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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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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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Grimes, Lee Edmondson, Meagan Arrastia Arrastía-Chisholm, and Serey B. Bright. "How Can They Know What They Don’t Know? The Beliefs and Experiences of Rural School Counselors about STEM Career Advising." Theory & Practice in Rural Education 9, no. 1 (May 30, 2019): 74–90. http://dx.doi.org/10.3776/tpre.2019.v9n1p74-90.
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Many factors contribute to the educational challenges students face in rural areas, including a lack of funding compared to urban and suburban schools and a lack of role models pursuing postsecondary education. School counselors in all settings are trained to provide education to students about the postsecondary options in demand. College and career counseling with students and families in rural areas requires unique understanding of the rural characteristics that shape community life and family dynamics. National attention on rural education has highlighted a particular need for advising into STEM career fields. Using a phenomenological approach, the researchers examine the beliefs and experiences of eight school counselors working in rural schools regarding their lived experiences of advising students in their rural areas about careers in STEM. Three themes about STEM-focused career development emerged from the interviews with the school counselors, a lack of opportunities and resources, challenging local influences, and ideas for much needed place-based innovations. Implications are discussed for several key players with the ability to improve and increase STEM advising for rural students. Examples include the following: for practicing school counselors, intentional career counseling efforts that include rural families; for counselor educators, the addition of rural field placements and assignments focused on rural student career needs; and for rural communities, combining the school counselor’s efforts with local business and industry to highlight and increase STEM career awareness for students and their families.
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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.
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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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McMahon, H. George, E. C. M. Mason, and Pamela O. Paisley. "School Counselor Educators as Educational Leaders Promoting Systemic Change." Professional School Counseling 13, no. 2 (December 2009): 2156759X0901300. http://dx.doi.org/10.1177/2156759x0901300207.
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If the full impact of the transformation of the school counseling profession is to be enacted, it is incumbent upon school counselor educators to model the same skills and professional mindset that are expected of practicing school counselors. Specifically, school counselor educators can serve as leaders within their educational communities in order to promote systemic change that will remove barriers to student success. The notion of school counselor educators as educational leaders represents a philosophical and behavioral congruence that churns the professional ecosystem, from the professor to the practitioner to the P-12 student. This article outlines the role that school counselor educators can play in modeling leadership and other essential skills for the profession.
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Wening Cahyawulan, Aip Badrujaman, Gantina Komalasari,. "Individual Student Planning Services with Web 2.0." Psychology and Education Journal 58, no. 1 (February 4, 2021): 4096–101. http://dx.doi.org/10.17762/pae.v58i1.1471.
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Individual student planning as one of the components in the guidance and counseling comprehensive program provides services to help students understand and monitor their growth and development in order to take action on their next steps. School counselors need to adapt to today’s era in order to help students who are the part of the digital age. Web 2.0 is a recommendation for future career intervention. Web 2.0 tools and resources encourage collaboration between students and a careers counselor. The research method that was used was design-based research (DBR) and the model that is implemented is the Integrative Learning Design (ILD). The web 2.0 content is divided into two descriptions which are individual student planning strategies (individual appraisal, individual advisement, transition planning, and follow up) and peminatan (specialization) which describes the high school curriculum. This paper will discuss how web 2.0 tools can be developed and implemented in guidance and counseling services, specifically the individual student planning component.
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Lambie, Glenn W., and Jaimie Stickl Haugen. "The Assessment of School Counseling Competencies as a Tool to Support School Counseling Students, Supervisors, and Training Programs." Professional School Counseling 25, no. 1 (January 1, 2021): 2156759X2098105. http://dx.doi.org/10.1177/2156759x20981050.
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The Assessment of School Counseling Competencies (ASCC) is a measure designed to assess school counseling trainees’ student learning outcomes in four domains: (a) school counseling program development; (b) academic, career, and social/emotional student services; (c) evaluation and assessment; and (d) professional dispositions and behaviors. The ASCC aligns with standards from the Council for Accreditation of Counseling and Related Educational Programs and the American School Counselor Association, supporting sound evaluation processes and continuous programmatic improvement. This article (a) reviews the developmental needs of school counselors in training and the importance of sound evaluation measures; (b) introduces the ASCC as a tool to promote the development of reflective, ethical, and effective school counseling professionals; and (c) offers implications of the ASCC for quality program evaluation and research.
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Richmond, Samara G., Amber M. Samuels, and A. Elizabeth Crunk. "Vicarious Grief in Supervision: Considerations for Doctoral Students Supervising Counselors-in-Training." Professional Counselor 11, no. 2 (June 2021): 161–72. http://dx.doi.org/10.15241/sgr.11.2.161.
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The COVID-19 pandemic has brought about collective experiences of grief; thus, counselors-in-training (CITs) and their doctoral student supervisors may encounter increases in grief-oriented clinical work. In considering how to support CITs’ work with grieving clients, doctoral supervisors should be prepared to help CITs manage experiences of vicarious grief (VG). Given the ubiquity of loss and the limited amount of grief-specific coursework in counselor training, CITs could benefit from exploring their experiences of VG with their doctoral supervisors in clinical supervision—a core area of training for doctoral students enrolled in counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs. In this manuscript, we (a) provide an overview of the literature on VG, (b) discuss the potential impact of VG on CITs, (c) present a case study illustrating attention to VG in supervision, and (d) provide practical strategies doctoral supervisors can employ when addressing VG in supervision, drawing on Bernard and Goodyear’s discrimination model.
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Falco, Lia D. "The School Counselor and STEM Career Development." Journal of Career Development 44, no. 4 (July 3, 2016): 359–74. http://dx.doi.org/10.1177/0894845316656445.
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There is an increasing concern that the demand for science, technology, engineering, and math (STEM) workers in the United States will exceed the supply. In the United States, very few students, and underrepresented students in particular, are pursuing STEM educational and occupational goals that underscores the need for school counselors to understand how to maximize opportunities for student success in STEM. Understanding the factors that influence students’ academic and career choices early on is necessary in order to provide effective interventions and responsive services that will have a positive impact on students’ future STEM career outcomes. Using social-cognitive career theory as a framework, this article synthesizes pertinent research on student STEM engagement, so that school counselors will be better able to support STEM career development for all students, especially those from historically underrepresented groups. Implications for school counseling practice are discussed.
