Relevant bibliographies by topics / Guidance counselling

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Guidance counselling'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 January 2023

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Journal articles on the topic "Guidance counselling"

1

Baker, K. "Marriage Guidance Counselling." Psychiatric Bulletin 9, no. 4 (April 1, 1985): 75–76. http://dx.doi.org/10.1192/pb.9.4.75.

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Baker, Kathleen. "Marriage Guidance Counselling." Bulletin of the Royal College of Psychiatrists 9, no. 4 (April 1985): 75–76. http://dx.doi.org/10.1192/s0140078900001711.

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The Marriage Guidance Council sets out. as the first of its objectives states: To provide a confidential counselling service for people who have difficulties or anxieties in their marriages or in other personal relationships. It offers other services too: education for young people, setting up training courses and conferences, and publishing and distributing literature. But the counselling of individuals and couples is the main activity of the Council and the one for which it is generally known.
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Gatzanis, S. "Counselling in careers guidance." Behaviour Research and Therapy 40, no. 10 (October 2002): 1241. http://dx.doi.org/10.1016/s0005-7967(01)00112-7.

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Mihajlović, Dubravka, and Aleksandra Popović. "Karijerno vođenje i savetovanje u evropskim dokumentima." Obrazovanje odraslih/Adult Education 12, no. 2 2012 (2012): 27–46. http://dx.doi.org/10.53617/issn2744-2047.2012.12.2.27.

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Traditionally understood careers, are now being opposed to the concept of modern careers which brings along a great number of changes in the process of carrer guidance and counseling. Career guidance and counseling thus becomes recognized as an instrument of change on a personal and social level. Also, the process is recognized as a lifelong process. The paper discusses the career guidance and counseling. in the terms of European documents. Research of European documents was conducted to examine the main characteristics of carrer guidance an counseling for adults, which are listed in these documents, more accurately, identification of the activies and the holders of career guidance and counseling, and also identification of the target groups which are included in the process. Identification of these aspects is recognized as an important resource in the understanding of the new tendencies in this area.
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Astuti, Laily Puji. "The Role of Guidance and Counseling Services in Individual Counseling During The Covid-19 Pandemic." International Journal of Applied Guidance and Counseling 2, no. 1 (February 26, 2021): 25–30. http://dx.doi.org/10.26486/ijagc.v2i1.1592.

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The primary role of the counsellor during the Covid-19 pandemic is expected to be able to formulate individual counselling services that are in accordance with the needs of students today. One of the guidance and counselling services is an individual counselling service which refers to Permendikbud Number 111 of 2014 to obtain limited information about individual counselling. It is hoped that the implementation of guidance and counselling will be able to implement individual counselling services properly. Guidance and counselling must be able to: 1) Prioritize the welfare of the counselee, 2) Able to develop the counselee's diversity of competency skills, 3) Develop information and emotional control skills, 4) Have high resilience in dealing with one's own problems and counselee problems. Individual counselling services are teacher guidance and counselling services in schools to help students solve problems about truancy, interaction with friends, personal problems and career studies. The function of individual counselling services in guidance and counselling can help students in overcoming problems, getting change, direction and support and better attention. Therefore, the role of guidance and counselling in individual counselling services is very important in guidance and counselling in schools. So the counsellor must have the ability to guide, understand the characteristics of students well so that the counsellor can provide optimal guidance services to students.
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Dianovi, Agatha, Damayanti Siregar, Indi Mawaddah, and Suryaningsih Suryaningsih. "Guidance and Counselling in Education." World Psychology 1, no. 2 (August 28, 2022): 27–35. http://dx.doi.org/10.55849/wp.v1i2.95.

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The Guidance Teacher or counsellor is someone who is responsible for providing guidance and counselling in schools consciously towards the development of student's personalities and abilities both from physical and spiritual aspects so that students are able to live independently and fulfil their various developmental tasks as creatures of God in addition to individual beings and social, moral, religious, and cultural beings. Counselling is an effort to help individuals through a process of personal interaction between counsellors and counsellors so that counsellors are able to understand themselves and their environment, be able to make decisions, and determine goals based on the values they believe in so that counsellor feels happy and effective in his behaviour. Guidance Counselling is in a key position in an educational institution, namely a school institution, as a support for the progress or retreat of the quality of education. The role of guidance and counselling in improving the quality of education is not only limited to academic guidance but also personal, social, intellectual, and value-giving guidance.
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Goss, Stephen, and Olusegun Adebowale. "Counselling and guidance in Africa." British Journal of Guidance & Counselling 42, no. 4 (May 20, 2014): 353–58. http://dx.doi.org/10.1080/03069885.2014.918363.

