Academic literature on the topic 'Educational counselling'
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Journal articles on the topic "Educational counselling"
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Baranauskienė, Ingrida, and Milda Jankutė. "Vocational counselling of students with special educational needs from the viewpoint of principals of mainstream schools." Social welfare : interdisciplinary approach 2, no. 2 (December 28, 2012): 72–83. http://dx.doi.org/10.15388/sw.2012.28204.
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It is especially important to appropriately prepare students with special educational needs for labour activity. The integration of these students in vocational life is possible only through the improvement of labour education and vocational counselling. The article analyzes vocational counselling of students with special educational needs from the viewpoint of principals of mainstream schools. Their viewpoint towards vocational counselling for persons with special educational needs has been revealed; it has been analyzed how vocational counselling for students with special educational needs is provided in mainstream schools; the principals’ infl uence on vocational counselling of students with special educational needs has been investigated.
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Cant, Robin, and Peter Spackman. "Self‐esteem, counselling and educational achievement." Educational Research 27, no. 1 (February 1985): 68–70. http://dx.doi.org/10.1080/0013188850270110.
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Eagleson, D. E. "The educational counselling of unemployed adults." International Journal for the Advancement of Counselling 12, no. 4 (November 1989): 273–79. http://dx.doi.org/10.1007/bf00123255.
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Arch, Sandra. "Grief Counselling." Pastoral Care in Education 4, no. 3 (November 1986): 185–87. http://dx.doi.org/10.1080/02643948609470551.
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Hooper, Rob, and Peter Lang. "Counselling Revisited." Pastoral Care in Education 6, no. 2 (June 1988): 27–32. http://dx.doi.org/10.1080/02643948809470615.
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Choudhury, Sabiha Alam. "Mapping the Applicability of Counselling In Educational Settings." Space and Culture, India 3, no. 1 (June 18, 2015): 80. http://dx.doi.org/10.20896/saci.v3i1.111.
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Counselling is a purposeful understanding of a person so as to promote self-understanding in that person. There is an urgent need of introducing and strengthening the counselling service in the schools and colleges to meet the various needs of the students. Along with the intellectual development, proper motivation and clarification of goals and ideas to pupils in conformity with their basic potentialities and social tendencies are important for the total development of the student. Professional counsellors in educational settings ought to develop and deliver comprehensive counselling programme supporting and promoting student achievement, which should include a systematic and planned programme delivery involving all students and enhancing the learning process. This study is based on the review of secondary literature in an attempt to highlight the utmost relevance of counselling services in an educational setting.
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Haokip, Alphonsa Diana. "Guidance and Counselling Needs in Capacity Building of Pre-Service Teacher Trainees." Dera Natung Government College Research Journal 2, no. 1 (2017): 1–14. http://dx.doi.org/10.56405/dngcrj.2017.02.01.01.
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The present-day educational scenario placed the teachers with multiple roles, and one such area is guidance and counselling where they are expected to be competent through their pre-service teacher training programme as students look up to them for guidance and support in every situation of their student life. Guidance and counselling services in educational system is to develop, assess and improve educational programmes for all the stakeholders to effectively handle the children. The learners consist of different age groups who are vulnerable and need support. The National Curriculum Framework (NCERT, 2005) has endorsed the inclusion of guidance and counselling in the curriculum. In the light of this, it is inevitable that pre-service teachers are equipped with basic guidance and counselling skills since it is evident that India is still deprived of the true spirit of guidance and counselling wherein adequate attention has not been paid yet. The initiation of effectively integrating guidance and counselling along with the teacher educational programme is encouraged by National Council of Educational Research and Training (NCERT, 2015). In this study, the author has discussed the pressing need of furnishing pre-service teachers with the skills of guidance and counselling so that they are well equipped as they venture into their teaching profession.
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Biffi, Elisabetta. "NARRATIVE PRACTICES FOR COUNSELLING IN EDUCATIONAL CONTEXTS." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 30, 2015): 194. http://dx.doi.org/10.17770/sie2013vol1.528.
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Educational contexts have their own peculiar characteristics, such as that of being multi-professional contexts with a wide range of end users. Counsellors working with educational staff must take these specifics into account. In addition, counselling should be a process that, starting out from the “core issue” that led to the decision to initiate the counselling intervention, aims to promote the professional development of educational staff. In this sense, counsellors should design their interventions to encourage meta-reflection on the context, and should themselves adopt a reflective approach. On the basis of these key assumptions, this paper reflects on narrative practices as a resource for counselling in educational contexts, especially the practice of self-writing which also has the potential to act as a reflective tool for counsellors themselves.
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Clifford, Miranda. "A counselling service for parents and carers in an Educational Psychology Service." DECP Debate 1, no. 152 (September 2014): 14–18. http://dx.doi.org/10.53841/bpsdeb.2014.1.152.14.
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The Parent and Carer Counselling Service (PCCS) is a free counselling service based in Camden Educational Psychology Service. I am a counselling psychologist co-ordinating this service; I manage a team of volunteer counsellors who provide counselling to parents and carers of children in Camden schools and children’s centres. This article aims to provide information about the service and how it operates. In this article the term ‘parent’ will be used to denote parents and carers.
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Crump, Desmond. "Issues in Indigenous Educational and Vocational Counselling." Australian Journal of Career Development 10, no. 3 (October 2001): 20–24. http://dx.doi.org/10.1177/103841620101000305.
