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1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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
3
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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4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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
10
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.
Full textAbstract:
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.
11
Glasheen, Kevin John. "Can synchronous online counselling increase uptake of counselling services in secondary schools and what can promote or inhibit implementation?" Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/79629/1/Kevin_Glasheen_Thesis.pdf.
Full textAbstract:
This research showed that online counselling has the potential to increase the help-seeking of secondary school students - especially those who suffer from high levels of psychological distress. An investigation of why school counsellors are currently reluctant to provide an online counselling service identified a number of barriers to implementing such a potentially vital service. Response to focus groups and surveys completed by students and school counsellors indicated that more distressed students prefer to use online counselling and they would use it for sensitive topics. School counsellors remain concerned about effectiveness, ethical, legal and privacy issues as well as potential misuse of the service. Recommendations for implementation are made.
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Geldard, Kathryn Mary. "Adolescent Peer Counselling." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16155/1/Kathryn_Geldard_Thesis.pdf.
Full textAbstract:
Adolescent peer counselling as a social support strategy to assist adolescents to cope with stress in their peer group provides the focus for the present thesis. The prosocial behaviour of providing emotional and psychological support through the use of helping conversations by young people is examined. Current programs for training adolescent peer counsellors have failed to discover what skills adolescents bring to the helping conversation. They ignore, actively discourage, and censor, some typical adolescent conversational helping behaviours and idiosyncratic communication processes. Current programs for training adolescent peer counsellors rely on teaching microcounselling skills from adult counselling models. When using this approach, the adolescent peer helper training literature reports skill implementation, role attribution and status differences as being problematic for trained adolescent peer counsellors (Carr, 1984; de Rosenroll, 1988; Morey & Miller, 1993). For example Carr (1984) recognised that once core counselling skills have been reasonably mastered that young people " may feel awkward, mechanical or phoney" (p. 11) when trying to implement the new skills. Problematic issues with regard to role attribution and status differences appear to relate to the term 'peer counsellor' and its professional expectations, including training and duties (Anderson, 1976; Jacobs, Masson & Vass, 1976; Myrick, 1976). A particular concern of Peavy (1977) was that for too many people counselling was an acceptable label for advice giving and that the role of counsellor could imply professional status. De Rosenroll (1988) cautioned against creating miniature mirror images of counselling and therapeutic professionals in young people. However, he described a process whereby status difference is implied when a group of adolescent peer counsellors is trained and invited to participate in activities that require appropriate ethical guidelines including competencies, training, confidentiality and supervision. While Carr and Saunders (1981) suggest, "student resentment of the peer counsellor is not a problem" they go on to say, "this is not to say that the problem does not exist" (p. 21). The authors suggest that as a concern the problem can be minimised by making sure the peer counsellors are not 'forced' on the student body and by providing opportunities for peer counsellors to develop ways of managing resentment. De Rosenroll (1988) acknowledges that the adolescent peer counsellor relationship may fall within a paraprofessional framework in that a difference in status may be inferred from the differing life experiences of the peer counsellor when compared with their student peers.
The current project aimed to discover whether the issues of skill implementation, role attribution and status differences could be addressed so that adolescent peer counselling, a valuable social support resource, could be made more attractive to, and useful for adolescents.
The researcher's goal was to discover what young people typically do when they help each other conversationally, what they want to learn that would enhance their conversational helping behaviour, and how they experience and respond to their role as peer counsellor, and then to use the information obtained in the development of an adolescent-friendly peer counsellor training program. By doing this, the expectation was that the problematic issues cited in the literature could be addressed. Guided by an ethnographic framework the project also examined the influence of an adolescent-friendly peer counsellor training program on the non-peer counsellor students in the wider adolescent community of the high school.
Three sequential studies were undertaken. In Study 1, the typical adolescent conversational and communications skills that young people use when helping each other were identified. In addition, those microcounselling skills that young people found useful and compatible with their typical communication processes were identified. In Study 2, an intervention research process was used to develop, deliver, and evaluate an adolescent-friendly peer counsellor training program which combined typical adolescent helping behaviours with preferred counselling microskills selected by participants in Study 1. The intervention research paradigm was selected as the most appropriate methodology for this study because it is designed to provide an integrated perspective for understanding, developing, and examining the feasibility and effectiveness of innovative human services interventions (Bailey-Dempsey & Reid, 1996; Rothman & Thomas, 1994). Intervention research is typically conducted in a field setting in which researchers and practitioners work together to design and assess interventions. When applying intervention research methodology researchers and practitioners begin by selecting the problem they want to remedy, reviewing the literature, identifying criteria for appropriate and effective intervention, integrating the information into plans for the intervention and then testing the intervention to reveal the intervention's strengths and flaws. Researchers then suggest modifications to make the intervention more effective, and satisfying for participants. In the final stage of intervention research, researchers disseminate information about the intervention and make available manuals and other training materials developed along the way (Comer, Meier, & Galinsky, 2004). In Study 2 an adolescent-friendly peer counsellor training manual was developed. Study 3 evaluated the impact of the peer counsellor training longitudinally on the wider school community. In particular, the project was interested in whether exposure to trained peer counsellors influenced students who were not peer counsellors with regard to their perceptions of self-concept, the degree of use of specific coping strategies and on their perceptions of the school climate. Study three included the development of A School Climate Survey which focused on the psychosocial aspects of school climate from the student's perspective. Two factors which were significantly correlated (p<.01) were identified. Factor 1 measured students' perceptions of student relationships, and Factor 2 measured students' perceptions of teachers' relationships with students.
The present project provides confirmation of a number of findings that other studies have identified regarding the idiosyncratic nature of adolescent communication, and the conversational and relational behaviours of young people (Chan, 2001; Noller, Feeney, & Peterson, 2001; Papini & Farmer, 1990; Rafaelli & Duckett, 1989; Readdick & Mullis, 1997; Rotenberg, 1995; Turkstra, 2001; Worcel et al., 1999; Young et al., 1999). It extends this research by identifying the specific conversational characteristics that young people use in helping conversations.
The project confirmed the researcher's expectation that some counselling microskills currently used in training adolescent peer counsellors are not easy to use by adolescents and are considered by adolescents to be unhelpful. It also confirmed that some typical adolescent conversational helping behaviours which have been proscribed for use in other adolescent peer counsellor training programs are useful in adolescent peer counselling. The project conclusively demonstrated that the adolescent-friendly peer counsellor training program developed in the project overcame the difficulties of skill implementation identified in the adolescent peer counselling literature (Carr, 1984). The project identified for the first time the process used by adolescent peer counsellors to deal with issues related to role attribution and status difference.
The current project contributes new information to the peer counselling literature through the discovery of important differences between early adolescent and late adolescent peer counsellors with regard to acquiring and mastering counselling skills, and their response to role attribution and status difference issues among their peers following counsellor training. As a result of the substantive findings the current project makes a significant contribution to social support theory and prosocial theory and to the adolescent peer counselling literature. It extends the range of prosocial behaviours addressed in published research by specifically examining the conversational helping behaviour of adolescents from a relational perspective. The current project provides new information that contributes to knowledge of social support in the form of conversational behaviour among adolescents identifying the interactive, collaborative, reciprocal and idiosyncratic nature of helping conversations in adolescents. Tindall (1989) suggests that peer counsellor trainers explore a variety of ways to approach a single training model that can augment and supplement the training process to meet specific group needs. The current project responded to this suggestion by investigating which counselling skills and behaviours adolescent peer counsellor trainees preferred, were easy to use by them, and were familiar to them, and then by using an intervention research process, devised a training program which incorporated these skills and behaviours into a typical adolescent helping conversation.