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Hughes, Patrick. "Guidance and counselling in schools." British Journal of Guidance and Counselling 13, no. 1 (January 1, 1995): 11–21. http://dx.doi.org/10.1080/03069888500760021.

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Hughes, Patrick. "Guidance and Counselling in Schools." British Journal of Guidance & Counselling 13, no. 1 (January 1985): 11–21. http://dx.doi.org/10.1080/03069888508253787.

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Badrujaman, Aip. "FAKTOR-FAKTOR YANG MEMPENGARUHI KETERLAKSANAAN EVALUASI PROGRAM BIMBINGAN DAN KONSELING." Perspektif Ilmu Pendidikan 26, no. XVII (October 31, 2012): 131–37. http://dx.doi.org/10.21009/pip.262.6.

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The study aimed at revealing the factors affecting the implementation of the evaluation of guidance and counselling program in Junior Secondary Schools in East Jakarta. Employing descriptive method, the study was performed in March through September 2012. Using convenience sampling, the study identified 18 schools as samples. The study discovered two main factors causing guidance and counselling teachers not performing the guidance and counselling program: (a) inability to perform the evaluation and (b) the high load of the teachers’ tasks. The low factors include the result of guidance and counselling is difficult to measure, (b) incomplete data of guidance and counselling, (c) insufficient budget, (d) inability to set up relevant evaluation criteria, (e) unwillingness to reveal the existence of teacher-counsello, (f) the lack of gudance and counselling teachers, and (g) insufficient support from the svhool principa. The study suggests (a) to review the work load of the guidance and councelling teachers, (b) to develop the cooperation among related intitutions to imptove the competence of gudance and councelling teachers in the evaluation of guidance and counselling program.
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Dissertations / Theses on the topic "Guidance counselling"

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Roy, Jane Christine. "Attribution theory and marriage guidance counselling." Thesis, Open University, 1988. http://oro.open.ac.uk/57263/.

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This research is concerned with some aspects of the counselling process within Marriage Guidance Council Counselling sessions. The first area of investigation chosen was the interaction of the counsellors image of the ideal client with her perceived image of real clients. Unfortunately, it was not possible to pursue this investigation since not all of the counsellors images of who would benefit from counselling were sufficiently stable over time. This was felt to be due to the test used (the California Q set). The second chosen area of investigation was the client counsellor verbal interaction in first counselling sessions studied using transcripts of ten female and four male clients and two couples counselled by the researcher and one woman and one couple counselled by another counsellor. The content was analysed using attribution theory. Clients made attributions from a wider range of categories than experimental studies normally allow for, the most frequently used category was emotion and attitude attributions, this is a neglected category which needs further study. The results did not support previous findings that people make Significantly more situational than personality attributions about their own behaviour. Clients have response strategies they use to reply to the counsellor, some of these are blocking strategies since they result in the counsellor dropping the subject being discussed; others are positive responses since they lead to the client· and counsellor engaging in a dialogue. All clients living with their partners who returned for a second session engaged in at least one extended dialogue with the counsellor about an attribution made by the counsellor. None of the clients who failed to return engaged in an extended dialogue with the counsellor.
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McMahon, Mary L. "Perceptions of clinical supervision in school guidance and counselling." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36556/1/36556_Digitised%20Thesis.pdf.

