Letteratura scientifica selezionata sul tema "Educational counsellors"
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Articoli di riviste sul tema "Educational counsellors":
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Tan, Soo Yin, e Chih Chin Chou. "Supervision Effects on Self-Efficacy, Competency, and Job Involvement of School Counsellors". Journal of Psychologists and Counsellors in Schools 28, n. 1 (21 dicembre 2017): 18–32. http://dx.doi.org/10.1017/jgc.2017.19.
Abstract (sommario):
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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Joubert, Carmen, e Johnnie Hay. "Registered psychological counsellor training at a South African faculty of education: Are we impacting educational communities?" South African Journal of Education, n. 40(3) (31 agosto 2020): 1–9. http://dx.doi.org/10.15700/saje.v40n3a1840.
Abstract (sommario):
The study reported on in this article explored the perceived psychosocial and educational impact on educational communities by alumni of the North-West University who completed their Bachelor of Education Honours degree in Educational Psychology. This programme has been running since 2003 and aimed at training registered counsellors who need to pass the Board of Psychology examination of the Health Professions Council of South Africa to be qualified as registered counsellors. To achieve the aim of this study, telephonic interviews were conducted to gather data from the counsellor alumni of the 2007, 2013, 2014 and 2016 cohorts. In total, 18 participants voluntarily participated in this qualitative research study. The participants’ perceptions were analysed using inductive content analysis; the findings suggest that counselling is an add-on skill for these alumni, utilised only on a part-time or secondary basis, as the overwhelming majority work as teachers in educational settings. The psychosocial and educational impact from a registered counsellor’s perspective seems to be limited as most of them are teachers and only some provide counselling services in the educational environment where they work. The implications are that some adjustments in the training of registered counsellors – from a holistic wellbeing framework – need to be made, as that the category should be intensively marketed.
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Pandang, Abdullah, Soli Abimanyu, Alimuddin Mahmud e Sulaiman Samad. "Factors Affecting Competence of School Counselors in South Sulawesi". Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling 4, n. 2 (17 marzo 2019): 145. http://dx.doi.org/10.26858/jpkk.v4i2.8657.
Abstract (sommario):
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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Barletta, John. "Supervision for school counsellors: when will we get what we really need?" Australian Journal of Guidance and Counselling 6, n. 1 (novembre 1996): 1–8. http://dx.doi.org/10.1017/s1037291100001448.
Abstract (sommario):
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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FLORENCE ADEOTI, Yusuf, Ayoade Ejiwale Okanlawon e Imran Moshood Adesile. "Challenges and Solutions: The Experiences of Newly-Qualified Counsellors". Journal of Education in Black Sea Region 6, n. 2 (21 maggio 2021): 70–84. http://dx.doi.org/10.31578/jebs.v6i2.233.
Abstract (sommario):
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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Studd, David. "Counsellor education: preparing counsellors and teachers for curriculum approaches". Pastoral Care in Education 6, n. 3 (settembre 1988): 18–21. http://dx.doi.org/10.1080/02643948809470625.
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Zainudin, Zaida Nor, Alia Sarah Asri, Yusni Mohamad Yusop, Nor Aniza Ahmad, Siti Aishah Hassan e Lee Wei Rong. "Model of Relationship between e-Counselling Skills, e-Counselling Ethics and e-Counselling Limitations with Counselling Self-efficacy". International Journal of Information and Education Technology 12, n. 9 (2022): 921–33. http://dx.doi.org/10.18178/ijiet.2022.12.9.1702.
Abstract (sommario):
Despite the increasing number of e-counsellors, there is a lack of studies especially in the Malaysian context that highlight the skills and practices among e-counsellors and how these are linked to their perceptions when providing e-counselling. This study identifies the relationship between e-counselling skills, e-counselling ethics and e-counselling limitations with counselling self-efficacy among e-counsellors in Malaysia. A total of 159 e-counsellors from various institutions in Malaysia participated in this online survey study. The respondents were selected using the simple random sampling method. The Counselling Self-Estimate Inventory was adopted, and three self-constructed scales were employed for data collection purposes. Correlation analysis found that e-counselling skills (r = 0.597, p < 0.001), e-counselling ethics (r = 0.201, p < 0.001) and e-counselling limitations (r = -0.511, p < 0.001) were significantly correlated to counselling self-efficacy. The structural equation model analysis confirmed the model of relationship between e-counselling skills, e-counselling ethics, e-counselling limitations and counselling self-efficacy. From the three dimensions, e-counselling limitations predicted counselling self-efficacy the best (β value = -0.60), followed by e-counselling ethics (β value= 0.56) and e-counselling skills (β value= 0.18). The findings imply that the extent of e-counsellors’ perceptions on the limitations present in e-counselling play an important role to predict the variance in counselling self-efficacy among e-counsellors. Professional counselling bodies, supervisors and counsellor educators are urged to design a more comprehensive educational and training programme for counsellors. Both counsellor candidates and professional counsellors will benefit from this study as it provides insights for more effective implementation of e-counselling.
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Donald, Sara L., e 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, n. 2 (9 novembre 2022): 148–58. http://dx.doi.org/10.1017/jgc.2022.7.
Abstract (sommario):
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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Dianovi, Agatha, Damayanti Siregar, Indi Mawaddah e Suryaningsih Suryaningsih. "Guidance and Counselling in Education". World Psychology 1, n. 2 (28 agosto 2022): 27–35. http://dx.doi.org/10.55849/wp.v1i2.95.
Abstract (sommario):
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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Abubakar, Isa Ado. "Career Guidance Services in Public Senior Secondary Schools in Kano, Nigeria". Asian Journal of University Education 15, n. 2 (27 dicembre 2019): 27. http://dx.doi.org/10.24191/ajue.v15i2.7554.
Abstract (sommario):
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.
Tesi sul tema "Educational counsellors":
1
Benjamin, Arlene. "Community counsellors' experiences of trauma and resilience in a low-income community". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86553.
