Academic literature on the topic 'School counselling'
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Journal articles on the topic "School counselling"
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Flynn, Gillian Barclay, Jennifer Bogle, Caroline Gos, Pamela Kennedy, and Eilidh McIver. "The integration and evaluation of school counselling in Scottish schools." Educational Psychology in Scotland 22, no. 1 (2022): 75–83. http://dx.doi.org/10.53841/bpsepis.2022.22.1.75.
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AimIn 2019 the Scottish Government introduced local authority funding to provide school counselling for 10 to 18 year olds. Since September 2019 this local education authority (LEA) has been developing and implementing its strategy to provide school counselling led by Psychological Services. This report summarises the first year’s evaluation.MethodSurveys were conducted with counsellors and school staff. Data on delivery including numbers accessing counselling, demographics, presenting issues and pre and post intervention measures were collected and analysed.FindingsThe integration of counselling within schools was felt to be a very effective model and positive impact was demonstrated. Counselling was skewed 2:1 towards girls and the peak age accessing counselling was 13 to 16 years. Individuals were accessing counselling for a wide range of wellbeing issues. Several themes are identified as supporting the effective delivery and development of counselling in schools.LimitationsThere was a heavy reliance on counsellors for accurate recording and reporting of data which may have impacted reliability. The current evaluation has not yet included feedback from children and young people themselves, their parents or wider stakeholders.ConclusionsThe first year implementation has demonstrated the value of integrating school counselling within school systems and as part of a whole school approach to mental health and wellbeing. The locality wide data indicated a gender bias towards girls, however this was not consistent across all settings and further exploration of this theme could be useful in understanding the factors that influence access to counselling across genders.
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Fung, Suk Chun. "Counsellors in Hong Kong Primary Schools: On Becoming Visible Counselling Professionals." Global Journal of Health Science 11, no. 12 (October 9, 2019): 80. http://dx.doi.org/10.5539/gjhs.v11n12p80.
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This article examines the implications of a new school counselling policy, namely, ‘one school social worker for each school’, for the professional identity of school counsellors and guidance and counselling services in Hong Kong primary schools. This paper reviews primary school counselling development since the 1970s with a focus on workforce planning. As a result, it identifies two themes: (1) counselling workforce planning has gradually shifted from purely government-led to more school-based planning, and (2) school counsellors with master’s-level counselling training qualifications are not adequately recognized in primary school settings. Making school counsellors visible to school principals, the Education Bureau and the public before the full implementation of the new policy in 2021/2022 is critical. The strategic positions of counsellor educators and counselling associations that are central to the advancement of the professional identity of school counsellors are discussed.
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Ehlová, Marcela. "SCHOOL COUNSELLING SYSTEM IN THE CZECH REPUBLIC." Armenian Journal of Special Education 5, no. 1 (February 28, 2022): 17–33. http://dx.doi.org/10.24234/se.v5i1.283.
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The article deals with the issue of school counselling in the Czech Republic. It informs about the activities of the school counselling centre and characterizes the work of educational advisers, school prevention specialists, school psychologists and special school educators in contemporary schools. In conclusion, current trends are outlined that lead to the professionalization of school counselling and ensure better conditions for the education of pupils with special educational needs.
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Irham, Muhamad. "MANAGEMENT OF GUIDANCE AND COUNSELLING PROGRAM AT INCLUSIVE ELEMENTARY SCHOOL." Pamomong: Journal of Islamic Educational Counseling 3, no. 1 (June 30, 2022): 39–49. http://dx.doi.org/10.18326/pamomong.v3i1.39-49.
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Guidance and Counselling program is designed to achieve student independence. It is focused on assisting students’ potential development and solving their problems. In fact, the implementation of this program at the inclusive elementary schools does not yet have standard guidelines and rules. Therefore, this study was aimed to obtain an overview of the guidance and counselling management model in Al-Irsyad Al-Islamiyyah Elementary School in Purwokerto as an inclusive elementary school. This research was a qualitative research with a case study approach. The research subjects were teachers at Al-Irsyad Elementary School. Data was collected through interviews, questionnaires, observation, and documentation. The results of the study shows that: 1) Al-Irsyad Al-Islamiyyah Elementary School has provided the guidance and counselling program, 2) Guidance and Counselling program at Al-Irsyad Al-Islamiyyah Elementary School carry out the functions of this program which include leadership, planning, organizing, implementing, monitoring, evaluating, reporting and doing follow-up program, and 3) The guidance and counselling management model developed is the Integrated Comprehensive guidance and counselling management based on Islamic values. Thus, Al-Irsyad Al-Islamiyyah Elementary School in Purwokerto as an Inclusive Elementary School has organized comprehensive guidance and counselling services that can be used as a reference in providing such program at Inclusive Schools.
