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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.
Pełny tekst źródłaENGLISH 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.
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.
Pełny tekst źródłaCurrent 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).
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.
Pełny tekst źródłaThis 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
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.
Pełny tekst źródłaPaterson, 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.
Pełny tekst źródłaDavis, 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.
Pełny tekst źródłaWinterhalt, 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.
Pełny tekst źródłaCarlhed, 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.
Pełny tekst źródłaThe 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.
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.
Pełny tekst źródłaGossman, 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.
Pełny tekst źródłaYeung, Nancy Tsui Yee Education Faculty of Arts & Social Sciences UNSW. "The educational leader as counsellor implications for selection, appraisal and professional development for school leaders". Awarded by:University of New South Wales. School of Education, 2006. http://handle.unsw.edu.au/1959.4/27202.
Pełny tekst źródłaAntunes-Alves, Sara. "Our place in the mental health world: An exploration of counsellors' professional identity". Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28489.
Pełny tekst źródłaBallinger, Liz Mary. "The role of the counsellor trainer : the trainer perspective". Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/the-role-of-the-counsellor-trainer-the-trainer-perspective(21a01315-562b-47cb-86ea-47676a9be8a5).html.
Pełny tekst źródłaSimons, Jack D., Matthew J. Beck, Nancy R. Asplund, Christian D. Chan i Rebekah J. Byrd. "Advocacy for Gender Minority Students: Recommendations for Professional School Counsellors". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2599.
Pełny tekst źródłaTruong, Hanh Quah Theresa. "Reconsidering career education in secondary schools: Counsellor and student perceptions of career counselling". Thesis, Truong, Hanh Quah Theresa (2014) Reconsidering career education in secondary schools: Counsellor and student perceptions of career counselling. Masters by Research thesis, Murdoch University, 2014. https://researchrepository.murdoch.edu.au/id/eprint/24189/.
Pełny tekst źródłaWilde, Jaime, i University of Lethbridge Faculty of Education. "Teachers' and counsellors' knowledge and experience related to attention deficit hyperactivity disorder". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2006, 2006. http://hdl.handle.net/10133/363.
Pełny tekst źródłax, 77 leaves ; 29 cm.
Daly, Bradley. "A Qualitative Exploration of Feelings of Incompetence Among Counselling Interns". Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38513.
Pełny tekst źródłaNadon, Daniel. "Perceptions of Be(com)ing a Guidance Counsellor in Ontario: A Qualitative Inquiry". Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/30833.
Pełny tekst źródłaMohamad, Yusoff Salmah. "Experience in teaching and learning group work among counsellor educators and counselling trainees". Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/48356/.
Pełny tekst źródłaAbal, Mohammad Kazem A. H. "Counsellor's role and function as perceived by students, teachers and educational councellors at credit course secondary schools in Kuwait". Thesis, University of Hull, 1992. http://hydra.hull.ac.uk/resources/hull:3502.
Pełny tekst źródłaWilk, Katarzyna. "Bridging the gap : a collective case study of counsellors' and international students' experiences of working together". Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/bridging-the-gap-a-collective-case-study-of-counsellors-and-international-students-experiences-of-working-together(3a65f4b4-190e-44b6-b3dc-ff5f15076a1f).html.
Pełny tekst źródłaVance, Alex. "Supervising Role-Related Self-Compassion: A Qualitative Study of the Experiences of Clinical Supervisors". Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41215.
Pełny tekst źródłaDu, Preez Elizabeth. "The social construction of counsellor identity in a South African context". Thesis, Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-08182005-154110.
Pełny tekst źródłaCoppard, Dorothea. "A comparison of the knowledge and attitudes of school counselors trained in the prevention and awareness in schools of HIV/AIDS project and untrained counselors in Tanga Region, Tanzania". Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4825_1260533199.
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This study aimed to establish the effect of the training that was provided by PASHA on the knowledge and attitudes of school counsellors regarding HIV/AIDS. The research was conducted as a quantitative, observational KA(knowledge, attitude) study in 57 schools (37 or 32 % of the intervention schools,20 non-intervention schools) in Tanga region, using questionnaires to compare the knowledge and attitudes of trained counsellors with those of untrained counsellors towards HIV/AIDS, sexuality and reproductive rights of their students. Questionnaires were pre-tested and then administered face-to-face over a four week period in 2007. Eighty five counsellors were interviewed, 56 of these had received in-service training as counsellors, while 29 had not received any training by PASHA.
Hammerton, Rachel. "Novice Therapists' Perception and Use of Self-Care". Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39826.
Pełny tekst źródłaMcKay, Bill. "The use of antidepressants and counselling for depression : the lived experience of post-secondary students and counsellors". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, c2012, 2012. http://hdl.handle.net/10133/3239.
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Carver, Elizabeth V. "A co-operative inquiry into counselling and psychotherapy trainers' inter- and intra-personal concerns and challenges in a higher education context". Thesis, University of Chester, 2017. http://hdl.handle.net/10034/620560.
