To see the other types of publications on this topic, follow the link: School counsellors.
Dissertations / Theses on the topic 'School counsellors'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'School counsellors.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Shek, Mabel. "Professional identity of school counsellors in Hong Kong primary schools." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686614.
Full textAbstract:
Listening to a school counsellor's story of how she decided to leave the profession stimulated the author to embark on a process of narrative inquiry in order to understand the experience of school counsellors in a changing educational landscape. The research investigates how experienced primary school counsellors in Hong Kong have constructed and reconstructed their professional identities within this historical, social and cultural context. It aims to engender critical discussion of the complexities of educational reform and the influence of embedded Chinese cultural values on the development of professional identity and interaction with other professionals. The similar but unique stories of four participants, collected from individual narrative interviews and a reflecting team process (RTP), are re-presented within different themes to show how a common context emerges. This study found that the participants went through a cyclical process with four stages: conceptualisation, internalisation, clarification and renewal to develop their professional identity. The embedded Chinese values of harmony, superior-subordinate relationship and high power distance affected the participants' self-defined professional role, perception of professional autonomy and decision and practice in the educational reform context. In addition, the author scrutinises her own assumptions and beliefs and intertwines her reflective stories to add a voice that makes the journey of this research more transparent to the reader. In doing so she invites readers to recall and reflect on their own experiences, as resonated by the text, to form a polyphony of voices. In concluding this study, the author reflects on her journey through narrative inquiry, the trajectory of professional identity development and the contextual influences on this process. This increased understanding has enhanced her awareness of her own assumptions and beliefs, and contributed to changes in her pedagogical approach to the counselling training programme. This journey offers a space for methodological development of narrative inquiry in the local context as well as significant insights into the implementation of educational reform and the deliberation of how culture and counselling may interact in future research.
2
Al-Rebdi, Sufyan Ibrahim Abdulaziz. "Role of the school counsellor as perceived by counsellors, principals and teachers in Saudi Arabia." Thesis, University of Manchester, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535523.
Full text
3
Yates, Jennifer M., and n/a. "Teachers' perceptions of the work of school counsellors in ACT government schools." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061112.104819.
Full textAbstract:
This study examines teachers' perceptions of the work of School Counsellors
within government schools in the Australian Capital Territory (ACT). Data
were drawn from questionnaires returned by a representative sample of 279
teachers and principals, from 16 primary and 8 high schools.
The purpose of the study was to: (i) partially replicate a study by Leach
(1989) of Western Australian teachers' perceptions; and (ii) investigate
whether or not teachers could be considered to be supportive of a general
trend towards a broadening role for school psychologists which is evident in
the literature. This trend suggests that practitioners of applied psychology in
schools may prefer an expanded role which encompasses indirect service
delivery in addition to the more traditional, child centred role.
Respondents were asked to indicate their perceptions of the frequency of 65
tasks performed by School Counsellors, the competence with which those
tasks were performed and the usefulness of those tasks. Also examined were
perceptions of the process and quality of service delivery, and of actual and
preferred qualifications and experience of School Counsellors. These results
were compared with those of Leach (1989). Respondents were invited to
prioritise service delivery in light of their professional needs. A factor
analysis of respondents' perceptions of School Counsellors was undertaken.
The results were similar to Leach's (1989) findings and indicated a general
endorsement of the current work of School Counsellors, with traditional,
direct service delivery tasks generally perceived as being performed more
frequently and with more competence than the more innovative, indirect
types of service delivery. There was a strong indication that respondents
would like more of both types of service delivery, particularly indirect
services, made possible through increased resourcing.
Increases in respondents' classification level positively correlated with
increased perceptions of task frequency and competence with which tasks
were performed. A positive correlation was also found between the
frequency of professional contact that respondents perceived they had with
School Counsellors and their perceptions of the process and quality of
service delivered by these practitioners.
In relation to the process and quality of service delivery, few teachers
perceived that School Counsellors communicated clearly about the services
they offer, procedures used or results gained. This concern with
communication was reinforced through examination of the factors
underlying teachers' perceptions of both the frequency and usefulness of
tasks.
This study suggests that ACT teachers and principals are, to some extent,
already experiencing and valuing some aspects of the trend in service
delivery reflected in the literature. Discussion highlights the important role
communication plays in indirect service delivery, and links it with the
findings of this study, particularly as it relates to teachers' and
administrators' apparent lack of knowledge of the qualifications and
experience of School Counsellors.
4
Finlay, Cheryl. "Gay and lesbian adolescents : the role of school counsellors /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36120.pdf.
Full text
5
Bulkeley, Barbara Elizabeth. "School Guidance Counsellors and Adolescent Depression: Beliefs, Knowledge and Practice." Thesis, University of Auckland, 2010. http://hdl.handle.net/2292/5892.
Full textAbstract:
Adolescent depression is a significant problem in New Zealand. The Youth2000
survey indicated that around 9.0% of male and 18% of female secondary school
students reported feeling depressed. School Guidance Counsellors (SGCs) are ideally
placed to identify, assess and treat these adolescents. However, SGCs are rarely
included in mental health research.
I investigated the beliefs, knowledge and practice of SGCs around adolescent
depression. There were three stages to the research. Stage One used a qualitative
approach, with nine focus groups held in Auckland in 2004. Fifty-two SGCs
participated. I developed a thematic map from the results that emerged. Category One
���Beliefs and Knowledge��� had three themes: causes, negative connotations and
different presentations. Category Two ���Practice��� had five themes: assessment,
referrals, effective therapy, systems and training needs.
Stage Two comprised a questionnaire based on these results. This investigated SGCs���
knowledge of depression, assessment, training and referral decisions. It also requested
demographic data. In 2005, this was sent to 455 SGCs throughout New Zealand. Two
hundred and forty SGCs (53%) responded. Eighty percent did not believe that their
initial training equipped them adequately to work with mild to moderately depressed
adolescents. SGCs wanted further training, especially appropriate strategies. They
requested information based on research and presented by clinicians.
In Stage Three, I developed a training workshop on assessment, referral and treatment
of adolescent depression, tailored to SGCs��� needs. Thirty-nine SGCs attended
workshops in 2006. Evaluations were positive and indicated that this training was
appropriate and useful. SGCs would recommend the workshop to others.
Strengths and weaknesses of the study are discussed and recommendations made
about future developments. There is emphasis on the need for policy to encourage
collaboration between SGCs and Child and Adolescent Mental Health Services
(CAMHS), education and health, training providers and the New Zealand Association
of Counsellors. As SGCs are placed outside both teaching and health, they need to be
adequately trained and receive regular professional development, supervision and
consultation around depression. CAMHS are well placed to offer training to SGCs
based on identified needs and evidence-based practice.
6
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
7
Meyer, Linda C. "A survey of ethical concerns of Saskatchewan secondary school counsellors." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ30521.pdf.
Full text
8
Simons, Jack D., Matthew J. Beck, Nancy R. Asplund, Christian D. Chan, and Rebekah J. Byrd. "Advocacy for Gender Minority Students: Recommendations for Professional School Counsellors." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2599.
Full textAbstract:
Research shows that teachers’ and educators’ responses to gender diversity issues in schools either improves or limits the experiences of students. The school counsellor has an important role to play in this process by working closely with other stakeholders to advocate for transgender, intersex and genderqueer (TIG) students. Following a review of recent developments in the USA, recommendations are made and resources identified to assist school counsellors in validating TIG students, and improving school systems in pursuit of their academic, social and emotional success
9
Simons, Jack D., Matthew J. Beck, Nancy R. Asplund, Christian D. Chang, and Rebekah Byrd. "Advocacy for Gender Minority Students: Recommendations for Professional School Counsellors." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5814.
Full textAbstract:
Research shows that teachers’ and educators’ responses to gender diversity issues in schools either improves or limits the experiences of students. The school counsellor has an important role to play in this process by working closely with other stakeholders to advocate for transgender, intersex and genderqueer (TIG) students. Following a review of recent developments in the USA, recommendations are made and resources identified to assist school counsellors in validating TIG students, and improving school systems in pursuit of their academic, social and emotional success.
10
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.
Full textAbstract:
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.
11
Burry, Gail M. "A perspective on parenting skills and parent training programs for school counsellors." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0029/MQ47440.pdf.
Full text
12
Trethowan, Vicki Jean. "School crisis management in the 21st century an examination of school counsellors' preparedness and implications for training /." Swinburne Research Bank, 2009. http://hdl.handle.net/1959.3/56900.
Full textAbstract:
Thesis (DPsych) -- School of Life and Social Sciences, Swinburne University of Technology, 2009.Submitted as partial fulfillment of the requirements for the award of the Professional Doctorate in Counselling Psychology in the Faculty of Life and Social Sciences, Swinburne University of Technology, 2009". Includes bibliographical references (p. 168-189)
13
Daniels, Diane. "The role of school counsellors in supporting teaching and learning in schools of skills in the Western Cape." uwc, 2013. http://hdl.handle.net/11394/3244.