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This thesis examines the perceptions and experiences of school guidance personnel in relation to clinical supervision. Specifically the study sought to discover how clinical supervision is conceptualised by school guidance personnel, and how it is experienced by them. In addition, it examined how school guidance personnel perceive that the supervisory context affects the conduct of clinical supervision. The study also evaluated the use of teleconference calls as a medium for conducting focus group interviews with participants in remote locations. The study was conducted in three parts. First, data was gathered through a survey questionnaire. Two versions of the questionnaire were developed. One version was worded to reflect the role of guidance officers in the supervisory process, and the other version was worded to reflect the role of senior guidance officers in the supervisory process. The questionnaires were distributed to all guidance officers and senior guidance officers employed by the Queensland Department of Education (renamed Education Queensland since the time of the study). Second, focus group interviews were conducted using teleconference call facilities. The focus group interviews were conducted with a random sample of guidance officers and senior guidance officers who had completed the questionnaires. Guidance officers were interviewed separately from senior guidance officers. In addition, guidance officers who received clinical supervision were interviewed separately from those who did not receive clinical supervision. Third, the use of teleconference calls as a medium for conducting focus group interviews with people from remote locations was evaluated by means of a questionnaire sent to all participants. The data was analysed quantitatively and qualitatively as appropriate. The findings established that the provision of clinical supervision was perceived as inadequate by most senior guidance officers and guidance officers. In addition, most participants perceived that the amount of training they had received in clinical supervision was inadequate. The study also found that the training and induction of those new to the profession are inadequate. The inadequacy of clinical supervision, supervision training, and the training and induction of those new to the profession was attributed to the supervisory context and a lack of professional leadership on the part of Education Queensland. In addition, differences were found between supervised guidance officers and senior guidance officers, males and females, supervised and unsupervised guidance officers, primary and secondary guidance officers, and experienced and less experienced guidance officers. The study also found that the use of teleconference calls was a successful method of conducting focus group interviews. As a result of this study, the recommendations relate to the issue of professional leadership. In particular, recommendations are provided for Education Queensland, the Queensland Guidance and Counselling Association Inc., the professional organisation representing guidance personnel, and the universities who conduct counsellor training and guidance training courses. Specifically, the recommendations address the establishment of clinical supervision guidelines, supervision training, induction of those new to the profession, and closer communication between the Queensland Guidance and Counselling Association Inc. and Education Queensland.
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Molefe, Olebogeng Ralesenya Daniel. "School guidance and multi-modal counselling for secondary school students." Thesis, University of Pretoria, 1994. http://hdl.handle.net/2263/29601.

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This investigation aims at determining the contributions of school guidance and multi-modal counselling service for the South African secondary school students' acquisition of life competencies and skills. The empirical research consisted of:
    *** A nomothetic investigation which indicated that many of the sample group students fall far short of almost all of the thirty subfields of the life skills questionnaire, and that they can be helped to acquire both multi-modal counselling and life skills. *** An idiographic research involving nine counsellees also confirmed these results.
    Die doel met die onderhawige ondersoek is om aan te dui wat die bydrae van skoolvoorligting en 'n multi-modale benadering is. Sekondere skoolleerlinge is by 'n empiriese ondersoek betrek. Aan die hand van 'n vraelys is vasgestel wat hierdie leerlinge se besondere lewensbehoeftes is. Leerlinge wat uitvalle ten aansien van bepaalde lewenskundighede en -vaardighede toon, is by 'n multi-modale hulpverleningsprogram betrek. Die uitkomste van die hulpverlening toon duidelik aan dat 'n multi-modale benadering in sinsamehang met die beginsels van skoolvoorligting, 'n bydrae kan lewer om sekondere skoolleerlinge toe te rus om alledaagse probleme die hoof te kan bied.
    Thesis (PhD)--University of Pretoria, 2012.
    Education Management and Policy Studies
    unrestricted
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O'Reilly, John Timothy. "An internship in guidance and counselling at Mount Pearl Senior High." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq25873.pdf.

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Wong, Wai-hung, and 黃偉雄. "Ethical decision-making in individual counselling among secondary school guidance teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960558.

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Al-Tai, Zaid S. "A model for guidance and counselling services in Salahaddin University, Iraq." Thesis, Cardiff University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.257165.

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Naicker, Dhanasagaran. "School guidance and counselling in Natal : present realities and future possibilities." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003643.

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School guidance and counselling is a programme that is complementary to the education process and is seen as a support service for the pupil. However, owing to the apartheid policies of the South African government, all pupils did not have equal access to guidance services. In a post-apartheid South Africa it is anticipated that a unitary education system would emerge to provide equal access to education for all South African pupils and this implies that previous imbalances that existed would have to be addressed. In this study the present state of guidance and counselling services in Natal was investigated and policy options to redress past inequities and to make school guidance and counselling services a reality for all South African pupils, within the context of limited resources were explored.
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Wong, Wai-hung. "Ethical decision-making in individual counselling among secondary school guidance teachers." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2013728X.