Abstract (sommario):
Thesis (PhD)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Violence is considered a global mental health problem. The rate of violence in South Africa is amongst the highest in the world and much of this violence is disproportionately skewed towards the poorer and historically disadvantaged communities. Low-income communities continue to bear the brunt of historical legacies of violence which are perpetuated through current ongoing cycles of interpersonal and community violence. While much has been documented about trauma and resilience in environments where the violence or traumatic event has ceased, there is a dearth of literature conceptualising trauma and resilience in contexts where the violence persists. Furthermore, even fewer studies have captured how trauma and resilience are conceptualised from the perspectives of the voices who experience this violence daily. The social constructionist framework of this study aims to contribute to the knowledge of how trauma and resilience is constructed by those who experience ongoing violence, and whether resilience and healing does occur in an environment of continuous traumatic stress. The voices of the participants of the study provide an additional perspective from that of community-based counsellors. Their dual experience of living and working in a violent community gives a rich insight into the relationship between trauma and resilience. The study is located in Hanover Park, a low-income community, notorious for its high levels of community violence. The participants are community-based counsellors who volunteer at Organisation X, a community-based ecological intervention that has been developed in response to addressing the cyclical impacts of ongoing violence and continuous trauma. The research design is a purposive in-depth case study of eighteen counsellors, investigating the narratives of their lives within its real-life context. Follow-up focus groups held with the counsellors were guided by ideas and practices of narrative theory. The narratives were analysed using thematic content and experience-centred form analysis. Multi-level themes related to trauma and resilience were constructed by the participants. It was revealed that the trauma effects related to systemic ongoing violence are viewed as maladaptive features of negative resilience. At the same time positive resilience which promotes healing, empowerment and transformation is possible despite negative and violent environments. The perspectives of community counsellors which offer critically important insight into their experience of the context of violence, and the complex interconnecting of individual, interpersonal and social aspects of trauma and healing in disadvantaged communities, could also inform future evidence-based interventions, provide alternate paradigms within which mental health professionals could position themselves to engage in issues of social justice and psychosocial health.
AFRIKAANSE OPSOMMING: Geweld word wêreldwyd as 'n geestesgesondheidsprobleem beskou. Die voorkoms van geweld in Suid-Afrika, is tans een van die hoogstes in die wêreld en die meeste van hierdie geweld neig om veral die armer en histories benadeelde gemeenskappe negatief te raak. Gemeenskappe in die laer inkomstegroepe is dus die mense wat die spit afbyt, omdat hierdie historiese nalatenskap van geweld deur die huidige voortdurende kringloop van interpersoonlike en gemeenskapsgeweld voortleef. Alhoewel daar alreeds baie dokumentêre bewyse bestaan oor trauma en veerkragtigheid in omgewings waar geweld of traumatiese gebeure beëindig is, is daar 'n gebrek aan literatuur wat trauma en veerkragtigheid vasvang waar geweld die orde van die dag is. Daar is verder nog minder studies wat vaslê hoe trauma en veerkragtigheid uit die oogpunt van die betrokkenes wat geweld daagliks ervaar, gekonseptualiseer word. Die sosiale konstruksionisme raamwerk van hierdie studie beoog om 'n bydrae te lewer oor hoe , indien wel, trauma en genesing beleef word deur diegene wat voortdurende geweld ervaar in 'n omgewing waar aanhoudende traumatiese stres voorkom. Die deelnemers aan hierdie studie verskaf 'n addisionele perspektief van die van gemeenskapsberaders. Hul tweeledige ervaring van leef en werk in 'n gewelddadige gemeenskap verskaf 'n dieper insig in die verhouding tussen trauma en veerkragtigheid. Die buurt waar die studie gedoen is, is Hanover-park - 'n lae inkomste gemeenskap wat berug is vir hoe vlakke van gemeenskapsgeweld. Die deelnemers is beraders uit die gemeenskap wat vrywillige werk doen by Organisasie X - 'n gemeenskapsgebaseerde ekologiese intervensie wat ontwikkel is om die sikliese impak van voortdurende geweld en trauma te verminder. Die navorsingstudie is 'n doelgerigte diepgaande gevallestudie van agtien beraders wat hul lewensverhale binne die werklike konteks ondersoek. Die beraders het die opvolg fokus-groepe gelei deur idees en die narratiewe teorie in die praktyk toe te pas. Die vertellings is geanaliseer deur gebruik te maak van die tematiese inhoud en 'n ervarings-gesentreerde analitiese formaat. Veelvlakkige temas wat verband hou met trauma en veerkragtigheid is deur die deelnemers saamgestel. Dit het aan die lig gebring dat die effek van trauma wat verband hou met voortdurende sistemiese geweld geag word as wanaangepaste kenmerke van negatiewe veerkragtigheid. Terselfdertyd is die positiewe veerkragtigheid wat genesing, bemagtiging en verandering evorder moontlik, ten spyte van negatiewe en gewelddadige omgewings. Die vooruitsigte van die gemeenskapsberaders wat belangrike en kritiese insig in hul ervarings binne geweldsverband bied, die ingewikkelde verbondenheid van die indiwiduele, interpersoonlike en sosiale aspekte van trauma en genesing in benadeelde gemeenskappe kan insiggewend wees vir toekomstige ingryping. Dit kan alternatiewe modelle voorsien waarvolgens beroepslui in die geestesgesondheidveld hulself kan inrig om kwessies van sosiale geregtigheid en psigo-sosiale gesondheids-toestande aan te spreek.
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Daniels, Diane. "The role of school counsellors in supporting teaching and learning in schools of skills in the Western Cape". uwc, 2013. http://hdl.handle.net/11394/3244.
Abstract (sommario):
Magister Educationis - MEdCurrent debates in education and education support focus on the importance of schools needing to facilitate the holistic development of learners and also ensuring the achievement of educational objectives. This study focused on the need for counsellors to support teaching and learning in Schools of Skills and investigated challenges that emerged when school counsellors facilitate school development. The research question which framed this study was, what is the role school counsellors play in supporting teaching and learning and school development? A mixed methods approach that employed both qualitative and quantitative techniques was adopted in an attempt to construct a rich and meaningful picture of school counselling practice within School of Skills. Participants included principals, counsellors and educators at four schools of skills situated in the Western Cape. The data collection process included interviews and questionnaires. Semi-structured individual interviews were conducted with the four principals and the four school counsellors and questionnaires including both open-ended and closed questions were completed by educators. The findings illuminate the psycho-social barriers experienced by learners and how school counsellors can support learners. Roles of school counsellors are varied and involve the provision of support to various members of the school community in addition to teaching and administration. Challenges faced by school counsellors were highlighted as lack of human resources, lack of support and workload. The recommendations are presented as suggestions for consideration at various levels in the system, from micro (level of the individual) to macro (level of the state).
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Hachemi, Sofia. "LE « DISPOSITIF CONCOURS » EN FRANCE : Le cas du concours de conseiller principal d'éducation". Electronic Thesis or Diss., CY Cergy Paris Université, 2023. http://www.theses.fr/2023CYUN1262.
