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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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Low, Sew Kim, Jin Kuan Kok, and Mah Ngee Lee. "A holistic approach to school-based counselling and guidance services in Malaysia." School Psychology International 34, no. 2 (March 26, 2013): 190–201. http://dx.doi.org/10.1177/0143034312453398.
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Kamil, Annas, Alizamar Alizamar, and Yusri Yusri. "Implementasi Program Bimbngan dan Konseling." Konselor 3, no. 1 (October 28, 2016): 17. http://dx.doi.org/10.24036/02014312977-0-00.
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Abstract: Basic tasks the teacher supervisor is compiling the program guidance and counseling, implement the program guidance and counseling, evaluate program implementation guidance and counseling, analysis of the results of the implementation of the guidance and counseling and follow-up program implementation guidance and counseling to learners who becomes his responsibility. In fact guidance and counseling teachers of government senior high schools in Solok Regency did not elaborate on the program guidance and counseling in accordance with the types of services and areas of development without any elaboration time allocation, class of service to be provided, the material will be presented and didn’t have the weekly program of guidance and counseling. This study used a descriptive approach. The population of the research is all of guidance and counseling teachers in government senior high schools in Solok Regency, totally 49 people with sampling techniques namely the sampling area of 32 people. Data collection techniques using question form. The Data were analyzed using percentage technique.
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Yuen, Mantak, Ryder T. H. Chan, and Brian S. F. Lee. "Guidance and Counseling in Hong Kong Secondary Schools." Journal of Asia Pacific Counseling 4, no. 2 (December 31, 2014): 103–12. http://dx.doi.org/10.18401/2014.4.2.3.
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Yazar Soyadı, Abu Bakar Abu Yazid. "Counseling and Guidance for Malaysian Gifted Students: A Conceptual Framework." Journal for the Education of Gifted Young Scientists 4, no. 1 (June 15, 2016): 21. http://dx.doi.org/10.17478/jegys.2016115332.
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Arfasa, Aminu Jibril, and Fisseha Mikrie Weldmeskel. "Practices and Challenges of Guidance and Counseling Services in Secondary Schools." Emerging Science Journal 4, no. 3 (June 1, 2020): 183–91. http://dx.doi.org/10.28991/esj-2020-01222.
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The purpose of this study was to examine the practices and challenges of guidance and counseling services in southwest Ethiopia secondary schools with the intention of understanding the state of secondary school guidance and counseling and forward improvement options to student service. The study employs a descriptive survey design that involves quantitative and qualitative research methods. The study participants were 392 students and 108 teachers who were selected from the secondary schools of southwest Ethiopia by systematic random sampling. Moreover, 8 counselors, 8 principals, and 8 educational bureau officers were selected by a means of availability sampling. The data for the study were collected by the administration of questionnaires and the use of oral interviews. The quantitative data were analyzed using the frequency of student visits to guidance and counseling office and mean perception score on practices of guidance and counseling. The qualitative data were analyzed using the thematic analysis method with a focus on the major challenges of guidance and counseling services in the sampled schools. The result of the study showed that the majority of secondary school students never visit guidance and counseling offices. The mean perception score of students and teachers towards the usefulness of the service was positive though the provision was either very much limited or most of the time unavailable. The services of guidance and counseling are also influenced by several challenges such as the lack of professionally trained counselors and the required facilities. The researchers conclude the implication of guidance and counseling service and the associated challenges to considerably influence secondary school student learning and personal wellbeing.
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Basith, Abd. "ANALYSIS OF IMPLEMENTATION THE EVALUATION OF GUIDANCE AND COUNSELING PROGRAM AT SENIOR HIGH SCHOOLS OF SINGKAWANG." GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling 6, no. 2 (December 31, 2016): 159. http://dx.doi.org/10.24127/gdn.v6i2.498.
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Focus of this study are (1) describe and analyze the implementation of the guidance and counseling program, (2) find some factors inhibiting the implementation of the guidance and counseling program. This study uses qualitative methods; using interview data collecting technique, tested its validity through triangulation. Subjects in this study are all teachers of guidance and counseling in the Senior High School of Singkawang as many as 10 people as well as principals and supervisors as the informants with the total of 11 people. Results (1) the implementation of evaluation of guidance and counseling program by the teachers still has many weaknesses on each phase of the evaluation, such as not understanding the evaluation models of the guidance and counseling program, how to apply them, and monitoring process that is not done in deeply and in detail, (2) Some factors inhibiting the implementation of the evaluation of guidance and counseling program are lack of knowledge and understanding of the evaluation of guidance and counseling program in the schools, lack of interest in developing professional competencies, and lack of guidance to the teachers in implementing the guidance and counseling evaluation program.
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Abd Ghani, Ibrahim, and Norsayyadatina Che Rozubi. "VALIDITY AND RELIABILITY OF REBT MODULE CREATIVE GUIDANCE ON IRRATIONAL THINKING, AGGRESSIVE BEHAVIOR, AND SELF-ESTEEM." International Journal of Education, Psychology and Counseling 5, no. 37 (December 8, 2020): 283–96. http://dx.doi.org/10.35631/ijepc.5370023.
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Rational Emotive Behavioural Therapy (REBT) Module - Creative Guidance is designed to prevent irrational thoughts, lower aggressive behavior, and increase self-esteem. This module contains seven sub-modules based on behavioral approaches based on the theory of Rational Emotive Behavior Therapy (REBT) by Albert Ellis (1955) and integrated with creative Guidance. It combines elements of Music, technology, and play. To measure the validity of the content, the certification method by five experts was used while 40 primary school students aged 11 years were selected to follow the guidance program using this module. It is run for two weeks in a row. The findings of the study show that the REBT-Creative Guidance Module has a content validity index value of 80%., The cost of Cronbach's Alpha coefficient of Creative REBT-Guidance Module is high at .978. Reliability with an amount.930 In conclusion, new contributions to guidance and counseling teachers in Malaysia. It is also suitable for use in a local context focused on primary school students. Counselors can also use this module, Teachers or facilitators as one of the alternative interventions for primary school students throughout Malaysia, especially on the Development and Development of Student Personality, Improving Student Discipline, Improving Student Careers and Psychosocial and Mental Well-Being.
