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Johari, Siti Hajar, Dharatun Nissa Fuad Mohd Karim, Siti Nor Aisyah Akhwan, Restu Nabila, and Jeffery Apdal. "COUNSELOR’S ROLE IN TRUANCY." International Journal of Education, Psychology and Counseling 4, no. 32 (September 20, 2019): 367–78. http://dx.doi.org/10.35631/ijepc.4320031.
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The problem of truancy is a serious problem in the world of education, and it requires a counselor to address this problem at the school. Therefore, this study aims to understand the role of counselor to address truancy among secondary school students and identifying factors that the dominant factor among the four factors of truancy among secondary school students. This study used a qualitative case study approach. Study participants consisted of three counselors from three schools who had experienced over 10 years and had handling the session to address the issue of truancy. Study data were obtained through a semi-structured interview technique. The results indicated that the issue of the role of the counselor in delinquency counseling service is run professionally with students skipping and diversifying counseling programs that are appropriate to student truancy. Environmental factors such as family and student residence of students and teachers between the dominant factor contributing subjects the issue of truancy among secondary school students. In conclusion, the relationship between a counselor, teacher and student absenteeism is essential to curb the issue of protracted. The study provides implications for the field of science and practice of counseling and implications for future research. Information from this study can be used by school counselors, whether at the primary and secondary schools as a measure to curb the culture of school absenteeism.
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Plotner, Anthony J., and Allison R. Fleming. "Secondary Transition Personnel Preparation in Rehabilitation Counselor Education Programs." Rehabilitation Research, Policy, and Education 28, no. 1 (2014): 33–44. http://dx.doi.org/10.1891/2168-6653.28.1.33.
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Rehabilitation counselors are increasingly called on to provide services to transition-aged youth. However, preparation and training efforts are not sufficient to ensure that counselors have the required knowledge and skills to adequately serve these students and young adults. The purpose of this study was to investigate how secondary transition-content is infused in rehabilitation counseling programs. Specifically, (a) which transition-related competencies are considered to be most important; (b) how much instructional time is devoted to transition content; and (c) to what extent faculty believe that graduates of their program are prepared to serve transition-aged youth. Results indicated that transition issues are touched on in rehabilitation counselor preparation, but the extent to which this content is infused varies. Students are pursuing fieldwork and employment experiences serving transition youth, but educators reported varied perceptions on how prepared they are to do so. Finally, there were significant differences between the perception of importance and preparation of students regarding domains of knowledge in transition. Implications for counselor preparation and additional areas of research are presented.
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Childers, John H., and Richard S. Podemski. "Implementing Group Work In Secondary Schools: Leadership Steps for Principals." NASSP Bulletin 71, no. 502 (November 1987): 83–88. http://dx.doi.org/10.1177/019263658707150215.
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Although counselors traditionally prefer individual counsel ing sessions with students, group sessions may be more effec tive. The principal can help counselors make this transition to group counseling in a few easy steps.
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Salmiati, Salmiati, Rini Hariani Ratih, and Maria Arani. "PELAYANAN KESEHATAN PEDULI REMAJA (PKPR) DENGAN MENCIPTAKAN KONSELOR SEBAYA DI MAN DUMAI DAN SMKN 3 DUMAI." Jurnal Pengabdian Masyarakat Multidisiplin 2, no. 1 (October 1, 2018): 1–7. http://dx.doi.org/10.36341/jpm.v2i1.427.
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ABSTRACT
Adolescents are individuals who are undergoing a transitional period, which in terms of biological maturity, sexual being gradually show the characteristics of secondary sex until the maturity of sex. Various problems that occur in adolescents are influenced by various dimensions of life within them, both biological, cognitive, moral and psychological dimensions and the influence of the surrounding environment. In realizing healthy teenagers, one of the government's efforts is with the establishment of Youth Care Care Program (PKPR). The Purpose of Community Service Activity to Provide Care for Youth Care (PKPR) by providing information and education through counseling then provides an opportunity for interested and talented teenagers to attend peer educator training and peer counselors in a closed room. Methods of dedication to this community by doing counseling and training to become a teen counselor. The results of student devotion are very enthusiastic in the activity and there are some students who have the talent of being a teen counselor. In realizing healthy teenagers, one of the government's efforts is with the establishment of Youth Care Care Program (PKPR). Types of PKPR activities include counseling, medical clinical services including investigation, counseling, healthy life skills education (PKHS), peer educator training (trained into adolescent health cadres) and peer counselors (peer educators who are provided with additional interpersonal relationship and counseling training) , as well as referral services.
Key words: Health Care for Youth Care (PKPR), Youth Counselor
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Mohd Nor, Noraniza, Syed Mohamad Syed Abdullah, and Siti Nur Hadis A Rahman. "Islamic Counseling Approach by Abdullah Nasih Ulwan for Preventing Aggressive Behaviour Among School Students." Malaysian Journal of Social Sciences and Humanities (MJSSH) 4, no. 7 (November 24, 2019): 1–10. http://dx.doi.org/10.47405/mjssh.v4i7.302.
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The issue of aggressive behaviour is often the subject of serious discussion amongst discipline teachers and school counselors. From the Islamic perspective, aggressive behaviour is caused by the lack of Islamic values in aspects of student interaction at schools. Thus, the readiness of discipline teachers and school counselors to tap into the skills and knowledge of counseling using the Islamic approach is crucial in realizing the outlined educational development plan. This concept paper aims to enhance the effectiveness of Islamic counseling based on Abdullah Nasih Ulwan’s views in addressing aggressive behaviour among school students. The methodology of the study is in the form of literature reviews by examining books, journals and previous studies related to the topic of discussion. The study has found that there are 4 ways of dealing with aggressive behaviours among secondary school students based on Abdullah Nasih Ulwan’s view which are the responsibility of faith education, the responsibility of educating the mind, the responsibility of educating the mind awareness and the responsibility of educating the soul. The guidelines above should be utilized by school counselors in handling the issue of aggressive behaviours amongst school students.
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Robinson, Mona C., Denise Lewis, DeAnna Henderson, and Carl R. Flowers. "Increasing Minority Student Enrollment in Counselor Education." Rehabilitation Research, Policy, and Education 23, no. 3 (August 1, 2009): 183–92. http://dx.doi.org/10.1891/2168-6653.23.3.183.
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Counselor education programs across the country often fail to attract, enroll and graduate students in proportion that reflects the diversity of the nation. As our country's demography changes, the impact of race and ethnicity within the client-counselor relationship is likely to have greater importance and, as such, counselor education programs must ensure a diverse group of students and graduates. Accordingly, counseling programs must recruit, retain and graduate minority students. This article reviews information concerning (a) the increasing diversity within the country and, in particular, student enrollment in post-secondary educational programs; (b) the importance of having a diverse counselor education student body; and (c), a minority student recruitment and retention model currently being used by a Council on Rehabilitation Education (CORE) accredited program.
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Al Hariri, Ahmed, Eman Faisal, Rasha Al Harthi, Fozeah Al Harthi, and Amal Hamed Al Harthi. "PSYCHOLOGICAL DISORDERS AMONG SCHOOL STUDENTS FROM THE PERSPECTIVE OF THEIR STUDENT COUNSELORS: DIFFERENCES AND RELATIONSHIPS." International Journal of Advanced Research 9, no. 02 (February 28, 2021): 706–13. http://dx.doi.org/10.21474/ijar01/12503.