Pełny tekst źródłaAloteabi, Youssef Hathal. "An investigation into the perceptions of school counsellors in relation to providing counselling for students with special needs in Saudi Arabia schools". Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51259/.
Pełny tekst źródłaWestera, Doreen. "Internship at the Family Life Bureau including a research project : a survey of the inclusion of spirituality in school counsellors' practice /". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ55544.pdf.
Pełny tekst źródłaGarcia, Alain. "Education et discipline au collège". Thesis, Bordeaux 2, 2013. http://www.theses.fr/2013BOR22025.
Pełny tekst źródłaIn French colleges, the issue of education is poorly treated : at the statutory level, it marks the low prestige of certain personnel, or certain subject matter being taught. This is the case with counsellors (conseillers d’éducation) and teaching assistants (assistants d’éducation) or, on another level, with arts education, civic education or physical education. Education’s negative connotation is confirmed in people’s discourse, which is inclined to report deficiencies. The social gap between members of the cultivated middle class and their students does not, however, predict the level of tension. First, the construction of a school environment indeed plays an importance role ; what’s more, the most difficult educational situations are precisely the ones that require us to think in educational terms. The result is often a better environment than in institutions with little exposure to difficulties. In the minds of professionals, French colleges have no other purpose than to organise the succession of courses between scholarly teachers and captivated learners. From the beginning of mass schooling, teachers actually apply “tinkered” pedagogies, unrelated to imaginary principles. In spite of these unofficial adaptations, students suffer from the segmentation of courses, the stifling of critical thinking, poor educational integration and the relegation of disciplinary “dirty work”. In privileged establishments, the democratic deficit rather encourages utilitarianism, and the development of an anti-school youth culture ; in lower class French colleges students who are failing may also resist through other forms of violence
Brolin, Evelina, i Peterson Malin Parde. "Kommunikation online : En fallstudie av Korrespondensgymnasiets elevkurativa arbete". Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45099.
Pełny tekst źródłaKratz, Amelie, i Marika Dozzi. "Från idrottens värld till vägledningsrummet : om idrottspsykologiska rådgivare och tillämpning för studie- och yrkesvägledare". Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-58923.
Pełny tekst źródłaThis study examines how sport psychology consultants are working and whether their client work are methods or models which may be applicable in career counselling. The research questions that are answered in this paper are about the sport psychology consultant’s work and what differences there are in the two professional groups. And to see if certain parts of the advisers' work can be applicable or be complementary to the study and career counsellors models. The method chosen for the research was qualitative interviewing. The results that emerged indicated that they worked in a similar manner in the dialogue with the client, the primary approach, but one difference was that counsellors often work with applicants who are motivated to change and that they work with process and had more time for each client. We think that it’s possible for study and careers advisors could use parts from the advisors' approach to enhance and expand its own developed models and to renew their working tools. The hypothesis that the two professional groups worked similarly matched and that it is possible to take parts from working sued.
CHAGAS, Gisele Santos. "O que dizem os orientadores educacionais sobre a orienta??o educacional". Universidade Federal Rural do Rio de Janeiro, 2017. https://tede.ufrrj.br/jspui/handle/jspui/2421.
Pełny tekst źródłaMade available in DSpace on 2018-09-06T19:08:24Z (GMT). No. of bitstreams: 1 2017 - Gisele Santos Chagas.pdf: 1542495 bytes, checksum: 1844e5bb2c0e0333355f11f502baf6ab (MD5) Previous issue date: 2017-08-21
This work is aimed to present narratives of the Guidance Counsellors of the Municipal school network in the city of S?o Jo?o de Meriti. The idea is to promote a discussion that takes into consideration the individual experiences that enable viewing of the aspects that constitute the profession and fields of work. Who are these professionals? How do they see themselves? What do they think about their background? How do they realize themselves immersed in a constantly changing society? And, how are their performances represented? The motivation to the studying and developing of this research derived from the concern that aims to socialize performances and actions developed in this area and its collaboration in the current scenario. What paths to choose? How is the Educational Advising area according to its coverage, demand and offering aspects in the researched school unit? We intend, with this dissertation, to contribute to the characterization of the Guidance Counsellor performance in the perspective of his professionals. The text is divided into a set of the analyses of the expectations and living experiences of the Guidance Counsellor; in the investigation of the critical-reflection of his performance and its contribution in the school space. The narratives derived from encounters where stories were told. A qualitative research was made with a social-historical-cultural focus under a dialogic perspective, that counts on the ?meeting? as the methodology, having as methodological-theoretical reference the well known author Mikhail Bakhtin.