Full textDissertations / Theses on the topic "Educational counselling"
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Lodewyckx, Daniel Petrus Gerhardus. "An interactive qualitative analysis of educational psychology students' self-efficacy beliefs in career counselling." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-12202006-132015/.
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Chan, Yuen-ling. "A study of webmail counselling in a Hong Kong secondary school." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22244591.
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Muellenbach, Lorie. "An exploration of counselling psychology trainees' perceptions of therapeutic competence." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-counselling-psychology-trainees-perceptions-of-therapeutic-competence(7231fa2a-c6fb-4dfe-baa0-b054ad97984b).html.
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Introduction: This is a study that explores how U.K.-based counselling psychology trainees perceive that they acquire the skills and abilities required for competent practice and their understanding of what it means to be competent practitioners. It outlines some of the factors that have influenced how therapeutic competence is defined in the current climate of NHS healthcare. It indicates that the training curriculum and the professional culture of their clinical placements influenced trainees' perceptions and definitions of therapeutic competence. Literature Review: The literature review for the thesis covers two major areas. Firstly the sources for discovering how therapeutic competence is defined in counselling and psychotherapy are presented before considering the standards for competent practice in counselling psychology. Secondly the literature on trainees' experiences in training and the qualitative studies related to trainees' experiences of developing competence in training. Key themes from this review indicate that the field of counselling psychology has a commitment to its philosophical roots in humanism, personal development, and evidence-based practice. Methodology: A philosophy of qualitative analysis which introduces the grounded theory method is outlined. The assumptions, values and epistemology of the researcher are stated. The phases of the study which include: 1, Recruitment, 2. Pilot Interviews, 3. Data Collection, 4. Data Analysis, and 5. Developing the Theoretical Framework are described. A qualitative research approach based on constructionist assumptions was utilised in this study. Eleven trainee counselling psychologists were interviewed. The interviews were analysed using grounded theory analysis. Findings: This section includes a summary of two analytical phases which produced focused codes and a coding hierarchy. The results were two core categories: Perceptions of Competence and Defining Competence. Seven subcategories were also developed. Three of these subcategories, Coursework, Observer Feedback and Self-Reflections on Competence, were associated with the core category, Perceptions of Competence. Four subcategories - Clinical Experience, Reflexive Thinking/Self-Awareness, Theories and Models, and Supervision - were linked with the core category, Defining Competence. Discussion: Methods were discussed by which trainees perceive, acquire, and define therapeutic competence. The themes of self-perception of competence and self-confidence were identified as being relevant to therapeutic competence. Some of the vehicles for developing competence were highlighted including the idea that participants reflect on their experiences in training and clinical practice to develop competence. Some surprising results included a lack of evidence to suggest that trainees were thinking about the influence of pharmacology on treatment and some key professional issues (like multicultural competence and the social justice agenda) did not garner very much attention in the interviews. My contribution to knowledge is to inform training and therapist development by illuminating these processes in the context of U.K. based training programmes and representing the trainees' voice in the literature on developing competence in counselling psychology.
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Strasser, Alison. "Development of a counselling and psychotherapy supervision training program within an Australian educational context." Thesis, Middlesex University, 2004. http://eprints.mdx.ac.uk/6437/.
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Although supervision has been a significant component of counselling and psychotherapy practice since the days of Freud, it appears that only since the professionalisation of this industry has supervision become a requirement for ongoing practice. Indeed, it can be argued that supervision is becoming a profession in its own right as it is increasingly recognised that not only does the supervisee benefit in a multitude of ways, but ultimately it is the welfare of the client that is of prime concern. In Australia, the registration process only began in 1999 and as such, is still defining its role amongst the 'helping* professions and government bodies. Although there are clear statements regarding the amount of supervision hours required for both training and ongoing professional practice for counsellors and psychotherapists, there is still work to be achieved in both defining supervisor qualifications and designing an ethical code of practice. At the macro level, a motivation behind this project was my desire for greater personal lucidity about the nature of supervision and the characteristics that determine a good supervisor within the strictures of an educational establishment. One of the possible outcomes was to contribute to the registration definitions. More specifically, the intent was to design a training program for supervisors that was congruent with the needs of supervisees and was cross-theoretical in orientation to allow potential supervisors to develop their own personal model of working. This project documents the phenomenological research I undertook with recently graduated Master of Counselling participants. One of the principle intentions was to explore each individuals underlying meaning and intent towards supervision. Equally, the aim was to develop increased clarity about the nature of supervision itself. The results of this research in combination with other materials were used to develop a supervision training program that was run over 12 weeks in March 2003 and then evaluated for future developments. In the course of this research, a framework of supervision emerged which I have defined as the 'Wheel of Supervision', which has the potential for further evolution in terms of future training and further publications. This 'Wheel of Supervision’ is a new and different way of viewing supervision from both the supervisor and supervise e perspective.
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Yuen, Lau Ka-lai Carrie. "A study of the applicability of the Lewis counselling inventory in Kong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B2978430X.
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Naicker, Dhanasagaran. "School guidance and counselling in Natal : present realities and future possibilities." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003643.
