Gotowe bibliografie tematyczne / School Guidance Programme

Gotowa bibliografia na temat „School Guidance Programme”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 11 lutego 2022

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Artykuły w czasopismach na temat "School Guidance Programme"

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Knight, Zelda, i George Euvrard. "Meditation — An Adjunct to School Guidance?" South African Journal of Psychology 22, nr 2 (czerwiec 1992): 92–96. http://dx.doi.org/10.1177/008124639202200208.

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One of the major aims of school guidance and counselling programmes is to promote personal growth. A practice which is enjoying continuing attention and is claimed as being a valuable tool for personal growth, is meditation. Could meditation be used profitably in the school situation? This case study reports on the experiences of a high school girl who participated in a three-month Vipassana meditation programme, and documents the personal growth which took place. Some implications of this for school guidance programmes are discussed.
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Euvrard, George. "School Guidance — What Do the Pupils Want?" South African Journal of Psychology 22, nr 4 (grudzień 1992): 215–19. http://dx.doi.org/10.1177/008124639202200405.

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It is an accepted truism that guidance should be based upon the needs of those who are to receive it. School guidance programmes, therefore, must be designed so as to address the needs of the pupils concerned. In order for this to be done, a clear picture must be gained of the actual needs of these pupils. In particular, if the programme is to be experienced as being relevant by the pupils, it must take into account what these pupils themselves say they would like to learn through the guidance programme. However, little useful research has been done in this area in South Africa, so that although the legislation and official manuals suggest that the pupils' needs and wishes be taken into account, the actual programmes and syllabuses presented are not based upon any such research. Nor is there any indication of how a school should go about conducting such necessary investigations. There is a glaring void in the development of our guidance programmes which must be filled. This paper is an attempt to address this problem.
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Frydenberg, Erica, Terry Lee i Vicki McKenzie. "From Teacher to School Psychologist: A Programme of Counsellor Training". Australian Educational and Developmental Psychologist 2, nr 2 (listopad 1985): 4–7. http://dx.doi.org/10.1017/s0816512200025165.

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In Victoria Guidance Officers provide school psychology and guidance services to families and schools. Most are located throughout Victorian centres which service local school communities and these by and large provide a generalist service which is supplemented by the service of statewide specialists.New recruits are drawn from the teaching service and those teachers with the necessary combination of experience, qualifications and personal qualities are eligible to apply. There is usually a new intake each year and this number varies according to staff ceilings and vacancies. In 1983 the intake was 45 trainee Guidance Officers which was the largest number of teachers ever recruited. These trainees were allocated to local centres where they would undertake their supervised apprenticeship, which together with the compulsory central training, would make them eligible in two years to become registered Guidance Officers.
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Hickson, Joyce. "A Framework for Guidance and Counselling of the Gifted in a School Setting". Gifted Education International 8, nr 2 (maj 1992): 93–103. http://dx.doi.org/10.1177/026142949200800206.

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This article describes differential guidance for the gifted and how the curriculum can be modified and adapted to promote self-realization. A major view is that guidance and counselling should be an integral and integrated part of the school programme. Parent education programmes are described as well as group approaches within the education system. Referral problems and related guidance intervention strategies are also presented. Three areas of special concern—gifted females, culturally diverse gifted children, and the handicapped gifted child—are also noted. The thesis of the article is that it is critically important for guidance and counselling personnel to have a framework for defining their role in working with the gifted within the educational setting.
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Prokhorov, Andrey V., i Tamara G. Pyadysheva. "Content of career guidance work in “Advertising and Public Relations” Programme at Derzhavin TSU". Psychological-Pedagogical Journal GAUDEAMUS, nr 3 (2020): 91–94. http://dx.doi.org/10.20310/1810-231x-2020-19-3(45)-91-94.

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We considered modern problems of career guidance at the university. Competition between universities for applicants (both quantitative and qualitative) makes it necessary to review the content of career guidance work. Universities have to become a center for career guidance with schoolchildren along with other interested persons (parents, employers, school). As a basis, we considered a level model of career guidance work (career guidance at the level of a university, institute/faculty, department, training/educational program directions), focused attention on the level of the educational program. We described the experience of career guidance work in “Advertising and Public Relations” Programme at Derzhavin Tambov State University. Students of schools and colleges are offered the project "School of the Young Advertiser", offering lectures and master classes from teachers and practitioners aimed at popularizing the professional areas of the advertiser and public relations specialist. As part of the regional project “Professions in Detail”, professional tests “Advertiser – Profession of the 21st Century” and “Modern PR Player” are offered for students in ninth grades.
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Stromov, Vladimir Y., Pavel V. Sysoyev i Vladimir V. Zavyalov. "Attracting talented youth to study in Post-Graduate Programme at a classical university". Tambov University Review. Series: Humanities, nr 189 (2020): 7–14. http://dx.doi.org/10.20310/1810-0201-2020-25-189-7-14.