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Cheruiyot, Gladys Jeruto, and Bernard Chemwei. "School Management Attitudes as Determinants of Implementation of Guidance and Counselling Services in Secondary Schools in Baringo Central Sub-County, Kenya." East African Journal of Education Studies 3, no. 1 (March 23, 2021): 52–60. http://dx.doi.org/10.37284/eajes.3.1.304.
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Guidance and counselling constitute the best approach to help children and their families deal with life’s frustrating issues. In the school context, guidance and counselling services assist the school to manage discipline and deal with the influence of social evils on learners and the learning environment. However, for guidance and counselling services to be effective in schools, several factors must be put in place. Among these factors, the key is school management support for guidance and counselling services. In recognition of this fact, the study examined the influence of the schools’ management attitudes towards guidance and counselling on the implementation of guidance and counselling programmes in secondary schools in Baringo Central Sub-County. The study used the descriptive survey research method. It relied on a sample of 36 secondary schools with 36 principals and 72 teacher-counsellors. The research employed a questionnaire to collect the data. The collected data was then analysed using SPSS, version 22. The results of the study revealed that although most schools’ managers had embraced and recognised the role of guidance and counselling in their schools, little time and resources were availed to sustain these important services. This situation had negatively affected the implementation of guidance and counselling in schools. Therefore, it was recommended that guidance should be conceptualised in a broader and more comprehensive and holistic view, incorporating vocational and other aspects of development
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Chen, Kai Shen, and Jin Kuan Kok. "Barriers to Seeking School Counselling: Malaysian Chinese School Students’ Perspectives." Journal of Psychologists and Counsellors in Schools 27, no. 2 (October 22, 2015): 222–38. http://dx.doi.org/10.1017/jgc.2015.21.
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School counselling services have always been unpopular among Malaysian students. Many researchers have studied what prevents students from seeking mental health services. However, there is a lack of study on the barriers to seeking help in the context of Malaysian school counselling services. Using a sample of Chinese high school students (N = 277), this qualitative study explored the under-utilisation of school counselling services. A thematic analysis was used to analyse an open-ended question, and the findings uncovered contextualised issues such as: conceptualisation of problems and the shameful, fearful, concerned, and responsible self that contributes to the under-utilisation of school counselling services.
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Kelkay, Asrat Dagnew. "Practice and challenges in provision of guidance and counselling services in secondary schools of South Gondar, Ethiopia." Global Journal of Guidance and Counseling in Schools: Current Perspectives 9, no. 1 (April 30, 2019): 1–13. http://dx.doi.org/10.18844/gjgc.v9i1.3859.
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The main purpose of the study was to assess the provision of guidance and counselling service in South Godar secondary schools. It was designed to study the types of service provided by service providers in South Gondar secondary schools and to investigate the attitude and awareness of Guidance & Counselling Committee (GCC) members, teachers, principals and students towards the usefulness of guidance and counselling services/programme. The study was conducted using a descriptive survey design from five secondary schools using questionnaires and interview as data gathering instruments. The total number of sampled respondents was 173, of which 100 (students) selected by simple random sampling, five school principals, 49 teachers, 19 GCC members/service providers were selected using comprehensive sampling technique. Statistical data analysis techniques were used to analyse the data and thematic analysis, i.e., qualitative analysis, was used to interpret interview and open-ended questionnaires. The study revealed that most of the secondary school service providers were provided behavioural and academic counselling and educational counselling for their students in their respective schools. The study also indicated that positive attitude and promising awareness towards guidance and counselling service among the four category respondents.
Keywords: Challenges, counselling guidance, practice and secondary school.
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Kiptala, Wilson, John Kipruto, and Evelyn Kanus. "Student Demographic Factors on Perception of The Influence of Guidance and Counselling and School Adjustment in Keiyo North Sub-County, Kenya." International Journal for Innovation Education and Research 8, no. 9 (September 1, 2020): 58–74. http://dx.doi.org/10.31686/ijier.vol8.iss9.2586.
