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Journal articles on the topic 'School counsellors'
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1
Tan, Soo Yin, and Chih Chin Chou. "Supervision Effects on Self-Efficacy, Competency, and Job Involvement of School Counsellors." Journal of Psychologists and Counsellors in Schools 28, no. 1 (December 21, 2017): 18–32. http://dx.doi.org/10.1017/jgc.2017.19.
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This research examined the effects of structured group supervision (SGS) on counsellors’ self-efficacy, counselling competency, and job involvement in Singapore. Twenty-one counsellors participated in six, 3-hour SGS sessions over 12 weeks with one qualified counselling supervisor. The counsellors had at least six months’ experience working as counsellors in schools or educational-related settings, such as student care centres. A single-group, before-after design was adopted. Pre- and posttest questionnaires were administered — Counselling Self-Efficacy Scale (CSES), Counsellor's Competence Self-Evaluation Scale (CCSS), and Job Involvement Scale (JIS) — to examine counsellor self-efficacy, counselling competency, and job involvement respectively. Paired-sample t tests were used to examine the impact of SGS on the three measures, whereas the Pearson correlation was used to examine the relationships among them. It was found that there was (a) a significant increase in mean scores for pre- and posttest scores for counsellor self-efficacy and counselling competency, but not for job involvement after SGS; and (b) a significant positive correlation among the three variables. With a better understanding of the SGS and the impact on counsellors, supervision practices can be improved and school counsellors can become more competent and confident.
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Suhaila, Ku, Nur Jannah, Mohd Izwan, Salleh Amat, and Syazwani Saadon. "Psychological Well-Being of School Counsellors Model." European Journal of Educational Research 11, no. 2 (April 15, 2022): 621–38. http://dx.doi.org/10.12973/eu-jer.11.2.621.
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<p style="text-align: justify;">The school counselor’s role is increasingly challenging with various demands of students’ problems and the issue of Coronavirus disease (COVID-19) pandemic also affect students’ psychosocial and mental well-being. Therefore, school counselors need to equip themselves with high psychological well-being as a self-care factor to deal with burnout, instability, and work stress. This study aims to develop Psychological Well-Being Model among school counsellors. A total of 330 secondary school counsellors from four districts in Selangor were selected as the respondents using the group random sampling method. Data were collected through translated questionnaire instruments, namely Self Compassion Scale, Counselling Self Estimate Inventory, The Assessing Emotions Scale, Spiritual Involvement and Beliefs Scale Revised, and Psychological Well Being-Ryff. Confirmation Factor Analysis (CFA) and Structural Equation Modeling (SEM) show that there is a significant positive relationship between self-compassion, counselling self-efficacy, emotional intelligence, spiritual intelligence, and the school counsellor’s psychological well-being. The findings also showed that self-compassion, counselling self-efficacy, emotional and spiritual intelligence affected 76.5% (R2 = 0.765) of variance in psychological well-being. This study is one of the earliest in presenting the school counsellor’s psychological well-being model who can contribute to Malaysian education. The implications of this study suggest that the elements of self-compassion, counselling self-efficacy, emotional and spiritual intelligence, and psychological well-being should be applied in the curriculum at the counsellor training level in university so that counsellors have adequate preparation in providing effective services in schools. The Ministry of Education Malaysia, on the other hand, needs to cultivate psychological well-being interventions regularly so that counsellors can always manage various students’ issues in schools as well as maintaining psychological well-being in terms of personnel and professionals.</p>
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FLORENCE ADEOTI, Yusuf, Ayoade Ejiwale Okanlawon, and Imran Moshood Adesile. "Challenges and Solutions: The Experiences of Newly-Qualified Counsellors." Journal of Education in Black Sea Region 6, no. 2 (May 21, 2021): 70–84. http://dx.doi.org/10.31578/jebs.v6i2.233.
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The emergence of the increases in the rate of different social vices among the adolescents in high schools calls for re-evaluation and updating of the existing operating counselling services in secondary schools' educational system. The study examined the challenges of the newly qualified school counsellors and the solution proffered. Six research questions were raised to guide the study. It adopted a mixed-method research approach. The results of the findings revealed that the lack of recognition of the role of counsellors in the school system was rated the highest among the challenges experienced by newly-qualified counsellors, non-referral of students who need to be sent to a counsellor by teachers was rated second. From the findings of the study of the awareness campaign on the importance of counselling through various media, the finding “more time should be allotted to practicum for counsellors in training” was the highest-rated as the solution to the challenges experienced by newly-qualified counsellors. The results obtained from the study also revealed that male counsellors might be experiencing different challenges from their female counterparts. The results of the study also show a significant difference in the challenges experienced by newly qualified counsellors based on school type. The findings revealed that there is a significant difference in the solution provided by newly qualified counsellors based on gender. The results also show that the solution provided by a counsellor from private schools does not differ from that of their public schools’ counterpart. Based on the findings of the study recommendations were made: government should provide public enlightenment programmes to parents, school administrators, teachers, and students through jingles, posters, billboards on the need to embrace counselling in the school system and make use of the facility. National University commission should revise the counsellor training programme and increase the period allocated for practicum for the counsellor in training in order to equip them for the tasks ahead.
Keywords: challenges, solutions, experiences, newly qualified counsellors
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Gregorčič Mrvar, Petra, Metod Resman, Jana Kalin, and Jasna Mažgon. "Cooperation between head teachers and professional school counsellors in Slovenian schools." Management 24 (May 29, 2019): 89–106. http://dx.doi.org/10.30924/mjcmi.24.si.6.
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The characteristics of cooperation between head teachers and school counsellors are presented theoretically and empirically. Distributed leadership means that head teachers do not lead schools through school-based educators but rather together with them, with school counsellors playing an important role. Numerous research studies demonstrate that a strong head teacher–school counsellor relationship is a crucial component of meeting the vision, goals and well-being of the school. The findings of our research study, conducted among head teachers and school counsellors, show positive attitudes of both groups towards mutual cooperation. Both considered the cooperation to be good or very good, the head teachers rated it even better. It is interesting to observe that the head teachers found more support in school counsellors than vice versa. Also, more of the head teachers said they saw school counsellors as partners than did the school counsellors. It thus remains to be seen how school counsellors’ perception of the school leadership’s support in their work could be strengthened and how head teachers could be encouraged to support the work of the school counselling service even more, so that this relationship becomes reciprocal and that each party’s ability to perform their work will be enhanced by the strong relationship.
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Pandang, Abdullah, Soli Abimanyu, Alimuddin Mahmud, and Sulaiman Samad. "Factors Affecting Competence of School Counselors in South Sulawesi." Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling 4, no. 2 (March 17, 2019): 145. http://dx.doi.org/10.26858/jpkk.v4i2.8657.
