Relevant bibliographies by topics / Guidance and counseling in Malaysian schools

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  1. Journal articles
  2. Dissertations / Theses
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Academic literature on the topic 'Guidance and counseling in Malaysian schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Guidance and counseling in Malaysian schools"

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Abu Bakar, Abu Yazid, and Ifdil Ifdil. "The Psychological Well-Being and Self-Compassion on Malaysian Teachers of Counseling and Guidance." Acta Counseling and Humanities 1, no. 1 (October 15, 2020): 53–65. http://dx.doi.org/10.46637/ach.v1i1.11.

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The national development and government initiatives in realizing educational transformation has made the profession of school counseling and guidance teachers facing a challenging and vulnerable role with stress that affects their well-being. The psychological well-being of school counseling and guidance teachers need to be explored and understood to ensure their services in schools are implemented effectively. The study intends to seek contribution of self-compassion to psychological well-being among school counseling and guidance teachers. The results of previous studies have got that; (a) self-compassion contribute to the psychological well-being of school counseling and guidance teachers; and (b) good psychological well-being of school counseling and guidance teachers can promote the quality of counseling services. The implication of this study explains the demand to develop psychological well-being among Malaysian school counseling and guidance teachers. Proposed follow-up recommendations need to be performed by focusing on quantitative studies focused at further interpretation of this issues.
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Jailani, Othman, Ansarul Haq Tahrir Adli, Muhammad Asyraf Che Amat, Syazana Masturah Othman, Neda Deylami, and Nor Syazila Abdul Rahim. "The Self-Perceived Problems among Malaysian Pre-university Students: Implications for College Counselling." Asian Journal of University Education 16, no. 3 (October 20, 2020): 112. http://dx.doi.org/10.24191/ajue.v16i3.11075.

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This study investigates the self-perceived problems among Malaysian pre-university students in a public research university in Malaysia. A survey study using Mooney Problem Checklist of Measurement was conducted in Universiti Putra Malaysia (UPM). A total of 278 pre-university students were selected using simple random sampling. Results indicated that the level of problems faced by pre-university students is low. The study found that the main problems faced by the pre-university college students are related to their future-vocational and educational, followed by adjustment to school work, personal-psychological relations, moral and religion, social-psychological relations, health and physical development, home and family, curriculum and teaching procedures, social and recreational activities, finance, living conditions and employment, and finally, courtship, sex and marriage issues. This study shows that there are major related problems faced by the students at the pre-university level. These findings highlight the importance of considering guidance and counseling services to assist pre-university students to ensure that these self-perceived problems will not affect their emotional and academic achievement. Implications of college counseling were discussed in relation to the COVID-19 pandemic. Keywords: Academic Issues, Career Adjustment, College Counselling, Pre-university Students, Self-perceived Problems
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Bakar, Rohaida, Rahimi Che Aman, and Syed Mohamad Syed Abdullah. "EFIKASI KENDIRI, SIKAP, KESEDIAAN DAN CABARAN MENJALANKAN KAUNSELING KLIEN BERKEPERLUAN KHAS[SELF-EFFICACY, ATTITUDE, READINESS AND CHALLENGES IN EXECUTING THE GUIDANCE AND COUNSELING SERVICE WITH SPECIAL NEED CLIENTS]." Journal of Nusantara Studies (JONUS) 2, no. 2 (December 31, 2017): 264. http://dx.doi.org/10.24200/jonus.vol2iss2pp264-281.