A mixed method longitudinal design was used in an ecologically valid setting. The longitudinal nature of the design enabled statements about the process of the peer counsellors' experience to be made. The project combined qualitative and quantitative methods of data gathering. Qualitative data reflects the phenomenological experience of the adolescent peer counsellor and the researcher and quantitative data provides an additional platform from which to view the findings. The intervention research paradigm provided a developmental research method that is appropriate for practice research. The intervention research model is more flexible than conventional experimental designs, capitalises on the availability of small samples, accommodates the dynamism and variation in practice conditions and diverse populations, and explicitly values the insights of the researcher as a practitioner. The project combines intervention research with involvement of the researcher in the project thus enabling the researcher to view and report the findings through her own professional and practice lens.
13
Geldard, Kathryn Mary. "Adolescent Peer Counselling." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16155/.
Full textAbstract:
Adolescent peer counselling as a social support strategy to assist adolescents to cope with stress in their peer group provides the focus for the present thesis. The prosocial behaviour of providing emotional and psychological support through the use of helping conversations by young people is examined. Current programs for training adolescent peer counsellors have failed to discover what skills adolescents bring to the helping conversation. They ignore, actively discourage, and censor, some typical adolescent conversational helping behaviours and idiosyncratic communication processes. Current programs for training adolescent peer counsellors rely on teaching microcounselling skills from adult counselling models. When using this approach, the adolescent peer helper training literature reports skill implementation, role attribution and status differences as being problematic for trained adolescent peer counsellors (Carr, 1984; de Rosenroll, 1988; Morey & Miller, 1993). For example Carr (1984) recognised that once core counselling skills have been reasonably mastered that young people " may feel awkward, mechanical or phoney" (p. 11) when trying to implement the new skills. Problematic issues with regard to role attribution and status differences appear to relate to the term 'peer counsellor' and its professional expectations, including training and duties (Anderson, 1976; Jacobs, Masson & Vass, 1976; Myrick, 1976). A particular concern of Peavy (1977) was that for too many people counselling was an acceptable label for advice giving and that the role of counsellor could imply professional status. De Rosenroll (1988) cautioned against creating miniature mirror images of counselling and therapeutic professionals in young people. However, he described a process whereby status difference is implied when a group of adolescent peer counsellors is trained and invited to participate in activities that require appropriate ethical guidelines including competencies, training, confidentiality and supervision. While Carr and Saunders (1981) suggest, "student resentment of the peer counsellor is not a problem" they go on to say, "this is not to say that the problem does not exist" (p. 21). The authors suggest that as a concern the problem can be minimised by making sure the peer counsellors are not 'forced' on the student body and by providing opportunities for peer counsellors to develop ways of managing resentment. De Rosenroll (1988) acknowledges that the adolescent peer counsellor relationship may fall within a paraprofessional framework in that a difference in status may be inferred from the differing life experiences of the peer counsellor when compared with their student peers. The current project aimed to discover whether the issues of skill implementation, role attribution and status differences could be addressed so that adolescent peer counselling, a valuable social support resource, could be made more attractive to, and useful for adolescents. The researcher's goal was to discover what young people typically do when they help each other conversationally, what they want to learn that would enhance their conversational helping behaviour, and how they experience and respond to their role as peer counsellor, and then to use the information obtained in the development of an adolescent-friendly peer counsellor training program. By doing this, the expectation was that the problematic issues cited in the literature could be addressed. Guided by an ethnographic framework the project also examined the influence of an adolescent-friendly peer counsellor training program on the non-peer counsellor students in the wider adolescent community of the high school. Three sequential studies were undertaken. In Study 1, the typical adolescent conversational and communications skills that young people use when helping each other were identified. In addition, those microcounselling skills that young people found useful and compatible with their typical communication processes were identified. In Study 2, an intervention research process was used to develop, deliver, and evaluate an adolescent-friendly peer counsellor training program which combined typical adolescent helping behaviours with preferred counselling microskills selected by participants in Study 1. The intervention research paradigm was selected as the most appropriate methodology for this study because it is designed to provide an integrated perspective for understanding, developing, and examining the feasibility and effectiveness of innovative human services interventions (Bailey-Dempsey & Reid, 1996; Rothman & Thomas, 1994). Intervention research is typically conducted in a field setting in which researchers and practitioners work together to design and assess interventions. When applying intervention research methodology researchers and practitioners begin by selecting the problem they want to remedy, reviewing the literature, identifying criteria for appropriate and effective intervention, integrating the information into plans for the intervention and then testing the intervention to reveal the intervention's strengths and flaws. Researchers then suggest modifications to make the intervention more effective, and satisfying for participants. In the final stage of intervention research, researchers disseminate information about the intervention and make available manuals and other training materials developed along the way (Comer, Meier, & Galinsky, 2004). In Study 2 an adolescent-friendly peer counsellor training manual was developed. Study 3 evaluated the impact of the peer counsellor training longitudinally on the wider school community. In particular, the project was interested in whether exposure to trained peer counsellors influenced students who were not peer counsellors with regard to their perceptions of self-concept, the degree of use of specific coping strategies and on their perceptions of the school climate. Study three included the development of A School Climate Survey which focused on the psychosocial aspects of school climate from the student's perspective. Two factors which were significantly correlated (p<.01) were identified. Factor 1 measured students' perceptions of student relationships, and Factor 2 measured students' perceptions of teachers' relationships with students. The present project provides confirmation of a number of findings that other studies have identified regarding the idiosyncratic nature of adolescent communication, and the conversational and relational behaviours of young people (Chan, 2001; Noller, Feeney, & Peterson, 2001; Papini & Farmer, 1990; Rafaelli & Duckett, 1989; Readdick & Mullis, 1997; Rotenberg, 1995; Turkstra, 2001; Worcel et al., 1999; Young et al., 1999). It extends this research by identifying the specific conversational characteristics that young people use in helping conversations. The project confirmed the researcher's expectation that some counselling microskills currently used in training adolescent peer counsellors are not easy to use by adolescents and are considered by adolescents to be unhelpful. It also confirmed that some typical adolescent conversational helping behaviours which have been proscribed for use in other adolescent peer counsellor training programs are useful in adolescent peer counselling. The project conclusively demonstrated that the adolescent-friendly peer counsellor training program developed in the project overcame the difficulties of skill implementation identified in the adolescent peer counselling literature (Carr, 1984). The project identified for the first time the process used by adolescent peer counsellors to deal with issues related to role attribution and status difference. The current project contributes new information to the peer counselling literature through the discovery of important differences between early adolescent and late adolescent peer counsellors with regard to acquiring and mastering counselling skills, and their response to role attribution and status difference issues among their peers following counsellor training. As a result of the substantive findings the current project makes a significant contribution to social support theory and prosocial theory and to the adolescent peer counselling literature. It extends the range of prosocial behaviours addressed in published research by specifically examining the conversational helping behaviour of adolescents from a relational perspective. The current project provides new information that contributes to knowledge of social support in the form of conversational behaviour among adolescents identifying the interactive, collaborative, reciprocal and idiosyncratic nature of helping conversations in adolescents. Tindall (1989) suggests that peer counsellor trainers explore a variety of ways to approach a single training model that can augment and supplement the training process to meet specific group needs. The current project responded to this suggestion by investigating which counselling skills and behaviours adolescent peer counsellor trainees preferred, were easy to use by them, and were familiar to them, and then by using an intervention research process, devised a training program which incorporated these skills and behaviours into a typical adolescent helping conversation. A mixed method longitudinal design was used in an ecologically valid setting. The longitudinal nature of the design enabled statements about the process of the peer counsellors' experience to be made. The project combined qualitative and quantitative methods of data gathering. Qualitative data reflects the phenomenological experience of the adolescent peer counsellor and the researcher and quantitative data provides an additional platform from which to view the findings. The intervention research paradigm provided a developmental research method that is appropriate for practice research. The intervention research model is more flexible than conventional experimental designs, capitalises on the availability of small samples, accommodates the dynamism and variation in practice conditions and diverse populations, and explicitly values the insights of the researcher as a practitioner. The project combines intervention research with involvement of the researcher in the project thus enabling the researcher to view and report the findings through her own professional and practice lens.