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This article aims at exploring the profile of school counsellor’s competency in South Sulawesi, Indonesia, and factors that affected it. The study used quantitative approach, involving four independent variables, age, work experience, educational background, and professional certification experience of the school counsellor, and one dependent variable, the score of the competency test. The population of the study was 1949 school counsellors who took competency test administered by the Ministry of Education and Culture in 2015. There were 322 samples taken using proportional random sampling technique, representing school counsellors from SMP (junior high school), SMA (senior high school), and SMK (vocational schools). The result of the study showed that the average score of the competency test was still below the minimum standard set by the Government. The study also presented that there was a negative influence between age and the score, and positive influence between educational background and teacher certification program, and the results of competency test. Yet, it was found there was no significant influence between working experience and the results of competency test.
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Fung, Suk Chun. "Counsellors in Hong Kong Primary Schools: On Becoming Visible Counselling Professionals." Global Journal of Health Science 11, no. 12 (October 9, 2019): 80. http://dx.doi.org/10.5539/gjhs.v11n12p80.
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This article examines the implications of a new school counselling policy, namely, ‘one school social worker for each school’, for the professional identity of school counsellors and guidance and counselling services in Hong Kong primary schools. This paper reviews primary school counselling development since the 1970s with a focus on workforce planning. As a result, it identifies two themes: (1) counselling workforce planning has gradually shifted from purely government-led to more school-based planning, and (2) school counsellors with master’s-level counselling training qualifications are not adequately recognized in primary school settings. Making school counsellors visible to school principals, the Education Bureau and the public before the full implementation of the new policy in 2021/2022 is critical. The strategic positions of counsellor educators and counselling associations that are central to the advancement of the professional identity of school counsellors are discussed.
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King, Catherine, Mirjana Subotic-Kerry, and Bridianne O'Dea. "An Exploration of the Factors Associated with Burnout Among NSW Secondary School Counsellors." Journal of Psychologists and Counsellors in Schools 28, no. 2 (April 3, 2018): 131–42. http://dx.doi.org/10.1017/jgc.2018.5.
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School counsellors play an important role in supporting student mental health but face several challenges that may increase their vulnerability to burnout. This study aimed to explore the factors associated with burnout among school counsellors in secondary schools in New South Wales (NSW), Australia. A cross-sectional, online survey was conducted to measure demographics, school counsellor background, school context, school counselling practice, openness towards evidence-based practices, and use of online resources. The final sample consisted of the 125 participants who responded they had (n= 65) or had not (n= 60) experienced burnout. Most participants were female (86%), with an average of 9 years’ experience (SD= 7.0). Burnout was associated with lower workload manageability, lower satisfaction with school mental healthcare, greater impact of work stress upon wellbeing, and greater frequency of providing care outside of school hours. No other significant associations were found. This study reinforces that school counsellors are vulnerable to burnout and that measuring job overload may help to identify those at increased risk. School counsellors may also benefit from additional support for students who require care beyond school hours. Greater awareness about the risks of burnout, coupled with efforts to improve resource allocation within the school setting, may improve school counsellors’ sustainability and optimise the mental healthcare available to students.
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Barletta, John. "Supervision for school counsellors: when will we get what we really need?" Australian Journal of Guidance and Counselling 6, no. 1 (November 1996): 1–8. http://dx.doi.org/10.1017/s1037291100001448.
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This paper addresses the issues associated with providing quality supervision for school counsellors. The variety of tasks that are required of school counsellors makes it essential that appropriate supervisory support is provided by the employer. Clinical supervision should be carried out by a counsellor who has training in supervision methods and techniques, as well as clinical experience in the tasks being supervised. Administrative supervision can be conducted by a member of the school administrative team. School counsellor competence can be developed in the workplace with the support of a colleague or supervisor until expertise develops.It is accepted that supervision is a crucial part of the professional support for counsellors. Bernard and Goodyear (1992) suggest that supervision serves three basic and important purposes. First, supervision ensures that those entering the profession have appropriate fundamental skills, second, it enhances the functioning of counsellors, and finally, it ensures the quality of service to clients. The supervisor needs to be competent not only in the process of supervision and the specific issues within the educational setting, but also aware of the particular preference of style school counsellors have for supervision, which research has found tends to be quite directive (Usher & Borders, 1993).
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Jupp, J. J., and M. Hudson. "Counsellor and client perceptions of client problems." Queensland Journal of Guidance and Counselling 3 (November 1989): 51–64. http://dx.doi.org/10.1017/s1030316200000170.
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This study examined the mutual awareness of counsellors and clients about clients' problems and considered the extent to which counsellors and clients agreed about problems. To investigate these issues data were obtained by the administration of questionnaires to 10 school counsellors and their next 10 adolescent clients. Results suggested that counsellors were aware of client problems in 42% of cases. Clients were aware about how counsellors viewed their problems in 17% of cases. There was agreement between counsellor and client about client's problems in 22% of cases. Effects of a number of variables on perceptions about problems were also investigated. Type of referral (self, other) and approach taken by counsellor did not influence perceptions. Having background information about clients appeared to impede counsellors' awareness about problems and degree of agreement between counsellors and clients about the nature of problems. Number of previous interviews with clients and the length of experience of counsellors also affected counsellor/client perceptions.
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Sakız, Halis, and Mehmet Sarıçalı. "Paradigmatic Challenges in School Counselling: Correlates and Reflections on Practice." Journal of Psychologists and Counsellors in Schools 29, no. 01 (October 30, 2018): 69–81. http://dx.doi.org/10.1017/jgc.2018.23.
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We examined the paradigmatic position of school counsellors as it relates to their practice. A survey and interviews were conducted with counsellors, counsellor educators, and teachers. Findings demonstrated that counsellors lacked skills regarding theoretical orientation and applications, counselling practices remained arbitrary and less effective due to the confusion experienced in the adaptation and application of counselling approaches, and the confusion in paradigms stemmed from problems in the identification of local needs, direct transfer of Eurocentric paradigms, training, and professional roles.
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Kissi-Abrokwah, Bernard, Anontise Isaac Aboyom, Ebenezer Bamfo Aidoo, Grace Mensah, and Hansen Akoto-Baako. "Influence of School Counsellor’s Demographic on the Provision of Guidance Services in Senior High Schools in Ghana." European Journal of Humanities and Social Sciences 1, no. 5 (October 27, 2021): 27–35. http://dx.doi.org/10.24018/ejsocial.2021.1.5.154.
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This study investigates how school counsellor’s demographics influence the provision of guidance services in senior high schools in Ghana. The study was underpinned by a positivist philosophical viewpoint where a quantitative approach and the descriptive survey was used to assess how school counsellor’s demographics influence their provision of guidance services. A self-developed questionnaire was used to collect data from respondents. A total of a hundred and thirty-six (136) respondents was selected on a purposive base. The study found out that there was a significant difference between the age, gender, experience and academic qualification of counsellors have an influence in the provision of guidance services in SHSs in Ghana. The study also revealed that orientation, information and counselling services were adequately performed in SHSs, but consultation and follow-up were the least provided services. The study recommended that the Ministry of Education should ensure that the employment criteria for school counsellors should be based mostly on academic qualification and experience. Finally, the Ministry of Education and Ghana Education Service should organise seminars for school counsellors frequently to have rudimentary knowledge and skills to help them in practice.
