Journal articles on the topic 'Educational 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.
Abstract:
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.
2
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.
Abstract:
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.
3
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.
Abstract:
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.
4
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.
Abstract:
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).
5
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.
Abstract:
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
6
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.
7
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.
Abstract:
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.
8
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.
Abstract:
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.
9
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.
Abstract:
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.
10
Abubakar, Isa Ado. "Career Guidance Services in Public Senior Secondary Schools in Kano, Nigeria." Asian Journal of University Education 15, no. 2 (December 27, 2019): 27. http://dx.doi.org/10.24191/ajue.v15i2.7554.
Abstract:
The study examines career guidance services provided by school counsellors in secondary schools in Kano state. The study used 387 sample respondents drawn through purposive sampling from randomly selected schools. Questionnaire instrument with satisfactory psychometric properties was employed in data collection process. The results show that school counsellors assist students to identify their strength, abilities and learning style, help students to make appropriate career pathway selection, set educational and career goals, search for information about careers and work choices. However, school counsellors underperform in helping students to make future educational planning, college selection and placement. Moreover, no significant difference was found among gender excepts in educational Planning, college selection and placement with female students having better educational planning, college selection and placement. It is concluded that the school counsellors play greatly in the area of career decision making, goal setting and personal awareness. However, it is recommended that school counsellors should improve services involving future educational planning, college selection and placement.
11
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.
Abstract:
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.
12
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.
Abstract:
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.
13
Hatchett, Gregory T. "A One-Size Relationship Stance Does Not Fit All: Customisation of the Counselling Relationship." Australian Journal of Guidance and Counselling 18, no. 2 (December 1, 2008): 210–18. http://dx.doi.org/10.1375/ajgc.18.2.210.
Abstract:
AbstractMany counsellor education programs require students to undergo intensive training in basic interpersonal skills, such as reflection and summarisation. Not only has research failed to demonstrate the value of such skills in improving client outcomes, but the nondirective counselling philosophy upon which many of the programs are based may be incompatible with the needs and expectations of many clients. This article reviews the research evidence underlying these training programs and then provides both counsellors and counsellor educators with alternative ideas about developing productive relationships with a diverse clientele.
14
Tunnecliff, Sheryl, and Patrick O'Brien. "The Value of Using Sandplay as a Tool for Counselling Within a School Setting." Australian Journal of Guidance and Counselling 14, no. 2 (December 2004): 221–32. http://dx.doi.org/10.1017/s1037291100002521.
Abstract:
This paper proposes that sandplay can be a useful tool for counsellors within the school setting. It follows previous work by O'Brien and Burnett (2000a, 2000b; O'Brien, 1999), who proposed that sandplay allows the counsellor to integrate all eight intelligences proposed by Howard Gardner (1983). A short historical account of sandplay therapy is followed by a discussion of its therapeutic value, aims and client–therapist relationship. The authors propose that sandplay uses a combination of spoken language, deductive reasoning, art and music therapy, symbols, narratives, and social and intrapersonal skills. This combination is inclusive of children with disabilities and appreciates the diversity all learners bring into the counselling sessions. Constraints on its effective use in schools are also discussed. The conclusion encourages counsellors to overcome the constraints and use sandplay on a regular basis within the school setting.
15
Dawes, A. R. L., and D. R. Donald. "Orientations to Child Management: A Comparison of Teacher-Counsellors and High School Principals with Regard to Child versus Institutional Advocacy." South African Journal of Psychology 17, no. 4 (December 1987): 131–36. http://dx.doi.org/10.1177/008124638701700403.
Abstract:
Twenty teacher-counsellors and twenty principals from a socio-economic spectrum of white co-educational high schools in the Cape Peninsula participated in the study. A repertory grid comprising a set of child management situations to which subjects were required to respond in terms of a series of bipolar constructs reflecting child-centred or institutionally orientated problem-solving action was used. Consensus grids were compiled from the two samples in order to describe their responses and the two consensus grids were correlated in order to assess their degree of similarity. Results showed a high degree of consistency between the two samples in their likely management of problems. Further, teacher-counsellors were shown to be unlikely to act consistently as child advocates. Reasons for these findings are discussed with reference to possible structural constraints on the teacher- counsellor's role.
16
Furlonger, Brett, and Wendy Taylor. "Supervision and the Management of Vicarious Traumatisation Among Australian Telephone and Online Counsellors." Australian Journal of Guidance and Counselling 23, no. 1 (March 14, 2013): 82–94. http://dx.doi.org/10.1017/jgc.2013.3.
Abstract:
The present study investigated the effects of supervision on the management of vicarious traumatisation among telephone and online counsellors on BoysTown Helplines. BoysTown Helplines include Kids Helpline, a 24-hour national counselling service for young people aged 5–25 years of age, and Parentline (PL), a counselling service for parents in Queensland and Northern Territory. The services provide telephone and email counselling services and Kids Helpline also provides web counselling. All counsellors (100%) worked as Kids Helpline counsellors (N = 38) and 42.1% (n = 16) as PL counsellors. The counsellors conducted 50,979 counselling sessions in 2008, of which 38,703 were completed over the telephone and 12,276 online. Of these, approximately 44% involved trauma clients, putting the counsellors at risk of suffering some level of vicarious traumatisation. The findings from 38 supervised telephone and online counsellors showed that vicarious traumatisation fell within normal limits and positive coping strategies were above average. While correlations did not prove to be significant between supervision and vicarious traumatisation, the size of counsellors’ trauma caseload proved to be strongly related to both vicarious traumatisation and negative coping style.