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Background: School students might be at risk of suffering from a range of psychological disorders. Student counselorswould help in understand the relationships and differences between these disorders. Objectives:The study aimed to recognize the differences and relationships of psychological disorders among school students from the perspective of the students counselors in Taif. Methods and Material:A mixed-methods approach was used. Eighty-four student counselors filled in a questionnaire and 13 were interviewed. Statistical analysis used: Descriptive statistics, one-way analysis of variance – ANOVA, and Spearmans rank-order correlation were used. Results: There are significant differences at p<.05 in the psychological disorders experienced by students in favor of the students in secondary school (M=4.63, SD=.848), in crowded schools that have between 1001–1200 students (M=2.298, SD=.335), and in favour of student counselors with experience of at least ten years (M=2.289, SD=.179). There are positive correlations between psychological disorders and the total number of the students in a school (rho=.466, p<.001), the experience level of student counselors (rho=.423, p<.001), and the students education stage (rho=.208, p<.05). Qualitative data were in line with the findings of the quantitative data. Conclusions:It is important to have adequate numbers of student counselors in schools, as this improves the quality of counseling services provided. Exploring psychological disorders as early as possible also helps in treating the students successfully. Finally, it is essential to enhance mental health in schools, and this is part of the Saudi Vision 2030, specifically in the area of social well-being. Key messages:School students suffer from a number of psychological disorders and it is clear that student counselors help in exploring these disorders and the relationshipsand differences between them, so that the counselors are able to deal with them. Acknowledgement:The authors would like to thank the Administration of Education in Taif. The authors also thank all those who volunteered their time to participate in this study.
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Sujadi, Eko, Muhd Odha Meditamar, and Martunus Wahab. "Islamic Counseling Program to Resolve Personal, Social, Career and Academic Problems of Students." Tarbawi : Jurnal Ilmu Pendidikan 16, no. 1 (July 24, 2020): 59–70. http://dx.doi.org/10.32939/tarbawi.v16i01.536.
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In spite of the legal basis for implementing guidance and counseling in higher education is not as complete and detailed as counseling services in primary and secondary education units, a number of regulations indicate that guidance and counseling services are an important element in the organization of college. This research aims to formulate a program of counseling services based on appropriate qur’ani values according to the expert and describe the frequency of usage of the counseling service program to resolve student problems. This developmental research is carried out using the steps of the ADDIE model (Analyze, Design, Development, Implementation, and Evaluation). The subjects of research trial consist of 3 experts and 3 product users (counselors), taken using the purposive sampling method. The analysis technique used is descriptive statistics and Kendall concordance coefficient tests. The results indicate that: (1) a counseling service program based on qur’ani values is considered appropriate to be given to students; (2) the usability level of qur'ani values-based counseling service programs is considered highly usable to be used as a reference in counseling services.
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Dispenza, Franco, Nikki C. Elston, Mary E. Huffstead, Mackenzie G. Suttles, and Nedeljko Golubovic. "Rehabilitation Counselor Preparation to Work With LGBTQ Persons Living With Chronic Illness/Disability: A Qualitative Content Analysis." Rehabilitation Research, Policy, and Education 31, no. 1 (2017): 27–39. http://dx.doi.org/10.1891/2168-6653.31.1.27.
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Purpose:To identify meaningful educative experiences that contributed to the development of rehabilitation counselors’ abilities to provide effective rehabilitation counseling services to lesbian, gay, bisexual, transgender, and queer (LGBTQ) persons living with chronic illness/disabilities (CID).Method:This was a secondary analysis of a larger qualitative data set that examined the educational experiences and practices of 12 certified rehabilitation counselors working with LGBTQ persons.Results:Using a qualitative content analysis methodology, 5 categories were identified: (a) formal didactic education, (b) affirmative supervision and consultation during practica/internship, (c) extracurricular-related training, (d) identification, and (e) family of origin.Conclusion:To help facilitate future counselors’ self-perceived abilities to provide effective services to LGBTQ persons living with CID, rehabilitation counselor educators should place more emphasis on LGBTQ-related issues in their curriculum and provide practical (experiential) learning opportunities for their students.
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Gachenia, Lucy, and Margaret Mwenje. "EFFECTIVENESS OF SCHOOL COUNSELING PROGRAMS ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN KIAMBU COUNTY, KENYA." International Journal of Education, Psychology and Counseling 5, no. 35 (June 5, 2020): 58–64. http://dx.doi.org/10.35631/ijepc.535007.
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The school counseling program is meant to assist students to deal with psycho-social and behavioral challenges, which normally affect their academic performance. In order to achieve this goal, the Kenyan government has previously committed resources towards establishing counseling programs in schools. The aim of this study was to establish how effective these counseling programs are in assisting secondary school learners in Kiambu County to achieve academically. Primary data was derived from 80 high school adolescents, 8 counselors, and 8 academic Dean of Students who were purposively sampled from 8 schools that were randomly selected. The study was qualitatively done, and self-determination theory was used to guide the study. Data were analyzed for the identification of counseling program characteristics and student improvement indices. These were presented in tables, charts, frequencies, and percentages based on the responses from the respondents. Further, a correlation between the two variables of the study was examined. Findings depicted that 65.7% of the students sampled said that counseling services offered at school satisfied their needs, 74.3% reported an improvement in their academic performance as a result of those counseling services and 87% felt more positive about school life after receiving counseling services. The study concluded that comprehensive counseling programs improved academic performance among high school students. The study intended to inform education planners, principals, and administrators on the role counseling would play in enhancing academic achievement among secondary school students.
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Noor, Marzuki. "PROFESSIONALISM AND PERFORMANCE OF COUNSELOR AT SMP NEGERI KOTA METRO." GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling 3, no. 1 (September 13, 2013): 1. http://dx.doi.org/10.24127/gdn.v3i1.369.
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Abstract: Teachers are professional educators with the primary task of educating, teaching, guiding, familiarize, train, assess, and evaluate students in Early Childhood Education, formal education, primary education and secondary education. Teachers addition must have adequate educational qualifications, basic capabilities, competence, must also have a sense of responsibility. Guidance counseling is one of the functions of guidance services in schools in addition to the function of administrative services and service learning or teaching. Professionalism has an idea of a person who pursue jobs based on skills, abilities, techniques, and procedures based on intellectual. Conceptually performance of teachers includes three aspects, namely, (1) professional ability, (2) social skills, (3) the ability of personal (private). Academic Qualifications: Academic qualification is the minimum educational level must be evidenced by a diploma or certificate of membership to the relevant statutory provisions in force. Factors affecting performance among the counselors is a factor Qualifications Education, teacher competence and responsibility implementation of the tasks of the profession. These three factors have to be studied so that the performance of counselors in running the service function will be seen from how to discipline, ability to work, and work performance counselor.Keyword: Professionalism, Performance, Counselor.
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KANGA, BENJAMIN MUGAMBI. "Effectiveness of Guidance and Counselling Services in Enhancing Students’ Adjustment to School Academic Environment in Public Boarding Secondary Schools in Kenya." International Journal for Innovation Education and Research 5, no. 7 (July 31, 2017): 75–87. http://dx.doi.org/10.31686/ijier.vol5.iss7.763.
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School adjustment is the process of copying in a new school environment in order to attain the individual and school’s set goals and aspirations. The government, education managers, and parents have expressed the need to strengthen school Guidance and Counselling services in order to enhance students’ adjustment to the school environment. Public boarding secondary schools are expected tom implement Guidance and Counselling policy of the Ministry of Education and help students adjust to the secondary school environment. This study investigated the effectiveness of Guidance and Counselling services in enhancing students’ adjustment to school academic environment in public boarding secondary schools in Kenya. The study adopted a descriptive research survey design. The study target population was 36,671 comprising of 35,659 Form 3 students, 506 Form 3 class teachers and 506 teachers in charge of Guidance and Counselling from boarding secondary schools in Kitui, Nyeri and Nairobi counties in Kenya. Purposive and simple random sampling techniques were used to select 756 respondents comprising of 720 Form 3 students, 18 Form 3 class teachers and 18 teachers in charge of Guidance and Counselling from 18 secondary schools for the study. Questionnaires were used to collect data from Form 3 students and their class teachers while an interview schedule was used to collect data from teachers in charge of Guidance and Counseling. A pilot study involving 76 respondents was carried out in three public boarding secondary schools from Machakos, Kirinyaga and Thika counties. Using Spearman Brown Prophecy formula by split half technique reliability coefficient of 0.745, 0.746 and 0.736 were realized for students, class teachers and teachers In charge of Guidance and Counseling respectively. This was accepted because an alpha value of 0.7 and above is considered suitable for making group inferences that are accurate. The data were analyzed by use of descriptive statistics with the help of the Statistical Package for Social Sciences (SPSS) version 17.0 for windows and presented in frequency distribution tables, percentages and bar charts. The study also found out that Guidance and Counseling were effective in helping students adjust to school physical, social and academic environment. The findings of this study provide information to school administrators, policymakers, parents and other stakeholders on various issues that need to be addressed in Guidance and Counseling like strengthening individual counseling, training of peer counselors and gender balance in the appointment of school counseling personnel to enhance students adjust to the school environment. The study further suggests ways of improving Guidance and Counselling services in order to make it more effective in public boarding secondary schools.