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The decline in the effectiveness of post-graduate programs is one of the problematic issues of Post-Graduate Programme in any university. In many respects, the enrollments that are weak in terms of the quality of students are due to the poor awareness of graduates of the Specialist’s Degree and Master’s Degree Programmes about what learning at the third level of higher pro-fessional education is, what advantages and to whom does obtaining an academic degree of candidate of sciences give. In this regard, career guidance work in Post-Graduate Programme is one of the important factors of its effectiveness. At the same time, an analysis of researches on the organization of career guidance work with students indicates that in most universities, the main goal of career guidance work is to attract high school graduates to enroll in a university and the choice of a specific direction of training and a profile of education. The absence of a multi-level career guidance system “school student–student–graduate” does not allow Bachelor’s Degree and Specialist’s Degree students to comprehensively develop an individual trajectory of development in the research field and methodically prepare students to continue their learning in Post-Graduate Programme. In this research a) the relevance and the necessity of organizing career guidance work among Bachelor’s/Specialist’s Degree and Master’s Degree students for admission to Post-Graduate Programme is indicated; b) the pedagogical potential of the institute of mentoring in organizing career guidance events to attract talented youth to Post-Graduate Programme is considered; c) a description of the experience of the Derzhavin Tambov State University on the implementation of the scientific and educational project “I want to be a Post-Graduate Student” within the framework of the mentoring institute is given. Subject and thematic content of the project includes three blocks: 1) Post-Graduate Programme: what it is; 2) admission and learning in Post-Graduate Programme; 3) scientific journals and publication ethics. The work describes in detail the content of the project.
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Maluwa-banda, Dixie W. "School counsellors' perceptions of a guidance and counselling programme in Malawi's secondary schools". British Journal of Guidance & Counselling 26, nr 2 (maj 1998): 287–95. http://dx.doi.org/10.1080/03069889808259707.

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Frolova, Svetlana, i Mikhail Nechaev. "Organization of Subject Oriented Educational Programme: Problems and Solutions". Profession-Oriented School 7, nr 6 (18.12.2019): 9–13. http://dx.doi.org/10.12737/1998-0744-2019-9-13.

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Career guidance is the most important mission of the school and one of the priority areas of state educational policy in the Russian Federation. This is emphasized in federal state educational standards of general education and some other state documents. The fi rst stage of career guidance is the organization of specialized training at school. Despite the long-standing practice of organizing specialized training, teachers still have many questions. This article discusses some of the complex issues of organizing specialized education at school. For this, legal advice is used.
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Hatunoğlu, Bedri. "The impressions of school managers on psychological counseling and guidance services: A descriptional study". African Educational Research Journal 9, nr 1 (26.02.2021): 160–67. http://dx.doi.org/10.30918/aerj.91.21.021.

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School guidance and counselling is a programme that is complementary to the education process and is seen as a support service for the pupil. The aim of this study is to examine the primary school administrators' views on psychological counseling and guidance services in their schools. The research was carried out with 20 school principals and vice principals who have been working in schools for at least one year with a psychological counselor. In the study, a semi-structured interview form developed by the researchers was used as a data collection tool. Considering the field studies, studies were carried out on three main principles: educational guidance, personal / social guidance, and vocational guidance, and three categories of studies, evaluations and suggestions for each theme. According to the findings, school guidance services were it is not considered sufficient in many respects and it is emphasized that the system has deficits. The main deficiencies mentioned can be expressed as the lack of expert personnel in the field, problems arising from infrastructure and central structure and equipment.
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Bundy, Donald AP, Lesley J. Drake i Carmen Burbano. "School food, politics and child health". Public Health Nutrition 16, nr 6 (1.11.2012): 1012–19. http://dx.doi.org/10.1017/s1368980012004661.

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AbstractObjectiveAn analysis undertaken jointly in 2009 by the UN World Food Programme, The Partnership for Child Development and the World Bank was published as Rethinking School Feeding to provide guidance on how to develop and implement effective school feeding programmes as a productive safety net and as part of the efforts to achieve Education for All. The present paper reflects on how understanding of school feeding has changed since that analysis.DesignData on school feeding programme outcomes were collected through a literature review. Regression models were used to analyse relationships between school feeding costs (from data that were collected), the per capita costs of primary education and Gross Domestic Product per capita. Data on the transition to national ownership, supply chains and country examples were collected through country case studies.ResultsSchool feeding programmes increase school attendance, cognition and educational achievement, as well as provide a transfer of resources to households with possible benefits to local agricultural production and local market development. Low-income countries exhibit large variations in school feeding costs, with concomitant opportunities for cost containment. Countries are increasingly looking to transition from externally supported projects to national programmes.ConclusionsSchool feeding is now clearly evident as a major social programme in most countries with a global turnover in excess of $US 100 billion. This argues for a continuing focus on the evidence base with a view to helping countries ensure that their programmes are as cost-effective as possible. Clear policy advice has never been more important.
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Rozprawy doktorskie na temat "School Guidance Programme"

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Ip, Ching-man Amy. "Death education as a developmental guidance programme". Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B31963651.

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Ip, Ching-man Amy, i 葉靜雯. "Death education as a developmental guidance programme". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31963651.

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Tong, Lai-ching Charmy. "The implementation of a classroom guidance programme in a Hong Kong secondary school". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20134939.

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Tong, Lai-ching Charmy, i 唐麗貞. "The implementation of a classroom guidance programme in a Hong Kong secondary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960479.

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Lee, Ching-Kam Nancy. "A case study to review school guidance programme in a secondary school : from teachers' and students perspectives /". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710122.

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Lo, Chi-chun Rita, i 羅賜珍. "An action research on a developmental guidance programme in a Hong Kong Secondary School". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958060.

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Lo, Chi-chun Rita. "An action research on a developmental guidance programme in a Hong Kong Secondary School". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14042812.

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Lee, Ching-Kam Nancy, i 李淸琴. "A case study to review school guidance programme in a secondaryschool: from teachers' and studentsperspectives". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957997.

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Tung, Elaine Yee-Lai Cheung, i res cand@acu edu au. "The Voice of Teachers in a Changing Hong Kong Society: the Study of the effectiveness of a school guidance programme for teacher development". Australian Catholic University. School of Education, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp27.29082005.