Full textAbstract:
Magister Educationis - MEdCurrent debates in education and education support focus on the importance of schools needing to facilitate the holistic development of learners and also ensuring the achievement of educational objectives. This study focused on the need for counsellors to support teaching and learning in Schools of Skills and investigated challenges that emerged when school counsellors facilitate school development. The research question which framed this study was, what is the role school counsellors play in supporting teaching and learning and school development? A mixed methods approach that employed both qualitative and quantitative techniques was adopted in an attempt to construct a rich and meaningful picture of school counselling practice within School of Skills. Participants included principals, counsellors and educators at four schools of skills situated in the Western Cape. The data collection process included interviews and questionnaires. Semi-structured individual interviews were conducted with the four principals and the four school counsellors and questionnaires including both open-ended and closed questions were completed by educators. The findings illuminate the psycho-social barriers experienced by learners and how school counsellors can support learners. Roles of school counsellors are varied and involve the provision of support to various members of the school community in addition to teaching and administration. Challenges faced by school counsellors were highlighted as lack of human resources, lack of support and workload. The recommendations are presented as suggestions for consideration at various levels in the system, from micro (level of the individual) to macro (level of the state).
14
Al-Ghamdi, Nawal G. "An investigation into perceptions of the actual and ideal role of school counsellors in Saudi Arabia girls’ schools." Thesis, Durham University, 2010. http://etheses.dur.ac.uk/193/.
Full textAbstract:
The Kingdom of Saudi Arabia has moved into a new era characterised by frequent and rapid change. As a result, the nation has to cope with these changes by updating requirements in all fields. Many factors in Saudi society have led to a need for psychological and counselling services in educational institutions. Nevertheless, school counsellors in Saudi Arabia face many obstacles that confront their performance. Since the service was established in 1981, concerns remain that the role of school counsellors is unclear, professional training is insufficient, and facilities and cooperation from other staff are inadequate. The aim of this study was to determine the perceptions of principals, teachers and counsellors concerning the actual and ideal role of intermediate girls school counsellors in Saudi Arabia. The study further aimed to identify the problems that face intermediate school counsellors and factors that impede them in offering a good service. Information was collected from a questionnaire survey conducted in 209 public intermediate schools for girls in Jeddah city in Saudi Arabia. Responses were received from 180 counsellors, 126 principals and 237 teachers. The questionnaire data were complemented by semi-structured interviews with 10 counsellors, 8 principals and 12 teachers. The data were analysed using the Statistical Package for the Social Sciences (SPSS) programme. Descriptive statistics involving, paired t-tests, t-tests, one way ANOVAs and Least Significant Differences Method (LSD) tests were used for the analysis. The findings point to a growing awareness of the importance of the guidance and counselling programme in meeting the needs of students. Despite this, there were numerous differences among counsellors, principals and teachers regarding the role of the counsellor which suggest role conflict and ambiguity surrounding the counsellor’s role. Additionally, significant discrepancies were identified between perceptions of the ideal and actual counsellor’s role. Many functions were seen as being performed less frequently than their perceived importance would warrant, indicating a substantial gap between expectations and the reality of the service. Counsellors cited many difficulties that constrained their work, including lack of clarity in the counsellor’s role and excessive administrative and clerical duties, deficiencies in professional training, and poor levels of parental support and cooperation. Finally, after drawing the conclusions of the study, suggestions and recommendations are offered for improving the quality of counselling services in Saudi schools. Interviewees, for example, highlighted a requirement for improved training for counsellors and explicit professional standards, the importance of counsellors being properly qualified, the need for lower counsellor-student ratios, and increased awareness among all those concerned, especially, parents. Some of them raised the need for a theoretical framework for counselling based on the Saudi culture, rather than simply emulating Western theory and practice.
15
Samis, Kymberle A. "Elementary school counsellors' perceptions of their current role and their ideal role with parents and families." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31478.
Full textAbstract:
This study sought to identify B.C. elementary school counsellors' perceptions of: (a) the extent to which they are currently using six different forms of intervention with family members (family consultation, family counselling, family therapy, parent education,' parent consultation, parent counselling); (b) the extent to which they would like to use these forms of family member intervention; (c) the need for school districts to offer services for family members; (d) the appropriateness of these functions to the elementary school counsellor role; (e) the severity of the barriers hindering counsellors' performance of the six different forms of family member intervention; and (f) what is needed to overcome these barriers. The accessible sample of 327 elementary counsellors was determined through written contact with school district Heads of Student Services. The survey instrument, developed specifically for this study, was completed and returned by 249 (76.2%) counsellors. Sample means and standard deviations were calculated to determine the counsellors' perceptions of their current and ideal extent of use of the six family member interventions as well as six other "traditional" school counsellor functions. To determine if the differences between these current and ideal means were significant, two-tailed paired samples t tests were conducted. Sample mean and standard deviation scores were also calculated to determine the counsellors' perceptions of the severity of the barriers to performing the six family member interventions. The results of this study indicate that of the six forms of family member intervention, B.C. elementary counsellors would like to perform parent consultation (M=1.86) and family consultation (M=2.33) to the greatest extent("Often"); they also believe these interventions to be the most appropriate to their role. Parent education, parent consultation, and family consultation were reported as the family member interventions most appropriately offered by the school district. "Work Load" and "Work Schedule" were consistently reported as the largest barriers to performing each of the six different forms of family member intervention. The recommendations most frequently made by counsellors to overcome the barriers to family member intervention included: (a) hire more counsellors; (b) provide increased opportunities for training; (c) provide counsellors with a more adequate space in which to work; and(d)redefine, clarify and narrow the role of the elementary school counsellor.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
16
Main, Heather M. "Narrative experiences of school counsellors using "Conversation Peace", a peer mediation program based in restorative justice." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/4159.
Full textAbstract:
This study narratively explores the experiences of five public school counsellors and one
high school teacher using Conversation Peace, a restorative action peer mediation program
published jointly in 2001 by Fraser Region Community Justice Initiatives Association (CJI),
Langley, British Columbia, Canada, and School District #35, Langley, British Columbia,
Canada. This categorical-content analysis (Lieblich, Tuval-Mashiach, & Zilber, 1998) resulted
in data describing 20 common themes, 12 with similar responses, and 8 with varying responses
amongst participants. Two of the similar findings were the crucial importance of (a)
confidentiality within the mediation process, and (b) the school counsellor’s role within the
overall and day-to-day implementation of this peer mediation program. Two of the varying
findings were (a) the time involvement of the school counsellor within the peer mediation
program, and (b) the differences in the number of trained peer mediators and peer mediations
within schools.
17
ElZein, Heyam Lutfi. "School psychologists/counsellors' role and functions : awareness of a need for them by principals, teachers and parents of Sidon schools, Lebanon." Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/30858.
Full textAbstract:
Six areas of research questions were addressed: 1) awareness of a need; 2) type of categories (consultant, diagnostician, therapist, educational programmer, and researcher) of school counsellor's role and functions; 3) referral agent to handle problems; 4) place of existing school psychology services; 5) level of education preferred for the school counsellor; and 6) licensure of school counsellor. Data were obtained from Sidon city schools. A questionnaire containing items related to the key research questions was generated. The instrument, a 66-item questionnaire originally written in Arabic language, contained a combination of demographics, of Likert-type scale questions, and a checklist of type of problems for referral, and need of school psychologist. The investigator conducted follow-up interviews, one-on-one interviews and focus group interviews, with principals, teachers and parents at the selected schools. Totals, means and percentages were obtained. A series of t-tests was calculated to compare levels of perceived need among and within different groups. A high percentage (69%) of respondents perceived the need for school counsellor's role and functions. No significant difference was found for the categories of school counsellor as consultant, diagnostician, therapist, education programmer, and researcher between principals from both private and public schools. The investigator conducted follow-up interviews with principals, teachers, and parents and focus group interview with principals at selected schools. All consumer groups perceived the school psychologist as needed.
18
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/.
Full textAbstract:
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.
19
Coppard, Dorothea. "A comparison of the knowledge and attitudes of school counselors trained in the prevention and awareness in schools of HIV/AIDS project and untrained counselors in Tanga Region, Tanzania." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4825_1260533199.
Full textAbstract:
This study aimed to establish the effect of the training that was provided by PASHA on the knowledge and attitudes of school counsellors regarding HIV/AIDS. The research was conducted as a quantitative, observational KA(knowledge, attitude) study in 57 schools (37 or 32 % of the intervention schools,20 non-intervention schools) in Tanga region, using questionnaires to compare the knowledge and attitudes of trained counsellors with those of untrained counsellors towards HIV/AIDS, sexuality and reproductive rights of their students. Questionnaires were pre-tested and then administered face-to-face over a four week period in 2007. Eighty five counsellors were interviewed, 56 of these had received in-service training as counsellors, while 29 had not received any training by PASHA.
