Academic literature on the topic 'Multicultural counselling model'
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Journal articles on the topic "Multicultural counselling model"
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Mohd Jaladin, Rafidah Aga, Janette Graetz Simmonds, Philip Greenway, and Tasos Barkatsas. "EXPLORING COUNSELLORS’ UNDERSTANDING AND PRACTICE OF MULTICULTURAL COUNSELLING IN MALAYSIA." Journal of Nusantara Studies (JONUS) 6, no. 1 (January 28, 2021): 323–50. http://dx.doi.org/10.24200/jonus.vol6iss1pp323-350.
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Background and Purpose: In order to make counselling meaningful and culturally relevant, it is essential for counsellors to have a practical counselling model that is context-specific and matches the needs and values of the population of that specific culture. Hence, the present research aims to explore professional counsellors’ understanding and practice of multicultural counselling in Malaysia.
Methodology: This study adopted a complementarity mixed-method research design using both qualitative and quantitative approaches to gauge the different features of multicultural counselling competency.
Findings: Malaysian professional counsellors, as a group, perceived themselves to be multiculturally competent. The most challenging cases encountered by Malaysian counsellors were (a) counselling culturally challenging clients (i.e., culturally different clients), (b) counselling culturally challenging issues/problems (culturally sensitive and complicated issues/problems in Malaysia), and (c) managing personal challenges (dealing with personal cultural and social issues in counselling). Thematic analysis also revealed three emergent themes to describe how Malaysian counsellors engage with culture and diversity in counselling and these themes broadly resembled the three stages of the general counselling process: pre-counselling, during counselling and post-counselling.
Contributions: This research adds to the multicultural counselling literature by generating knowledge regarding the understanding and practice of multicultural counselling in the local socio-political context. Education and training organizations should recognize the critical importance of infusing multicultural counselling education into all subjects and training programs in counsellor education programs and training of novice counsellors in order for it to be seamlessly incorporated into counselling practice.
Keywords: Culture and diversity, Malaysian counselling, multicultural counselling competency, multicultural counselling practice, multicultural counselling understanding.
Cite as: Mohd Jaladin, R. A., Simmonds, J. G., Greenway, P., & Barkatsas, T. (2021). Exploring counsellors’ understanding and practice of multicultural counselling in Malaysia. Journal of Nusantara Studies, 6(1), 323-350. http://dx.doi.org/10.24200/jonus.vol6iss1pp323-350
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Collins, Sandra, and Nancy Arthur. "Culture-infused counselling: A model for developing multicultural competence." Counselling Psychology Quarterly 23, no. 2 (June 2010): 217–33. http://dx.doi.org/10.1080/09515071003798212.
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Aga Mohd Jaladin, Rafidah, Noh Amit, Azad Athahiri Anuar, Janet Ann Fernandez, Sakinah Salleh, Haniza Rais, and Haslee Sharil Lim. "Development of a continuous professional development training module based on multicultural counselling competency for professional counsellors in Malaysia." Journal of Adult and Continuing Education 26, no. 2 (December 27, 2019): 242–61. http://dx.doi.org/10.1177/1477971419896375.
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The aim of this study was to develop a continuous professional development training module based on multicultural counselling competency for professional counsellors in Malaysia. The research methodology comprised three phases: (i) training need assessment using survey method, (ii) module design and development and (iii) module evaluation using an experimental design. First, the Multicultural Counselling Competency Survey-Malaysian Counsellor Edition questionnaire was used to collect data from 116 professional counsellors from various work settings. The results clearly indicated the need for continuous professional development training to enhance counsellors’ multicultural counselling competency. The development of the training module adopted Sidek’s model, a Malaysian-based framework for module development. The developed training module was then evaluated for its effectiveness through analysing its content validity and reliability. Results revealed that the training module scored high content validity value of 77.2% (0.77) and satisfactory reliability level (alpha Cronbach’s coefficient value of 0.75). The overall findings of the present research imply that the continuous professional development training module is necessary for enhancing multicultural counselling competency of Malaysian professional counsellors.