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Wong, Wai-hung, and 黃偉雄. "Ethical decision-making in individual counselling among secondary school guidance teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960558.
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Chan, Yuen-ling, and 陳婉玲. "A study of webmail counselling in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961484.
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Naicker, Dhanasagaran. "School guidance and counselling in Natal : present realities and future possibilities." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003643.
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School guidance and counselling is a programme that is complementary to the education process and is seen as a support service for the pupil. However, owing to the apartheid policies of the South African government, all pupils did not have equal access to guidance services. In a post-apartheid South Africa it is anticipated that a unitary education system would emerge to provide equal access to education for all South African pupils and this implies that previous imbalances that existed would have to be addressed. In this study the present state of guidance and counselling services in Natal was investigated and policy options to redress past inequities and to make school guidance and counselling services a reality for all South African pupils, within the context of limited resources were explored.
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Lawrence, Estelle. "School-based HIV counselling and testing: providing a youth friendly service." University of the Western Cape, 2012. http://hdl.handle.net/11394/2159.
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Philosophiae Doctor - PhDHIV counselling and testing (HCT) is an essential element in the response to the HIV epidemic. Thereare still major gaps in research about the best ways to provide HCT, especially to young people. School-based HCT is a model which has been suggested for providing HCT to young people in a youth friendly manner. This study was aimed at producing recommendations for providing a youth friendly school-based HCT service using the World Health Organisation (WHO) framework for youth friendly health services. It was conducted in six secondary schools in Cape Town, where a mobile HCT service is provided by a nongovernmental organisation (NGO). It was an exploratory descriptive study, using a mixed-methods approach. Twelve focus group discussions (FGDs) were held with learners to explore their needs with regards to school-based HCT. An evaluation (which consisted of observation of the HCT site, service provider interviews and direct observation of the HCT counselling process) was done to determine whether the mobile school-based HCT service was youth friendly. A learner survey was conducted with 529 learners to investigate the factors that influence the uptake of HCT and to explore learners’ behaviours and experiences under test conditions. In the FGDs, learners said that they wanted HCT to be provided in schools on condition that their fears and expressed needs were taken into account. They wanted their concerns regarding privacy and confidentiality addressed; they wanted to be provided with information regarding the benefits and procedure of HCT before testing took place; they wanted service providers to be competent to work with young people, and they wanted to be assured that those who tested positive were followed up and supported. On evaluation of the mobile school-based HCT service, it was evident that the service did not meet all the needs of the learners nor did it have all the characteristics of a youth friendly health service. The model of ‘mass testing’ used by the NGO did not fulfil learners’ expressed need for privacy with regards to HCT. Service providers were friendly and on-judgemental but had not been trained to work with young people (especially marginalised groups e.g. young men who have sex with men). The information needs of learners were not addressed, and learners were not involved in the provision of the HCT service. Learners who tested positive were not assisted in accessing care and support. The learner survey revealed a high uptake of HCT (71% of learners) at schools with learners who do not identify themselves as Black, with female learners and older learners being more likely to have had an HIV test. Factors that influenced uptake of HCT were complex, with learners reporting many different motivators and barriers to testing. Of concern was the low risk perception of learners with regards to HIV infection and the fact that learners who tested HIV positive were not being linked up with treatment and care. Based on the findings of the study, recommendations were made for proving youth friendly school based HCT. A multisectoral approach, with learner and community involvement, was suggested in order to provide a service which is equitable, accessible, acceptable, appropriate and effective.
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Wong, Wai-hung. "Ethical decision-making in individual counselling among secondary school guidance teachers." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2013728X.
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Chan, Yuen-ling. "A study of webmail counselling in a Hong Kong secondary school." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22244591.
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Gardner, Lesley Ann. "A counselling internship in a junior high school in St. John's, Newfoundland." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ34182.pdf.
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Flitton, Beverley Jane. "The value of counselling in a school for children with complex needs." Thesis, University of Hertfordshire, 2007. http://hdl.handle.net/2299/14357.
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Background to the study Reports have indicated that young people with learning difficulties are at greater risk of developing mental health problems; yet there is very little provision for this client group and a lack of understanding of what might be appropriate. This study evaluates counselling in a school for students with complex needs. The project seeks to underst~nd the effects of humanistic counselling for young people with learning difficulties from the students', teachers', teaching assistants' and counsellor's perspectives. Method The study is a mixed methods intervention stugy using both qualitative and quantitative measures. Thirty students were referred for counselling by the staff at the school. Fifteen were selected for the first year intervention; the other fifteen acted as a comparison group for the first year, and then were given counselling for the second year. The counselling provided was evaluated using data of four kinds: the counsellor's notes of sessions; the students' selfconcept at four times; their opinion of the value of counselling; the staff responses to the student's functioning in the classroom at four times; the students' responses to the PiersHarris 2 questionnaire. Results Results indicate that many' of the students in this project did benefit from humanistic counselling. Staff in the school identified benefits to over half of the students and reported that the students' behaviour, communication, concentration in class, and general levels of happiness improved. Data from the students and counsellor support these results. The students' were able to lessen their secondary handicap, improve communication, mcrease their level of autonomy and manage everyday life events more effectively. Conclusion The study demonstrated that participants benefited from the intervention; that counselling met a significant need among students; that additional support for school staff and parents was desirable; and that counselling of this kind should be much more widely available.
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Davis, Rebecca Susan. "Young people's experiences of school-based counselling : a constructivist grounded theory study." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/78175/.