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The purpose of the study was to investigate student demographic factors on perception of the influence of guidance and counseling and school adjustment in Keiyo North Sub-County, Kenya. The objectives of the study were: to determine gender type and students’ perceptions on the influence of guidance and counselling on school adjustment, school type and students’ perceptions on the influence of guidance and counselling on school adjustment and class level and students’ perceptions on the influence of guidance and counselling services on their overall school adjustment. The study was guided by the self-perception theory. The ontology was pragmatism and the epistemology was realism. The research method was mixed method. The research design was ex post-facto, random sampling and stratified techniques were applied. A sample of 21 schools and 367 out of the 8001 students in the sub-county secondary schools were selected. A further, 16 participants were purposively selected (one from each class level of the type of school). Questionnaires and interview guides were used to collect data. Descriptive and inferential statistics were used to analyze the quantitative data. The hypotheses were tested at a significance level of 0.05. The qualitative data was analyzed thematically. The major finding of the study was that female students had a higher mean perception (3.6391, SD .06308) than the male students (3.4000 SD .07159). The study concluded that consistency and competence in provision of guidance and counselling services is wanting in secondary schools in the sub-county. Based on the findings of the study, it was recommended that since there exists’ significant differences in demographic factors on students’ perceptions on the influence of guidance and counselling on their school adjustment, there was need to address the challenges and shortcomings that exist in the provision of guidance and counselling, and encourage the male students to participate in guidance and counselling activities.
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Glasheen, Kevin, and Marilyn Campbell. "The use of online counselling within an Australian secondary school setting: A practitioner’s viewpoint." Counselling Psychology Review 24, no. 2 (March 2009): 42–51. http://dx.doi.org/10.53841/bpscpr.2009.24.2.42.
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This paper proposes that the provision of online counselling services for young people accessed through their local school website has the potential to assist students with mental health issues as well as increasing their help seeking behaviours. It stems from the work of the authors who trialled an online counselling service within one Australian secondary school. In Australia, online counselling with the adult population is now an accepted part of the provision of mental health services. Online provision of mental health information for young people is also well accepted. However, online counselling for young people is provided by only a few community organisations such as Kids Help Line within Australia. School-based counselling services which are integral to most secondary schools in Australia, seem slow to provide this service in spite of initial interest and enthusiasm by individual school counsellors. This discussion is the product of reflection on the potential benefits of this trial with a consideration of relevant research of the issues raised. It highlights the need for further research into the use of computer-mediated communication in the provision of counselling within a school setting.
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Adam-Yawson, Nana, Paul Arkorful, Asihene Oppong-Masu, and Sylvester Insaidoo. "EVALUATING EFFECTIVENESS OF SCHOOL GUIDANCE AND COUNSELLING PROGRAMME IN K.E.E.A. MUNICIPALITY OF GHANA." American Journal of Education and Practice 5, no. 2 (May 18, 2021): 68–80. http://dx.doi.org/10.47672/ajep.717.
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Purpose: This study intended to consider the patronage and effectiveness of guidance and counselling programmes offered to Junior High Schools (J.H.S.) students in the Komenda-Edina-Eguafo-Abrem (KEEA) Municipality in the Central Region of Ghana.
Methodology: The researchers used exploratory research design for the study. The researchers considered all the 105 Junior High Schools (J.H.S.) in the Municipality as the subject for the study. The researchers sampled 50 schools for data collection. They (researchers) administered questionnaire to the headmasters and teachers in-charge of guidance and counselling in the selected 50 Junior High Schools (JHSs) arriving at a total of 100 respondents. The instruments used for data collection were questionnaire. Data gathered were analysed in tables and converting them into percentages.
Findings: The findings revealed that, guidance and counselling services were available in the schools with qualified and experienced officers to handle issues as and when they happen. They also offer prompt response to such issues. It further came out that there were not even a single school in the Municipality, which had a place as an office earmarked for guidance and counselling services. There were also some interference from other teachers, parents and headmasters in the affairs of counselling which hampered the effectiveness of the guidance and counselling services. Some teachers too felt reluctant to report identified problems to the notice of the counselling coordinators.
Unique Contribution to Practice and Policy: The researchers suggested that misconceptions that some teachers, parents and other stakeholders have about guidance and counselling services should be expunged from their minds. Finally, recommendations from the researchers were that, to improve the guidance and counselling services for junior high school students in KEEA Municipality there should be regular workshops and orientation for teachers who ate mandated to offer guidance and counselling services to students. Teachers should be made to understand that counselling is geared towards cooperation, teamwork and meant for all students and develop well in confidential setting. The researchers suggested that guidance and counselling services should be infused into the schools’ timetable like the assembly and worship.