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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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Walker, Joan M. T., Susan S. Shenker, and Kathleen V. Hoover-Dempsey. "Why Do Parents Become Involved in Their Children's Education? Implications for School Counselors." Professional School Counseling 14, no. 1 (October 2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400104.
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This article discusses a theoretical model of the parental involvement process that addresses (a) why parents become involved in their children's education, (b) the forms their involvement takes, and (c) how their involvement influences both proximal (e.g., motivation) and distal (e.g., achievement) student outcomes. The authors describe how school counselors can use this model to enhance schools’ and parents’ capacities to engage parents effectively in children's education. Specifically, they articulate how school counselors can educate teachers and parents about the importance of teacher and school invitations to involvement, productive forms of involvement, and students’ active role in shaping their own educational outcomes. The authors briefly discuss future directions for research on parental involvement in the school counseling context.
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Martin, Patricia E., and Barry G. Sheckley. "Indicators of Client Satisfaction in Academic, Career, and Personal Counseling in Higher Education." Journal of College Student Retention: Research, Theory & Practice 1, no. 4 (February 2000): 289–310. http://dx.doi.org/10.2190/nhkq-cff6-3ug7-hx3d.
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There will be an increasingly older cast to American society during the next twenty to thirty years. Middle-aged and older Americans will face numerous changes in the workplace, including technological change, a global economy, lack of promotional opportunities, and layoffs. As a result of these changes, many adult workers will chose to enter or re-enter college programs to upgrade their employment skills. Personnel within institutions of higher education, including those in the counseling office, may not be fully prepared to serve these older students who will need assistance with their transition to college. Without such aid, these students might drop out of higher education, exacerbating the retention problem faced by many colleges. The retention literature indicates that the identification of and commitment to career goals as well as the development of relationships with the institution are two important contributors to the retention of college students. Additionally, the literature on the adult student has focused on the need for supportive counseling 1) to help adult students establish and navigate their personal relationship to the institution, and 2) assist them to resolve conflicts that may accompany their transition to college. If they are to help adults persist in their college programs, counselors need to know how to best address the problems and issues these older learners face. Counselors need to know the outcome of their counseling sessions with adults, so they can ascertain the best methods and processes to utilize; a common method used to assess outcome is client satisfaction, a form of self-report. This study explored three research questions: Among students who use counseling services, 1) To what extent can a combination of environmental (i.e., social climate), demographic (i.e., age, individual differences), and process (i.e., number of sessions) variables predict client satisfaction; 2) To what extent does client satisfaction differ between men and women; 3) To what extent can reason for attending counseling sessions (i.e., personal, vocational, educational) predict client satisfaction. Analyses were conducted using hierarchical multiple regression (Question 1), ANOVA (Question 2), and standard multiple regression (Question 3). The research sample consisted of 199 students at a comprehensive state university who attended at least one session of counseling. The results indicated that the relationship (cohesion) between a counselor and client is the most significant factor in a student's satisfaction with counseling, whether the student is an adult student or one of traditional age. For this reason, institutions of higher education should strive to develop a sense of cohesion, in the form of close relationships, with its students. Programmatic strategies, including those for adult students, are discussed.
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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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Habeck, Rochelle V., and Thomas C. Fuller. "Rehabilitation Counseling: A Psychoeducational Perspective." Journal of Applied Rehabilitation Counseling 16, no. 3 (September 1, 1985): 43–47. http://dx.doi.org/10.1891/0047-2220.16.3.43.
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The impact of social change and technological developments supports a shift in rehabilitation from an intraindividual focus to a greater emphasis on person/environment interaction. The personal impact of disability is presented from a social-environmental perspective and the implications of this model for counseling intervention are considered. The psychoeducational approach is applicable to this model of the psychosocialimpact of disability and to the role and function of rehabilitation counselors. Psychoeducation is a planned approach, based on principles of psychology and education, to teach individuals the understandings and competencies of human relations for effective living. Psychoeducation follows an educational model of service delivery, in contrast to medical models. Counselor and client roles and functions are redefined in terms of teacher and student. The evolution of this perspective is traced through broad changes in psychology, mental health and medical health care, and American culture. Examples of psychoeducational approaches to specific disability-related problems are presented to demonstrate its applicability to handicaps and rehabilitation.
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Kadafi, Asroful, and M. Ramli. "Integrated Qs Al Mudatsir in the reality group counseling to grow the character of students academic responsibility." Counsellia: Jurnal Bimbingan dan Konseling 7, no. 2 (November 30, 2017): 117. http://dx.doi.org/10.25273/counsellia.v7i2.1867.
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<p align="center"><strong><em>Abstract</em></strong></p>The emotional development of students in early teens showed a sensitive and recreative nature (critical), emotions are often negative and temperamental. This negative passion is evidenced by the findings in the field of Indonesian teenagers, such as Tawuran, promiscuity, students who dare to do nasty with school friends (Tirto, 2013). Many factors are the cause, one of which is still the weak character of academic responsibility that students have. This problem becomes a serious problem in the world of education Indonesia. Therefore, it is natural for educational practitioners to take solutive steps to overcome the problem. One education practitioner who has a strategic position to handle the case is Counselor. Counselors are deemed able to provide practical solutions through Reality Group Counseling services by integrating spiritual values (Islam) to foster student academic responsibilities. Reality group counseling emphasizes the growth of personal responsibility. This advice is also in line with Islamic values that encourage individuals always to be responsible for every action as reflected in the QS. Al Muddassir: 38).
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Yavuz, Olcay, Jennifer Parzych, and Margaret Generali. "A Systematic Approach to Exploring College and Career Readiness Program Needs Within High-Poverty Urban Public Schools." Education and Urban Society 51, no. 4 (September 5, 2017): 443–73. http://dx.doi.org/10.1177/0013124517727054.
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This quantitative correlational study was designed to investigate whether the core and enrichment college readiness program needs within high-poverty urban schools significantly varied with respect to grade level and stakeholder perceptions. Statistically significant differences were discovered in parent, student, and faculty perceptions in core and enrichment programs related to high-poverty urban school needs. The findings provide valuable information about how to design student academic and counseling services strategically and effectively to increase college and career readiness for low-income, urban students. Findings also provide effective strategies for school leaders, educators, and counselors regarding urban school college and career readiness program needs so that resources can be intentionally distributed in areas of greatest importance.