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Olando, Kenneth Otieno, Beatrice A. Otenyo, and Peter Odera. "Effectiveness of Guidance and Counseling Services on Adolescent Self- concept in Khwisero District, Kakamega County." International Journal of Human Resource Studies 4, no. 4 (October 24, 2014): 1. http://dx.doi.org/10.5296/ijhrs.v4i4.6498.
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Self concept is one’s self identity. It’s a representation of a person’s own perceived beliefs, attitudes, competencies and characteristics. The researcher was motivated to make a study on the effectiveness of guidance and counseling services on adolescent self concept in schools within Khwisero district, in Kakamega County. The study adopted a descriptive survey research design. The district has a total of 24 public and 3 private secondary schools. The study used a target population sample of 240 students, 6 principals, 6 teacher counselors, and 3 education officials from 8 schools. Stratified random sampling and purposive and stratified techniques were used to sample the required schools according to their categories, select students, teachers and principals. The principals, teachers and student s’ questionnaires were administered. An interview schedule for education officials was also given. To establish the reliability of the research instruments of the study, Pearson’s Product Correlation Coefficient was computed; yielding a correlation coefficient of 0.87.The study findings revealed that there was positive correlation between effective guidance and counseling services and promotion of positive adolescent self concept. This study significantly assists education stake holders to develop and improve the self esteem of their learners. It’s hoped that the Ministry of Education should provide guidelines on the implementation of effective guidance and counseling strategies and their relevance.
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Arfasa, Aminu Jibril. "Perceptions of Students and Teachers Toward Guidance and Counseling Services in South West Ethiopia Secondary Schools." International Journal of Multicultural and Multireligious Understanding 5, no. 6 (December 9, 2018): 81. http://dx.doi.org/10.18415/ijmmu.v5i6.504.
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The study was intended to examine practices of Perception of Teachers and Students for Guidance and Counseling services in South west Ethiopia Secondary Schools. The research design was a descriptive survey research. The total participants of study were 500 and among total participants 108 were teachers and 394 were students. The study was used Multi stage sampling techniques. At first stage among 78 secondary school in south west Ethiopia, 8 secondary schools were selected by random sampling techniques using lottery methods. On the second stage 392 students and 108 teachers were selected by systematic sampling techniques. The instruments of data collection was Likert scale closed-ended self- administered questionnaire used and validation of the instruments was done by using experts' review and discussion. The study was used quantitative methods of data analysis. The analysis of data was done using descriptive statistical measurements like, percentage, mean, standard division, and independent t-test were computed to analysis the response from students, and teachers. The results of study indicated that the students and teachers mean perception scores to needs of guidance and counseling for students learning was positive. The perceptions of both students and teachers to ward school guidance and counseling services working on students future career, personal problems and students empowerments and decision making was negative. The computed independent t-test result revealed that there was no statistical significant difference between students and teachers means perception scores guidance and counseling services which was implies both teachers and students had the same perception for services of guidance and counseling in their schools. The mean perception of the students toward the non trained individuals could be of guidance and counselor officers were average while perception teachers were negative. Regarding to cost effectiveness of guidance and counseling services both students and teacher’s perception means score were negative. From these results it was recommended that Since perceptions of students and teachers may affected based on the guidance and counseling survives; Education bureau in collaboration with higher educational institutions should prepare on job training to improve counseling skills of the guidance and counselors officers.
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Macharia, Muriu Stephen. "Dr Reengineering mass career acquisition through technical vocational education training counseling in Kenya." International Journal of Research in Business and Social Science (2147- 4478) 8, no. 6 (October 26, 2019): 212–18. http://dx.doi.org/10.20525/ijrbs.v8i6.533.
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Vocational and Technical Education forms a very key foundation in enabling a nation to achieve aspired MDGs and SDG. Kenya as a country highly depends on technical skills to achieve the Vision 2030 and Sustainable Development Goals. However, this can only be achieved through proper and realistic career counseling information provided by the counseling teachers at the secondary school level. According to KCSE results released every year, the majority of the candidates score below grade C+ especially in 2016 and 2017 though above D- which is the requirement for entrance for proficiency level for TVET courses. However, the majority of students do not join Vocational or Technical Education due to a missing link between the natures of career counseling services offered at the secondary school level. Counselors have expectations and premise that the majority of the candidates join training at university levels thus package their counseling information on the few ignoring other students. The objective behind this study was to examine the final results scored by students and the subject choice at secondary school, various career theories, and models that guide career choices formed the foundation for the study. The study used a descriptive design where data was collected through past existing data review from KNEC and one Technical Training Institute over a period of four years. Data was analyzed and presented in tables and figures. Findings revealed that the majority of the candidates (86.92%) of the KCPE candidates scored less than C+ and had no career information on Vocational and Technical Education. The study recommends reengineering of the career guidance in Kenya education system to involve the Ministry, professionals and Human Resource Management experts.
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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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Degeneffe, Charles Edmund, and Teresa Ann Grenawalt. "Responding to an Emerging Need in Rehabilitation Counselor Education: Development of a Cognitive Disabilities Certificate Program." Journal of Applied Rehabilitation Counseling 49, no. 1 (March 1, 2018): 11–18. http://dx.doi.org/10.1891/0047-2220.49.1.11.
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Overview:The article describes the development of a Cognitive Disabilities Certificate Program (CDC) in a Council for the Accreditation of Counseling and Related Educational Program accredited Rehabilitation Counselor Education (RCE) program. Specific areas addressed includes the CDC’s administrative foundations, curriculum design, student outcomes, sustainability activities, and future directions.Methods:The CDC program was established in 2009 with a training grant from the Rehabilitation Services Administration. The CDC requires 18 units of post-baccalaureate coursework and training activities focused on cognitive disabilities.Results:From Spring 2009 through Spring 2017 semesters, 42 students attained the CDC certificate. CDC graduates currently work in settings serving persons with cognitive disabilities in the State/Federal Vocational Rehabilitation System, the U.S. Department of Veterans Affairs, post-secondary student support offices, and community-based rehabilitation provider agencies.Conclusion:The CDC program provides RCE programs a model approach for establishing specialized training to meet emerging rehabilitation needs among persons with cognitive disabilities.
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Idowu, Samuel Adebayo, Tolu Elizabeth Ifedayo, and Elizabeth Oluwatoyin Idowu. "Assessing the Career Conflict Options of Senior Secondary School Students of Ado-Odo Ota Local Government, Ogun State, Nigeria." Research in Social Sciences and Technology 5, no. 3 (November 1, 2020): 55–77. http://dx.doi.org/10.46303/ressat.05.03.3.
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Career choice is one of the most important decisions that students make, and this decision will affect them throughout their lives. This study adopts a descriptive research survey method for assessing career conflict options of senior secondary school students in Ado-Odo Ota Local Government, Ogun State, Nigeria. The data contains questionnaires administered to 373 male and female secondary school students from three private schools and three public schools in the Ado-Odo Ota Local Government. The data obtained from the questionnaires were categorized into a Demographic Data Inventory, Career Choice Scale, and Support, Interference, and Lack of Engagement Scale. Demographic information was analyzed using descriptive statistics, and simple linear regression analysis was used to test the three hypotheses generated for the study at 0.05 alpha levels of significance. The findings suggest that parental formal education has a significant effect on the choice of careers of students, and that the profession of parents has a minor influence on the choice of careers of students. The results also indicate that the socio-economic status of parents does not affect the career choice of secondary school students. Based on the findings, this study recommends that parents be trained in career counseling to help parents direct their children in their career choices. Counseling units in the Ministry of Education should also coordinate orientation activities and provide information on the broad variety of career opportunities open to students. Finally, future research should be carried out on the contradictory effect of teachers and school counselors on the career choices of secondary school students.
