived worry and self-efficacy of significance (p = .018). Findings demonstrated a significant effect (p < .001) of job role on the combined dependent variables although the effect was small. Examination of the between-subjects effects demonstrated that role had a significant effect for self-efficacy, but not for worry. Post-hoc analyses showed that individuals in roles of seniority reported higher self-efficacy and lower perceived worry when compared with counsellors in training. Future studies would likely benefit from a more comprehensive consideration of demographic data to ascertain other variables that may be contributing to levels of worry and self-efficacy.
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Mohd Jaladin, Rafidah Aga, Janette Graetz Simmonds, Philip Greenway, and Tasos Barkatsas. "EXPLORING COUNSELLORS’ UNDERSTANDING AND PRACTICE OF MULTICULTURAL COUNSELLING IN MALAYSIA." Journal of Nusantara Studies (JONUS) 6, no. 1 (January 28, 2021): 323–50. http://dx.doi.org/10.24200/jonus.vol6iss1pp323-350.
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Background and Purpose: In order to make counselling meaningful and culturally relevant, it is essential for counsellors to have a practical counselling model that is context-specific and matches the needs and values of the population of that specific culture. Hence, the present research aims to explore professional counsellors’ understanding and practice of multicultural counselling in Malaysia.
Methodology: This study adopted a complementarity mixed-method research design using both qualitative and quantitative approaches to gauge the different features of multicultural counselling competency.
Findings: Malaysian professional counsellors, as a group, perceived themselves to be multiculturally competent. The most challenging cases encountered by Malaysian counsellors were (a) counselling culturally challenging clients (i.e., culturally different clients), (b) counselling culturally challenging issues/problems (culturally sensitive and complicated issues/problems in Malaysia), and (c) managing personal challenges (dealing with personal cultural and social issues in counselling). Thematic analysis also revealed three emergent themes to describe how Malaysian counsellors engage with culture and diversity in counselling and these themes broadly resembled the three stages of the general counselling process: pre-counselling, during counselling and post-counselling.
Contributions: This research adds to the multicultural counselling literature by generating knowledge regarding the understanding and practice of multicultural counselling in the local socio-political context. Education and training organizations should recognize the critical importance of infusing multicultural counselling education into all subjects and training programs in counsellor education programs and training of novice counsellors in order for it to be seamlessly incorporated into counselling practice.
Keywords: Culture and diversity, Malaysian counselling, multicultural counselling competency, multicultural counselling practice, multicultural counselling understanding.
Cite as: Mohd Jaladin, R. A., Simmonds, J. G., Greenway, P., & Barkatsas, T. (2021). Exploring counsellors’ understanding and practice of multicultural counselling in Malaysia. Journal of Nusantara Studies, 6(1), 323-350. http://dx.doi.org/10.24200/jonus.vol6iss1pp323-350
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Solberg, Janne. "Activation Encounters: Dilemmas of Accountability in Constructing Clients as ‘Knowledgeable’." Qualitative Social Work 10, no. 3 (August 9, 2011): 381–98. http://dx.doi.org/10.1177/1473325011409478.
Full textAbstract:
In activation encounters such as vocational rehabilitation, clients are expected to take an active part in the process of making individual plans and counsellors regularly elicit suggested solutions from clients themselves. This article addresses how such questions nevertheless constitute expectations of clients to be ‘knowledgeable’, which might be problematic for clients without plans or ideas to report in these interactions. Using ethnomethodological conversation analysis, the author closely examines extracts of four interactions between clients and counsellors, focusing on counsellors’ ways of framing or ‘recipient designing’ clients as ‘knowledgeable’ as well as clients’ efforts to align to the counsellor’s suggested identities in their responses. In spite of the normative pressure of the professionals’ questions, this analysis finds that clients are not completely locked into ascribed identities, but rather are capable of managing issues of accountability in situ: although they have no plans or ideas to provide for their future, they manage to give relevant accounts for not fulfilling professionals’ expectations.