20
Kok, Jin-Kuan. "Dilemmas or no dilemmas : the role and experience of eleven counsellors working in the Singapore secondary school system." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/2187/.
Full textAbstract:
The role definition of school counsellors has always presented a variety of difficulties. This is especially true when changes occur because of local counselling movements or educational reforms which are closely linked to the contextualized socio-economic or political agenda. This is well documented in the literature. This study is an attempt to make a critical enquiry into the ways in which school counsellors describe and experience their role working in the Singapore secondary school system. It is essentially exploratory and qualitative in nature. The aim of this study is to explore the internal landscape, their feelings and thoughts; their perceptions about their roles and work, and to examine the factors that contribute to their role descriptions and experience. The unique environmental factors that shaped and define their role and experience will be explored. In-depth face to face interviews were carried out with the eleven participants involved in this study, two sessions for each participant. An adapted grounded theory methodology was used to guide the data collection and data analysis process. The findings show that the role experienced by the 11 counsellors was less restricted to role-base and operates on a flexible role description regime. Most counsellors described their role as being defined by pupils' profiles, and by the counselling approach they used. These interviews revealed that role and job scope were ill defined, there was a mis-match of expectations held by the counsellors and within the overall educational climate, and some uncontrollable factors from the wider environment were found. The emergent over-arching theme of dilemmas was identified and factors that enable and inhibit the role of the counsellors as described by the participants were also highlighted. As a result of this study, an ecosystemic approach is proposed.
21
Edfast, Fanny, and Linnéa Forsgren. ""Det viktigaste är att barnen ska bli sedda" : en kvalitativ studie om skolkuratorers ansvar angående barnmisshandel." Thesis, Ersta Sköndal Bräcke högskola, Institutionen för socialvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-6837.
Full textAbstract:
Syftet med denna studie var att undersöka grundskolekuratorers ansvarsområde gällande barnmisshandel utövad av förälder. För att uppfylla syftet har vi i vår studie utgått från en abduktiv ansats och genomfört sju kvalitativa semistrukturerade intervjuer med skolkuratorer. Materialet har därefter analyserats genom professionsteori samt med stöd av våldsteori för att analysera hur vi kan förstå oss på barnmisshandel. Utifrån analysen har vi fått fram fem begreppspar, eller spänningsförhållanden, vilka utgör kärnan i resultatet. Resultatet bygger därför på följande begrepp; (1) Strukturellt eller individuellt fokus; (2) Barn- eller vuxenperspektiv; (3) Proaktivt eller reaktivt arbetssätt; (4) Generalist eller specialist; (5) Uppdelad eller sammanhållen förståelse av barnmisshandel. Utifrån resultatet kan vi konstatera att skolkuratorernas ansvarsområden varierar från skola till skola. Anledningen är dels att det saknas tydliga arbetsbeskrivningar vilket gör att de själva får forma sitt arbete. Denna valfrihet gör att vissa arbetar mer strukturellt på en mer övergripande förebyggande nivå, och andra individuellt, alltså mer med enskilda samtal. Vi såg även en skillnad i om de arbetar proaktivt eller reaktivt, det vill säga om de aktivt arbetar för att upptäcka våldet eller om de enbart hanterar det när en elev berättar. Respondenterna lägger oavsett förhållningssätt till arbetet tid på att se och lyssna på barnen, vilket vi tolkat som att de har ett barnperspektiv. Överlag visar resultatet att de flesta respondenter strävar efter att vara generalister där de inte specialiserat sig på barnmisshandel, och att de uppvisar en uppdelad förståelse för vad barnmisshandel är. Genom att enbart förstå vissa typer av våld som barnmisshandel gör de också skillnad på hur de arbetar och utbildar sig inom skolan. Slutligen visar resultatet att det finns en avsaknad av respondenter som arbetar både individuellt och proaktivt, vilket betyder att samtliga av de skolkuratorer vi intervjuat i praktiken lägger ett ansvar på att eleverna ska berätta om våldet.The purpose with this study was to investigate school counsellors area of responsibility when it comes to child abuse by parents. To fulfil or purpose we have had an abductive approach and conducted seven qualitative semistructured interviews with school counsellors. The empirical material has thenceforth been analysed through theories about professions, and with support of theories about violence to help us analyse how we can understand child abuse. Through the analysis we identified five pairs of concepts or tensions between different approaches, which constitute the core of our results. Therefore, our results build on the following concepts: (1) Structural or individual focus; (2) Child or adult perspective; (3) Proactive or reactive approach; (4) Generalist or specialist; (5) Divided or connected understanding of child abuse. Through our results section we can establish that the school counsellors area of responsibility varies from school to school. This is partly because there are no clear job descriptions, which means that school counsellors themselves shape the work. This liberty of choice means that some counsellors focus their work on structural tasks on a more general and preventively level, and other on individual with more individual counselling. Furthermore, we saw a difference in if they work more proactively or reactively, that is, to what extent they actively work to discover violence towards children or if they only handle it when a child tells the adults. Regardless of their focus we can see that the respondents take their time to see and listen to the pupils, which we interpret as that them having a child perspective. The result shows that the respondents mainly aim to be generalists where they do not specialise in child abuse, and that they indicate a divided understanding about the subject. Because they regard only some types of violence as included in child abuse, they also make a difference in how they work and educate themselves within the school. Lastly, the result show that there is an absence of respondents who work both individually and proactively, which means that in practice all of the respondents place the responsibility on the pupils to speak up about the violence.
22
Jasinksi, Jennifer Anne, and n/a. "Teaching adaptive behaviour to 'behaviour problem' high school students : an exploratory study." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060801.160735.
Full textAbstract:
The purpose of this study was to determine whether the
Adaptive Behaviour group intervention effected a greater
immediate positive change on 'poorly adapted' student locus
of control, self esteem, group evaluation and perceived
behaviour than Helping Skills, Relaxation Training or No
Intervention group after eight weeks.
The three independent variables - Adaptive Behaviour, Helping Skills and Relaxation Training Group Interventions
- were devised and led by the Researcher and two school
counsellors respectively.
Measurement of the dependent variables was by the use
of the following instruments pre-test and post-test: Locus
of Control Scale for Children (Nowicki Strickland 1972);
Coopersmith Self Esteem Inventory (Coopersmith, 1982); and
researcher designed questionnaires.
A pre-test post-test group design was used in the
study. The subjects were years 7-9 High School students
identified by Student Year Advisers and the Assistant
Principal Student Welfare as being 'poorly adapted' and
'well adapted' to the school environment. Students were
randomly allocated - in year groups - to the intervention
and control groups.
Results indicated no short term significant positive
change in locus of control for any intervention or
controlgroup; no short term significant positive change in
self esteem for any intervention group; no significant
correlation between locus of control and self esteem scores
for any intervention group; positive pre and post-test
group evaluations for all groups; some positive short term
change in teacher and student perceptions of student
behaviour in regard to all three interventions. In some
cases students' behaviour in the experimental group (Group
A) was perceived more positively by teachers and students.
Some recommendations for further research are:
replication of the study over a longer period of time with
some modification to the experimental programme, the
research design and methods of measurement.
23
Westera, Doreen. "Internship at the Family Life Bureau including a research project : a survey of the inclusion of spirituality in school counsellors' practice /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ55544.pdf.
Full text
24
Koutromanos, George. "Factors that affect head teachers', district officers' and school counsellors' support for the uptake and use of ICT by Greek primary teachers." Thesis, King's College London (University of London), 2005. https://kclpure.kcl.ac.uk/portal/en/theses/factors-that-affect-head-teachers-district-officers-and-school-counsellors-support-for-the-uptake-and-use-of-ict-by-greek-primary-teachers(1179c5da-99db-46d9-8a09-d2f50a2822ae).html.
Full textAbstract:
This study investigated the influence of the attitudes and other psychological factors of head teachers, district officers and school counsellors on their support of the uptake of Information Communication Technology (ICT) in their schools as well as the factors that influence teachers to use ICT in their teaching. 181 teachers, 72 head teachers, 43 district officers and 47 school counsellors completed questionnaires designed to measure the uptake of ICT, attitudes towards computers and the components of the Theories of Reasoned Action and Planned Behaviour during March-June, 2002. The results showed that, while the uptake of ICT in schools was relatively low, all educators who participated in this study had positive attitudes towards computers. Results of the regression analysis showed that perceived behavioural control was the strongest predictor of teachers' intention to use ICT followed by attitude and subjective norm. Teachers' ICT use was predicted by intention. The findings also showed that head teachers, district officers and school counsellors influenced teachers' intention and behaviour to use ICT in their teaching indirectly through their normative and control beliefs. The findings also showed that the more positive the attitude of the head teachers, district officers, and school counsellors towards computers was (e.g. confidence, usefulness and liking) the greater was their support for the uptake of ICT in the schools. Furthermore, the findings from the regression analysis showed that the low computer anxiety subscale predicted head teachers' support for the uptake of ICT whereas educational impact subscale predicted district officers' support. In addition to attitudes towards computers, the analysis of the Theories of Reasoned Action and Planned Behaviour showed that other psychological factors appeared to have a strong influence on head teachers', district officers' and school counsellors' support of the uptake of ICT. These factors were the positive attitudes towards the support of the uptake, the perceived behavioural control as well as strong intention to support the uptake of ICT in their schools. The Theory of Planned Behaviour was found to be better than the Theory of Reasoned Action in predicting ICT use and support of the uptake of ICT behaviour. The findings have various implications, both for the use of the Theories of Reasoned Action and Planned Behaviour and the attitudes' items towards computers in other studies as well as for the use of ICT in teaching and the support of the uptake of ICT in schools.