Dissertations / Theses on the topic "School counselling"
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Daud, Nurul Ain Mohd. "School counselling in Malaysia : a narrative ethnography." Thesis, University of Bristol, 2011. http://hdl.handle.net/1983/77ed7a27-375e-49f8-868f-6bc0260e1fb2.
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This research examined the influence of cultural values on the acceptability of counselling for students in a Malaysian secondary school. Existing research which was largely quantitative suggested that students from Malay, Chinese and Indian cultural backgrounds would have divergent responses to school counselling. This qualitative research using narrative ethnographic approach sought to understand these interactions in greater depth. The study focused on one large urban secondary school with students from a range of cultural backgrounds. The researcher actively involved herself in the provision of counselling in order to conduct this study which engaged fifty seven pupils and staff in contributing narrative alongside observations of collective behaviours. The analysis was informed by the constant comparative method, a constructivist development of grounded theory. The findings in this particular study substantially contradicted the expectation that cultural diversity was a significant factor in the acceptability of counselling. In this school, systemic issues, particularly the relationship between counselling and other systems within the school was of paramount significance. In view of the findings, several implications and recommendations for understanding counselling services within the school system were put forward.
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Molefe, Olebogeng Ralesenya Daniel. "School guidance and multi-modal counselling for secondary school students." Thesis, University of Pretoria, 1994. http://hdl.handle.net/2263/29601.
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This investigation aims at determining the contributions of school guidance and multi-modal counselling service for the South African secondary school students' acquisition of life competencies and skills. The empirical research consisted of: - *** A nomothetic investigation which indicated that many of the sample group students fall far short of almost all of the thirty subfields of the life skills questionnaire, and that they can be helped to acquire both multi-modal counselling and life skills. *** An idiographic research involving nine counsellees also confirmed these results.
Die doel met die onderhawige ondersoek is om aan te dui wat die bydrae van skoolvoorligting en 'n multi-modale benadering is. Sekondere skoolleerlinge is by 'n empiriese ondersoek betrek. Aan die hand van 'n vraelys is vasgestel wat hierdie leerlinge se besondere lewensbehoeftes is. Leerlinge wat uitvalle ten aansien van bepaalde lewenskundighede en -vaardighede toon, is by 'n multi-modale hulpverleningsprogram betrek. Die uitkomste van die hulpverlening toon duidelik aan dat 'n multi-modale benadering in sinsamehang met die beginsels van skoolvoorligting, 'n bydrae kan lewer om sekondere skoolleerlinge toe te rus om alledaagse probleme die hoof te kan bied.
Thesis (PhD)--University of Pretoria, 2012.
Education Management and Policy Studies
unrestricted
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Ho, Ling-mun Joseph. "Student counselling an innovation in Hong Kong secondary schools /." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626548.
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McArthur, Katherine. "Effectiveness, process and outcomes in school-based humanistic counselling." Thesis, University of Strathclyde, 2013. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=22734.
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School-Based Humanistic Counselling (SBHC) is prevalent in the UK and directed towards the broad construct of psychological distress. Evidence of its effectiveness is limited, and little is known about the processes of change involved. This study aims to test the effectiveness of SBHC and develop understanding of change processes which may lead to enhanced outcomes. Young people aged 13-16 were recruited to a pilot randomised controlled trial comparing SBHC to a waiting list control for one school term (approximately 12 weeks). Psychometric measures were taken at baseline, midpoint and endpoint; adapted Client Change Interviews were conducted at midpoint and endpoint. The primary outcome was psychological distress as measured by YP-CORE. Case material from one male 14 year old participant was systematically analysed by an inquiry group and independent adjudicator. Transcripts from Client Change Interviews with 14 participants allocated to SBHC were analysed using a grounded theory a pproach. Young people allocated to SBHC showed significantly greater reduction in psychological distress, the primary outcome, with an effect size (g) of 1.14 at 12-week endpoint assessment. A range of positive outcomes were reported, including benefits to education. Five potential change processes for young people in SBHC were identified: relief, increasing self worth, developing insight, enhancing coping strategies and improving relational skills. Two processes potentially impeding change were identified: difficulty talking, and time limit. Case material suggested that SBHC made a major contribution to positive change, in addition to changes in parents' behaviour. SBHC reduces psychological distress in young people. Positive change may occur through a complex social process involving the young person's significant relationships. A range of processes are helpful to clients, and not mutually exclusive. Recommendations for further research include further RCTs including economic analysis, a wider range of systematic case studies and more in-depth qualitative analysis of change processes.