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School guidance and counselling is a programme that is complementary to the education process and is seen as a support service for the pupil. However, owing to the apartheid policies of the South African government, all pupils did not have equal access to guidance services. In a post-apartheid South Africa it is anticipated that a unitary education system would emerge to provide equal access to education for all South African pupils and this implies that previous imbalances that existed would have to be addressed. In this study the present state of guidance and counselling services in Natal was investigated and policy options to redress past inequities and to make school guidance and counselling services a reality for all South African pupils, within the context of limited resources were explored.
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Shoesmith, Sharon. "Special educational needs : a study of the experience of failure and the effects of counselling." Thesis, Sheffield Hallam University, 1987. http://shura.shu.ac.uk/20665/.
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Twenty-four children, their peer group, parents and teachers took part in the study. The study examined differences between success-oriented and failure-prone children and the perceptions of their peer group, parents and teachers. Much of the design of the investigation was based on attribution theory. The information was used as a basis for: (a) anobservational study of teachers and children using both systematic and unstructured approaches and (b) counselling and attributional re-training with a group of failure-prone children. The counselled, failure-prone children were compared with a control group after a period of six months and then again four months after counselling had ceased. The results of the study cover the effects of this counselling and the experience of failure as it occurred in classes. The results of counselling showed that reading trends were improved and that self-esteem increased significantly but that neither benefit was evident in the delayed post-test, suggesting that counselling would need to be provided over a longer time period. It was shown that the experience of school transmitted messages of unworthiness and helplessness. Failure-prone children had lower self-esteem, used more external causal attributions, had fewer friends, co-operated less well in class and were perceived as less worthy and less valued by themselves and their teachers. They were valued more unconditionally at home than they were at school. It is argued that the curriculum itself creates failure-prone children and that a more 'needs-based' curriculum would in the long term question the need for counselling in the first place. Such a shift in curriculum planning would represent a fundamental change in how educationalists view their own role and the range of pupil performance in school.
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Chan, Yuen-ling, and 陳婉玲. "A study of webmail counselling in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961484.
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Prenzler, Shane Joseph. "The Design and Evaluation of an Innovative Head Mounted Display Counselling Tool for Warfarin." Thesis, Griffith University, 2019. http://hdl.handle.net/10072/386819.
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Background Emergent and disruptive technologies such as augmented reality (AR) and head-mounted display (HMD) have not been explored in the context of pharmacy to date despite the potential benefits for the use of these technologies. Patient counselling could be potentially be modulated to better reflect their level of health literacy and the standardisation of the counselling given to each patient. Further benefits may also be seen with the continual education of pharmacists who use the HMD-AR warfarin counselling guide, as pharmacists have been found to favour interactive forms of continuing education. For this reason, a previously validated educational framework was used for the development of the HMD-AR warfarin counselling guide, the mobile augmented reality education (MARE) design framework. The acceptance of the HMD-AR warfarin counselling guide was gauged using the previously validated e-learning technology acceptance model (TAM). The use of TAM gives significant insight into participants perceived ease of use (PEU), perceived usefulness (PU) and their behavioural intention (BI) which correlate highly to actual use of technology being tested. Aims and Objectives: The aim of this study was to develop and test acceptance of a counselling tool for the drug warfarin using both HMD and AR (HMD-AR warfarin counselling guide). The objectives of this study were to (i) conduct background literature research prior to the developments of the HMD-AR warfarin counselling guide, followed by a (ii) pilot study with 7 Griffith University School of Pharmacy and Pharmacology academic staff. Use pilot study feedback to (iii) redevelop the HMD-AR warfarin counselling guide as well as the accompanying adapted TAM survey. Conduct a (iv) larger mixed method cohort study with a pre- and post-test with 40 Australian registered pharmacists. Methods: The HMD-AR warfarin counselling guide was developed in the same documented way as MARE framework. TAM was assessed in the post-test on a five-point Likert scale. The redeveloped HMD-AR warfarin counselling guide used in the larger cohort of 40 pharmacists to gauge acceptance of the redeveloped HMD-AR warfarin counselling guide. Descriptive statistics, two-tailed Spearman’s rank analysis, Wilcoxon signed rank test and qualitative analysis were then utilised. A pre-and post-test assessment was conducted on participants willingness to use technology and the usefulness of HMD-AR warfarin counselling guide. Results and Discussion: It was shown that even though overall each construct of TAM had an average positive result, this fluctuated. PEU was shown to be the best performing construct with an average score of 1.68 on a five-point Likert scale, while BI showed the lowest average score of 2.74. Spearman rank analysis showed the pre-test question regarding usefulness of the HMD-AR warfarin counselling guide was associated with the post-test statements for PU, AT, BI and SN. Wilcoxon signed rank analysis showed both the post-test additional question for usefulness of the HMD-AR warfarin counselling guide (p= 0.005) and willingness to use technology normally (p= 0.025) had declined compared to the same questions in the pre-test. Qualitative feedback was coded to form three major categories which were then split into two sub-categories each. This qualitative feedback showed a negative perception most participants towards the HMD-AR warfarin counselling guide, some praise was seen for the content and potential of the counselling guide itself however. This study was able to document the early acceptance of the HMD-AR warfarin counselling guide with the use of 40 recruited pharmacists. Expectations were higher prior to use of the HMD-AR but dropped after participants trialled the HMD-AR warfarin counselling guide. Perceptions regarding the HMD-AR technology incorporated into this device were more negative compared to the content and information of the counselling guide. This may have influenced the BI construct having a near neutral on average response from participants, this indicated a possible reluctance for actual use of the HMD-AR warfarin counselling guide in practice. This was
despite other constructs of TAM like PEU having a more positive average score indicating participants found the HMD-AR warfarin counselling guide easy to use. Conclusion: This study was successful in developing the HMD-AR warfarin counselling guide and testing for acceptance. Current technology available fell below expectations of usefulness for most participants. Future applications of this technology could mean the use of HMD-AR technology for other drugs. Further research would need to be conducted on a larger sample of participants from more diverse professional backgrounds in order further understand acceptance.Thesis (Masters)
Master of Medical Research (MMedRes)
School of Medical Science
Griffith Health
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Mustaffa, Mohamed S. "The analysis of counselling in context: A qualitative case study approach to practice in a Malaysian secondary school district." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36763/1/36763_Digitised%20Thesis.pdf.