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Yao, Shui-chun Tiffany, and 姚穗珍. "Counselling and guidance services in Hong Kong primary schools: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958357.

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Wango, Geoffrey Mbugua. "Policy and practice in guidance and counselling in secondary schools in Kenya." Thesis, University of Birmingham, 2006. http://etheses.bham.ac.uk//id/eprint/604/.

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This thesis explores the policy and practice of the secondary school guidance and counselling programme in Kenya in the context of the school. The study was conducted in three stages beginning with an initial survey at stage one and case studies at stage two. At the third stage of the study, discussions were held with various stakeholders including a focus group discussion with students. The theoretical framework for the study is based on prismatic society (Riggs, 1964; Harber and Davies, 1997), and Fullan’s (2001) model of educational change, using the person centred counselling approach as the background to counselling. Findings suggest that despite the emphasis on guidance and counselling in schools, the provision of guidance and counselling services is highly variable and somewhat fragmented in scope largely depending on individual schools. The main implication of the study is the need for a more comprehensive guidance and counselling policy in this increasingly important area of education. These relate to the appointment of counsellors, professional issues including a code of conduct for counsellors and the need for a more comprehensive programme that is learner friendly.
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Books on the topic "Guidance counselling"

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Tyndall, Nicholas. Marriage guidance counselling. Rugby: National Marriage Guidance Council, 1985.

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Hui, Eadaoin K. P. Guidance and counselling. Hong Kong: Longman Asia Ltd., 1994.

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Tyndall, Nicholas. Marriage guidance counselling. Rugby: National MarriageGuidance Council, 1986.

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Counselling in careers guidance. Buckingham: Open University, 2001.

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Riddick, Ed. Guidance, counselling and advisory work. Manchester: Careers Service Trust, 1995.

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Okoye, Norbert N. Fundamentals of guidance and counselling. Edited by Adejumo Dayo and Achebe Christine. Ibadan: Heinemann Educational Books (Nigeria), 1990.

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Ifelunni, I. C. S., and C. N. Agbaegbu. Guidance, counselling, and special education. Ontitsha: Leotina, 1996.

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Riddick, Ed. Guidance, counselling and advisory work. [Great Britain]: Careers Services Trust, 1991.

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Riddick, Ed. Guidance, counselling and advisory work. [Manchester]: Careers Services Trust, 1993.

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Idowu, Segun. Basics of guidance and counselling. Ibadan, Oyo State, Nigeria: Signal Educational Services Ltd., 1986.

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Book chapters on the topic "Guidance counselling"

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Belskaya, Elena, Evgeniia Moldovanova, Svetlana Rozhkova, Olga Tsvetkova, and Mariya Chervach. "University Smart Guidance Counselling." In Smart Education and e-Learning 2016, 39–49. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39690-3_4.

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Fontana, David. "Educational guidance and counselling." In Psychology for Teachers, 331–52. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-24139-2_12.

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Fontana, David. "Educational Guidance and Counselling." In Psychology for Teachers, 299–316. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-19213-7_12.

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Dansie, Tim. "Counselling for career guidance." In Basic Counselling Skills for Teachers, 69–72. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2019. http://dx.doi.org/10.4324/9780203728895-8.

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Antoniou, Antonis. "Guidance and Counselling in Cyprus." In Comparative and International Education, 323–35. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-992-8_20.

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Savickas, Mark L., and Suzanne Savickas. "A History of Career Counselling." In International Handbook of Career Guidance, 25–43. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25153-6_2.

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Hutterer, Tanja, Katharina Kurianowski, and Annette Schorp. "Germany: The Challenges of Career Counselling in Germany." In Vocational Guidance in Europe, 67–95. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06592-7_4.

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Kassotakis, Michael. "Career Counselling and Guidance in Greece." In Comparative and International Education, 303–22. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-992-8_19.

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Amundson, Norman, and Erin Thrift. "The Emergence of More Dynamic Counselling Methods." In International Handbook of Career Guidance, 325–39. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-6230-8_16.

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Gysbers, Norman C. "Career Guidance and Counselling in Primary and Secondary Educational Settings." In International Handbook of Career Guidance, 249–63. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-6230-8_12.

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Conference papers on the topic "Guidance counselling"

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Amat, Salleh. "Guidance and Counselling in Schools." In Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccie-18.2019.3.