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Herdi, Awaluddin Tjalla,. "MODEL KONSELING KELOMPOK UNTUK MENINGKATKAN SELF-EFFICACY MAHASISWA." Perspektif Ilmu Pendidikan 27, no. 1 (April 18, 2013): 22. http://dx.doi.org/10.21009/pip.271.4.
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Abstrak: This research aimed at producing a group counselling model to improve the students’ self-efficacy at Gudanceand Counselling Department of School of Education, State University of Jakarta. The students 2007 academic yearwere writing their thesis. Taking a place in Gudance and Counselling Department of School of Education, StateUniversity of Jakarta, the research was conducted in the academic year of 2011/2012. The sample of 48 studentswere selected by random sampling from the students registered ini 2007. The research and development methodwas employed and the data were collected using the instrument of Multicultural Counselling Competence forcounsellor candidates, which had been validated and its realibility had been tested. The findings wre classified intotwo groups. The first indicated 52.1% of the students have high self-efficacy. The second, the predictive effectivegroup counselling model predicted was behavior-cognitive group counselling. The prodused model consisted ofrationale, objective, main componen, format, session, counsellor’s roles, counselling phases, and success indicator.The research recommended Gudance and Counselling Department, students and researchers to do further researchtesting the effectivness of the model to improve students’ self-efficacy.
Key words: model, group counselling, self-efficacy, behavior-cognitive group counselling.
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Μαλικιώση - Λοΐζου, Μαρία. "Η φεμινιστική πολυπολιτισμική προσέγγιση της συμβουλευτικής ψυχολογίας." Psychology: the Journal of the Hellenic Psychological Society 19, no. 2 (October 15, 2020): 215. http://dx.doi.org/10.12681/psy_hps.23618.
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The feminist multicultural model has emerged from the feminist counselling approach. The feminist approach in counselling psychology, which was developed especially during the 1960’s and 1970’s, focused on individual solutions to human problems and did not place a great emphasis on other multicultural factors in therapy. By acknowledgingthe influence of multiculturalism on people’s mental health, counselling psychology started to gradually pay more attention to the relationship between individuals and their environment and considered the culturalenvironment as a major influencing factor in the shaping of identity but also in the nature of problems faced. At the beginning, this multicultural dimension was included very often unevenly in the feminist therapy.Recently, we see an effort to integrate these two mainstreams towards the development of an integrated feminist multicultural therapeutic approach. This approach is based on the realization that, although intraditional therapies the emphasis has been intrapsychic and the main assumption was that man is responsible for his condition, more recent developments in the field of therapy acknowledge that peopledo not always have the same opportunities and cannot always be totally responsible for the adversities they face because any kind of oppression often reduces their power and limits their access to choices. This articlepresents the development of the model, the theoretical mainstreams, the principles and trends that reinforce this development and its impact on the therapeutic approach
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Bali, Norafifah, and Mohamad Hashim Othman. "Involvement and Multicultural Counselling Competency Among School Guidance and Counselling Teacher Towards Special Needs Students." Asian Social Work Journal 2, no. 1 (December 12, 2017): 44–52. http://dx.doi.org/10.47405/aswj.v2i1.13.
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chool Guidance and Counselling Teachers who involved in the Integrated Special Education Program and the Inclusive Education Program are facing unique challenges. This unique challenge is due to their responsibility in providing guidance and counselling services to two groups of client, the mainstream students and the Special Needs Students. Previous study found that School Guidance and Counselling Teachers were less involved in providing guidance and counselling services to Special Needs Students and their counseling competence towards Special Needs Students level was indicated from low to moderate. Therefore, further studies on involvement and competencies need to be implemented. A qualitative research methodology such as Multiple Case Studies is the ideal research design for this study. There are two proposed methods of data collection, semi structured interviews and document analysis. The results of this study will contribute to the Multicultural Counselling Model in the Special Education setting and the improvement of the guideline of guidance and counselling
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Fatchurahman, M., M. A. Setiawan, and K. Karyanti. "The development of group healing storytelling model in multicultural counselling services in Indonesian schools: Examination of disciplinary cases." Education and science journal 23, no. 4 (April 18, 2021): 157–80. http://dx.doi.org/10.17853/1994-5639-2021-4-157-180.