17
Burrows, Leigh. "Transforming ‘The Red Beast’ Within Through Mindfulness and Therapeutic Storytelling: A Case Study." Australian Journal of Guidance and Counselling 23, no. 2 (September 20, 2013): 172–84. http://dx.doi.org/10.1017/jgc.2013.17.
Abstract:
The case is presented of a professional learning project through which a school counsellor was assisted in her work with a child who she admitted ‘rattled her cage’ due to his complex needs and behaviours and the effect these had on her and the other children in her social skills group. As a result of a combination of mindfulness and therapeutic storytelling the child was able to gain an insight into his behaviour, which helped him feel a new sense of calm, safety and belonging. While the story of ‘The Red Beast’ provided the therapeutic content, the counsellor's transmission of mindfulness into the story telling space allowed it to be absorbed as wisdom to be drawn upon later by him and the other children in the group. This case demonstrates that school counsellors can benefit from professional development in mindfulness practice that supports them to become more attuned to the needs of vulnerable children through becoming more aware of their own emotional energies. It also shows that a therapeutic story's effectiveness can be enhanced if the teller is mindful of the right moment, manner and context in which to tell it.
18
McNamara, Justin, and Robyn M. Gillies. "Support Requirements and Effects of Supervision on Telephone Counsellors." Australian Journal of Guidance and Counselling 13, no. 2 (December 2003): 192–204. http://dx.doi.org/10.1017/s1037291100002880.
Abstract:
The aim of this research was to examine the effects of the implementation of direct one-on-one supervision in a prominent telephone counselling organisation and the support requirements of their telephone counsellors. Ninety-three telephone counsellors participated in this research. The results showed that more experienced telephone counsellors were more satisfied than less experienced telephone counsellors with the support offered by the organisation. Furthermore, female telephone counsellors showed significantly more satisfaction with the support offered by the organisation than their male counterparts. Implications of these findings are discussed in relation to the organisation and other helping organisations within the wider community.
19
Sharpley, Christopher F., and Carol J. Agnew. "What GPs Think of Counsellors: A Survey of Attitudes Regarding Relevance and Expertise." Australian Journal of Guidance and Counselling 13, no. 2 (December 2003): 179–91. http://dx.doi.org/10.1017/s1037291100002879.
Abstract:
One hundred and five general medical practitioners (GPs) from the Gold Coast and northern New South Wales participated in a survey of their knowledge of, and attitudes towards, counsellors. Data indicated that GPs considered counsellors to be relevant mental health professionals to whom the great majority would refer patients. They also indicated that they would seek personal assistance from counsellors should the need arise, and would pay reasonable fees for such assistance. Counsellors were judged by GPs to be the preferred mental health professional (ahead of psychiatrists, psychologists and social workers) for nine out of 20 client presenting problems. However, these positive findings were balanced by a need stated by the GPs for counsellors to be tertiary trained and registered, with the most significant drawback of counselling being the lack of such training and expertise. Implications arise from these data for the formalisation of registration processes for counsellors.
20
Balan, Subash, Zaida Nor Zainudin, and Habibah Ab Jalil. "Understanding and Readiness in Facing IR 4.0 Future Skills Transformation among UPM Trainee Counsellors." Asian Social Science 17, no. 11 (October 14, 2021): 69. http://dx.doi.org/10.5539/ass.v17n11p69.
Abstract:
Industrial Revolution (IR) 4.0 refers to the integration of technology within a particular industry, which encompasses big data, data analytics, cloud computing, robots, artificial intelligence, as well as Internet of Things (IoT) technologies. This study aims to assess the understanding of trainee counsellors of IR4.0 future skills, and to investigate how trainee counsellors improve their overall understanding of IR4.0 and its readiness. The qualitative research design employed in this study involved semi-structured interviews. Four trainee counsellors were chosen through convenient sampling and interviewed in 15-20 minute sessions. The findings indicate that trainee counsellors have a strong grasp of IR4.0. The respondents acknowledged, however, that their comprehension of IR4.0 in connection with future counselling professions is only modest, owing to the institution’s lack of formal educational exposure. Consequently, the respondents’ readiness to face IR4.0 is dangerously low, with the majority expressing worry towards their adaptability in future career development. Finally, the study concluded that educational institutions are vital in teaching and equipping students to confront the global challenges presented by IR4.0. This study is important because it aids researchers to analyse information on the understanding, readiness, and effect of IR4.0 on future skills among trainee counsellors. Additionally, it helps educational institutions in recognising the essential role of IR4.0 adoption in teaching and learning, as well as the implementation of the necessary measures to increase the readiness for training counsellors in tackling IR4.0.
21
Pelling, Nadine. "Why School Counsellors and Psychologists Should Treat Addiction Problems." Australian Journal of Guidance and Counselling 13, no. 1 (July 2003): 77–86. http://dx.doi.org/10.1017/s1037291100004751.
Abstract:
School counsellors and psychologists will encounter students affected by addiction. When this occurs many will simply refer the students to specialist services within the community. Such referrals are not always an appropriate action for many reasons. School counsellors and psychologists have the professional characteristics required to create a therapeutic alliance and know the behavioural strategies needed for basic addiction treatment. It is suggested that school counsellors and psychologists add some basic knowledge, awareness, and skill relating to addiction to their professional development and, when possible, address the addiction problems of their students directly. Arguments regarding why school counsellors and psychologists should treat addiction problems are given. Moreover, how school counsellors and psychologists can briefly address addiction problems is outlined. Finally, resources on addiction are provided.