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School-based counselling (SBC) is one of the most common therapeutic interventions received by secondary school aged pupils within the UK (Cooper, 2013). Despite this, little is known about the processes by which SBC leads to positive outcomes for many young people. This qualitative study aimed to generate a substantive theory of the processes contributing to positive outcomes, using a constructivist grounded theory (GT) methodology. Nine participants were interviewed using a broad open-ended interview schedule, and interviews were analysed using the constructivist GT analysis process outlined by Charmaz (2006). Key processes underpinning young peoples’ experiences of SBC were constructed including: developing a safe space, engaging in a collaborative relationship and receiving a flexible and personalised therapeutic experience. Key processes are considered in relation to relevant research and psychological theory and implications for school counsellors, school staff and EPs are discussed.
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Mnyaka, Lindani Ntuthuko. "Impact of formal career guidance and counselling during high school at UniZulu." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1564.
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A mini dissertation submitted to the Faculty of Arts in partial in fulfillment of the requirements for the Degree of Master of Arts in Counselling Psychology at the University Of Zululand, 2017Career guidance and counselling services are an important and essential starting point in career development. In the South African context, career guidance services are often under-utilised by high school learners, as a result, a large proportion of matriculants leave school with uncertainty about what careers they want to pursue. Much focus has been placed on improving matriculation results but it is almost counterproductive when career guidance is given minimal attention. The college and career-readiness agenda seems to be given very little attention and this weakness results in a number of challenges which negatively affect society, as the normative expectation in today's society is for a person to complete high school and acquire skills which will contribute to the improvement and rebound of the economy and for people to give back to the communities in which they live and thrive. There are presently limited trained personnel in South Africa to provide career guidance services and the Department of Higher Education and Learning has observed this problem and is currently reviewing the competency framework of career guidance services. The general aim of this study was to investigate the role and impact of formal career guidance and counselling, and the absence thereof, during high school. The study sought to unveil whether recipients of formal career guidance and counselling during high school had more career insight than non-recipients. Further, the study looked into the roles played by career guidance material and informal sources utilised by learners during high school before making career choices and also assessed the level of satisfaction which the participants experience in their current careers. The study was conducted at the University of Zululand main campus in KwaDlangezwa in northern KwaZulu-Natal. The target population was 50 academic staff from all four faculties at the University of Zululand. However, due to circumstances beyond the researcher’s control, only 34 questionnaires could be used at the time of the data collection. Stratified random sampling was employed in the study. The data was collected using a self-developed questionnaire by the researcher and data was analysed using the Statistical Package for Social Sciences (SPSS) Version 10.0 computer programme. Descriptive statistics (frequency tables, percentages, cross tabulations, graphs and charts) were used in data analysis. The study revealed that the majority of the participants left school without career guidance. As a result, they stumbled in finding suitable careers post matric. It was also observed that learners from all school types faced a similar problem regarding the lack of career guidance services, career material and other sources of information regarding careers. The limitation of this study was that the sample was not a large sample due to time and budget constraints and the results were only from the study area.
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Hertel, Russel, and n/a. "Time-in: a logical consequence for misbehaving children in primary school." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060207.140309.
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Time-In, A Logical Consequence for Misbehaving Students,
studied the effects of a primary school discipline program
designed and implemented by a trainee school counsellor. The
program delivered a series of logical consequences for students'
misbehaviour and a formalized entry point for counselling
intervention.
The program was based on a critical incident technique that
required teachers to issue infringement notices to misbehaving
students who failed to respond to warnings or contravened existing
rules regarding safe and responsible behaviour. Counselling and
system responses (loss of privileges, parent notification, in
school suspension, exclusion) occurred within an established
formula dependent on the number of infringements accruing to the
student. The school counsellor assumed full responsibility for
the collection of infringements, monitoring of on-going student
misbehaviour, parental contact and overall management functions of
the host school's discipline program. Counselling sessions and
mode of therapy were selected and employed to meet the specific
needs of misbehaving students once extended misbehaviour patterns
emerged.
Data collected throughout the study's duration (one year)
indicated a decline in the number of recurring offenders and a
drop-off in the number of infringements received by those pupils
who continued to transgress school policies regarding safe and
responsible behaviour. Five hundred and forty-seven infringement
notices were issued during the study which resulted in a total of
83 counselling sessions. Male students dominated all categories
of misbehaviour and accounted for 86% of the infringements issued.
Seventy-seven per cent of infringements issued were from class
teacher to students in the class setting.
Three questionnaires were administered at the end of the
program to teachers, parents and students. Both parent and
teacher questionnaire results supported Time-In procedures but
almost half of the students responded negatively to the
continuation of the program. Several hypotheses were posited for
this outcome.
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Sahel, Rashed Ali. "Group counselling/therapy as a technique to modify the undesirable school behaviour (school phobia) of children at elementary school level in the State of Kuwait." Thesis, Bangor University, 1989. https://research.bangor.ac.uk/portal/en/theses/group-counsellingtherapy-as-a-technique-to-modify-the-undesirable-school-behaviour-school-phobia-of-children-at-elementary-school-level-in-the-state-of-kuwait(d7c8bc44-31c7-46af-afa8-25a5d27f773a).html.
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School phobia is seen as one of the most common problems amongst children at elementary school. It affects children's behaviour, feelings and attitudes towards school. Children suffering from a school phobic problem usually show negative feelings and behaviour against school. School phobic children avoid attending school. They tend to use different techniques every morning in order to gain their parents' support for not attending school. These children feel that something frightening will happen to them if they attend school, but actually there is no basis for their feelings. This research attempted to introduce Rogerian group counselling in treatment of the problem of school phobia. The sample comprised 76 school phobic children. They were divided randomly into two groups: an experimental group in which there were 37 school phobic children, and a control group in which there were 39 school phobic children. The experimental group children experienced 14 counselling sessions. There were three main aims of this research. First, to assess the use of Rogerian group counselling with young children who suffered from school phobia. This study tried to investigate whether or not Rogerian group counselling can help elementary school children to eliminate their undesirable behaviours. The second goal of this study was to examine the relationship between school phobia and children's school achievement and absence. Thirdly, the research attempted to examine children's ability to take responsibility for their own behaviour and their ability to make their own decisions for self-direction. The results of this study showed that the majority of school phobic children who joined the experimental group improved their school achievement and decreased their absences from school. In addition, such children developed their skills and abilities in school (e. g. taking responsibility and participating in school activities). The results revealed that the group counselling technique was a suitable method for school phobic children in reducing their school phobia problem and related undesirable behaviours in school (e.g. absence, poor social relationship).
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Mnguni, Maria Annah. "Exploring the relationship between counselling skills and memory work with primary school children." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10262007-095804/.
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Rindbäck, Åsa. "Lärare och studie- och yrkesvägledning i grundskolan / Teachers and Guidance Counselling in Elementary School." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31446.
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Skolans övergripande mål och värdegrund, enligt skollagen (2010: 800) är att hjälpa elever att utveckla kunskap och kompetens inför kommande yrkesliv. Eleverna ska genom skolgången även få möjlighet till insikt och självkännedom. En studie- och yrkesvägledares arbete kretsar kring att hjälpa elever utveckla sin valkompetens (skolverket 2008, 93). Dessutom menar Skolverket (2008) att det är hela skolans ansvar att tillgodose det. Studien syftar till att se hur lärare arbetar med studie- och yrkesvägledningen utifrån deras pedagogiska arbete.