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This study examined the everyday experiences of Muslims' school counsellors as they encounter and negotiate major contextual factors in their practice in Malaysian secondary schools. Specifically, the study examined how Muslims' school counsellors adapt their generic, Western-oriented training models and practices to the needs of everyday practice in Malaysian society. In particular, the researcher investigated the influence of six particular factors: multiethnicity of students, diversity of religion, relationships with teachers, collaboration with parents, the counsellor's workload and the physical environment of the counselling centre. The term "counselling in context" was used to refer to the everyday practice of counselling in relation to these factors.
The impetus for the research came from several areas. There is a substantial literature discussing the problems and issues of using Western-oriented counselling models in non-Western cultures such as Malaysia. The general question is whether counsellors trained in Western models can actually use these approaches in practice, or whether they must be adapted in major ways to fit the cultural context. A major difficulty is that much of the literature appears to be general, theoretical or ideological, rather than based on the actual experiences of practicing counsellors in the countries concerned. The lack of specific data on Malaysian school counsellors was the starting point for the study.
In order to focus on the experience of counsellors, a qualitative case study approach was used. The researcher examined the practice of eleven Muslims' school counsellors in the district of Muar, using a combination of interviews, observations and document analysis. The data suggested that counsellors actively adapt their training models in various ways in relation to the six factors studied. Furthermore, counsellors perceived a considerable gap between what they learned in their university training course and the knowledge and skills required for actual practice. They have had to initiate their own learning in order to respond to everyday needs.
Based on the findings, the researcher developed a schema for integrating contextual factors into university counsellor training. Specific areas of knowledge and skill were included in order to familiarize trainees with the needs of actual practice. Implications for future research and counsellor training were discussed.
Books on the topic "Educational counselling"
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Challenges in counselling: Student counselling. London: Hodder Education, 2013.
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J, Nicholas Lionel, ed. Sex counselling in educational settings. Johannesburg: Skotaville Publishers, 1994.
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Alistair, Wisker, and Cooper Keith, eds. Integrating counselling, advice and educational guidance. Soham: Francis, 1988.
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1949-, Bovair Keith, and McLaughlin Colleen, eds. Counselling in schools: A reader. London: D. Fulton Publishers, 1993.
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Counselling in schools: New perspectives. London: Cassell, 1998.
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The teacher and counselling. 2nd ed. Hemel Hempstead: Simon & Schuster Education, 1993.
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Ifelunni, I. C. S., and C. N. Agbaegbu. Guidance, counselling, and special education. Ontitsha: Leotina, 1996.
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Robert, Bor, ed. Counselling in schools. London: SAGE, 2002.
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Andrea, Pecherek, ed. Counselling: Approaches and issues in education. London: D. Fulton Publishers, 1994.
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Robertson, David. Assessment guidelines: Reviewing and renewing counselling services. [Toronto]: Ontario College Counsellors, 1995.
Find full textBook chapters on the topic "Educational counselling"
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Fontana, David. "Educational guidance and counselling." In Psychology for Teachers, 331–52. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-24139-2_12.
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Fontana, David. "Educational Guidance and Counselling." In Psychology for Teachers, 299–316. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-19213-7_12.
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Danchev, Dee. "Counselling psychology in educational settings." In The Handbook of Counselling Psychology, 431–45. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781529714968.n27.
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Semetsky, Inna. "Jung and Tarot: A Theory-practice Nexus in Education and Counselling." In Jung and Educational Theory, 111–19. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118297308.ch9.
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Katz, Y. J., and B. Offir. "The Use of Information Technology in Educational Counselling: Applications for High School Counsellors." In Information Technology in Educational Management, 195–200. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34839-1_26.
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Gysbers, Norman C. "Career Guidance and Counselling in Primary and Secondary Educational Settings." In International Handbook of Career Guidance, 249–63. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-6230-8_12.
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Dovigo, Fabio, and Francesca Gasparini. "The Role of Counselling in Child Care Services as an Inclusive Practice." In Special Educational Needs and Inclusive Practices, 191–215. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-857-0_10.
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Kuusipalo, Paula, Hanna Toiviainen, and Pirkko Pitkänen. "Adult Education as a Means to Social Inclusion in Nordic Welfare States: Denmark, Finland and Sweden." In Young Adults and Active Citizenship, 103–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_6.