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Levin, Lundqvist Ing-Britt. "Karriärvägledning på gymnasiet - Career Counselling in upper secondary school." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33432.
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Syftet med min studie var att utvärdera ett första steg i ett treårigt pilotprogram i karriärvägledning på gymnasiet. Karriärvägledningen genomfördes i två klasser på Hotell- och restaurangprogrammet. Målet med karriärvägledningen var att elever i mindre grupper skulle få chansen att identifiera och formulera sina behov, intressen, egenskaper och förutsättningar för att se sin egen karriärutveckling och ta ansvar för sin karriärprocess. För att försöka få en djupare förståelse för hur faktorer som intresse av valt program, trivsel och studiemotivation påverkat elevernas karriärutveckling, intervjuades åtta elever. Som ett sammanfattande svar på min frågeställning, blir svaret att samtliga faktorer har en stor inverkan på elevernas karriärutveckling. Efter genomförd karriärvägledning utvärderades gymnasieelevernas uppfattning om karriärvägledningen. Det framkom att karriärvägledningen upplevdes positiv och skapade tid för eftertanke. I jämförelse med en studie på samhällsprogrammet är dessa elever mer positiva till att börja arbeta då de ser möjligheter till anställning direkt efter gymnasiet. Samtliga intervjuade elever kan på sikt tänka sig att arbeta utomlands.
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Ashipala-Hako, Anna Niitembu. "Stakeholders’ perspectives on the school counselling programme in Namibia." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4315.
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Philosophiae Doctor - PhDThe purpose of the study was to investigate the Namibian School Counselling Programme from the perspectives of selected stakeholders. The study focused on what the stakeholders consider to be the objectives of the Namibian School Counselling Programme, the services characteristics of the programme, the resources available in the schools for the implementation of the programme, the beneficiaries of the school counselling programme and the programme services recipients’ satisfaction. Mixed methods approach was employed for the study and both qualitative and quantitative data were collected. One hundred and forty eight (148) schools from the Ohangwena region of Namibia were involved. The study participants were two hundred and eighty eight (288) learners, one hundred and forty two (142) principals, sixty eight (68) teacher-counsellors and five (5) parents. Questionnaire and interviews (in-depth individual one-on-one semi-structured interview and focus groups discussions) were used to gather data. Quantitative data were analyzed by using Statistical Package for Social Science (SPSS), while qualitative data were analyzed by the use of themes and coding. The results revealed that participants endorsed all the three sets of objectives of school counselling programme, presented to them on the questionnaire, as representing those of the Namibian School Counselling Programme. Major services which the participants considered to characterize the Namibian School Counselling Programme include counselling, academic development, career planning, education and/or information dissemination, consultation and referral services. Teacher-counsellors, school principals, learners and parents were considered to be human resources for the programme which was said to have no clear or specific budget. Material resources in the forms of counselling books, job housebrochures, and some other information materials on career and health were indicated as available for the programme. However, teacher-counsellors have no counselling rooms to conduct individual counselling or therapy and that file cabinets (for the storage of learners’ cumulative records) and display boards (foreducation and career information) were only available in very few schools. Generally, participants positively perceived the counselling services provided by the Namibian School Counselling Programme as satisfactory.
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McMahon, Mary L. "Perceptions of clinical supervision in school guidance and counselling." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36556/1/36556_Digitised%20Thesis.pdf.
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This thesis examines the perceptions and experiences of school guidance personnel in relation to clinical supervision. Specifically the study sought to discover how clinical supervision is conceptualised by school guidance personnel, and how it is experienced by them. In addition, it examined how school guidance personnel perceive that the supervisory context affects the conduct of clinical supervision. The study also evaluated the use of teleconference calls as a medium for conducting focus group interviews with participants in remote locations.
The study was conducted in three parts. First, data was gathered through a survey questionnaire. Two versions of the questionnaire were developed. One version was worded to reflect the role of guidance officers in the supervisory process, and the other version was worded to reflect the role of senior guidance officers in the supervisory process. The questionnaires were distributed to all guidance officers and senior guidance officers employed by the Queensland Department of Education (renamed Education Queensland since the time of the study). Second, focus group interviews were conducted using teleconference call facilities.
