Relevant bibliographies by topics / Guidance services in schools

Contents

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

Academic literature on the topic 'Guidance services in schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Guidance services in schools"

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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 (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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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 (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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Omozele, Beatrice, and Nathaniel Toyosi. "ASSESSMENT OF THE EFFECTIVENESS OF SCHOOL GUIDANCE SERVICES AS PERCEIVED BY SECONDARY SCHOOL PRINCIPALS IN EDO STATE, NIGERIA." International Journal of Research -GRANTHAALAYAH 6, no. 9 (2018): 105–15. http://dx.doi.org/10.29121/granthaalayah.v6.i9.2018.1213.

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The study investigated the effectiveness of school guidance services as perceived by principals in Edo State, Nigeria. The study sought to examine secondary school principals’ perception on the effectiveness of guidance services (orientation, appraisal, information and counselling services) and determine gender and school location differences in principals’ perception of the effectiveness of counselling services in schools. The descriptive survey design was adopted for the study. A sample of 36 schools (1 rural and 1 urban) were drawn from public senior secondary schools in the study area using purposive random sampling. The instrument used for the collection of data was a self-developed questionnaire titled: “School Guidance Services Effectiveness Questionnaire (SOGSEQ)”. The construct validity was ascertained by the Principal Component Analysis (PCA) while the Cronbach reliability alpha of the questionnaire yielded an overall index of 0.84. The descriptive statistics such as mean (X ̅) and standard deviation (S.D) was used to analyze the research question 1 while the t-test for independent sample means was used to test the hypothesis at 0.05 alpha level. Results from the analysis showed that principals perceived orientation services to be the only effective guidance service in secondary schools in Edo State. Result further showed that there is a significant difference between rural and urban principals in their perception on the effectiveness of school guidance services (appraisal, information and counselling services) in secondary schools in Edo State. It is recommended that guidance counsellors in the secondary schools should realize that their guidance services should be such that will enable them to meet the needs of learners in schools. For this to be achieved, school heads, teachers, parents and the government must also be actively involved in providing their support for the delivery of the services when necessary
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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.

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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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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 (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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Arfasa, Aminu Jibril, and Fisseha Mikrie Weldmeskel. "Practices and Challenges of Guidance and Counseling Services in Secondary Schools." Emerging Science Journal 4, no. 3 (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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Cheruiyot, Gladys Jeruto, and Bernard Chemwei. "School Management Attitudes as Determinants of Implementation of Guidance and Counselling Services in Secondary Schools in Baringo Central Sub-County, Kenya." East African Journal of Education Studies 3, no. 1 (2021): 52–60. http://dx.doi.org/10.37284/eajes.3.1.304.

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Guidance and counselling constitute the best approach to help children and their families deal with life’s frustrating issues. In the school context, guidance and counselling services assist the school to manage discipline and deal with the influence of social evils on learners and the learning environment. However, for guidance and counselling services to be effective in schools, several factors must be put in place. Among these factors, the key is school management support for guidance and counselling services. In recognition of this fact, the study examined the influence of the schools’ management attitudes towards guidance and counselling on the implementation of guidance and counselling programmes in secondary schools in Baringo Central Sub-County. The study used the descriptive survey research method. It relied on a sample of 36 secondary schools with 36 principals and 72 teacher-counsellors. The research employed a questionnaire to collect the data. The collected data was then analysed using SPSS, version 22. The results of the study revealed that although most schools’ managers had embraced and recognised the role of guidance and counselling in their schools, little time and resources were availed to sustain these important services. This situation had negatively affected the implementation of guidance and counselling in schools. Therefore, it was recommended that guidance should be conceptualised in a broader and more comprehensive and holistic view, incorporating vocational and other aspects of development
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Kelkay, Asrat Dagnew. "Practice and challenges in provision of guidance and counselling services in secondary schools of South Gondar, Ethiopia." Global Journal of Guidance and Counseling in Schools: Current Perspectives 9, no. 1 (2019): 1–13. http://dx.doi.org/10.18844/gjgc.v9i1.3859.