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Introduction. Discipline is a form of behaviour reflecting responsibility in a person and is essential to be applied to students. However, in reality, many students commit disciplinary violations at school. Therefore, social care teachers must provide innovative services to eliminate disciplinary violations. One such example is the narrative storytelling model presented in the form of healing stories, which can be applied to develop knowledge, feeling, social skills, and appreciation. Storytelling can play a very helpful role in counselling because stories reflect cultural laws, ethics, as well as in governing daily rules behaviour and guide decision-making.Aim. The current research is aimed to demonstrate group healing storytelling model in multicultural counselling services in schools for disciplinary case management.Methodology and research methods. This research methodology is based on the ADDIE (Analysis Design Development Implementation Evaluations) model. The participants of this study were 60 students at Muhammadiyah Palangkaraya Senior High School (Palangkaraya, Indonesia). The research instruments for the verification of group healing storytelling model in multicultural counselling services involved front group discussion (FGD), questionnaires, and Likert scale to examine student discipline data.Results and scientific novelty. The present research provides group healing storytelling model based in multicultural counselling services by applying aspects of local culture in Indonesia, namely ‘Huma Betang' (local culture in central Kalimantan, Indonesia). The authors developed a narrative storytelling model consisting of objectives and intervention stages. The strengths and weaknesses of this model were analysed. Based on the data analysis, this model can be used to improve disciplinary behaviour. The results of statistical analysis show that disciplinary behaviour has increased after the provision of healing storytelling services.Practical significance. Based on the research results, the authors recommend this model for disciplinary case handlers. This model is also effective to integrate the components of socio-cultural context in curriculum planning. The present model is easily to accept because it has the uniformity with the culture of counsellee. However, it is limited to a cultural context, so it will be complicated to implement it in a different cultural environment.
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Ghazali, Nor Mazlina, Wan Marzuki Wan Jaafar, and Azzahrah Anuara. "Supervision Outcomes as Predictor to The Supervisory Relationship and Supervision Contextual Factors: Study on The Internship Trainee Counsellors." MATEC Web of Conferences 150 (2018): 05073. http://dx.doi.org/10.1051/matecconf/201815005073.
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The purpose of this study was to investigate the influence of the supervisory relationship and contextual supervision factors on the supervision outcomes among trainee counsellors. Respondents were 120 trainee counsellors and 18 supervisors from four public universities in Malaysia. Eight instruments were used in measuring the variables. The Supervisory Working Alliance Trainee Inventory (SWAI-T) was administered to measure the supervisory working alliance among trainee counsellors and the Role Conflict Role Ambiguity Inventory (RCRAI) was administered to measure the role conflict among trainee counsellors. Meanwhile, the Supervision Interaction Questionnaire – Supervisee and Supervisor Inventory (SIQ-S) was used to measure the interaction between trainee counsellors and supervisor and the Counsellor Rating Form – Short (CRF-S) was used to measure the characteristics of the supervisors in supervision. The Selective Theory Sorter (STS) inventory was used to measure the counselling orientations among the trainee counsellors and supervisors whereas the Multicultural Counselling Knowledge and Awareness Scale (MCKAS) measures the knowledge and awareness toward multicultural counselling among trainee counsellors. The Supervision Outcomes Survey (SOS) and the Counsellor Performance Inventory (CPI) were utilized to measure the satisfaction and performance among trainee counsellors. Results have revealed that there was a significant correlation between the supervisory relationship (supervisees’ working alliance, supervisees’ role conflict, supervision interaction, supervisors’ attributes) and supervision outcomes, r (118) = .53; p < .05. Other factors that have contributed to the significant correlations of supervision outcomes were supervisees’ working alliance, supervisees’ role conflict, and supervisors’ attributes, r(120) = .55; p < .05; r (120) = .21; p < .05; and r (116) = .50; p < .05 respectively. However, the result has shown that there was no significant correlation between the supervision contextual factors (supervisees’ and supervisors’ counselling orientation and supervisees’ cultural knowledge and awareness) and supervision outcomes. The Multiple Regression analyses reported that the supervisory relationship had an influence on the supervision outcomes, R2 = .28, F (1,105) = 40.2, p < .05. Meanwhile, the supervision contextual factors had no influence on the supervision outcomes. Based on the research findings, the model signified that the supervision process could bring out changes in the supervisees. Practically, the supervisees’ working alliance was a significant factor that has influenced the supervisees’ development. Therefore, the academic supervisor should consider the supervisees’ role conflict, supervision interaction, and supervisors’ attributes during supervision. It is recommended that the differences between supervision interaction of the supervisors and the supervisees are to be examined in the future research.