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AbstractDenmark, Sweden and Finland are Nordic welfare states that historically have put a high value on both basic and adult education. Citizens should have equal opportunities to participate in education and society. Adult education has been a topical means to include citizens in active societal participation. This has been realised by providing special support for those in need. Currently, the dominance of neo-liberal market economies has challenged this educational ideology, and adult education has increasingly become reduced to only one of its functions, that of employability. Besides formal education, even informal learning has been harnessed for developing and maintaining work-related skills. Budget cuts have affected adult education while resources have increased on guidance and counselling, transition from basic to upper secondary education, education for the low-skilled and continuing training for workforce. Drawing on the history and present challenges this chapter discusses the possibilities to strengthen social inclusion through adult education. In the focus are groups that are at risk of staying outside the education society. The consequences of unfinished basic education and recently the educational needs of migrants and asylum seekers have revealed the largely unattended challenges of young adults and the vulnerability involved in comparison to the relatively high educated mainstream population. Our research focusing on social inclusion of vulnerable groups through differentiated support activities provides space to discuss, how adult education may regain its leading role in enhancing equal opportunities towards active political, social and economic participation in the Nordic societies.
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Leong, Jenn Yeoong. "Creating New Narratives to Give Hope and Optimism to At-Risk Students in Singapore: A Case for Vocational Guidance and Career Counselling Intervention." In Careers for Students with Special Educational Needs, 143–59. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4443-9_10.
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Francis, Kevin. "Silent Sitting in School Counselling: An Educational Practice to Improve Academic Performance and Personal Well-being." In A Human Values Pathway for Teachers, 79–88. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0200-9_7.
Full textConference papers on the topic "Educational counselling"
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Margaritoiu, Alina, and 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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Andrei, Angela, and 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.
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Mureanu, Alina, and 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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Ambrožová, Petra, and Martin Kaliba. "EDUCATIONAL COUNSELLING IN CZECH EDUCATIONAL SETTINGS FROM THE PERSPECTIVE OF PRIMARY SCHOOLS PUPILS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0916.
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Ho, Wing W. Y. "Students’ Experiences Of The Mirror Effect While Studying Group Counselling." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.9.
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Laura, Goran. "Educational Counselling Of Pre-School Children For Adaptation To The Kindergarten Environment." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.90.
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Lasode, Abolanle Olukemi. "Parental Involvement In Early Childhood Education In Ogun-State, Nigeria: Implication For Counselling." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.20.
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Botnariuc, Petre, and Dr speranta Tibu. "BUILDING A VIRTUAL COMMUNITY OF PRACTICE - A CASE STUDY ON PARENT COUNSELLORS IN ROMANIAN DISADVANTAGED AREAS." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-004.
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The article analyses the development and performance a virtual community of practitioners in the field of parent counselling as part of a blended professional development program. This is part of the ‘Education Priority Areas - EPA’ project (2011-2012) funded by UNICEF in partnership with the Ministry of Education, Research, Youth and Sports (MERYS), Institute of Education Sciences (IES) and the network of County Centres for Resources and Educational Assistance (CCREA) aiming to support families with pupils in risk of drop-out. The training program (both face–to-face and at distance) is part of the methodological approach proposed by the IES based on the EPA model implemented earlier in UK and France, adapted for Romanian disadvantaged communities. The direct beneficiaries of the program are school counsellors and teachers working in schools with a high rate of drop-out. Parents’ counselling is an important piece of an integrated intervention program (management, didactics, counselling) to support schools, families and pupils in preventing school drop-out. By the mean of the IES online training platform (training.ise.ro) a virtual learning community was built in order to facilitate the communication between the practitioners, the peer learning and to support them through online tutoring and coaching for parent counselling activities. We start by presenting the aim, structure, type of learning and coaching activities, then we analyse the developed community of practice against a set of social, psycho-pedagogical, technical and managerial criteria according to an integrated model adapted after Conole (2007), Lesser & Storck (2003), McDermott (1999), Palloff & Pratt (1999). Conclusions are drawn in respect with improvement measures of the virtual community in order to better support the recurrent EPA parent counselling interventions.
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Botnariuc, Petre. "HOW DO GUIDANCE COUNSELLORS USE THE WEB 2.0 TECHOLOGIES IN THEIR ACTIVITY - A NATIONAL STUDY." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-061.
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The use of web 2.0 technologies in school learning has developed largely in the last few years, as some research indicates, passing to more meaningful and effective arrangements. Recently the interest in using web 2.0 technologies grew also among practitioners in guidance and counselling in schools, who became eager to figure new ways of addressing old needs using collaborative web tools. The article analyses different ways, devised by school counsellors from different counties around the country, in which wiki projects are used in their counselling and guidance activity in gymnasium and high schools. These activities were developed in the framework of a continuous training provided online, through a moodle elearning platform, by the Institute of Education Sciences - Department of Educational Counselling and Management in 2012 - Center for Online Learning training.ise.ro. The article focuses on the first module of this course on Using wiki pages in career guidance as well as on face to face regional workshops organised by the same department in some County Centers for Educational Resources and Psychopedagogical Assisatance focused on using web 2.0 technologies in guidance. The projects based on wiki pages (wikipedia, google docs, seedwiki, pbworks) designed and implemented during these trainings by the participants are assessed in terms of effectiveness and efficiency and further recommendations proposed. The needs of the different target groups (school counsellors, teachers in charge of curriculum are guidance and counselling. center managers) are analysed and the activities impact on pupils discussed compared to other traditional forms of guidance interventions.