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This research study examines the development of a school guidance programme in a teacher education institute in a turbulent Hong Kong environment. The focus of the study is the teachers’ awareness of the impact of change, their beliefs in human nature, and the skills gained from the programme in dealing with student guidance issues in their classrooms. The study describes the political, economic and social changes in Hong Kong society after 1997 and the consequent impact on primary school teachers, educated and brought up in traditional Chinese families now facing student problems in their classrooms that are being addressed using Western humanistic theories and models. The researcher has used a variety of essentially qualitative strategies. These include: participants’ self-reflection; researcher’s observation and interviews on campus and in school classrooms; and teaching and learning materials. The effectiveness of the programme is judged to be in the teachers’ awareness of the theories imparted, and the relevant skills that they gained, in dealing with these behavioural issues in their classrooms. The study explores how contemporary teachers deliver cognitive knowledge to pupils, but also can learn to play the role of guidance helper to their pupils. Thus, the focus is on affective professional teacher development. The contribution this research makes to our understanding is in its attempt to relate teachers’ values and beliefs to their professional behaviour. It also contributes to an understanding of how Eastern and Western values interact in solving global educational issues. The study enters into the professional reflections of new generation of teachers in Hong Kong’s recent period of rapid cultural change.
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Delport, Juan Phillippe. "A preliminary investigation into the effectiveness of the N.E.D. careers education programme in promoting career maturity in high school pupils". Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1007080.

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A developmental paradigm was adopted as a theoretical base from which the effectiveness of the Natal Education Department Career Education lesson-guide in promoting career maturity amongst high school pupils was investigated. It was argued that careers education embodies a distinctive approach to careers work. This approach is described. South African Careers Guidance practices are evaluated in terms of fit, and are compared to American and British ones. To investigate the outcomes of the NED lesson guide, 160 predominantly white, male and female pupils in Standards 6 - 10 were randanly divided into control and experimental grotps and underwent a six session classroom based careers education programme. In addition to the NED material,alternative materials (CRIC - Std. 7 and CRAC - Std. 9) were used on a second experimental group in two standards. The Career Maturity Inventory Attitude Scale was used to measure the outcomes. Analysis of variance and t-tests for the difference between means were used to analyse the data. The results were significant only in Standard 8. For all the other standards with all the materials, they were insignificant. Reasons for and implications of these findings are discussed.
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Książki na temat "School Guidance Programme"

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Animba, Okolie. Nigerian secondary school guidance & counselling service: Organisational structure and programme. Enugu, Nigeria: Printed by Chuka Print. Co., 1989.

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Gallagher, Susan. The Transition Year Programme in Irish Secondary schools: A longitudinal study of self-concept and career deceisiveness. Dublin: University College Dublin, 1998.

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Savage, D. W. A. Careers education in an urban secondary high school: present and prospective: A study, using action research, ofa teacher's attempts to identify areas of need within a school's careers guidance programme with the purpose of improving provision for pupils. [S.l: The author], 1993.

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(Program), Equity 2000. Pathways: School guidance and counseling in Equity 2000. New York (45 Columbus Ave., New York 10023-6992): College Entrance Examination Board, 1996.

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Council, Derbyshire (England) County, red. Holding together - equalities, difference and cohesion: Guidance for school improvement planning. Stoke-on-Trent: Trentham, 2009.

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Richardson, Robin. Holding together - equalities, difference and cohesion: Guidance for school improvement planning. Stoke-on-Trent: Trentham, 2009.

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Nasir, Surraiya Jabin. Guidance and counselling programme in Islamabad schools: Final report of a five year project 1980-85. Islamabad: National Institute of Psychology, Centre of Excellence, Quaid-i-Azam University, 1986.

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Your last day of school: 56 ways you can be a great intern and turn your internship into a job. [Place of distribution not identified]: Great Intern, 2011.

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Great Britain. Department for Education and Employment. Supporting the target setting process: Guidance for effective target setting for pupils with special educational needs. Wyd. 2. Nottingham: DfEE, 2001.

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Ten-Man Committee on Harmonisation of Guidance and Counseling Programme in Oyo State Schools. Comprehensive report of the Ten-Man Committee on Harmonisation of Guidance and Counseling Programme in Oyo State Schools. [Oyo State, Nigeria]: Ministry of Education, 2005.

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Części książek na temat "School Guidance Programme"

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Heasley, Tanya. "Addressing the Need for Anger Management in Young People". W Addressing Multicultural Needs in School Guidance and Counseling, 33–63. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0319-5.ch003.

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Anger in young people is on the increase worldwide and effective anger treatment services are in demand. However, the lack of research on the construct of anger and little evidence-based practice makes it difficult to ascertain the best service for these angry young people. Moreover, there is a lack of extensive evidence and qualitative research in the combination of psychoeducation and positive psychology interventions in anger management programmes for young people. Therefore, this chapter will summarise a phenomenological study of an existing psychoeducational anger management programme in the UK and discuss its findings. This chapter will present anger and positive psychology in the context of developing an effective anger management programme and provide a simple anger management strategy to use as a foundation for developing anger management programmes in schools.
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Metcalfe, David, i Harveer Dev. "Foundation Programme Selection". W Oxford Assess and Progress: Situational Judgement Test. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198805809.003.0011.