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This research studied self-efficacy, attitude, readiness and challenges in executing the guidance and counseling service with special need clients. Employing a mixed methods research design, this research focused on 400 counseling teachers servicing at secondary schools in Perlis, Kedah and Penang, Malaysia. Three instruments were used in this research – ‘School Counselor Self-efficacy Scale’, ‘Attitudes toward Disabled Person Scale – Form O’ and ’School Counselor Preparation Survey – Revised’. For the quantitative part, multiple regression analysis was used. The research findings illustrate that self-efficacy appear to be the biggest contributor (31.9%) towards the readiness level in executing special need client counseling. The combination of self-efficacy level and attitude adds 3.8% to the influence towards counseling teachers’ readiness to execute guidance and counseling for special need students. The qualitative analysis on 12 participants gives insights into the challenges faced by the counseling teachers. This research is hoped to help counseling teachers understand factors (such as self-efficacy and attitude) that may influence the readiness to face the challenges. This research also explains the importance of counseling teachers’ self-efficacy and attitude towards clients with special needs in determining the intention of certain behaviours. This is to ensure that counseling teachers are competent in the guidance and counseling services especially for clients with special needs. Keywords: Attitude, guidance and counseling service, self-efficacy, special need clients, readiness and challengesCite as: Bakar, R., Che Aman, R. & Syed Abdullah, S.M., (2017). Efikasi kendiri, sikap, kesediaan dan cabaran menjalankan kaunseling klien berkeperluan khas [Self-efficacy, attitude, readiness and challenges in executing the guidance and counseling service with special need clients]. Journal of Nusantara Studies, 2(2), 264-281. AbstrakGuru kaunseling menghadapi pelbagai cabaran dalam perkhidmatan bimbingan dan kaunseling klien berkeperluan khas. Hal ini berpunca daripada ketiadaan latihan khusus dalam bidang pendidikan khas. Kajian ini mengkaji efikasi kendiri, sikap, kesediaan dan cabaran menjalankan perkhidmatan bimbingan dan kaunseling klien berkeperluan khas. Reka bentuk kajian adalah berbentuk campuran (mix-method) dan memfokus kepada 400 guru-guru kaunseling yang berkhidmat di sekolah-sekolah menengah di Perlis, Kedah dan Pulau Pinang. Tiga instrumen digunakan dalam kajian ini iaitu School Counselor Self-efficacy Scale, Attitudes toward Disabled Person Scale – Form O dan School Counselor Preparation Survey – Revised. Analisis regresi berganda menunjukkan kombinasi efikasi kendiri dan sikap merupakan penyumbang kepada kesediaan menjalankan bimbingan dan kaunseling murid berkeperluan khas dengan efikasi kendiri merupakan penyumbang terbesar iaitu sebanyak 31.9%. Analisis kualitatif terhadap 12 subjek kajian pula mendapati cabaran guru kaunseling ketika menjalankan perkhidmatan bimbingan dan kaunseling murid berkeperluan khas di sekolah adalah dari sudut komunikasi, kecekapan, membina hubungan, layanan, kepercayaan, penentuan matlamat, penerokaan, komitmen klien, celik akal klien, dan pelaksanaan program. Cabaran-cabaran tersebut berjaya diatasi oleh guru kaunseling disebabkan efikasi dan sikap yang positif. Kajian ini diharapkan dapat membantu guru kaunseling memahami faktor-faktor seperti efikasi kendiri dan sikap yang boleh mempengaruhi kesediaan untuk mengharungi cabaran ketika menjalankan sesi bimbingan dan kaunseling. Kata Kunci: Bimbingan dan kaunseling, efikasi kendiri, klien berkeperluan khas, kesediaan dan cabaran, sikap.
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Hakimie Zainal Abidin, Mohd, Salleh Amat, Mhd Subhan, Mohd Izwan Mahmud, Sallehuddin Ali, and Abu Yazid Abu Bakar. "Career maturity among gifted and talented students in Malaysia." International Journal of Engineering & Technology 7, no. 2.10 (April 2, 2018): 74. http://dx.doi.org/10.14419/ijet.v7i2.10.10959.