25
Hussaini, Inas, and Bytyqi Marigona. "Skolkuratorns känslor i samband med hantering av mobbning : En kvalitativ studie om skolkuratorns perspektiv och problematiken de upplever." Thesis, Högskolan i Skövde, Institutionen för hälsa och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-16179.
Full textAbstract:
I dagens Sverige är mobbning ett samhällsproblem då allt fler barn och ungdomar utsätts för det i skolmiljön. Denna studie har sin utgångspunkt i skolkuratorns perspektiv på hanteringen av mobbning som fokuserar på deras tankar, känslor och tolkningar. Studien utgår från skolkuratorns perspektiv och syftet är att få en djupare förståelse för hur de hanterar mobbningsärenden samtidigt som de reglerar sina känslor och vilken problematik de upplever i samband med detta. Det teoretiska ramverket består av emotionellt arbete och mobbning, med hjälp av begreppen känsloregler, åtgärdsprogram och känslomässig börda förklaras hur skolkuratorns känslor påverkas i samband med hanteringen av mobbning. Denna studie har en kvalitativ ansats där semi-strukturerade intervjuer användes som redskap. Urvalet består av 10 skolkuratorer som är yrkesverksamma vid högstadieskolor i Göteborg. Resultaten visar att skolkuratorns känsloreglering och emotionella arbete kan komma att påverka hanteringen av mobbning och skolans elever både negativt och positivt. Enligt respondenterna så upplevdes hanteringen av mobbning som en hög känslomässig belastning och som bidrog till stark oro som kunde vara svår att släppa. Samtidigt tyckte de intervjuade skolkuratorerna att de handskades med viktiga uppgifter som kändes väldigt meningsfulla och givande.Bullying in today's Sweden is a societal problem since the number of children and teenagers who are exposed to it in the school environment is increasing. This study is focused on the school counsellors’ perspective on bullying, focusing on their thoughts, feelings, and interpretations. The focus of this study is the perspective of the school counsellor, and the purpose is to gain a deeper understanding of how they handle bullying issues while regulating their feelings and the problems they experience in connection with this. The theoretical framework consists of emotional work and bullying, using the concepts of feeling rules, action programs against bullying and emotional burden, explaining how the feelings of the school counsellor are influenced in dealing with bullying. This study has a qualitative approach where semi-structured interviews were used as a tool. The selection consists of 10 high-school counsellors in Gothenburg. The results show that the school counsellors’ emotional regulation and emotional work can affect how he or she handles the bullying and even affect the school students in a positive or a negative 3 way. The respondents described the management of bullying as a high emotional burden that contributed to strong concerns that could be difficult to release. At the same time, the school counsellors thought that they were dealing with important tasks that felt very meaningful and rewarding.
26
Lundrigan, Evelyn Mary. "Report of a counselling internship at a primary and elementary school, St. John's, Newfoundland, including a research project : assessing the role and expectations of elementary school counsellors as perceived by parents /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ55518.pdf.
Full text
27
Fries, Sofia. "Elevhälsan – främst förebyggande och hälsofrämjande… : En kvalitativ intervjustudie om skolkuratorers villkor att arbeta förebyggande." Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-36024.
Full textAbstract:
The aim of the study was, through qualitative interviews with school counsellors in Swedish primary schools, to study what the counsellors are experiencing condition their ability to work proactively according to the Swedish Education Act provisions on student health. During the study, six interviews with school counsellors who worked in the same suburbs, was conducted. The theoretical approach that was used is Michael Lipsky's theory of street-level bureaucrats and the term discretion. The overall outcome of the study was that the interviewed school counsellors felt that they did not have good opportunities to work preventively as the Education Act requires. The main reason for this was the school counsellor’s heavy workload. The results of the study were divided into three categories, which in turn were followed by several themes to highlight the conditions governing school counsellor’s opportunity to work preventatively.
28
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.
29
Janzon, Ljung Rebecca, and Malin Svensson. "Skolkuratorers upplevelser och kunskaper gällande ångest hos unga kvinnor : En kvalitativ intervjustudie." Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-27403.
Full textAbstract:
The aim of the study was to examine the knowledge that school counsellors in Swedish schools have about young women with anxiety disorders. The study also examines how the counsellors act when there is a suspicion or a case of anxiety in a female student. With a qualitative approach eight school counsellors were interviewed. The theoretical approach that was used is the sociology of knowledge. Some of the study’s conclusions are that anxiety disorders are frequent among young girls. School counsellors have different types of education and work experiences which can affect their understanding of anxiety disorders. There are similar opinions among the school counsellors regarding the definition of anxiety and that it is a serious condition where the affected needs some sort of support or help to handle it. The results and conclusions confirm and extend the previous research made on the subject.
30
Steele, Kelly Dawn. "Report of an internship conducted at the Avalon East School Board including a research project entitled, A survey of counsellors' views of and involvement in parenting skills training programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0005/MQ42450.pdf.
Full text
31
Arnaout, Elinor, and Julia Johansson. "Skolkuratorers arbete med barn och ungdomar som är utsatta för hedersrelaterat våld och förtryck, i relation till Barnkonventionen : -En kvalitativ studie." Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43309.
Full textAbstract:
Abstract Title School counsellors work with children and youths who are exposed to honor-related violence and oppression, in relation to the Convention on the Rights of the Child- A qualitative study. Authors Elinor Arnaout and Julia Johansson Honor-related violence and oppression (HrvaO) is a phenomenon that has received increasing attention in the media, among others. This is especially so after the case of Fadime, who in 2002 was murdered by his father as a result of violating his family's code of honor. The starting point in HrvaO is that women's sexuality is something that must be controlled in order to preserve the family's honor (Länsstyrelsen, 2018). In an interview study, the aim was to investigate what tools and knowledge school counsellors perceive they have to work with HrvaO among high school students. Furthermore, the purpose was to investigate how the parties identify the vulnerability among the students. In addition, the authors have examined how the school counsellors work with HrvaO mainly in relation to the Convention on the Rights of the Child. It imposes requirements on all relevant professionals, including counsellors, taking into account the best interests of the child in all decisions taken with a view to protecting the child. Consequently, it was of interest to examine whether school counselors’ work with HrvaO has changed since the Convention on the Rights of the Child became law in Sweden in 2020. The results of the study have shown that the Convention on the Rights of the Child has not made it easier for the counsellors, which they explain is due to the fact that the Convention on the Rights of the Child does not provide any practical application in the work with vulnerable students. Furthermore, the study has shown that the school counsellors have tools for working with students who are exposed to HrvaO in the form of conversation methodology, contact with social services, honor-groups and relationship building. The conclusion is that HrvaO is a complex subject that needs to be researched to a greater extent in order to promote the professional's acquisition of knowledge. This is especially apparent when various dilemmas arise in the workplace where the professional experiences difficulties in prioritizing "the right solution". Keywords Honor-related violence and oppression, school counsellors, Convention on the rights of the child, work methods.
32
Jonsson, Lovisa, and Malin Evermyr. "”Livet måste gå på räls” : Skolkuratorers förståelse av ungas psykiska ohälsa." Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ, Avd. för beteendevetenskap och socialt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40731.