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Karlsson, Madeleine, and Huokko Elina Olsen. "Stödsamtal: Skolkuratorers hantverk : En kvalitativ studie om stödsamtal och dess utformning." Thesis, Högskolan Dalarna, Socialt arbete, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29646.
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Studier visar att stödsamtalet kan ses som otydligt och tycks sakna en bestämd utformning. Syftet med denna studie var därför att undersöka vad stödsamtal innebär för skolkuratorer som arbetar på högstadium samt hur de tillämpar stödsamtal i praktiken. Studiens insamlade data baseras på kvalitativa intervjuer med sex skolkuratorer. Det insamlade datamaterialet analyserades mot bakgrund av en teoretisk tolkningsram bestående av perspektiv på stödsamtal, samtalsfärdigheter samt verktyg och metoder tillämpbara i samtal. Datamaterialet analyserades även mot tidigare forskning. Studiens resultat visar att stödsamtal ses som otydligt och icke-behandlande samt att stödsamtalet uppfattas som ett hantverk. Stödsamtalet ses även som flexibelt och utformningen anpassas utifrån elevens behov och dennes situation. Framträdande var vikten av en samtalsstruktur, allians med eleven samt skolkuratorns förhållningssätt i stödsamtalet. Studiens resultat påvisar även att motiverande samtal är en metod som används samt att skolkuratorerna tillämpar ett integrerat arbetssätt i stödsamtalet.The aim of this study was to examine what counselling means to school counselors who work at lower secondary schools and how they use counselling in their practice. The collected data is based on qualitative interviews with six school counselors. The data was analyzed towards a theoretical framework consisting of perspectives of counselling, counselling skills as well as tools and methods which can be used in conversations. The data was also analyzed towards previous research. The result shows that counselling is seen as unclear, a non-treatment method and counselling apprehends as a handicraft. The counselling is flexible and the design can be adapted to the pupils needs and situation. It’s important with a structure in conversations, the alliance with the pupil and the school counselors approach in counselling. The result also shows that motivational interviewing is used and that the school counselors is using an integrated work procedure in counselling.
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Proud, Gwendoline Anne. "Exploring the experience of young people involved in counsellor-led group work in secondary schools to inform the development of good practice in school-based counselling." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-experience-of-young-people-involved-in-counsellorled-group-work-in-secondary-schools-to-inform-the-development-of-good-practice-in-schoolbased-counselling(13097d1f-2e14-41f0-aa9e-b88e2dfef30c).html.
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This study is concerned with exploring counsellor intervention in the social and emotional development of ten Y8 students by means of conducting group work to implement SEAL in two secondary schools in the North East of England with the intention of upholding good practice. The aim of this research project was to explore how young people experience working in a group that is facilitated by the school counsellor and to give them a say on decisions that affect them. In order to achieve this, the study has been designed to listen to the voice of the young person to find out whether it contributes to their wellbeing. A qualitative child-focussed methodology using a phenomenological approach was employed to explore the experience of the participants with the following questions in mind: “What is the impact on the student?”, “What is the relevance of counsellor led group work for the student, the school and the practitioner?”, and “Is the counsellor-led group work in the best interests of the student?” As a result of this process, three main themes emerged that characterised the young person’s experience of the group work: positive school experience; improved self- concept; enjoyment from acquiring new skills. Analysis of the themes indicated that the counsellor-facilitated group work provided a safe, positive place for students to improve social skills as well as providing an element of therapy which contributed to their well- being. The findings determined that school-based counsellors can have a valuable role to play in the development of school social and emotional programmes achievable by working collaboratively with school staff. This study makes a contribution to the development of models of good practice for school counsellors by helping to understand what is significant for interventions to be meaningful for young people. The findings also show that the students experienced a level of self-actualisation during the group work, seeing the self as ‘normal’, possible in a climate where Rogers’ core conditions prevailed.
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Yao, Shui-chun Tiffany. "Counselling and guidance services in Hong Kong primary schools : a case study /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778488.
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Brophy, Christina Suzanne. "Internship in school counselling undertaken at a St. John's high school with a research component studying an adolescent relationships group." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36100.pdf.
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Johanson-Thor, Monica. "Är Studie- och Yrkesvägledning på grundskolan en utopi? / Is Counselling in Comprehensive School an Utopia?" Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32408.
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Detta arbete grundar sig på sex djupintervjuer med vägledare på olika grundskolor i Malmö, samt kortare intervjuer med rektorer på några av dessa skolor.Vägledarnas arbetsuppgifter har stått i centrum för arbetet. Den bild som byggdes upp av de intervjuer jag gjort visar att vägledarens arbetsuppgifter påverkas mycket av ledningens åsikter och agerande, men även att varje vägledare själv till viss del påverkar sin situation.För enkelhetens skull har jag valt att genomgående i mitt arbete kalla studie- och yrkesvägledare för ”vägledare” och benämner dem för ”hon” då de flesta i denna studie är kvinnor.I arbetets inledande kapitel presenterar jag bakgrunden där jag berättar om gällande styrdokument för grundskolan, tidigare forskning om vägledning på grundskolan samt exempel på vad vägledning bör stå för. Här tar jag även upp syfte, frågeställning och hypotes.I kapitel två tar jag upp de teoretiska utgångspunkter som jag anser vara relevanta för arbetet, dessa använder jag mig av i analysdelen där jag relaterar mitt arbete till hur dagens skolor som resultatenheter påverkar arbetsmiljön med hjälp av Anita Jansons bok Att vara chef för en resultatenhet. Jag har även tittat på maktperspektivet med hjälp av Rädslans makt skriven av Christian Ylander och möjligheterna till förändring med hjälp av Kjell Skogen & Mari-Anne Sörlie, Introduktion till innovationsarbete. Därefter kommer en presentation av vilken metod jag valt samt hur mitt urval och genomförande gått till.I resultatredovisningen har jag valt att redovisa intervjuerna som berättelser, jag redovisar varje skola för sig följt av en kort sammanfattning.Jag avslutar med en sammanfattande analys och diskussion.Arbetet har genomförts under perioden mars – maj 2005
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Stojakovic, Sanja, and Fanny Svensson. "Bred vägledning i grundskolan ur ett lärarperspektiv / Secondary school career counselling from a teacher perspective." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30408.
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Skolverkets riktlinjer fastslår att lärare bör involveras i det breda och långsiktiga arbetet med vägledning i grundskolan. Skolinspektionens granskning från 2013 visar dock att i realiteten läggs ansvaret nästan uteslutande på studie- och yrkesvägledaren, involvering från resterande skolpersonal är sällsynt. Denna studie vill utöka kunskapen om lärares tankar kring studie- och yrkesvägledning. Hur ser lärare på sin egen roll i arbetet med bred vägledning? Hur ser de på samarbetet med studie- och yrkesvägledare? Vilka hinder och vilka förbättringsmöjligheter ser lärare i arbetet med bred vägledning? Sex kvalitativa intervjuer har genomförts med högstadielärare från olika skolor i Skåne. Resultatet av intervjuerna har analyserats med hjälp av begreppet bred vägledning, Hodkinson och Sparkes Careershipteori samt Bergs Frirumsmodell. Resultatet visar att de undersökta skolorna saknar ett brett och långsiktigt vägledningsarbete samt att samarbetet mellan lärarna och studie- och yrkesvägledarna är skralt. Lärarna är positivt inställda till vägledning men prioriterar andra arbetsuppgifter i första hand. De kan se positiva effekter i att förbättra den breda vägledningen och efterfrågar en strukturerad plan, dock anses ansvaret ligga hos ”någon annan”.