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New doctors intending to work in the United Kingdom (UK) should complete the Foundation Programme. This two- year schedule of rotations ensures core competencies are achieved before doctors enter further training. The first foundation year (FY1) is intended for medical graduates to begin taking supervised responsibility for patient care. Completion of FY1 will usually lead to full registration with the General Medical Council (GMC) and automatic progression to a further year of training. Doctors take on additional responsibility in the second foundation year (FY2) and its successful completion results in the award of a Foundation Achievement of Competence Document (FACD). The FACD indicates that a doctor has achieved the competences necessary to begin one of the many core or specialty training programmes. Selection to the Foundation Programme is overseen by the UK Foundation Programme Office (UKFPO). This organization is responsible for allocating final- year medical students to their new foundation schools. Allocation to foundation schools depends on a score achieved by each student. Applicants through the UKFPO must rank all foundation schools (Units of Application) during the online application process. The system begins with the highest- scoring applicant and assigns them their first- choice foundation school. It does the same for the second highest- scoring applicant and continues in this vein. Once the system reaches an applicant whose first- choice foundation school is ‘full’, they are assigned their second choice, and so on. Therefore, the key determinants as to whether an applicant is placed in their first- choice location are their UKFPO ‘score’ and the popularity of their chosen foundation school. The ratio of first- choice applicants to places varies every year, but some foundation schools (e.g. Oxford and those in London) are almost always oversubscribed. Therefore, it is important to understand how scores are assigned and maximize your performance on these measures. Until 2012 entry, student preferences were allocated according to two measures: 1. Position within their medical school cohort by quartile. Quartiles were determined locally by each medical school with only general guidance from the UKFPO. 2. Answers provided on an application form which asked about academic achievements but weighted most points towards short essaytype answers.
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Asabere, Nana Yaw, Amevi Acakpovi, Ezer Osei Yeboah-Boateng, Wisdom Kwawu Torgby i Eric Amoako. "Towards Career Development for High School Students". W Advances in IT Standards and Standardization Research, 56–86. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3468-7.ch004.

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Globally, choosing the right tertiary programme for university (higher) education is quite a difficult task for students. A wide range of programmes are offered by the individual universities which differ in terms of delivery modes and entry requirements. Technology inclusion in the 21st century has paved the way for the proliferation of electronic/computing systems such as electronic counseling (e-counseling) and electronic learning (e-learning). By employing a quantitative research instrument (questionnaire) to ascertain technology acceptance of Senior High School (SHS) in Ghana, this chapter proposes a web-based (e-counseling) expert system which will match students' backgrounds with the right tertiary programme towards career development. Evaluation of our proposed approach suggests that majority of the selected students (80%) out of 100 who used the system accepted and embraced it. Such a system will therefore solve and improve career guidance, counseling, and development problems of SHS students in Ghana.
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Asabere, Nana Yaw, i Eric Amoako. "Improving Career Decision-Making for High School Students Through a Web-Based Expert System". W Research Anthology on Navigating School Counseling in the 21st Century, 291–315. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8963-2.ch016.

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Globally, the right and appropriate selection of tertiary programmes by potential students in education corroborates every nation's development progress. In order to explore the effect of career counseling and development in high schools in Ghana with a focus on some selected senior high school (SHS) students, this paper utilized a quantitative (questionnaire) research instrument to corroborate the development a web-based expert system for tertiary programme selection. An analytical summary of questionnaire responses received from the selected SHS students showed that due to limited career assessment processes, SHS students in Accra, Ghana arbitrary select tertiary programmes without realizing how such selections can affect their future careers. In terms of user acceptance testing (UAT), 80% of the selected SHS students (100) found our proposed system to be very useful. Such a system will therefore solve and improve career guidance, counselling, and development problems of SHS students in Ghana.
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Shestopalova, Olena, i Nadiya Shulyuk. "PSYCHOLOGICAL ASPECTS OF PROFILE ORIENTATION IN THE PROCESS OF IMPLEMENTATION THE CONSCIOUS CHOICE OF AN EDUCATIONAL TRAJECTORY BY SENIOR PUPILS". W Priority areas for development of scientific research: domestic and foreign experience. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-049-0-28.

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The substantiation as well as description of the technology of profile orientation in 8-9 grades of Ukrainian secondary schools are givenin the context of Ukrainian educational reform. Based on the empirical research the data of approbation of a diagnostic complex and an algorithm of group and individual work in the context of supporting future senior pupils’ conscious choice of an educational trajectory are resulted. The article presents the experience of transition programmes and career guidance for future senior pupils in the system of general secondary education of the USA and Japan, as well as the correspondent domestic experience. The aim of the publication is to present the results of testing the profile orientation technology in the unity of diagnostic, consulting and educational activity in order to implement the conscious choice educational profile in Ukrainian high school by 14-15 years old adolescents. Research methodology. The development of psychological aspects of pre-professional training is included into the general problems of the system of psychological and pedagogical, informational and organizational activities in the transition from secondary to senior school. On the basis of the theoretical analysis of experience of implementing foreign countries profile education, the basic directions of transitional programmes at entering high school for future senior pupils are highlighted. Based on the ideas of the work of the Haydens service in the USA, the use of the "F-test" and professional tests in Japanese schools and G.V. Rezapkina's programme of selection for profile classes the authors offer a vision of profile orientation technology in the context of reforming and restructuring in Ukrainian high school activities. In particular, the programme of complex assessment of motivational and intellectual characteristics of 9th grade graduates and the system of group and individual work on profile orientation are presented. Experimental work began in 2019. According to the experiment programme a comprehensive psychodiagnostics of motivational features, aptitudes, intellectual potential and special abilities of students of 8-9 grades was conductedduring 2019-2020. The sample of the study amounts 176 students of 8-9 grades (85 females, 91 males), aged 14-15 years. The result of testing the profile orientation technology is the analysis of the statistical distribution and verification of the methods reliability that are included in the psychodiagnostic complex, identifying the components effectiveness of further consulting and educational work with graduates of the main level of secondary school.
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Dunwell, Ian, Petros Lameras, Sara de Freitas, Panos Petridis, Maurice Hendrix, Sylvester Arnab i Kam Star. "Providing Career Guidance to Adolescents through Digital Games". W Gamification, 1975–89. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch100.