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The main purpose of the study was to assess the provision of guidance and counselling service in South Godar secondary schools. It was designed to study the types of service provided by service providers in South Gondar secondary schools and to investigate the attitude and awareness of Guidance & Counselling Committee (GCC) members, teachers, principals and students towards the usefulness of guidance and counselling services/programme. The study was conducted using a descriptive survey design from five secondary schools using questionnaires and interview as data gathering instruments. The total number of sampled respondents was 173, of which 100 (students) selected by simple random sampling, five school principals, 49 teachers, 19 GCC members/service providers were selected using comprehensive sampling technique. Statistical data analysis techniques were used to analyse the data and thematic analysis, i.e., qualitative analysis, was used to interpret interview and open-ended questionnaires. The study revealed that most of the secondary school service providers were provided behavioural and academic counselling and educational counselling for their students in their respective schools. The study also indicated that positive attitude and promising awareness towards guidance and counselling service among the four category respondents.
 Keywords: Challenges, counselling guidance, practice and secondary school.
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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 (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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Patricia, Egenti Uju. "STRATEGIC APPROACHES FOR REENGINEERING GUIDANCE AND COUNSELLING SERVICES IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA." International Journal of Education, Psychology and Counseling 5, no. 37 (2020): 270–82. http://dx.doi.org/10.35631/ijepc.5370022.

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This study was carried out to identify strategic approaches for reengineering guidance and counselling services in public secondary schools in Anambra State, Nigeria. A descriptive survey research design was adopted in carrying out the study. The sample for the study was 255 respondents made up of guidance counsellors and secondary school managers in the area of the study. The instrument for data collection was a structured close-ended questionnaire titled: “Strategic Approaches for Reengineering Guidance and Counselling Services Questionnaire (SARGCSQ)”. The instrument was validated by three experts while the reliability was ascertained using the Cronbach Alpha reliability method which yielded a coefficient of 0.88. Two hundred and fifty-five (255) copies of the questionnaire were administered to the respondents out of which 243 copies were completely filled and retrieved. Data collected were analysed using mean and standard deviation to answer the research questions and t-test statistics were used to test the null hypotheses at a 0.05 level of significance. The researcher in the study identified 10 capacity building approaches, 8 fund-related approaches and 10 programme review approaches for reengineering guidance and counselling services in public secondary schools in Anambra State. Findings indicated that there are no significant (p<0.05) differences in the mean ratings of the responses of guidance counsellors and school management on fund-related approaches and programme review approaches for reengineering guidance and counselling services in public secondary schools in Anambra State, Nigeria. Although, there was a significant (p<0.05) difference in the mean ratings of the responses of guidance counsellors and school management on capacity building approaches for reengineering guidance and counselling services in public secondary schools in Anambra State, Nigeria. Based on the findings, the study among others recommended that there should be constant capacity building of guidance counsellors through in-service training and retraining, relevant conferences, and workshops for improved efficiency in service delivery.
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Dissertations / Theses on the topic "Guidance services in schools"

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

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Hover, Shana A. "Student perceptions regarding the importance of elementary guidance services and programs." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998hovers.pdf.

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Perez, Consuela. "Developing a Multicontextual Model of High Schools whose Students Participate in Financial Aid Preparation Services: Family, School, and Community Level Effects." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505152/.

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The purpose of this quantitative secondary data analysis was to examine the effect of family, school, and community context on high schools whose students participate in financial aid preparation services. Data from the High School Longitudinal Study of 2009 were analyzed to answer the two research questions using Perna's conceptual model of college enrollment behaviors that explores how students gain and utilize information about financial aid and college prices. Descriptive statistics were used to determine the extent of high school participation in financial aid services. The results indicated a varying degree of these interventions being offered at high schools ranging from 22% to 52%. Schools sending students reminders of FAFSA deadlines (52%) and disseminating flyers/pamphlets on financial aid (50%) were the only two interventions that had a slight majority of schools participating. Multiple regression was used to determine if a relationship existed between the outcome variable (participation in financial aid preparation services) and several family context and school context predictor variables for eight financial aid interventions. Results revealed school context variables as the best predictors of the outcome variable. Counselor caseload and school control were the most effective in predicting high school participation in the eight financial aid preparation services, though these greatly differed according to the type of intervention. Findings provide potential implications for research and practice, including highlighting ways in which K-12 and higher education can coordinate.
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Wong, Wing-wai, and 黃榮偉. "Job satisfaction of guidance team leaders in secondary schools of HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958345.

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Wong, Wing-wai. "Job satisfaction of guidance team leaders in secondary schools of Hong Kong." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14034748.

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Stott, Kathryn Ann. "An evaluation of a service-learning approach to assist in achieving the goals of a comprehensive guidance program /." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd858.pdf.