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Career maturity is one of the crucial element for students in the school setting. Career maturity is vital for students to discover their knowledge about their future professions. For gifted and talented students, they may advance from the regular students in discovering their future jobs. This study focusing on career maturity among gifted and talented students in Malaysia. The level of career maturity is measured by the researcher by using Career Maturity Inventory (CMI)-Revised 1995. This research involved 2500 respondents around Malaysia, focusing on boarding schools’ students. The descriptive statistical analysis is used to present the demographic data involving gender, the level of education, and family income of the respondents. The main finding of this research indicates the difference in career maturity between respondents (gifted and talented students) and the regular students. The implications of this research are discussed especially in terms of guidance and counseling provision in boarding school.
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Mustapa Kamal, Siti Fadhlina, Siti Khadijah Mohd Nasrah, and Syed Mohamad Syed Abdullah. "Persepsi Kaunselor terhadap Gangguan Stres Pasca Trauma (Post-Traumatic Stress Disorder) Mangsa Buli di Malaysia." Sains Insani 6, no. 1 (June 1, 2021): 217–26. http://dx.doi.org/10.33102/sainsinsani.vol6no1.277.

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Mangsa buli di sekolah berisiko tinggi untuk mengalami isu Gangguan Stres Pasca Trauma (PTSD). Pelbagai risiko isu psikologikal mendatang seperti penyalahgunaan bahan serta kecenderungan membunuh diri boleh berlaku jika tidak ditangani. Ekoran daripada itu, penglibatan kaunselor dan guru bimbingan kaunseling diharapkan dapat membendung gejala PTSD ini dengan memberi intervensi awal kepada mangsa buli yang mengalami trauma. Justeru, satu kajian tinjauan analisis keperluan telah dilaksanakan bagi mengenal pasti persepsi kaunselor terhadap isu PTSD mangsa buli. Seramai 161 orang kaunselor dari pelbagai institusi telah terlibat dalam kajian ini melalui teknik Pensampelan Mudah. Kaedah pengumpulan data melalui borang soal selidik telah diedarkan secara atas talian menggunakan aplikasi ‘Google Form’. Data kuantitatif dianalisis menggunakan analisis deskriptif melalui analisis kekerapan dan peratusan. Dapatan kajian menunjukkan bahawa tahap kesedaran kaunselor tentang isu PTSD mangsa buli berada di tahap baik (87.6%). Namun begitu, kesedaran dan pengetahuan kaunselor kurang terhadap isu-isu psikologikal mendatang serta kurang berkemahiran dalam membina intervensi kaunseling yang sesuai. Oleh itu, satu tindakan bagi menerapkan kesedaran, pengetahuan dan kecekapan kemahiran tentang PTSD mangsa buli di kalangan kaunselor khususnya di peringkat sekolah perlu dilaksanakan supaya mangsa buli tidak dipinggirkan tetapi dibantu agar mereka dapat mencapai psikologi yang sejahtera. Victims of bullying in schools are at high risk for Post-Traumatic Stress Disorder. Various psychological issues such as substance abuse as well as suicidal tendencies can occur if left untreated. As a result, the involvement of counselors and counseling guidance teachers is seen as important to curb the symptoms of PTSD by providing early intervention to victims who are traumatized. Thus, a quantitative needs assessment survey was conducted to obtain preliminary information on counselors’ perceptions of PTSD symptoms among adolescents victims of bullying. A total of 161 counselors from various institutions were involved in this research through Convenience Sampling. Data collection methods through questionnaires have been distributed online using the Google Form application. Quantitative data were analyzed by frequency counts and percentage analysis. The findings of the study show that the level of counselor awareness on the issue of PTSD victims of bullying is at a good level (87.6%). However, their awareness and knowledge on the risk of psychological issues is lacking and they are less competent in constructing appropriate trauma counseling interventions.Thus, an action to inculcate competency skills and awareness towards PTSD of bullying victim among school counselors should be implemented upon in uplifting the victims’ psychological well being .
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Yazid Abu Bakar, Abu, and Zulkarnin Zakaria. "Counselling services for gifted students in Malaysia: A qualitative exploration." International Journal of Engineering & Technology 7, no. 2.10 (April 2, 2018): 66. http://dx.doi.org/10.14419/ijet.v7i2.10.10957.