22
Siyez, Diğdem Müge, and Aslı Uz Baş. "Turkish School Counsellors and Counselling Students' Knowledge of Adolescent Suicide." Australian Journal of Guidance and Counselling 19, no. 1 (July 1, 2009): 25–40. http://dx.doi.org/10.1375/ajgc.19.1.25.
Abstract:
AbstractThe aim of the study was to investigate the knowledge of Turkish high school counsellors and counselling students about adolescence suicide. The sample consisted of 71 school counsellors and 82 third and fourth year psychology counselling students who completed the Adolescent Suicide Behavior Questionnaire. The results showed that although counselling students have more knowledge than school counsellors, both groups are not well informed about adolescent suicide, with many school counsellors and counselling students unable to determine the risk, precipating and demographic factors and differential warning signs of adolescent suicide in Turkey.
23
Mellouki, M'hammed, and Mario Beauchemin. "L’institutionnalisation, la crise et l’éclatement du champ de l’orientation scolaire et professionnelle au Québec (1960-1990)." L’Orientation scolaire et professionnelle 23, no. 4 (1994): 465–80. http://dx.doi.org/10.3406/binop.1994.1507.
Abstract:
During the sixties and the seventies, the counsellor’s position in the schools was strengthened as a result of the State intervention in Education. In fact, the government institutionalized this new professional activity. In addition, at that time, the educational theory of vocational guidance strongly influenced the practices for career guidance. However, the welfare state crisis in the eighties, changed this situation. The number of counsellors working in the education system, fell sharply. Confronted with this new situation, the career advisers widened their scope of activity as well as their knowledge. This evolution resulted in a professional identity crisis.
24
Royo Mas, Francisco. "Desempeño profesional de los orientadores en los institutos de Educación Secundaria de Salamanca. Creación de un instrumento de valoración y autovaloración." REOP - Revista Española de Orientación y Psicopedagogía 13, no. 1 (February 2, 2014): 31. http://dx.doi.org/10.5944/reop.vol.13.num.1.2002.11585.
Abstract:
RESUMENEl trabajo que se presenta en este artículo pretende dar luz sobre el actual desempeño profesional del orientador en los institutos de educación secundaria, asimismo sirve para la creación de un instrumento de medida válido para la valoración y autovaloración de las funciones del orientador. Para ello hemos analizado las respuestas dadas por los orientadores de los institutos de secundaria de la provincia de Salamanca, tanto en las entrevistas personales mantenidas con ellos, como en la respuesta a los diferentes instrumentos de valoración. Los resultados sugieren dos factores principales que influyen en el desempeño del orientador, por un lado el apoyo del equipo directivo y por otro el modelo de trabajo tanto de los profesores del centro como del propio orientador. Por último se presenta un modelo para futuras líneas de investigación, así como un anexo en el que los orientadores manifiestan sus preocupaciones personales y profesionales.ABSTRACTThe work reported in this paper aim to enlighten about the present professional performance of secondary school counsellors. At the same time, it has been created an evaluation and self-evaluation instrument of counsellors tasks. Answers to personal interviews and to evaluation instruments from Secondary School Salamanca educational counsellors has been analysed. Results suggest that two principal factors are influencing in performance, in one hand the support of management team and in the other hand the counsellor and teachers team model of working. In the end we present two appendix, a model of future research lines about these subjects and some personal and professional worries of counsellors.
25
Fallone, Adriana, and Daphne Hewson. "School counsellors' responses to homosexuality and to lesbian and gay students." Australian Journal of Guidance and Counselling 6, no. 1 (November 1996): 31–42. http://dx.doi.org/10.1017/s1037291100001473.
Abstract:
NSW School Counsellors were surveyed regarding their attitudes towards homosexuality and their experience and willingness to work with gay and lesbian students. Most counsellors showed low to moderate homonegativism, but 16.6% scored in the high range. Less knowledge, experience, and past training on homosexuality issues were significantly related to homonegativism, as was unwillingness to participate in future activities and workshops dealing with lesbian and gay students' issues. Many counsellors had a poor knowledge of existing support services. Counsellors who were willing to provide supportive services for gay and lesbian students expressed a need for resources, information kits and curriculum material, inservice training, executive support and a positive Departmental policy.
26
AlKhamaiseh, Omar Soud. "The Role of Educational Counselors in Developing Students' Acceptance of Online Learning during COVID 19 Pandemic in Jordan: Educational Counselors and Students' Acceptance of online Learning." Journal of Educational and Social Research 11, no. 3 (May 10, 2021): 20. http://dx.doi.org/10.36941/jesr-2021-0048.
Abstract:
This study aimed at examining the role of educational counsellors in helping students accept distance learning through the international pandemic of COVID 19 and the quarantine which many countries have to process on its population through closing universities, schools and academic institutions. The study adopted the basics of educational counselling which included (Individual Differences, Gender Differences, Growth Needs, Social Basics and Neurological and Physiological Abilities). Depending on the quantitative approach and using a questionnaire; (150) educational counsellors responded to the questionnaire and SPSS 21st Ed was used to screen and analyze the gathered data. Results of the study showed an influence of educational counsellors' role in helping students accept online learning, among used variables in the study; it appeared that minding gender difference between male and female students was the most influential compared to other variables. The study recommended promoting tasks and priorities of academic counselling in all schools, particularly government schools, and developing a culture that supports distance education and creates a positive electronic environment.