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Tacuban, Tracy N. "Career Decision Support System For Graduating High School Students." Proceedings Journal of Interdisciplinary Research 2 (October 10, 2015): 1–7. http://dx.doi.org/10.21016/irrc.2015.ma15wf13o.
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This study aimed to create and evaluate an online decision support system (DSS) which allows students to take a multiple intelligence test, determine their most dominant intelligence, suggest the most suitable courses to take for college and provide an interpretation for the result of the evaluation. The system captures the knowledge of an expert in guidance and counseling and embodied it to its knowledge base using fuzzy logic, graph search, and depth-first search. The system was tested at the University of Iloilo–Basic Education Department, Iloilo City, and Tabugon National High School, Tabugon, Dingle, Iloilo by a conveniently chosen graduating high school students. The result of the system was evaluated by 39 guidance counselors from the different secondary schools from the province and city of Iloilo. The evaluation of the system’s functionality was assessed by 15 respondents from the Information and Communications Technology (ICT) sector using the International Organization for Standardization (ISO) 9126. The reliability of the system was evaluated by comparing the system output with the two other assessment tools from Western Visayas College of Science and Technology (Weber standard) and the University of Iloilo (NDDCTE standard). Using Cramer’s V, the result of the evaluation of the NDDCTE standard as compared to the Decision Support System of the data taken from the University of Iloilo and the data taken from Tabugon National High School has a significant relationship. It implies that there is no significant difference in the results of the two evaluations. The result of the evaluation using Cramer’s V of the Weber standard as compared to the Decision Support System of the data taken from the University of Iloilo and the data taken from Tabugon National High School has a significant relationship. It implies that the two results are highly related to each other. Using arithmetic mean (M) and standard deviation (SD), the result of the evaluation of the system’s output based on the perception of 39 guidance counselors resulted in a “Very Satisfactory” result. This implies that the system generates the dominant intelligence of the student, provide accurate course and study tips based on his/ her dominant intelligence. The evaluation of the respondents to the system’s software quality characteristics based on ISO 9126 resulted in a value described as “Very Effective”. It confirmed that the overall software characteristics of the system passed the ISO 9126 standards.
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Andegiorgis, Ghebrehiwet Eyasu. "Counselling approaches used in solving students’ disciplinary problems in secondary schools in Keren sub-zone, Anseba region, Eritrea." Global Journal of Psychology Research: New Trends and Issues 10, no. 1 (March 31, 2020): 95–101. http://dx.doi.org/10.18844/gjpr.v10i1.4263.
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Counselling service is new to the Eritrean education system and its implementation has not been easy. Despite counselling services being part of the educational policy and the curriculum, the use of counselling service is in its initial stages in many schools in Eritrea. This study assessed counselling approaches used in solving students’ disciplinary problems in secondary schools in Keren sub-zone, Anseba Region, Eritrea. This study adopted a mixed method research design across a target population that comprised 5 schools, 1,500 students, 100 teachers, 5 teacher counsellors and 5 head teachers. Systematic sampling and simple random and purposive sampling were used to select schools and the participants of the study. Questionnaires and interview guides were used for data collection. Data gathered through questionnaires were processed using descriptive statistical techniques involving frequencies, percentages and means. Data gathered through an interview guide were analysed and presented using quotes, themes and narrative descriptions. The results of this study show that most students (59.8%) and teachers (56.3%) reported that a combination of corporal punishment and counselling was used to handle students’ discipline. This study also found out that corporal punishment was more practiced by public schools compared to private schools. This study further found out that approaches such as individual counselling, peer counselling and group counselling were rarely used in managing students’ discipline. Moreover, mentoring and student-focused intervention were more used in Keren secondary schools in handling students discipline.
Keywords: Eritrean counselling, counselling approaches, discipline in Eritrea, counsellors, counselling in Keren.
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Šarić, Marjeta, Katja Jeznik, Jasna Mažgon, and Petra Gregorčič Mrvar. "‘I Know We’ve Got Someone in the School I Can Trust’: Students’ Attitudes Towards School Counselling Services in Slovenian Schools." Pedagogika 137, no. 1 (June 4, 2020): 117–37. http://dx.doi.org/10.15823/p.2020.137.7.
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This article examines the role of the school counselling service as a protective factor in adolescents’ lives. School counsellors provide adolescents with information, emotional support, and counselling, and for many adolescents, they are the only source of support outside the family. The findings of a study conducted among 1,363 primary school students and 306 secondary school students from Slovenia are presented. The data showed that the students regard school counsellors favourably, and they generally have a high degree of trust in them.
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Minton, Shyrea J. "Examining Graduate Student Engagement in Counseling Services with Diverse Populations in P-12 Education." International Journal of Multicultural Education 19, no. 3 (October 31, 2017): 103. http://dx.doi.org/10.18251/ijme.v19i3.1380.
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Given the continued diversification of P-12 education, it is imperative for professional school counselors to possess multicultural counseling competency in order to effectively engage diverse students in counseling. Thus, it is relevant to examine the preparation of professional school counselors-in-training related to multicultural and social justice counseling competency. This study explores the multicultural counseling competence of five professional school counselors-in-training and offers recommendations for counselor educators teaching cross-cultural counseling courses and coordinating school counselor training programs.
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Ahmad, Nor Shafrin, Rahimi Che Aman, and Ahmad Zamri Khairani. "Gender differences in anger expressions among secondary students." International Journal of Evaluation and Research in Education (IJERE) 10, no. 3 (September 1, 2021): 1100. http://dx.doi.org/10.11591/ijere.v10i3.21384.
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Individuals with choleric temperaments easily get angry and can be problematic if not expressed appropriately. The purpose of this study was to identify gender differences in anger expressions among secondary school students. Respondents were secondary school students in four states in the Northern region of Malaysia. A total of 3348 students were involved, including 1,800 males and 1,548 females. Respondents aged between 13 and 16 were randomly selected from 20 secondary schools. Descriptive analyses and t-test were used to identify anger expressions among secondary school students. Findings showed that 780 respondents agreed that they are hot-tempered, while 2568 others did not. From the 780 hot-tempered respondents, 370 are males and 410 are females. A total of 3160 from the 3348 respondents did not meet their school counsellors for counselling sessions when they had anger problems. The findings also revealed a significant difference in four types of anger expressions between male and female students. They were in aggressive, verbal, intrinsic anger expression, and intrinsic anger control. The findings revealed that school counsellors need to equip students with specific, creative, and innovative interventions to cope with different anger expression.
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Geltner, Jill A., and Teresa N. Leibforth. "Advocacy in the IEP Process: Strengths-Based School Counseling in Action." Professional School Counseling 12, no. 2 (December 2008): 2156759X0801200. http://dx.doi.org/10.1177/2156759x0801200206.
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As the number of students in schools receiving special education services rises, the need for advocacy for these students increases as well. Because school counselors already possess specialized training beneficial to all stakeholders in the special education process, the potential for school counselors’ role in the Individualized Education Plan (IEP) process is quickly increasing. This article addresses how school counselors can collaborate with teachers and special education teams in the IEP, 504 plan, and other student support team processes. School counselors can model positive communication and assist the team in identifying student and environmental strengths while also increasing family involvement. Specific ways that school counselors can collaborate with planning teams are discussed and direct links are made to Strength-Based School Counseling (Galassi & Akos, 2007) and the ASCA National Model® (American School Counselor Association, 2005).
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Karfe, Dr Abigail Seth, and Segilola Isaac Ojo. "Influence of Group Counselling Programmes in Facilitating the Vocational Choice of Secondary School Students in Jalingo Education Zone, Taraba State, Nigeria." International Journal of Contemporary Research and Review 10, no. 08 (August 29, 2019): 20414–26. http://dx.doi.org/10.15520/ijcrr.v10i08.731.