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This research is conducted to study in detail issues regarding the perception and experience of local gifted and talented students towards guidance and counselling service in their school environment. Research sample includes 30 students from the first and second cohort in a ‘lab’ school that provides a special-need education programme for the gifted and talented students. This qualitative study combines focus group and in-depth interview as data collection method, and the data is analysed in detail using NVivo version 10.0. Findings show that the issues affecting the local gifted and talented students are related to their career and academic pathway as well as psychosocial being. Their uncertainties have encouraged them to seek for guidance and counselling services. Findings also indicate that the students’ perception and experience on the guidance and counselling service in general are made of both positive and negative reactions. The overall findings are discussed in the context of suggestions for best practices and differentiated school counselling services that cater towards local gifted and talented student’s population.
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Gunawan, Ronny. "PERAN TATA KELOLA LAYANAN BIMBINGAN DAN KONSELING BAGI SISWA DI SEKOLAH." Jurnal Selaras : Kajian Bimbingan dan Konseling serta Psikologi Pendidikan 1, no. 1 (July 18, 2018): 1–16. http://dx.doi.org/10.33541/sel.v1i1.766.

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Guidance and Counseling in schools is a service that is held as one of the support of teaching and learning activities in schools. In its day-to-day activities guidance and counseling is organized by Guidance and Counseling teachers to implement four areas of counseling, counseling services, support activities that all can assist students in learning in school and living everyday life as learners. Based on its activities a Guidance and Counseling teacher needs to master the governance of Guidance and Counseling services in school, because a teacher Guidance and Counseling is a manager and implementer of every Guidance and Counseling service in school. Guidance and Counseling Teachers should be able to design Guidance and Counseling programs, make measurements, archive all counseling data relating to students to the evaluation. All such activities are called governance of Guidance and Counseling services in schools. Thus a Guidance and Counseling teacher has a significant role in governance of counseling and guidance services for students at school. A significant role of teachers Guidance and Counseling can help students in developing personality and ultimately students can plan their future according to capabilities possessed. Keywords: guidance and counseling, management, service, school, students
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Natesan, Manchelah A/P, Fonny Hutagalung, Lau Poh Li, and A. R. Rushdan. "Effectiveness of Guidance and Counseling Services Amongst Secondary School Teachers in Malaysia." Advanced Science Letters 22, no. 8 (August 1, 2016): 2014–16. http://dx.doi.org/10.1166/asl.2016.7761.

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Riswani, Riswani Riswani, Rugaiyah Fitri, and Rr Sri Kartikowati. "THE IMPACT OF WORKLOADS, PERSONALITY, AND WORK STRESS TOWARDS COUNSELING AND GUIDANCE TEACHERS AT PUBLIC SENIOR HIGH SCHOOLS IN RIAU PROVINCE." Journal of Education Research in Administration and Management (JERAM) 1, no. 3 (December 20, 2017): 104. http://dx.doi.org/10.29061/jeram.v1i3.78.

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The purpose of this research is to obtain information about the impact of workloads, personality, and work stress towards counseling and guidance teachers at public senior high schools in Riau Province. The research was conducted at public senior high schools in Riau Province. The data were collected using a survey method involving 186 counseling guidance teachers as a sample of 348 populations. Data from each variable were collected by using a survey method and analyzed by using Path Analysis. The results show that: (1) There is a direct positive effect of workloads towards counseling and guidance teachers an public senior high schools in Riau Province; (2) There is direct positive impact of personality toward counseling and guidance teachers at public senior high schools in Riau Province; (3) There is a direct positive effect of work stress towards counseling and guidance teachers at public senior high schools in Riau Province; (4) There is a direct positive effect of work stress towards counseling and guidance teachers at public senior high schools in Riau Province; 5) There is a direct negative effect of personality on work stress towards towards counseling and guidance teachers at public senior high schools in Riau Province. The implication of this research is that overfullness can disrupt teachers’ performance. Therefore, there should be cooperation between school supervisors, principals and counseling and guidance teachers in overcoming fatigue. Keywords: Workloads, personality, work stress and overfullness
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Basith, Abdul, and Slamat Fitriyadi. "Analysis of the implementation of guidance and counseling supervision at senior high schools." SCHOULID: Indonesian Journal of School Counseling 2, no. 1 (April 30, 2017): 8. http://dx.doi.org/10.23916/008621953-00-0.