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Pienaar, Marthe-Marie. "Enhancing the sense of self of peer supporters using life design counselling." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/62901.
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One of the main challenges experienced during adolescence is that of developing a coherent sense of self, or self-identity (Becht, 2016; Bester & Quinn, 2010; Erickson, 1977). This study used a parallel (or convergent) interactive multi-method design, embedded in an intervention, to explore the possible effects of group based life design counselling on the sense of self of female adolescent peer supporters. The possibility of assisting more individuals by using intervention techniques in groups was also explored. The research study is embedded in a constructivist paradigm and, working from an interpretive stance, the researcher collected, analysed and reported on quantitative and qualitative data to gained insight into the participants’ experiences surrounding narrative group life design techniques and their possible impact on enhancing the sense of self. The overall findings indicate that the intervention programme enhanced the sense of self of the participating peer supporters. The mixed-method research results from this study provide a clearer view of how groups of adolescents can be supported to become better equipped to negotiate transitions in their lives, by enhancing their sense of self.Thesis (PhD)--University of Pretoria, 2017.
Educational Psychology
PhD
Unrestricted
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Yao, Shui-chun Tiffany, and 姚穗珍. "Counselling and guidance services in Hong Kong primary schools: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958357.
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Fairfax, Teri Diania. "Effects of group counselling on the self-esteem of at-risk students attending an alternative school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23761.pdf.
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Rantissi, George. "School counselling : the role of the school counsellor as expected and enacted as this is perceived by selected school counsellors and members of their role set in some Arab schools in Israel." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31018.
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The field of school counselling in Israel was first introduced into the educational system at the beginning of the 1960's. The roles of the school counsellor in Israel were directly elicited from the rationale and purpose of the school counselling program as was published in the 1960's by the 'American School Counseling Association' and the 'American Personnel and Guidance Association', which included the prime roles of counselling, consultation, coordination and execution of guidance programs. The first school counsellors to be occupied within the Arab schooling system in Israel began to appear at the beginning of the 1980's two decades after the program began to operate. Today the number of the Arab school counsellors occupied in the Israeli schooling system does not exceed 4 per cent of the total school counselling population which numbers above 2500. Reviewing the academic literature in the last four decades revealed many cases of role conflict with regards to the expectations and actual role performances of the school counsellors. This study aimed to learn whether the introduction of the new position of school counsellor within the Arab schooling system also led to cases of role conflict. The absence of any academic research conducted on the school counsellors population occupied within the Arab schooling system in Israel has triggered the interest to examine the impact of introducing the relatively new position into this schooling system, particularly with regards to the examining of the school counsellors' expectations, along with the study of what are their actual role performances. A review of the literature reveals that in the last two decades there is a constant increase in the number of expected roles to be fulfilled by the school counselors, a matter that has led to cases of overload, tension, inability to stand with the diversity of expectations held by different members working in the school settings and in many cases to conflict with the school counsellors own perception of the roles. The review of the literature assisted in the construction of the questionnaire along with the design of a new comprehensive school counselling framework that comprised five major role categories expected to be fulfilled by the school counsellors in any school setting. According to inspection reports, in the year 2001 there were 167 school counsellors occupied within the Arab schools. All in all, in Israel there are around 520 Arab schools serving the whole Arab population in the elementary, Junior-high and High schools. Almost a third of the Arab schools occupy a school counsellor. This study aimed to approach every school counsellor occupied within this sector (census approach) in order to collect descriptive data on both their demographic variables along with the data regarding their expectations and actual roles performed. The major research tool to collect the data was a closed questionnaire that was used both in the pilot and main study. This study also examined the expectations of the members of the role set which included a group of headteachers, classteachers, students and parents. The group of students and parents were examined via semi-structured interviews in the main study. This study examined four research questions and accordingly proposed four research hypothesis. The results of this study indicate that the school counsellors, headteachers, classteacher and students have a set of expectations which differs from the actual roles that the school counsellors actually perform. Other results indicate that it is not true that the headteachers, classteachers and parents expect more than the school counsellors to execute comprehensive guidance programs. Furthermore, this study has revealed that all the role categories that have been proposed in the comprehensive school counselling role framework developed in this thesis are expected to be fulfilled by the group of school counsellors, headteachers and clasteachers, but to a lower extent by the group of students and parents. Finally, this study found that the school counsellors occupied within the Arab schools in Israel do not perform in-services courses to the school's staff, do not perform publications and newsletters concerning the school counselling division in their school, do not conduct research on the students? characteristics in their schools and do not conduct evaluation procedures concerning educational programs taking place in their schools. This study ends with recommendations for further research and future policy making.
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Haines, Geoff. "Peer mentoring: providing a partnership for guidance through school /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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Ellis, Louise A. 1975, University of Western Sydney, of Arts Education and Social Sciences College, and Self-Concept Enhancement and Learning Facilitation Research Centre. "Peers helping peers : the effectiveness of a peer suport program in enhancing self-concept and other desirable outcomes." THESIS_CAESS_SELF_Ellis_L.xml, 2004. http://handle.uws.edu.au:8081/1959.7/574.
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Research suggests that the transition to adolescence and secondary school can be challenging and potentially disruptive to adolescent functioning. Large-scale studies on the effectiveness of peer support programs are currently lacking and those that have been conducted are compromised by methodological problems. The primary purpose of this research was to 1/ identify psychometrically sound measurement instruments for use with secondary school students; 2/ test the impact of the peer support program on espoused program outcomes and other aspects of students' psychological well-being and adjustment to the secondary schooling context; 3/ extend previous research by examining the effects of serving as a peer support leader on leadership ability and other psychological constructs; and 4/ identify students' perceptions of the impact, strengths and weaknesses of the program in order to further strengthen peer support intervention design. The findings have important implications for the provision of programs and techniques employed to address students' problems following the transition to adolescence and secondary school. In particular, they suggest that peer support programs have the potential to make a significant contribution to schools' efforts to orchestrate positive outcomes, not only for early adolescents, but also for older students who implement the programDoctor of Philosophy (PhD)
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Aloteabi, Youssef Hathal. "An investigation into the perceptions of school counsellors in relation to providing counselling for students with special needs in Saudi Arabia schools." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51259/.