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Nurlatifah, Andar Ifazatul. "Forgiveness among Javanese Ethnic Students: A Mountainous, Highland, Lowland, and Coastal Culture Background Comparison." JOMSIGN: Journal of Multicultural Studies in Guidance and Counseling 4, no. 1 (May 16, 2020): 45–63. http://dx.doi.org/10.17509/jomsign.v4i1.22879.
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It has been repeatedly documented in the scientific literature that culture plays an important role in forgiveness. However, research of mountainous, highland, lowland and coastal culture related to forgiveness was rare. The goal of this study was to describe the comparison of forgiveness among Javanese ethnic students who had been raised in mountainous, highland, lowland, and coastal culture background. Forgiveness Scale developed to obtain the data was adapted from TRIM and has been tested for its reliability and validity using the Rasch model. Descriptive statistics, Kruskal-Wallis (H) test, and Mann-Whitney (U) posthoc test were used to analyze the data. The result showed an insignificant difference in forgiveness but showed a significant difference in lessen-avoidance motivation. This finding had practical implications in multicultural counselling, especially in promoting forgiveness to various counselees. For a more comprehensive understanding, further research in forgiveness motives is required.
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Melnikova, Nadezhda M. "Intercultural Competence of Psychologists: Problems and Prospects of Study and Development." RUDN Journal of Psychology and Pedagogics 17, no. 1 (December 15, 2020): 79–100. http://dx.doi.org/10.22363/2313-1683-2020-17-1-79-100.
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The article is concerned with the problem of cross-cultural training of psychologists. The author analyses various approaches to the definition and development of intercultural competence and highlights professional and ethical problems of psychological activity related to cultural competence/incompetence of specialists. Particular attention is paid to the specifics in training psychologists for cross-cultural counselling, the experience of organising psychological work in a multi-cultural environment, using the example of the Republic of Sakha (Yakutia), as well as some important aspects in how psychologists develop and manifest intercultural competence during ethnopsychological field studies. An analysis of the accumulated practical experience in a multicultural environment made it possible to identify the conditions for the successful development of cross-cultural competence, setting the psychologist’s value foundations and motivational readiness to communicate with people of other cultures. These conditions include: (1) a humanistic approach in psychology; (2) a subjectsubject approach to communication; (3) formation of scientific and professional thinking; (4) purposeful development of such mechanisms of understanding other people as decentration and reflection; and (5) mastering of conflict-resolution and group-work technologies. In this regard, the author concludes that the development of intercultural competence in the domestic psychologists’ training system requires not only a detailed discussion of ethical issues related to the psychologist’s activities or specifics of cross-cultural communication within the studied disciplines, but also the introduction of special cross-cultural communication development programmes and trainings in intercultural competence and cultural sensitivity. The cross-cultural training of psychologists can be based on the working model of ethnocultural competence proposed by T.G. Stefanenko. It is emphasized that the development of intercultural competence should involve not only an individual person but the entire professional community through research and open discussion of the current state of cross-cultural competence of psychologists as well as the entire complex of ethical issues.
Dissertations / Theses on the topic "Multicultural counselling model"
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Lee, Chang Young. "Married migrant women living within Korean multicultural families : a pastoral narrative perspective." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/40206.
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This research seeks to adopt a post-foundationalist practical theology paradigm, as discussed by J C Müller, in order to create a bridge between the three concepts of the pastoral care perspective, the narrative perspective based on social-constructionism and post-foundationalism. Furthermore, I made use of Müller’s seven movements of methodology which laid a strong foundation to base my research on regarding married migrant women living within Korean multicultural families.
