Articoli di riviste sul tema "Educational counseling"

In the article the theoretical bases of consulting in education are considered. The essence and content of counseling is given. The article defi nes the major types of counseling. The boundaries of the pedagogical counselling, the role and place of pedagogical counselling in the educational process are justifi ed. Core competencies of a consultant in education, principles of interaction between client and consultant are analyzed. The author defi nes the major types of consulting services in education.

Social psychological helps us understand social interactions, conflict, communication, and group dynamics. Research in this field is often carried out through scientific methods such as experiments, surveys, observations, and statistical data analysis to reveal patterns of behavior and social influence in various contexts of daily life. The study aimed to identify reality Social Psychological and educational counseling and guidance in Jordanian educational institutions. To achieve the purpose of the study, the theoretical analytical qualitative approach was used, through an attempt to evaluate and examine the reality of the counseling process in Jordan. Based on results found that in the second semester of the academic year (2022/2023); Where the study concluded that the reality of counseling and social psychological and educational guidance in Jordanian educational institutions is applied and activated in a somewhat positive way, but the weakness of capabilities and resources prevents the realization of all the goals set correctly.

This study evaluated the impact of an educational intervention on knowledge and counseling on metered-dose inhalers (MDIs) and nebulisers among community pharmacists in Ibadan, Nigeria. A validated semi-structured questionnaire was utilised for data collection on study participants’ baseline knowledge and counseling on the selected asthma medication devices. The community pharmacists were randomised into control and intervention groups. An online educational intervention was carried out among pharmacists in the intervention group. The intervention comprised updates on basic information vis-à-vis knowledge and patient counseling on MDIs and nebulisers. A post-intervention assessment was carried out a month later to evaluate the impact of the intervention. Data was summarised using descriptive and inferential statistics, with level of significance set as p < 0.05. Response rate was 77.2% (112/145). Study findings showed significant improvement on knowledge and counseling among the community pharmacists in the intervention group, postintervention. Pharmacists’ knowledge of MDIs and nebulisers (control versus intervention) was comparable at baseline (5.83 ± 2.46 versus 6.34 ± 2.16) but significantly different postintervention (5.87 ± 2.34 versus 7.10 ± 2.21). Similarly, pharmacists’ counselling on asthma medication devices was comparable at baseline (3.59 ± 2.54 versus 3.63 ± 1.83) but significantly different postintervention (3.35 ± 3.13 versus 7.93 ± 2.58). Work experience as community pharmacists did not influence participants’ knowledge and counseling on MDIs and nebulisers. The educational intervention significantly improved knowledge and counseling on MDIs and nebulisers among community pharmacists in Ibadan, Nigeria. There is need for regular educational updates to improve the quality of care offered by community pharmacists.

Abstract Introduction Preeclampsia is a serious complication during pregnancy that not only influences maternal and fetal physical health, but also has maternal mental health outcomes such as anxiety. Prenatal anxiety has negative short- and long-term effects on pre- and postpartum maternal mental health, delivery, and mental health in subsequent pregnancies. Objective To investigate the effectiveness of individual psycho-educational counseling on anxiety in pregnant women with preeclampsia. Methods This was a randomized, intervention-controlled study involving two governmental hospitals in the municipality of Sirjan, Kerman, from January 30 2017 to March 31 2017. A total of 44 pregnant women with preeclampsia were assessed. The women were randomized into two groups: control (n=22) and intervention (n=22). The intervention consisted of two sessions of individual psycho-educational counseling. The level of anxiety was measured using the Spielberger State-Trait Anxiety Inventory (STAI) as pretest before the first session and as posttest after the second session during the hospitalization period. Results There was a significant reduction in the anxiety level after the counselling sessions in the intervention group (p<0.005). In addition, there was a slight increase in the anxiety level in the control group after the study. Conclusion According to the results, psycho-educational counseling can significantly reduce the anxiety level in pregnant women with preeclampsia. Therefore, it is recommended that healthcare providers provide this type of therapeutic intervention for pregnant women after hospitalization, in order to reduce their anxiety level and its subsequent negative outcomes. Clinical trial registration: IRCT2017082029817N3.