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Ďurišová, Libuše. "Career Counselling at Primary Schools: Survey Research among Career Counsellors." Lifelong Learning 6, no. 2 (2016): 23–54. http://dx.doi.org/10.11118/lifele2016060223.
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Aim of this empirical study was to obtain a profile of professionals providing career counselling at primary schools in Zlín District (called career counsellors), map the material conditions, propagation and availability of career counselling at schools, including office hours of career counsellors, identification of information sources career counsellors use, ways of their cooperation with pupils’ parents in deciding about further education, what are the other subjects career counsellors cooperate with, discovering problems connected to career counselling at primary schools, comparison of the level of accordance of our results with the results of researches in the field of career counselling realized at the schools in previous years and creating a vision of primary school career counselling. Empirical data collection was carried out in the school year 2013/2014 through electronic questionnaires and content analysis. Quantitative analysis of the questionnaire data confirmed findings of previous researches, that career counsellors are usually teachers with long practice and experience, who perform the function of education counsellor. Improvement appeared both in the field of professional training and in material support and working environment of career counsellors. Analysis further showed that career counsellors belong amongst important factors providing pupils with information concerning the options of further education and through the part they take in the teaching of the educational area Man and the World of Work they help pupils to create a realistic professional goal and provide them with necessary competences. Apart from the positives the analysis discovered also some insufficiencies—in cooperation both with parents and regional companies—potential future employers of pupils finishing the school. Qualitative content analysis enabled to identify problems in career counselling and visions of career counsellors about how should the career counselling and primary schools should look like.
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Atli, Abdullah. "Understanding the first year of novice school counsellors." Journal of Psychologists and Counsellors in Schools 30, no. 1 (March 3, 2020): 82–93. http://dx.doi.org/10.1017/jgc.2020.4.
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AbstractPrevious research shows that the first year of a school counsellor’s career is one of the most critical stages. However, despite this importance, there is a limited number of studies that examine what novice school counsellors experience during their first year. The primary purpose of this qualitative study is to examine in detail the common experiences of novice school counsellors who have worked the first year of their professional career and to explore comprehensive themes regarding these experiences. Following a purposive sampling strategy, 33 school counsellors who started their profession in 19 different cities of Turkey were interviewed. As a result of the thematic analysis, five major themes emerged describing the first-year experiences of school counsellors: ‘Introduction’, ‘Fighting against Prejudices’, ‘Organising Counselling Service Room’, ‘Incongruence between Training and Work Definitions’, and ‘Longing for College Years’.
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Esther, Lawal Oluwabukola, and Atoyebi Adeola Olusegun. "Counsellors’ Competence in Managing School Related Crises in Southwestern Nigerian Universities, Nigeria." Bangladesh Journal of Multidisciplinary Scientific Research 2, no. 1 (April 5, 2020): 33–39. http://dx.doi.org/10.46281/bjmsr.v2i1.537.
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The study ascertained the availability and adequacy of trained guidance counsellors in south-western Nigerian universities. It also investigated the common crises in the universities; determined and examined the level of counsellors’ competence in managing crises in South-western universities. These were with a view to providing information on some factors that could influence crises management in the universities by universities guidance counsellors. The study adopted a descriptive survey research design. The population for the study comprised all guidance counsellors in southwestern Nigerian Universities. The sample size comprised 128 respondents in southwestern universities and three states (Osun, Oyo and Ogun) were also selected from six states (Oyo, Osun, Ogun, Ekiti, Ondo and Lagos) in southwest Nigeria using simple random sampling technique. Two instruments were used to elicited information for the study, namely: Checklist of Availability & Adequacy of Counsellors (CAAC) and Counsellors’ Competence Scale (CCS) Data collected were analyzed using percentage, chis-square and multiple regressions. The result showed that the availability and adequacy of trained guidance counsellors in Southwestern Nigeria universities were not adequate, federal 27(93.1%) state 19(100.0%) and private 35(97.2%). The result also revealed common crises in the southwestern Nigerian universities showing truancy has the commonest crisis in the school with 3(4.0%), followed by drug abuse 9(10.9%) , cultism is the third one 9(10.9%)and so on. Furthermore, the result of this study showed how competent school counselors are, with federal universities having the most competent counselors 8(27.6%), followed by state university with 4(21.0%) and private university with 7(19.4%). The result showed the difference in the competence of the universities counsellor based on the institutions F-ratio (F = 3.409 and Sig = 0.035), the difference in the competence of the universities counsellor based on the institutions is significant at p < 0.05.It was concluded that counselor competence had significant relationship with school crises management.
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Kurniawan, Luky, Dhanang Suwidagdho, and Ruly Ningsih. "Psychological well-being: The impact of student perceptions on guidance and counseling teachers." KONSELI : Jurnal Bimbingan dan Konseling (E-Journal) 8, no. 1 (May 31, 2021): 61–68. http://dx.doi.org/10.24042/kons.v8i1.7619.
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The increasingly complex problem becomes a challenge for guidance and counselling teachers or counsellors as professional helpers. The ideal guidance and counselling teacher or counsellor figure is expected to answer the challenges of the current millennial era. The objectives to be achieved in this study are to obtain an overview of students' perceptions of the ideal guidance and counselling teacher and to find out the relationship between student perceptions and the level of welfare of Senior High School students. The research subjects of Senior High School students in Yogyakarta. The object of this research is, Perceptions of students, Figure of ideal guidance and counselling teachers, The level of well-being of students at Senior High School students in Yogyakarta. The method used for data collection using a questionnaire. The results showed a significant relationship between student perceptions of guidance and counselling teacher figures with the level of psychological well-being in schools. The counsellor's ability to understand himself and see a problem from the point of view of others will have an impact on students' perceptions of the counsellor. These results imply the importance of guidance and counselling teachers to continue to develop professionalism in schools so that students can be served well, and have an impact on the psychological well-being of students.
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Riggs, Damien W., and Clare Bartholomaeus. "The Role of School Counsellors and Psychologists in Supporting Transgender People." Australian Educational and Developmental Psychologist 32, no. 2 (December 2015): 158–70. http://dx.doi.org/10.1017/edp.2015.19.
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As growing numbers of transgender people — including students, parents, and educators — become visible within schools, so comes with this the requirement that schools ensure their full inclusion. This article suggests that school counsellors and psychologists have an important role to play in supporting transgender people within schools. As an initial scoping of this suggestion, the article reports on findings from two Australian surveys: one focused on cisgender parents of transgender children, and one focused on cisgender school counsellors and psychologists in regard to their capacity for working with transgender people. The findings suggest that while the parent sample had largely negative experiences with school counsellors, the professional sample reported a high level of confidence in working with transgender people, although differences in gender and religiosity impacted upon school counsellors’ and psychologists’ acceptance of transgender people, and clinical knowledge for working with transgender people. The article concludes by advocating for ongoing training for school counsellors and psychologists in regard to working with transgender people, in addition to outlining the role that school counsellors and psychologists can play in facilitating a whole of school approach to transgender issues.
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Guler, Deniz, and Esra Ceyhan. "School counsellors’ resilience in Turkey: A phenomenological study." Journal of Psychologists and Counsellors in Schools 30, no. 2 (October 14, 2019): 185–201. http://dx.doi.org/10.1017/jgc.2019.16.