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Lung, Jacob C. L. "An investigation into the development of pre-service teachers in a guidance training programme and its implications for their guidance role in schools." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/4130/.

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This study investigates the development of pre-service teachers with reference to the core conditions of counselling in a guidance training programme, which is a part of a pre-service new B.Ed, module. It aims to make some suggestions for effective preparation of the pre-service teachers to play their guidance role in Hong Kong primary schools. Qualitative rather than quantitative research approach was used. The sample was a class of 37 pre-service teachers. Among them, 16 student teachers with some seemed to be very aware of, others largely ignorant about the guidance role of teacher were selected for in-depth interviews to chart their development. Their responses for handling of two different cases of pupils' problems in the interview schedule were analyzed. Classroom assessment technique for the whole class of student teachers was used to get feedback and to monitor the progress of the programme. The results of the study show that student teachers had increased awareness and understanding of the guidance role of teachers during the training programme. They also developed their abilities in handling pupils' problems in terms of attitude towards pupil, feeling for pupil and counselling strategies and skills. Nearly all of them had progress in each of these three areas in different contexts of pupils' problems. However, they had greater progress in case 1 of an anxious pupil (with emotional difficulties) than in case 2 of an angry pupil (with emotional and behavioural difficulties). Moreover, bias towards pupils existed in both cases. Six different groups with different progress were identified among the 16 student teachers. The themes / patterns for change in attitudes, feeling and skills were explored. They were suspension of judgment and empathetic understanding. From their learning experiences, the training methodology that help them most were watching videos, case study and newspaper cutting, understanding theories, lecturing and interacting with the lecturer, group discussion, role play and doing ranking in multi-response exercise. These were in descending order of reported frequency. The results of the present study have implications for policy setting and implementation of Whole School Approach to guidance in schools and teacher education programme. At the end, a model is proposed for removing or minimizing bias of teachers towards pupils in teacher education. This is very important for effective guidance and counselling.
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Kiernan, Susan M. "Principals' Beliefs Regarding the Use of Corporal Punishment in Tennessee's First District Public Schools." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2931.

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There were two major purposes of this study. The first purpose was to obtain information from all principals in Tennessee's First District concerning their beliefs about the use of corporal punishment in public schools in Tennessee. Generalizations could be made in areas of similar geographic and cultural makeup. The second purpose of this study was to generate reflective thought in Tennessee's First District to clarify administrators' beliefs as to the use of corporal punishment as a deterrent. Demographic findings of the study revealed a predominately male population of principals. The majority of the population surveyed was male Caucasian. There was a normal distribution among education levels for principals in the First District, ranging from Bachelor degrees to Doctoral degrees. Subgroups that were tested using the Mann-Whitney U test for significance were: principals with 0-10 years experience and those with more than 10 years experience, principals who used corporal punishment in their schools and those who did not, and principals who experienced corporal punishment as children and those who did not. The review of literature in regard to corporal punishment revealed four constructs that proponents used when explaining why it was used: religious beliefs, legal perspectives, cultural beliefs, and effectual beliefs as a disciplinary measure. Principals in the First District of Tennessee had similar religious beliefs regarding the use of corporal punishment. In comparison, principals who used corporal punishment had significantly different belief scores relative to legal perspectives, culture, and effectiveness than those who did not use corporal punishment. Principals who experienced corporal punishment as children scored significantly higher in beliefs of its effectiveness than those who had never experienced it.
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Leung, Yuk-wah, and 梁玉華. "The adoption of a whole school approach to guidance work in Hong Kong secondary schools: some case studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956609.

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Books on the topic "Guidance services in schools"

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Great Britain. Department for Education and Employment. Careers education and guidance in schools: Effective partnerships with careers services. DFEE, 1997.

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(Ireland), Environmental Health Officers Association. General guidance notes on environmental health standards for full-time pre-school services. Environmental Health Officers Association, 1996.

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Massachusetts. Executive Office of Education. School-linked services initiative: Guidance for program design and proposal development. Executive Office of Education, 1995.

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National Foundation for Educational Research in England and Wales. The role of the careers service in careers education and guidance in schools. NFER, 1995.

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The ministry of the Christian school guidance counselor: Pupil personnel services in the Christian school. Bod Jones University Press, 1985.

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Traster, Daniel J. Welcome to culinary school: A culinary student survival guide. Pearson Prentice Hall, 2010.