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Leek Openshaw, Linda. "School-based support groups for traumatized students." School Psychology International 32, no. 2 (April 2011): 163–78. http://dx.doi.org/10.1177/0143034311400830.
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After students experience a traumatic event, group counseling is an effective tool to offset the effects of grief and distress. Following a school crisis, successful school-based intervention requires interdisciplinary coordination between school psychologists, counselors, school social workers, teachers, and administrative staff. Within a short time after a traumatic event, school personnel are encouraged to create student support groups, helping students cope with intense feelings and assuring them that they are not alone. Interventions are most effective when schools pre-determine an action plan, train staff to respond with correct intervention techniques, and seamlessly transition into crisis intervention and support mode. Quick professional response through organizing and offering children’s support groups will help increase school stability and alleviate the effects of traumatic events.
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Tan, Soo Yin, and Chih Chin Chou. "Supervision Effects on Self-Efficacy, Competency, and Job Involvement of School Counsellors." Journal of Psychologists and Counsellors in Schools 28, no. 1 (December 21, 2017): 18–32. http://dx.doi.org/10.1017/jgc.2017.19.
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This research examined the effects of structured group supervision (SGS) on counsellors’ self-efficacy, counselling competency, and job involvement in Singapore. Twenty-one counsellors participated in six, 3-hour SGS sessions over 12 weeks with one qualified counselling supervisor. The counsellors had at least six months’ experience working as counsellors in schools or educational-related settings, such as student care centres. A single-group, before-after design was adopted. Pre- and posttest questionnaires were administered — Counselling Self-Efficacy Scale (CSES), Counsellor's Competence Self-Evaluation Scale (CCSS), and Job Involvement Scale (JIS) — to examine counsellor self-efficacy, counselling competency, and job involvement respectively. Paired-sample t tests were used to examine the impact of SGS on the three measures, whereas the Pearson correlation was used to examine the relationships among them. It was found that there was (a) a significant increase in mean scores for pre- and posttest scores for counsellor self-efficacy and counselling competency, but not for job involvement after SGS; and (b) a significant positive correlation among the three variables. With a better understanding of the SGS and the impact on counsellors, supervision practices can be improved and school counsellors can become more competent and confident.
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Bahiroh, Siti, and Fitriah M. Suud. "PREVENTIVE COUNSELING: A RELIGIOUS DEVELOPMENT PROGRAM AT BOARDING SCHOOL IN YOGYAKARTA." Humanities & Social Sciences Reviews 8, no. 2 (April 20, 2020): 614–23. http://dx.doi.org/10.18510/hssr.2020.8269.
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Purpose of the study: This study aims to explore religious development programs in boarding schools in Yogyakarta and to find out how the implementation of religious development programs, especially preventive counseling programs.
Methodology: This study used a qualitative method with a case study approach. Data collection used observation, interviews, and documentation. The subject were religion teachers, counseling teachers, the vice-principal of student affairs, homeroom teachers, students, and parents of the student.
Main Findings: The results showed that there are two religious development programs at boarding schools in Yogyakarta. First, the development of faith and piety towards Allah by providing concepts in the form of a school lesson. Second, a program to teach religious morals values by internalizing religious values about morals. At the beginning of the study, these programs were designed by paying attention to many current teenage issues and anticipating their future.
Applications of this study: This study can be useful in the field of educational psychology, especially in the personality section. The results of this study can be used by counselors at a school to overcome adolescent problems.
Novelty/Originality of this study: This research showed that to make a student well behave in this digital age was not enough if only giving a theoretical study to them but also inviting them to do good things to their teacher. Furthermore, a stay program in the boarding school can be a consideration for parents to form a positive personality for their children.
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A. Alzamil, Aljawharah. "Role of Telephone Counseling in Facing the Problems of the Adolescents Suffering from Cyberbullying from the Perspective of Student Counselors." International Journal of Education and Practice 9, no. 2 (2021): 440–55. http://dx.doi.org/10.18488/journal.61.2021.92.440.455.
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Porter, Jim Wynter. "Guidance counseling in the mid-twentieth century United States: Measurement, grouping, and the making of the intelligent self." History of Science 58, no. 2 (September 26, 2019): 191–215. http://dx.doi.org/10.1177/0073275319874977.
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This article investigates National Defense Education Act and National Defense Education Act-related calls in the late 1950s for the training of guidance counselors, an emergent profession that was to play an instrumental role in both the measuring and placement of students in schools by “intelligence” or academic “ability”. In analyzing this mid-century push for more guidance counseling in schools, this article will first explore a foundational argument for the fairness of intelligence testing made by Educational Testing Service psychometrician William Turnbull in 1951, and then later taken up and employed by other National Defense Education Act-era advocates of testing and grouping. Secondly, this analysis will proceed to National Defense Education Act expert testimony, examining here assertions of the necessity of guidance counseling in schools, and an emergent and shared vision articulating the role guidance counseling was supposed to play in school life. A pattern or structure to this vision emerges here. According to its advocates, guidance counseling would not only inform the self-understanding of the measured individual, but it would also work to condition the ideology of individual intelligence across numerous layers of social life around the student: through peer group, through teachers and school administrators, and finally through home, family, and the wider community.
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Toscano-Cruz, María de la O., Inmaculada González-Falcón, Inmaculada Gómez-Hurtado, and María del Pilar García Rodríguez. "Educational Counseling and Temporary Language Adaptation Classrooms: A Study through In-Depth Interviews." Sustainability 12, no. 24 (December 14, 2020): 10433. http://dx.doi.org/10.3390/su122410433.