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Redita Yuliawanti. "The Collaborative Role of Counselors in Inclusive Schools." Ideguru: Jurnal Karya Ilmiah Guru 4, no. 1 (October 1, 2019): 68–74. http://dx.doi.org/10.51169/ideguru.v4i1.84.
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Strengthening Inclusive Education requires the role of various parties in educational institutions including guidance and counseling. Guidance and counseling services at the Inclusive Schools currently oriented towards developmental guidance and counseling with targeted services not limited to normal students in institutional settings, but will be directed to all students in various life and cultural settings including their special needs. Inclusive education is a shared responsibility between school Counselor, Teacher, Special Assistant teacher (GPK), and also Parents. Teachers cannot do everything themselves, because parents need to be involved so that the implementation of activities in school continues with the activities of students at home. Collaboration forms the basis between school and parents, as well as other experts, to provide assistance in a systematic, programmed, consistent and ongoing manner. Thus, the collaborative role of the counselors is needed, the development of the counselor's skills, and the professional implementation of the guidance and counseling program to optimize the development of students with special needs in inclusive schools. Collaboration for student success is an integral part of educational reform in inclusive schools
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Sang, James Kimeli, Sebastian Mutua, and Susan Jelagat Korir. "Learner friendly School Approach in Kenya." International Journal for Innovation Education and Research 2, no. 8 (August 31, 2014): 61–69. http://dx.doi.org/10.31686/ijier.vol2.iss8.223.
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Numerous empirical evidence from around the globe, suggest that guidance and counseling programs are critical in the establishment of learner friendly schools for all children. This paper sets out to examine the role of guidance and counseling in creating learner friendly secondary schools in Kenya. An exploration of the impacts of guidance and counseling on academic development of students in secondary schools is also done. To this end, focus is set on student’s discipline, student’s personal and social development and their academic development. A discussion is further made linking effective study skills, students’ discipline, classroom behavior and improved interpersonal relationships. It is inferred here that students will understand themselves better, accept others and obey authority. Guidance and counseling therefore is an invaluable asset in creating learner friendly environment in the school.
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Winingsih, Evi. "POTRET EVALUASI PROGRAM BIMBINGAN DAN KONSELING DI SEKOLAH MENENGAH ATAS." Counsellia: Jurnal Bimbingan dan Konseling 11, no. 1 (May 21, 2021): 43. http://dx.doi.org/10.25273/counsellia.v11i1.8670.
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<p><em>Evaluation of guidance and counseling services should ideally be conducted periodically and continuously. Appropriate evaluation procedures will provide many benefits for teachers Guidance and counseling. Evaluation gives teacher guidance and counseling feedback to develop and improve programs. Evaluations also provide information to leaders about student development and improvement efforts. Proper evaluation results will help the counselor in achieving the goals of guidance and counseling services. This study aims to determine how the evaluation process is in high school. The research method uses a descriptive qualitative approach. Data collection techniques are interviews and observation. The sampling technique was carried out through a nonprobability sampling procedure. The results of this study indicate diversity in the evaluation process carried out by high schools. There are 6 (six) types of evaluations conducted by guidance and counseling teachers in high schools. The results of the study also illustrate the evaluation techniques and the purpose of schools conducting evaluations. We hope that the results of this study can provide information to improve the quality of evaluation in the Guidance and Counseling services in Indonesia</em>.</p>
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Putri, Mita Anggela, Neviyarni Neviyarni, Riska Ahmad, and Yarmis Syukur. "GUIDANCE AND COUNSELING IN SCHOOL ACCOUNTABILITY." ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam) 1, no. 2 (December 17, 2018): 108–17. http://dx.doi.org/10.32505/enlighten.v1i2.731.
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This study discusses guidance and counseling accountability in schools so that school counselors can demonstrate their duties as instrumental personnel in achieving optimal student competencies. One model of accountability activities is the MEASURE model developed by Stone and Dahir (2016), as a six-step accountability process that helps school counselors to implement a component of accountability into counseling and guidance programs. The advice in this study is for school counselors to conduct In-Service Training to help them improve their skills in accountability.
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Fitzenberger, Bernd, Annette Hillerich-Sigg, and Maresa Sprietsma. "Different counselors, many options: Career guidance and career plans in secondary schools." German Economic Review 21, no. 1 (April 28, 2020): 65–106. http://dx.doi.org/10.1515/ger-2019-0027.
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AbstractCareer guidance assists students with the school-to-work transition. Based on a survey conducted in secondary schools in Germany, we analyze career guidance activities and how these affect career plans. The take-up of career guidance depends upon the school track attended, and the school and the class setting, while personal characteristics are barely relevant. The effects of counseling depend upon the type of counseling provider. Counseling by the employment agency reduces plans for educational upgrading and increases the probability of applying for an apprenticeship, while the effects of counseling by school counselors works in the opposite direction for lower track students.
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Thoyyibah, Idzaa Zubdatun, and Apriliani Indah Sari. "Strategy for development of counseling guidelines in basic schools in dealing with millennial 4.0 era." Social, Humanities, and Educational Studies (SHEs): Conference Series 2, no. 1 (December 19, 2019): 114. http://dx.doi.org/10.20961/shes.v2i1.37632.
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In this era of guidance and counseling services in primary schools requires a better strategy. Therefore, this paper aims to describe the strategy of guidance and counseling in schools to deal with millennial generation 4.0. Guidance and counseling services that have received updates or innovations in their implementation certainly can overcome the problems that are being faced by students. This research uses the literature study method and the data collected is obtained from journals that are in accordance with this research. Literature sources obtained from journals, research, and books. This research includes the process of identifying theories that are prepared systematically, finding literature, and analyzing documents that contain information that is relevant to the research topic. The results of this study are in the form of strategies for developing guidance and counseling in elementary schools to deal with the milineal 4.0 era.