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The study investigated the influence of group counselling programmes on the vocational choice of secondary school students in Jalingo Education Zone, Taraba state, Nigeria. The design of the study was descriptive survey. The population consist of 3,485 Students from 41 secondary schools in Jalingo education zone. The sample size of the study was 480 respondents from 12 public secondary schools in Jalingo education zone. The researcher’s self-developed questionnaire formed the instruments for data collection, validated by three experts from the department of educational foundations in Taraba State University. A Cronbach Alpha reliability of co-efficient method was employed to ensure the reliability of the instrument at 0.768. Three research questions and three null hypotheses were used to guide the study. Descriptive statistic of mean score was used to answer the research questions. Chi square (Χ2) inferential statistics was used to test the hypotheses at 0.05 level of significance. A checklist of 53 different vocations and 21-items questionnaire in four Likert point scale with demographic variables of the respondents was used for data collection. The study recommends that government should give group counselling priority, train more professional counsellors; counsellors and principals should give students adequate attention and should create more awareness and provide accurate information to students on group counselling to facilitate their vocational choice irrespective of their age and gender.
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Arfasa, Aminu Jibril, and Fisseha Mikrie Weldmeskel. "Practices and Challenges of Guidance and Counseling Services in Secondary Schools." Emerging Science Journal 4, no. 3 (June 1, 2020): 183–91. http://dx.doi.org/10.28991/esj-2020-01222.
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The purpose of this study was to examine the practices and challenges of guidance and counseling services in southwest Ethiopia secondary schools with the intention of understanding the state of secondary school guidance and counseling and forward improvement options to student service. The study employs a descriptive survey design that involves quantitative and qualitative research methods. The study participants were 392 students and 108 teachers who were selected from the secondary schools of southwest Ethiopia by systematic random sampling. Moreover, 8 counselors, 8 principals, and 8 educational bureau officers were selected by a means of availability sampling. The data for the study were collected by the administration of questionnaires and the use of oral interviews. The quantitative data were analyzed using the frequency of student visits to guidance and counseling office and mean perception score on practices of guidance and counseling. The qualitative data were analyzed using the thematic analysis method with a focus on the major challenges of guidance and counseling services in the sampled schools. The result of the study showed that the majority of secondary school students never visit guidance and counseling offices. The mean perception score of students and teachers towards the usefulness of the service was positive though the provision was either very much limited or most of the time unavailable. The services of guidance and counseling are also influenced by several challenges such as the lack of professionally trained counselors and the required facilities. The researchers conclude the implication of guidance and counseling service and the associated challenges to considerably influence secondary school student learning and personal wellbeing.
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Van Houtte, Elizabeth M. "The Effects of Level of Counselor Education on Client Outcomes in the Public Vocational Rehabilitation System of New Jersey." Rehabilitation Research, Policy, and Education 27, no. 4 (2013): 234–45. http://dx.doi.org/10.1891/2168-6653.27.4.234.
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To fulfill the goal of having counselors qualified through the Comprehensive System of Personnel Development (CSPD), the Division of Vocational Rehabilitation Services in New Jersey (DVRS-NJ) committed to have selected counselors attend a Master’s Degree in Rehabilitation Counseling (MRC) graduate program. This study examines 14 student/counselors who attended the MRC program while employed by DVRS-NJ and the 3,180 clients they served before, during, and after the attainment of their graduate degree. This research provides evidence that a graduate degree in rehabilitation counseling benefits not only the clients receiving services but also the efficacy and fiscal health of the entire rehabilitation services system. In addition, connection of the student to the profession of rehabilitation counseling during the pursuit of a graduate degree may suggest better outcomes. The evidence points to the value of continuing graduate degree programs, even during periods of fiscal restraint.
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Özbek, Ahmet Bilal, Alev Girli, and Halil Öztürk. "Investigating the Opinions of Teachers on the Processes of Vocational Counselling, Training and Employment of Special Needs Students." Journal of Education and Training Studies 5, no. 12 (November 13, 2017): 41. http://dx.doi.org/10.11114/jets.v5i12.2734.
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The statistics of the Ministry of National Education (MEB) show that the number of students who are pursuing their education in general education environments in scope of inclusion programs is increasing every year. It is observed that the number of special needs students who continue their secondary education after primary education is increasing with the regulation that makes it mandatory to have 12 years of education. While directing special needs (SN) students towards secondary education, families and experts prefer vocational high schools where these students can learn functional skills. This is why the opinions of teachers who work at vocational high schools are important. The purpose of this study is to investigate the opinions of technical teachers working at vocational high schools, school counsellors, culture course teachers and special education teachers providing support education to students on the processes of vocational counselling, training and employment of special needs students. Towards this purpose, semi-structured interviews were held with a total of 59 teachers using a form prepared by the researchers. The findings indicated that the opinions of technical teachers at vocational high schools on inclusion and continuation of SN students in vocational high schools were more negative in comparison to those of culture course teachers and school counsellors, and there were significant shortcomings in the professional training of SN students. It was also seen that special needs teachers were not sufficiently informed about the job prospects and employment of SN students, and they used limited opportunities for their students.
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Onyilofor, Florence N. C. "Repositioning Guidance And Counselling And Curriculum Innovation In Higher Education In Nigeria." Journal of International Education Research (JIER) 9, no. 2 (March 27, 2013): 153–64. http://dx.doi.org/10.19030/jier.v9i2.7720.
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This study focuses on repositioning guidance and counseling and curriculum innovation in higher education in Nigeria. Descriptive survey research design was employed in the study. The study covered four Federal universities in the South-West Geopolitical zone of Nigeria, namely University of Ibadan in Oyo State; Obafemi Awolowo University, Ile-Ife in Oshun State; University of Lagos in Lagos State; and University of Ilorin in Kwara State. The population of the study comprised 241 made up of 195 student counselors and 46 professional counselors from the four selected federal universities in the South-West Geopolitical zone of Nigeria. The sampling for the study was drawn through simple random sampling technique. Structured questionnaire was developed by the researcher using strongly agreed, agreed, disagreed, and strongly disagreed options. The questionnaire was face-validated using five experts - two in the department of Measurement and Evaluation in University of Nigeria Nsukka, one in Curriculum in Ebonyi State University, Abakaliki, one in Guidance and Counseling, Nnamdi Azikiwe University, Awka; and one in Guidance and Counseling in University of Calabar, Cross River State. The data collected were analyzed using mean and standard deviation for answering the research questions. A mean of 2.5 and above was accepted while any mean less than 2.5 was rejected. The findings of the study reveal, among other things that education, sense of industry, problem solving, conducive/enabling environment, and planning are various ways professional counselors help in repositioning curriculum innovation in higher education in Nigeria. It is also recommended among other things that both expert teachers/professional counselors and student counselors should participate in the repositioning of guidance and counseling and the design and development of innovative curriculum.
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Fleming, Allison R., Katherine M. Kline, and Brian N. Phillips. "Evaluating Student Performance and Qualifications in Rehabilitation Counseling." Rehabilitation Research, Policy, and Education 31, no. 2 (2017): 146–52. http://dx.doi.org/10.1891/2168-6653.31.2.146.
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Purpose: To determine methods of student learning assessment and clinical training in rehabilitation counseling programs. With many shifts occurring in postsecondary education and in rehabilitation counseling, it is critical to understand these current practices.Method: The authors used an Internet-based survey design to solicit program approaches to student learning assessment and clinical training. Respondents (n = 34) provided description of assessments, perceived effectiveness, satisfaction, and brief comments on the strengths and weaknesses of the approaches employed by the program.Results: Programs reported various assessments used during and at the completion of the training program. Programs also reported varied frequency and intensity of involvement with clinical placement, although most seek certified rehabilitation counselors as supervisors along with other professionals.Conclusion: Strengthening assessment methods to be able to show that students possess the clinical skills and knowledge necessary to become effective counselors is a high priority for our field and will become increasingly necessary within the context of changing credentialing standards.
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Macharia, Jane, and Dr Mulambula M. Shikuku. "THE INFLUENCE OF MALE ADOLESCENT REBELLION ON ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS." American Journal of Education and Practice 1, no. 1 (September 30, 2016): 34–48. http://dx.doi.org/10.47672/ajep.23.