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AbstractResilience is a crucial personal characteristic of school counsellors to protect and maintain their wellbeing against the effects of occupational stress factors in school settings. However, there has been a lack of research investigating school counsellors’ resilience in Turkey. Therefore, this study aims to explore the resilience of school counsellors working in schools with at-risk students in terms of stress and protective factors. The study was conducted using a qualitative research method with a phenomenological approach. The data were collected through semistructured interviews from 10 school counsellors working in schools with at-risk students. The data analysis was carried out with an inductive approach using an NVivo 11 software package program. The analysis revealed a variety of findings, both positive and negative, regarding the resilience of school counsellors. In this scope, three interrelated themes emerged as ‘Occupational Stressors’, ‘Personal Factors: Strength versus Vulnerability’, and ‘Positive and Negative Results: Happiness and Satisfaction versus Helplessness and Burnout’. The results show that school counsellors working in schools with at-risk students experience a variety of occupational stresses and that their experience of happiness and satisfaction, or helplessness and burnout, depends on a level of strengths or weaknesses with reference to personal factors.
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Ashman, Adrian F., Robyn Gillies, and Sam Beavers. "Counsellor roles and perceptions of training." Journal of Psychologists and Counsellors in Schools 3 (November 1993): 1–14. http://dx.doi.org/10.1017/s1037291100002107.
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This paper reports the findings of a study that involved 236 primary and secondary school counsellors employed by the Queensland Department of Education. The study was undertaken as a formative evaluation process prior to the redevelopment of the counsellor education program offered by the Department of Education at The University of Queensland. The survey questionnaire asked informants to evaluate the importance of various practices and skills and the degree to which these were developed during training. Another section of the questionnaire asked counsellors to identify the relevance of several conceptual or knowledge bases to their day-to-day counselling practice and, again, how well these were covered during counsellor training. The results have provided an understanding of the identity of counsellors in primary and secondary settings based upon their perceptions, and indicated areas in which counsellor education can be augmented.
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Dianovi, Agatha, Damayanti Siregar, Indi Mawaddah, and Suryaningsih Suryaningsih. "Guidance and Counselling in Education." World Psychology 1, no. 2 (August 28, 2022): 27–35. http://dx.doi.org/10.55849/wp.v1i2.95.
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The Guidance Teacher or counsellor is someone who is responsible for providing guidance and counselling in schools consciously towards the development of student's personalities and abilities both from physical and spiritual aspects so that students are able to live independently and fulfil their various developmental tasks as creatures of God in addition to individual beings and social, moral, religious, and cultural beings. Counselling is an effort to help individuals through a process of personal interaction between counsellors and counsellors so that counsellors are able to understand themselves and their environment, be able to make decisions, and determine goals based on the values they believe in so that counsellor feels happy and effective in his behaviour. Guidance Counselling is in a key position in an educational institution, namely a school institution, as a support for the progress or retreat of the quality of education. The role of guidance and counselling in improving the quality of education is not only limited to academic guidance but also personal, social, intellectual, and value-giving guidance.
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Donald, Sara L., and Emma E. Walter. "Examining the relationship between perceived worry and self-efficacy in NSW department of education school counsellors." Journal of Psychologists and Counsellors in Schools 32, no. 2 (November 9, 2022): 148–58. http://dx.doi.org/10.1017/jgc.2022.7.
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AbstractThis study investigated the relationship between perceived worry and self-efficacy, with particular attention to job role in Australian school counsellors working in the New South Wales (NSW) Department of Education. Ninety-eight school counsellors (N = 98, Mage = 44.97, SDage = 10.89; 92% female) comprised the sample group, stratified across three job roles: Senior Psychologist Education, School Counsellor, and School Counselling in Training. Data collection tools were the Penn State Worry Questionnaire and the Psychologist and Counsellor Self-Efficacy Scale. Data were analysed using the Pearson product-moment correlation and a multivariate analysis of variance (MANOVA). We found a weak negative association between perceived worry and self-efficacy of significance (p = .018). Findings demonstrated a significant effect (p < .001) of job role on the combined dependent variables although the effect was small. Examination of the between-subjects effects demonstrated that role had a significant effect for self-efficacy, but not for worry. Post-hoc analyses showed that individuals in roles of seniority reported higher self-efficacy and lower perceived worry when compared with counsellors in training. Future studies would likely benefit from a more comprehensive consideration of demographic data to ascertain other variables that may be contributing to levels of worry and self-efficacy.
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Emike, Ali Esther. "Influence of School Counsellors in Study Habit of Asolescents in Some Selected Schools in South – West Nigeria." International Journal of English Language, Education and Literature Studies (IJEEL) 1, no. 2 (2022): 1–5. http://dx.doi.org/10.22161/ijeel.1.2.1.
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Cousellors assists students in their study habits which include learning and concentration. Study habits have been a major concern for both students, school counsellors, parents and teachers. The work focuses on influence of school counsellors in the study habits of in-school adolescents in Nigeria. The study was carried out in secondary schools in south-west, the design adopted for the study was ex-post facto research design. Four hundred (400) participants were used for the study, these include (50) school counsellors, (50) were teachers, while ( 150 male and 150 female) were students. Two Questionnaires was used for the study, which was 30 items for Students Study Habits Questionnaire (SSHQ) and 50 items for Counselling Services for Students and Teachers questionnaire (CSSTQ). Testing for the study was at 0.05 level of significance. Findings of the study showed that school counsellors has impacted on study habits of adolescents in school using mainly learning, concentration, academic and personal-social counselling method to aid the students. Scholars recommend that school counsellors should encourage the use of library among students in schools.
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Abubakar, Isa Ado. "Career Guidance Services in Public Senior Secondary Schools in Kano, Nigeria." Asian Journal of University Education 15, no. 2 (December 27, 2019): 27. http://dx.doi.org/10.24191/ajue.v15i2.7554.
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The study examines career guidance services provided by school counsellors in secondary schools in Kano state. The study used 387 sample respondents drawn through purposive sampling from randomly selected schools. Questionnaire instrument with satisfactory psychometric properties was employed in data collection process. The results show that school counsellors assist students to identify their strength, abilities and learning style, help students to make appropriate career pathway selection, set educational and career goals, search for information about careers and work choices. However, school counsellors underperform in helping students to make future educational planning, college selection and placement. Moreover, no significant difference was found among gender excepts in educational Planning, college selection and placement with female students having better educational planning, college selection and placement. It is concluded that the school counsellors play greatly in the area of career decision making, goal setting and personal awareness. However, it is recommended that school counsellors should improve services involving future educational planning, college selection and placement.
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Tunnecliff, Sheryl, and Patrick O'Brien. "The Value of Using Sandplay as a Tool for Counselling Within a School Setting." Australian Journal of Guidance and Counselling 14, no. 2 (December 2004): 221–32. http://dx.doi.org/10.1017/s1037291100002521.