The focus group interviews were conducted with a random sample of guidance officers and senior guidance officers who had completed the questionnaires. Guidance officers were interviewed separately from senior guidance officers. In addition, guidance officers who received clinical supervision were interviewed separately from those who did not receive clinical supervision. Third, the use of teleconference calls as a medium for conducting focus group interviews with people from remote locations was evaluated by means of a questionnaire sent to all participants. The data was analysed quantitatively and qualitatively as appropriate.
The findings established that the provision of clinical supervision was perceived as inadequate by most senior guidance officers and guidance officers. In addition, most participants perceived that the amount of training they had received in clinical supervision was inadequate. The study also found that the training and induction of those new to the profession are inadequate. The inadequacy of clinical supervision, supervision training, and the training and induction of those new to the profession was attributed to the supervisory context and a lack of professional leadership on the part of Education Queensland. In addition, differences were found between supervised guidance officers and senior guidance officers, males and females, supervised and unsupervised guidance officers, primary and secondary guidance officers, and experienced and less experienced guidance officers. The study also found that the use of teleconference calls was a successful method of conducting focus group interviews.
As a result of this study, the recommendations relate to the issue of professional leadership. In particular, recommendations are provided for Education Queensland, the Queensland Guidance and Counselling Association Inc., the professional organisation representing guidance personnel, and the universities who conduct counsellor training and guidance training courses. Specifically, the recommendations address the establishment of clinical supervision guidelines, supervision training, induction of those new to the profession, and closer communication between the Queensland Guidance and Counselling Association Inc. and Education Queensland.
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Ho, Ling-mun Joseph, and 何陵敏. "Student counselling: an innovation in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626548.
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Adams, Cynthia. "Multicultural counselling self-efficacy among school counsellors in British Columbia." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54272.
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Across Canada, schools are serving an increasingly multicultural student population, one with diverse and sometimes unfamiliar experiences and worldviews. Despite this fact, very little research has been conducted on school counsellor multicultural self-efficacy in Canada. To address this gap, a survey research design was used to assess the level of multicultural self-efficacy among a sample of school counsellors (N = 226) in British Columbia. This study also sought to identify the demographic and workplace variables that contribute to higher levels of multicultural counselling self-efficacy among school counsellors in British Columbia. In addition, the study examined the relative contribution of years of experience versus caseload diversity, and the impact of high levels of multicultural training on the relationship between self-efficacy and years of experience. The School Counselor Multicultural Self-Efficacy Scale (SCMES; Holcomb-McCoy, Harris, Hines, & Johnston, 2008) measured self-efficacy across six factors. Results suggest that BC school counsellors have moderate to high levels of multicultural counselling self-efficacy across all six factors of the SCMES. Hierarchical regression analyses were used to identify the unique contributions of specific predictor variables to specific SCMES factors. Three distinct patterns emerged. In Pattern #1, graduate-level multicultural training courses, and frequency of cross-cultural sessions were the most influential predictors. In Pattern #2, multicultural training alone exerted the greatest influence. However, in Pattern #3, teaching experience and community setting combined with graduate-level multicultural training as significant contributors to a single factor: Factor 3 (Developing Cross-Cultural Relationships). Factor 3 plays an important and unique role in subsequent analyses. The implications of these findings for counsellor training and practice, and suggestions for further research are discussed.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Shumba, Jenn. "Secondary school children's experiences of bereavement: implications for school counselling in Harare Metropolitan Province." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/d1007237.