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In an evolving global workplace, it is increasingly important for graduates and school-leavers to possess an understanding of the job market, their relevant skills, and career progression paths. However, both the marketplace and career paths are becoming increasingly dynamic, with employees more frequently moving between sectors and positions than was the case for previous generations. The concept of a “job for life” at a single organization is becoming less prevalent across sectors and cultures. In such a context, traditional approaches to career guidance, which often focused upon identifying a suitable occupation for adolescents at an early stage and establishing a route towards it, are being challenged with the need to communicate the value of transferrable skills and non-linear progression paths. This article explores the role digital games might play in allowing learners to develop these skills as part of a wider careers guidance programme. Through a case study of the “MeTycoon” serious game, the potential reach of such games is discussed, with 38,097 visits to the game's website, and 408,247 views of embedded educational videos. An online survey of players (n=97) gives some insight into their opinions of the game's impact and appeal, with positive comments regarding the design of the game and its emphasis on creating an enjoyable gaming experience whilst providing educational content.
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Campbell, Marilyn Anne, i Kevin Glasheen. "The Provision of Online Counselling for Young People". W Online Guidance and Counseling, 1–13. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-204-4.ch001.

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A substantial group of young people experience mental health problems, which impact their educational development and subsequent wellbeing. Of those who do suffer from mental health issues, a minority of these seek appropriate professional assistance. This paucity of help seeking behaviours among young people is a challenge for counsellors. Whereas adults who suffer mental health issues have increasingly turned to the internet for assistance, it is interesting that when young people, whose social lives are increasingly dependent on the communication technologies, are not catered to as much as adults by online counselling. One small online counselling pilot program conducted at a Queensland secondary school for three years (from 2005-2007) (Glasheen & Campbell, 2009) offered anonymous live-time counselling from the school counsellor (via a secure chat room) to students through the school’s website. Findings indicated that boys were more likely to use the service than girls. All participants transitioned to face-to-face counselling, and all reported it was beneficial. This pilot study attested to the potential of online counselling. However, school counselors, as a professional group, have been hesitant to utilise online counselling as part of their service delivery to young people in schools. This chapter concludes by identifying reasons for this reluctance and possible initiatives to increase online support for young people in schools.
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Salinitri, Dina. "Teachers as Counselors". W Research Anthology on Navigating School Counseling in the 21st Century, 615–31. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8963-2.ch033.

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The changing demographics and necessary pedagogy of the 21st-century schools require teacher education programs to examine their connection to practice in the K to 12 education system. This chapter focuses on the need for teachers to understand the place of guidance and career education in their curriculum and in the lives of all their students. There are nine Guidance and Curriculum courses offered in all Ontario secondary schools, yet, little is done to provide professional development for teachers to build efficacy for these courses. Faculties of Education spend little time looking at the curriculum expectations in these courses as they are not considered methodology or foundation courses. A comprehensive course developed at the Faculty of Education, University of Windsor, provides teacher candidates with the knowledge and skills to explore these courses and engage in an integrated guidance and career program.
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Hamburg, David A., i Beatrix A. Hamburg. "Community Service: Preparation for Socially Responsible Adulthood". W Learning to Live Together. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780195157796.003.0017.

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There is a growing trend in education that has considerable potential for fostering constructive, unselfish behavior during adolescence: community service. Supervised community service, when started in early adolescence, can play a critical role in the shaping of responsible, caring, altruistic behavior. Service programs can be organized effectively by schools, by community organizations, and by religious institutions. How we help others is crucial. We must not convey superiority over others. We must impart a sense of the mutuality of being full members of the community and sharing a common fate as human beings in a world that sometimes is insensitive and at times even cruel. In 1989, a Carnegie report on the middle grades, Turning Points, stated an important insight. Early adolescence offers a superb developmental opportunity to learn values, skills, and a sense of social responsibility important for citizenship in democracies. Every middle grade school should include youth service—supervised activity helping others in the community, ideally, in collaboration with schools—in their core instructional programs for the middle grades. Turning Points 2000, a follow-up book to the 1989 landmark report, Turning Points, provides an in-depth examination of how to improve education for the middle grades and gives practical guidance to practitioners wishing to implement the Turning Points model. The research base has grown over the past 10 years, and this chapter reflects the findings of the research. It also bridges the gap between research and practice by presenting theory in practical and understandable terms. Specific to our theme of service learning, Turning Points 2000 provides a sound argument for integrating the community into the curriculum. Mutual respect and understanding, a sense of belonging, and pride in making valued contributions to others are the essence of school and community collaboration. The Early Adolescent Helper Program (EAHP), a pioneering project initiated by the City University of New York in 1982 and led by Joan Schine, brings school personnel, community-agency staff, and the middle grade school Helpers together. An effort was clearly made to integrate the school curricula with youth in community service programs. Between 1982 and 1989, almost 700 students in 17 New York City middle and junior high schools were involved in the Early Adolescent Helper Program.
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Ramulumo, Mashudu Richard. "Causes and Factors Responsible for Teenage Pregnancy". W Socio-Cultural Influences on Teenage Pregnancy and Contemporary Prevention Measures, 44–63. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6108-8.ch003.