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Security, Illinois Dept of Employment. Architectural & engineering services. Illinois Dept. of Employment Security, 2001.

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Atabong, Cecilia Abane. The provision and need for guidance and counselling services in secondary schools in Britain and the implications for Anglophone Cameroon. Brunel University, 1990.

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Illinois. Dept. of Employment Security. Legal services. Illinois Dept. of Employment Security, 2001.

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Unit, Colorado Department of Education Prevention Initiatives. Preventing and reporting child abuse and neglect: Guidance for school personnel. Department of Education, Prevention Initiative Unit, 2002.

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Book chapters on the topic "Guidance services in schools"

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

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Kang, Rong, and Margarita Pavlova. "Career guidance in TVET." In Routledge International Handbook of Schools and Schooling in Asia. Routledge, 2018. http://dx.doi.org/10.4324/9781315694382-62.

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Macklem, Gayle L. "CBT in Schools." In Evidence-Based School Mental Health Services. Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7907-0_9.

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Macklem, Gayle L. "Providing Preventive Services in Schools." In Preventive Mental Health at School. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8609-1_1.

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Taveira, Maria Do Céu. "Career Education and Guidance Services in Portugal." In Comparative and International Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-992-8_25.

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Guo-Brennan, Michael. "Government as Provider of Education Services." In Community Engagement for Better Schools. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54038-8_1.

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Simon, Dennis J. "Afterword: Comprehensive multitiered services in schools." In School-centered interventions: Evidence-based strategies for social, emotional, and academic success. American Psychological Association, 2016. http://dx.doi.org/10.1037/14779-011.

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Amendola, Mark, and Robert Oliver. "Collaboration with Human Services and Schools." In New Perspectives on Aggression Replacement Training. John Wiley & Sons, Ltd, 2006. http://dx.doi.org/10.1002/0470030380.ch6.

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Tektonidis, D., A. Bokma, E. Kaldoudi, and Adamantios Koumpis. "From Patient Information Services to Patient Guidance Services-The iCare Approach." In Internet of Things and Inter-cooperative Computational Technologies for Collective Intelligence. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-34952-2_17.

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Hughes, Lesley. "Comparative Models of Children’s Mental Health Services." In Mental Health Promotion in Schools. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-053-0_14.

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Conference papers on the topic "Guidance services in schools"

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

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Youth who has the ability to adapt and survive in difficult times have a high level of resilience. This study aims to look at the dominant Behavior of adolescents currently and the youth resilience based on gender, types of school, and school major. The sample in this study was 264 high school teenagers in Indonesia. This study used a quantitative method with two design which is a cross-sectional survey and comparative studies. The results showed some of the most risk behaviors seen by students were smoking (84.09%), fighting parents (68.49%), skipping school (60.23%), fighting teachers and school principals (55.68%), and fighting between students (54.17%). The risk behaviors that were rarely seen by teenage students were drugs (5.68%), free sex (4.55%). Stealing (43.18%) and excessive drinking (41.67%) have moderate popularity. Also, there was no significant difference in resilience-based on gender, type of school, and school major. These studies provide an overview of schools of the importance of the availability of Counseling Guidance teachers in providing guidance services and resilience materials.
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Duko Ishak, Irmawati. "STP Strategy on Guidance and Counseling Services Students in Elementary School." In 1st International Conference on Early Childhood and Primary Education (ECPE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/ecpe-18.2018.23.

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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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Mamesah, Michiko, Hilma Fitriyani, Happy Karlina Marjo, and Karta Sasmita. "Need Analysis in Developing Drug Abuse Prevention Module for High School Guidance Curriculum Services." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.64.

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Halida, Andi Mappiare-AT, M. Ramli, and Carolina L. Radjah. "Spectrum of Guidance and Counseling Services Implementation in Strengthening Character in Junior High School." In 6th International Conference on Education and Technology (ICET 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201204.033.

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Atmarno, Tri Widati Setiya, Asrowi, Munawir Yusuf, and Muhammad Akhyar. "An Analysis of the Needs for Comprehensive Guidance and Counseling Services for Senior High School Students." In 2nd  International Seminar on Guidance and Counseling 2019 (ISGC 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200814.014.

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Dislere, Vija, and Natalja Vronska. "Self-Assessment of Career Counsellor Competencies in the Field of Career Guidance Depending on the Place of Residence." 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.2021.14.047.