Korean society which is a homogeneous culture is currently facing many challenges as a result of becoming more and more multicultural. These multicultural issues are becoming major social and political issues in South Korea. The main reason that South Korean society has become more multicultural is because of intercultural marriages which have also resulted in an increase in multicultural families.
These migrant women are faced with many kinds of discrimination and prejudice as a result of their different appearance, culture and language. Furthermore, Korean culture often deprives women of having any position above men especially once they are married. After being married a woman should become invisible, voiceless, and nameless in order to become culturally acceptable. This often results in a migrant woman feeling stressed, fearful, isolated and alone which often results in the development of a low self-esteem, a lack of self-confidence and a low self-image.
In my research, I sought to listen to and identify the stories of migrant women, namely foreign women who have married Korean men with a focus on the impact on their identities within a Korean multicultural family through a narrative perspective in order to have a positive growth and outcome from their intercultural differences within South Korea. I decided to view my co-researchers not as co-researchers but as companions on a journey which we could undertake together. The use of the metaphors ‘journey’ and ‘companions’ seemed to give my companions the freedom to speak more openly and placed us on an equal level.
Furthermore, I not only discovered my companions’ identities through their own stories, but also developed my companions’ true identities/multi-identities through the broader, inter-relational stories of other people within multicultural communities through a six step process of Listening to the voice, Gaining voice, Giving voice, Finding alternative voice, Retelling voice and Creating future voice. I made use of the narrative approach in order to listen to my companions so that a unity would exist between their past, present and future stories. As I listened to the stories of my companions from a narrative perspective new possibilities were opened which lead to alternative and future stories. Furthermore, my companions were given the opportunity to find themselves and make new identities on the real journey of life. Through the process of my research I also developed a multicultural identity model specifically for married migrant women in South Korea, but ultimately the purpose of my research was not to show or develop a multicultural identity model regarding migrant women, but was more to help these migrant women find their identities themselves and in this become self-empowered to become contributors to Korean society.Thesis (PhD)--University of Pretoria, 2014.
gm2014
Practical Theology
unrestricted
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Meyer-Prentice, Monika. "Logotherapy with Boeschemeyer's value-oriented imagery in multicultural contexts." Thesis, 2013. http://hdl.handle.net/10500/11995.
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In this qualitative, interpretive, multi-perspective study a new and promising
salutogenic imagery approach developed in Germany, called Value-Oriented
Imagery (Wertimagination/WIM®) was researched in regard to its applicability in
multicultural (non-European) contexts. A second question researched was whether
specific cultural or regional “dialects” would be encountered in the universal inner
picture language of persons from other (non-European) cultural backgrounds than
the one the approach was developed within.
A WIM® study with eighteen participants from African South African, Asian South
African and European South African cultural backgrounds was conducted in
Johannesburg in 2011 and 2012. The results were analysed and compared with
WIM® work experiences from Germany. Subsequently the results of the
comparison were discussed in three WIM® expert interviews: with Uwe
Boeschemeyer, Stephan Peeck and Andreas Boeschemeyer.
The main outcome of this research study is that Value-Oriented Imagery can be
seen as a rewarding contribution to South African multicultural (logo)therapy/
counselling contexts. Only minor cultural and regional “dialects” occurred in the
universal inner symbols of the RSA study participants, such as the occurrence of
more water features, especially waterfalls, and more spontaneous, unintended
Healthy Inner Child encounters. The present study suggests that work with Value-
Oriented Imagery could make a valuable contribution within any cultural and
multicultural (logo)therapy/counselling context.Psychology
D. Litt. et Phil. (Psychology)
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Van, der Hoven Marianne. "Multikulturele beradingsmodel vir tersiêre opleiding in die professionele diensberoepe." Thesis, 2006. http://hdl.handle.net/10500/1517.