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Wening, Muslimah Hikmah, and Enung Hasanah. "Counseling Service Management in Efforts to Help the Potential Development of High School Students." Randwick International of Social Science Journal 1, no. 3 (October 23, 2020): 579–89. http://dx.doi.org/10.47175/rissj.v1i3.110.
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Management of guidance and counseling services means cooperation to determine, implement, and achieve the goals of guidance and counseling services by implementing planning, organizing, staffing, directing, and leadership and controlling. . Even though the guidance and counseling service program in schools was aimed at helping students to be able to develop optimally, the fact was that there are still many students who are afraid to go to the GC room just to consult with their GC teacher. It was because there is a negative stigma about GC teachers, namely for students.GC teachers were identical to judges at school because they tend to work to solve the problem of student behavior deviations in schools. This study used a qualitative method. The results showed that the process of guidance and counseling services in private schools in urban areas, the participants carried out several stages of activities as a unit of guidance and counseling service activities. These stages were as follows: (1) orientation stage, (2) planning stage. (3) the implementation stage, (4) the evaluation stage.
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Saputra, Bagus Rachmad. "STRATEGI LAYANAN BIMBINGAN DAN KONSELING DALAM MENGUATKAN KESADARAN DISABILITAS DI SEKOLAH INKLUSI." Bikotetik (Bimbingan dan Konseling: Teori dan Praktik) 3, no. 2 (January 25, 2020): 40. http://dx.doi.org/10.26740/bikotetik.v3n2.p40-44.
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AbstrakPenelitian ini bertujuan untuk (1) mengembangkan strategi yang tepat dalam memberikan layanan bimbingan dan konseling di sekolah inklusi dan (2) penguatan kesadaran disabilitas bagi guru bimbingan dan konseling dalam memberikan layanan di sekolah inklusi. Metode penelitian ini adalah penelitian kajian pustaka, kajian teori, atau studi literatur terkait dengan strategi layanan bimbingan dan konseling di sekolah inklusi serta penguatan pemahaman guru bimbingan dan konseling tentang kesadaran disabilitas di sekolah inklusi. Studi dilakukan dengan mencari sumber literatur yang relevan kemudian dibandingkan dengan literatur lain yang kemudian ditarik menjadi sebuah kesimpulan atau pemahaman terkait dengan tema yang ditulis. Hasil yang diharapkan dalam penulisan artikel ini adalah (1) strategi layanan bimbingan dan konseling yang dirasa tepat untuk diimplementasikan di sekolah inklusi dan (2) perlunya penguatan kesadaran disabilitas bagi guru bimbingan dan konseling di sekolah inklusi.Kata kunci: strategi, layanan, bimbingan dan konseling, kesadaran disabilitas AbstractThis study aims to (1) develop appropriate strategies in providing guidance and counseling services in inclusive schools and (2) strengthening disability awareness for guidance and counseling teachers in providing services in inclusive schools. This research method is a literature study, theoretical study, or literature study related to the strategy of guidance and counseling services in inclusive schools and strengthening teachers' understanding of guidance and counseling about disability awareness in inclusive schools. The study was conducted by finding relevant sources of literature and then compared with other literature which was then drawn into a conclusion or understanding related to the theme written. The expected results in writing this article are (1) guidance and counseling service strategies that are deemed appropriate for implementation in inclusive schools and (2) the need to strengthen disability awareness for guidance and counseling teachers in inclusive schools.Keywords: strategy, service, guidance and counseling, disability awareness
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Gipalen, Genalyn E., and Dennis V. Madrigal. "The Implementation of Basic Guidance Services in Selected Diocesan Catholic Schools in the Province of Antique." Philippine Social Science Journal 3, no. 2 (November 12, 2020): 93–94. http://dx.doi.org/10.52006/main.v3i2.243.
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Guidance and counseling is a crucial concern today to aid the educational, vocational, and psychological potentials of the students for optimum achievement and adequate adjustment in the varied life situations. The primary purpose of a school's guidance and counseling program is to provide a broad spectrum of services to students, such as student assessment, the information service, placement and follow-up, and counseling assistance. Hence, this study intended to determine the extent of implementation of guidance services in Catholic schools in selected Diocesan Catholic Schools in Antique during the Academic Year 2019-2020. Likewise, it identified the challenges encountered by school personnel and students in implementing school guidance services. The study's findings were used as a baseline to develop a proposed program for the enhancement of the implementation of basic guidance services in Diocesan Catholic schools.
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Hapsyah, Dina Rahmawati, and Herdi Herdi. "Factors Affecting the Problem of Guidance and Counseling Service Programs in High Schools." KONSELI : Jurnal Bimbingan dan Konseling (E-Journal) 6, no. 2 (December 14, 2019): 99–108. http://dx.doi.org/10.24042/kons.v6i2.4673.
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The implementation of guidance and counseling services cannot be separated from various factors that can influence. The purpose of this study is to study what factors can affect the implementation of guidance and counseling program services in high school. This study uses descriptive research with survey methods. Data collection techniques used through the instrument contained a questionnaire. The results of the study show that the guidance and counseling program has been well prepared. But the implementation of guidance and counseling is still not good, and this is characterized by high factors that influence the implementation of guidance and counseling service programs. The following are the percentages obtained, among others: personal factors consisting of the competence of the counselor get a percentage of 73% according to the high category; 71% depending on the high category; homeroom teacher obtained a percentage of 79% in the high category; subject teachers earn a percentage of 75%. Non-personal factors consisting of the BK program obtained a percentage of 70 with a high category; Facilities and infrastructure have a percentage of 77% in the high category.
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Christianto, Laurentius Purbo. "MANFAAT EMOSI POSITIF BAGI GURU BIMBINGAN DAN KONSELING." Jurnal Selaras : Kajian Bimbingan dan Konseling serta Psikologi Pendidikan 1, no. 1 (July 18, 2018): 54–68. http://dx.doi.org/10.33541/sel.v1i1.774.