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This paper proposes that sandplay can be a useful tool for counsellors within the school setting. It follows previous work by O'Brien and Burnett (2000a, 2000b; O'Brien, 1999), who proposed that sandplay allows the counsellor to integrate all eight intelligences proposed by Howard Gardner (1983). A short historical account of sandplay therapy is followed by a discussion of its therapeutic value, aims and client–therapist relationship. The authors propose that sandplay uses a combination of spoken language, deductive reasoning, art and music therapy, symbols, narratives, and social and intrapersonal skills. This combination is inclusive of children with disabilities and appreciates the diversity all learners bring into the counselling sessions. Constraints on its effective use in schools are also discussed. The conclusion encourages counsellors to overcome the constraints and use sandplay on a regular basis within the school setting.
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Goldman, Juliette D. G., and Usha K. Padayachi. "Factors influencing school counsellors' decision not to report child sexual abuse." Children Australia 27, no. 1 (2002): 28–37. http://dx.doi.org/10.1017/s1035077200004946.
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Using a state-wide sample of 122 school counsellors (52 males and 70 females) in Queensland, Australia, factors which influenced their decision not to report child sexual abuse were examined. These factors were a lack of evidence; lack of confidence in the authorities to accurately evaluate or protect sexually abused children; adverse effects on the family's social standing in the community; potential to break up the family; and the fear of breaking counsellor-client confidentiality. Further, school counsellors were not likely to report all cases of child sexual abuse when they suspected it, thus confirming the popular belief that child sexual abuse is under-reported by them.
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Alhassan, Awal Mohammed. "Adult Immigrants’ Perceptions of Career and Vocational Education and Factors Influencing Their Decision to Peruse a Vocational Programme of Study." International Journal of Social Sciences and Humanities Invention 5, no. 12 (December 12, 2018): 5132–39. http://dx.doi.org/10.18535/ijsshi/v5i12.08.
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This study was conducted with 400 students and 8 secondary school counsellors to find out factors that affect decision making of adult immigrant students from secondary schools with regard to their career and vocational study choices in Akershus county of Norway. Three sets of questionnaires were employed to gather the data. Descriptive statistics was used to analyze the data. The study revealed that the adult learners were satisfied to make individual decisions based on their personal evaluations of interests, abilities and capabilities more than any other factors such as school counsellors, teachers and parents. While the choices of vocational study of these adult learners was based on school counsellors` influence and other socioeconomic factors, academic program choices was based on self- motivation and interest. The study recommends the involvement of all stakeholders by the school counsellors to improve the implementation of career and vocational guidance programs for adults in all secondary schools.
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Francis, Valerie, and Adele Prosser. "Does Vocational Guidance Become Gendered When Discussing Construction?" Australasian Journal of Construction Economics and Building - Conference Series 1, no. 1 (February 5, 2013): 73. http://dx.doi.org/10.5130/ajceb-cs.v1i1.3157.
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The Australian construction industry is highly reliant on the local labour force and those employed within it undertake a wide variety of roles ranging from labouring to management. In the past 20 years construction has seen record levels of employment; however lack of skilled labour is becoming problematic. Australia, like most industrialised countries, has an ageing population due to falling birth rates, increased life expectancy and the ageing of the large post-World War II ‘baby boom’ generation. Deciding on a career is one of the most fundamental activities in a young person’s life and the role of the school career counsellor is crucial in this process. This research examined secondary school career counsellor’s knowledge of construction, their perceptions of it as a good career choice and how often they directed male and female students to investigate construction as a career. Comparisons using paired t-tests found career counsellors perceived construction to be a better career option for young men, and directed them more frequently than women, to explore construction careers. The findings also indicate that an educative model, where students and counsellors gain firsthand knowledge from people working in the industry, may counter negative gender stereotypes associated with this area of work and encourage more young people, both male and female, to consider a career in the construction industry.
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Putri, Tesa Restika, Agus Supriyanto, Sri Tutur Martaningsih, and Ulfa Danni Rosada. "School Counselor Professional Competence (PC-SC): Social Media Utilization in Guidance and Counselling Services (GC-S)." Counsellia: Jurnal Bimbingan dan Konseling 12, no. 1 (May 24, 2022): 36. http://dx.doi.org/10.25273/counsellia.v12i1.10846.
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<span lang="EN-US">The school counselling profession has challenges in pandemic or post-Covid-19 pandemic conditions for self-development and alleviation of student problems. Current conditions limit all access to learning as well as GC-S (GC-S). The social media utilization becomes an alternative supporting GC-S. The goal of this research is to evaluate the use of social media by school counsellors to support GC-S in schools. Mix-method research with sequential transformative design through quantitative data backed by qualitative data. The research targets were 90 students and three school counsellors with questionnaires and interviews. Analysis of questionnaire data was quantitative with standard deviation and percentage, and then interview data was descriptive qualitative. The result of the study is that school counsellors have used social media to support GC-S with good categories. School counsellors use two primary social media, namely WhatsApp and YouTube, because of the access and convenience for students, although not all students can interact, discuss, and participate actively. Counsellors need to be more active and creative during a pandemic or post-Covid-19 pandemic in GC-S with various technologies in GC-S.</span>
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Hyndman, Ken, and Bill Patching. "Common Sense Assumptions and Language in Career Counselling." Australian Journal of Career Development 4, no. 2 (July 1995): 35–39. http://dx.doi.org/10.1177/103841629500400211.
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Counsellors and clients enter career counselling with assumptions that effect the process and outcomes of counselling. Common sense assumptions are assumptions that are implicit in interactions and of which people are generally unaware. This article argues that there is a need for counsellors to be aware of these assumptions and acknowledge how they may influence the use of language in the counselling process. Segments of career counselling interactions between school counsellors and secondary students were reviewed using four language study techniques to identify assumptions implicit in the interactions. The results showed that the career counselling sessions were dominated by the counsellor who had a tendency to lead the discussion and outcomes. This confirmed the view of other researchers, who indicate that despite advances in career counselling theory, the counselling process has been limited by the approach of counsellors who have continued to rely on a directive trait and factor approach. Recommendations for addressing the situation are offered.
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Colmar, Susan. "Applied Practices — Perspectives From the Field." Australian Journal of Guidance and Counselling 23, no. 2 (September 20, 2013): 271–72. http://dx.doi.org/10.1017/jgc.2013.21.
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The two articles in the Applied Practices section of the current journal provide interesting contrasting views of the role of school psychologists and school counsellors. In the article ‘Lest We Forget’, the negative ramifications of budgetary constraints on the services of Guidance Counsellors (as they are known in Ireland) are fascinating, complex and timely in considering similar issues that have arisen or are threatened in a number of school counselling jurisdictions. McGuckin and O'Brien also point out the potential advantages of professional associations such as the Australian Psychologists and Counsellors in Schools (APACS), which is the new name of the association that publishes this journal.
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ÇITAK, Şenel, and Hikmet YAZICI. "Risky Behaviours of High School Students and School Counsellors’ Interventions." Participatory Educational Research 9, no. 6 (November 1, 2022): 453–73. http://dx.doi.org/10.17275/per.22.148.9.6.