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Teenage pregnancy in South African schools poses a serious management and leadership challenge. This chapter is based on the findings of a study that was conducted in South Africa, Limpopo Province. The aim of the study was to examine causes and factors responsible for teenage pregnancy in secondary schools in the Vhembe district of Limpopo Province, South Africa. This chapter explores the consequences of teenage pregnancy. Findings reveal that poverty, lack of parental guidance, and peer pressure could be some of the causes of teenage pregnancy. The study also suggests that pregnant learners are victims of expulsion or school dropout. The study further recommends that intervention programs be developed that include training of school management teams, school governing bodies, and educators to effectively educate and manage learners who are pregnant.
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Streszczenia konferencji na temat "School Guidance Programme"

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Votava, Jiri, i Jitka Jirsakova. "Benefits of Career Guidance for Secondary Vocational School Students -Evaluation of a Pilot Program". W 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.2021.14.053.

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Although career guidance in the Czech Republic is officially perceived as a priority of the education system, guidance support is not provided equally at all types of schools and on all levels of the education system. For example, we register insufficient support for students at secondary vocational schools. As previous research by the authors of the article has shown, it seems that once a young person decides to pursue a career, the effort of the school system to pay further attention to career guidance will also decrease. This paper is aimed to suggest a new program for career education, counselling and training, afterwards to pilot it at three secondary vocational schools, and with the help of action research to collect and to evaluate experience from the school practice. The empirical part of this article consists of three research phases. First, a baseline analysis was performed using mixed data resources (questionnaire survey among students, interviews with school counsellors and document analysis). In the second phase, a new career guidance program was proposed. Finally, the program was tested at three vocational schools in the years 2019 and 2020. Using action research design, the researchers gathered evidence and identified the benefits of new counselling activities. Based on these results, proposals for further improvement and implementation of career guidance and education at secondary vocational schools were submitted.
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Yulianto, Doni, Warih Handayaningrum i Karwanto. "The Guidance and Counseling Management Programs at Senior High School". W Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.20.

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Sholihah, Imrok Atus, Hanung Prasetya i Vitri Widyaningsih. "Factors Affecting the Decision to Choose School of Acupuncture". W The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.39.

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ABSTRACT Background: Education paves for students to help them attain the right knowledge they require to make a better life out for themselves and for the society around them. There are many factors and variables that need to be considered when making the decision to choose school. This study aimed to examine factors affecting the decision to choose school of acupuncture. Subjects and Method: A case control study was conducted in Health Polytechnic Ministry of Health Surakarta, Soepraoen Polytechnics in Malang, and Academy of Acupuncture Surabaya. A sample of 300 college students was selected by stratified random sampling. The dependent variable was decision to choose school of acupunc-ture. The independent variables were career guidance, academic program, education cost, financial support, college reputation, college promotion, parental support, and location. The data were collected by questionnaire and analyzed by a multiple logistic regression. Results: The decision to choose school of acupuncture increased by good career guidance (OR= 19.39; 95% CI= 3.84 to 97.84; p<0.001), good academic program (OR= 11.69; 95% CI= 2.57 to 53.19; p= 0.001), low education cost (OR= 11.89; 95% CI= 2.68 to 52.75; p= 0.001), high college reputation (OR= 10.71; 95% CI= 2.16 to 53.22; p= 0.004), good college promotion (OR= 6.03; 95% CI= 1.40 to 25.93; p= 0.016), financial support (OR= 22.66; 95% CI= 4.45 to 115.46; p<0.001), strategic location (OR= 9.54; 95% CI= 2.35 to 38.68; p= 0.002), and strong parental support (OR= 26.84; 95% CI= 5.74 to 125.52; p<0.001). Conclusion: The decision to choose school of acupuncture increases by good career guidance, good academic program, low education cost, high college reputation, good education promotion, financial support, strategic location, and strong family support. Keywords: school of acupuncture, decision Correspondence: Imrok Atus Sholihah, Pascasarjana Ilmu Kesehatan Masyarakat, Universitas Sebelas Maret, Jalan Ir.Sutami 36A, Surakarta, Jawa Tengah, Indonesia. Email: imrokatussho-lihah6@gmail.com. Mobile: +6281225210252. DOI: https://doi.org/10.26911/the7thicph.04.39
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Dislere, Vija, i Natalja Vronska. "Self-Assessment of Career Counsellor Competencies in the Field of Career Guidance Depending on the Place of Residence". W 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.

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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.
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Kusumawati, Yeny, i Fresty Africia. "Implementation of No Smoking Area Policy in High School 2, Nganjuk, East Java, Indonesia". W The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.01.