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Guidance and counseling teachers are figures in schools that have an important role to teach positive emotion to student. In order to support that matter guidance and counseling teachers must have positive emotion. Guidance and counseling teachers that are vulnerable to negative emotion of student, become a challenge for guidance and counseling teachers to gain positive emotions. Guidance and counseling teachers should have positive emotions because positive emotions are beneficial to them, especially in cognitive, behavioral, adaptation, and health aspects. Guidance and counseling teachers who have positive emotions will also benefit to the student, especially on student academic achivement, teacher-student attachment, and solving student problem. Guidance and counseling teachers should have a positive purpose and expectation when performing their functions to gain positive emotions.
Keywords : guidance and counseling teachers, positive emotion
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Jarkawi, Jarkawi, Muhammad Eka Prasetia, and Mahfuz Mahfuz. "PELATIHAN MANAJEMEN STRATEGI MUTU LAYANAN BIMBINGAN DAN KONSELING BERORENTASI PUBLIC TRUST PADA SMK DI KOTA BANJARMASIN." Jurnal Berdaya Mandiri 1, no. 2 (March 20, 2020): 122–32. http://dx.doi.org/10.31316/jbm.v1i2.346.
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The involvement of guidance and counseling teachers in the school activities program has not been maximized. There has never been a quality audit of guidance and counseling services, Not yet having a standard operational procedure for guidance and counseling services. This service aims to improve the culture of quality guidance and counseling services through training in quality guidance and counseling service quality in Banjarmasin City. The target of service is the teachers of guidance and counseling at Vocational Schools in Banjarmasin City. Method of activities in the form of seminars and workshop about the strategy of quality guidance and counseling services. Achievement target; Strategic policy for the success of the school quality culture, strategic policy for the success of the quality culture. Targeted Output from Service; Seminar, e-ISSN Journal, Guidance and Counseling Quality Strategy Culture Guidebook.
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Sugianto, Akhmad. "Workshop Penguatan Pendidikan Karakter bagi Guru Bimbingan dan Konseling SMP." PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat 6, no. 1 (December 31, 2020): 90–96. http://dx.doi.org/10.33084/pengabdianmu.v6i1.1647.
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Guidance and Counseling Workshop on Strengthening Character Education in Guidance and Counseling Services for Junior Secondary Guidance and Counseling Teachers in Tabalong Regency was carried out to prepare guidance and counseling teachers who were capable of implementing guidance and counseling services in strengthening character education based on operational guidance and counseling in schools, by the Guidance and Counseling Guidelines for Primary and Secondary Education issued by the Ministry of Education and Culture. The workshop was held one day, namely on August 26, 2019, with 37 participants. Technically, the implementation of the workshop takes place in 5 stages of activities, namely registration; lectures; sharing experiences; and questions and answers practicum. Resource persons for the workshop activities were lecturers in the guidance and counseling study program. Based on the implementation of this service, it can be concluded that guidance and counseling teachers have an essential role in strengthening character education by using guidance and counseling services based on the Operational Guidance and Counseling Implementation Guidelines. Therefore, it is suggested to be followed up into technical guidance activities in implementing guidance and counseling services with a more specific activity agenda; and become a preliminary study in making guidance and counseling service modules for strengthening character education based on Operational Guidance for Guidance and Counseling Implementation.
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Bitner, Kathryn S., Dawn Kay-Stevenson, Brent Burnham, Adele Whitely, Annette B. Whitaker, and Tom Sachse. "Utah's School Counseling Data Projects: A Statewide Initiative." Professional School Counseling 12, no. 6 (August 2009): 2156759X0901200. http://dx.doi.org/10.1177/2156759x0901200601.
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The statewide Utah Model for Comprehensive Counseling and Guidance: K-12 Programs (Utah State Office of Education, 2008) began implementation in 1988. Beginning with the 2004-2005 school year, data collection has been required for all schools collecting program funds. This article reviews research data from three Utah schools–-one elementary school, one junior high school, and one high school. Each review details the intended behavior, desired results, guidance activity, evaluation method, and study results. A brief history of Utah's comprehensive counseling and guidance program is provided and specific recommendations for districtwide or statewide data collection are provided.
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Pautina, Amalia Rizki, Wiwik Pratiwi, and Sri Yunita Taligansing. "Guidance And Counseling Programs For Inclusive Education In Primary School." Al-Bidayah: Jurnal Pendidikan Dasar Islam 11, no. 2 (January 11, 2020): 280–97. http://dx.doi.org/10.14421/al-bidayah.v11i2.218.
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Inclusive education is a form of education service which does not distinguish between regular students and those with special needs, whether physical, social, intellectual, emotional, linguistic and so on. It also includes students in remote or backward areas, isolated indigenous communities, and experiencing natural disasters, social disasters, and economically incapable of having education in regular schools from primary school till senior high school. In primary schools providing inclusive education, schools are required to make adjustments both in terms of curriculum, educational facilities, and infrastructure, as well as learning systems so that it suits the individual needs of students. Besides, to maximize the implementation of inclusive education in primary schools, guidance, and counseling programs oriented to each individual are needed. This study uses a qualitative approach to the literature review method. The result of this research is guidance and counseling program at inclusive schools is directed at developing personality and life skills so that students can participate in the community and not become a burden on the family or community. The implementation of guidance and counseling programs in primary schools implementing inclusive education is carried out in four stages: planning, designing, implementing and evaluating.
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Terzi, Şerife, Bengü Ergüner Tekinalp, and Wade Leuwerke. "The evaluation of comprehensive guidance and counseling programs based on school counseling and guidance services model by school counselors." Pegem Eğitim ve Öğretim Dergisi 1, no. 1 (March 1, 2011): 51–60. http://dx.doi.org/10.14527/c1s1m6.