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This article aims to show the role of educational counselors both as promoters of cultural management and as mentors for attention to diversity. A qualitative methodology and ethnographic approach have been implemented. In-depth interviews with counsellors from schools in the provinces of Huelva and Cadiz (Spain) have been analyzed in order to pinpoint their perceptions regarding the educational attention that immigrant students receive and the opportunities that are generated from the temporary language adaptation classrooms and school counseling for the promotion of intercultural education. After the qualitative analysis, this classroom stands out as an essential device in the educational response received by these students. The main outcomes also show that the educational counselor is a key figure in the processes of educational attention to immigrant students, although they are faced with some challenges that remain pending in this process. These professionals assume the role of advisers, guides, coordinators, and promoters in the preparation of cultural proposals and actions. Their work is equally relevant in family–school–community mediation and in the positive promotion of intercultural coexistence. The discussion focuses on knowing the importance of intercultural education in schools as a response to the principle of “educating for all,” taking advantage of the educational context as a privileged setting to work on cultural diversity. This task must be carried out by the counselor in collaboration with the principals, families, other teachers, educators, and other agents. The research underlines the difficulties counselors face when implementing inclusive collaborative processes, while identifying them as key agents due to their pivotal role in the positive management of diversity.
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Zyromski, Brett, Catherine Griffith, and Jihyeon Choi. "Embracing School Counselors’ Situatedness: Data-Based Decision Making as Fulfillment of a Complex Identity." Professional School Counseling 24, no. 1_part_3 (January 2021): 2156759X2110119. http://dx.doi.org/10.1177/2156759x211011922.
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Since at least the 1930s, school counselors have used data to inform school counseling programming. However, the evolving complexity of school counselors’ identity calls for an updated understanding of the use of data. We offer an expanded definition of data-based decision making that reflects the purpose of using data in educational settings and an appreciation of the complexity of the school counselor identity. We discuss implications for applying the data-based decision-making process using a multifaceted school counselor identity lens to support students’ success.
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Pourlak, Tannaz, Javad Yazdani, Seyyed Vahid Dehnad, Arezou Ghoreishizadeh, Seyed Ahmad Arta, Fatemeh Dabagh, Mohammad Ali Ghavimi, and Masoume Amani. "Determining Stressors among Dentistry Students of Tabriz University of Medical Sciences in Educational Environments and its Relationship with their General Health Condition." Advances in Bioscience and Clinical Medicine 6, no. 2 (April 30, 2018): 1. http://dx.doi.org/10.7575/aiac.abcmed.v.6n.2p.1.
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Background: It is believed that medical students are more faced with stressors during their academic studies. The highest rate of stress and anxiety in clinical education settings may negatively affect the learning and success of these students. The aim of the current study is investigating the stressors dentistry students face within educational settings and its relationship with their general health condition. Materials and Methods: The current statistical-analytic study performed upon 180 dentistry students of Tabriz University of Medical Sciences in 2014. A 54-item Student Stressors Questionnaire was used to assess the students stress and a 28-item Goldberg Questionnaire was used to evaluate the general health of the students. Likert 4-item scale (0 to 3) was used for scoring both questionnaires. Results: Mean age of the participants was 24.37±2.84. 6.65% of students were female and the mean stress level was 1.2±0.6. 36.7%, 48.3% and 15% of students had low, average and high stress level, respectively. There was no significant relationship between students’ stress and sex or their marital status. 50%, 23.3%, 20.6% and 6.1% of students had high, average, poor and very poor general health, respectively. There was no significant relationship between students’ gender and their general health. There was also no significant relationship between students’ stress and their general health. Conclusion: Almost half of dentistry students had average stress and 15% had high stress in which levels its pressure may get sever with increased academic period and difficulty level of the academic units. Correct educational programs, periodic counseling meetings and use of skilled counselors at universities can play influential roles to reduce stress level of dentistry students.
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Crawford, Emily R., David Aguayo, and Fernando Valle. "Counselors as Leaders Who Advocate for Undocumented Students’ Education." Journal of Research on Leadership Education 14, no. 2 (November 16, 2017): 119–50. http://dx.doi.org/10.1177/1942775117739301.
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Research has yet to fully explore counselor advocacy for undocumented students and the leadership they use in their advocacy. This study asks the following questions: (1) What motivates counselors to pursue educational access for undocumented K-12 students? and (2) How do school counselors advocate for undocumented K-12 students? We integrate boundary spanning and border crossing leadership theories as a conceptual frame to offerholistic approach for leaders’ socially just and inclusive practices concerning undocumented students on the borderlands. This embedded case study uses data from eight K-12 counselors . School counseling-related organizations explicitly detail advocacy competencies and the knowledge base, abilities and skills, and attitudinal dispositions professionals must develop. Knowledge of counselors’ leadership advocacy efforts can help prepare preservice leaders and other educators to effectively support undocumented students.
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Ridja, KeitaDijka, Mohamad Zaid Ismail, and Nashaat Boiumy. "[Development Of Acadamic Advising At Sultan Zainal Abidin In The Light Of Internasional Experiences] Tatwir al-Irsyad al-Akademia bi Jamiah as-Sultan Zainal Abidin fi Daui’ al-Tajarub al-Alamiah." Jurnal Islam dan Masyarakat Kontemporari 15, no. 1 (July 1, 2017): 163–93. http://dx.doi.org/10.37231/jimk.2017.15.1.229.
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Academic Advising is one of the most important educational and administrative support services to the educational process of the university, as a student skips through obstacles educational career. This research aims to submit proposals for the development of Academic Advising at Universiti Sultan Zainal Abidin in the light of international experiences. The researchers used the descriptive and analytical approach, relying on studies that focused on academic guidance. Research has shown that the academic counseling at Universiti Sultan Zainal Abidin need to be developed in light of the outstanding international experiences in the field of academic guidance in terms of identifying the year mentor in all faculties of the university, and the allocation of academic advisor to students, and have a technical tasks, administrative, regulatory, and the opening of a special unit in all faculties of the university academic counseling fields include religious instruction, moral, educational, and career, psychological, and preventive, The researchers recommended that the need to take advantage of the results of this research in the development of academic advising at Universiti Sultan Zainal Abidin, and the employment of modern technology and its various applications, to facilitate communication between counselors and students.
Keywords: development, academic advising, student services.