Background Fundamental changes in the world of work are leaving many workers insecure and uncertain about their future. The situation is aggravated by the Covid-19 pandemic, which has resulted in billions of job losses globally (Bureau of Labor Statistics, 2020). According to the International Labor Organization (ILO, 2020), approximately 1.6 billion people in the informal sector are among those who have lost their jobs. This has led to greater uncertainty in occupational contexts, which have already been unsettled by increasing job changes (Hooley et al., 2020; Kelly, 2020). Work environments are no longer able to ‘hold’ (Winnicott, 1965) workers, leaving them insecure, traumatized, and without any sense of meaning and purpose in their work-lives. Numerous changes in the workplace (largely the effect of technological advances) have compelled workers to reconsider, reconstruct, and redesign their lives to improve their chances of finding sustainable, decent work (Di Fabio & Maree, 2016; Duarte & Cardoso, 2015; Guichard, 2018; Hartung, 2016, 2018, 2019; Ribeiro, 2016; Rossier, 2015a, 2015b; Savickas, 2007, 2019; Savickas & Savickas, 2020; UN, 2016). Workers have to contend with major occupational transitions (Savickas et al., 2009) requiring career counseling theorists, practitioners, researchers, and policy-makers to reconsider their theoretical and conceptual approaches and, accordingly, the practice of career counselling as a whole (Savickas et al. 2009). It serves no purpose to continue drawing on career counseling approaches and traditions that have lost their currency in today’s postmodern occupational world (Savickas & Savickas, 2019). What is needed is innovating and updating career counseling so that it can help people link career choices to a mission (personal meaning in the workplace) and a vision (social meaning of people’s work). Above all, people must be guided and counseled on which skills to master to increase their adaptability and employability (Hartung & Cadaret, 2017). This will then enable them to manage repeated work-related transitions more successfully (Sensoy-Briddick & Briddick, 2017). In summary: Career counseling clearly needs to come up with a practicable, theory-driven way of promoting career counseling in primary, secondary, and tertiary education – an approach that can serve as “a general rubric that covers a myriad of interventions and services” (Savickas, 2015, p. 129). At the heart of such an approach is the elicitation and implementation of ‘subjective’ aspects (‘stories’) as well as ‘objective’ aspects (‘scores’) of career counseling in education (Maree, 2013, 2020; Savickas, 2019). An approach that can encourage workers and prospective workers to choose and construct careers and design themselves successfully (Guichard, 2005, 2009; Savickas, 2019, 2020). It should also provide a platform for reconceptualizing and redesigning career counseling interventions to meet the challenges discussed above. Such an approach will enhance people’s (critical) self-reflection, reflexivity (meta-reflection), embracement of change, and conversion of aspiring intention into experienced action (moving forward) (Maree, 2020; Savickas, 2019, 2020; Savickas, 2020, in Arthur, 2020). Ultimately, it should help all people who are willing and able to work to acquire work-life identities that will enable them to recognize and use the opportunities contained in challenges to survive and flourish in these unstable times (Savickas, 2007; Savickas, 2020, in Arthur, 2020). Typical research questions could include the following: How can career counseling in education help worker-seekers take responsibility for their own future, become resourceful and adaptable, and manage repeated transitions in a rapidly changing world of work? be updated in terms of theory and praxis to promote decent work and sustainable development for all who are able and willing to work? be reconfigured to promote success in the workplace by increasing workers’ adaptability, employability, and career resilience? be used to help prospective workers clarify their career(-life) identity, make the most of change, and promote self-reflection, reflexivity, and life design? be provided in group contexts to promote people’s sense of meaning, rekindle their sense of purpose in the workplace, and foster their sense of critical consciousness (Blustein, 2015)? We (the editorial board) received several provocative and constructive contributions that covered a broad spectrum of research methodologies. They also covered theoretical as well as practical issues and reported on research from a quantitative, a qualitative, a mixed-methods, and an integrative qualitative-quantitative perspective. As always, this issue includes diverse contributions in terms of gender and race and national, international, and interdisciplinary standpoints. Individually and collectively the contributions shed light on issues underlying the renewal of career counseling in education. What Can Readers Expect in This Issue? In the leading article, Using My Career Story to foster reflective capacity, hope, and narrative change, Santilli and Hartung (2022) describe the development and use of the My Career Story (MCS) approach. This self-guided autobiographical workbook is designed to help people across the lifespan and diversity continuum articulate and shape their career-life stories. The authors discuss the outcomes of a research project where the MCS was used with young adults in Northern Italy. The findings confirmed the trustworthiness and validity of the instrument in their research context. The research participants had moved towards more action-oriented, more positive, and more lucid language in their stories by the time they had reached the end of the intervention and once they had constructed their life portraits (compared to the stories they had recounted at the outset of the intervention). The participants also achieved