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ABSTRACT Background: In school environments, the No Smoking Area Policy is based on protecting young people who are currently studying at school from exposure to harmful cigarette smoke. It is expected to indirectly reduce student smoking rates. This study aimed to describe the implementation of the No Smoking Area policy at High School 2 Nganjuk, East Java and to identify the factors influencing the policy implementation. Subjects and Methods: This was a qualitative study carried out at High School 2 Nganjuk, East Java. The study subjects were included the principal, student deputy principals, counseling guidance teachers, homeroom teachers, employees, and students of High School 2 Nganjuk. Data were collected using observation, interviews, and documentation. The source triangulation technique used the technique of checking the validity of the data. This study used an interactive model of data analysis technique, which is based on the theory of George C. Edward III, consisted of communication, resources, dispositions, and bureaucratic structures. Results: In High School 2 Nganjuk, the No Smoking Area Policy has not been implemented optimally, particularly on the resource factor. For example, some teachers and staff still smoking in schools. This was not in accordance with the provisions in the No Smoking Area Policy. As the budget for funds from School Operational Assistance (BOS) was integrated with the School Environment Introduction Period (MPLS/MOS as well as the Adiwiyata program, there was no special budget for the implementation of the No Smoking Area policy. There was still not enough amount of billboards about no smoking area. The communication factor was the supporting factor. The policy for the No Smoking Area is always communicated to school residents. The disposition factors was the policy implementers’ engagement. The bureaucratic factor were structure and the presence of SOP in policy implementation. Conclusion: The enforcement of the policy of the No Smoking Area in High School 2 Nganjuk has not been maximized, so all factors, both contact factors, resource factors, disposal factors, and bureaucratic factors, need to be assisted. Keywords: smoking area, high school, policy Correspondence: Yeny Kusumawati. School of Health Sciences, Satria Bhakti Nganjuk, East Java, Indonesia. Email: yenykusumawati.sbn.ngk@gmail.com. Mobile: 082244297997 DOI: https://doi.org/10.26911/the7thicph.04.01
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Chaw, Ei Phyu, i Erika Kopp. "Student-teachers' Experiences During Practicum in Pre-service Teacher Education in Myanmar". W ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/08.

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Teacher education program differs internationally in accordance with the admission, assessment, teaching practice period, induction program, professional learning, initial teacher learning, continuous professional development, and performance appraisal systems for recognizing accredited teaching. Experts in teacher education recommends that the practicum is the focus and an integral part of initial teacher education program. In most countries, teacher education programs face difficulties in finding the proper role and form of practice. Referring to National Education Strategic Plan (2016-21) of Myanmar, practicum in teacher preparation program is dull and it has limited guidance and supervision. Moreover, very few publications are available in Myanmar that label the perceptions of teacher candidate on their practicum experience. This study explores student-teachers' experience during practicum in their pre-service teacher education program. The doctoral research will focus on the role of practicum in pre-service teacher education in Myanmar. This document describes the results of the pilot study conducted in 2019, July. The researcher employed convergent mixed-method design to collect data for the pilot study. Data collection methods include semi-structured focus group interviews and questionnaires. The final year student-teachers (N=23) who were enrolled in 2014 academic year at the Yangon University of Education are the subject of the study. The questionnaire consists of 27 closed items. Fourteen final-year student-teachers discussed their practicum experiences in two focus group interviews. Student-teachers' responses to the questionnaire are mostly positive. In the focus group interview, they mentioned their critical point of views such as their university program could prepare them to some extent for their practicum. There were some differences in responses to the questionnaire and focus group interviews. From the results of the quantitative and qualitative part, the researcher could learn some potential problem areas that can affect the whole doctoral research.
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Karbalaei, Alireza, Damla Turgut, Melissa Dagley, Eleazar Vasquez i Hyoung J. Cho. "Collaborative Multidisciplinary Engineering Design Experiences in IoT (Internet of Things) for Teachers Through Summer Research Site Program". W ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87491.

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The objective of the NSF RET (Research Experiences for Teachers) site program hosted by the University of Central Florida is to provide K-12 teachers with a hands-on engineering design experience covering all aspects of the Internet of Things, from the manufacturing of a sensor, to the hardware and software that allows it to connect to the Internet. This program gives teachers learning opportunities to explore the practical use of science for engineering applications, and provide a context in which students in their classroom can test their own scientific knowledge as they recognize the interplay among science, engineering and technology. The uniqueness of this site program lies in the engagement of teachers in various facets of scientific, engineering, and educational methods based on Train-the-Trainer model with rotation in multiple research labs. In order to support the STEM educational services for teachers and students in middle and high schools, our site program aims at creating competent teacher trainers who ensure quality pre-service and in-service teacher education, by providing multidisciplinary experiences that are relevant to the current technical development. Teachers in the adjacent public school districts are primary participants in this site program. Significant efforts have been made to recruit teachers serving underrepresented student populations, and female and minority teachers who can reach out to them. In our RET site program, the participants rotated to four different laboratories with a 1.5–3 week residency in each, where they learned about the practice of engineering in various disciplines at the research laboratories on the university campus under the guidance of faculty and graduate mentors. The teachers presented their learning outcomes in the final week and were invited back to share their educational implementation experiences in their classes. This site program provided teachers with interdisciplinary engineering design experiences relevant to innovative technical development, and helped them develop teacher-driven teaching modules that can be deployed in the classroom.
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Kusmiati, Meti, i Niam Rohmatullah. "Islamic Counseling and Guidance Programs to Develop Awareness and Social Responsibility of Students in Junior High Schools". W 1st International Conference on Science, Health, Economics, Education and Technology (ICoSHEET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200723.024.

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Azhary, Muhammad Rifqi, i Dwi Noerjoedianto. "Evaluation of Information and Adolescent Counseling Center Management to Delay Early Marriage in Adolescents in Senior High School 4, Jambi, Indonesia". W The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.51.