Abstract (sommario):
Cette recherche s'intéresse au « dispositif concours » et aux pratiques de recrutement par concours dans l'Éducation nationale en France. Elle s'appuie sur le cas du concours de conseiller principal d'éducation (CPE). J'examine la manière dont est conçu et vécu le concours, par l'analyse d'entretiens effectués auprès de responsables de ressources humaines du Ministère de l'Éducation nationale, de présidents de jurys, de membres de jurys et d'étudiants candidats au concours. Les prescriptions officielles et les différentes définitions du concours que propose la littérature scientifique rendent compte de perceptions variées du service public, de ses finalités et du rôle de l'État en matière de sélection et de recrutement. Il articule des techniques bureaucratiques de rationalisation des pratiques de recrutement, qui produisent des effets de pouvoir, c'est-à-dire des effets de normalisation et de disciplinarisation des pratiques et des corps. En ce sens, le concours n'est pas seulement un acte de recrutement, mais aussi une institution à analyser en tant que dispositif de savoir-pouvoir.La recherche s'inscrit dans le cadre théorique de l'analyse institutionnelle et a mobilisé conjointement une approche socio-clinique et une approche socio-historique. L'étude socio-clinique est menée avec des sujets impliqués dans le « dispositif concours ». L'étude socio-historique repose sur trois corpus de textes (rapports de jurys, textes réglementaires et revue professionnelle des CPE). Certains concepts ont particulièrement soutenu ce travail de recherche, tels que l'institution, l'analyseur, la commande, les implications et les interférences institutionnelles. Les évolutions contemporaines du concours de CPE depuis la date de création du corps en 1970 sont le produit d'un ensemble de facteurs politiques et sociaux dont il faut rendre compte, d'une part pour comprendre comment le concours s'est imposé comme dispositif de recrutement dans l'Éducation nationale, d'autre part pour identifier les effets, réels ou supposés, du concours sur la construction du groupe professionnel des CPE.La recherche valide l'intérêt du concept de dispositif pour analyser les concours de recrutement de la fonction publique française. Elle montre d'autre part que les processus d'institutionnalisation du corps des CPE et de son concours de recrutement suivent des dynamiques autonomes qui interfèrent. Enfin, elle établit la singularité du concours et du corps de CPEThis research focuses on the "concours device" and competitive recruitment practices in the French national education system. It is based on the case of the principal education councellor (CPE) competitive examination. I examine the way in which the competitive examination is conceived and experienced, through the analysis of interviews conducted with human resources managers at the Ministry of National Education, jury chairmen, jury members and student candidates for the competitive examination. The official prescriptions and different definitions of the competitive entrance examination proposed in the scientific literature reflect varied perceptions of public service, its aims and the role of the State in selection and recruitment. It articulates bureaucratic techniques for rationalizing recruitment practices, which produce effects of power, i.e., effects of standardisation and disciplinarisation of practices and bodies. In this sense, the competitive examination is not only an act of recruitment, but also an institution to be analysed as a device of knowledge-power.The research falls within the theoretical framework of institutional analysis, and has mobilised both a socio-clinical, and a socio-historical approach. The socio-clinical study was carried out with subjects involved in the "competition device". The socio-historical study is based on three corpuses of texts (jury reports, legal texts and the CPE professional journal). Certain concepts, such as the institution, the analyser, the order, the implications and the institutional interferences, have particularly supported this research work.Contemporary developments in the CPE competitive examination since the body was created in 1970 are the product of a set of political and social factors that need to be taken into account, on the one hand to understand how the competitive examination came to be imposed as a recruitment mechanism in the French national education system, and on the other to identify the effects, real or supposed, of the competitive examination on the construction of the CPE professional group
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Bonnell, Perry. "The role of the school counsellor as consultant". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0034/MQ47438.pdf.
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Paterson, David. "Elementary counsellor education, perspectives from the field". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0027/NQ38955.pdf.
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Davis, Paula Anne. "A culturally responsive education program for trauma counsellors in developing countries". Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/7451c1eb9f88a39889e77487cc726753d1dea9affdf5b0e387e1a237dc1963d7/62276450/Davis_2016_A_culturally_responsive_education_program_for.docx.
Abstract (sommario):
The vast majority of training for para-counsellors and community workers who facilitate trauma recovery programs in Uganda and Sri Lanka is based on Western developed conceptual frameworks and techniques that tend to strengthen the resilience of the individual. Yet little known research is available to determine how the gained knowledge and skills through individualistic-oriented training programs are adapted in practice within collective-based contexts where the clients have experienced enduring political violence and civil warfare. Specifically, this research aims to identify how trauma counselling trainees understand, cope and adapt counselling skills and strategies that are designed within a different cultural framework to their own. The researcher adapted an ethnographic case study design. Two case studies were selected. One case study was conducted in Uganda. The second case study was conducted in Sri Lanka. The participants in each of these studies were purposefully selected from among three cohorts of para-counsellors who participated in training programs that were conducted by the researcher in collaboration with local organisations and counsellors in these two countries. Data were collected through a variety of data gathering strategies: interviews with three samples of trainees, examination of cultural artefacts nominated or described by the trainees to represent their trauma experience, observations of the trainees during training sessions, the analysis of the training documents, the diaries produced by the trainees and the researcher’s diary. Data were entered, analysed and coded using the NVivo computer program. Initial readings of the data enabled the researcher to create wide-ranging codes. Then, an iterative process was employed to develop narrower concept categories and sub-categories that were allocated descriptive titles derived from the researcher’s conceptual memos. This facilitated engagement with the process of continuous meaning making to provide an understanding of the research participant’s experiences. The findings show that the trainees adapted some aspects of the therapeutic approaches and tools of counselling gained during their training that were more consistent with collective social harmony, particularly in Uganda; for example, the para-counsellors de-emphasise probing but encourage storytelling as a form of selfdisclosure. A similar adaptation was not observed in Sri Lanka. The para-counsellors here tend to implement the learned trauma-counselling strategies in similar ways to their Western colleagues. The Ugandan clergy de-emphasise their previous understandings of trauma, illness and adversity as being related to the religious viewpoints that underpin African Tribal Religion. However, they encourage the use of Psychoeducation as a therapeutic tool of counselling that explains trauma in terms of neurobiology. The trauma recovery education program would benefit from continuing to facilitate the trainees’ self-disclosure, using the selected therapeutic tools of counselling, as they were generally found to result in their personal growth, assist them in symptom reduction and decrease their distress. Equal numbers of male and female participants may constitute a shift in male dominance and may lead to greater self-disclosure and female participation. Also, the trauma recovery education program may be more beneficial to the trainees if it includes less Western theoretical knowledge and more content that aligns to the trainees’ life experiences and needs, especially in adapting the selected counselling tools to fit the collective value of social harmony in trauma recovery. This may be achieved through role-plays of family situations where several family members exhibit trauma symptoms and behaviours that interfere with their capacity to function in their socially assigned roles.