better scores on measures used to assess reflective capacity and hope after the intervention. The need for an approach such as that discussed in the article has never been greater – readers working in the fields of career guidance, career education, and career counseling should find the article of great value. In the second article, Countering master narratives with narratives of persistence: A liberation perspective in career counseling, Briddick and Briddick (2022) deal with a highly topical matter. The authors argue that many youths today have to contend with discrimination and marginalization in their daily lives, despite global efforts to eliminate such evils in society. Discrimination here is often based on youths’ (social) identities and related power systems and subjugation (Brewster & Molina, 2021). The authors add that minoritized youths especially are caught in the trap of culturally contrived ‘master narratives’ that maintain the privilege systems in their own countries (Liu, 2017). The authors maintain that reflecting carefully on such ‘master narratives’ can facilitate a key initial step in career counselling interventions with marginalized youths. The authors advocate an innovative and practicable strategy based on narrative counselling and related constructs aimed at disassembling ‘master narratives’ and providing space for the construction and enactment of ‘alternative’ stories of hope and purpose-filled futures for marginalized youths. This article, too, is a ‘must read’ for all career counsellors. In the third article, Life design group-based intervention fostering vocational identity, career adaptability, and career decision-making self-efficacy, Cardoso et al. (2022) examine the process and outcome of life design group intervention with Grade 9 participants. Using a quasi-experimental, mixed-methods design, the researchers investigate the effect of the intervention on the participants’ vocational identity, career adaptability, and career decision-making self-efficacy. The outcomes confirm the effectiveness of the intervention in respect of the above features as well as in advancing the participants’ reflexivity, their sense of direction and, ultimately, the construction of their careers and themselves. The research outcomes are consistent with previous findings on the topic. Researchers involved in this kind of intervention should find the article most illuminating. In the fourth article, Revitalising career counseling for sustainable decent work and decent lives: From personality traits to life project reflexivity for well-being, Di Fabio et al. (2022) maintain that people are increasingly being confronted with critical life and professional challenges and having to take personal responsibility for their career-life stories. The authors argue that to remain relevant career counseling requires revitalized views on counseling interventions. The authors administered the Big Five Questionnaire, the Life Project Reflexivity Scale, and measures of hedonic and eudaimonic wellbeing to University of Florence students. They then analyzed the research results by considering the relationship between life project reflexivity (LPR) dimensions and wellbeing (while controlling for the ‘Big Five’ personality traits). ‘Authenticity’ emerged as the strongest of the three LPR dimensions. The authors conclude by advocating an innovative, strengths-based prevention strategy for providing sustainable decent work and constructing meaningful life trajectories. A study well worth considering in the context of rapidly changing work and career counseling contexts In the penultimate article, Precariousness in the time of COVID-19: a turning point for reforming and reorganizing career counselling for vulnerable workers, Di Fabio and Svicher (2022) propose innovative career counseling approaches for vulnerable workers during the COVID-19 pandemic based on a recently developed work precarity framework consisting of three broad ‘work’ categories: precarity of work (fear and concern associated with employment continuity), precarity at work (psychosocial or physical insecurity at work), and precarity from work (uncertainty and insecurity due to work that does not satisfy the basic needs of workers). Recommendations for mitigating the impact of the pandemic relate to the psychology of sustainability, the psychology of sustainable development, and the psychology of working theory. In conclusion, the authors argue that vocational psychologists need to modernize specific career counseling practices in order to (1) support vulnerable workers in their search for sustainable, decent work and (2) promote inclusivity in occupational contexts. In the concluding article, Enhancing group self- and career construction counselling: A review of outcome research, Maree (2022) reviews the outcomes of five purposely selected group-based career counseling projects conducted in developing country contexts. Using thematic data analysis, the author examined the outcomes of these projects in order to identify the strengths as well as the areas for development (weaknesses) of the career counseling approach followed in the five projects. The findings demonstrated the value of contextualized career construction in contexts substantially different from the context in which the career construction counseling was originally developed. The author concludes that in the light of the current situation (including the impact of the Covid-19 pandemic on employment), research on the unemployed should be prioritized. In conclusion, I thank all colleagues involved in the editorial and publishing process for their help and guidance. I especially thank Professor Hüseyin Uzunboylu (editor-in-chief) for his professional support in putting this issue together. Last, but certainly not least, I thank all our reviewers for their selfless and expert help. We hope readers will enjoy reading this special issue of the CJES.