يعدّ الإرشاد الأكاديمي أحد أهمّ الخدمات التّربويّة والإداريّة المساندة للعملية التّربويّة بالجامعة، إذ من خلاله يتخطى الطّالب العقبات الّتي تعتّرض مسيرته التّعليميّة، فيهدف هذا البحث إلى تقديم مقترحات لتطوير الإرشاد الأكاديمي بجامعة السّلطان زين العابدين في ضوء التّجارب العالميّة. واستخدم الباحثون المنهج الوصفيّ التّحليلي معتمِدَيْن على الدّراسات الّتي تمحورت حول الإرشاد الأكاديميّ، وأظهر البحث أنّ الإرشاد الأكاديميّ في جامعة السّلطان زين العابدين بحاجة إلى التّطوير في ضوء التّجارب العالميّة المتميّزة في مجال الإرشاد الأكاديميّ من حيث تحديد مرشد عام في كلّ كلّيات الجامعة، وتخصيص مرشد أكاديميّ للطّلبة، وتكون له مهام فنيّة، وإداريّة، وتنظيميّة، وفتح وحدة خاصّة في كافة كلّيات الجامعة للإرشاد الأكاديميّ تتضمّن مجالاتها الإرشاد الدّيني، والأخلاقيّ، والتّعليميّ، والوظيفيّ، والنّفسي، والوقائي، وأوصى الباحثون بضرورة الاستفادة من نتائج هذا البحث في تطوير الإرشاد الأكاديميّ في جامعة السّلطان زين العابدين، وتوظيف التّقنية الحديثة وتطبيقاتها المختلفة، لتسهيل التّواصل بين المرشدين والطّلبة.
الكلمات المفتاحية: التّطوير، الإرشاد الأكاديمي، الخدمات الطّلابيّة.
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Limberg, Dodie, and Glenn W. Lambie. "Third Culture Kids: Implications for Professional School Counseling." Professional School Counseling 15, no. 1 (October 2011): 2156759X1101500. http://dx.doi.org/10.1177/2156759x1101500102.
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The increase of international business, military placements, and immigration has led to an increase in students attending schools in a country other than where they were born: third culture kids (TCKs). TCKs have unique educational needs, necessitating the support of their school counselors. This article (a) defines and introduces the needs and characteristics of TCKs, (b) reviews interventions for school counselors working with TCKs during transitional stages, and (c) presents a case illustration of a middle school counselor employing the suggested strategies.
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Mikhaylova, Alla G., Mariya V. Kostsova, Anastasia V. Grishina, Lidiya V. Chunikhina, and Viktor A. Bystryukov. "Squad leader practice as a factor of university students competitiveness of psychological and pedagogical profile (on the example of the ICC “Artek”)." Pedagogy: history, prospects 3, no. 6 (December 29, 2020): 56–79. http://dx.doi.org/10.17748/2686-9969-2020-3-6-56-79.
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Introduction: the problem investigated in this article is important for the higher education system. Therefore, the purpose of this work is to study and compare the characteristics of future psychologists and pedagogues’ competitiveness, who had the practice at the International Children's Center “Artek”. The research object is students’ competitiveness undergoing counselor practice. Subject: Differences in competitiveness among students undergoing camp counseling practice and ones without that experience. In accordance with the goal, the following tasks are set: 1. To analyze the scientific and methodological literature on the problem of competi-tiveness of students of psychological and pedagogical profile. 2. To study the theoretical aspects of professional self-determination of students. 3. To identify and compare professionally important qualities of students of psychologi-cal and pedagogical profile, having and not having a camp counselor practice, which af-fects competitiveness. 4. Determine the differences in competitiveness between students undergoing and not undergoing a camp counseling practice. 5. To develop recommendations for students of psychological and pedagogical profile, in order to increase their competitiveness. The hypothesis is that students who have experience as a camp counselor practice are more competitive in their future profession than students who do not practice in the camp. They possess the following skills: communication and organizational skills, a high level of professional identity and attractiveness of the future profession Materials and methods: to achieve the goal, theoretical research methods were used: analysis of psychological and pedagogical literature on the competitiveness problem. Research methods are the following: one of studying the attractiveness factors of a profession (proposed by V.A. Yadov, modified by N.V. Kuzmina, A.A. Rean); ones of studying the status of professional identity (A.A. Azbel, A.G. Gretsov); communicative and organizational inclinations (V.V. Sinyavsky, V.A. Fedoroshin). Mathematical methods of data processing were used: U-test of independent samples of Mann-Whitney data and Spearman's rank correlation method using the STATISTICA 6.0 software. Results: As a result of the analysis of scientific and methodological literature on the problem of competitiveness of students of psychological and pedagogical profile, it was determined that competitiveness is expressed in the successful implementation of pro-fessional activity, the ability to organizational creativity, the manifestation of initiative, and willingness to take risks in the conditions of market relations. A competitive person has a high level of professional and personal qualities with the aim of further realizing oneself in the profession. In the framework of the study, professional self-determination is considered as an independence of choice, an area of daily skillful management of mental development processes. In order for the student to become aware of himself/herself as an activity subject, a number of mental processes take place, the totality of which is defined as professional self-determination, self-awareness and self-esteem. The result of realizing oneself as an activity subject provides professionalism of a specialist who has professionally important and personal qualities. The organization of a practice-oriented direction of students by educational institutions makes it possible to apply the acquired knowledge and skills in real conditions. In the conditions of the children's camp, students of a psychological and pedagogical profile have the opportunity to start their professional activities and develop not only profes-sionally important qualities, but also qualities that allow them to overcome fears and complexes. Having experience as a camp counselor, students get the opportunity not only to establish themselves as a future professional specialist, but to find a new circle of friends as well. To compare two independent samples: group A (camp counselors), group B – students without camp counselor practice, the Mann-Whitney U test was used. Significant differ-ences were obtained for the following indicators: communicative (Uemp = 51) and or-ganizational (Uemp = 49.5) capabilities, as well as according to the criterion "Formed identity" (Uemp = 71) at (Ucr = 56-72). One negative correlation was revealed between the components of competitiveness among students of Psychology and Education Faculty: the uncertainty of professional identity and organizational capabilities of students (at r = -0.4). This relationship shows that students develop organizational skills under the condition of a formed professional identity. Discussion and Conclusions: higher educational institutions are interested in a high level of competitiveness of their students; therefore, in order to develop the necessary skills, they send students of a psychological and pedagogical profile to practice in camps for mastering camp counselor activities. Having considered the results on the example of the International Children's Center “Artek”, it is possible to recommend the compulsory practice of students of humanitarian and pedagogical directions, since this activity contributes to the formation of all the necessary qualities of a competitive specialist, and also allows to develop both professionally important qualities, and the necessary “soft skills”, which become the basis for future labor activity.