Este trabalho tem por objetivo apresentar narrativas de Orientadores Educacionais da Rede Municipal de Ensino da Cidade de S?o Jo?o de Meriti. A ideia ? promover uma discuss?o que leve em considera??o as experi?ncias individuais que d?o visibilidade aos aspectos que constituem a profiss?o e o campo de atua??o. Quem s?o esses profissionais? Como se veem? Como pensam sua forma??o? Como se percebem imersos em uma sociedade em constante modifica??o? E, como suas pr?ticas se constituem? A motiva??o para estudo e desenvolvimento da pesquisa nasceu da preocupa??o em socializar pr?ticas e a??es desenvolvidas na ?rea em quest?o e sua colabora??o no cen?rio atual. Que caminhos trilhar? Como se encontra a Orienta??o Educacional segundo seus aspectos de abrang?ncia, demanda e oferta nas unidades escolares na rede de ensino pesquisada? Pretendemos, com essa disserta??o, contribuir para caracterizar a atua??o do Orientador Educacional na perspectiva de seus profissionais. O texto desdobra-se na an?lise das expectativas e viv?ncias do Orientador Educacional; na investiga??o sobre a reflex?o-cr?tica da pr?tica e na sua contribui??o no espa?o escolar. As narrativas decorreram de encontros onde suas hist?rias foram contadas. Foi desenvolvida uma pesquisa qualitativa com enfoque s?cio-hist?rico-cultural sob a perspectiva dial?gica, que conta com o ?encontro? como metodologia, tendo como referencial te?rico-metodol?gico o autor Mikhail Bakhtin.
Kotze, Sophia Catharina. "Rethinking HIV/AIDS pre-test counselling in South Africa". Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-01302006-154411.
Pełny tekst źródłaStewart, Suzanne L. "Indigenous mental health: Canadian Native counsellors' narratives". Thesis, 2007. http://hdl.handle.net/1828/1835.
Pełny tekst źródłaSchroder, Ilse. "Therapeutic guidelines for counsellors who support the retained child : a Gestalt approach". Thesis, 2005. http://hdl.handle.net/10500/1932.
Pełny tekst źródłaSocial Work
(M.Diac.(Play Therapy))
Dockrat, Fazila. "The identification of peer-counsellors in the secondary school". Diss., 1999. http://hdl.handle.net/10500/18017.
Pełny tekst źródłaPsychology of Education
M. Ed. (Guidance and Counselling)
Wright, Neville Edward. "The perceptions of career counsellors towards girls and high status subjects in five secondary schools in Durban". Thesis, 2004. http://hdl.handle.net/10413/1826.
Pełny tekst źródłaThesis (M.Ed.) - University of KwaZulu-Natal, 2004.
Kodisang, Tshifhiwa Marylene. "An ethnographic exploration of counsellors' experiences of career councelling with students". Thesis, 2016. http://hdl.handle.net/10500/22130.
Pełny tekst źródłaPsychology
D.Litt.et Phil. (Psychology)
Paterson, David. "Elementary counsellor education: perspectives from the field". Thesis, 1998. http://hdl.handle.net/2429/9909.
Pełny tekst źródłaNair, Meenatchie Shunmugam. "The role of the school guidance counsellor in multicultural education". Diss., 1995. http://hdl.handle.net/10500/17560.
Pełny tekst źródłaPsychology of Education
M. Ed. (Psychology of Education)
Chireshe, Regis. "An assessement of the effectiveness of school guidance and counselling services in Zimbabwean secondary schools". Thesis, 2006. http://hdl.handle.net/10500/1645.
Pełny tekst źródłaEducational Studies
D.Ed. (Psychology of Education)
Alhanati, Barbara Sampaio. "How does becoming and being a professional counsellor affect one’s personal life : a qualitative exploration". Thesis, 2009. http://hdl.handle.net/1828/1459.
Pełny tekst źródłaGadd, Lois Merle. "Adolescent depression and the role the school counsellor". Thesis, 2015. http://hdl.handle.net/10539/17284.
Pełny tekst źródłaMoore, Andrea D. "Secondary traumatic stress in Canadian school counsellors: presence and prediction". 2011. http://hdl.handle.net/1993/4905.
Pełny tekst źródłaMbokazi, Canaan Caleb. "Principals' attitudes towards guidance in the historically disadvantaged secondary schools at Madadeni East and West circuit". Thesis, 1999. http://hdl.handle.net/10413/6084.
Pełny tekst źródłaThesis (M.Ed.)-University of Natal, Pietermaritzburg, 1999.
Dagley, Gavin R. "The Athlete Career Education Program (ACE): the usefulness of ACE services and counsellor training". Thesis, 2004. https://vuir.vu.edu.au/15333/.
Pełny tekst źródłaWilliamson, Pamela Margaret Elizabeth. "Assessing the Influence of First Nation Education Counsellors on First Nation Post-secondary Students and Their Program Choices". Thesis, 2011. http://hdl.handle.net/1807/27610.
Pełny tekst źródłaLoudon, Mark A. "Cuthbert Tunstall, humanist bishop and counsellor to Henry VIII : education and ecclesiastical patronage in Tudor England". 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=94560&T=F.
Pełny tekst źródłaJacob, Jessy. "A study of peer counselling for evolving a strategy to train peer counsellors in the teacher training colleges in Delhi". Thesis, 1998. http://hdl.handle.net/2009/1191.
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