Received: 31 January 2021 / Accepted: 14 March 2021 / Published: 10 May 2021
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Mielgo-Conde, Iván, Sara Seijas-Santos, and Mario Grande-de-Prado. "Review about Online Educational Guidance during the COVID-19 Pandemic." Education Sciences 11, no. 8 (August 9, 2021): 411. http://dx.doi.org/10.3390/educsci11080411.
Abstract:
The COVID-19 pandemic has affected almost every area of our lives. It meant a break from our lifestyles, transforming everything from face-to-face to online. Among the places where this situation has become more evident are primary schools, secondary schools, and universities, which have had to adopt online teaching in its entirety. Faced with this situation, the work of the educational counsellors was essential to coordinate the centre with the families and to enable students to follow the classes in the best way possible. The objective of this study is to analyse the scientific literature about online educational guidance, with a focus on the COVID-19 pandemic. To achieve this, a scoping review inspired by the PRISMA model was done. A total of 42 articles were studied. The main results show that many counsellors were at a disadvantage and in a very stressful situation, as they did not have the necessary digital training. On the other hand, this situation has been the first contact for many counsellors with the use of ICT within their profession and in an unexpected situation, without time for training or enough preparation.
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Hohnke, Mark, and Patrick O'Brien. "Discrimination Against Same Sex Attracted Youth: The Role of the School Counsellor." Australian Journal of Guidance and Counselling 18, no. 1 (July 1, 2008): 67–75. http://dx.doi.org/10.1375/ajgc.18.1.67.
Abstract:
AbstractBeginning with a discussion of current legislation in Australia around inclusion, this paper highlights recent research into the school experience of Same Sex Attracted Youth (SSAY), including the issues faced by students, and the negative outcomes of such experiences. The school experiences of SSAY youth is positioned within a social justice framework. The critical role that school counsellors can play in determining school culture is examined. The role of a school counsellor as part of a pastoral care team within school management is also highlighted. Factors that may influence a more supportive and inclusive school culture are discussed.
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Hesjedal, Elisabeth. "Educational psychology counsellors’ views about children’s participation in educational decision-making: A thematic analysis." International Journal of Children’s Rights 29, no. 3 (August 17, 2021): 640–61. http://dx.doi.org/10.1163/15718182-29030005.
Abstract:
Abstract The attention to children’s participation has increased dramatically during the last decade. Compared to the literature in the educational field, the literature on children’s participation in the social and health fields seems to be developing rapidly. The aim of this article is to address the importance of educational psychology service (eps) counsellors regarding special educational needs (sen) students’ rights to participate in educational decision-making. This article presents an in-depth study of seven Norwegian eps counsellors’ views about children’s participation in educational decision-making. Procedures for a qualitative inductive thematic analysis were followed to reveal four key themes, namely: parents as key persons; children’s presence on teams as an intervention; the importance of children’s age for participation; and the gap between expert assessments and individual education plans (iep s). The results, which are discussed in relation to Lundy’s (2007) model of participation and other relevant literature, show that there should be more knowledge and interventions to ensure children’s participation in educational decision-making in both research and practice. The results also indicate that structures and procedures in special education need to be considered and further developed from a participation perspective.
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McMahon, Mary. "Clinical Supervision in School Counselling and Career Counselling: Is It Time to Develop a New Story?" Australian Journal of Guidance and Counselling 15, no. 1 (July 1, 2005): 105–16. http://dx.doi.org/10.1375/ajgc.15.1.105.
Abstract:
AbstractSupervision provides benefits for school counsellors and career counsellors such as support, an opportunity to gain new ideas and strategies, and personal and professional development. Despite this, studies have also shown that school counsellors perceive that the amount of time they participate in supervision is inadequate. In career counselling, there is little evidence that supervision has even been established as a mainstream professional practice. The reasons for this curious situation, whereby little time is spent on a potentially beneficial activity, are uncertain. The present study investigated the supervisory experiences of a group of school counsellors and career counsellors for a six month period following their completion of an intensive supervision training program. Participants recorded their supervisory experiences in a structured diary. Even though the participants were well informed about supervision, the findings of the present study are consistent with those of previous studies. This history of repeatedly similar findings suggests that it may be timely to ask some fundamental questions about supervision in these two professions. Such questions in turn suggest possible new research directions.
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Al-Raggad, Fatima Eed. "The role of parent and teacher councils in reducing the phenomenon of bullying from the principals, teachers and educational counselors’ viewpoint." Perspectives of Science and Education 66, no. 6 (January 1, 2023): 745–58. http://dx.doi.org/10.32744/pse.2023.6.43.