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Winterhalt, Ruth A. "A narrative inquiry into counsellor education, two lives in evolution". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ27592.pdf.
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Carlhed, Carina. "Medicinens lyskraft och skuggor : ― om trosföreställningar och symbolisk makt i habiliteringen 1960―1980". Doctoral thesis, Uppsala universitet, Pedagogiska institutionen, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8327.
Abstract (sommario):
BAKGRUND Bakgrunden till denna avhandling är att erbjuda ett alternativt sätt att förstå habiliteringspraktik. Den teoretiska ramen i avhandlingen är Pierre Bourdieus fältteori, vilket innebär ett antagande att det sociala livet bygger på symboliska och kulturella trossystem med hithörande doxor, med egna slags symboliska ekonomier och dominansförhållanden. Analysen har inneburit att rekonstruera och analysera ett kampfält, det vill säga att studera agenter som företräder olika intressen och deras kamp för erkännande och tolkningsföreträde. Vad som framkommer i denna avhandling kan hjälpa till att belysa varför habiliteringen blev som den blev. SYFTE Avhandlingens syfte är att analysera trosföreställningar och symbolisk makt inom habiliteringsområdet - det vill säga det symboliska kraftfält som skapades av specifika gruppers formering, intressen och ställningstaganden kring barn och ungdomar med handikapp i Sverige under perioden 1960-1980. METOD Avhandlingen har en historiesociologisk ansats. I analysen har intressepositioner rekonstruerats utifrån tidskrifter som är knutna till fackförbund, intresseorganisationer samt till det socialmedicinska forskningsfältet. Bakom dessa tidskrifter finns således mobiliserade grupper som agerar kollektivt genom sina föreningar och förbund. Tidskrifterna är knutna till yrkesgrupper: läkare, sjukgymnaster, arbetsterapeuter, förskollärare, socionomer och psykologer samt till Förbundet för utvecklingsstörda barn, ungdomar och vuxna - FUB, Riksförbundet för Rörelsehindrade barn och ungdomar - RBU och Handikapporganisationernas centralkommitté - HCK (idag HSO). Även arkivmaterial avseende löner för de olika yrkesgrupperna har använts. Analysen har huvudsakligen rört gruppernas positioneringar i förhållande till den dominanta doxan men också den sociala basen för gruppernas positioner. RESULTAT Avhandlingens konklusion visar betydelsen av: a) historiska strukturer avseende medicinens särställning i samhället och utvecklingen av hälso- och sjukvården i stort samt omhändertagandet av barn med funktionshinder. b) offentliga utredningar som konsekrationsinstanser och sociala mobiliseringsprocesser var viktiga delar i uppbyggandet av symboliska ekonomier. c) myter och ideologier i utövandet av symbolisk makt. d) allianser mellan stat och medicinen samt mellan yrkesgrupper och klienter. Avhandlingen visar också styrkan i doxorna och vilka konsekvenser det kunde innebära att lämna ett socialt fält man var skolad inom. Samklangen mellan doxa och fält fanns inte riktigt i det nya sammanhanget, vilket innebär ett slags strukturella glapp. Konsekvenserna kunde vara att man hamnade i en parialiknande situation utan skydd från det fält man lämnade, likt en "avfälling" och dessutom att det mottagande fältet inte riktigt erkände dem. SLUTSATS Inom medicinens fält konstituerades under den här tidsperioden en "habiliteringssfär" där medicinens doxa var dominant. Genom sociala mobiliseringsprocesser och klassificeringsstrider bidrog dessa till skapandet av olika grupperingar, symboler och ömsesidiga erkännanden av vissa symboliska värden rörande hur man skulle se på omhändertagandet av barn med handikapp.BAKGRUND Bakgrunden till denna avhandling är att erbjuda ett alternativt sätt att förstå habiliteringspraktik. Den teoretiska ramen i avhandlingen är Pierre Bourdieus fältteori, vilket innebär ett antagande att det sociala livet bygger på symboliska och kulturella trossystem med hithörande doxor, med egna slags symboliska ekonomier och dominansförhållanden. Analysen har inneburit att rekonstruera och analysera ett kampfält, det vill säga att studera agenter som företräder olika intressen och deras kamp för erkännande och tolkningsföreträde. Vad som framkommer i denna avhandling kan hjälpa till att belysa varför habiliteringen blev som den blev. SYFTE Avhandlingens syfte är att analysera trosföreställningar och symbolisk makt inom habiliteringsområdet - det vill säga det symboliska kraftfält som skapades av specifika gruppers formering, intressen och ställningstaganden kring barn och ungdomar med handikapp i Sverige under perioden 1960-1980. METOD Avhandlingen har en historiesociologisk ansats. I analysen har intressepositioner rekonstruerats utifrån tidskrifter som är knutna till fackförbund, intresseorganisationer samt till det socialmedicinska forskningsfältet. Bakom dessa tidskrifter finns således mobiliserade grupper som agerar kollektivt genom sina föreningar och förbund. Tidskrifterna är knutna till yrkesgrupper: läkare, sjukgymnaster, arbetsterapeuter, förskollärare, socionomer och psykologer samt till Förbundet för utvecklingsstörda barn, ungdomar och vuxna - FUB, Riksförbundet för Rörelsehindrade barn och ungdomar - RBU och Handikapporganisationernas centralkommitté - HCK (idag HSO). Även arkivmaterial avseende löner för de olika yrkesgrupperna har använts. Analysen har huvudsakligen rört gruppernas positioneringar i förhållande till den dominanta doxan men också den sociala basen för gruppernas positioner. RESULTAT Avhandlingens konklusion visar betydelsen av: a) historiska strukturer avseende medicinens särställning i samhället och utvecklingen av hälso- och sjukvården i stort samt omhändertagandet av barn med funktionshinder. b) offentliga utredningar som konsekrationsinstanser och sociala mobiliseringsprocesser var viktiga delar i uppbyggandet av symboliska ekonomier. c) myter och ideologier i utövandet av symbolisk makt. d) allianser mellan stat och medicinen samt mellan yrkesgrupper och klienter. Avhandlingen visar också styrkan i doxorna och vilka konsekvenser det kunde innebära att lämna ett socialt fält man var skolad inom. Samklangen mellan doxa och fält fanns inte riktigt i det nya sammanhanget, vilket innebär ett slags strukturella glapp. Konsekvenserna kunde vara att man hamnade i en parialiknande situation utan skydd från det fält man lämnade, likt en "avfälling" och dessutom att det mottagande fältet inte riktigt erkände dem. SLUTSATS Inom medicinens fält konstituerades under den här tidsperioden en "habiliteringssfär" där medicinens doxa var dominant. Genom sociala mobiliseringsprocesser och klassificeringsstrider bidrog dessa till skapandet av olika grupperingar, symboler och ömsesidiga erkännanden av vissa symboliska värden rörande hur man skulle se på omhändertagandet