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Text in AfrikaansThis study was aimed at the development of a multicultural counselling model for tertiary education with the emphasis on experiential learning and integration on all levels. Although the South African Qualifications Authority (SAQA) is prescriptive about the outcomes concerning multicultural involvement it does not clearly prescribe experiential learning - causing educational institutions to underplay experiential learning. Ignorance exists about multiculturalism in training programmes. Educational institutions often implement programmes randomly without proper consideration of the multicultural needs of the student population. People from different cultures often experience the caregiver as having little understanding and respect for diverse cultures, often leading to the early termination and inaccessibility of professional services. To provide guidelines to educational institutions about multicultural counselling training, the researcher provided a paradigmatic perspective as foundation to the drafting of a counselling model for training. The Grounded Theory was used to obtain scientifically based information about the multicultural counselling training phenomenon in South Africa as well as the development of a multicultural counselling model for tertiary education. People in professional services were interviewed and compared to literature, whereafter all applicable concepts, principles, processes and elements grounded in the paradigmatic perspective were examined, identified and coded as components of the multicultural counselling model, with the aid of a core category, categories and subcategories. Henceforth a multicultural counselling model for training was developed. The central thesis of the research is that the multicultural counsellor has certain skills that stem from the training received at South African educational institutions, which does not necessarily encompass the concept of multiculturalism. It therefore does not equip the student to successfully help patients from a diverse culture. This problem can be intercepted through a training model with appropriate components of multiculturalism in the curriculum of educational institutions in South Africa. Conclusions and recommendations were made according to the Grounded Theory. The findings of the scientific procedure were evaluated according to reliability as well as the criteria of Chinn en Kramer (1991). Answers were obtained through scientific reasoning and empirical research to produce a model for the implementation of multicultural training within the context of South African educational institutions.
Social Work
D. Diac. (Play Therapy)
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Potgieter, S. T. "Sielkundige en voorligtingsdiens in 'n nuwe Suid-Afrikaanse bedeling : 'n verkennende studie." Thesis, 1994. http://hdl.handle.net/10500/15807.
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Summaries in Afrikaans and EnglishText in Afrikaans
Die effek van die nuwe Suid-Afrikaanse bedeling kring uit na alle samelewingsterreine en die onderwys is nie hiervan uitgesluit nie. Hierdie navorsing is daarop toegespits om ondersoek in te stel na die funksionering en strukturering van, en nuwe moontlik:hede vir sielkundige en voorligtingsdienste. Met die skrapping van die apartheidsbeleid is sielkundige en voorligtingsdienste voor die werklik:heid gestel om in 'n multikulturele sarnelewing te funksioneer. In Suid-Afrika is multikulturele berading, hulpverlening en toetsing 'n haas onbekende terrein en die probleme word in hierdie navorsing aangespreek. In onderhawige studie is daar gekyk na die veranderende funksies van die opvoedkundige sielkundige en ander professionele persone verbonde aan skoolklinieke. Die besondere rol van die skoolvoorligter en die klasonderwyser is uitgelig. , Die nuwe politieke bedeling verg die herstrukturering van sielkundige en voorligtingsdienste. Die verskillende tersaaklike aspekte is bespreek en voorstelle is aan die hand gedoen. Oorkoepelende beplanning behoort op nasionale vlak te geskied, terwyl provinsiale strukture binne die raarnwerk van eiesoortige omstandighede en unieke behoeftes tot stand moet kom. Die onontbeerlike rol en funksie van hierdie diens en sy essensiele bydrae in die totstandkoming van 'n nuwe Suid-Afrikaanse onderwysbedeling is uitgewys.
The effect of the new South-African dispensation extends to all areas of society and education is not excluded. This research is aimed at investigating the functioning and structuring of psychological and counselling services as well as exploring the new possibilities of these services. With the scrapping of apartheid policies the psychological and counselling services are faced with the reality of functioning in a multicultural society. In South-Africa multicultural counselling, assistance and testing is a virtually unknown area and problems pertaining to these are addressed in this research. In the present study the changing functions of the educational psychologist and other professionals adherent to the school clinics are considered. The particular roles of the school counsellor and class teacher are highlighted. The new political dispensation requires the re-structuring of psychological and counselling services. The different relevant aspects are discussed and suggestions are put forward. Umbrella planning needs to be done on national level, while provincial structures must be brought about within the framework of distinctive circumstances and unique needs. The indispensable role and function of this service and its essential contribution to the bringing about of a new South-African education dispensation are pointed out.