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The aim of this research is: (1) to analyze the implementation of guidance and counseling supervision, and (2) to find main factors inhibiting the implementation of guidance and counseling supervisory at the Senior High Schools of Singkawang City. The results show that: (1) the implementation of the guidance and counseling supervision has still many weaknesses on each stage done by the supervisors, such as unidentified guidance and counseling teachers‘ needs, the program planning is not yet organized well, the supervisors do not use particular approaches, and they do not control the supervisions carried out, (2) some factors inhibiting the implementation of guidance and counseling supervision include lack of guidance and counseling supervision forces that so many guidance and counseling teachers are not supervised optimally, lack of knowledge and understanding by the supervisors on the implementation, and also minimal development of supervisory competencies in the guidance and counseling field.
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Dissertations / Theses on the topic "Guidance and counseling in Malaysian schools"

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Nonyukela, Nontathu Elizabeth. "The state of guidance in Mdantsane High Schools." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003656.

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Guidance was introduced into Black Schools in 1981. Its aim was to help students so that they could understand themselves and the world they live in. At present it appears that very little Guidance is taking place in the Mdantsane High Schools. This was supported by these research findings. In the research five High Schools were investigated to discover the state of Guidance in these High Schools. The writer made use of an interview schedule which was presented to the principals of the five High Schools. Questionnaires were given to twenty seven Guidance teachers from the same High Schools and to two hundred and fifty student respondents. In each High School fifty student respondents were chosen, that is, ten from each standard. The research findings suggested that Guidance is not receiving its rightful place in these five High Schools since it is not effectively taught. The findings were generalised to other High Schools. Reasons for the ineffective teaching of Guidance were given by both the principal and teacher respondents. Recommendations are made as to how this state of Guidance can be remedied and improved.
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Fowkes, Kristyn Michelle. "An evaluation of Career Information System in secondary schools /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421620251&sid=3&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 130-138). Also available for download via the World Wide Web; free to University of Oregon users.
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Torma, Susan C. "The Perceptions of Elementary Guidance In the Virginia Beach City Public Schools." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/26109.

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This study examines perceptions of the stakeholders (parents, administrators, faculty members, counselors, and fifth grade students) about the Virginia Beach Elementary Guidance and Counseling Program. A survey was developed by examining guidance goals and a previous study of the program (1993). Questions covered four domains: (1) home-school relationships, (2) student personal development, (3) support for academic growth, and (4) program value. Results are reported in descriptive statistics. Four one-way analyses of variance were used to compare responses of groups in domains. Included are two supplemental analyses about student access to counselors and conditions affecting counselorsâ work. Adults agreed promoting closer home-school relationships was a worthwhile goal. Parents felt less positive than administrators, faculty, and counselors that the program promoted home-school relationships, that parents met with counselors, and that parents received information and were being afforded appropriate parent educational opportunities. Adults agreed that promoting closer home-school relationships was a worthwhile goal. Means scores ranged from 3.3 to 3.7 on a 4 point scale. (4.0 represented strongly agree.) Administrators, faculty, and counselors felt more positively than parents that the program promoted home-school relationships, that parents met with counselors, and that parents received information and were being afforded appropriate parent educational opportunities. Mean scores ranged from 2.9 to 3.9. Adults felt student personal development was a worthwhile goal. Mean scores ranged from 3.3 to 3.8. All adult groups felt positive about counseling programs helping students understand themselves and others better, the program having a positive impact on childrenâ s personal development, and the program helping students cope with developmental changes. Mean scores for these adults ranged from 3.0 to 3.8. In support for academic growth, parents and faculty gave slightly lower scores, although all groups felt positive about counseling programs. Mean scores ranged from 2.8 to 3.8. Responses to open-ended questions supported these ratings. When asked about suggestions for program improvement, two responses given most often were more elementary counselors were needed and more communication with parents would be helpful. When asked for other comments, primary themes were the program is positive, the program is helpful, and counselors are good. Overall perception is the elementary guidance and counseling program is valuable. Findings suggest program administrators may want to consider reviewing home-school relationships, support provided by counselors for the academic program, and counselor-student ratio.
Ed. D.
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Topping, John F. "Coming to terms with globalization: Hegemony and agency in British Columbia schools." Thesis, University of Ottawa (Canada), 1999. http://hdl.handle.net/10393/8459.