av barn med handikapp.The dissertation examines the formation of specific groups, their interests and positions related to children with disabilities and their education and care in Sweden developed during 1960―1980. The theoretical framework is based on Pierre Bourdieu’s sociological theory of social space, which assumes that social life is based on symbolic and cultural systems of beliefs with respectively specific doxas and symbolic economies. Consequently, the analysis has focused on the agents’ position-takings and their struggle for recognition and preferential rights of interpretations. The reconstruction of a “habilitation sphere” was conducted through agents, their positions of interests and position-takings as analytical tools. The positions were mainly reconstructed on articles in journals of 10 professional organizations covering 6 occupations and 4 disability organizations. The occupational groups were paediatric doctors/child psychiatrists, physiotherapists, occupational therapists, social workers, psychologists and pre-school teachers. The other positions were related to the county council union, four disability organizations (DHR, FUB, RBU and HCK), two of which were parent organizations and in addition, the research field of social medicine. Other materials were e.g. reports of commissions of inquiry. In order to explore the social foundations of the occupational positions, materials from archives have been used. The conclusion shows the significance of: a) historical structures related to the exceptional position of medicine in society, the development of the Swedish health care system in general and the organizations of “special” children b) commissions of inquiry as consecration authorities and processes of social mobilization, both important contributions in shaping symbolic economies, c) myths and ideologies in the exercising of symbolic power, d) alliances between the state and medicine, and between occupational groups and clients. The analysis also shows the strengths of the doxas which could work as a shield for the agents but also as obstacles for external agents when entering the habilitation sphere.
Finns även tillgänglig för synskadade i s.k. DAISY-format.
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Finlay, Cheryl. "Gay and lesbian adolescents : the role of school counsellors /". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36120.pdf.
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Gossman, Marion. "Student Counsellors’ Perceptions of the Effects of Recording the Counselling Interview". Thesis, University of Canterbury. Educational Studies and Human Development, 2009. http://hdl.handle.net/10092/3192.
Abstract (sommario):
The use of audio and videotape recordings in counsellor education for the purpose of training and
supervision is controversial. Although recordings give counsellors and supervisors direct access to the
counselling session and therefore the skills of the counsellor, a number of concerns have been recorded
both in early research (Betcher & Zinberg, 1988; Frankel, 1971; Gelso, 1973; Goldstein, 1988; Lamb &
Mahl, 1956; Niland, 1971; Van Atta, 1969) and more recently in counsellors’ correspondence to the NZAC
Newsletter (Anonymous, 2006; Grant, 2006) regarding the effects on counsellors, clients and on the
counselling process itself. There is a scarcity of current research on whether or not recording of counselling
or therapeutic interviews actually interferes with the counselling process. The few empirical studies of the
effects of recording are inconsistent in their findings and their methodological flaws preclude meaningful
interpretation of the literature as a whole (Goldstein, 1988). This qualitative research study focuses on one
aspect of recording counselling interviews; the perceptions of counselling students. Thirteen counselling
students enrolled on counsellor education programmes at five tertiary educational settings in Auckland and
Christchurch, New Zealand participated in interviews. They indicated that they perceived the process of
recording to be anxiety promoting, initially having an effect on their ability to be completely present in the
counselling interview. They also reported that recording was extremely beneficial to the development of
effective counselling skills. Counsellors perceived the process of recording to be a potential threat to the
developing relationship between counsellor and client but many were able to manage this concern by
establishing trust and rapport before introducing recording. The majority of the student counsellors
perceived that they became more confident with the process over time, moving from a state of anxiety in
initial recordings to a more relaxed style with practice. This has implications for future practice and for early
introduction to frequent recording in counsellor education programmes.
Libri sul tema "Educational counsellors":
1
Association, Ontario School Counsellors'. Ethical guidelines for Ontario school counsellors. 5a ed. Winnipeg: Naylor Publications, 2003.
2
Centre, Alberta Education Response. Alberta career events: A planning guide and workbook for counsellors and teachers. Edmonton, Alta: Alberta Education, Education Response Centre, 1992.
3
Services, Alberta Special Educational. Organizing an Alberta career day: A guide for teachers, counsellors and administrators. Edmonton, Alta: Alberta Education, Special Education Services, 1986.
4
Sanderson, R. L. Native teachers as counsellors of native children: A needs assessment and workshop. St. Catharines, Ont: College of Education, Brock University, 1990.
5
Watts, A. G. Occupational profiles of vocational counsellors in the European Community: A synthesis report. Berlin: CEDEFOP, 1992.
6
O'Higgins-Norman, James. Education matters: Readings in pastoral care for school chaplains, guidance counsellors, and teachers. Dublin, Ireland: Veritas, 2014.
7
Urquhart, Margaret A. Coping with junior high guidance: A resource book for teachers and counsellors. Toronto: Guidance Center, Faculty of Education, University of Toronto, 1985.
8
Branch, Alberta Curriculum. Business education manual for administrators, counsellors and teachers. [Edmonton, Alta.]: Alberta Education, 1987.
9
Branch, Alberta Curriculum Standards. Off-campus education guide for administrators, counsellors & teachers. Edmonton, AB: Alberta Education, 1995.
10
Branch, Alberta Curriculum. Off-campus education guide for administrators, counsellors & teachers. Edmonton, AB: Alberta Learning, 2000.
Capitoli di libri sul tema "Educational counsellors":
1
Lomos, Catalina. "The Relationship Between Teacher Professional Community and Participative Decision-Making in Schools in 22 European Countries". In Accountability and Educational Improvement, 41–62. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_4.