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Purpose: The purpose of this study was to determine influence of male adolescent rebellion on academic performance in public secondary schools in Kiambu district. Methodology: The study used ex-post facto research design. Stratified sampling was used to select the participants in the study. Schools were stratified into single sex and co-education schools. Systematic sampling using the class lists was used to identify the students who constituted the sample. The research instruments were the students’ questionnaire, the deputy principal’s and the teacher counsellor’s interview guide. The sample constituted 240 male students, six deputy principles and six teacher counselors. A pilot study was done to pre-test the research instruments so as to estimate their reliability and validity. Data collected was analyzed using Statistical Package for Social Sciences (SPSS). The findings were presented using descriptive and inferential statistics. Descriptive statistics included, frequency distribution, means, bar graphs, and tabulated according to the research objectives. Inferential statistics used included Chi Square and pearson correlation to test the hypotheses at 90% and 95% level of confidence; correlation coefficient was used to measure the strength of linear relationship between the variables of the study.Results: The results indicated that there was no statistically significant relationship between adolescent rebellion and academic performanceUnique contribution to theory, practice and policy: The study came up with a model that is recommended to schools for adoption by guidance and counselling teachers to help create awareness and understanding to both the students and parents with the aim of improving or bettering their relationship, academic performance and prevent rebellion in public secondary schools.
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Cooper, Mick. "Scottish Secondary School Students' Preferences for Location, Format of Counselling and Sex of Counsellor." School Psychology International 27, no. 5 (December 2006): 627–38. http://dx.doi.org/10.1177/0143034306073421.
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Macharia, Jane, and Dr Mulambula M. Shikuku. "THE INFLUENCE OF PARENTAL DEMANDINGNESS ON MALE ADOLESCENT REBELLIOUS BEHAVIOUR IN PUBLIC SECONDARY SCHOOLS." American Journal of Education and Practice 1, no. 1 (September 29, 2016): 1–17. http://dx.doi.org/10.47672/ajep.18.
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Purpose: The purpose of this study was to determine the influence of parental demandingness on male adolescent rebellious behaviour in public secondary schools in Kiambu district. Methodology: The study used ex-post facto research design. Stratified sampling was used to select the participants in the study. Schools were stratified into single sex and co-education schools. Systematic sampling using the class lists was used to identify the students who constituted the sample. The research instruments were the students’ questionnaire, the deputy principal’s and the teacher counsellor’s interview guide. The sample constituted 240 male students, six deputy principles and six teacher counselors. A pilot study was done to pre-test the research instruments so as to estimate their reliability and validity. Data collected was analyzed using Statistical Package for Social Sciences (SPSS). The findings were presented using descriptive and inferential statistics. Descriptive statistics included, frequency distribution, means, bar graphs, and tabulated according to the research objectives. Inferential statistics used included Chi Square and pearson correlation to test the hypotheses at 90% and 95% level of confidence; correlation coefficient was used to measure the strength of linear relationship between the variables of the study.Results: The results indicated that rebellious behaviour was positively and significantly correlated to parental demandingness.Unique contribution to theory, practice and policy: The study came up with a model that is recommended to schools for adoption by guidance and counselling teachers to help create awareness and understanding to both the students and parents with the aim of improving or bettering their relationship, academic performance and prevent rebellion in public secondary schools.
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Macharia, Jane, and Dr Mulambula M. Shikuku. "THE INFLUENCE OF PARENTAL DEMANDINGNESS ON MALE ADOLESCENT ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS." American Journal of Education and Practice 1, no. 1 (September 30, 2016): 18–33. http://dx.doi.org/10.47672/ajep.20.
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Purpose: The purpose of this study was to determine the influence of parental demandingness on male adolescent academic performance in public secondary schools in Kiambu district. Methodology: The study used ex-post facto research design. Stratified sampling was used to select the participants in the study. Schools were stratified into single sex and co-education schools. Systematic sampling using the class lists was used to identify the students who constituted the sample. The research instruments were the students’ questionnaire, the deputy principal’s and the teacher counsellor’s interview guide. The sample constituted 240 male students, six deputy principles and six teacher counselors. A pilot study was done to pre-test the research instruments so as to estimate their reliability and validity. Data collected was analyzed using Statistical Package for Social Sciences (SPSS). The findings were presented using descriptive and inferential statistics. Descriptive statistics included, frequency distribution, means, bar graphs, and tabulated according to the research objectives. Inferential statistics used included Chi Square and pearson correlation to test the hypotheses at 90% and 95% level of confidence; correlation coefficient was used to measure the strength of linear relationship between the variables of the study.Results: The results indicated that rebellious behaviour was positively and significantly correlated to parental demandingness.Unique contribution to theory, practice and policy: The study came up with a model that is recommended to schools for adoption by guidance and counselling teachers to help create awareness and understanding to both the students and parents with the aim of improving or bettering their relationship, academic performance and prevent rebellion in public secondary schools.
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Ardimen, Ardimen. "Visi Baru Konselor Sekolah dalam Rangka Meningkatkan Kualitas Layanan Pendidikan di Sekolah dan Madrasah." JKI (Jurnal Konseling Indonesia) 4, no. 1 (November 5, 2018): 22–29. http://dx.doi.org/10.21067/jki.v4i1.2733.
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This study aims to describe the new vision of school counselors in order to improve the quality of education services. This study uses library research methods by reviewing reference books, scientific journals, documents, magazines, legislation and the results of similar studies accessed through an open journal system via internet search. The data collected was analyzed by using conten analysis techniques to obtain theories or concepts in answering the problem of this research. The results of the study show that the implementation of a new vision of school counselors can improve the quality of education services in schools and madrasah. To that end, the performance of the school counselor is no longer positioned in the relief effort to overcome the problem of students, but the counselor carries out counseling to help students who are undergoing the process of self-development in order to achieve optimal development, independence and happiness in living life. Among the new visions of the school counselor are; (1) academic focus/ student achievement, (2) building based on student strengths, (3) counselors as program leaders, planners and developers, (4) focusing on academic counseling, learning and achievement, and supporting student success, (5) counseling is an integral part of the education system, (6) counseling services focus on mission and role identification, (7) using data to influence change, etc.
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Larberg, Jeannie L., and Leslie H. Sherlin. "Grit and Growth Mindset Contribution to School Counseling Services." SAGE Open 11, no. 2 (April 2021): 215824402110145. http://dx.doi.org/10.1177/21582440211014512.
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School counselors are essential staff in an education setting, contributing to student success by delivering critical services when implementing a comprehensive school counseling program. The study examined the predictive relationships of school counselors’ level of grit and mindset with their activities performed in programmatic service delivery. This novel study contributed to the expansion of grit and mindset predictive relationship with school counselor’s activities performed in a comprehensive counseling program. Practical implications were discussed, and further research is warranted to identify other factors that are predictive of counselor’s job activities in a comprehensive school counseling program.
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Yurayat, Phamornpun, and Thapanee Seechaliao. "Needs Assessment to Develop Online Counseling Program." International Education Studies 14, no. 7 (June 24, 2021): 59. http://dx.doi.org/10.5539/ies.v14n7p59.
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Undergraduate students are always faced with diverse mental health problems. Nowadays, they can easily access online counseling services to reduce their problems. This research determines the most desired component to develop the online counseling program which aims 1) to study the needs to develop an online counseling program, 2) to compare the needs to develop this program by categorizing with gender, year, academic program, and grade point average (GPA), and 3) to rank the priority needs for developing this program. Participants were 416 undergraduate students who studied in Mahasarakham University and were selected by stratified random sampling. The research instrument was the needs assessment questionnaire to develop this program. The data were analyzed using percentage (%), mean (M), standard deviation (S.D.), independent sample t-test, one-way ANOVA, and modified priority needs index (PNIModified). The results revealed that: 1) the mean of actual condition was at a high level (M = 3.76, S.D. = 0.59) and the mean of the desired condition was at the highest level (M =4.50, S.D.= 0.56) with the significant difference at 0.05 level in all four domains. 2) Undergraduate students from different academic programs exhibited the marked different means of needs for the online counseling program. The scores on actual conditions among students of Mahasarakham Business School were higher than students from others. 3) Students showed the highest priority needs on characteristics of counselor and online application for counseling (PNIModified = 0.203). They showed that the secondary needs on characteristics of online counselee (PNIModified = 0.192) and therapeutic relationship after online counseling (PNIModified = 0.177).