Counseling psychologists and school counselors share some similarities in their history, training, and experiences. Although these similarities have fostered a common interest in educational and developmental interventions among children and some shared theoretical language, there remains several hurdles to effectively collaborating created by the significant differences in these two professions.

To assess the frequency of pregnant women who accept HIV screening using rapid detection test and factors associated with acceptance we undertook a cross-sectional study conducted from July to December 2018. Women aged 20–45 years, who were pregnant and planned to deliver at the facility, were included. Women were counseled and offered about Human Immunodeficiency virus (HIV) screening. A total of 718 women were included in the study. The screening was accepted by 32.3% of women. Six women tested positive in the study giving a seroprevalence of 0.8% in the population studied. Acceptance of counseling and screening varied significantly with age range, educational status, socioeconomic status, and employment status. Women aged 30 years and above ( p = 0.023) and women with higher education ( p < 0.001) were more likely to refuse counselling. Similarly, employed women (p = 0.041) and women of higher socioeconomic class ( p = 0.039) refused counselling. However, when logistic regression was conducted, only educational status ( p < 0.001) and occupational status ( p = 0.039) were significantly associated with acceptance of counseling and screening. The acceptance of counselling and testing for HIV in antenatal care attendees was low. Women of higher educational status and having some employment refused counselling and testing more commonly.

Counseling psychology and school counseling have become quite removed from each other despite sharing a common history, having similar values, and the fact that many training programs for the two disciplines coexist in the same university department or college. This article argues for a stronger integration of the two specialties to advance their contributions to pre–K-12 education and the nation’s youth. Counseling psychology, with its strong commitment to career psychology, counselor training and supervision, multiculturalism, prevention, and scientific inquiry, is well positioned among psychological specialties to exert major influence in the educational enterprise. Models of school counselor training and service delivery have been recently developed and offer numerous opportunities for collaboration between counseling psychologists and school counselors. A collaborative model that encompasses training curricula, research, service, and professional organization dimensions of the specialties is presented. Challenges that may impede a stronger partnership between counseling psychology and school counseling, as well as suggestions for addressing them, are also discussed.

This class action research required to develop online counseling teaching. The objectives were 1) to develop a learning management plan for an online counseling unit that promotes the competency in the counseling service of teaching professional students and 2) to study the change in the competency in the counselling service after studying with the online counseling unit learning management plan. The target group was teacher professional students, faculty of education, Government University in Thailand, who enrolled in the course of educational psychology and teacher guidance, academic year 2021. The instruments used in this research were: 1) the counseling unit learning management plan 2) a model reflecting learning outcomes in the counseling unit, and 3) a knowledge test in the counseling unit. The researchers analyzed quantitative data with percentile analysis and qualitative data with content analysis. The results showed that most of the students had 70% or more of post-learning knowledge of counseling. It reflected that learning counseling is useful for future use in the teaching profession. Including observation from the practice of counseling, it was found that students were able to apply the learned skills to psychological counseling.

Quality of education has always remained an issue for the educational researchers. It is widely believed that quality of education in Sub-Continent is below the international standards. To find out how educational institutions are adding value towards the knowledge, skills, market value and moral upbringing of students and how much students are satisfied with the environment of educational system and the quality of education they receive.Using this information, how a student counseler can benefit the student as well the organization to add value in the education process. This is a case study where a Govt. Intermediate College was selected for interviews and document analysis purpose. Findings based on general perception of the respondents, All the respondents have matriculated from Public School. The findings showed that students were really concerned about the poor discipline of their schools and generally they were not satisfied with the commitment and capability of their teachers. However, they admitted that school contributed towards their grooming and personality building.

Diabetes patients are steadily increasing. As such, the importance of diabetes education is being emphasized as the number of diabetic patients continues to increase. Diabetes education is being conducted by experts in most hospitals. Medical social workers are part of the diabetes education team and are conducting educational counseling to help patients manage diabetes. The purpose of this article is to examine educational counseling for adult diabetic patients from the viewpoint of medical social workers.