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In this study, the amount of time that school counselors devote for program development, implementation and evaluation processes for generating and implementing comprehensive counseling and guidance program, which is based on the School Counseling and Guidance Services Model, as well as the problems they encountered were explored. Total of 207 school counselors, 113 of which from elementary and 94 of which from high schools participated in the study. The Survey of Roles and Responsibilities of Counselors were administered to school counselors. The quantitative data were analyzed using frequency distribution and qualitative data were analyzed by descriptive content analysis method. The findings indicate that, the implementation of comprehensive counseling and guidance program in schools, were evaluated positively especially in terms of ensuring the integrity of applications, meeting the developmental needs of students, and identity and visibility of school counselors are evaluated positively. However, some difficulties have been identified in terms of the school counseling program content and scope of competence of personnel in program implementation.
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Anjar, Tri. "TASK AND MANAGEMENT SUPERVISION OF GUIDANCE AND COUNSELING." GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling 4, no. 1 (September 13, 2014): 22. http://dx.doi.org/10.24127/gdn.v4i1.365.
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Abstract: Improving the quality of guidance and counseling services in the educational unit requires the support of other parties. Process guidance and supervision right, and carried out by competent and professional personnel are needed to support the quality of counseling services performed by teachers BK. BK control activities include activities supervisor, educator, and motivator. The pattern of structured supervision, honest, and based on the analysis of the problems the ministry guidance and counseling in schools, will be able to give a good contribution to the improvement, evaluation, and improvement of guidance and counseling services, as well as the professionalism of teachers BK as a service provider.Keyword: guidance, counseling, supervision, management
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Carson, Judy Faye, Barbara L. Warren, and Lillie Doty. "An Investigation of the Grief Counseling Services Available in the Middle Schools and High Schools in the State of Mississippi." OMEGA - Journal of Death and Dying 30, no. 3 (January 1, 1995): 191–204. http://dx.doi.org/10.2190/hp08-6e31-v3w5-4vrt.
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Although thousands of adolescents each year experience the death of a significant person, there is little evidence that the schools have taken on the responsibility of providing grief counseling services. This study investigated the grief counseling services in the middle schools and high schools in the State of Mississippi. The schools were identified by surveying the counselors, employed by those schools, who held membership in the Mississippi School Guidance Counselors Association. Four hundred and thirteen surveys were mailed and two hundred and thirty-three of those returned were usable. Four hypotheses were tested using a chi-square analysis at p < 0.05 level of significance. It was reported by the counselors that 42 percent of the schools did have grief counseling services available to the students; that within that 42 percent stating grief counseling was available, 67 percent reported that grief counseling services were implemented as a result of a sudden death to a member of the school community; that of the reported 42 percent of the schools which had grief counseling available, 81 percent reported it to be an ongoing service; and that of the 42 percent which reported their schools provided grief counseling, 68 percent reported the guidance counselor provided the service. These findings and the findings of other studies reviewed and reported indicate that there is a real need for school administrators to provide or make available grief counseling services for students in the middle schools and high schools in the State of Mississippi.
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Kiptala, Wilson, and John Kipruto. "Students’ Perception of the Influence of Guidance and Counselling Services and Academic Performance in Baringo Country, Kenya." European Journal of Education and Pedagogy 2, no. 1 (January 12, 2021): 32–35. http://dx.doi.org/10.24018/ejedu.2021.2.1.12.
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The purpose of the study was to determine the perceptions of students of the influence of guidance and counseling services on academic performance in Baringo County, Kenya. The objectives of the study were to: investigate the perception of students on the various guidance and counseling services and determine the perceptions of students on the influence of guidance and counseling on academic performance. The study was guided by the self-perception theory. The ontology was constructivist. The epistemology was interpretivist. The research method was qualitative. The research design was phenomenology. Samples of 12 secondary schools, 130 students, 12 teachers were selected. Focus Group Discussion (FDG) and interview guides were used to generate data. The data was thematically analyzed. The study major findings were; that students perceived guidance and counseling services positively and that they had contributed significantly to their academic performance. The study recommends that there is need to further develop and strengthen guidance and counseling in Baringo County Secondary Schools and develop a theory to guide this process, informed by increased cases of indiscipline and truancy among students.
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Arrieta, Gilbert S., John Remwil Valeria, and Von Ryan Belen. "Counseling Challenges in the New Normal : Inputs for Quality Guidance and Counseling Program." Counsellia: Jurnal Bimbingan dan Konseling 11, no. 1 (May 21, 2021): 71. http://dx.doi.org/10.25273/counsellia.v11i1.8802.
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<p>With no face-to-face classes until a vaccine is available, schools have to adjust and learning must continue in different modalities. In the Philippines, online learning delivery is the primary mode of learning with many private schools adapting it. Learning continuity plan was created and the Department of Education set the most essential learning competencies for school year 2020-2021. Since education is a holistic approach, the mental and emotional well-being of the students must also be given significant attention. Counseling, a strong support in the welfare of the students, is needed to address the different concerns of the students. However, guidance counselors see a lot of challenges in providing counseling to students in an online environment. They have doubts in being truly present with the students. Potential mental and emotional health issues have been identified and preparations were made that will make the guidance and counseling services more felt and reliable despite being in an online modality. This study aims to find out the challenges that the guidance counselors encountered in providing counseling service to students. It also aims to identify the issues and concerns experienced by the students in online learning and the interventions provided by the guidance counselors in handling them. It found out that mental health issues, feeling of isolation, voluminous requirements and unstable internet connection were the concerns of the students. In addressing them, they provided individual and group counseling, communicated with the parents, collaborated more closely with the class advisers, teachers, and academic heads, strengthened the homeroom and guidance period, and held mental health activities. From the experiences, their realizations and new gained insights will be used as bases in enhancing the guidance and counseling program for school year 2021-2022.</p>
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Olanrewaju, Muraina Kamilu, and Yusuf Suleiman. "Perception Assessment of Guidance and Counseling Services among Educational Stakeholders in Selected Secondary Schools in Oyo State, Nigeria." Indonesian Journal of Educational Counseling 3, no. 1 (January 31, 2019): 31–42. http://dx.doi.org/10.30653/001.201931.62.