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Numerous authors in the fields of International Relations (IR) and International Political Economy (IPE) have pointed out the limits of contemporary theories in explaining the complexities of the globalization phenomenon. Greater attention to the construction of identity and to agency, it is proposed here, could well provide a more complete set of knowledge with which to better assess globalization. This thesis considers the place of Robert Cox's theory in understanding identity and agency in globalization. It examines the high school curriculum of Career and Personal Planning (CAPP), a course introduced in British Columbia, Canada, in September 1995. Through its messages to students, teachers and administrators, CAPP carries claims and assumptions about how individuals and communities in the contemporary world order construct who they are, as well as how they come to take action in matters that affect them.
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Sindabi, Aggrey M. "An analysis of the guidance and counseling program in selected Kenyan secondary schools." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/40025.

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Lombo, Mzimkhulu Solomon. "An investigation into the present state of school guidance in Ciskeian secondary schools in the Keiskammahoek area." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003495.

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Although school guidance and counselling services were established in Ciskeian Secondary Schools in the early 1980's, little appears to be taking place. One is continually hearing the plea for an improvement in the system, but once again little is happening. Before such improvement can take place, however, it needs to be known what exactly is and isn't taking place. Furthermore, the problems preventing the services from operating successfully need to be clarified. This research aims at describing the state of guidance in a group of five secondary schools in the Keiskammahoek area of the Ciskei, and elucidating the problems experienced by practitioners in the field. An open-ended questionnaire was administered to 98 pupils and 18 guidance teachers, and the five principals of these schools were interviewed. The findings, which are discussed in detail, confirm the suspicions of the researcher that little guidance indeed is taking place. Many reasons for this state of affairs are given. Finally, suggestions are made as to how this unsatisfactory situation may be improved.
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McCann, Ann Christine. "A journey to the heart of the matter, guidance counseling experiences in urban high schools." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ54731.pdf.

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Yao, Shui-chun Tiffany. "Counselling and guidance services in Hong Kong primary schools : a case study /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778488.

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Wong, Kai-hung Peter. "Whole school approach to guidance : a pilot project in a primary school /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13744628.

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Leu, Lynne M. "Parent and teacher perceptions of importance of guidance and counseling programs in the Wisconsin Rapids elementary schools." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999leul.pdf.

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Books on the topic "Guidance and counseling in Malaysian schools"

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Meng, Ee Ah. Perkhidmatan bimbingan dan kaunseling. 6th ed. Petaling Jaya: Fajar Bakti, 1990.

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Bulus, Ibrahim. Guidance practice in schools. Jos [Nigeria]: Ehindero, 1990.

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Pam, Clark, and Chisholm Meryl, eds. Counselling and guidance in schools: Developing policy and practice. London: D. Fulton Publishers, 1996.

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Vaught, Claire Cole. Guidance in middle level schools: Everyone's responsibility. Columbus, Ohio (4807 Evanswood Dr., Columbus 43229): National Middle School Association, 1988.

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Nelson, David Edward. An evaluation of the Comprehensive Guidance Program in Utah public schools. [Salt Lake City, Utah: Utah State Office of Education, 1998.