Abstract (sommario):
AbstractVarious empirical studies have established the positive relationship between teacher professional community (PC) and participative decision-making (PDM) within schools. Considering that these relationships proved relevant to school improvement in different countries, a comparative approach will allow us to establish whether this positive relationship holds true for a wider range of European countries. This study presents results of this relationship using data from 35,000 secondary teachers in 22 European countries. Taking an exploratory approach, the study investigates the relationship between the presence of PC and the school actors involved in PDM. We are particularly interested in the level of active participation in decision-making by teachers, the school governor or counsellor, and by students, and the relative presence of PC. We find this relationship to be significant and positive, but varying in strength according to the actors involved in decision-making. Furthermore, the relationship is stronger across all countries studied when teachers are significantly involved in decision-making as opposed to when school counsellors or governors are more involved. Regarding student involvement in decision-making, its relationship with PC proved stronger when students could influence school rules or help choose teaching and learning materials. The relationships measured and compared across countries were tested for robustness by applying a test for measurement invariance of the PC latent concept and discussing its implications for the relationships of interest. After other relevant robustness checks, we conclude that, across all European countries studied, there is a positive relationship between PC and PDM in schools, with the involvement of some actors in PDM being more indicative of the presence of PC than the involvement of others.
2
Wihak, Christine. "Development of Anti-Racist White Identity in Canadian Educational Counsellors". In Transgressions, 111–22. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-869-5_13.
3
Katz, Y. J., e B. Offir. "The Use of Information Technology in Educational Counselling: Applications for High School Counsellors". In Information Technology in Educational Management, 195–200. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34839-1_26.
4
Sobrado-Fernández, Luis M., Cristina Ceinos-Sanz, Elena Fernández-Rey, Miguel A. Nogueira-Pérez, Camilo I. Ocampo-Gómez e María L. Rodicio-García. "Competences Analysis in Initial Training of Secondary Education Counsellors and European Standards". In International Perspectives on Research in Educational and Career Guidance, 141–51. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-26135-1_9.
5
Mäkelä, Marja-Liisa, e Mira Kalalahti. "Negotiated, Given and Self-Made Paths: Immigrant Origin Girls and Post-compulsory Educational Transition in Finland". In Finland’s Famous Education System, 335–49. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_21.
Abstract (sommario):
AbstractAlthough Finland still has a relatively low proportion of students with a migrant background, it has not been able to ensure that immigrants and their descendants have equal educational opportunities. Education could enhance integration but migrant backgrounds have a persistent impact. In this chapter, our focus is on post-comprehensive educational decision-making processes of immigrant origin adolescent girls, with the viewpoint of the multifaceted intertwinement of gender and ethnicity. We conceptualise the educational decisions as negotiations that adolescents have to have with their families, teachers, counsellors and peers. Within these negotiations, the negotiating parties try to push the adolescent to choose those educational paths they see valued and preferred, and away from the choices they see as unfitting or less valued. As the girls ‘negotiate their identities according to situational contexts’, their agency is constructed with ongoing and reflective negotiations with other people. In this chapter, we show how adolescent girls with an immigrant background in Finland face quite similar difficulties as ethnic minorities in other European and Nordic countries when continuing their education from compulsory education. We also illustrate with three ‘transitional stories’ the key challenges that girls with immigrant backgrounds encounter when making their educational decisions and integrating to education: structural boundaries, social boundaries and acculturation.
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Bartholomaeus, Clare, e Damien W. Riggs. "Cisgender School Counsellors and Psychologists". In Transgender People and Education, 149–66. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-349-95309-7_7.
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Namusoke, Jane. "Counsellor training and supervision in Uganda". In The Education Systems of Africa, 1–24. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_25-1.
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Namusoke, Jane. "Counsellor Training and Supervision in Uganda". In The Education Systems of Africa, 505–28. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_25.
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Perander, Katarina, Monica Londen e Gunilla Holm. "Policy and Practice in Finland: Teachers’ and Study Counsellors’ Gender-Stereotyped Perceptions". In Gender and Education in Politics, Policy and Practice, 181–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80902-7_11.
10
Ji, Chen. "APP-Based Ideological Education Model for Full-Time Counsellors of Minority Students". In Advances in Intelligent Systems and Computing, 561–68. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43309-3_79.
Atti di convegni sul tema "Educational counsellors":
1
Dislere, Vija, e Natalja Vronska. "Self-Assessment of Career Counsellor Competencies in the Field of Career Guidance Depending on the Place of Residence". In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.047.
Abstract (sommario):
The importance of career guidance and the competences of a career counsellor is described and highlighted in this article. The counsellors are seen as key professionals assisting individuals in their educational and job transitions during their career, addressing both individual and labour market requirements. The aim of the study is to analyse the self-assessment of career counsellor competencies in the field of career guidance depending on the place of residence in Latvia. The self-evaluation of career counsellors regarding their competence was used. In the study 340 respondents took part from all Latvia regions, they were graduates of the last eleven years of the Career Counsellors Master's Program and other in-service career counsellors and school career counsellors working in schools, employment agencies and private consulting companies. The data were analysed statistically by using SPSS computer program: 1) crosstab method, 2) chi-squared test. The significance of the results and the most important conclusion: analysing the frequency of respondents’ responses of excellent and good career counsellor competence depending on the place of residence, it can be concluded that excellent (Pearson Chi-Square p-value = 0.867) and good (Pearson Chi-Square p-value = 0.892) career counsellor competence not depending on the place of residence of the respondents, the excellent and good career counsellor competence is equally good everywhere in Latvia.
2
Andrei, Angela, e Andreea diana Scoda. "HOW THE POTENTIAL OF ICT IS INTEGRATED IN COUNSELLING AND GUIDANCE THROUGHOUT ROMANIA". In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-130.
Abstract (sommario):
The present article analysis the results obtained from a national survey, conducted by the Institute of Educational Sciences in October 2015. The purpose of this survey was to provide an overview of the activity of the County Psycho-pedagogical Assistance Centres (CPPAC) in pre-university education and the Career Counselling and Guidance Centres (CCGC) in higher education. The design of the paper looks into data collected from counsellors and coordinators from different counselling centres regarding the following issues: the training needs of counsellors from pre-university education and from higher education in Romania; number of beneficiaries of counselling centres who benefited from ICT-based counselling and guidance; examples of educational projects on ICT-based counselling and guidance accomplished in the counselling centres at pre-university and university level and difficulties faced by counsellors in their daily professional activities. The discussion approaches important questions related to the following aspects: how ICT is used by the counselling services, if ICT training is sufficient for practitioners today, types of ICT based projects of guidance and counselling, either in schools or in universities. The paper foresees also a theoretical analysis on the basis that ICT is an essential tool for counsellors in any field of professional practice. The documentary analysis concerns the opportunity of using ICT resources, type of training provided for the counsellors working in the County Centres for Resources and Educational Assistance and in the Career Counselling and Guidance Centres and last but not least, the educational projects as support for their institutional development. The questionnaire survey is the main sociological method used on a sample of counsellors and coordinators of counselling centres at pre-university and university level, with the aim to extract relevant conclusions for readers (opportunities, threats, strengths and weaknesses) that resulted from the investigation.