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Ratnasari, Devi, Imawanty Fransiska, and Miskanik Miskanik. "Humanistic Existential Counselling Model to Improve Psychological Well-Being in Adolescents." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007046206700676.
Full textReports on the topic "Educational counselling"
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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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Hernandez, Philippe Jose S., Maria Carinnes P. Alejandria, Rowena S. Guiang, Alvie P. Bergado-Timbangcaya, Jean S. Taypa, Peejay D. Bengwasan, Ma Francia Sazon-de Chavez, et al. Guidance Counsellors on COVID-19 Experiences: Distance Education Successes and Challenges. Journal of the Australian and New Zealand Student Services Association, January 2024. http://dx.doi.org/10.30688/janzssa.2024-1-02.
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This qualitative exploration documented the lived experiences of 12 guidance counsellors in Philippine public and private universities. During the height of the COVID-19 pandemic (2020–2022), school closures forced counsellors to adapt to new modalities. Through online semi-structured interviews, counsellors shared how they delivered their services via distance/virtual means. Thematic analysis elicited findings on the successes and challenges reported. For successes, new learnings, wider reach of services through online platforms, involvement of faculty members in referrals, and mental health education were highlighted. Meanwhile, challenges included students discontinuing counselling, the stigma associated with seeking mental health support, and lack of manpower. The counsellors provided recommendations for improvement of services moving forward.
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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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Glista, Danielle, Robin O’Hagan, Danielle DiFabio, Sheila Moodie, Karen Muñoz, Keiran Joseph, Christine Brown, et al. Virtual Hearing Aid Care – Clinical Practice Guidance Document. Western Libraries, Western University, August 2021. http://dx.doi.org/10.5206/0820211097.
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This document was informed by literature reviews conducted in accordance with the Joanna Briggs Institute’s guide to evidence synthesis (Aromataris & Munn, 2017; https://joannabriggs.org) and includes evidence related to client candidacy, delivery models, modalities of delivery, and outcomes of virtual hearing aid fitting and management. This document provides clinical practice guidance for virtual hearing aid fitting and management processes and technological requirements in the delivery of such services (herein referred to as virtual hearing aid care). Virtual hearing aid care can include services delivered directly to a client by a provider or using facilitator-supported services and specialized equipment, depending on client factors, type of care, and the timepoint in the care process (e.g., initial versus follow-up appointments). This document will address virtual care including the following types of hearing aid care: o Programming o Verification o Validation o Management (counselling and education) Currently, virtual hearing aid care is better suited to follow-up appointments
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McEntee, Alice, Sonia Hines, Joshua Trigg, Kate Fairweather, Ashleigh Guillaumier, Jane Fischer, Billie Bonevski, James A. Smith, Carlene Wilson, and Jacqueline Bowden. Tobacco cessation in CALD communities. The Sax Institute, June 2022. http://dx.doi.org/10.57022/sneg4189.
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Background Australia is a multi-cultural society with increasing rates of people from culturally and linguistically diverse (CALD) backgrounds. On average, CALD groups have higher rates of tobacco use, lower participation in cancer screening programs, and poorer health outcomes than the general Australian population. Lower cancer screening and smoking cessation rates are due to differing cultural norms, health-related attitudes, and beliefs, and language barriers. Interventions can help address these potential barriers and increase tobacco cessation and cancer screening rates among CALD groups. Cancer Council NSW (CCNSW) aims to reduce the impact of cancer and improve cancer outcomes for priority populations including CALD communities. In line with this objective, CCNSW commissioned this rapid review of interventions implemented in Australia and comparable countries. Review questions This review aimed to address the following specific questions: Question 1 (Q1): What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Question 2 (Q2): What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? This review focused on Chinese-, Vietnamese- and Arabic-speaking people as they are the largest CALD groups in Australia and have high rates of tobacco use and poor screening adherence in NSW. Summary of methods An extensive search of peer-reviewed and grey literature published between January 2013-March 2022 identified 19 eligible studies for inclusion in the Q1 review and 49 studies for the Q2 review. The National Health and Medical Research Council (NHMRC) Levels of Evidence and Joanna Briggs Institute’s (JBI) Critical Appraisal Tools were used to assess the robustness and quality of the included studies, respectively. Key findings Findings are reported by components of an intervention overall and for each CALD group. By understanding the effectiveness of individual components, results will demonstrate key building blocks of an effective intervention. Question 1: What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Thirteen of the 19 studies were Level IV (L4) evidence, four were Level III (L3), one was Level II (L2), none were L1 (highest level of evidence) and one study’s