Full textAbstract:
Title: “Life must run smoothly” – school counsellors understanding of adolescents mental illness Authors: Malin Evermyr och Lovisa Jonsson Mentor: Emme-Li Vingare Keywords: Mental illness, adolescents, counsellors in school, holism, psychosocial work, stress Aim: The aim of the study is to describe and analyze school Counsellor’s understanding of mental illness among adolescents and the Counsellor's explanation of its development. Methods: This study is qualitative and the empirical material was collected through loose structured focus group interviews. Three focus groups were used where each contained three school counsellors. Results: After the focus groups were held, four themes regarding causations to mental health among adolescent emerged. The four themes are as follows; various expressions and possible causes of mental illness, a changed society, parent’s responsibility and lastly, school Counsellor's in the school as an organization. Each theme describes possible causes of mental illness through different levels and systems around the adolescent. In the last theme, it is also provided a description of how schools operate with mental illness and what it is like to work as a counsellor in the school environment. Analysis: A system theoretical perspective, the cognitive stress theory and previous presented research in the field of adolescent’s mental illness was used when analyzing the result. Conclusion. From the participants understanding of adolescent’s mental illness, following conclusion can be drawn; counsellors picture mental illness as caused by several intertwined factors. These factors concern both individual and systemic factors which have their starting point in society, families, new technology and the requirements of high-performance in school.Titel: ”Livet måste gå på räls” – skolkuratorers förståelse av ungas psykiska ohälsa Författare: Malin Evermyr och Lovisa Jonsson Handledare: Emme-Li Vingare Nyckelord: psykisk ohälsa, ungdomar, skolkuratorer, holism, psykosocialt arbete, stress Syfte: Studies syfte är att beskriva och analysera skolkuratorers förståelse av psykisk ohälsa bland unga samt deras förklaringar av dess utveckling. Metod: En kvalitativ metod ligger till grund för studien. Det empiriska materialet samlades in genom tre löst strukturerade fokusgruppsintervjuer om tre skolkuratorer i varje. Materialet bearbetades och analyserades sedan genom en innehållsanalys. Resultat: Utifrån fokusgrupps-intervjuerna framkom fyra centrala teman om orsaker till psykisk ohälsa bland unga. Dessa benämns i uppsatsen som uttryck och möjliga orsaker till psykisk ohälsa, ett förändrat samhälle, föräldrars ansvar och skolkurator i skolan som organisation. De olika teman som presenteras förklarar alla möjliga orsaker till psykisk ohälsa på olika nivåer och inom olika system som ungdomen ingår i. Det sistnämnda temat handlar stället om hur skolan arbetar med psykisk ohälsa och vad det innebär att vara kurator i den organisationen. Analys: Resultatet analyserades utifrån ett systemteoretiskt perspektiv och genom kognitiv stressteori samt utifrån tidigare presenterad forskning inom området unga och psykisk ohälsa. Slutsats: Utifrån respondenternas uppfattning kring utvecklingen av ungas psykiska ohälsa kan slutsatser av studien visa att kuratorerna framställer en bild av psykisk ohälsa som orsakad av flera samverkande faktorer som gäller både individuella och systematiska faktorer. Faktorerna har sin utgångpunkt i samhället, familj, prestationskrav i skola och den nya teknologin. Unga lyfts som en utsatt grupp vad det gäller psykisk ohälsa och framför allt unga tjejer.
33
Garcia, Alain. "Education et discipline au collège." Thesis, Bordeaux 2, 2013. http://www.theses.fr/2013BOR22025.
Full textAbstract:
Dans les collèges français, la question de l’éducation fait l’objet d’un traitement assez sombre : au niveau statutaire, elle marque en effet le faible prestige de certains personnels, ou de certaines matières enseignées. C’est le cas des conseillers et assistants d’éducation, ou, sur un autre plan, de l’éducation artistique, de l’éducation civique ou de l’éducation physique et sportive. La connotation négative de l’éducation apparaît aussi dans les discours quotidiens, enclins à dénoncer des carences. L’écart social entre les membres des classes moyennes cultivées et leurs élèves ne prédit pas, cependant, le niveau de tension. La construction d’un climat d’établissement joue en effet une fonction importante ; en second lieu, les situations éducatives les moins aisées obligent précisément à réfléchir en termes éducatifs. Il en ressort souvent un meilleur climat que dans des établissements peu exposés. Dans l’imaginaire des professionnels, le collège n’aurait d’autre but que d’organiser la succession de cours entre enseignants savants et apprenants captivés. Depuis les débuts de la massification, les professeurs appliquent en réalité des pédagogies « bricolées », sans rapport avec les principes idéels. Malgré ces adaptations officieuses, les collégiens sont pénalisés par la segmentation des cours, l’étouffement de l’esprit critique, la faible intégration éducative et la relégation du « sale boulot » de discipline. Dans les établissements favorisés, l’insuffisance démocratique incite plutôt à l’utilitarisme, et au développement d’une culture juvénile anti-scolaire ; dans les collèges populaires, les élèves en échec peuvent aussi opposer une violenceIn French colleges, the issue of education is poorly treated : at the statutory level, it marks the low prestige of certain personnel, or certain subject matter being taught. This is the case with counsellors (conseillers d’éducation) and teaching assistants (assistants d’éducation) or, on another level, with arts education, civic education or physical education. Education’s negative connotation is confirmed in people’s discourse, which is inclined to report deficiencies. The social gap between members of the cultivated middle class and their students does not, however, predict the level of tension. First, the construction of a school environment indeed plays an importance role ; what’s more, the most difficult educational situations are precisely the ones that require us to think in educational terms. The result is often a better environment than in institutions with little exposure to difficulties. In the minds of professionals, French colleges have no other purpose than to organise the succession of courses between scholarly teachers and captivated learners. From the beginning of mass schooling, teachers actually apply “tinkered” pedagogies, unrelated to imaginary principles. In spite of these unofficial adaptations, students suffer from the segmentation of courses, the stifling of critical thinking, poor educational integration and the relegation of disciplinary “dirty work”. In privileged establishments, the democratic deficit rather encourages utilitarianism, and the development of an anti-school youth culture ; in lower class French colleges students who are failing may also resist through other forms of violence
34
Lehner, Paul. "Les conseillers d’orientation dans l’enseignement secondaire (1959-1993) : un métier « impossible » ?" Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100198.
Full textAbstract:
Grâce aux apports de la sociologie de l’action publique, des groupes professionnels et de l’institution, on cherche à comprendre dans cette recherche, consacrée à une sociogenèse du métier de conseiller d’orientation de 1959 à 1993, l’échec (relatif) des conseillers d’orientation pour imposer, et, corrélativement, occuper un domaine de compétences stable, reconnu et valorisé, au sein de l’enseignement secondaire, de 1959 à 1993. Convoitant le champ de compétences du cycle d’observation des aptitudes des élèves – apparaissant dans l’Entre-deux-guerres -, les conseillers d’orientation n’intègrent qu’officiellement l’enseignement secondaire en 1959 avec la réforme de l’enseignement Berthoin. Néanmoins, l’examen du processus d’élaboration des politiques scolaires des années 1950 montre que leurs savoirs et pratiques professionnelles, hérités de la psychologie expérimentale, se heurtent aux logiques dominantes structurant les politiques scolaires, à savoir la préservation de l’ordre scolaire, « menacé » par l’explosion scolaire, et la recherche d’une adéquation de l’École avec l’économie. Ces finalités génèrent une redéfinition du métier de conseiller d’orientation dans les années 1960 neutralisant du même coup les dimensions critiques de leur expertise psychologique. Le conseiller d’orientation est alors censé dépister les « inadaptés scolaires » et informer les élèves des débouchés professionnels. Profitant de la critique de l’arbitraire, dénoncé notamment durant Mai-Juin 68, et de l’avènement de l’échec scolaire comme problème public légitime au début des années 1970, les conseillers d’orientation réussissent à préserver l’unité relative de leur métier et à occuper le champ d’intervention professionnelle de l’échec scolaire. Pour les acteurs des politiques scolaires, ils doivent participer à la fabrication du consentement des élèves à leurs destins scolaires et professionnels, mais doivent également assurer l’information professionnelle des jeunes. Le métier de conseiller d’orientation oscille entre ces deux finalités, y compris de 1981 à 1989. Sous le ministère de l’Education nationale de Lionel Jospin, l’idée du nécessaire consentement de l’élève à son devenir scolaire et professionnel est à nouveau au cœur de la politique scolaire. Elle s’inscrit dans le sillage de l’entreprise de modernisation de l’Ecole, nouvelle thématique au milieu des années 1980. C’est dans ce contexte que s’organise la revendication des porte-paroles des conseillers d’orientation d’être reconnu comme psychologue, statut protégé par la loi de mars 1985. Garantissant leur légitimité à intervenir dans le champ d’intervention professionnelle de l’échec scolaire, le statut de psychologue prémunit le groupe professionnel de redéfinitions illimitées de leur métier ou, du moins, en délimite le champ des possiblesThanks to the contributions of the sociology of public policy, of professions and of the institution, we try to understand in this research, devoted to a sociogenesis of the profession of guidance counsellor from 1959 to 1993, the (relative) failure of guidance counsellors to impose, and, correlatively, to occupy a stable, recognized and valorised jurisdiction within secondary education from 1959 to 1993.Claiming the tasks areas of the pupils' abilities observation cycle – appearing in the inter-war period -, the guidance counsellors only officially incorporate middle school in 1959 with the Berthoin education reform. Nevertheless, the examination of the school policy-making process of the 1950s shows that their professional knowledge and practices, inherited from experimental psychology, are confronted with the dominant logic of school policies, namely preservation of the school system, “threatened” by the school explosion, and the search for adequacy of the School with the economy. These aims generate a redefinition of the profession of guidance counsellor in the 1960s, neutralizing at the same time the critical dimensions of their psychological expertise. The guidance counsellor is then supposed to detect the "unsuitable pupils" and to inform the pupils of the career opportunities. Taking advantage of the criticism of arbitrariness, denounced in particular during the events of May-June 1968, and the advent of academic failure as a legitimate public problem in the early 1970s, guidance counsellors succeeded in preserving the relative unity of their expertise and in occupying the field of professional intervention of school failure. For policy-makers, they must be involved in making pupils' consent to their academic and professional destiny, but must also ensure the professional information of young people. The profession of guidance counsellor oscillates between these two purposes, from 1981 to 1989. Under the Lionel Jospin's Ministry of Education, the idea of the necessary consent of the pupil to his educational and professional future is once again at the heart of school policy. It is in line with the modernization of the School system, a new theme of the mid-1980s. In this context the claim of spokespersons of counsellors is organized. It aims at the recognition of counsellors as psychologists, a status protected by the law of March 1985. Guaranteeing their legitimacy to intervene in the tasks areas of academic failure, the status of psychologist protects the professional group from unlimited redefinitions of their profession or, at least, delimits the scope of possibilities
35
Bonnell, Perry. "The role of the school counsellor as consultant." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0034/MQ47438.pdf.