Abstract:
Introduction. The roles of Parent and Teacher Councils in modern schools cannot be overstated. Principals, teachers, and guidance counsellors all agree that working together is crucial to addressing the chronic problem of bullying in schools. This cooperation provides a comprehensive method for making schools safer and more supportive places for students to learn. Aim. The focus of this study was on how school administrators, classroom teachers, and guidance counsellors view the role of parent and teacher councils in preventing and responding to bullying in the upper basic grades. Study participants and methods. Because schools were selected at random among those associated with the Wadi Al-Seer Education Directorate, the study population included all members of those schools' parentteacher councils. There was a total of four hundred (400) school administrators, classroom instructors, and guidance counsellors included in the sample. The first section of the closed questionnaire focused on the part played by parent and teacher councils in combating physical bullying. This section was one of three and contained ten questions per domain. Results. Physical bullying, verbal bullying, and psychological bullying were found to be the top three areas where parent-teacher councils can make a difference in avoiding bullying among children in the upper basic level, the means were (3,57, 3.67, and 3.65) respectively. The results demonstrated the efficacy of a collaborative effort including parents, teachers, the director, and a school counsellor to reduce bullying among secondary school students. Involving parents, principals, teachers, and guidance counsellors in the councils has been demonstrated to promote communication between schools and their students' families, to lower psychological barriers between kids and their peers, and to increase student achievement, teachers and parents can work together to address challenges that students confront and share their opinions on child rearing through these councils, which take place in the context of the students' culture and the community between the classroom and the home. Practical significance. Research into the effectiveness of Parent and Teacher Councils in the fight against school bullying demonstrates the need of coordinated community action. The councils do double duty by reducing bullying in schools and improving home-school communication by bringing together teachers and parents. The results offer useful information for enhancing anti-bullying initiatives and promoting the wellbeing of students. This study can be used as a guide by schools all over the world to implement their own anti-bullying policies
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Glasheen, Kevin, Marilyn A. Campbell, and Ian Shochet. "Opportunities and Challenges: School Guidance Counsellors’ Perceptions of Counselling Students Online." Australian Journal of Guidance and Counselling 23, no. 2 (September 4, 2013): 222–35. http://dx.doi.org/10.1017/jgc.2013.15.
Abstract:
School guidance counsellors worldwide seek ways of providing appropriate professional assistance to all students. While young people integrate online technology into their daily lives and go online for information and to communicate with each other, school counsellors in Australia are not offering online support to students. This cross-sectional study reported on the reluctance of school counsellors to offer online counselling and the reasons for this. A survey was developed focusing on the intention to offer online counselling based on indicative factors favouring the use of this initiative. 210 school guidance counsellors completed the survey online, which showed that there is conditional support for the introduction of online counselling into the school setting. Counsellors indicated that they would use online counselling if students accepted its use in the school setting though they question how genuine students would be in its use. Most respondents reported a lack of confidence in understanding the ethical and legal implications of online counselling. However, the majority of participants were prepared to undertake further professional development in this mode of counselling. Additionally, they sought confirmation of the effectiveness of counselling students online before committing themselves to it. The implications for school guidance practice are discussed.
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Abal, Kazem, and Garry Hornby. "The role of educational counsellors in Kuwaiti secondary schools." Counselling Psychology Quarterly 8, no. 4 (October 1995): 333–43. http://dx.doi.org/10.1080/09515079508599593.
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Szarzyńska-Mazurek, Ewa. "Parents in the role of educational and vocational counsellors." Family Upbringing 18, no. 2 (December 31, 2018): 435–46. http://dx.doi.org/10.61905/wwr/170550.
Abstract:
<b>Cel</b>: Przeobrażenia systemu edukacji i nieustanne zmiany występujące na rynku pracy sprawiają, że osoby młode doświadczają dużych obciążeń wynikających z konieczności dokonywania wyborów związanych z własną przyszłością edukacyjno-zawodową. W okresie przygotowywania się do podejmowania decyzji młodzież powinna mieć możliwość korzystania ze wsparcia specjalistów – doradców zawodowych, bądź innych osób przygotowanych do niesienia pomocy w tym zakresie. Jednak system pomocy doradczej nie zawsze stwarza takie możliwości. A często młodzi ludzie sami nie są gotowi z takiej pomocy skorzystać. Rodzice, towarzysząc dzieciom w podejmowaniu decyzji, nierzadko wchodzą w rolę doradców, choć nie jest to dla nich łatwe zadanie. Celem podjętych badań było poznanie opinii młodych ludzi, przygotowujących się do wejścia w dorosłość, na temat rodziców jako doradców edukacyjno-zawodowych. <b>Metody</b>: W badaniu zastosowano metodę sondażu diagnostycznego. Wzięło w nim udział 184 studentów I roku studiów stacjonarnych, studiujących kierunki z obszaru nauk społecznych na terenie Lublina. Wykorzystano w nich autorski kwestionariusz ankiety oraz technikę dyferencjału semantycznego (SD). <b>Wyniki</b>: W wyniku prowadzonych analiz stwierdzono, że zdecydowana większość badanych podejmowała z rodzicami rozmowy na temat swojej przyszłości zawodowej. Studenci nie zawsze uznawali takie rozmowy za pomocne w dokonywaniu wyborów edukacyno-zawodowych. W opinii badanych rodzice odegrali dość znaczącą rolę w podjętych przez nich decyzjach. Studenci znacznie korzystniej ocenili matki w roli doradców niż ojców. <b>Wnioski</b>: Młodzież wkraczająca w dorosłość postrzega rodziców jako potencjalne źródło wsparcia w wyborach edukacyjno-zawodowych. Ważne jest, aby dorośli nie wywierali na swoich dzieciach presji, ale też nie pozostawiali ich samych sobie. Rola dorosłych to rozumne towarzyszenie młodzieży w sytuacji dokonywania wyborów. A rodzice bywają często zagubieni i niepewni w obliczu zmienności świata i konieczności podejmowania przez swoje dzieci decyzji edukacyjno-zawodowych. Należy zastanowić się w jaki sposób wzmocnić kompetencje rodziców jako doradców edukacyjno-zawodowych, by to, co naturalnie dzieje się w środowisku rodzinnym, czyli nieprofesjonalny proces doradczy, uczynić bardziej efektywnym.