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The purpose of this study is to gain an in-depth understanding of the perceptions of school counsellors in Saudi Arabia with regard to the provision of counselling for students with special educational needs (SEN) and to determine the contribution of counsellors to the development of such students in the context of mainstream secondary boys’ schools in Saudi Arabia. Accordingly, the study employs a mixed-methods approach to explore the perceptions of school counsellors in the country. Quantitative insights are obtained from 138 counsellors working in secondary boys’ schools using a questionnaire designed for the study. Subsequently, qualitative insights are obtained from 12 counsellors who are currently working with students with SEN and 12 counsellors who have never worked with students with SEN using semi-structured interviews. The quantitative data is statistically analysed, whereas the qualitative data is analysed using interpretative phenomenological analysis (IPA). Overall, it is found that the qualitative and quantitative findings support each other and indicate that the provision of school counselling in Saudi Arabia for students with SEN requires attention. Salient findings include the existence of systemic issues such as the absence of minimum standards for counsellor recruitment, irregular recruitment practices, and inadequate dissemination of information associated with the purpose, role and function of school counsellors. Moreover, it is found that inadequate training provision and supervision and support mechanisms for counsellors exist, along with a lack of collaboration between departments of the Ministry of Education. Additionally, the findings indicate that the sociocultural environment of Saudi Arabia prohibitively influences the provision of school counselling services, in general, as the Islamic collectivist values with regard to family, hierarchy, secrecy, shame and stigma, are revealed to hinder the provision of counselling in schools. Moreover, counsellors find their work in the schools hampered by their involvement in non-counselling tasks, negative perceptions with regard to the usefulness of their role, lack of awareness about the needs of students with SEN. It is evident that the counselling profession in Saudi Arabia is yet to obtain full professional recognition and status as the country does not have a statutory body to provide support and guidance regarding the professional and ethical practice of counsellors, and to engage with the Ministry on behalf of counsellors. The findings of the study contribute to understanding the current status of the provision of school counselling services to students with SEN in boys’ secondary schools in Saudi Arabia. Suggestions based on the study’s findings are offered to the Ministry of Education in Saudi Arabia, to counsellors working with children with SEN, and to the administration and personnel in schools. Suggestions for future research are also discussed.
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Schamborzki, Ingeburg Ursula. "Ninth-grade high school students' coping and adaptation : a counselling perspective on responses to stresses of everyday living." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72081.
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This study describes and analyzes within the cognitive-phenomenological theory of psychological stress developed by Lazarus and his colleagues the coping strategies used by 95 9th-grade adolescents in specific stressful events in their daily lives.Four research instruments were administered three times at five- to six-week intervals: (1) the Semi-Structured Interview Schedule; (2) the Ways of Coping Checklist; (3) the Daily Hassles and Uplifts Scales; and, (4) the Hopkins Symptoms Checklist.
Results of the study indicate the most frequently reported hassles and uplifts are consistent with the age and developmental level of this sample. The concerns are primarily frequent, chronic minor events associated with activities of daily living. Hassles and uplifts were positively correlated with each other, as well as with symptomatology and coping strategies. Coping strategies were positively related to symptomatology. Female adolescents reported higher levels of uplifts intensity, more coping strategies, and higher levels of symptomatology than male adolescents. Although significantly fewer coping strategies were reported over time, both problem-solving and emotion-regulating strategies were used in the majority of stressful events. Significant differences in levels of symptomatology appeared as a function of the language-group to which subjects belonged.
While further investigation of adolescents' coping behaviors is warranted, the results of this study identified the need for stress management education for adolescents as well as for teachers, counsellors, and other professionals who work with them.
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Ranceford-Hadley, Pamela Jane Spurr. "A study of the effects of parent counselling in relation to pre-school children with emotional/behavioural problems." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267739.
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Chipenyu, Wilbert. "The roles of district education officers in the implementation of the guidance and counselling curriculum in Zimbabwe." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/488.
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This study presents a description of the roles District Education Officers in the implementation of the Guidance and Counselling curriculum in Zimbabwe. The roles of the District Education Officers were researched through the literature study and empirical research. It was found that although their professional contribution is vital in successful implementation, there are other obstacles namely, financial constraints, very high workload, lack of government support and inferior appointment procedures for District Education Officers which tend to hamper them to fulfil their duties.
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Mustaffa, Mohamed S. "The analysis of counselling in context: A qualitative case study approach to practice in a Malaysian secondary school district." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36763/1/36763_Digitised%20Thesis.pdf.
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This study examined the everyday experiences of Muslims' school counsellors as they encounter and negotiate major contextual factors in their practice in Malaysian secondary schools. Specifically, the study examined how Muslims' school counsellors adapt their generic, Western-oriented training models and practices to the needs of everyday practice in Malaysian society. In particular, the researcher investigated the influence of six particular factors: multiethnicity of students, diversity of religion, relationships with teachers, collaboration with parents, the counsellor's workload and the physical environment of the counselling centre. The term "counselling in context" was used to refer to the everyday practice of counselling in relation to these factors.
The impetus for the research came from several areas. There is a substantial literature discussing the problems and issues of using Western-oriented counselling models in non-Western cultures such as Malaysia. The general question is whether counsellors trained in Western models can actually use these approaches in practice, or whether they must be adapted in major ways to fit the cultural context. A major difficulty is that much of the literature appears to be general, theoretical or ideological, rather than based on the actual experiences of practicing counsellors in the countries concerned. The lack of specific data on Malaysian school counsellors was the starting point for the study.
In order to focus on the experience of counsellors, a qualitative case study approach was used. The researcher examined the practice of eleven Muslims' school counsellors in the district of Muar, using a combination of interviews, observations and document analysis. The data suggested that counsellors actively adapt their training models in various ways in relation to the six factors studied. Furthermore, counsellors perceived a considerable gap between what they learned in their university training course and the knowledge and skills required for actual practice. They have had to initiate their own learning in order to respond to everyday needs.
Based on the findings, the researcher developed a schema for integrating contextual factors into university counsellor training. Specific areas of knowledge and skill were included in order to familiarize trainees with the needs of actual practice. Implications for future research and counsellor training were discussed.
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Fredericks, Brenton Grant. "A model for behaviour modification programmes to improve discipline and learner achievement : a communicative approach." Thesis, Bloemfontein : Central University of Technology, Free State, 2007. http://hdl.handle.net/11462/93.
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Mbongo, Emelia Ndapandula. "An assessment of the role of guidance and counselling in promoting learner discipline in secondary schools in the Oshikoto region of Namibia : a case study of learners with discipline problems." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2325.
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The study assessed the role of guidance and counselling in promoting learner discipline in secondary schools in the Oshikoto region of Namibia. The study used the mixed methods approach, which resulted in providing qualitative and quantitative data to provide an understanding of the problem. The instruments for data collection were questionnaires for principals, teachers, teacher counsellors and learners, as well as one-on-one interviews with learners. Thirty-one (31) principals, ninety-eight (98) teachers, thirty-seven (37) teacher counsellors and four hundred and eighty-nine (489) learners participated in the study. Results from the questionnaires were analysed by using descriptive statistics in the form of frequencies and percentages. Data presentation took the form of tables and bar graphs. Qualitative data collected from interviews were transcribed and put into themes and categories. The study revealed that schools experienced a wide range of disciplinary problems. It was further revealed that learners are affected by issues emanating from the environment, namely, schools and societies which influence their behaviour negatively. The principals and teachers believe that exclusionary and punitive methods are effective in managing learner indiscipline, while teacher counsellors and learners were against the use of such methods. In addition, principals, teachers and teacher counsellors all have a major role to play in maintaining discipline in schools through guidance and counselling. Suggestions were thus made to strengthen the use of guidance and counselling in promoting learner discipline in secondary schools by: improving training for teacher counsellors/Life Skills teachers in guidance and counselling, sensitisation of school managers about the roles and responsibilities of teacher counsellors, including the role played by teacher counsellors in learner discipline, improved leadership from school principals, strengthening the co-ordination and communication among the school personnel, and by strengthening the referral system from teachers to teacher counsellors and from teacher counsellors to outside agencies. It was recommended that the use of guidance and counselling in promoting learner discipline would be strengthened if teacher counsellors’ training is improved, school principals are sensitised on the roles of teacher counsellors, including their role in learner discipline as well as improved co-ordination and communication among school personnel regarding learner discipline. The study further recommended that the referral system of learners experiencing problems from teachers to teacher counsellors and from teacher counsellors to outside agencies should be strengthened.