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Auger, Richard W., Nicholas R. Abel, and Brandie M. Oliver. "Spotlighting Stigma and Barriers: Examining Secondary Students’ Attitudes Toward School Counseling Services." Professional School Counseling 22, no. 1 (January 2018): 2156759X1881127. http://dx.doi.org/10.1177/2156759x18811275.
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Student attitudes toward accessing school counseling services were the focus of a survey of 3,584 middle school and high school students. Respondents identified barriers to seeking help from school counselors, including stigma, a desire to manage problems themselves, a lack of a positive relationship with their school counselor, and a concern that the counselor would not keep disclosures confidential. This study also examined the impact of gender, age, and race/ethnicity on students’ willingness to seek help from their school counselor. We present implications for practice and future research.
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Legas, Alebachew Mohammed, and Antehun Atanaw Mengistu. "The practice and guidance and counseling in Amhara region Ethiopia." Global Journal of Guidance and Counseling in Schools: Current Perspectives 8, no. 3 (December 29, 2018): 119–27. http://dx.doi.org/10.18844/gjgc.v8i3.3605.
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The Practice of guidance and counseling service in Amhara region public university’s Ethiopia.
Alebachew Mohammed1 and Antehun Atanaw2
1Department of psychology, Debere Tabor university E-mail, alebemohaa@gmail.com
2Department of English language and literature, Debere Tabor university E-mail, antehuns@gmail.com
Abstract
Supporting students through their academic and social development are central mission of any university. This study aimed to assess the practice of guidance and counseling service in Amhara region public universities. The study was conducted on Bahir Dar university, Wollo university and Debre Tabor university. Through using sample size determination formula 576 regular students by stratified random sampling and 4 counselors using comprehensive sampling techniques were selected. The data was gathered through observation, interview and questionnaire. The collected data were analyzed qualitatively through narration of words and descriptive statistics of frequency and percentage. The finding indicates all counselors except Debre Tabor university don’t have female counselors as well all are first degree. Furthermore, the average the ratio of one counselor is 5-10,000 students. Regarding the awareness, majority of student 69%-77.1% of student don’t know the office location of the counselor. Approximately 1% of Bahir Dar university, 3% of Debere Tabor university, 4% of Wollo university students were reported using the service. Among this 28(50.9%) of student evaluated the service as not helpful. Regarding the referral of student by academic staffs (Instructors, departments and Faculty’s) to counselor found poor. Furthermore, counselors are not formally delegated to attend issues that concern students like Forum, discipline and HIV etc. which might be helpful for the intervention. All university use Regular government working time and no night, weekend, telephone counseling service. Student consult their problems mainly to their friends, mothers and religious father. Teachers and counselors are among the least possible source of advisee. In conclusion, the general service provision of guidance and counseling were found poor and given less attention by universities. Thus, ministry of education and the university officials should give due attention by restructuring the office and allocation of resource and experts.
Key word; guidance and counseling, student, counselor, personal and social problems
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Hlaďo, Petr. "Information Sources, Information, and Their Effectiveness in Determining Secondary School Students’ Choices of Further Educational Pathway and Careers." Lifelong Learning 2, no. 2 (2012): 19–39. http://dx.doi.org/10.11118/lifele2012020219.
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The present study is an overview of formal and informal sources of information that are currently used by students of upper-secondary technical and vocational schools in deciding on the course of their education and careers, and their availability and effectiveness evaluate on the basis of respondents’ subjective assessment. It also maps information that students consider to be important in career desicion-making. These findings are necessary to make the work of educational consultants, school psychologists and career counsellors more effective. They are also necessary for teachers of career education. For this purpose, a quantitatively oriented empirical survey, designed by the National Institute of Education, School Counselling Centre and Centre for Further Education of Teachers was carried out. Data was collected via paired questionnaires for students in the final year of upper-secondary school and their parents. Data collection was carried out in 2011 at twenty secondary technical schools and vocational schools in four regions of the Czech Republic. The sample consists of 442 students and their parents.
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Redita Yuliawanti. "The Collaborative Role of Counselors in Inclusive Schools." Ideguru: Jurnal Karya Ilmiah Guru 4, no. 1 (October 1, 2019): 68–74. http://dx.doi.org/10.51169/ideguru.v4i1.84.
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Strengthening Inclusive Education requires the role of various parties in educational institutions including guidance and counseling. Guidance and counseling services at the Inclusive Schools currently oriented towards developmental guidance and counseling with targeted services not limited to normal students in institutional settings, but will be directed to all students in various life and cultural settings including their special needs. Inclusive education is a shared responsibility between school Counselor, Teacher, Special Assistant teacher (GPK), and also Parents. Teachers cannot do everything themselves, because parents need to be involved so that the implementation of activities in school continues with the activities of students at home. Collaboration forms the basis between school and parents, as well as other experts, to provide assistance in a systematic, programmed, consistent and ongoing manner. Thus, the collaborative role of the counselors is needed, the development of the counselor's skills, and the professional implementation of the guidance and counseling program to optimize the development of students with special needs in inclusive schools. Collaboration for student success is an integral part of educational reform in inclusive schools
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Nowak, Małgorzata. "Career counselling in the sustainable development trend on the example of secondary schools in one of the Polish cities." International Journal of Pedagogy, Innovation and New Technologies 7, no. 2 (December 30, 2020): 69–77. http://dx.doi.org/10.5604/01.3001.0014.6874.
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The article presents the theoretical aspects of sustainable development and career counselling. It also describes the expectations of young people and teachers towards career counselling, understood as a new strategy of joint efforts to create a good and safe future for the residents in which they have the certainty of finding decent jobs. The changes taking place in the modern world make the ways the young people were supported thus far insufficient. Therefore, the author of this article undertook research aimed at determining what models of career counselling are preferred by young people and the teachers who work as career counsellors in schools, how students perceive the attractiveness of vocational schools, and how the teachers assess the adaptation of the vocational education system to the requirements of the local labour market. Author's own questionnaires were used. Diagnostic surveys were conducted among the participants of the project Vocational education in schools as a springboard to sustainable development of staff on the Legionowo’s labour market. The questionnaires were completed by 221 students and 13 teachers. Studies have shown that while 64% of students do not have a good opinion about the offer of vocational schools in Legionowo, 65% of those surveyed do not rule out working in the city. It was found that most of the surveyed teachers rate the adaptation of the vocational education system in the Legionowo's county to the a) requirements of the local labour market and b) the interest of students in career counselling as good. The study revealed two career counselling models preferred by the teachers: 1) a model of counselling carried out during hours available to the class teacher and during workshops with a career advisor and 2) a model in the framework of cooperation with the labour market. Both models coincide with youth-preferred forms of vocational counselling classes: 63% of students chose meetings with a career advisor, 40% of respondents mentioned visits to workplaces, Career offices, the Employment Bureau, 35% indicated participation in job fairs.
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Goodwin, Lloyd R. "Marketing Rehabilitation Counselor Education Programs." Journal of Applied Rehabilitation Counseling 17, no. 4 (December 1, 1986): 42–47. http://dx.doi.org/10.1891/0047-2220.17.4.42.
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This article offers a practical guide for rehabilitation counselor educators for marketing rehabilitation counselor education programs in order to attract the highest caliber students possible and to further promote the profession of rehabilitation counseling. Six marketing goals for rehabilitation counselor educators are described: (a) student recruitment, (b) quality education, (c) internships in diverse settings, (d) expand career options for rehabilitation counselors, (e) follow-up with graduates, and (f) program visibility. Numerous marketing strategies are described to achieve these six goals. Also, this article is helpful as an orientation (survival) manual for beginning rehabilitation counseling faculty so they better understand some of the typical expectations of their jobs.
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Candrasari, Satya. "STRATEGI KOMUNIKASI KONSELING DALAM MENANGANI PERMASALAHAN AKADEMIK MAHASISWA." Profesional: Jurnal Komunikasi dan Administrasi Publik 7, no. 1 (July 3, 2020): 27–33. http://dx.doi.org/10.37676/professional.v7i1.1089.