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Risky behaviors (substance abuse, obesity, suicide, bullying, and others), many of which are indeed preventable, are common among high school students. The most important task in detecting, preventing, and intervening in risky behaviors in schools falls to the school guidance service and school psychological counselor. The main objective of this study is to determine the types and prevalence of risky behaviors observed among high school students and to analyze the practices performed by the school guidance service for such behaviors. This study was organized in accordance with the mixed research design for which qualitative and quantitative approaches were used together. In this context, quantitative (N1=566) and qualitative (N2=21) data collection processes were carried out with psychological counselors working in different types of high schools in 12 provinces. While statistical procedures were included for the quantitative data of the research, content analysis techniques were used for the qualitative data. The results showed smoking, peer bullying, cyberbullying, school dropout, obesity, delinquency, abuse, suicidal tendency and attempt, alcohol use, bonsai use, and other substance use as risky behaviors in high schools. The levels and frequency of these behaviors vary across school types. The preventive activities in the schools were generally based on informative seminars, and practical studies were limited. The research results also indicated that studies of risky behaviors were not sufficiently included in Ministry or school guidance framework programs. Furthermore, it was found that parents, teachers, and administrators gave limited support to the studies carried out within the scope of education and intervention for risky behaviors in schools. These results demonstrate that school psychological counselors encountered several personal, institutional, or legal obstacles in their studies on risky behaviors.
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Pelling, Nadine. "Why School Counsellors and Psychologists Should Treat Addiction Problems." Australian Journal of Guidance and Counselling 13, no. 1 (July 2003): 77–86. http://dx.doi.org/10.1017/s1037291100004751.
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School counsellors and psychologists will encounter students affected by addiction. When this occurs many will simply refer the students to specialist services within the community. Such referrals are not always an appropriate action for many reasons. School counsellors and psychologists have the professional characteristics required to create a therapeutic alliance and know the behavioural strategies needed for basic addiction treatment. It is suggested that school counsellors and psychologists add some basic knowledge, awareness, and skill relating to addiction to their professional development and, when possible, address the addiction problems of their students directly. Arguments regarding why school counsellors and psychologists should treat addiction problems are given. Moreover, how school counsellors and psychologists can briefly address addiction problems is outlined. Finally, resources on addiction are provided.
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Goldman, Juliette, and Usha Padayachi. "Factors influencing school counsellors' decision to report cases of child sexual abuse." Journal of Psychologists and Counsellors in Schools 11 (November 2001): 65–84. http://dx.doi.org/10.1017/s1037291100004349.
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This study examines factors which influence school counsellors' decision to report suspected cases of child sexual abuse. Using a state-wide sample of 122 school counsellors, consisting of 52 males and 70 females, in Queensland, Australia, results show there was a tendency for school counsellors to under-report their suspicions of child sexual abuse. The factors which influenced school counsellors to report cases of sexual abuse were fear that the child was at risk for further abuse, and an ethical/moral obligation to report.
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Šarić, Marjeta, Katja Jeznik, Jasna Mažgon, and Petra Gregorčič Mrvar. "‘I Know We’ve Got Someone in the School I Can Trust’: Students’ Attitudes Towards School Counselling Services in Slovenian Schools." Pedagogika 137, no. 1 (June 4, 2020): 117–37. http://dx.doi.org/10.15823/p.2020.137.7.
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This article examines the role of the school counselling service as a protective factor in adolescents’ lives. School counsellors provide adolescents with information, emotional support, and counselling, and for many adolescents, they are the only source of support outside the family. The findings of a study conducted among 1,363 primary school students and 306 secondary school students from Slovenia are presented. The data showed that the students regard school counsellors favourably, and they generally have a high degree of trust in them.
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A. Muhammed, Shuaib, and Saudat Imam. "Impact of Dual Role of Teaching and Practice on School Counsellors’ Productivity in Nigeria." Journal of Education and Research 10, no. 2 (November 6, 2020): 98–118. http://dx.doi.org/10.3126/jer.v10i2.32723.
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The dual role of teaching and professional counselling practice is a common trend in Nigerian school system. Much research has not been conducted on the impact of this dual role on school counsellors’ efficiency and performance. The study investigated the impact of dual role of teaching and practice on counsellors’ productivity in Ilorin, Nigeria. A mixed method approach was employed on a sample of 149 school counsellors in Ilorin metropolis, Nigeria using the snow ball sampling. A scale tagged “Impact of Dual Role on Counsellors’ Productivity” was used to gather quantitative data from 149 school counsellors while an interview was further conducted to gather qualitative data from 10 school counsellors. The quantitative data obtained were analyzed using percentage, mean and ranking order analysis, t-test and ANOVA while the qualitative data was coded and narrated thematically. The findings revealed that dual role negatively affects the counsellors’ effective communication with the client; competence in handling client issues; prompt follow- up of client cases and having time to study client cases among others. Counsellors also hold the opinion that dual role affects proper record keeping, efficient organisation of guidance programme, proper follow-up of client cases among others. The study also found that the perception of respondents on influence of dual role varies based on length of year in service but they share similar views based on gender. The study concluded that dual role affects counsellors’ efficient service delivery in the school system.
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Siyez, Diğdem Müge, and Aslı Uz Baş. "Turkish School Counsellors and Counselling Students' Knowledge of Adolescent Suicide." Australian Journal of Guidance and Counselling 19, no. 1 (July 1, 2009): 25–40. http://dx.doi.org/10.1375/ajgc.19.1.25.
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AbstractThe aim of the study was to investigate the knowledge of Turkish high school counsellors and counselling students about adolescence suicide. The sample consisted of 71 school counsellors and 82 third and fourth year psychology counselling students who completed the Adolescent Suicide Behavior Questionnaire. The results showed that although counselling students have more knowledge than school counsellors, both groups are not well informed about adolescent suicide, with many school counsellors and counselling students unable to determine the risk, precipating and demographic factors and differential warning signs of adolescent suicide in Turkey.
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Hohnke, Mark, and Patrick O'Brien. "Discrimination Against Same Sex Attracted Youth: The Role of the School Counsellor." Australian Journal of Guidance and Counselling 18, no. 1 (July 1, 2008): 67–75. http://dx.doi.org/10.1375/ajgc.18.1.67.
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AbstractBeginning with a discussion of current legislation in Australia around inclusion, this paper highlights recent research into the school experience of Same Sex Attracted Youth (SSAY), including the issues faced by students, and the negative outcomes of such experiences. The school experiences of SSAY youth is positioned within a social justice framework. The critical role that school counsellors can play in determining school culture is examined. The role of a school counsellor as part of a pastoral care team within school management is also highlighted. Factors that may influence a more supportive and inclusive school culture are discussed.
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Besley, A. C. (Tina). "Into the 21St Century: The McCrone and McConnell Reports – Opening the Possibility for Introducing Full-Time School Counsellors Into Scottish Schools." Scottish Educational Review 34, no. 1 (March 13, 2002): 61–75. http://dx.doi.org/10.1163/27730840-03401007.