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The importance of career guidance and the competences of a career counsellor is described and highlighted in this article. The counsellors are seen as key professionals assisting individuals in their educational and job transitions during their career, addressing both individual and labour market requirements. The aim of the study is to analyse the self-assessment of career counsellor competencies in the field of career guidance depending on the place of residence in Latvia. The self-evaluation of career counsellors regarding their competence was used. In the study 340 respondents took part from all Latvia regions, they were graduates of the last eleven years of the Career Counsellors Master's Program and other in-service career counsellors and school career counsellors working in schools, employment agencies and private consulting companies. The data were analysed statistically by using SPSS computer program: 1) crosstab method, 2) chi-squared test. The significance of the results and the most important conclusion: analysing the frequency of respondents’ responses of excellent and good career counsellor competence depending on the place of residence, it can be concluded that excellent (Pearson Chi-Square p-value = 0.867) and good (Pearson Chi-Square p-value = 0.892) career counsellor competence not depending on the place of residence of the respondents, the excellent and good career counsellor competence is equally good everywhere in Latvia.
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Garzia, Meyke, Gusti Adillah, Adi Wiranata, and Khilda Wulidatin Noor. "DEVELOPMENT OF SIMULATION GAME ON SOCIAL CARE FOR MIDDLE SCHOOL STUDENTS IN GROUP GUIDANCE SERVICES." In International Conference on Educational Assessment and Policy. Kementerian Pendidikan dan Kebudayaan, 2019. http://dx.doi.org/10.26499/iceap.v0i0.201.

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Pirmansyah, Apip, Uman Suherman, Juntika Nurihsan, and Mubiar Agustin. "Competency Profile School Counselor in Managing Guidance and Counseling Services in Madrasah in Garut Regency, Indonesia." In ICLIQE 2020: The 4th International Conference on Learning Innovation and Quality Education. ACM, 2020. http://dx.doi.org/10.1145/3452144.3452161.

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Kurniadi, Muhammad Wahyu, and Moh Farozin. "The Effectiveness of Group Counseling Services in Increasing the Social Interaction of Ostracized Students at Junior High School 10 Bengkulu City." In 2nd  International Seminar on Guidance and Counseling 2019 (ISGC 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200814.042.

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Reports on the topic "Guidance services in schools"

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Lynch, Paul, Tom Kaye, and Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0043.

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The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
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Thanh-Tan, Tran. A proposed guidance program for Vietnamese high schools. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.931.

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Beuchelt, G., T. Kehoe, P. J. Miller, et al. RESTful Services Guidance for Developers v 1.0. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada578824.

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Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.

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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.
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King, Nancy. Survey of Parental Attitudes Towards Health Services in the Beaverton Schools. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1771.

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Young, Justin. A Community Schools Approach to Accessing Services and Improving Neighborhood Outcomes in Manchester, NH. University of New Hampshire Libraries, 2015. http://dx.doi.org/10.34051/p/2020.231.

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Erickcek, George A., Susan N. Houseman, and Arne L. Kalleberg. The Effects of Temporary Services and Contracting Out on Low-Skilled Workers: Evidence from Auto Suppliers, Hospitals, and Public Schools. W.E. Upjohn Institute, 2002. http://dx.doi.org/10.17848/wp03-90.

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Williams, Katherine, Charlotte Warren, and Ian Askew. Planning and implementing an essential package of sexual and reproductive health services: Guidance for integrating family planning and STI/RTI with other reproductive health and primary health services. Population Council, 2010. http://dx.doi.org/10.31899/rh12.1000.

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Glista, Danielle, Robin O’Hagan, Danielle DiFabio, et al. Virtual Hearing Aid Care – Clinical Practice Guidance Document. Western Libraries, Western University, 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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Yoon, Seok Yong, Thilo Zelt, and Ulf Narloch. Smart City Pathways for Developing Asia: An Analytical Framework and Guidance. Asian Development Bank, 2021. http://dx.doi.org/10.22617/wps200342-2.

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The strategic use of digital technologies can enable smart cities to provide more accessible and better quality urban services for citizens, businesses, and governments. This working paper offers an analytical framework to assess, design, and implement smart city concepts that apply digital technologies tailored to specific contexts. It is intended to guide smart city practitioners and decision-makers in developing Asia to enhance their advisory services, project planning and implementation, and stakeholder engagement efforts.
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