Full text
36
Eady, Jodi. "The secondary school guidance counsellor, a view from within." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63298.pdf.
Full text
37
Carlhed, Carina. "Medicinens lyskraft och skuggor : ― om trosföreställningar och symbolisk makt i habiliteringen 1960―1980." Doctoral thesis, Uppsala universitet, Pedagogiska institutionen, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8327.
Full textAbstract:
BAKGRUND Bakgrunden till denna avhandling är att erbjuda ett alternativt sätt att förstå habiliteringspraktik. Den teoretiska ramen i avhandlingen är Pierre Bourdieus fältteori, vilket innebär ett antagande att det sociala livet bygger på symboliska och kulturella trossystem med hithörande doxor, med egna slags symboliska ekonomier och dominansförhållanden. Analysen har inneburit att rekonstruera och analysera ett kampfält, det vill säga att studera agenter som företräder olika intressen och deras kamp för erkännande och tolkningsföreträde. Vad som framkommer i denna avhandling kan hjälpa till att belysa varför habiliteringen blev som den blev. SYFTE Avhandlingens syfte är att analysera trosföreställningar och symbolisk makt inom habiliteringsområdet - det vill säga det symboliska kraftfält som skapades av specifika gruppers formering, intressen och ställningstaganden kring barn och ungdomar med handikapp i Sverige under perioden 1960-1980. METOD Avhandlingen har en historiesociologisk ansats. I analysen har intressepositioner rekonstruerats utifrån tidskrifter som är knutna till fackförbund, intresseorganisationer samt till det socialmedicinska forskningsfältet. Bakom dessa tidskrifter finns således mobiliserade grupper som agerar kollektivt genom sina föreningar och förbund. Tidskrifterna är knutna till yrkesgrupper: läkare, sjukgymnaster, arbetsterapeuter, förskollärare, socionomer och psykologer samt till Förbundet för utvecklingsstörda barn, ungdomar och vuxna - FUB, Riksförbundet för Rörelsehindrade barn och ungdomar - RBU och Handikapporganisationernas centralkommitté - HCK (idag HSO). Även arkivmaterial avseende löner för de olika yrkesgrupperna har använts. Analysen har huvudsakligen rört gruppernas positioneringar i förhållande till den dominanta doxan men också den sociala basen för gruppernas positioner. RESULTAT Avhandlingens konklusion visar betydelsen av: a) historiska strukturer avseende medicinens särställning i samhället och utvecklingen av hälso- och sjukvården i stort samt omhändertagandet av barn med funktionshinder. b) offentliga utredningar som konsekrationsinstanser och sociala mobiliseringsprocesser var viktiga delar i uppbyggandet av symboliska ekonomier. c) myter och ideologier i utövandet av symbolisk makt. d) allianser mellan stat och medicinen samt mellan yrkesgrupper och klienter. Avhandlingen visar också styrkan i doxorna och vilka konsekvenser det kunde innebära att lämna ett socialt fält man var skolad inom. Samklangen mellan doxa och fält fanns inte riktigt i det nya sammanhanget, vilket innebär ett slags strukturella glapp. Konsekvenserna kunde vara att man hamnade i en parialiknande situation utan skydd från det fält man lämnade, likt en "avfälling" och dessutom att det mottagande fältet inte riktigt erkände dem. SLUTSATS Inom medicinens fält konstituerades under den här tidsperioden en "habiliteringssfär" där medicinens doxa var dominant. Genom sociala mobiliseringsprocesser och klassificeringsstrider bidrog dessa till skapandet av olika grupperingar, symboler och ömsesidiga erkännanden av vissa symboliska värden rörande hur man skulle se på omhändertagandet av barn med handikapp.BAKGRUND Bakgrunden till denna avhandling är att erbjuda ett alternativt sätt att förstå habiliteringspraktik. Den teoretiska ramen i avhandlingen är Pierre Bourdieus fältteori, vilket innebär ett antagande att det sociala livet bygger på symboliska och kulturella trossystem med hithörande doxor, med egna slags symboliska ekonomier och dominansförhållanden. Analysen har inneburit att rekonstruera och analysera ett kampfält, det vill säga att studera agenter som företräder olika intressen och deras kamp för erkännande och tolkningsföreträde. Vad som framkommer i denna avhandling kan hjälpa till att belysa varför habiliteringen blev som den blev. SYFTE Avhandlingens syfte är att analysera trosföreställningar och symbolisk makt inom habiliteringsområdet - det vill säga det symboliska kraftfält som skapades av specifika gruppers formering, intressen och ställningstaganden kring barn och ungdomar med handikapp i Sverige under perioden 1960-1980. METOD Avhandlingen har en historiesociologisk ansats. I analysen har intressepositioner rekonstruerats utifrån tidskrifter som är knutna till fackförbund, intresseorganisationer samt till det socialmedicinska forskningsfältet. Bakom dessa tidskrifter finns således mobiliserade grupper som agerar kollektivt genom sina föreningar och förbund. Tidskrifterna är knutna till yrkesgrupper: läkare, sjukgymnaster, arbetsterapeuter, förskollärare, socionomer och psykologer samt till Förbundet för utvecklingsstörda barn, ungdomar och vuxna - FUB, Riksförbundet för Rörelsehindrade barn och ungdomar - RBU och Handikapporganisationernas centralkommitté - HCK (idag HSO). Även arkivmaterial avseende löner för de olika yrkesgrupperna har använts. Analysen har huvudsakligen rört gruppernas positioneringar i förhållande till den dominanta doxan men också den sociala basen för gruppernas positioner. RESULTAT Avhandlingens konklusion visar betydelsen av: a) historiska strukturer avseende medicinens särställning i samhället och utvecklingen av hälso- och sjukvården i stort samt omhändertagandet av barn med funktionshinder. b) offentliga utredningar som konsekrationsinstanser och sociala mobiliseringsprocesser var viktiga delar i uppbyggandet av symboliska ekonomier. c) myter och ideologier i utövandet av symbolisk makt. d) allianser mellan stat och medicinen samt mellan yrkesgrupper och klienter. Avhandlingen visar också styrkan i doxorna och vilka konsekvenser det kunde innebära att lämna ett socialt fält man var skolad inom. Samklangen mellan doxa och fält fanns inte riktigt i det nya sammanhanget, vilket innebär ett slags strukturella glapp. Konsekvenserna kunde vara att man hamnade i en parialiknande situation utan skydd från det fält man lämnade, likt en "avfälling" och dessutom att det mottagande fältet inte riktigt erkände dem. SLUTSATS Inom medicinens fält konstituerades under den här tidsperioden en "habiliteringssfär" där medicinens doxa var dominant. Genom sociala mobiliseringsprocesser och klassificeringsstrider bidrog dessa till skapandet av olika grupperingar, symboler och ömsesidiga erkännanden av vissa symboliska värden rörande hur man skulle se på omhändertagandet av barn med handikapp.The dissertation examines the formation of specific groups, their interests and positions related to children with disabilities and their education and care in Sweden developed during 1960―1980. The theoretical framework is based on Pierre Bourdieu’s sociological theory of social space, which assumes that social life is based on symbolic and cultural systems of beliefs with respectively specific doxas and symbolic economies. Consequently, the analysis has focused on the agents’ position-takings and their struggle for recognition and preferential rights of interpretations. The reconstruction of a “habilitation sphere” was conducted through agents, their positions of interests and position-takings as analytical tools. The positions were mainly reconstructed on articles in journals of 10 professional organizations covering 6 occupations and 4 disability organizations. The occupational groups were paediatric doctors/child psychiatrists, physiotherapists, occupational therapists, social workers, psychologists and pre-school teachers. The other positions were related to the county council union, four disability organizations (DHR, FUB, RBU and HCK), two of which were parent organizations and in addition, the research field of social medicine. Other materials were e.g. reports of commissions of inquiry. In order to explore the social foundations of the occupational positions, materials from archives have been used. The conclusion shows the significance of: a) historical structures related to the exceptional position of medicine in society, the development of the Swedish health care system in general and the organizations of “special” children b) commissions of inquiry as consecration authorities and processes of social mobilization, both important contributions in shaping symbolic economies, c) myths and ideologies in the exercising of symbolic power, d) alliances between the state and medicine, and between occupational groups and clients. The analysis also shows the strengths of the doxas which could work as a shield for the agents but also as obstacles for external agents when entering the habilitation sphere.