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Guidance and Counseling is a service that all human beings need at one point of their life. There is no human being that has never got a problem at one point or another. This study focused on the assessment of perception of guidance and Counseling services among educational stakeholders in selected secondary schools in Oyo State, Nigeria. Descriptive research design of ex-post-facto type was used in the study. Simple and purposive sampling techniques were used in sampling 300 participants from 10 local government areas (50 schools) in Oyo state. The respondents were measured with validated scale of 0.91 reliability coefficient and the data obtained was analyzed using simple percentage statistical analysis. Three (3) research questions were raised and answered. The results showed that school administrators, teacher and parents (educational stakeholders) had negative perception of guidance and Counseling services. In view of these findings, the study recommended that educational stakeholders need guidance in order to understand and appreciate guidance and Counseling services and that parents should be made to realize that the times are fast changing and that they have to gradually change from the old ways so as to change positively to guidance and Counseling services.
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SARI, SERLI NOVITA, and NURUL ATIEKA. "PERCEPTION STUDENT OF DEPARTMENT GUIDANCE AND COUNSELING AT UNIVERSITAS MUHAMMADIYAH METRO INTO SCHOOL COUNSELOR PROFESSION." GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling 5, no. 1 (June 15, 2015): 77. http://dx.doi.org/10.24127/gdn.v5i1.56.
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Abstract: Guidance and Counseling Teaching profession is a profession with dignity and requiring scientific competence and qualifications. Many emerging negative perception, even from students of guidance and counseling to the profession of guidance and counseling. The problem in this research is formulated as follows: "What are the perceptions students of Guidance and Counselling, University of Muhammadiyah Metro the teaching profession Counseling?". The goal is to find out how students' perceptions of Guidance and Counselling, University of Muhammadiyah Metro the teaching profession Guidance and Counseling. The method used is quantitative descriptive. The population is students of guidance and counseling, the sample totaled 175 students. Instruments used in the form of Likert scale. The data analysis technique used percentages. The results showed that students' perceptions BK UM Metro is at a very high category to the teaching profession Guidance and Counseling. Suggestions put forward are: Based on these results, the researchers gave some suggestions are as follows: 1) for lecturers to add hours of practicum BK for students, and provide student guidance and counseling opportunities to interact more with teacher guidance and counseling directly in schools, and 2) the students are expected to apply to run a positive perception of the teaching profession Counseling well.Keywords: Perception, Student, Guidance and Counseling
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Arfasa, Aminu Jibril. "Perceptions of Students and Teachers Toward Guidance and Counseling Services in South West Ethiopia Secondary Schools." International Journal of Multicultural and Multireligious Understanding 5, no. 6 (December 9, 2018): 81. http://dx.doi.org/10.18415/ijmmu.v5i6.504.
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The study was intended to examine practices of Perception of Teachers and Students for Guidance and Counseling services in South west Ethiopia Secondary Schools. The research design was a descriptive survey research. The total participants of study were 500 and among total participants 108 were teachers and 394 were students. The study was used Multi stage sampling techniques. At first stage among 78 secondary school in south west Ethiopia, 8 secondary schools were selected by random sampling techniques using lottery methods. On the second stage 392 students and 108 teachers were selected by systematic sampling techniques. The instruments of data collection was Likert scale closed-ended self- administered questionnaire used and validation of the instruments was done by using experts' review and discussion. The study was used quantitative methods of data analysis. The analysis of data was done using descriptive statistical measurements like, percentage, mean, standard division, and independent t-test were computed to analysis the response from students, and teachers. The results of study indicated that the students and teachers mean perception scores to needs of guidance and counseling for students learning was positive. The perceptions of both students and teachers to ward school guidance and counseling services working on students future career, personal problems and students empowerments and decision making was negative. The computed independent t-test result revealed that there was no statistical significant difference between students and teachers means perception scores guidance and counseling services which was implies both teachers and students had the same perception for services of guidance and counseling in their schools. The mean perception of the students toward the non trained individuals could be of guidance and counselor officers were average while perception teachers were negative. Regarding to cost effectiveness of guidance and counseling services both students and teacher’s perception means score were negative. From these results it was recommended that Since perceptions of students and teachers may affected based on the guidance and counseling survives; Education bureau in collaboration with higher educational institutions should prepare on job training to improve counseling skills of the guidance and counselors officers.
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Sofiani, Sri, Syamsul Alam Ramli, and Eka Poppi Hutami. "PEMAHAMAN GURU TAMAN KANAK-KANAK TENTANG PENGETAHUAN LAYANAN BIMBINGAN KONSELING DAN PELAKSANAAN DI KECAMATAN SOMBA OPU KABUPATEN GOWA." JECIES: Journal of Early Childhood Islamic Education Study 2, no. 1 (May 1, 2021): 61–67. http://dx.doi.org/10.33853/jecies.v2i1.129.
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Understanding kindergarten teachers about the knowledge of counseling and implementation guidance services in Somba Opu Subdistrict, Gowa Regency. Problem formulation and this research are how teachers understand guidance and counseling services in schools? and what guidance and counseling services do teachers do in learning?. This research provides an overview of teachers' understanding of guidance and counseling services implemented by teachers in learning in kindergarten. Data collection techniques through interview methods, and questionnaire distribution, as well as documentation. Data analysis in this study was conducted by Data collection, Data reduction, Display data, Data verification. The technique of examination and validity of data is carried out with The Extension of Participation, Perseverance of Questionnaires and Interviews, and Triangulation. The results showed that 20 kindergarten teachers about the understanding of knowledge guidance and counseling services are still lacking and 10 kindergarten teachers have a sufficient understanding of the knowledge of Guidance and Counseling Services. Furthermore, counseling guidance services implemented by teachers in learning in kindergarten are group guidance services, learning guidance, guidance while playing.
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Porter, Jim Wynter. "Guidance counseling in the mid-twentieth century United States: Measurement, grouping, and the making of the intelligent self." History of Science 58, no. 2 (September 26, 2019): 191–215. http://dx.doi.org/10.1177/0073275319874977.