<em>The presentation of religious and spiritual issues is a common occurance in counselling. Are counselors competent to address this issue? This paper will address this issue. An exploration of the ways religion coming up in counseling will be discussed along with suggestions for its practices. The discussion will pay attention on the issue of educational counselor and the preparation for counselors to meet the spiritual and religious needs of their clients. In this paper this writer brings out discussion on counseling and its relation to religion through an attempt of rereading literatures in order to provide understanding as to how religion could be understood in the light of counseling. This paper also brings into focus the personality of counselor, and anything concerned to the relation of counseling and the religiousity of client. Issues of ethic for counseling in treating a religious client will be discussed as well. Thus, the discussion of religion and educational counselor will answer the question as to where it would lead to? In the lattest discussion of this paper, this writer’s suggestion on developing a subject of counseling and guidance in any universities offering Islamic Studies and on treatment of religious clients with religious approachment will be dealt with. From this point, this writer brings about a suggestion to the university.</em>

The purpose of the study was to explore guidance services provided for learners with special needs in selected Junior High Schools in Birim Central Municipality. The study adopted the descriptive survey design. The purposive sampling technique was used to select counsellors while the simple random technique was used for teachers with a sample size of 61. The questionnaire was used to collect the data. The study revealed that teachers have limited knowledge in guidance and counseling and few teachers also counsel learners with special needs even though they were not counselors. Again, it also revealed that appraisal, information, consultation, counseling, and orientation were guidance services provided to learners with special needs but the most common guidance services provided by teachers and counselors to learners with special needs were consultation service, 30(49.2%), and counselling service, 25(40.1%). It was recommended that the Municipal guidance and counseling coordinator should collaborate with the special education coordinator and the teachers to organise series of workshops on guidance services for teachers to update their knowledge on counseling.

Against the backdrop of the cultural explosion, high-quality development in the new era requires significant challenges and opportunities for ideological and political education in universities, and also brings opportunities for innovation in ideological and political education in universities. Establishing a sound psychological counseling system in universities is an innovation in ideological and political education methods with Chinese characteristics. However, the current psychological counseling system in the process of ideological and political education in universities faces problems such as insufficient understanding of psychological counseling by educational subjects, rejection of psychological counseling by educational objects, incomplete content of educational psychological counseling, and inadequate mechanisms for educational psychological counseling. In response to the above issues, with the principles of unity of commonality and individuality, unity of prevention and supervision, unity of understanding and respect, and unity of self-help and assistance as the focus, it is proposed to improve the responsibility mechanism of psychological counseling subjects, strengthen the propaganda mechanism of psychological counseling theory, optimize the innovative mechanism of psychological counseling content, and establish a long-term mechanism of psychological counseling to create a good training environment for the integration of psychological counseling in ideological and political education, Improve the effectiveness of psychological counseling in ideological and political education, and propose specific operational strategies to achieve the higher goals of ideological and political education in universities in the new era.

Purpose: The purpose of this study was to explore the contents of the educational practicum required for pre-service professional counseling teachers, its problems, and its improvement from the perspective of the professional counseling teachers in the school field, which can present an effective operation plan for the educational practicum. Methods: For this research purpose, we selected fifteen professional counselors working at various school levels as an expert panel and collected their opinions through three Delphi surveys. Results: The research results are as follows. The contents of the training practicum for pre-service school counselors proposed by the Delphi expert panel include training on transfer procedures to external organizations, education & guidance for parents and teachers, promotion & planning of Wee-Class events, counseling case conceptualization, guidance on how to write a counseling log, and planning and operation of peer counseling clubs. In addition, the current educational practicum problems include the absence of a manual or curriculum for educational practice, ethical issues that arise when entrusting various types of counseling to trainees, non-payment of tutors' allowances during training, and difficulties in obtaining the consent of clients and their parents during counseling practice for educational trainees. Conclusion: We suggest that it is necessary to develop a training manual and curriculum for pre-service school counselors in order to improve the current educational practicum. In order to make a more effective educational practicum system, it is also necessary to listen carefully to the diverse voices of professional counseling teachers in the field and to actively reflect their opinions in the practicum. Through this, we hope that the educational practicum for pre-service professional counseling teachers will be continuously improved in a direction that is helpful to the enhancement of the practical competencies of trainees.

This article presents invitational counseling as an approach to use in marriage and family therapy. The language and basic tenets of invitational counseling are reviewed, and its compatibility with marriage and family therapy is illustrated with examples and case studies. The Five P’s, (people, places, policies, programs, and processes) are suggested as a model for assessing marriages and relationships in the beginning of the counseling process. The article also proposes that invitational counseling be used as both a problem-solving and educational approach in working with couples and families.