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Branco, Susan F., and Melonie Davis. "The Minority Fellowship Program: Promoting Representation Within Counselor Education and Supervision." Professional Counselor 10, no. 4 (December 2020): 603–14. http://dx.doi.org/10.15241/sfb.10.4.603.
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In 2012, the Substance Abuse and Mental Health Services Administration awarded funding for the Minority Fellowship Program (MFP) to be managed by the National Board for Certified Counselors (NBCC) Foundation. The MFP aims to increase representation of minoritized students enrolled in counselor education and supervision doctoral programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). From 2012 to 2018, the NBCC MFP has disseminated 20–24 monetary fellowships each year. This article reviews representation within counselor education, offers a history of the MFP, provides doctoral fellowship recipient outcome data, and concludes with implications for counselor education.
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Lawrence, Ashley, and Carolyn Stone. "Principals’ Perceptions of Transformed School Counselors." NASSP Bulletin 103, no. 2 (June 2019): 139–57. http://dx.doi.org/10.1177/0192636519853029.
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This study investigated the relationship between the Transformed School Counseling (TSC) initiative counselor educator programs, the perceptions of school principals hiring TSC-prepared school counselors, and factors affecting principal’s hiring practices. Results indicated that principal’s value TSC candidates because they: (a) have effective principal-counselor relationships that positively affect students, (b) exemplify leadership qualities, (c) align their work with the mission of the school, (d) have strong communication skills, and (e) do not require additional training.
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Novakovic, Alexandra, Rebecca E. Michel, and Melissa S. Ockerman. "Teaching School Counselors to Use Evidence-Based Practice to Advance Social Justice: A Case Study." Professional School Counseling 23, no. 1_part_3 (January 2020): 2156759X2090447. http://dx.doi.org/10.1177/2156759x20904472.
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School counselors are called to advocate for social justice in education and use evidence-based practice (EBP) to meet the diverse needs of students in schools today. This conceptual article describes the approach of one Council for Accreditation of Counseling and Related Educational Programs (CACREP)–accredited counselor education program to train future school counselors to use EBP to advocate for social justice and improve equity and access in education. We provide a case study regarding specific curricular changes to meet this imperative and offer recommendations for future research.
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Goodman-Scott, Emily, and Robert Carlisle. "School Counselors’ Roles in Creating and Implementing Social Stories to Serve Students with Autism Spectrum Disorder." Professional School Counseling 18, no. 1 (September 2014): 2156759X0001800. http://dx.doi.org/10.1177/2156759x0001800108.
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The percentage of students educationally identified with autism spectrum disorder (ASD) is on the rise and school counselors are called to serve this population. Social stories are recommended in the educational literature to address the social and behavioral challenges of students with ASD, but a need exists to examine social stories within the context of school counseling. In this article, the authors provide a case study of a school counselor-facilitated social story using an action research framework in order to illustrate the creation, implementation, and impact of social stories.
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FLORENCE ADEOTI, Yusuf, Ayoade Ejiwale Okanlawon, and Imran Moshood Adesile. "Challenges and Solutions: The Experiences of Newly-Qualified Counsellors." Journal of Education in Black Sea Region 6, no. 2 (May 21, 2021): 70–84. http://dx.doi.org/10.31578/jebs.v6i2.233.
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The emergence of the increases in the rate of different social vices among the adolescents in high schools calls for re-evaluation and updating of the existing operating counselling services in secondary schools' educational system. The study examined the challenges of the newly qualified school counsellors and the solution proffered. Six research questions were raised to guide the study. It adopted a mixed-method research approach. The results of the findings revealed that the lack of recognition of the role of counsellors in the school system was rated the highest among the challenges experienced by newly-qualified counsellors, non-referral of students who need to be sent to a counsellor by teachers was rated second. From the findings of the study of the awareness campaign on the importance of counselling through various media, the finding “more time should be allotted to practicum for counsellors in training” was the highest-rated as the solution to the challenges experienced by newly-qualified counsellors. The results obtained from the study also revealed that male counsellors might be experiencing different challenges from their female counterparts. The results of the study also show a significant difference in the challenges experienced by newly qualified counsellors based on school type. The findings revealed that there is a significant difference in the solution provided by newly qualified counsellors based on gender. The results also show that the solution provided by a counsellor from private schools does not differ from that of their public schools’ counterpart. Based on the findings of the study recommendations were made: government should provide public enlightenment programmes to parents, school administrators, teachers, and students through jingles, posters, billboards on the need to embrace counselling in the school system and make use of the facility. National University commission should revise the counsellor training programme and increase the period allocated for practicum for the counsellor in training in order to equip them for the tasks ahead.
Keywords: challenges, solutions, experiences, newly qualified counsellors
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Levine, Allison. "Preliminary Establishment of the Dispositional Development Scale: Incorporating the Working Alliance in Professional Disposition Assessment." Rehabilitation Research, Policy, and Education 34, no. 2 (June 1, 2020): 114–26. http://dx.doi.org/10.1891/re-19-21.
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This article discusses the initial development of an instrument which was designed to aid educators in assessing professional dispositions in rehabilitation counselor education students, in accordance with the 2016 Council for Accreditation of Counseling and Related Educational Programs (CACREP) Standards. Furthermore, the development of the instrument was embedded with the concept of the working alliance (Bordin, 1979). The current study leads to the introduction of the Dispositional Development Scale (DDS), which was created using a two-phase approach, including content validation by Certified Rehabilitation Counselors (n = 148). The implications for using DDS in rehabilitation counselor education are significant and include a systematic, more transparent method of evaluating students' nonacademic competencies.
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Naparan, Genesis Balongkit. "Assessment of Conventional Counseling Technique: Basis For Scripture-Based Counseling." International Journal of Emerging Issues in Early Childhood Education 2, no. 2 (November 30, 2020): 83–95. http://dx.doi.org/10.31098/ijeiece.v2i2.400.