Finns även tillgänglig för synskadade i s.k. DAISY-format.
38
Al-Ghamdi, Saleh Ali. "Perceptions of the role of the secondary school counsellor in Saudi Arabia." Thesis, University of Hull, 1999. http://hydra.hull.ac.uk/resources/hull:8039.
Full textAbstract:
The role and function of the school counsellor has always been a matter of controversy and confusion. Commonly school counsellors neither fill their defined role nor meet all students' needs. In Saudi Arabia this is exacerbated by a lack of professional identity and status, of a clearly defined role, and of administrative support and adequate facilities. This study exammes the performance and importance of the role of the school counsellor in Saudi Arabia through the perceptions of principals, teachers, students and counsellors themselves. Questionnaires were administered to 112 principals, 316 teachers, 451 students and 117 counsellors; semi-structured interviews were conducted with 9 principals, 14 teachers and 12 counsellors. Despite widespread support for counsellors there were considerable discrepancies in how different parties saw their role. Important functions were perceived as not being met. Counsellors were, and were seen to be involved in discipline and administrative tasks. Barriers to effective practice were shown to be: an absence of clear policy guidelines; poor resources; high student/counsellor ratios and lack of knowledge and cooperation from other school staff. Some ethical/professional issues were raised -like confidentiality- which indicated that without considerable structural change the service would continue to fail to meet either students' needs, or the expectations put upon it. The role of the school counsellor in Saudi Arabia needs to be more clearly defined, through training and (counselling) supervision, and assigned to qualified counsellors with facilities and the time to accomplish them successfully. Ultimately success will demand greater understanding of their role by all school staff whom might themselves benefit from training in counselling skills.
39
Yeung, Nancy Tsui Yee Education Faculty of Arts & Social Sciences UNSW. "The educational leader as counsellor implications for selection, appraisal and professional development for school leaders." Awarded by:University of New South Wales. School of Education, 2006. http://handle.unsw.edu.au/1959.4/27202.
Full textAbstract:
This study examined the literature on leadership and counselling to determine their similarities, and investigated how principals perceived their leadership role in terms of the theories of counselling and contemporary leadership. It further explored the implications of the findings for the selection, performance appraisal and professional development of principals. The research was divided into four stages. Firstly, the literature of effective counsellors and educational leaders was reviewed to find their significant similarities. Secondly, 116 principals from Government and Catholic primary, secondary and special schools in Sydney, NSW, Australia were involved in a Q-sort survey to prioritise what they deemed to be the essential emphases of effective educational leaders in schools. Analysis was by descriptive quantitative methods to provide a basis for subsequent interviews and qualitative analysis. Thirdly, structured interviews were carried out with thirteen of these principals to cast further light on the Q-sort survey results. Qualitative analysis was largely based on Bohm???s interpretation of Strauss???s axial coding paradigm. Fourthly, content analysis was carried out on formal documents of the NSW Department of School Education and the Catholic School System of the Sydney Diocese to determine the degree of congruence between selection criteria, criteria for performance appraisal and components of professional development programs for principals and the emphases in the literature and the responses of principals in this study. Contemporary literature on both leadership and counselling emphasised the importance of the leader???s/counsellor???s authenticity, empathy, respect, and effective communication skills. Principals prioritised these counselling-related attributes after a focus on students and strategic leadership but ahead of organisation, resource management, evaluating and controlling. Some ranking differences by gender, years of experience, type of school and school system were noted and discussed. Document analysis revealed that the criteria by which principals are selected, appraised and professionally developed do not include an emphasis on the counselling-related attributes which is commensurate with the importance afforded these attributes both in contemporary leadership theory and from the principals??? own view of their role. Implications of these findings for theory, practice and further research were explored and recorded.
40
Grant, Kathleen Patricia. "The importance of counsellor functions as perceived by school-related groups in West Vancouver." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30615.
Full textAbstract:
A counsellor task check list comprised of 168 tasks described in behavioral terms, was completed by 15/18 counsellors in West Vancouver. It, along with 11 statements which pertained to recommendations from the British Columbia Ministry of Education's 1980 Task Force report on counselling, provided the information necessary to design a survey instrument using a five point Likert scale. Its purpose was to support the thesis that although school-related groups: students, parents, teachers, counsellors, and administrators; would differ in their perceptions of the importance of counsellor functions, there would be some which would be rated high in importance among all five groups. A random sample of students in Grades 6, 8, 10, and 12 (n=360), and parents with children in Kindergarten to Grade 12 (n=360), as well as all the teachers (n=256), counsellors (n=15), and administrators (n=33) were surveyed. Return rates varied among the groups from a low of 17.9% for the parents to 54.5% for the administrators. Results obtained supported the thesis at both the elementary and secondary levels. Hierarchical lists for both levels ranked the items by average scores in order to illustrate the importance the groups as a whole placed on each task. Recommendations were then made to assist counsellors in the process of drafting and articulating a role and job description for themselves.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
41
Truong, Hanh Quah Theresa. "Reconsidering career education in secondary schools: Counsellor and student perceptions of career counselling." Thesis, Truong, Hanh Quah Theresa (2014) Reconsidering career education in secondary schools: Counsellor and student perceptions of career counselling. Masters by Research thesis, Murdoch University, 2014. https://researchrepository.murdoch.edu.au/id/eprint/24189/.
Full textAbstract:
Career counselling is central to facilitating high school students’ postsecondary goals. Research studies have revealed student dissatisfaction with career guidance, but how do counsellors respond? Dialogue between counsellors who provide guidance and students who are discontent with career planning services is scarce. Counsellor and student opinions need to be collaborated and communicated to each other for practical and relevant practice. This thesis considers counsellor and student perspectives to inform effective career education in secondary schools.
A mixed methods approach was used to examine existing policies in place at one Ontario high school. A survey of 35 Grades 11 and 12 students assessed student initiative towards, and opinions about, counselling. Interviews with 2 counsellors provided a more in-depth understanding of the counsellor-student discourse, contextualised realistic practice, and suggested methods to manage student expectations and needs.
Findings indicated complementary results. Students were largely confident in their postsecondary goals, but a smaller percentage credited counsellors for their success. A majority of students sought advice from their counsellors, but responded differently on the quality of guidance received. Many Grade 12 students felt they were not receiving enough exclusive and specific attention. Counsellors’ multifaceted responsibilities did not allow for special attention to the graduating class. Differences between counsellor and student perspectives lay in their respective opinions about effective practice. However, both parties felt more counsellors or lower student-tocounsellor ratios would benefit their working relationship and improve provisions for student needs.
Results suggest the need to better define counsellor and student responsibilities. Assessment of student concerns and counsellor responses support a proposal to infuse career development into other high school subject areas. Career education needs to encourage student independence and enforce student accountability for their career development.
42
Njoka, Evangeline Wanjira. "Guiding and counselling pupils in Kenyan public primary schools : headteachers and teacher counsellors role perceptions and experiences." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2463/.