This research aims to analyze the effect of educational counseling on improving the academic achievement of slow learner students at the inclusive elementary school level. Students with special needs are slow learners often face significant challenges in learning that have a negative impact on their academic achievement. Through a personalized educational counseling approach, it is hoped that students can develop more effective learning strategies, as well as increase their motivation and self-confidence. This research uses a case study method with the subject of one slow learner student in an inclusive Labuhan 1 State Elementary School. Data was collected through observation, interviews and analysis of academic documents before and after the educational counseling intervention. The research results showed a significant increase in students' academic achievement after receiving intensive educational counseling. These findings indicate that personalized educational counseling can be an effective intervention in supporting the academic development of slow learner students in inclusive environments. The implication of this research is the need to implement special and focused educational counseling services in the inclusive education system to help slow learner students achieve their academic potential optimally.

Purpose The purpose of this article was to examine the current state of counseling education and to present examples of strategies for teaching counseling based on the author's 40 years of university teaching. Conclusion Current research suggests that students and clinicians are not getting sufficient training in personal adjustment counseling. A recent unpublished survey suggests that only a few graduate programs require a counseling course for speech-language pathology students. Additional research suggests that, although audiology students do have access to counseling coursework, these courses focus primarily on informational/educational counseling strategies and not on teaching personal adjustment counseling strategies. The American Speech-Language-Hearing Association should review current standards for including counseling training in the curriculum, and graduate programs should review how they are teaching counseling and determine if their processes are effective.

Infrastructure facilities are essentially a support in the implementation of an educational process or the implementation of counseling guidance. Without the infrastructure, the implementation of counseling guidance will be constrained and the goals to be achieved are not as expected. If the infrastructure does not exist in an educational institution, it will cause counseling guidance personnel in schools to have difficulty collaborating in the implementation of counseling guidance in schools. From that counseling guidance requires facilities and infrastructure to be used in the implementation of counseling guidance in schools.

Education is an important human activity, and a fundamental right of every human. There has been a continuous transformation of educational counseling methods and processes to improve them. However, research about the application of educational principles to long-distance counseling has not been available until now. This research aims to study the implementation of educational principles in the online counseling process with the Rasch model. The sample size of this study is 174 people, spread across Indonesia with varying demographics. The results of the study show that the application of educational principles in online counseling services significantly suppresses the problematic conditions of respondents. The study also examines how online counseling services serves as a quick help or first aid to problematic conditions experienced by clients. The implementation of the educational principles discussed in this study relates to the development of self-potential, self-control, personality development, independence development and development of self-intelligence and other skills.

"Teacher well-being is a critical factor in the overall success of educational institutions and plays a significant role in student outcomes. This paper delves into the intersection of counseling and resilience pedagogy as a comprehensive approach to support and enhance teacher well-being. By fostering resilience and providing professional counseling, we can address educators' challenges and promote a healthier, more supportive working environment. The study examines teachers' unique stressors and challenges, including high workload, emotional demands, and the pressure to meet performance standards. We then explore the potential benefits of counselling to provide emotional support, promote self-awareness, and equip teachers with coping strategies to manage stress and prevent burnout. Resilience pedagogy, however, focuses on cultivating the ability to adapt to and recover from adversities. This paper investigates the application of resilience pedagogy in the context of teacher well-being, outlining methods for enhancing resilience through professional development, self-reflection, and the establishment of supportive networks. We provide evidence-based recommendations for integrating counseling and resilience pedagogy in educational settings by drawing on empirical research, best practices, and case studies. We also propose a practical framework for schools and policymakers to develop and implement targeted interventions to promote teacher well-being. In conclusion, this paper has emphasized the importance of a dual approach that combines counseling and resilience pedagogy to address the well-being of educators. Investing in teacher well-being can create a more supportive environment that ultimately leads to improved educational outcomes for students and the long-term success of the education system."