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Kates, Nick, Anne-Marie Crustolo, Sheryl Farrar, and Lambrina Nikolaou. "Counsellors in Primary Care: Benefits and Lessons Learned." Canadian Journal of Psychiatry 47, no. 9 (November 2002): 857–62. http://dx.doi.org/10.1177/070674370204700907.
Full textAbstract:
Objective: To describe a program that integrates mental health counsellors within primary care settings, to present data on the program's impact, and to discuss lessons learned that may apply in other communities. Methods: This paper describes a Canadian program that brings counsellors and psychiatrists into the offices of 87 family physicians in 36 practices in a community of 460 000 in Southern Ontario. It describes the goals and organization of the program and the activities of counsellors when working in primary care. In addition, it summarizes data from the program's evaluation, including demographic data and the individual problems seen and services delivered (all from the program's database) as well as data on patient outcomes using the General Health Questionnaire (GHQ), the Centre for Epidemiological Studies Depression (CESD) Rating Scale, and consumer-satisfaction questionnaires. Results: Each counsellor sees an average of 161 new cases yearly. The major problems are depression, anxiety, and family problems. In fact, over 70% of individuals who are seen show significant improvements in outcomes. The program has led to a significant increase in access to mental health services, a reduction in the use of traditional mental health services, high levels of satisfaction with counsellors and family physicians, and significant improvements in symptoms and functioning of individuals seen. Conclusion: This program has effectively integrated counsellors within primary care settings, increasing the capacity of primary care to handle mental health problems, strengthening links between providers from different sectors, and making mental health care more accessible.
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Goldman, Juliette D. G., and Usha K. Padayachi. "Factors influencing school counsellors' decision not to report child sexual abuse." Children Australia 27, no. 1 (2002): 28–37. http://dx.doi.org/10.1017/s1035077200004946.
Full textAbstract:
Using a state-wide sample of 122 school counsellors (52 males and 70 females) in Queensland, Australia, factors which influenced their decision not to report child sexual abuse were examined. These factors were a lack of evidence; lack of confidence in the authorities to accurately evaluate or protect sexually abused children; adverse effects on the family's social standing in the community; potential to break up the family; and the fear of breaking counsellor-client confidentiality. Further, school counsellors were not likely to report all cases of child sexual abuse when they suspected it, thus confirming the popular belief that child sexual abuse is under-reported by them.
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Petrushkin, Harry, Jed Boardman, and Emilio Ovuga. "Psychiatric disorders in HIV-positive individuals in urban Uganda." Psychiatric Bulletin 29, no. 12 (December 2005): 455–58. http://dx.doi.org/10.1192/pb.29.12.455.
Full textAbstract:
Aims and MethodThe study examined the prevalence of psychiatric disorders in people with HIV/AIDS attending the AIDS Support Organisation (TASO) clinic at Mulago Hospital, Kampala, Uganda and the preparedness of AIDS counsellors to deal with mental disorders. Forty-six patients were interviewed using the Mini International Psychiatric Interview to ascertain DSM–IV diagnoses. All 15 counsellors working at the clinic were interviewed.ResultsThe total prevalence of psychiatric disorder was 82.6 (38 out of 46 patients). Depressive and anxiety disorders were common. Non-affective psychoses were present in eight patients (17.4%), bipolar affective disorder in eight (17.4%) and major depression with melancholic features in five (10.9%); 8 (13%) had current suicidal thoughts. None of the people with psychiatric disorders were receiving mental health treatment. The prevalence of disorder as estimated by the counsellors ranged from 0 to 33%. Only one counsellor had received any formal training in mental disorders and only two thought that they could deal with these if they arose. The attitudes of counsellors towards people with mental disorders were mixed, but most believed that they should be trained to provide care.Clinical ImplicationsThere is a need to provide additional mental health services to the TASO clinic through appropriate training of TASO counsellors to improve their awareness of psychiatric disorders, delivery of some psychological therapies and liaison with the psychiatric services at Mulago Hospital, in addition to public mental health education. The psychiatric disorders experienced by those attending the clinic might put them at greater risk of contracting HIV/AIDS.