evidence level was unable to be determined. The quality of included studies varied. Fifteen tobacco cessation intervention components were included, with most interventions involving at least three components (range 2-6). Written information (14 studies), and education sessions (10 studies) were the most common components included in an intervention. Eight of the 15 intervention components explored had promising evidence for use with Chinese-speaking participants (written information, education sessions, visual information, counselling, involving a family member or friend, nicotine replacement therapy, branded merchandise, and mobile messaging). Another two components (media campaign and telephone follow-up) had evidence aggregated across CALD groups (i.e., results for Chinese-speaking participants were combined with other CALD group(s)). No intervention component was deemed of sufficient evidence for use with Vietnamese-speaking participants and four intervention components had aggregated evidence (written information, education sessions, counselling, nicotine replacement therapy). Counselling was the only intervention component to have promising evidence for use with Arabic-speaking participants and one had mixed evidence (written information). Question 2: What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? Two of the 49 studies were Level I (L1) evidence, 13 L2, seven L3, 25 L4 and two studies’ level of evidence was unable to be determined. Eighteen intervention components were assessed with most interventions involving 3-4 components (range 1-6). Education sessions (32 studies), written information (23 studies) and patient navigation (10 studies) were the most common components. Seven of the 18 cancer screening intervention components had promising evidence to support their use with Vietnamese-speaking participants (education sessions, written information, patient navigation, visual information, peer/community health worker, counselling, and peer experience). The component, opportunity to be screened (e.g. mailed or handed a bowel screening test), had aggregated evidence regarding its use with Vietnamese-speaking participants. Seven intervention components (education session, written information, visual information, peer/community health worker, opportunity to be screened, counselling, and branded merchandise) also had promising evidence to support their use with Chinese-speaking participants whilst two components had mixed (patient navigation) or aggregated (media campaign) evidence. One intervention component for use with Arabic-speaking participants had promising evidence to support its use (opportunity to be screened) and eight intervention components had mixed or aggregated support (education sessions, written information, patient navigation, visual information, peer/community health worker, peer experience, media campaign, and anatomical models). Gaps in the evidence There were four noteworthy gaps in the evidence: 1. No systematic review was captured for Q1, and only two studies were randomised controlled trials. Much of the evidence is therefore based on lower level study designs, with risk of bias. 2. Many studies provided inadequate detail regarding their intervention design which impacts both the quality appraisal and how mixed finding results can be interpreted. 3. Several intervention components were found to have supportive evidence available only at the aggregate level. Further research is warranted to determine the interventions effectiveness with the individual CALD participant group only. 4. The evidence regarding the effectiveness of certain intervention components were either unknown (no studies) or insufficient (only one study) across CALD groups. This was the predominately the case for Arabic-speaking participants for both Q1 and Q2, and for Vietnamese-speaking participants for Q1. Further research is therefore warranted. Applicability Most of the intervention components included in this review are applicable for use in the Australian context, and NSW specifically. However, intervention components assessed as having insufficient, mixed, or no evidence require further research. Cancer screening and tobacco cessation interventions targeting Chinese-speaking participants were more common and therefore showed more evidence of effectiveness for the intervention components explored. There was support for cancer screening intervention components targeting Vietnamese-speaking participants but not for tobacco cessation interventions. There were few interventions implemented for Arabic-speaking participants that addressed tobacco cessation and screening adherence. Much of the evidence for Vietnamese and Arabic-speaking participants was further limited by studies co-recruiting multiple CALD groups and reporting aggregate results. Conclusion There is sound evidence for use of a range of intervention components to address tobacco cessation and cancer screening adherence among Chinese-speaking populations, and cancer screening adherence among Vietnamese-speaking populations. Evidence is lacking regarding the effectiveness of tobacco cessation interventions with Vietnamese- and Arabic-speaking participants, and cancer screening interventions for Arabic-speaking participants. More research is required to determine whether components considered effective for use in one CALD group are applicable to other CALD populations.
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.
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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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Hajarizadeh, Behzad, Jennifer MacLachlan, Benjamin Cowie, and Gregory J. Dore. Population-level interventions to improve the health outcomes of people living with hepatitis B: an Evidence Check brokered by the Sax Institute for the NSW Ministry of Health, 2022. The Sax Institute, August 2022. http://dx.doi.org/10.57022/pxwj3682.