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Hudrog-Shalan, Hana. "Testing the efficacy of a counselling intervention : facilitating the motivation to learn among Arab high school students and teachers in Israel." Thesis, University of Derby, 2017. http://hdl.handle.net/10545/621957.
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The motivation of students to learn is one of the most investigated topics in education. Abu Asba (2007) and Assor (2005) have tried to understand the basic factors that enhance motivation and how both teachers and students can benefit from enhancing the motivation to learn. There has been no research that has contributed to the study of motivation in Israeli Arab high schools. The main purpose of the current study was to examine the processes elicited by a counselling intervention designed to enhance motivation, to improve self-image, school climate and student-teacher achievements of high-school students. Thirty students from five 10th grade classes and thirty-five teachers participated in the study. One of the research aims was to formulate a strategy teachers can use when attempting to motivate their students. The study found that it is difficult for teachers to arouse students' intrinsic motivation to learn in a cultural and educational system where motivation to learn is extrinsically controlled. The study also found that motivation to learn increased after students and teachers participated in a counselling intervention program. When students' motivation to learn was elicited, student engagement with the learning processes was enhanced. The findings showed that student and teacher motivation grew and developed when student and teacher self-images improved. Strategies to improve teacher and student self-images included the implementation of teacher training on the subject of learning styles and on the use of relevant instructional styles and the training of educational teams to address teacher and student motivation.
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Du, Toit Annette. "An evaluation of a possible increase in self-knowledge through a career counselling intervention for grade 11 learners in previously disadvantaged schools." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96842.
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Thesis (MCom)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Organisations are largely dependent on their workforce in order to be successful and competitive. In order to do accomplish this goal, employees need to be motivated and feel satisfaction in their jobs. Employees who are unhappy in their work will be unproductive and eventually become a cost to their employers. Employees who have made the wrong career choice are more likely to be unhappy in the workplace and it is therefore very important to make the correct career choice from the beginning. In South Africa, the choice of a career usually occurs when one is still in Grade 11 or Grade 12. Unfortunately, career counselling is expensive and many learners’ parents do not have the financial capacity to afford career counselling, resulting in their children making a career choice based on the available information that they are able to access. These sources of information often are incorrect or incomplete, leading to a wrong career choice. At this stage, an adequate level of self-knowledge in order to make an informed career choice is not always present, either. Self-knowledge, consisting of personality, aptitude and interests, is an important construct necessary for making an informed career choice. The aim of this research study was to develop a group-based, low cost career counselling intervention for Grade 11 learners in schools where the learners would not otherwise be able to access career counselling, with the intention of increasing their self-knowledge. Three subtests of the Differential Aptitude Test, the 16 Personality Factor Questionnaire and the Meyers Interest Questionnaire were utilised in the intervention and self-knowledge was measured using a self-developed questionnaire based on the Career Development Questionnaire. The statistical results indicated that this intervention was successful in increasing self-knowledge, but it was also seen that the intervention led to an increase in career maturity.1 This group-based, relatively low-cost career-counselling intervention can therefore be offered to schools whose learners are not able to afford individual career counselling as it will assist learners, through increasing their self-knowledge and level of career maturity, in making a more informed career choice.
AFRIKAANSE OPSOMMING: Ondernemings is grootliks afhanklik van hul werknemers om suksesvol en kompeterend te wees. Vir ondernemings om hierdie doelwit te bereik, is dit belangrik dat hul werknemers gemotiveerd en tevrede in hul posisies moet wees. Werknemers wat ongelukkig in hul werk is, sal onproduktief wees en sal uiteindelik ‘n koste vir hul werkgewers word. Werknemers wat die verkeerde loopbaankeuse gemaak het, is meer geneig daartoe om ongelukkig in die werkplek te wees and daarom is dit baie belangrik om die regte loopbaankeuse van die begin af te maak. In Suid-Afrika is dit gewoonlik nodig om ‘n loopbaankeuse in Graad 11 of Graad 12 te maak. Loopbaanvoorligting is ongelukkig duur en baie leerders se ouers het nie die finansiële vermoë om loopbaanvoorligting vir hul kinders te bekostig nie. Dit lei daartoe dat hierdie leerders loopbaankeuses maak op grond van die inligting wat tot hulle beskikking is. Hierdie inligtingsbronne is in baie gevalle onvolledig of verkeerd, wat tot ‘n verkeerde keuse kan lei. Die voldoende vlak van selfkennis wat nodig is om ‘n ingeligte beroepskeuse te maak,is nie altyd op hierdie ouderdom teenwoording nie Selfkennis, wat uit persoonlikheid, aanleg en belangstellings saamgestel is, is ‘n belangrike konstruk wat nodig is om ‘n ingeligte beroepskeuse te maak. Die doel van hierdie navorsingstudie was om ‘n groepsgebaseerde, lae-koste loopbaanvoorligtingintervensie vir Graad 11-leerders te ontwikkel, met die doel om hul selfkennis te verhoog. Hierdie intervensie is gemik op skole waar leerders dit nie andersins sou kon bekostig om loopbaanvoorligting te bekom nie. Drie subtoetse van die Differensiële Aanlegtoets, die 16 Persoonlikheidsfaktor Vraelys, sowel as Meyer se Belangstellingsvraelys is in die intervensie gebruik. Selfkennis word gemeet deur die gebruik van ‘n self-ontwikkelde vraelys wat op die Loopbaanontwikkelingsvraelys gebaseer is. Die statistiese resultate het aangedui dat die intervensie suksesvol vir die verhoging van selfkennis aangewend kon word, maar daar is ook gevind dat die intervensie tot ‘n verhoging in loopbaanvolwassenheid gelei het.2 Hierdie groepsgebaseerde, loopbaanvoorligtingsintervensie kan daarom met redelik lae koste aan skole gebied word waar leerders nie loopbaanvoorligting kan bekostig nie, aangesien dit die leerders sal help om vanweë die verhoging van hul selfkennis en vlak van loopbaanvolwassenheid ‘n beter ingeligte beroepskeuse te maak.
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Cowell, David Edward. "An action-research approach, using screening and self-referral procedures, to identify secondary school pupils who might benefit from guidance and counselling." Thesis, University of Exeter, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358549.
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Charlton, Anthony George. "An evaluation of the effects of a teacher administered counselling programme upon the locus of control orientation of fourth-year junior school children." Thesis, Cardiff University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388371.
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