In our age, the importance of raising people with analytical, creative and thought. thoughts is increasing day by day The aim of the modern education is to educate people who can solve problems by centering the person, aim to learn, and are aware of their interests and abilities. Therefore, considering education with a researcher and entrepreneurial spirit, human natural abilities should be developed and conscious guidance should be made about the profession. On of the main purposes of education is to guide people to choose a profession that is suitable for their knowledge and skills by improving their natural abilities. Because the purpose of education is to guide and educate people in line with their own goals. Therefore, education means raising people, disciplining them, imposing values. In addition, another purpose of education is to include teaching activities that include science, art, technique, culture and elements. Therefore, the education that starts with a certain goal continues with information acquisition and vocational teaching activities. In short, if we need to draw the pulley of education it can be said that education is the perfection of man. As Immanuel Kant (1724-1804) expressed, man has a unique equipment in terms of self-education. In the study, the importance of vocational counseling in the context of educational philosophy was once again taken into consideration. During the professional orientation process, the counseling relationship, professional development and issues that should be considered in directing the person in the choice of profession are emphasized.

Effectiveness of counseling to increase exclusive breastfeeding practice among pregnant women in Tenggarong, Kutai KartanegaraPurposeThis research aimed to examine the effectiveness of breastfeeding counseling, to increase knowledge, attitudes, perception for behavioral control, intention and behavior of mothers in exclusive breastfeeding (EBF).MethodsA quasi-experiment study was conducted by comparing an experimental group (29 participants) and a control group (29 participants). The research was conducted in two public health center at different districts at Kutai Kartanegara. Respondents were pregnant women attending antenatal care. The independent variable was breastfeeding counseling, while dependent variables included knowledge, attitudes, perceived behavioral control, intention and behavior of mother on exclusive breastfeeding.ResultsBreastfeeding counseling during pregnancy increased knowledge about EBF. Counselling increased intentions to EBF as well. However, statistical analyses showed that counseling did not make changes to pregnant women’s attitude, perceived behavioral control, and intention to provide EBF. Similarly, there was no difference regarding the behavioral control and attitude towards EBF.ConclusionCounseling increased knowledge and intention to EBF. However, knowledge and intention were not necessarily improved with behavior in terms of EBF. Further research is needed to improve educational techniques.

The article discusses some solutions to developing the school counseling staff in Vietnam. Four solutions for developing the workforce in this task have been proposed: 1) increasing the enrollment in educational psychology sciences; 2) communicating systematically about the needs for educational psychological counseling at schools; 3) establishing national policies to encourage the participation of private sectors in the development of the model of school counseling office; 4) proposing job code and proper salary to attract more people to the work of school counseling.

Abstract Through appreciating the expectations and needs of the students and staff and the changing needs of such group of stakeholders in view of educational reforms and organizational changes, we shall examine the expected changes in structure and organizational framework for the implementation of counseling services under the widely adapted Australian approach of Comprehensive Counselling Programme (Aluede, 2006). The key questions to be raised are as follows: 1. What will be the expectations of students and teaching staff in such programmes? How will expectations be satisfied in the programme objectives? 2. What should be the innovative structure for the delivery of Counselling services and related services? 3. Will the services provided by the new counseling centre be adequate, appropriate and suitable for the development of healthy lifestyle, and provide a balanced education for life?

Background: The most important element of education is the curriculum, which should fit the goals and tasks intended for each discipline. Counseling in midwifery has been established as an academic discipline in Iran since 2014 and, like other new disciplines, needs to be revised after five years. This study aimed to explain the challenges of theoretical and clinical courses offered in this field. Methods: This study was conducted using a qualitative conventional content analysis of the data collected through interviews with professors, graduates, and master’s students of counseling in midwifery. The participants were 16 students of the master’s program in counseling in midwifery, 4 graduates of counseling in midwifery, and 7 professors in this field. In this study, the data were collected through focused group discussions and individual and face-to-face semi-structured interviews. Data analysis was performed using conventional content analysis. Results: The challenges revealed through the interviews with the counseling in midwifery students, graduates, and professors were "the need to empower professors," "problems in providing an arena for clinical education," "intermingling of counseling with sociocultural constructs," "the need to update the curriculum," "the unclear role of counseling in midwifery services in the health system," and "standardization and expansion of the field." Conclusion: This study showed that there are weaknesses in counseling education in midwifery that need to be addressed and corrected. It seems that the current curriculum cannot meet the educational and clinical needs of the students. Thus, the curriculum needs to be updated. Besides, some awareness-raising strategies should be adopted to make students and the public familiar with counseling in midwifery.