Full textAbstract:
The purpose of this study was to determine the role perceptions of headteachers and the teacher counsellors in the guidance and counselling of pupils in public primary schools of Embu District, Kenya as well as determining whether there were any qualitative different ways in which respondents (headteachers and teacher counsellors) viewed and experienced these roles. In addition, the study established whether there were any significant differences between the respondents' role perceptions in guiding and counselling pupils and the selected demographic variables of age, sex, marital status, academic qualification, teaching experience, experience in management, training in guidance and counselling, school category and geographical location of school. The study also established if there existed any significant differences between headteachers' perceptions of teacher counsellor's role and the teacher counsellors' perceptions of their role. The study used a survey design with a multi-strategy research approach which provided both quantitative and qualitative data through questionnaires, interviews and observations. The data were analysed using both descriptive and inferential statistics. The inferential statistics employed were t-test and Analysis of Variance (ANOVA), which were used to test the hypotheses of the study at significance level of 0.05. The interview data were analysed phenomenographically. Both the headteachers and the teacher counsellors had high levels of perception of their roles in the guidance and counselling of pupils (4.57 and 4.52 respectively out of a maximum of 5.0). The headteachers' level of perception of the teacher counsellors' role was 4.54. The results obtained after testing the hypotheses indicated that there were no significant differences between headteachers' role perceptions and the independent variables of age, gender, marital status, academic qualifications, training in guidance and counselling, administrative experience, teaching experience, school category and geographical location of school. There were also no significant differences between teacher counsellors' role perceptions and the independent variables of age, gender, marital status, academic qualifications, training in guidance and counselling, administrative experience, and school category. In addition, there was no significant difference between the headteachers perception of the teacher counsellors' role and the perception of the teacher counsellors about their role. There was however a significant difference realised between teacher counsellors' role perceptions and the geographical location of school. Over half of the teacher counsellors (55.6%) and the majority of the headteachers (71.4%) had not received any basic training in the guidance and counselling skills. Observations carried out revealed that 90.7% of schools had not time-tabled for guidance and counselling and was only done when need arose. The majority did not have guidance and counselling offices (93.3%), reference materials (79.0%) and training materials (76.5%). Counselling atmosphere in more than half (57.0%) of the counselling sessions was found to be either tense or suspicious. Phenomenographic analysis of data revealed that there were qualitative different ways in which the respondents viewed and experienced their roles in the guidance and counselling of pupils. The pupils who needed guidance and counselling in public schools had socio-cultural, socio-economic, and academic problems or needs. Drug abuse (socio-cultural) was ranked as the most serious with alcohol being most abused. Early pregnancies and marriages were the leading causes of girl school drop outs, while drug abuse and child labour were the leading causes of the boys drop outs. The majority of the teacher counsellors (89.1%) and the headteachers (94.9%) missed out many functions despite having high role perceptions. Lack of support from the stakeholders; intensive poverty and widespread illiteracy; cultural/traditional practices; and negative media influence, were recorded as interfering with their role performance. Several suggestions to solve these problems were offered. Although the respondents listed several indicators of poor role performance in the guidance and counselling of their pupils, the majority still perceived their role performances to be either good or fair. The research findings have justified the need for change in the management of guidance and counselling and several recommendations have been put forward. Some suggestions for further research have also been included.
43
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.
Full textAbstract:
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.
44
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.
45
Munn, S. Melissa. "An examination of the perceptions of bereaved adolescents in relation to school counsellor support following a death." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0031/MQ62486.pdf.
Full text
46
McAuliffe, Catherine. "The development and implementation of a teacher support model that aligns school counsellor consultation with teacher collaboration." Thesis, Lancaster University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539655.
Full text
47
Alioska, Milifer. "Integration av mångkulturella elever i skolan : En kvalitativ studie från skolkuratorers perspektiv." Thesis, Högskolan Kristianstad, Sektionen för Hälsa och Samhälle, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8222.
Full textAbstract:
The Swedish school in today’s society is multicultural. One of the main questions is how to integratethese students in the Swedish society. The purpose with the study is to explore how schoolcounsellors’ work to promote the integration of multicultural students and what factors can influencethe integration of these students. To clarify this, the terms integration and multicultural are explainedand discussed.It is an qualitative study consisting of interviews. The interviewed informants are all school counsellors.These are specifically chosen based on that they work in schools with a high number ofmulticultural students. The work with integration has failed in Sweden, where it exists a separationbetween ”us” and ”them”, which makes them feel like outsiders. This separation also exists in theschool environment.Integration is a process in which Swedes and people with foreign background live together andwhere people understand each other and each others culture. A multicultural youngster is one who isgrappling to find himself between two cultures: who asks himself “who am I? and “who do I wantto be?” These school counsellors strive to work for an understanding between them and multiculturalstudents. An understanding for each others cultures and values. One factor that can hamperthe integration is if the student’s parents do not want their children to participate in classes whichare supposed to be against their religion or culture. Another factor that hampers the integration aresegregated schools and neighborhoods. In which these students never really participate in the Swedishsociety but live as they would in their homeland.
48
Abal, Mohammad Kazem A. H. "Counsellor's role and function as perceived by students, teachers and educational councellors at credit course secondary schools in Kuwait." Thesis, University of Hull, 1992. http://hydra.hull.ac.uk/resources/hull:3502.
Full textAbstract:
This study investigates the perceptions of teachers, students and educational counsellors regarding the role and function of educational counsellors in credit course secondary schools in Kuwait. A field study was carried out in ten credit course secondary schools located across Kuwait's five educational geographical zones. A sample of 300 students, 300 teachers and 30 educational counsellors completed a twenty-item questionnaire, the data from which were analysed using the SPSS statistical package. Differences in perceptions were found between the three groups, suggesting role conflict and ambiguity.To obtain information about the actual role of educational counsellors, all 32 educational counsellors from all the credit course secondary schools in Kuwait were interviewed, and were asked to complete a checklist, and answer a time-scale questionnaire. The results confirmed the view that role conflict and ambiguity are impairing the performance and lowering the morale of educational counsellors. Possible causes of the conflict are identified, and recommendations made for modification of the guidance and counselling programmes.
49
Åkerström, Karolina. ""Stress finns alltid med i bilden" : Skolrelaterad stress hos barn – en fråga för skolkuratorn?" Thesis, Högskolan Dalarna, Socialt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27116.
Full textAbstract:
Syftet med studien var att undersöka hur skolkuratorer beskriver skolrelaterad stress hos barn samt hur de i sin yrkesroll arbetar med frågor som rör skolrelaterad stress hos barn. Metoden i studien var kvalitativ och semistrukturerade intervjuer genomfördes med skolkuratorer arbetandes inom grundskolan. Studiens teoretiska tolkningsram var känsla av sammanhang (KASAM) och socialt stöd för att få en vidgad förståelse för barns skolrelaterade stress och skolkuratorns roll i det psykosociala arbetet med frågor som rör barns skolrelaterade stress. Studiens resultat visade att skolkuratorerna såg en hög förekomst av skolrelaterad stress hos barn och då främst relaterat till det sociala samspelet, prestationskrav och förväntningar i skolarbetet samt skolans organisatoriska struktur. Av studien framkom att skolkuratorerna ansåg att frågor gällande skolrelaterad stress är viktiga att arbeta med, på individ-, grupp- och organisationsnivå.The purpose of the study was to investigate how school counsellors describe school-related stress in children and how they work in their profession with questions related to school-related stress in children. The method in the study was qualitative and semi-structured interviews were conducted with school counsellors working in elementary school. The theoretical frame of the study was a sense of context (KASAM) and social support in order to gain a broader understanding of children's school-related stress and the role of the school-counsellor in the psychosocial work on children's school-related stress. The results of the study showed that school counsellors saw a high incidence of school-related stress in children, mainly related to social interaction, achievements and expectations in school work and the organizational structure of the school. The study found that school counsellors felt that school-related stress issues are important to work with at individual group and organizational levels.
50
Lindberg, Per. "Maskulinitet och femininitet som hinder och möjlighet : en kvalitativ studie av genus i skolkuratorns vardag." Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-24121.
Full textAbstract:
The purpose of this study was to illuminate the everyday work of school counsellors in the City of Stockholm with a gender perspective by studying the school counsellors ́ talk about masculinity and femininity. The aim was to reach an understanding of how parts of the counsellors everyday work are influenced by gender through the perspective of the school counsellor. The study was conducted using qualitative methods. Six school counsellors, five woman and one man, were interviewed. An interview method called thematically open interview was used to identify themes regarding aspects of gender in the school counsellors ́ everyday work. The theoretical perspectives that were applied during analysis were Judith Butlers ́ theory on gender performativity and Mimi Shippers ́ theory on gender hegemony. A qualitative data analysis was conducted using hermeneutic principles for interpretation. The results show that the school counsellors gave femininity and masculinity three different meanings, that gender influenced varying aspects of the counsellors work including the interaction with teachers, pupils, parents and principal and that indications of gender hegemony could be found in the stories told by four of the school counsellors. Further some school counsellors experienced gender as an obstacle to a larger extent than others.Syftet med denna studie var att belysa skolkuratorer i Stockholm stads vardagliga arbete ur ett genusperspektiv genom att studera hur skolkuratorer talar om maskulinitet och femininitet. Målet var att nå kunskap om hur delar av skolkuratorernas vardagliga arbete influeras av genus ur skolkuratorns perspektiv. För att genomföra studien användes kvalitativa metoder. Sex kuratorer intervjuades, fem kvinnor och en man. En Intervjumetod kallad tematiskt öppen intervju användes för att identifiera teman beträffande olika aspekter av genus i skolkuratorernas vardagliga arbete. Under analysen tillämpades Judith Butlers ́ teori om genusperformativitet och Mimi Schippers ́ teori om könshegemoni. En kvalitativ dataanalys genomfördes med hjälp av hermeneutiska tolkningsprinciper. Studiens resultat visar att skolkuratorerna gav femininitet och maskulinitet tre skilda betydelser, att genus influerade olika aspekter av skolkuratorernas arbete inklusive deras interaktion med elever, lärare, föräldrar och rektorer och att det är går att se tecken som tyder på förekomsten av könshegemoni i fyra kuratorers berättelser. Vidare upplevde vissa kuratorer i högre grad än andra kuratorer att genus utgjorde ett hinder i det vardagliga arbetet.