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This research evaluated the process of conventional counseling techniques in one of the private higher educational institutions to improve its counseling services. This research also aimed at inviting more college students to submit themselves to the counseling process. This study employed a qualitative case study design of Yin (2014) using 32 research participants as key informants: 30 counselees and two guidance counselors. The evaluation of conventional counseling is based on Pal's (2011) seven stages in the counseling process: readiness, reception, reconnaissance, examination, interpretation, application, and review. Based on the findings, most of the students who entered the guidance office were not ready for the counseling process. However, the clienteles had a good impression of the counselors that leads to empowerment. Therefore, one way to enhance the practice of conventional counseling in schools is through the utilization of scripture-based counseling.
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Et.al, Norazani Ahmad. "A Needs Analysis Study on the Development of a Mobile Counselling Supervision System (MoCoSS) For Counselling Internship." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 390–97. http://dx.doi.org/10.17762/turcomat.v12i3.743.
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This needs analysis study focused on acquiring feedback from trainee counselors for developing the Mobile Counseling Supervision System (MoCoss).This system was developed based on the Client Server framework. Based on this framework, MoCoSS would be developed in three phases; the Client phase, the Server phase and the integration phase. The questionnaire regarding the needs analysis was administered using Google form to acquire feebdack about the need for mobile Counseling Supervision while undergoing the counselling internship. The needs analysis study was conducted on 57 respondents who comprised the unedrgraduates and the Masters degree students who were having their counselling internship in schools and other organisations. The findings showed that 67.3 percent of the respondents agreed that the counselling internship should be conducted on-line to support the trainees‘ counselling tasks. The majority of the respondents also showed a positive attitude towards the usage of a mobile counselling supervision system in fulfilling the tasks of counselling internship. The needs analysis provided a basic framework for the development of a mobile counselling system for supervisors and the trainee counselors to support supervision in a conventional manner as well as to reinforce the management of filing and records system continuously during the counselling internship. As such, the development of a mobile Counselling Internship Supervision system could assist the academic supervisors, the supervising counsellors and trainee counsellors in becoming more systematic while fulfilling the maximum 5 supervisions as stated by the Malaysian Counselling Board.
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Hurless, Nicole, and Na Young Kong. "Trauma-Informed Strategies for Culturally Diverse Students Diagnosed With Emotional and Behavioral Disorders." Intervention in School and Clinic 57, no. 1 (February 19, 2021): 56–61. http://dx.doi.org/10.1177/1053451221994814.
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The American School Counselor Association (ASCA) requires that school counselors engage with and advocate for students with emotional and behavioral disorders (EBD), in addition to requiring competency in counseling culturally and linguistically diverse (CLD) students. However, few publications have called for increased attention to the intersectional needs of this population. This column provides a brief rationale for focusing on students with EBD who are also CLD and recommends a trauma-informed approach to supporting them through fostering a safe school-wide environment, building faculty and staff cultural competence, increasing collaborative communication with students and families, and recommending counseling services in individualized education program meetings.
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Fitriani, Nur Asri, Lara Fridani, and Anan Sutisna. "PROFIL KETERAMPILAN KONSELING TEMAN SEBAYA (PEER COUNSELING) ANGGOTA PUSAT INFORMASI KONSELING REMAJA (PIK R) MELALUI JALUR PENDIDIKAN DI KOTA DEPOK." Jurnal Pendidikan 10, no. 2 (December 15, 2019): 47. http://dx.doi.org/10.31258/jp.10.2.47-55.
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This study aims to determine the peer-counselling skills profile who are the members of PIK R (Youth Counselling Information Center), Educational Pathways in Depok. This research used a quantitative approach with a survey method. The samples were selected by using non-probability sampling, saturation sampling technique applied. The sample of the research is all the members of PIK R Educational Pathways in Depok. The respondents are from public junior high school of SMP Negeri 1 (13 students), public junior high school of SMP Negeri 2 (12 students), public junior high school of SMP Negeri 5 (17 students), public vocational school of SMK Negeri 1 (37 students and public senior high school of SMA Negeri 1 (26 students). The instrument used was the Counselor Competencies Scale – Revised consisting of 12 assessment indicators, in which each indicator has 5 statements. Categorization in this study uses a Likert scale with 5 answer choices. The results of the study showed as follows: overall categorization value that the counseling skills of PIK R members exceeding expectations by 25%, meeting expectations by 37%, approaching expectations by 30%, below expectations by 6%, and endangering by 1%. The highest categorization results regarding the peer-counseling skills profile of PIK R members have met expectations of 37%. Therefore, it indicates that the peer counselors of PIK Depok members have knowledge, skills, consistent traits, and they are proficient in counseling skills. The result met the objectives of the Generation Planning Program (GenRe) training activities for peer educators and PIK R peer counselors, namely to improve the knowledge, attitudes and behavior of peer educators and counselors in the GenRe program in managing and developing Indonesian youth PIK, particularly in Depok.
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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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Balich, Robert, Jane Warren, Jennifer Weatherford, Noor Syamilah Zakaria, and Diana Schwede. "Year two." Journal of Applied Research in Higher Education 7, no. 1 (April 13, 2015): 68–82. http://dx.doi.org/10.1108/jarhe-03-2014-0034.
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Purpose – The purpose of this paper is to examine the effects of education and experiential learning on counseling student’s perceptions of substance use and counseling those with substance-related problems. Some counselors report having had negative experiences and beliefs about substance use, abuse, and persons with substance related-problems. A counselor’s negative beliefs and experiences can impair their capacities of working effectively and empathetically with persons who seek help for substance abuse problems. Research reports that education can assist helping professionals to be able to work more efficiently with clients with substance abuse struggles by increasing awareness of substance abuse problems, enhancing empathy, increasing professional’s ability to relate with what clients may be experiencing, training in appropriate interventions, and referral skills. Design/methodology/approach – This study measured changes in students’ attitudes toward addictions following completion of a 15-week addictions counseling course, which incorporated multiple experiential activities in conjunction with information about the effects of various substances and different treatment modalities. Findings – The results revealed significant changes in treatment intervention and non-stereotyping. Originality/value – These changes suggest education might affect attitudes toward substance abuse. The implications of this study can guide counselor educators in designing effective addictions courses and can lead to future discussions on how to use experiential learning in the classroom.