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This article investigates National Defense Education Act and National Defense Education Act-related calls in the late 1950s for the training of guidance counselors, an emergent profession that was to play an instrumental role in both the measuring and placement of students in schools by “intelligence” or academic “ability”. In analyzing this mid-century push for more guidance counseling in schools, this article will first explore a foundational argument for the fairness of intelligence testing made by Educational Testing Service psychometrician William Turnbull in 1951, and then later taken up and employed by other National Defense Education Act-era advocates of testing and grouping. Secondly, this analysis will proceed to National Defense Education Act expert testimony, examining here assertions of the necessity of guidance counseling in schools, and an emergent and shared vision articulating the role guidance counseling was supposed to play in school life. A pattern or structure to this vision emerges here. According to its advocates, guidance counseling would not only inform the self-understanding of the measured individual, but it would also work to condition the ideology of individual intelligence across numerous layers of social life around the student: through peer group, through teachers and school administrators, and finally through home, family, and the wider community.
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KANGA, BENJAMIN MUGAMBI. "Effectiveness of Guidance and Counselling Services in Enhancing Students’ Adjustment to School Academic Environment in Public Boarding Secondary Schools in Kenya." International Journal for Innovation Education and Research 5, no. 7 (July 31, 2017): 75–87. http://dx.doi.org/10.31686/ijier.vol5.iss7.763.
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School adjustment is the process of copying in a new school environment in order to attain the individual and school’s set goals and aspirations. The government, education managers, and parents have expressed the need to strengthen school Guidance and Counselling services in order to enhance students’ adjustment to the school environment. Public boarding secondary schools are expected tom implement Guidance and Counselling policy of the Ministry of Education and help students adjust to the secondary school environment. This study investigated the effectiveness of Guidance and Counselling services in enhancing students’ adjustment to school academic environment in public boarding secondary schools in Kenya. The study adopted a descriptive research survey design. The study target population was 36,671 comprising of 35,659 Form 3 students, 506 Form 3 class teachers and 506 teachers in charge of Guidance and Counselling from boarding secondary schools in Kitui, Nyeri and Nairobi counties in Kenya. Purposive and simple random sampling techniques were used to select 756 respondents comprising of 720 Form 3 students, 18 Form 3 class teachers and 18 teachers in charge of Guidance and Counselling from 18 secondary schools for the study. Questionnaires were used to collect data from Form 3 students and their class teachers while an interview schedule was used to collect data from teachers in charge of Guidance and Counseling. A pilot study involving 76 respondents was carried out in three public boarding secondary schools from Machakos, Kirinyaga and Thika counties. Using Spearman Brown Prophecy formula by split half technique reliability coefficient of 0.745, 0.746 and 0.736 were realized for students, class teachers and teachers In charge of Guidance and Counseling respectively. This was accepted because an alpha value of 0.7 and above is considered suitable for making group inferences that are accurate. The data were analyzed by use of descriptive statistics with the help of the Statistical Package for Social Sciences (SPSS) version 17.0 for windows and presented in frequency distribution tables, percentages and bar charts. The study also found out that Guidance and Counseling were effective in helping students adjust to school physical, social and academic environment. The findings of this study provide information to school administrators, policymakers, parents and other stakeholders on various issues that need to be addressed in Guidance and Counseling like strengthening individual counseling, training of peer counselors and gender balance in the appointment of school counseling personnel to enhance students adjust to the school environment. The study further suggests ways of improving Guidance and Counselling services in order to make it more effective in public boarding secondary schools.
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Raupu, Sumardin, and Dwi Risky Arifanti. "Pelaksanaan Supervisi Pendidikan oleh Kepala Sekolah dalam Meningkatkan Profesionalisme Guru Bimbingan Konseling di SMP Negeri 8 Palopo." Kelola: Journal of Islamic Education Management 4, no. 1 (April 20, 2019): 61–66. http://dx.doi.org/10.24256/kelola.v4i1.788.
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Educational supervision is an effort to guide school principals to teachers, and guidance counseling teachers in schools in order to improve the quality of teaching and learning in schools. The purpose of this study is to find out 1) The process of preparing the principal's supervision program in increasing the professional competence of the counseling guidance teacher, 2) The implementation of the educational supervision program by the principal in improving the professional competence of the counseling guidance teacher, and 3) The principal's follow-up in implementing the supervision of education for improve the professional competence of counseling guidance teachers. This research uses descriptive method with a qualitative approach. Data collection techniques are observation, interview and documentation. Research subjects were the principal, vice principal and counseling guidance teacher. The results of his research show that: 1) The supervision program of the headmaster of Palopo 8 Junior High School was prepared at the beginning of each semester of the school year by involving the deputy headmaster, counseling guidance teacher, and teacher in the field of study. The supervision program includes the activities of professional teacher guidance and guidance as well as training for teachers that are tailored to their fields. 2) The supervision of the head of SMP Negeri 8 Palopo follows the program that has been prepared, the technique used is through teacher meetings, classroom observations and personal conversations. Especially for classroom observation techniques, they have already used observation guidelines, but the quantity in the implementation has not been maximized. 3) The follow-up supervision of the headmaster of Palopo 8 Junior High School was observed through individual talks, giving advice, coaching, and guiding counseling guidance teachers with a focus on better implementation of activities, but the principal did not fully understand the counseling guidance program
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Jamain, Ririanti Rachmayanie, Muhammad Andri Setiawan, and Noor Anida Rahmida. "PERSEPSI GURU BK SEKOLAH MITRA TERHADAP PELAKSANAAN PROGRAM PENGAJARAN DI SEKOLAH (PPS) MAHASISWA PROGRAM STUDI BIMBINGAN DAN KONSELING FKIP ULM DI SMP SE-KOTA BANJARMASIN." Jurnal Bimbingan dan Konseling Terapan 3, no. 1 (June 30, 2019): 50. http://dx.doi.org/10.30598/jbkt.v3i1.895.