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Hanim, Wirda, Djunaedi Djunaedi, Happy Karlina Marjo, and Sudharno Dwi Yuwono. "Development Computer Assistant for Evaluation Guidance and Counselling Program." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.83.

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Hidayat, Dede Rahmat, Susi Fitri, and Siti Aminah Al-falathi. "Career Guidance and Counseling Program for Informal Education in Indonesia." In 3rd ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/acpch-17.2018.42.

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Nugroho, Andreas Rian. "Transformation of Guidance and Counselling Teacher Facing the Industrial Revolution 4.0 Era." In 2nd Annual Conference on blended learning, educational technology and Innovation (ACBLETI 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210615.037.

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Irawan, Mirza, Ibrahim Gultom, Zuraida Lubis, and Nur’Arjani Nur’Arjani. "Alumni Tracking of Guidance and Counselling Study Program State University of Medan." In Proceedings of the 3rd International Conference on Innovation in Education, Science and Culture, ICIESC 2021, 31 August 2021, Medan, North Sumatera Province, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.31-8-2021.2313790.

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Votava, Jiri, and Jitka Jirsakova. "Benefits of Career Guidance for Secondary Vocational School Students -Evaluation of a Pilot Program." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.053.

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Although career guidance in the Czech Republic is officially perceived as a priority of the education system, guidance support is not provided equally at all types of schools and on all levels of the education system. For example, we register insufficient support for students at secondary vocational schools. As previous research by the authors of the article has shown, it seems that once a young person decides to pursue a career, the effort of the school system to pay further attention to career guidance will also decrease. This paper is aimed to suggest a new program for career education, counselling and training, afterwards to pilot it at three secondary vocational schools, and with the help of action research to collect and to evaluate experience from the school practice. The empirical part of this article consists of three research phases. First, a baseline analysis was performed using mixed data resources (questionnaire survey among students, interviews with school counsellors and document analysis). In the second phase, a new career guidance program was proposed. Finally, the program was tested at three vocational schools in the years 2019 and 2020. Using action research design, the researchers gathered evidence and identified the benefits of new counselling activities. Based on these results, proposals for further improvement and implementation of career guidance and education at secondary vocational schools were submitted.
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Yarmis, Dr. "The Improvement Of The Guidance And Counselling Teachers Or Counsellors' Understanding On The Five Focuses Of Individual Counselling Service And Their Application." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.123.

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Siregar, Yulinda, and Bernadetha Nadaek. "Effectiveness Guidance and Counselling Services in the Formation of Character and Self-Control." In 2nd Annual Conference on blended learning, educational technology and Innovation (ACBLETI 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210615.005.

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Adeusi, Sussan, Olujide Adekeye, and Micheal Odinaka. "ATTITUDE OF SECONDARY SCHOOL STUDENT TOWARDS SEEKING GUIDANCE AND COUNSELLING SERVICES IN OTA, NIGERIA." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0442.

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Farida Zahra, Euis. "Profile of Basic Language Skills of Kindergarten Children and Implications for Guidance and Counselling." In 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.29.

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Reports on the topic "Guidance counselling"

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Glista, Danielle, Robin O’Hagan, Danielle DiFabio, Sheila Moodie, Karen Muñoz, Keiran Joseph, Christine Brown, et al. Virtual Hearing Aid Care – Clinical Practice Guidance Document. Western Libraries, Western University, August 2021. http://dx.doi.org/10.5206/0820211097.

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This document was informed by literature reviews conducted in accordance with the Joanna Briggs Institute’s guide to evidence synthesis (Aromataris & Munn, 2017; https://joannabriggs.org) and includes evidence related to client candidacy, delivery models, modalities of delivery, and outcomes of virtual hearing aid fitting and management. This document provides clinical practice guidance for virtual hearing aid fitting and management processes and technological requirements in the delivery of such services (herein referred to as virtual hearing aid care). Virtual hearing aid care can include services delivered directly to a client by a provider or using facilitator-supported services and specialized equipment, depending on client factors, type of care, and the timepoint in the care process (e.g., initial versus follow-up appointments). This document will address virtual care including the following types of hearing aid care: o Programming o Verification o Validation o Management (counselling and education) Currently, virtual hearing aid care is better suited to follow-up appointments
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