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Background An estimated 292 million people are living with chronic hepatitis B virus (HBV) infection globally, including 223,000 people in Australia. HBV diagnosis and linkage of people living with HBV to clinical care is suboptimal in Australia, with 27% of people living with HBV undiagnosed and 77% not receiving regular HBV clinical care. This systematic review aimed to characterize population-level interventions implemented to enhance all components of HBV care cascade and analyse the effectiveness of interventions. Review questions Question 1: What population-level interventions, programs or policy approaches have been shown to be effective in reducing the incidence of hepatitis B; and that may not yet be fully rolled out or evaluated in Australia demonstrate early effectiveness, or promise, in reducing the incidence of hepatitis B? Question 2: What population-level interventions and/or programs are effective at reducing disease burden for people in the community with hepatitis B? Methods Four bibliographic databases and 21 grey literature sources were searched. Studies were eligible for inclusion if the study population included people with or at risk of chronic HBV, and the study conducted a population-level interventions to decrease HBV incidence or disease burden or to enhance any components of HBV care cascade (i.e., diagnosis, linkage to care, treatment initiation, adherence to clinical care), or HBV vaccination coverage. Studies published in the past 10 years (since January 2012), with or without comparison groups were eligible for inclusion. Studies conducting an HBV screening intervention were eligible if they reported proportion of people participating in screening, proportion of newly diagnosed HBV (participant was unaware of their HBV status), proportion of people received HBV vaccination following screening, or proportion of participants diagnosed with chronic HBV infection who were linked to HBV clinical care. Studies were excluded if study population was less than 20 participants, intervention included a pharmaceutical intervention or a hospital-based intervention, or study was implemented in limited clinical services. The records were initially screened by title and abstract. The full texts of potentially eligible records were reviewed, and eligible studies were selected for inclusion. For each study included in analysis, the study outcome and corresponding 95% confidence intervals (95%CIs) were calculated. For studies including a comparison group, odds ratio (OR) and corresponding 95%CIs were calculated. Random effect meta-analysis models were used to calculate the pooled study outcome estimates. Stratified analyses were conducted by study setting, study population, and intervention-specific characteristics. Key findings A total of 61 studies were included in the analysis. A large majority of studies (study n=48, 79%) included single-arm studies with no concurrent control, with seven (12%) randomised controlled trials, and six (10%) non-randomised controlled studies. A total of 109 interventions were evaluated in 61 included studies. On-site or outreach HBV screening and linkage to HBV clinical care coordination were the most frequent interventions, conducted in 27 and 26 studies, respectively. Question 1 We found no studies reporting HBV incidence as the study outcome. One study conducted in remote area demonstrated that an intervention including education of pregnant women and training village health volunteers enhanced coverage of HBV birth dose vaccination (93% post-intervention, vs. 81% pre-intervention), but no data of HBV incidence among infants were reported. Question 2 Study outcomes most relevant to the HBV burden for people in the community with HBV included, HBV diagnosis, linkage to HBV care, and HBV vaccination coverage. Among randomised controlled trials aimed at enhancing HBV screening, a meta-analysis was conducted including three studies which implemented an intervention including community face-to-face education focused on HBV and/or liver cancer among migrants from high HBV prevalence areas. This analysis demonstrated a significantly higher HBV testing uptake in intervention groups with the likelihood of HBV testing 3.6 times higher among those participating in education programs compared to the control groups (OR: 3.62, 95% CI 2.72, 4.88). In another analysis, including 25 studies evaluating an intervention to enhance HBV screening, a pooled estimate of 66% of participants received HBV testing following the study intervention (95%CI: 58-75%), with high heterogeneity across studies (range: 17-98%; I-square: 99.9%). A stratified analysis by HBV screening strategy demonstrated that in the studies providing participants with on-site HBV testing, the proportion receiving HBV testing (80%, 95%CI: 72-87%) was significantly higher compared to the studies referring participants to an external site for HBV testing (54%, 95%CI: 37-71%). In the studies implementing an intervention to enhance linkage of people diagnosed with HBV infection to clinical care, the interventions included different components and varied across studies. The most common component was post-test counselling followed by assistance with scheduling clinical appointments, conducted in 52% and 38% of the studies, respectively. In meta-analysis, a pooled estimate of 73% of people with HBV infection were linked to HBV clinical care (95%CI: 64-81%), with high heterogeneity across studies (range: 28-100%; I-square: 99.2%). A stratified analysis by study population demonstrated that in the studies among general population in high prevalence countries, 94% of people (95%CI: 88-100%) who received the study intervention were linked to care, significantly higher than 72% (95%CI: 61-83%) in studies among migrants from high prevalence area living in a country with low prevalence. In 19 studies, HBV vaccination uptake was assessed after an intervention, among which one study assessed birth dose vaccination among infants, one study assessed vaccination in elementary school children and 17 studies assessed vaccination in adults. Among studies assessing adult vaccination, a pooled estimate of 38% (95%CI: 21-56%) of people initiated vaccination, with high heterogeneity across studies (range: 0.5-93%; I square: 99.9%). A stratified analysis by HBV vaccination strategy demonstrated that in the studies providing on-site vaccination, the uptake was 78% (95%CI: 62-94%), significantly higher compared to 27% (95%CI: 13-42%) in studies referring participants to an external site for vaccination. Conclusion This systematic review identified a wide variety of interventions, mostly multi-component interventions, to enhance HBV screening, linkage to HBV clinical care, and HBV vaccination coverage. High heterogeneity was observed in effectiveness of interventions in all three domains of screening, linkage to care, and vaccination. Strategies identified to boost the effectiveness of interventions included providing on-site HBV testing and vaccination (versus referral for testing and vaccination) and including community education focussed on HBV or liver cancer in an HBV screening program. Further studies are needed to evaluate the effectiveness of more novel interventions (e.g., point of care testing) and interventions specifically including Indigenous populations, people who inject drugs, men who have sex with men, and people incarcerated.
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Theory of change: Bet You Can Help. Addiction Recovery Agency, Beacon Counselling Trust, June 2021. http://dx.doi.org/10.33684/2021.004.
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Gambling-related harms are a significant public health issue in Great Britain. These harms are often underrecognized and most people who experience harms go without support. Under the leadership of Addiction recovery Agency (Ara) and Beacon Counselling Trust (BCT), the Bet You Can Help (BYCH) programme is filling the need for place-based education and training to identify and address gambling related harms. The BYCH programme is a community first aid model for safer gambling that promotes the early identification of people who are at risk of gambling related harms. Offered as a Level 2 Qualification through the Royal Society of Public Health, this programme aims to reduce harms and prevent lives being lost from gambling related harms in Great Britain. This theory of change considers the inputs, activities, outputs, and outcomes necessary to achieve these goals. It can be used by organizations, groups, and individuals in any sector impacted by gambling related harms in Great Britain.