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Pelling, Nadine. "How School Counsellors and Psychologists can Support Gay, Lesbian, Bisexual, and Questioning Adolescents." Australian Journal of Guidance and Counselling 14, no. 1 (July 2004): 78–95. http://dx.doi.org/10.1017/s1037291100002685.
Abstract:
Gay, lesbian, bisexual, and questioning adolescents are a sizeable, albeit relatively invisible, minority within our education system. As a result, school counsellors and psychologists will encounter students who are same-sex attracted. Many school counsellors and psychologists who identify same-sex attracted students and see said issues as important will refer these students to specialist services within the community. Such referrals are not always the most appropriate way to handle same-sex attraction issues. School counsellors and psychologist have the professional characteristics required to create a therapeutic alliance and know the behavioural strategies needed to help same-sex attracted students deal with the issues, some related to same-sex attraction, likely to bring such students into contact with counselling or psychological services. It is suggested that school counsellors and psychologists add some basic knowledge, awareness, and skill relating to same-sex attraction to their professional development and, when possible, address the concerns of their sexual minority students directly and through systemic interventions. Reasons why school counsellors and psychologists are in an opportune position to support same-sex attracted students are given. Moreover, some of the knowledge, awareness and skills needed for competent work with same-sex attracted students are outlined. Finally, sexual minority resources are provided.
36
Wach, Monique. "Les besoins de formation des Conseillers d'orientation. Comparaison entre Français et Canadiens à l'aide d'un instrument, l'I.C.A.C. (Inventaire des Comportements et des Attitudes des Conseillers)." L’Orientation scolaire et professionnelle 21, no. 4 (1992): 429–48. http://dx.doi.org/10.3406/binop.1992.1414.
Abstract:
This article reports the results obtained using a psychometric tool, the I.C.A.C. (“Check List of Attitudes and Behaviour of Counsellors”), to analyse the training needs of guidance counsellors. The I.C.A.C. was used by colleagues in Quebec in 1977. Very few changes were made to the original version, in order to be able to compare our results. The information obtained using this test fully confirmed our findings based upon analysis of answers to a questionnaire made up essentially of open questions. These results could encourage us to create a tool of this type better suited to the specificity of French counsellors.
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Goldman, Juliette D. G., and Usha K. Padayachi. "School counsellors' knowledge of the nature of child sexual abuse and proceedures and laws." Australian Journal of Guidance and Counselling 10, no. 1 (November 2000): 1–18. http://dx.doi.org/10.1017/s1037291100004106.
Abstract:
All school counsellors employed by the State Department of Education in Queensland, Australia, were sent a questionnaire asking about their understanding of child sexual abuse, and their familiarity with procedures and current laws. Results from the 122 respondents (52 males and 70 females), show that they have diverse knowledge of child sexual abuse. There was uncertainty among them as to whether their school had a formal procedure for reporting cases. Most school counsellors have a general knowledge of the laws in Queensland on reporting suspected cases of abuse, but only a minority of them know what the laws require them to do. When asked to describe the laws in Queensland, counsellors who indicated they knew about the law, then described four differing laws. In terms of knowledge of child sexual abuse, females made more accurate statements about sexual abuse than males. Training does contribute to improving counsellors' knowledge of child sexual abuse.
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Colmar, Susan. "Applied Practices — Perspectives From the Field." Australian Journal of Guidance and Counselling 23, no. 2 (September 20, 2013): 271–72. http://dx.doi.org/10.1017/jgc.2013.21.
Abstract:
The two articles in the Applied Practices section of the current journal provide interesting contrasting views of the role of school psychologists and school counsellors. In the article ‘Lest We Forget’, the negative ramifications of budgetary constraints on the services of Guidance Counsellors (as they are known in Ireland) are fascinating, complex and timely in considering similar issues that have arisen or are threatened in a number of school counselling jurisdictions. McGuckin and O'Brien also point out the potential advantages of professional associations such as the Australian Psychologists and Counsellors in Schools (APACS), which is the new name of the association that publishes this journal.
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Heidgerken, Amanda D., Adam B. Lewin, Gary R. Geffken, Kenneth M. Gelfand, Eric A. Storch, and Toree Malasanos. "Online diabetes education: design and evaluation with prospective diabetes camp counsellors." Journal of Telemedicine and Telecare 11, no. 2 (March 1, 2005): 93–96. http://dx.doi.org/10.1258/1357633053499813.
Abstract:
An educational Website was designed by the Florida Initiative in Telehealth and Education group, and an online diabetes education test was developed using a sample of 60 children and young adults aged 8–22 years, all of whom had diabetes. The 31 items were analysed for item difficulty. Eight test items were eliminated as being unsuitable. The test was then used in 67 prospective diabetes counsellors (23 men, 44 women) who volunteered for a summer camp. Camp counsellors ranged in age from 17 to 33 years (mean 22 years, SD 3). The counsellors' mean pre-test scores were 80% and their mean post-test scores were 92%. There was a significant improvement ( P < 0.001) of approximately 1.25 questions from pre- to post-test. This supports the use of the online educational Website for training individuals working with children with diabetes. The Website may prove to be useful for online education in other areas of diabetes management.
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Gilmore, Linda. "Editorial: A WISC is Never Enough!" Journal of Psychologists and Counsellors in Schools 25, no. 1 (June 2015): iii—v. http://dx.doi.org/10.1017/jgc.2015.14.