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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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Hatchett, Gregory T. "A One-Size Relationship Stance Does Not Fit All: Customisation of the Counselling Relationship." Australian Journal of Guidance and Counselling 18, no. 2 (December 1, 2008): 210–18. http://dx.doi.org/10.1375/ajgc.18.2.210.
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AbstractMany counsellor education programs require students to undergo intensive training in basic interpersonal skills, such as reflection and summarisation. Not only has research failed to demonstrate the value of such skills in improving client outcomes, but the nondirective counselling philosophy upon which many of the programs are based may be incompatible with the needs and expectations of many clients. This article reviews the research evidence underlying these training programs and then provides both counsellors and counsellor educators with alternative ideas about developing productive relationships with a diverse clientele.
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Forman, Sarah, and Katrina Andrews. "Perceptions of students’ counselling experience with intern counsellors within a tertiary education setting: A thematic analysis." Journal of the Australian and New Zealand Student Services Association 29, no. 1 (May 24, 2021): 59–73. http://dx.doi.org/10.30688/janzssa.2021.1.03.
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Mental health decline and psychological distress is rising among tertiary students’ worldwide andis now recognised internationally as an important public health issue.There is a growing demand for campus-based counselling services as evidence suggests that providing on-campus counselling support can significantly support student mental health and wellbeing. In addition, there is a symbiotic demand for counselling students to have the opportunity to integrate their skills through practice with clients. With the increasing demand for universities and tertiary institutes to provide counselling support, the use of graduate level trainees to deliver counselling services could provide an innovative and effective model to cope with high demand in a cost-efficient way. This qualitative research explores the perceptions of students who have sought counselling, delivered by trainee counsellors within a tertiary education setting. A thematic analysis was used to interpret the data from anonymous, semi-structured survey questions. Three predominate themes were identified; 1) positive experiences of counselling were connected directly to the relationship and positive regard that the counsellor fostered; 2) the counselling process supported the clients’ autonomy, self-determination and resilience and 3) despite nervousness, clients were surprised by the perceived positive benefits of counselling. A fourth theme identified that a minority of clients need a more experienced therapist to support their needs. This study demonstrated that counselling services delivered by trainee counsellors was perceived as helpful by the majority of students and has implications for improving practice and service availability through the use of trainees within university counselling services.
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Et al., Tri Leksono Prihandoko. "Model Development of Mobile-Based Guidance and Counseling Services (Android)." Psychology and Education Journal 58, no. 1 (February 4, 2021): 4225–28. http://dx.doi.org/10.17762/pae.v58i1.1487.
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This study aims to develop a mobile-based (Android) model of guidance and counseling services. This research was conducted using a Research and Development (R&D) approach. Collecting data used a self-esteem scale. From the preliminary data, the researcher found that junior high school students in Semarang needed a cellular-based (android) model of guidance and counseling services. Findings in this study, concluded that so far counseling has several limitations in frequency, material, quantity between counselors and counselees due to limited time and energy so that it is expected that through this media as a solution to provide android-based guidance and counseling services.
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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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Couture, Valerie. "Enhancing Multicultural Awareness: Understanding the Effect of Community Immersion Assignments in An Online Counseling Skills Course." International Journal of Higher Education 10, no. 5 (May 20, 2021): 201. http://dx.doi.org/10.5430/ijhe.v10n5p201.
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Counselor education programs provide counselors-in-training (CITs) with courses focused on counseling skill development to increase the CITs’ interpersonal counseling abilities and increase multicultural awareness. The research study presents findings from the author’s exploration of online students’ experiences in an experiential community immersion assignment. For analysis, the data was divided into three timeframes: (a) pre-experience, (b) active-experience, and (c) post-experience. In the pre-experience timeframe two themes emerged: (a) overwhelming nervousness and (b) judgmental thoughts. In the active-experience timeframe two themes emerged: (a) welcoming environment and (b) normalization of the minority population. During the post-experience reflections three common themes emerged: (a) similarities between groups, (b) motivation to create relationships, and (c) increased empathy. The study concluded the participants reported an overall increase in multicultural awareness through their community immersion experiences.
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Osborn, Debra S., Gary W. Peterson, and Rebecca R. Hale. "Virtual School Counseling." Professional School Counseling 18, no. 1 (September 2014): 2156759X0001800. http://dx.doi.org/10.1177/2156759x0001800114.
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The advent of virtual schools opens doors to opportunity for delivery of student services via the Internet. Through the use of structured interviews with four practicing Florida virtual school counselors, and a follow-up survey, the authors examined the experiences and reflections of school counselors who are employed full time in a statewide virtual school. Findings highlight how virtual school counselors differ in their activities from traditional school counselors. This article presents implications for practice, training, and future research.
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Rayle, Andrea Dixon. "Cross-Gender Interactions in Middle School Counselor-Student Working Alliances: Challenges and Recommendations." Professional School Counseling 9, no. 2 (January 2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900210.
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Middle school counselors are involved in cross-gender interactions with students daily. In order to explore middle school counselors’ experiences in cross-gender student-counselor working alliances, interviews were conducted with 22 practicing middle school counselors. Selections from the resulting conversations reveal that female and male middle school counselors describe their same-gender counselor-student relationships as less challenging and perceive more challenges in their cross-gender relationships in school counseling. Recommendations are offered for cross-gender relationship building for middle school counselors working with students.
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Siyez, Diğdem Müge, and Aslı Uz Baş. "Turkish School Counsellors and Counselling Students' Knowledge of Adolescent Suicide." Australian Journal of Guidance and Counselling 19, no. 1 (July 1, 2009): 25–40. http://dx.doi.org/10.1375/ajgc.19.1.25.
Full textAbstract:
AbstractThe aim of the study was to investigate the knowledge of Turkish high school counsellors and counselling students about adolescence suicide. The sample consisted of 71 school counsellors and 82 third and fourth year psychology counselling students who completed the Adolescent Suicide Behavior Questionnaire. The results showed that although counselling students have more knowledge than school counsellors, both groups are not well informed about adolescent suicide, with many school counsellors and counselling students unable to determine the risk, precipating and demographic factors and differential warning signs of adolescent suicide in Turkey.
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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.
Full textAbstract:
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.