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Unlike some other Western countries, most Scottish schools do not have full-time guidance teachers or school counsellors. In secondary schools, guidance teachers teach and provide educational, vocational and personal guidance, but are not trained as counsellors. Both the McCrone Report (Scottish Executive, 2001a) that focuses on teachers, workload and stress, and the McConnell Report (Scottish Executive, 2001b) that focuses on discipline and support for students, open up new possibilities for this wide-ranging role that has changed little since it was established in 1968. The article analyses these recent policies and some recent Scottish research to argue in favour of introducing full-time guidance teachers/school counsellors into Scottish schools to meet both student and teacher needs. A model of specialised and professionalised school counselling as exists in most New Zealand secondary schools is presented as a possible direction as Scotland reviews existing systems and addresses barriers to learning, social inclusion and student discipline.
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Lazauskaitė-Zabielskė, Jurgita, Birutė Pociūtė, and Laima Bulotaitė. "The Role of Self-Efficacy for Satisfaction with Career Counselling and Goal Attainment Among Career Counsellors Working at Schools." Acta Paedagogica Vilnensia 43 (December 20, 2019): 141–55. http://dx.doi.org/10.15388/actpaed.43.10.
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Career counsellors working at schools are expected to promote students’ social, emotional, academic, and career development (Lindwall & Coleman, 2008). Despite the importance of career counselling at school (Anctil, Smith, Schenck, & Dahir, 2012; Osborn & Baggerly, 2004), school counsellors face barriers to implementing career counselling, including limited time because of competing demands, negative perceptions about career counselling from parents, teachers, and administration, and low school counsellor self-efficacy (Sanders, Welfare, & Culver, 2017). Considering the importance of career counselling and challenging working conditions, studies usually focus on individual antecedents of effective career counselling (Sawyer et al., 2013). Existing research reveals that self-efficacious consultants provide higher-quality career consulting services to various groups of employees (Bodenhorn & Skaggs, 2005; Larson & Daniels, 1998), are more satisfied with their job and experience less stress (Lent & Hackett, 1987). According to Larson and Daniels (1998), self-efficacy is the essential factor of successful career counselling. However, existing studies do not disclose the mechanism of why career consultants with higher self-efficacy perform consulting activities better. Therefore, this study is aimed to analyse the role of self-efficacy in the relationship between job resources (opportunity to develop and feedback), satisfaction with career counselling and goal attainment among career counsellors working at schools. The study was part of the project “Strategies to Utilise and Cultivate Positive Characteristics & Employability Skills in Schools” (SUCCESS, 2017-12-LT01-KA201-035247). In total, 246 school career counsellors from Lithuania, Italy, Ireland, and Greece were surveyed online. Most of the participants (88.6 percent) were female, and their age varied between 25 and 60 years. In all countries, the professional experience of career counselling varied between 1 and more than 10 years.The results of the study revealed the importance of self-efficacy for satisfaction with career counselling and goal attainment. Self-efficacy moderated the relationship between the opportunity for development and feedback and satisfaction with career counselling, i. e. the opportunity for development and feedback and satisfaction predicted satisfaction with career counselling only when self-efficacy was high. Furthermore, the opportunity for development and feedback were indirectly related to goal attainment through satisfaction with career counselling only when self-efficacy was high. In other words, job resources are more important and better used by those career counsellors who rely on their abilities, can remain calm when facing difficulties in their job and find solutions when confronted with a problem. The limitations of the study together with practical implications are discussed.
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MBONGO, EMILIA, Andrew Möwes, and Charles Chata. "FACTORS IMPACTING THE IMPLEMENTATION GUIDANCE AND COUNSELLING SERVICES IN SECONDARY SCHOOLS IN THE OHANGWENA REGION OF NAMIBIA." International Journal for Innovation Education and Research 4, no. 5 (May 31, 2016): 11–25. http://dx.doi.org/10.31686/ijier.vol4.iss5.537.
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The study aimed to establish teacher counsellors’ views on the factors impacting the implementation of guidance and counselling services in the Ohangwena region of Namibia. The study was quantitative in nature and used a non experimental design that involved a survey. The population of the study comprised of teacher counsellors in all senior secondary schools in Ohangwena region. Data were collected using questionnaires which were administered to a sample of twenty six (26) teacher counsellors. Teacher counsellors were purposively sampled. The data was analysed by use of descriptive statistics using The Statistical Package for the Social Sciences (SPSS). Based on the findings of this study teacher counsellors viewed inadequate training, high teaching loads and time constraints, lack of support given to teacher counsellors and lack of resources and facilities as key factors impacting the successful implementation ofschool guidance and counselling. It was thus recommended that the training of teacher counsellors in school guidance and counselling be improved, reduced workload for teacher counsellors, better resources and facilities for guidance and counselling, and for teacher counsellors to be supported in order for guidance and counselling to be successfully implemented in schools.
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Jellins, Laura. "Assessment in the Digital Age: An Overview of Online Tools and Considerations for School Psychologists and School Counsellors." Journal of Psychologists and Counsellors in Schools 25, no. 1 (June 2015): 116–25. http://dx.doi.org/10.1017/jgc.2015.8.
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With recent developments in technology, online tests and digital tools offer school psychologists and school counsellors alternate modes of assessment. These new technologies have the potential to increase accessibility to tests (through greater portability), allow school psychologists and school counsellors to service more students (through greater efficiency), enable practitioners to provide more comprehensive assessments, and build professional capacity. This article will outline some examples of online tools and their benefits for time-poor school psychologists and school counsellors as well as identify ethical implications to be considered when adopting new technologies.
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Berman, Jeanette, and Lorraine Graham. "School Counsellor Use of Curriculum-based Dynamic Assessment." Journal of Psychologists and Counsellors in Schools 12 (November 2002): 21–40. http://dx.doi.org/10.1017/s1037291100004520.
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This study explored the conditions required for the practical implementation of dynamic assessment in schools. It involved the development and implementation of a curriculum-based dynamic assessment procedure in the area of school mathematics for use by school counsellors. Dynamic assessment has been developed within Vygotskian theories of learning, teaching and assessment. It incorporates a teaching or mediation phase that requires the application of clinical assessment and teaching skills. This paper argues that the competencies needed to conduct a successful dynamic assessment are a blend of professional skills possessed by school counsellors. The assessment procedures used in this study resulted in valid assessment information about students' cognitive development as well as aspects of their general cognitive, social and emotional functioning. The information gathered through dynamic assessment was particularly useful for informing classroom teaching. The practical problems associated with dynamic assessment identified in the literature were not found to be barriers to the use of these techniques in schools in this study. Instead, dynamic assessment, used to complement conventional assessment instruments, has the potential to enhance the classroom utility of assessments carried out by school counsellors.
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Bolaji, Oladejo. "PROFILING LEARNING ENVIRONMENT THREATS AND MANAGING SECURITY INFORMATION: THE EMERGING ROLES OF COUNSELLORS IN NIGERIA." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION AND PSYCHOLOGY 08, no. 02 (2022): 30–43. http://dx.doi.org/10.54513/ijrep.2022.8203.