Abstract:
Welcome to the first issue of our journal under the new title Journal of Psychologists and Counsellors in Schools. This issue is a special one on psycho-educational assessment. We have a range of interesting and stimulating articles on this topic, reflecting the important and substantial role that assessment plays in the work of many school psychologists and counsellors. Psycho-educational assessment includes areas such as behavioural, social-emotional and vocational assessment, although most referrals for assessment in schools are related to learning difficulties. The issue has a truly international flavour, with authors from Australia, Greece, China, Ireland, Bangladesh, Peru, Iran and the United States.
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Pancerko, Pāvels, Anita Pipere, and Mārīte Kravale-Pauliņa. "Risk and Protective Factors in Choosing Course Sets in Secondary Education: Perspectives of Career Counsellors and Students from the Latgale Region of Latvia." Acta Paedagogica Vilnensia 48 (November 7, 2022): 61–86. http://dx.doi.org/10.15388/actpaed.2022.48.4.
Abstract:
This paper presents an exploratory study of the perspectives of career counsellors and students on risk and protective factors in choosing course sets in secondary education. The study, conducted in the Latgale region of Latvia, uses a qualitative research design based on a triangulation between the perspectives of school career counsellors and students. Data obtained from interviews with four career counselors and a focus group with six 15–16 year old students from urban and rural schools were analyzed using thematic analysis. The study acknowledges that school career counsellors can serve as a vital resource for Latvian society in managing and addressing the challenges of current educational reform and inequalities in education and career management caused by socioeconomic disparities.
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Crisp, Ross. "A Person-Centred Perspective to Counselling in Educational and Vocational Agencies." Australian Journal of Guidance and Counselling 20, no. 1 (July 1, 2010): 22–30. http://dx.doi.org/10.1375/ajgc.20.1.22.
Abstract:
AbstractThis article focuses upon the application of Carl Rogers' person-centred approach (PCA) by educational and vocational counsellors. The discussion of PCA in educational and vocational counselling raises several key issues that have received attention in recent counselling psychology literature. PCA has been criticised for its highly individualistic approach that overlooks relational issues, its limited clinical application, and lack of technical expertise to sufficiently produce change in persons with significant mental and/or mood disorders. Three vignettes are presented to illustrate that contemporary PCA is a less individualistic and more socially contextualised practice than originally formulated by Rogers. They highlight some aspects of the work of counsellors who utilise the primary nondirective components of PCA (congruence, unconditional positive regard, empathy) with directive interventions when requested by clients, who are responsive to their clients' diverse socio-cultural backgrounds, and who are prepared to work within a medical framework.
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Šteh, Barbara, and Petra Gregorčič. "A Lesson on Mutual Collaboration for School Counsellors, Principals, and Teachers Given by the COVID-19 Pandemic in Slovenia." European Journal of Educational Research 13, no. 2 (April 15, 2024): 763–77. http://dx.doi.org/10.12973/eu-jer.13.2.763.
Abstract:
<p style="text-align: justify;">This paper presents the meaning and characteristics of collaboration between school counsellors, school principals, and teachers in the context of the COVID-19 pandemic in Slovenia and the extraordinary situation in which work in educational institutions changed dramatically overnight and the community of students and professionals moved into a virtual space. In the first part of the paper, we highlight that a strong network of professionals in an educational institution is key to achieving the vision, goals and quality of educational work. In the second part of the paper, we present the results of a survey conducted through an online questionnaire among 328 Slovenian counsellors during the first wave of COVID-19 in April 2020. The results of this survey show a positive attitude of counsellors towards collaboration with principals and teachers. The emergency situation has raised awareness among all school professionals about the importance of mutual support, while providing an opportunity to reflect on ways to improve mutual collaboration and build mutual relationships that enable quality pedagogical work. One of the biggest challenges for any school community now is to maintain the sense of alliance and mutual support that was created in many schools during the pandemic.</p>
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Ashman, Adrian F. "The practicality of theory: An educational solution." Queensland Journal of Guidance and Counselling 1 (October 1987): 63–72. http://dx.doi.org/10.1017/s103031620000039x.
Abstract:
While most counselling approaches have an established foundation in psychological theory, few can claim to provide a window through which one can observe and comprehend contemporary society. This essay considers the relevance of one theory, Alfred Adler's Individual Psychology, in terms of its ability to address the challenges and issues being confronted by people today. Herein, we look at concepts that are infrequently considered by counsellors, but nevertheless, influence the development of our thoughts and behaviour.
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Arquero, Jose Luis, Carmen Fernández-Polvillo, and Dolores Valladares-García. "Communication apprehension and students’ educational choices." Education + Training 59, no. 9 (October 9, 2017): 946–56. http://dx.doi.org/10.1108/et-04-2017-0049.