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The world of education is very important in shaping one's character, so in a college there needs to be a bureau that handles counseling guidance issues, in order to help students who have academic problems that can hamper their studies. Good communication in counseling is an absolute thing that must be mastered and understood by the counselor. This research uses a qualitative method with a descriptive approach. The results of this study are counseling communication strategies carried out by counselors that is focused on the problems faced by students (person secentered). The stages of counseling communication carried out are conducting initial observations or interviews, interviews or counseling processes, and ending counseling by psychological assessment.
Keywords: counseling communication, college student, communication strategy, student academic problems, student counseling bureau.
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Yaumas, Nova Erlina, and Syafrimen Syafril. "Attitude of Responsibility of Prospective Counselors in Utilizing Internet Technology." KONSELI : Jurnal Bimbingan dan Konseling (E-Journal) 6, no. 2 (December 14, 2019): 175–82. http://dx.doi.org/10.24042/kons.v6i2.5397.
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Students in the Department of Guidance and counseling are prospective education counselors who need to be given information about the use of internet technology that is good and right. The attitude of student responsibility needs to be known by educators so that educators can provide services to instill the attitude of student responsibility in the use of internet technology. This study aims to see the responsible attitude of prospective counselors in the use of internet technology in students of Guidance and Counseling. Research conducted through a qualitative approach, which refers to the case study research design. Potential Guidance and Counseling teachers who are also prospective counselors at the Faculty of Tarbiyah and teacher training at UIN Raden Intan Lampung became the subject of research. The research data were analyzed in a descriptive thematic way using Nvivo software. The results showed that there were still students who were not responsible for utilizing internet technology properly. Educators must provide motivation and direct students to have a more responsible attitude to use the Internet as a student's responsibility
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Monteiro-Leitner, Julieta, Kimberly K. Asner-Self, Cheryl Milde, Dennis W. Leitner, and Doris Skelton. "The Role of the Rural School Counselor: Counselor, Counselor-in-Training, and Principal Perceptions." Professional School Counseling 9, no. 3 (January 2006): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900307.
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The American School Counselor Association developed a comprehensive set of school counseling guidelines to enhance the school counselor's role within schools in the United States. This study looks at counselors’ and principals’ perceptions of the school counselor's role in a Midwestern, regional rural educational environment. Results suggest that the perceptions of school counselors, counselors-in-training, and principals are, for the most part, similar. Differences occur in relation to addressing student (i.e., special education program versus student guidance) and administrative (i.e., clerical, secretarial, disciplinary duties) needs given limited personnel and economic resources. Limitations are discussed and suggestions for future research and advocacy are presented.
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Monaghan, David B., Jamie Hawkins, and Anthony Hernandez. "Dream Adjusters: High School Counselors in a Low-Income School District." Education and Urban Society 52, no. 5 (November 15, 2019): 704–33. http://dx.doi.org/10.1177/0013124519887712.
Full textAbstract:
Prior research has discussed high school counselors’ role in students’ experience, but counselors’ understandings of their work and of students has received little commentary. We interviewed counselors in a high-poverty, low-performing urban school district in which two structural elements shape how counselors make sense of their work. First, counselor “success” is contingent on convincing students to act in (what schools see as) students’ own best interest, and many students do not do so. Second, resource constraints severely limit planned one-on-one counseling. We find that counselors see students as both victims of crushing circumstances and as agents actively undermining their own opportunities, as holding ambitions misaligned with performance and as vulnerable to despair. Counselors’ strategies follow from these conceptions: building self-efficacy, emphasizing the importance of goals, and nudging plans toward realizability while maintaining hope. We discuss how counselors cope with the rarity with which they experience professional “success,” given student outcomes.
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Craven, Rhonda G., and Herbert W. Marsh. "The Challenge for Counsellors: Understanding and Addressing Indigenous Secondary Students' Aspirations, Self-concepts and Barriers to Achieving their Aspirations." Australian Journal of Guidance and Counselling 14, no. 1 (July 2004): 16–33. http://dx.doi.org/10.1017/s1037291100002648.
Full textAbstract:
Indigenous students are not attaining the same educational and employment outcomes as non-Indigenous students. Psychological constructs have been demonstrated by research with non-Indigenous Australians to impact upon desirable educational outcomes; however, there is a dearth of Aboriginal education research that has identified psychological constructs of salience to Indigenous students. The purpose of this study was to: (a) evaluate the self-concepts of Indigenous secondary students; (b) identify Indigenous students' aspirations; (c) elucidate Indigenous students' perceptions of barriers faced in attaining their aspirations; and (d) compare and contrast the pattern of results for Indigenous students to results for non-Indigenous students from the same schools. A total of 1686 students (517 Indigenous and 1151 non-Indigenous) from urban and rural regions from three Australian States participated. Indigenous students displayed statistically significantly lower academic (school, maths, verbal) self-concepts in comparison to non-Indigenous students. Significantly more Indigenous students in comparison to non-Indigenous students aspired to leaving school early, attending Technical and Further Education (TAFE) institutions and were less likely to know much about what sort of job or further education and training they could pursue after leaving school. Indigenous students also rated nine potential barriers with significantly higher scores compared to non-Indigenous students in regard to limiting or stopping them from achieving what they want to do. The results have important implications for career education and counselling interventions in educational contexts.
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Macharia, Jane, and Dr Mulambula M. Shikuku. "THE INFLUENCE OF CLASS LEVEL ON PARENTAL DEMANDINGNESS, MALE ADOLESCENT REBELLIOUS BEHAVIOUR AND ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS." Journal of Education and Practice 1, no. 1 (October 3, 2017): 19. http://dx.doi.org/10.47941/jep.200.
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Purpose: The purpose of this study was to determine the influence of class level on PD, male adolescent rebellious behavior and academic performance in public secondary schools in Kiambu district. Methodology: The study used ex-post facto research design. Stratified sampling was used to select the participants in the study. Schools were stratified into single sex and co-education schools. Systematic sampling using the class lists was used to identify the students who constituted the sample. The research instruments were the students’ questionnaire, the deputy principal’s and the teacher counsellor’s interview guide. The sample constituted 240 male students, six deputy principles and six teacher counselors. A pilot study was done to pre-test the research instruments so as to estimate their reliability and validity. Data collected was analyzed using Statistical Package for Social Sciences (SPSS). The findings were presented using descriptive and inferential statistics. Descriptive statistics included, frequency distribution, means, bar graphs, and tabulated according to the research objectives. Inferential statistics used included Chi Square and pearson correlation to test the hypotheses at 90% and 95% level of confidence; correlation coefficient was used to measure the strength of linear relationship between the variables of the study.Results: Class level was found to have no significant relationship with PD and rebellion but it had a significant relationship with academic performance.Unique contribution to theory, practice and policy: The study came up with a model that is recommended to schools for adoption by guidance and counselling teachers to help create awareness and understanding to both the students and parents with the aim of improving or bettering their relationship, academic performance and prevent rebellion in public secondary schools.
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Dacko-Pikiewicz, Zdzisława. "Supporting Students in Choosing a Field of Further Education as an Element of Pedagogical and Psychological Activities in Secondary Education in Poland." Acta Technologica Dubnicae 4, no. 1 (June 1, 2014): 51–63. http://dx.doi.org/10.1515/atd-2015-0013.
Full textAbstract:
AbstractFor an adolescent, as well as for the environment and society, a decision to choose the correct field of education is vitally important. Nowadays, new choices of education, training and retraining have to be made as a result of the fast pace of life, constant changes in the labour market, the progress of knowledge and technology, cultural and social change. Therefore, it is necessary to ask a question how to prepare young people for the future. There is a need for people that think and act creatively, and are able to adapt to the continuous and unexpected changes. The paper aims to present the tasks, objectives, rules and methods of career counselling as a system of multi-stage pedagogical and psychological activities that accompany an individual during his/her career and that help him/her to make education-related choices. Moreover, the paper presents the main tasks and role of a career counsellor, as well as examples of good practice in the area of career counselling in Poland.