3
Amin, Zakki Nurul, Mulawarman Mulawarman, Edwindha Prafitra Nugraheni e Carti Carti. "Counsellors' Personal Quality in Public Senior High School". In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.91.
4
Saw, Jo Anne, Salmi Razali, Nurul Azreen Hashim e Siti Aminah Omar. "Content Validity of the School-Based Star-CBT Module: Thoughts From School Counsellors". In 14th International Conference on Education and Educational Psychology. European Publisher, 2023. http://dx.doi.org/10.15405/epiceepsy.23124.4.
5
Pizzini, Nigel. "Male Secondary-School Student Engagement Rates with School Counsellors, as Compared with Female Engagement Rates". In Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2206008.
Abstract (sommario):
This article reports on a statistical investigation into the engagement rates of male secondary-school students with school counsellors in co-educational state secondary schools in Aotearoa New Zealand. The data analysis evidences a discrepancy between the engagement rates of male and female students, substantiating what has been known anecdotally: that male students are less likely than their female peers to meet with school counsellors. Data from 2615 counselling records across eight schools nationwide indicate that male students engage between 3% and 11% less than their female peers. Further research in 2022 is planned to investigate any barriers or constraints that could account for this discrepancy and expose possible facilitative factors that may increase male student engagement rates with school counsellors.
6
Botnariuc, Petre. "SUPPORTING SCHOOL GUIDANCE AND COUNSELLING INTERVENTIONS THROUGH THE INTEGRATION OF WEB 2.0 TECHNOLOGIES". In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-005.
Abstract (sommario):
The article presents the results of a research run by the Institute of Education Sciences – Department of Educational Counselling and Management in 2011 on the integration of the ICT tools in the activity of the guidance counsellors from different schools around the country. The article starts with a short overview of the way the web 2.0 tools are used in guidance counselling in other countries and what expectations are set for these new tools. Then the data collected on the use of web 2.0 tools are presented and analysed against the role of the guidance counsellors in the school context. The research involved a number of practitioners in the field of career guidance in a training course with a pre- and post- self-assessment of the different ICT competences related to the guidance tasks. The aim was to identify how good are the counsellors in using wiki pages (wikipedia, google docs, other wiki sites), to assess and improve their ability to support a group of pupils to create a wiki project regarding study and employment opportunities, to create a thematically blog on a specific topic, to help pupils to participate in online decision making groups through web 2.0 tools, to collaborate with other practitioners at national or international level in order to build a database with relevant information, or their ability to teach certain counselling related topics and to use content management tools or self assessment on-line interest or skills questionnaires (ie. surveymonkey). The article ends with a set of specific recommendations for stakeholders in the national education system and new research and development areas to be approach forward.
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Botnariuc, Petre. "A DIAGNOSIS OF THE USE OF WEB 2.0 TECHOLOGIES IN GUIDANCE AND COUNSELLING". In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-105.
Abstract (sommario):
While the individual support for learning and career development before 1989 was scarce and the need for it was little acknoledged by the students, currently the guidance and counselling support become an important part of educational institutions. The growth of the guidance and counselling system were exponentially in the last two decades and the community of guidance practitioners developed an own ethos and practice. Naturally, a focus point of the current debate deals with the integration of the new web 2.0 tools in the guidance and counselling activity. The present article explores how Romanian guidance counsellors from pre-university and higher education level are using web.2.0. technologies in their activity. It further develops the analysis of a previous article based on a national sample survey published in the ELSE conference in 2014, this time further exploring the issues of employing social technologies in career guidance and portraying the distribution of the investigated variables. The aim is to inform and provide empirical evidence for designing the training programmes and the professional development activities of the guidance counsellors aiming to developing their ICT skills. The benefits of the Web 2.0 technologies and the ways the guidance counsellors organize their social web based activities are listed and the survey results are explored by analyzing possible causes and implications: frequency of use; effective web 2.0 tools for guidance and counselling, barriers in using the web 2.0 tools; level of pupil engagement in the online collaborative guidance activities. Further opportunities for professional exchange of experiences and exploration of effective use of web 2.0 tools for guidance are proposed as well as indication of training needs for specific groups.
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Botnariuc, Petre. "HOW DO GUIDANCE COUNSELLORS USE THE WEB 2.0 TECHOLOGIES IN THEIR ACTIVITY - A NATIONAL STUDY". In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-061.
Abstract (sommario):
The use of web 2.0 technologies in school learning has developed largely in the last few years, as some research indicates, passing to more meaningful and effective arrangements. Recently the interest in using web 2.0 technologies grew also among practitioners in guidance and counselling in schools, who became eager to figure new ways of addressing old needs using collaborative web tools. The article analyses different ways, devised by school counsellors from different counties around the country, in which wiki projects are used in their counselling and guidance activity in gymnasium and high schools. These activities were developed in the framework of a continuous training provided online, through a moodle elearning platform, by the Institute of Education Sciences - Department of Educational Counselling and Management in 2012 - Center for Online Learning training.ise.ro. The article focuses on the first module of this course on Using wiki pages in career guidance as well as on face to face regional workshops organised by the same department in some County Centers for Educational Resources and Psychopedagogical Assisatance focused on using web 2.0 technologies in guidance. The projects based on wiki pages (wikipedia, google docs, seedwiki, pbworks) designed and implemented during these trainings by the participants are assessed in terms of effectiveness and efficiency and further recommendations proposed. The needs of the different target groups (school counsellors, teachers in charge of curriculum are guidance and counselling. center managers) are analysed and the activities impact on pupils discussed compared to other traditional forms of guidance interventions.
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Botnariuc, Petre, e Dr speranta Tibu. "BUILDING A VIRTUAL COMMUNITY OF PRACTICE - A CASE STUDY ON PARENT COUNSELLORS IN ROMANIAN DISADVANTAGED AREAS". In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-004.
Abstract (sommario):
The article analyses the development and performance a virtual community of practitioners in the field of parent counselling as part of a blended professional development program. This is part of the ‘Education Priority Areas - EPA’ project (2011-2012) funded by UNICEF in partnership with the Ministry of Education, Research, Youth and Sports (MERYS), Institute of Education Sciences (IES) and the network of County Centres for Resources and Educational Assistance (CCREA) aiming to support families with pupils in risk of drop-out. The training program (both face–to-face and at distance) is part of the methodological approach proposed by the IES based on the EPA model implemented earlier in UK and France, adapted for Romanian disadvantaged communities. The direct beneficiaries of the program are school counsellors and teachers working in schools with a high rate of drop-out. Parents’ counselling is an important piece of an integrated intervention program (management, didactics, counselling) to support schools, families and pupils in preventing school drop-out. By the mean of the IES online training platform (training.ise.ro) a virtual learning community was built in order to facilitate the communication between the practitioners, the peer learning and to support them through online tutoring and coaching for parent counselling activities. We start by presenting the aim, structure, type of learning and coaching activities, then we analyse the developed community of practice against a set of social, psycho-pedagogical, technical and managerial criteria according to an integrated model adapted after Conole (2007), Lesser & Storck (2003), McDermott (1999), Palloff & Pratt (1999). Conclusions are drawn in respect with improvement measures of the virtual community in order to better support the recurrent EPA parent counselling interventions.