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1954-, Monk Gerald, ed. Narrative counseling in schools: Powerful & brief. 2nd ed. Thousand Oaks, Calif: Corwin Press, a Sage Pub. Co., 2007.

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1954-, Monk Gerald, ed. Narrative counseling in schools: Powerful & brief. Thousand Oaks, Calif: Corwin Press, 1999.

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Association, American Counseling, ed. Career counseling in schools: Multicultural and developmental perspectives. Alexandria, VA: American Counseling Association, 1998.

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McFarland, William P. Career guidance programs in rural schools: Framework for the future. Macomb, IL (1 University Circle, Macomb 61455-1390): Illinois Institute for Rural Affairs, 1999.

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The power of groups: Solution-focused counseling in schools. Thousand Oaks, Calif: Corwin Press, 2009.

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Book chapters on the topic "Guidance and counseling in Malaysian schools"

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Kamonges, Wahab Asad. "Complexity in Provision of Guidance and Counseling Services in Secondary Schools in Uganda." In Chaos, Complexity and Leadership 2014, 353–58. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-18693-1_32.

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Ng, Joo Hou, and Aaron Page. "Revised Reality Therapy." In Multicultural Counseling Applications for Improved Mental Healthcare Services, 64–83. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6073-9.ch004.

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This chapter proposes an intervention – revised reality therapy – that has been developed to help school guidance counsellors treat low self-esteem in Malaysian secondary schools. Revised reality therapy has been developed using literature from a range of fields, including: choice theory, reality therapy, social identity approach, and first-hand experience in Malaysian secondary schools. The proposed intervention uses a simple, easy to use method which - for the convenience of school guidance counsellors and laypeople alike – has been presented as a six-step process. The theoretical background, implementation, and validity of revised reality therapy will be presented in this chapter. Future directions and limitations are also discussed.
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Campbell, Marilyn Anne, and Kevin Glasheen. "The Provision of Online Counselling for Young People." In 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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Mampane, Johannes Ntshilagane. "Homophobic Bullying in South African Schools." In Addressing Multicultural Needs in School Guidance and Counseling, 239–60. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0319-5.ch011.

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Homophobic bullying in schools is a global phenomenon. However, on the African continent, the phenomenon is rife because homosexuality is regarded to be un-African and is often linked to Western culture and colonial influence. These misconceptions about homosexuality have resulted in a culture of homophobia being inculcated into major structures of the society including schools. In this regard, this chapter aims to explore and describe the problem of homophobic bullying in South African schools. Particular attention is paid to cases of school-based homophobic bullying as primary sources of data as well as secondary sources of data from extant literature, textbooks, and journals articles. The chapter employs the Epstein Theory of Overlapping Spheres of Influence to proffer practical solutions and recommendations to address the problem of homophobic bullying in South African schools. These are school-, family-, and community-based solutions and recommendations based on the principles of social justice, inclusion, diversity, and equality.
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Haihambo, Cynthy K. "Inclusive Approaches to School Counseling." In Addressing Multicultural Needs in School Guidance and Counseling, 1–19. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0319-5.ch001.

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At the core of the education system in Namibia lies the philosophical underpinning of inclusivity and its underlying principle of equal participation. Thus, to exclude any individual or societal group, directly or indirectly, from participation in education is tantamount to violating the primary meaning of democracy as it pertains to education. This assertion is consistent with the United Nation's SDG 4, which strives at ensuring “Inclusive and Equitable Quality Education and Promote Lifelong Opportunities for All,” and SDG 16, which is aimed to provide “Peace, Justice, and Strong Institutions.” Two ethnic groups in Namibia, the Ovahimba and the San, are regarded as marginalized, and this marginalization cuts across all spheres of their lives. This research-informed chapter provides an insight into experiences of children from indigenous communities in schools. It further presents an argument for culturally responsive approaches to counseling for learners from indigenous communities.
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Tyilo, Nonzukiso, and Jenny Shumba. "Guidance and Counselling Through the Teaching of Life Orientation." In Addressing Multicultural Needs in School Guidance and Counseling, 277–91. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0319-5.ch013.