Abstract Spanish translations of Jay Adams’s pioneering works slowly attracted pastors and counselors in Spain and Latin America to biblical counseling. Beginning before the turn of the millennium, the content of the biblical counseling courses of Westminster / Christian Counseling and Educational Foundation (CCEF) were taught in Mexico, where CCEF faculty books were increasingly translated. As new centers for biblical counseling training arose at Westminster West, California, at Faith Church in Lafayette, Indiana, and through the Association of Certified Biblical Counselors, their international students began to take biblical counseling education to their home countries, many Spanish speaking. Finally, through the internet, biblical counseling training and practice have spread rapidly in Latin America and more slowly in Spain. KEYWORDS: Biblical counseling, consejería bíblica, Christian Counseling and Educational Foundation (CCEF), Association of Certified Biblical Counselors (ACBC), Spanish-speaking, training, seminary

Objectives The purpose of this study is to propose educational approaches for the development of professional identity in counseling based on reflective practice. Specifically, the research questions are: First, how does the development process of professional identity occur in counseling? Second, what are the reflective practice-based educational approaches to formulating professional identity in counseling? Methods The purposes of this study analyzed previous research on professional identity to identify its components, and extracted commonalities through studies on developmental experiences. The developmental process of professional identity in counseling was diagrammed, and educational approaches were proposed based on reflective practice. Results First, professional identity is formed by integrating understanding and motivation towards the profession, practical experience and training, difficulties in adapting to the field, and personal and professional experiences. Second, to overcome the difficulties experienced in the development process of professional identity, it has been confirmed that individuals exhibit personal reflective abilities and make efforts such as peer interaction and supervision. Third, as an educational approach to forming professional identity, it is proposed to explicitly state professional identity and reflective learning within the teaching objectives and learning goals of counseling courses. Conclusions This study proposes practical and reflective educational approaches for the formation of professional identity in counseling, in order to reassess the role of counselors and strengthen their abilities as experts responsible for the mental health of a society. Through this, it is expected to provide implications for clarifying and restructuring educational objectives and learning goals that solidify the identity of counselors.

The rational emotive behavioral approaches as one of the curative services through group counseling in schools that can alleviate problems faced by learners in an educational setting aims to help learners improve and change perceptions, ways of thinking, and irrational beliefs from the perception of the perspective on the problem to more flexible and rational (realistic) beliefs and more adaptive changes in the behavioral and emotional consequences experienced, to develop themselves and achieve optimal self-realization. The method used in this study is a literature review. The purpose of this study is to find out psychological problems in education that can be intervened with counseling through the rational approach of behavioral emotive, knowing the stages of implementing group counseling with a rational emotive behavioral approach, and the application of the rational emotive behavioral approach in group counseling in an educational setting. Psychological problems in education that can be intervened with counseling through a rational emotive behavioral approach are problems of aggression, anxiety, negative thinking, perfectionism, low self-esteem, low self-confidence, emotional disorders, learning disabilities, low academic achievement, and academic performance. The process of implementing group counseling with a rational emotive behavioral approach in educational settings is carried out with the main stages adjusted to ABCDE theory, namely the beginning stage, middle stage, and an ending stage. The application of a rational emotive behavioral approach in group counseling in an educational setting is the counseling of groups into responsive services in helping students who experience difficulties who need to be assisted in identifying problems, finding alternative problem-solving, and making decisions.

Antenatal Care aims to prepare the mother and child as well as possible, both and psychologically, as well as to protect them throughout their pregnancies, deliveries, and the postpartum period so that the condition of the mother and child at birth is physically and mentally healthy and normal. The high maternal mortality rate, including during childbirth, is a driving force for the need to provide education or counseling regarding Antenatal Care to pregnant women. With 41 pregnant women from four villages in Jatigede District, Sumedang Regency, West Java, as participants, this community service method employs an educational approach through counseling. Experts in their respective fields serve as resource people in the counseling process. The post-test results were consistent with the counseling's findings, which demonstrated a substantial increase in participants' knowledge.

AbstracEarly marriage is indeed a frightening specter for the progress of the Indonesian nation in the future, because there are many generations of the nation who marry underage and end up being young widows, it's no wonder the number of widows always increases every year, so that's where counseling about early marriage is needed as an effort to stop growth the number of widows in Lombok. The method used in this research is literature study by reading and recording and processing research materials sourced from books, journals, scientific articles, and online media. The author notes that there are several factors that influence early marriage, namely educational factors, cultural factors of elopement (merariq), family factors, psychological factors, and social environment. Of the several factors above, of course, counseling is very much needed, where the forms of counseling or counseling guidance that must be given are, namely family counseling, adolescent counseling, educational and religious counseling. Key Word: Counseling, Early Marriage, and Widows.