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The task of profiling learning environment threats and management of security information within school is highly imperative. This paper examined different forms of threats around school and the challenges they posed. Furthermore, the sources of security information were discussed so as to enhance better learning environment that could prevent students, staff from been exposed to kidnapping, banditry, frequent attacks, bombing and other threats. The paper identified the active roles of security agencies in prevention and response to school threats. Also, the roles of professional counsellors in the 21st century with respect to contending security issues associated with schools were discussed. The paper recommended that security counselling and prerequisite training of school counsellors will enhance counselling profession in the 21st century. Also, the creation of Security Council at every level to include professional counsellors that interact with the students, staff, community members on daily basis are resourceful and dependable in security cycle.
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Tossavainen, Kerttu, Hannele Turunen, Sirkka Jakonen, Minna Tupala, and Harri Vertio. "School nurses as health counsellors in Finnish ENHPS schools." Health Education 104, no. 1 (February 2004): 33–44. http://dx.doi.org/10.1108/09654280410511770.
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Pancerko, Pāvels, Anita Pipere, and Mārīte Kravale-Pauliņa. "Risk and Protective Factors in Choosing Course Sets in Secondary Education: Perspectives of Career Counsellors and Students from the Latgale Region of Latvia." Acta Paedagogica Vilnensia 48 (November 7, 2022): 61–86. http://dx.doi.org/10.15388/actpaed.2022.48.4.
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This paper presents an exploratory study of the perspectives of career counsellors and students on risk and protective factors in choosing course sets in secondary education. The study, conducted in the Latgale region of Latvia, uses a qualitative research design based on a triangulation between the perspectives of school career counsellors and students. Data obtained from interviews with four career counselors and a focus group with six 15–16 year old students from urban and rural schools were analyzed using thematic analysis. The study acknowledges that school career counsellors can serve as a vital resource for Latvian society in managing and addressing the challenges of current educational reform and inequalities in education and career management caused by socioeconomic disparities.
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Cotterell, John L. "Consultancy support for school counsellors via the internet." Journal of Psychologists and Counsellors in Schools 7 (November 1997): 35–44. http://dx.doi.org/10.1017/s1037291100001229.
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This article describes a novel format for enhancing the professional skills of school counsellors who are faced with increasing demands to adopt a consultancy model in order to manage their work responsibilities. The system, known as SHARK-Net, utilises the Internet in a consultancy model which links school counsellors with expert support. The purpose of this article is to describe the communication features of the system and how information is managed, and to explain its benefits to the development of consultancy skills among school counsellors.
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Hatswell, Judy, and Kathryn Tiffen. "The BASIC assessment for school counsellors." Journal of Psychologists and Counsellors in Schools 2 (November 1992): 53–62. http://dx.doi.org/10.1017/s1037291100002260.
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A BASIC assessment for the use of school counsellors involves a multi-modal appreciation of all aspects of the student. This includes the student's Behaviour, Academic skills, Social setting, Intrinsic qualities (e.g. biological factors) and Cognitive processing skills. Assessment approaches and test instruments within each of these five areas are presented. Several case illustrations underline the importance of making a thorough assessment to the generation of intervention strategies.
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Yosef, Yosef, Fadhlina Rozzaqyah, and Sigit Dwi Sucipto. "School Counsellor's Perception of Multicultural Guidance and Counseling." AL-ISHLAH: Jurnal Pendidikan 14, no. 1 (April 29, 2022): 947–58. http://dx.doi.org/10.35445/alishlah.v14i1.1417.
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Having a deep multicultural perception is a must for school counsellors who serve students from diverse cultural backgrounds. Describing their perception of the importance of multicultural guidance and counselling is the main objective of this study. Fifty middle and high school counsellors participated in this study. Data of their perception were collected by administering a 10-item questionnaire in an online version which requires them to respond on a scale of 1-10, ranging from not important to important, encompassing cognitive, affective, and practice dimensions. The main findings of this study revealed that school counsellors have similar perceptions on the importance of multicultural guidance and counselling either in cognitive, affective, or practice dimensions, according to demographic data categories of gender, age, and years of experience. The significant difference is only found as they are categorized into middle and high school counsellors.
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Glasheen, Kevin, Marilyn A. Campbell, and Ian Shochet. "Opportunities and Challenges: School Guidance Counsellors’ Perceptions of Counselling Students Online." Australian Journal of Guidance and Counselling 23, no. 2 (September 4, 2013): 222–35. http://dx.doi.org/10.1017/jgc.2013.15.
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School guidance counsellors worldwide seek ways of providing appropriate professional assistance to all students. While young people integrate online technology into their daily lives and go online for information and to communicate with each other, school counsellors in Australia are not offering online support to students. This cross-sectional study reported on the reluctance of school counsellors to offer online counselling and the reasons for this. A survey was developed focusing on the intention to offer online counselling based on indicative factors favouring the use of this initiative. 210 school guidance counsellors completed the survey online, which showed that there is conditional support for the introduction of online counselling into the school setting. Counsellors indicated that they would use online counselling if students accepted its use in the school setting though they question how genuine students would be in its use. Most respondents reported a lack of confidence in understanding the ethical and legal implications of online counselling. However, the majority of participants were prepared to undertake further professional development in this mode of counselling. Additionally, they sought confirmation of the effectiveness of counselling students online before committing themselves to it. The implications for school guidance practice are discussed.
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Webb, Erinn. "Pocket play: Playful persona as an approach to stress-reduction in an elementary school program." Drama Therapy Review 5, no. 2 (October 1, 2019): 267–77. http://dx.doi.org/10.1386/dtr_00006_1.
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Past experiences of trauma can impede children’s learning and success. Playful interactions between skilled counsellors and students can help mitigate the impact of trauma. The author presents case examples of brief drama therapeutic interventions in a school-based program called ALIVE. The article covers the type of persona, qualities and skills cultivated by a counsellor in the ALIVE program, with comparison to medical clowns working in hospitals, pointing out the commonalities, differences and challenges involved.
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Velasco Leon, Azucena, and Marilyn Campbell. "Assessment of academic difficulties in culturally and linguistically diverse school students." Journal of Psychologists and Counsellors in Schools 30, no. 1 (March 3, 2020): 25–42. http://dx.doi.org/10.1017/jgc.2020.5.
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AbstractThe increasing tendency of immigration and forced migration practices around the world has made countries’ populations culturally and linguistically diverse. Australia is considered one of the most culturally diverse countries in the world. Consequently, the proportion of school-aged children with different culture and language is also increasing. Thus, school psychologists and guidance counsellors face the challenge of designing fair assessment practices and sound interventions for culturally and linguistically diverse (CALD) students who experience difficulties with their learning. Although many multicultural countries have extensive research regarding the assessment of learning difficulties in CALD students, Australia lacks this research. This study explored the most common assessment strategies that school psychologists and guidance counsellors usually implement in their assessment of CALD students. These results were then compared to a best practice model from the literature. In order to understand the current practices of school psychologists and counsellors in Australia who have assessed CALD children, a survey was administered to 34 school psychologists and counsellors. It was found that the reported strategies and protocols were very close to the ones proposed by experts, which was an unexpected outcome of this study. Implications for school psychologists and counsellors are discussed.