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Margaritoiu, Alina, e Simona Eftimie. "PERCEPTIONS TOWARDS ONLINE COUNSELLING AMONG EDUCATIONAL ACTORS FROM SPECIAL SCHOOL". In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-025.
Abstract (sommario):
Problem Statement: Although in recent years our country was implemented a number of projects for the widening of e-counselling, special education, considering this issue, is a neglected area. In this context, we considered as necessarily a study concerning online counselling where educational actors from special school were our investigated subjects. Purpose of Study:This paper contains a preliminary study to explore perceptions educational actors (head teachers, therapists, and teachers) from a special school (Prahova County) towards online counselling. The objectives of our study are: to identify their attitudes and needs toward counselling, to mention their preference for specific types of counselling (face to face or online), to specify the advantages and disadvantages for online counselling, thus providing a theoretical and practical framework for counsellors and authorities in this field. Research Methods: We have utilised focus group and individualized interview on a sample of 36 educational actors (6 specialists and 30 teachers from primary and secondary school). Findings:The results of this study indicated that 56% of educational actors do not recognize their counselling needs; from them, 44% manifested their will to be counselled and most of them prefer face to face counselling in spite of online counselling and more, they want to participate to counselling sessions outside school. For most of our subjects (73%) online counselling has more disadvantages and less advantage. None of investigated subjects have a certificate that proves online counselling competences, and more, do not manifested their interest for trainings or workshops on this field. Conclusion:The results of this study showed that online counselling is a neglected area in special educational and the lack of publicity among educational actors has maintained the lack of information and unfavorable mentalities towards advantages of this service. So, through this study and our recommendations, we intend to draw attention to the policy makers and education responsible in order to increase the efficiency of online counselling provided to beneficiaries.
Rapporti di organizzazioni sul tema "Educational counsellors":
1
Green, Vanessa A., Emma-Jayne Tse e Ulani Kan. Identifying effective support for students with disabilities who have experienced bullying. Journal of the Australian and New Zealand Student Services Association, aprile 2023. http://dx.doi.org/10.30688/janzssa.2023-1-03.
Abstract (sommario):
This study examines the support experiences of 23 tertiary students with disabilities after being bullied, either at high school or at a tertiary institution. The anonymous online survey focused on what elements of support students found helpful and what would encourage them to seek support after they had been bullied. The findings showed that, after being bullied, most students sought support from parents and friends, followed by counsellors and teachers. However, participants found the support they received only moderately helpful, at best. Participants wanted to see improvements made to: the accessibility of support systems, the action taken after a bullying incident, and education about people with disabilities. Therefore, improvements need to be made to the support provided to tertiary students with disabilities who have experienced bullying within educational institutions.
2
Hernandez, Philippe Jose S., Maria Carinnes P. Alejandria, Rowena S. Guiang, Alvie P. Bergado-Timbangcaya, Jean S. Taypa, Peejay D. Bengwasan, Ma Francia Sazon-de Chavez et al. Guidance Counsellors on COVID-19 Experiences: Distance Education Successes and Challenges. Journal of the Australian and New Zealand Student Services Association, gennaio 2024. http://dx.doi.org/10.30688/janzssa.2024-1-02.
Abstract (sommario):
This qualitative exploration documented the lived experiences of 12 guidance counsellors in Philippine public and private universities. During the height of the COVID-19 pandemic (2020–2022), school closures forced counsellors to adapt to new modalities. Through online semi-structured interviews, counsellors shared how they delivered their services via distance/virtual means. Thematic analysis elicited findings on the successes and challenges reported. For successes, new learnings, wider reach of services through online platforms, involvement of faculty members in referrals, and mental health education were highlighted. Meanwhile, challenges included students discontinuing counselling, the stigma associated with seeking mental health support, and lack of manpower. The counsellors provided recommendations for improvement of services moving forward.
3
Flottorp, Signe, Claire Glenton e Simon Lewin. Do lay or community health workers in primary healthcare improve maternal, child health and tuberculosis outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/160810.
Abstract (sommario):
Lay health workers have no formal professional education, but are usually given job-related training, and can be involved in either paid or voluntary care. They perform diverse functions related to healthcare delivery and have a range of titles, including village health workers, community volunteers and peer counsellors.
4
Flottorp, Signe, Claire Glenton e Simon Lewin. Do lay or community health workers in primary healthcare improve maternal, child health and tuberculosis outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/1608103.
Abstract (sommario):
Lay health workers have no formal professional education, but are usually given job-related training, and can be involved in either paid or voluntary care. They perform diverse functions related to healthcare delivery and have a range of titles, including village health workers, community volunteers and peer counsellors.
5
Reimer, David, Astrid Olsen, Bent Sortkær e Rie Thomsen. Reducing inequality in access to Higher Education in Denmark: Technical report for Nextstep 1.0 intervention and data collection. Aarhus University, gennaio 2024. http://dx.doi.org/10.7146/aul.511.
Abstract (sommario):
The aim of the project Reducing Inequality in Access to Higher Education1 was to raise the university application rate for upper secondary students whose parents did not them-selves have a university degree. The project implemented an information intervention, and his technical report outlines the procedures involved in designing that the interven-tion called NextStep 1.0. It includes the selection and recruitment of schools, as well as the development of a survey for both students and counsellors and the creation of role model videos which was implemented in the intervention. The project Reducing Inequality in Access to Higher Education also included a NextStep 2.0 and a nudge experiment, which are not included in this technical report. To smoothen the readability of the report, we call the project NextStep throughout this report. The NextStep study is funded by Independent Research Fund Denmark, Grant No. 8019-00100B in a project running from 2019 to 2024. The target group for the intervention was upper secondary students in the spring of 2020, when they were just three-five month from graduation. In this report, we will address the following topics: • The design of the intervention • Randomization • Recruitment of schools • Data management including data to register data • Intervention videos and home page activity • Nudges • Appendix with transcripts of intervention material including the survey