Educational Studies
D. Ed.
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Potgieter, Salomon Theodorus. "Sielkundige en voorligtingsdiens in 'n nuwe Suid-Afrikaanse bedeling : 'n verkennende studie." Thesis, 1994. http://hdl.handle.net/10500/15807.
Full textAbstract:
Summaries in Afrikaans and EnglishText in Afrikaans
Die effek van die nuwe Suid-Afrikaanse bedeling kring uit na alle samelewingsterreine en die onderwys is nie hiervan uitgesluit nie. Hierdie navorsing is daarop toegespits om ondersoek in te stel na die funksionering en strukturering van, en nuwe moontlik:hede vir sielkundige en voorligtingsdienste. Met die skrapping van die apartheidsbeleid is sielkundige en voorligtingsdienste voor die werklik:heid gestel om in 'n multikulturele sarnelewing te funksioneer. In Suid-Afrika is multikulturele berading, hulpverlening en toetsing 'n haas onbekende terrein en die probleme word in hierdie navorsing aangespreek. In onderhawige studie is daar gekyk na die veranderende funksies van die opvoedkundige sielkundige en ander professionele persone verbonde aan skoolklinieke. Die besondere rol van die skoolvoorligter en die klasonderwyser is uitgelig. , Die nuwe politieke bedeling verg die herstrukturering van sielkundige en voorligtingsdienste. Die verskillende tersaaklike aspekte is bespreek en voorstelle is aan die hand gedoen. Oorkoepelende beplanning behoort op nasionale vlak te geskied, terwyl provinsiale strukture binne die raarnwerk van eiesoortige omstandighede en unieke behoeftes tot stand moet kom. Die onontbeerlike rol en funksie van hierdie diens en sy essensiele bydrae in die totstandkoming van 'n nuwe Suid-Afrikaanse onderwysbedeling is uitgewys.
The effect of the new South-African dispensation extends to all areas of society and education is not excluded. This research is aimed at investigating the functioning and structuring of psychological and counselling services as well as exploring the new possibilities of these services. With the scrapping of apartheid policies the psychological and counselling services are faced with the reality of functioning in a multicultural society. In South-Africa multicultural counselling, assistance and testing is a virtually unknown area and problems pertaining to these are addressed in this research. In the present study the changing functions of the educational psychologist and other professionals adherent to the school clinics are considered. The particular roles of the school counsellor and class teacher are highlighted. The new political dispensation requires the re-structuring of psychological and counselling services. The different relevant aspects are discussed and suggestions are put forward. Umbrella planning needs to be done on national level, while provincial structures must be brought about within the framework of distinctive circumstances and unique needs. The indispensable role and function of this service and its essential contribution to the bringing about of a new South-African education dispensation are pointed out.
Educational Studies
D. Ed.
Book chapters on the topic "Multicultural counselling model"
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Tyilo, Nonzukiso, and Jenny Shumba. "Guidance and Counselling Through the Teaching of Life Orientation." In Addressing Multicultural Needs in School Guidance and Counseling, 277–91. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0319-5.ch013.
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The education system in South Africa is exacerbated with challenges that influence the effective teaching and learning in school, for example, discipline, substance abuse, teenage pregnancy, low self-esteem, lack of positive role models, peer pressure, poor study habits, poverty, etc. Guidance and counselling nurture learners to make informed decisions and about life and this deepens learners' self-knowledge, beliefs, interests, etc. Since the dawn of democratic government in South Africa, guidance was phased out in schools and replaced with Life Orientation (LO). LO as a compulsory subject focuses on self in relation to others and society. It addresses skills, knowledge, and values for people to adopt a healthy lifestyle, involved in solving problems and make informed decisions. The teaching LO in schools prepares and empowers learners to become responsible citizens. The chapter aims to help LO teachers to understand the key role of LO in schools, in the midst of the challenges.