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Death and bereavement are prevalent in Zimbabwe due to HIV/AIDS and other illnesses. It is estimated that a large population of school going learners have lost one or both parents and have become orphans. The aim of the study was two-fold: to understand the bereavement experiences of orphaned learners and to examine how such experiences can inform school counselling services. A multiple case study involving 13 school children and four school counsellors from two secondary schools in Harare Metropolitan Region was conducted. Each of the 17 participants was viewed as a bounded case due to his or her individual unique experiences. An interpretive phenomenological approach was employed to collect and analyse the data. All the cases were purposively selected as they were bearers of crucial information on bereavement experiences and bereavement counselling. The study established nine (9) key findings. First, it was found that the type of attachments and support systems the child had were contributory to the way the child experienced bereavement. Second, it was established that although learners manifested emotional pain, they found it difficult to verbalise it. Third, the study found that cultural practices either exacerbate or work for the better for bereaved children as some were seen to enhance their livelihood whilst some were detrimental and oppressive. Fourth, it was established that bereavement triggered philosophical and reflexive reactions on the part of bereaved children. The deaths of the parents resulted in them reflecting on the three phases of their life trajectories: life before death; at the time of death; and after death. Fifth, it was also established in the study that there was a mismatch in what children and counsellors claimed to be happening in secondary schools pertaining bereavement counselling provisioning. Sixth, the study found that most children did not receive any bereavement counselling in schools. Only three out of the 13 learner cases interviewed in this study had a teacher in the school talk to them about loss of their parents. In some instances, a child’s bereavement was only discovered through the grapevine or when this researcher got to the school. Seventh, it was established that although counsellors were qualified as both teachers and counsellors, they lacked confidence in dealing with sensitive issues such as bereavement. Eighth, the study also found that although there is a lot of death in Zimbabwe the counselling syllabi lacked focus on bereavement counselling. Ninth, it was also discovered that teachers who were not assigned to counselling duties had negative attitudes towards counselling, a matter which has serious consequences for the bereaved learners. Based on the above findings, the study concludes that bereaved children experienced a variety of circumstances that impacted both positively and negatively on their schooling and rendered them in need of bereavement counselling. It also concludes that bereaved learners in selected Harare schools were not receiving adequate bereavement counselling; schools neither had policies nor laid down procedures on bereavement counselling. For further research, the study recommends that there should be research focusing on methodologies designed to access children’s innermost feelings of emotional pain. There should be further research on the nature of the relationship between a child’s bereavement and educational experiences. Studies involving other bereaved populations, such as, children from rural areas and primary school children should be carried out in order to gain insights on how the phenomenon is experienced by different age groups in different contexts. To improve counselling practice in schools, the study recommends that there should be capacity building programmes aimed at assisting teachers to deal with bereavement counselling. School bereavement counselling should explore collaboration with other stakeholders such as peers, care givers and government as well as non-governmental organisations. Above all, the study recommends that schools should be proactive and have school bereavement policies and procedures on bereavement counselling.
Books on the topic "School counselling"
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Counselling young people in school. London: J. Kingsley Publishers, 2003.
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1959-, Barwick Nick, ed. Clinical counselling in schools. London: Routledge, 2000.
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Denga, Daniel I. Guidance and counselling in school and non-school settings. Calabar, Nigeria: Centaur Press, 1986.
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Chuenyane, Mmutlanyane Zach. School guidance and counselling: A liberating force. Braamfontein: Skotaville Educational Division, 1990.
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Lines, Dennis. Counselling approaches for young people in secondary school: From traditional counselling approaches to integrative and eclectic counselling in secondary school settings : a course text for counselling practitioners in educational settings. Birmingham: Dennis Lines, 2000.
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University of Strathclyde. Counselling Unit, ed. Counselling in schools project: Evaluation report. Glasgow: University of Strathclyde, Counselling Unit, 2004.
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McCabe, Jonathan David. Bullying in an EBD school: Counselling and other interventions. Birmingham: University of Birmingham, 1997.
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Solberg, Carole. Creating a positive place called school: Issues, strategies and resources: elementary school counselling. Edmonton, AB: Alberta Education, 1994.
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Animba, Okolie. Nigerian secondary school guidance & counselling service: Organisational structure and programme. Enugu, Nigeria: Printed by Chuka Print. Co., 1989.
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Blewitt, Peter Charles. An evaluation of a pilot counselling project in a secondary school. [Guildford]: University of Surrey, 1998.
Find full textBook chapters on the topic "School counselling"
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Sindhura Tammana. "The Role of a School Counsellor." In Counselling in India, 163–81. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0584-8_9.
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Milner, Judith, and Patrick O’Byrne. "School and work." In Brief Counselling: Narratives and Solutions, 112–31. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-1461-3_7.
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Harrison, Mark. "The delivery of school counselling." In School Counselling in an Asian Cultural Context, 36–52. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003144571-3.
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Harrison, Mark. "The stages of individual school counselling." In School Counselling in an Asian Cultural Context, 88–108. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003144571-6.
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Harrison, Mark. "Evidence for the effectiveness of school counselling." In School Counselling in an Asian Cultural Context, 73–87. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003144571-5.
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Harrison, Mark. "The role of schools in addressing young people's wellbeing." In School Counselling in an Asian Cultural Context, 4–19. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003144571-1.
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Harrison, Mark. "Conclusion." In School Counselling in an Asian Cultural Context, 145–46. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003144571-102.