Abstract:
Purpose The literature evidences the effects of communication apprehension (CA), defined as the level of fear and anxiety associated with either real or anticipated communication, on educational efforts and suggests that (via the perceived desirability of certain professions) it could affect vocational choices. The purpose of this paper is to investigate the link between CA and the vocational choice of secondary education students. Design/methodology/approach Data were obtained from two sources: a self-administered questionnaire to measure the students’ CA levels and their academic preferences, and the vocational counsellors’ advice for these students. Findings The results confirm the existence of a link between CA and both students’ vocational choices and counsellors’ advice. In general terms, apprehensive students tend to choose vocational education, whereas students with lower levels prefer university for further education. Focussing on the later, more apprehensive students tend to choose science degrees, which are perceived as requiring lower levels of communication skills. Research limitations/implications Limitations include the use of a convenience sample in only a country. Practical implications Apprehensive students could be avoiding a path, with all the implications for their professional future, because it is perceived as frightening due to the apparent communication level required. As the literature note the links between CA and communication self-efficacy allows the development of educational interventions resulting in a reduction of CA. Originality/value The scarce early literature has paid attention to occupational and educational choices in higher and further education, but there is no research focussing on the link between CA and pre-university academic decisions.
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Kromberg, JGR, J. Parkes, and S. Taylor. "Genetic Counselling as a Developing Healthcare Profession: A Case Study in the Queensland Context." Australian Journal of Primary Health 12, no. 1 (2006): 33. http://dx.doi.org/10.1071/py06006.
Abstract:
Given a dearth of empirical and baseline data regarding genetic counselling in Australia, this study examined genetic counselling services in Queensland from January 1998 to December 1999. Secondary analysis was conducted with data from the Queensland Clinical Genetics Service (QCGS). During the study period, 8007 clients were seen in 4817 counselling sessions in urban and regional settings, with general practitioners (GPs) constituting the second largest referral source of clients. Genetic counsellors contributed to 80% of clinical genetic sessions as sole and co-counsellors, and counselled across 79 different disorders. Prenatal diagnosis counselling constituted the greatest workload with demands for cancer counselling increasing. Counsellors also provided educational and information services to individuals, families, general practitioners, health professionals and the community. The ratio of counsellors per head of population was less than national recommendations. Thus, although the existing model of genetic service delivery in Queensland demonstrates accessibility, the service in general is underutilised. As developments in genetic technology continue, this profession is expected to grow further and has the potential to contribute to service delivery at the primary health care level.
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Hay, Ian, and Monica Cuskelly. "School Counsellors and Young People in Care." Australian Journal of Guidance and Counselling 16, no. 1 (July 1, 2006): 106–18. http://dx.doi.org/10.1375/ajgc.16.1.106.
Abstract:
AbstractProtocols recently introduced by state education authorities require guidance and school counsellors to collaborate with other school personnel to developIndividual Education Support Plansfor students in the care of the state. Of the more than 20,000 young people in care in Australia, the majority are in foster home placements due to previous maltreatment or neglect by their parents. Young people in care are a diverse, vulnerable and, at times, challenging cohort of students who typically have academic, psychological, behavioural, social, and friendship difficulties — and for some, ongoing mental health issues. This article reviews the characteristics allied with young people in care as well as procedures and strategies school counsellors can consider that facilitate more positive outcomes for these students.
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Arar, Khalid, and Asmahan Masry-Harzallah. "Trust among teachers and educational counsellors in the Arab education system." International Journal of Leadership in Education 22, no. 4 (July 5, 2018): 456–68. http://dx.doi.org/10.1080/13603124.2018.1481534.
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Bennassar, Laure. "Histoire des services d'orientation sous l'occupation allemande." L’Orientation scolaire et professionnelle 19, no. 1 (1990): 51–62. http://dx.doi.org/10.3406/binop.1990.1315.
Abstract:
The 1938 ordinance that marked a decisive step in the development of streaming in vocational guidance was actually enforced during World War II during which about sixty centres were created throughout the country. Some centres not only provided a follow-up of the professional training of young people (mostly apprentices) but they collaborated with the Commission for the Employment of Young People (“Commissariat au Travail des Jeunes”). They selected the Commission's managerial staff and inspected the working sites it had set up, especially those of the youth organization created and supported by the Vichy government, “les Compagnons de France” ; The Commission for the Employment of Young People chose to train its own professionnal counsellors and for that purpose set up a training centre in Clermont-Ferrand. Nevertheless, many a counsellor joined the underground movement, the “Resistance”, in occupied France as well as in southern France.
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Haladin, Nur’ain Balqis, Noor Aireen Ibrahim, and Yasmin Hanafi Zaid. "Patient-Friendly Information Giving in HIV Counselling through the Use of Metaphors." LSP International Journal 9, no. 2 (December 26, 2022): 27–39. http://dx.doi.org/10.11113/lspi.v9.19138.
Abstract:
HIV counselling is a method of communication between patients and certified HIV nurse counsellors to discuss and help patients deal with HIV-related issues. Despite the training received by these nurses, communicating HIV-related issues remains a difficult task in Malaysia. Due to lack of research examining information giving in HIV counselling in Malaysia, this study investigated both the challenges and the strategies in providing information to HIV patients. Twenty-four audio recordings of actual HIV counselling sessions were gathered and six focus group discussions with HIV nurse counsellors from three government hospitals in Malaysia were recorded. The discourse analysis of revealed a prominent use of metaphors as part of information giving strategies to overcome the challenges faced by HIV nurse counsellors when communicating with HIV patients. The metaphors were embedded in HIV nurse counsellors’ information giving to HIV patients and their spouse/family as a way to represent some medical jargons pertaining to HIV. Since the HIV patients came from different educational background, it would be much easier for them to understand HIV-related information giving through the use of metaphors. Therefore, the acknowledgement and integration of metaphors can be an amazingly valuable tool for HIV nurse counsellors especially in managing the communication challenges during HIV counselling. It is hoped that the findings provided in this study will serve as a basis for integrating metaphors into counselling practices.