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ABSTRACT Background: Teenage marriage have historically been associated with a variety of negative outcomes such as lower education levels, higher unemployment rates, worse health, lower wages and higher crime rates. Studies have revealed significant differences in most of the dimensions of marital quality, before and after marital counselling. The purpose of this study was to investigate evaluation of information and adolescent counseling center management to delay early marriage in adolescents. Subjects and Method: This was a qualitative study with a case study approach. The study was conducted at Public Senior High School 4 Jambi, Indonesia, from January to May 2019. 10 key informants were selected for this study. The data were collected by indepth interview and observation. The data were analyzed using source, data, and method triangulations. Results: The implementation of adolescent’s guidance and counseling center services still has room for improvement. There were several factors that lack of optimal results, for example the process of members or educators recruitment and training (input aspects), planning, report and evaluation system (process aspect) and students’ knowledge about health reproduction and adolescent marriage (output aspect). Conclusion: There is a need to improve information and counseling service. Keywords: evaluation, counseling and information center service, adolescents, delayed early marriage Correspondence: Muhammad Rifqi Azhary. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: rifqiazhary.ra@gmail.com. Mobile: +6285363817339. DOI: https://doi.org/10.26911/the7thicph.04.51
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Marlowe, Joseph, John Smith, Dravin Thomas i Subha Kumpaty. "A Minimalistic and Historically-Based STEM Learning Approach". W ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-10465.

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Abstract As part of Milwaukee School of Engineering’s (MSOE) 2019 Senior Design program, a design team has worked with Old World Wisconsin (OWW) — a museum in Waukesha County — to incorporate STEM education into their historical platform. This involved introducing methods to teach STEM concepts to visitors, most of which are school children in the K-12 system. Background research on current Science, Technology, Engineering and Mathematics (STEM) methods for K-12 audiences show that there is an overall lack of STEM introduction for students in the United States, and as such, students in the U.S. fail to meet averages for international testing standards for STEM concepts. Research shows that young students require hands on programs in which they can form hypotheses, test hypotheses, and question how these concepts can be applied to real life scenarios. The physical designs in this project consist of stations which relate to OWW’s current exhibits, and introduce statics and dynamics concepts, such as the concepts of mechanical advantage. These concepts are introduced through physical mechanisms that visitors to OWW can interact with in a safe manner, without the need of close supervision. With the guidance of facilitators, school children on field trips will learn mechanics concepts in a tactile and visual manner while being taught key points by the facilitator. The physical designs in this project exist in OWW’s Bicycle Shop, Peterson Wagon Shop, and Loomer Barn. The bicycle shop station consists of a sprocket and chain setup in which visitors can drive a sprocket using a handle, to discover how gear ratios can affect output speeds and torque for a given input speed and torque. The station in the wagon shop has a table with multiple tracks on which a scale wheel can be rolled, to show the relationships between translational and rotational dynamics. In the Loomer Barn, there is a lever station which shows the concepts of moments and moment arms, as well as mechanical advantage, which visitors can solve problems with to understand the relationship between moment arms, and the applied forces required to balance a lever. Also in the barn, a pulley station explores the use of multiple pulleys to make lifting require less force, while increasing the required pulling distances. Each station is accompanied by worksheets that can be distributed to teachers and other visitors via e-mail, which will serve as further supplementary learning tools to enhance visitors’ understanding of the subject material. Design specifications are defined for the size, weight, and types of components to be allowed in the wagon and sprocket modules. These design specifications are met by the finalized designs. The separate stations have undergone some revision over time through different design prototype phases. In the prototype phases, 3D printing was the main means of design, but since these devices are meant to be large and sturdy to offer permanent visual cues to young students, these prototypes were not only temporary solutions, but impossible to 3D print or manufacture within a reasonable cost and time frame. Because of this, the use of externally sourced parts from McMaster-Carr and Menards was decided upon to fulfill the goals of this project. This project was feasible in that it was accomplished by meeting standards related to the background research on STEM education, as well as falling within the realm of historical relevance to OWW’s exhibits. The project was assembled and distributed to OWW within the desired time-frame of both MSOE, and OWW.
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Raporty organizacyjne na temat "School Guidance Programme"

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Thanh-Tan, Tran. A proposed guidance program for Vietnamese high schools. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.931.

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Social, Psychological and Health Impact of Coronavirus Disease (COVID-19) on the Elderly: South African and Italian Perspectives. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0069.

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The Panel discussion titled “The Presidential Employment Stimulus: Research Opportunities”, was hosted on 10 December 2020 by the Department of Science and Innovation (DSI) and the Academy of Science of South Africa (ASSAf) at the Science Forum South Africa (SFSA) 2020. The Presidential Employment Stimulus was launched in parliament on 15 October as part of government’s Economic Recovery Strategy. It directly funds 800,000 employment opportunities that are being implemented within the current financial year, but it is anticipated that it will also become a medium-term programme. The stimulus includes public employment programmes, job retention programmes and direct support to livelihoods. The single largest programme is run by the Department of Basic Education, which, in the last fortnight, recruited 300,000 young people as school assistants, to assist schools to deal with the setbacks faced as a result of the pandemic. The stimulus supports employment in the environmental sector and over 75,000 subsistence producers are receiving production grants through an input voucher scheme. There is a once-off grant to assist over 100,000 registered and unregistered Early Childhood Development Practitioners back on their feet, as well as a significant stimulus to the creative sector. The session set out to provide an introduction to the Presidential Employment Stimulus Programme (PESP), a key programme within government’s economic recovery plan led by Dr Kate Philip. The key objective was to get input from the research community on how the work that they are already doing and future work could contribute to the M&E efforts and be augmented in such a way that the PESP could become a medium-term programme. The DSI plans to hold further engagements in 2021 to mobilise the wider research community to provide evidence-based research in order to shape the research agenda that would support the M&E work and identify short-term issues that need to be factored into the department’s work plans, under the guidance of Dr Philip.
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