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This study aims to describe the perceptions of school partner guidance teachers on students from the Lambung Mangkurat University guidance and counseling study program who take teaching practices in schools based on the four competencies of the Permendiknas Number 27 of 2008 concerning standard academic qualifications and counselor competencies.. The research method used was simple descriptive with the formulation of a simple percentage analysis with 39 respondents from 14 partner schools. The results of the study place the professional competence of professional competencies as competencies that are considered the highest (64.6%) and the other three competencies are in the position of good category. Therefore, it is recommended that the Guidance and Counseling Study Program administrators together with school partner guidance teachers be able to improve the education process, because the results of this study actually show an overview of the educational process of guidance and counseling.
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Jabulani Allen Muchado, Dr. "Counseling in Botswana: History, Current Status and Future Trends." Journal of Social Sciences Research, no. 54 (April 20, 2019): 1032–37. http://dx.doi.org/10.32861/jssr.54.1032.1037.
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The article presents an overview of counseling in Botswana, an update of the history, current status, anticipated future trends and challenges in light of the social and educational development in the country. Counseling in Botswana has evolved over years. The initial effort started in 1963 with an introduction of career guidance in secondary schools. The development of guidance and counseling programs for schools has influenced a number of psychosocial intervention services and training programs. A number of training programs emerged at Colleges of Education and at the University of Botswana. All these developments had several challenges in the area of developing robust professional counseling service statues. The article discusses the current status, future trends in counseling and make recommendations for future development of the profession in Botswana.
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Allen Muchado, Dr Jabulani. "Counseling in Botswana: History, Current Status and Future Trends." Journal of Social Sciences Research, Special Issue 5 (December 15, 2018): 743–48. http://dx.doi.org/10.32861/jssr.spi5.743.748.
Full textAbstract:
The article presents an overview of counseling in Botswana, an update of the history, current status, anticipated future trends and challenges in light of the social and educational development in the country. Counseling in Botswana has evolved over years. The initial effort started in 1963 with an introduction of career guidance in secondary schools. The development of guidance and counseling programs for schools has influenced a number of psychosocial intervention services and training programs. A number of training programs emerged at Colleges of Education and at the University of Botswana. All these developments had several challenges in the area of developing robust professional counseling service statues. The article discusses the current status, future trends in counseling and make recommendations for future development of the profession in Botswana.
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Suherman, Suherman. "Dimensi-dimensi Komunikasi Efektif dalam Relasi Bimbingan dan Konseling." Indonesian Journal of Educational Counseling 3, no. 3 (August 5, 2019): 169–78. http://dx.doi.org/10.30653/001.201933.112.
Full textAbstract:
DIMENSIONS OF EFFECTIVE COMMUNICATION IN GUIDANCE AND COUNSELING RELATIONS. The growth of effective communication between guidance and counseling teachers and students is a facility to achieve the goal of guidance and counseling in schools. Quality of communication will psychologically stimulate students to involve themselves intensively in the process of providing treatment. This condition will encourage students to open themselves to understand the personal characteristics, and willing to work together to explore various alternatives for self-development, making choices and decisions, and solving their problems. Students who are less open to guidance and counseling teachers are motivated by various factors, including allegedly by low professional competence of guidance and counseling teachers in developing communication that facilitates the provision of assistance for students. Thus, guidance and counseling teachers need to have communication competence in order to improve the effectiveness of aid in guidance and counseling services. The dimensions of the communication shall include: (a) the empathic behavior; (b) the acceptance and respect of students; (c) the warmth and attention; (d) openness and sincerity; and (e) concreteness and specificity of expression.
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Rapsing, Arnold P. "Level Of Implementation Of Guidance Programs In National High Schools Of Northern Samar." Proceedings Journal of Interdisciplinary Research 1 (November 22, 2014): 108–13. http://dx.doi.org/10.21016/irrc.2014.14ntt014.
Full textAbstract:
The Department of Education by virtue of DepEd Memo 424 series of 2007 recognizes guidance counselors and the implementation of Career Guidance Programs in public secondary schools. In relation to this, every school should have a carefully planned, organized, well-written, and expertly implemented guidance program. These guidance p services must be functional and generally should not be separated from each other. The study looked into the level of implementation of the guidance programs of national high schools in Northern Samar in terms of individual inventory services, information services, counseling services, in school placement and in-school follow-up. The study also identified problems encountered in the implementation of the guidance services. The main respondents of the study are the guidance counselors of the schools. To validate the claims, school administrators, teachers, and students answered the evaluation questionnaire. Eleven national high schools participated in the study. Statistical tools included frequency counts, percentages, weighted means. Of the five services, individual inventory services, information services, and counseling services were rated “implemented” while in-school placement and in-school follow-up were rated “much implemented”. Problems on the lack of guidance counselors assigned in some schools”, “lack of funds” and “no adequate orientation on administrators and teachers regarding the function of guidance “were considered “serious” problems. The study recommended the hiring of full-time guidance counselors in schools, and orientation of the administrators and teachers on the importance of guidance in high school, and the financial support of the administrators on the services related to guidance.
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Safitri, Nindiya Eka, and Sitti Ummi Novirizka Hasan. "STRATEGI LAYANAN BIMBINGAN DAN KONSELING DALAM PENGEMBANGAN NILAI KARAKTER RELIGIUS." JURKAM: Jurnal Konseling Andi Matappa 2, no. 1 (February 19, 2018): 19. http://dx.doi.org/10.31100/jurkam.v2i1.64.
Full textAbstract:
This article aims to describe the strategy of guidance and counseling services to development of the value of religious character. Character of religious desperately needed by the students to face the moral degradation, in order to they were able to have and behave with good and bad measure based on the provisions and statutes religion. The role of guidance and counseling as well as a service psychoeducative integral part of character education in schools is needed in the development of religious character. Strategy of guidance and counseling services that can be provided is a basic service such as the assessment of service needs, guidance classical, group counseling, and the use of innovative media; responsive service in the form of group counseling and individual counseling, as well as system support services in the form of collaboration between teacher guidance and counseling with religious teachers, religious leaders and parents, as well as the lack of research on the religious character by the teacher guidance and counseling. Religious character development do not all involve students but also pay attention to the surrounding environment and communities.