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The education system in South Africa is exacerbated with challenges that influence the effective teaching and learning in school, for example, discipline, substance abuse, teenage pregnancy, low self-esteem, lack of positive role models, peer pressure, poor study habits, poverty, etc. Guidance and counselling nurture learners to make informed decisions and about life and this deepens learners' self-knowledge, beliefs, interests, etc. Since the dawn of democratic government in South Africa, guidance was phased out in schools and replaced with Life Orientation (LO). LO as a compulsory subject focuses on self in relation to others and society. It addresses skills, knowledge, and values for people to adopt a healthy lifestyle, involved in solving problems and make informed decisions. The teaching LO in schools prepares and empowers learners to become responsible citizens. The chapter aims to help LO teachers to understand the key role of LO in schools, in the midst of the challenges.
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Heasley, Tanya. "Addressing the Need for Anger Management in Young People." In 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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Mafu, Noxolo. "Counselling Pupils for Social Justice." In Addressing Multicultural Needs in School Guidance and Counseling, 292–338. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0319-5.ch014.

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Along the dynamic freedoms of democracies of the 21st century, counselling pupils for social justice is a radical democratic process of learning. This is within awareness of metacognitive application of critical thinking that transforms prior obtained frame of reference. It also ignites, without imposing, critical self-reflection as a deliberate cognitive activity on experiences that bring about perspective transformation. Ironically, that school counselling continues to be less regarded as a management role in schools is a misconstrued perspective that not only disadvantages the pupil but also alienates counsellors while also deflating effectiveness of teaching efforts. The teaching and learning process is a collaborative effort that can only succeed when existing school's networks are utilised in the most effective manner especially for a transformative and democratic education. This chapter explores avenues of school counselling along post-constructivist perspectives determining a democratic pupil as sought to be a change catalyst for good citizenship in the society.
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Salinitri, Dina. "Teachers as Counselors." In 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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Asabere, Nana Yaw, and Eric Amoako. "Improving Career Decision-Making for High School Students Through a Web-Based Expert System." In 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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Conference papers on the topic "Guidance and counseling in Malaysian schools"

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Kusmiati, Meti, and Niam Rohmatullah. "Islamic Counseling and Guidance Programs to Develop Awareness and Social Responsibility of Students in Junior High Schools." In 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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Awalya, Awalya, Weni Anggraini, Susilawati Susilawati, and Imam Setyo Nugroho. "Competence of Guidance and Counseling Teachers (counselors) of junior and senior high schools in Semarang Regency and Semarang City." In Proceedings of the 5th International Conference on Education and Technology (ICET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icet-19.2019.79.

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Simorangkir, Jungjungan, Marina Letara Nababan, May Rauli Simamora, and Winarti Agustina. "Risk Behaviour and Youth Resilience-Based on Demographic Profile." In International Conference of Education in the New Normal Era. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/iceiakn.v1i1.236.

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Youth who has the ability to adapt and survive in difficult times have a high level of resilience. This study aims to look at the dominant Behavior of adolescents currently and the youth resilience based on gender, types of school, and school major. The sample in this study was 264 high school teenagers in Indonesia. This study used a quantitative method with two design which is a cross-sectional survey and comparative studies. The results showed some of the most risk behaviors seen by students were smoking (84.09%), fighting parents (68.49%), skipping school (60.23%), fighting teachers and school principals (55.68%), and fighting between students (54.17%). The risk behaviors that were rarely seen by teenage students were drugs (5.68%), free sex (4.55%). Stealing (43.18%) and excessive drinking (41.67%) have moderate popularity. Also, there was no significant difference in resilience-based on gender, type of school, and school major. These studies provide an overview of schools of the importance of the availability of Counseling Guidance teachers in providing guidance services and resilience materials.
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Kusumawati, Yeny, and Fresty Africia. "Implementation of No Smoking Area Policy in High School 2, Nganjuk, East Java, Indonesia." In 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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