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Harrison, Mark. "School counselling in practice: the perspectives of counsellors and young people." In School Counselling in an Asian Cultural Context, 53–72. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003144571-4.
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Harrison, Mark. "Introduction." In School Counselling in an Asian Cultural Context, 1–3. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003144571-101.
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Harrison, Mark. "School counselling: its aims and the influence of sociocultural context." In School Counselling in an Asian Cultural Context, 20–35. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003144571-2.
Full textConference papers on the topic "School 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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Pizzini, Nigel. "Male Secondary-School Student Engagement Rates with School Counsellors, as Compared with Female Engagement Rates." In Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2206008.
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This article reports on a statistical investigation into the engagement rates of male secondary-school students with school counsellors in co-educational state secondary schools in Aotearoa New Zealand. The data analysis evidences a discrepancy between the engagement rates of male and female students, substantiating what has been known anecdotally: that male students are less likely than their female peers to meet with school counsellors. Data from 2615 counselling records across eight schools nationwide indicate that male students engage between 3% and 11% less than their female peers. Further research in 2022 is planned to investigate any barriers or constraints that could account for this discrepancy and expose possible facilitative factors that may increase male student engagement rates with school counsellors.
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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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Votava, Jiri, and Jitka Jirsakova. "Benefits of Career Guidance for Secondary Vocational School Students -Evaluation of a Pilot Program." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.053.
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Although career guidance in the Czech Republic is officially perceived as a priority of the education system, guidance support is not provided equally at all types of schools and on all levels of the education system. For example, we register insufficient support for students at secondary vocational schools. As previous research by the authors of the article has shown, it seems that once a young person decides to pursue a career, the effort of the school system to pay further attention to career guidance will also decrease. This paper is aimed to suggest a new program for career education, counselling and training, afterwards to pilot it at three secondary vocational schools, and with the help of action research to collect and to evaluate experience from the school practice. The empirical part of this article consists of three research phases. First, a baseline analysis was performed using mixed data resources (questionnaire survey among students, interviews with school counsellors and document analysis). In the second phase, a new career guidance program was proposed. Finally, the program was tested at three vocational schools in the years 2019 and 2020. Using action research design, the researchers gathered evidence and identified the benefits of new counselling activities. Based on these results, proposals for further improvement and implementation of career guidance and education at secondary vocational schools were submitted.
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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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Burceva, Rita. "Individual Counselling: The Experience of School Career Counsellors in Latvia." In 2nd World Conference on Research in Teaching and Education. Acavent, 2020. http://dx.doi.org/10.33422/2nd.worldte.2020.09.248.
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Albuquerque, Carlos. "School Bullies And Bullying Behaviors." In 4th icH&Hpsy 2018- International Congress on Clinical and Counselling Psychology. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.30.
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matuzahroh, Ni', and Yuni Nurhamida. "School Community Role In Implementing Inclusive Education." In 3rd ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/acpch-17.2018.18.
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Botnariuc, Petre. "SUPPORTING SCHOOL GUIDANCE AND COUNSELLING INTERVENTIONS THROUGH THE INTEGRATION OF WEB 2.0 TECHNOLOGIES." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-005.
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The article presents the results of a research run by the Institute of Education Sciences – Department of Educational Counselling and Management in 2011 on the integration of the ICT tools in the activity of the guidance counsellors from different schools around the country. The article starts with a short overview of the way the web 2.0 tools are used in guidance counselling in other countries and what expectations are set for these new tools. Then the data collected on the use of web 2.0 tools are presented and analysed against the role of the guidance counsellors in the school context. The research involved a number of practitioners in the field of career guidance in a training course with a pre- and post- self-assessment of the different ICT competences related to the guidance tasks. The aim was to identify how good are the counsellors in using wiki pages (wikipedia, google docs, other wiki sites), to assess and improve their ability to support a group of pupils to create a wiki project regarding study and employment opportunities, to create a thematically blog on a specific topic, to help pupils to participate in online decision making groups through web 2.0 tools, to collaborate with other practitioners at national or international level in order to build a database with relevant information, or their ability to teach certain counselling related topics and to use content management tools or self assessment on-line interest or skills questionnaires (ie. surveymonkey). The article ends with a set of specific recommendations for stakeholders in the national education system and new research and development areas to be approach forward.
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Huertas, Carlota de León, Ignacio González López, and Francisco José Melara Gutiérrez. "What expectations does the education community have of school counselling departments?" In the Second International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2669711.2669946.
Full textReports on the topic "School counselling"
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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.