Academic Counseling Program Research Articles

Examination of Treatment Progress Among College Students in a University Counseling Program

This study evaluated an academic counseling program called the University Turn Around Program (U-Turn) for college students experiencing mental health concerns and low academic achievement. Forty-three (27 men, 16 women) college students ranged in age from 18–25 years old (M = 19.65, SD = 1.46), with 29 freshman, eight sophomores, and six juniors. Thirty-four students identified as Hispanic (79%), two students identified as African American (5%), and seven students identified as White/Caucasian or other (16%). Depression, generalized anxiety, and academic distress were measured on the CCAPS-34, and anxiety, concentration, motivation, self-testing, and time management were measured on the LASSI-3. Paired samples t tests revealed statistically significant improvements for each measure that were characterized by medium to large effects (d = 0.55 to 1.18) but were not clinically significant. These results support the need for additional inquiries into the use of the U-Turn program’s inclusion in university counseling centers.

Immediate Program Graduate Attributes and Learning Outcomes of Pre-Service Teachers and their Retrospection in Studying

Graduate attributes and learning outcomes are the building block of university curricula to produce responsive and relevant educators of the 21st century. This paper focuses on the assessment on the acquisition of the program graduate attributes and learning outcomes for teacher preparation program. It describes the retrospection of the students which will serve as basis for the program strategic enhancement. This study employed descriptive survey to seventy-five (75) graduating teacher education students. Findings revealed that the top five highest program graduate attributes are lifelong learner, responsive teacher, ethical educator, subject matter expert, and multi-literate educator while the bottom five are effective communicator, value-laden educator, instructional material developer, classroom manager, assessor and evaluator, and curriculum planner and implementer. Grade in field study courses spelled difference on the acquisition of graduate attributes. Implying that students with high academic performance perceived themselves to have a high level of acquisition of the IGA. Retrospection of the respondents showed excellent satisfaction the research and extension services, academic counseling program, and qualities of the instructors and professors. Further, family and relatives were influential in choosing teaching as career preparation. Finally, parents' satisfaction and geographic locations are important factors that affect enrolment of the teacher education program.

Group Obedience and Its Impact on Academic Counseling Among Students

This study sought to establish the impact of group obedience on academic counseling by comparing boys and girls in public secondary schools in Tharaka- Nithi County, Kenya. Causal- comparative research design was employed in this study. The accessible population was 9,419 form three students from public secondary schools in the county. A total of 12 schools were sampled using stratified sampling technique while random sampling was used to select 29 student respondents from each of the sampled schools. A sample of 348 respondents was involved in this study. Data was collected through a students’ questionnaire. Validity of the instrument was ensured through judgments of research experts and scholars in the related area of study. Reliability of the instrument was estimated through a pilot study and the minimum threshold for reliability of the instrument was set at alpha 0.7. A reliability coefficient of 0.81 was got from the students’ questionnaire. Descriptive statistics of frequencies and percentages were used to analyze data, while inferential statistics of a t- test was used to test the hypothesis. Hypothesis was tested at a significant level of alpha 0.05. Data analysis was aided by Statistical Package for Social Sciences (SPSS) version 21 for windows. A summary was used to organize qualitative data. It is recommended that teacher counselors intensify academic counseling programs by organizing sessions for various groups among students regardless of gender on how group obedience impacts on academic counseling.

The development and effectiveness of a school academic counseling program for middle school students

The development and effectiveness of a school academic counseling program for middle school students

Development of a Classroom-Based Academic Counseling Program for Academic Development of Elementary School Students

Development of a Classroom-Based Academic Counseling Program for Academic Development of Elementary School Students

Development of Web-based Academic Counseling Program for Middle School Students and Its Effectiveness

Development of Web-based Academic Counseling Program for Middle School Students and Its Effectiveness

학업상담 프로그램 연구 동향

The purpose of this study was to examine recent research trends in academic counseling programs and to help direct for future research on academic counseling programs. In this study, 100 research studies on academic counseling programs, which were registered with the National Assembly's Library between 1991 and 2009, were analysed using seven criteria. The seven program analysis criteria were the backgrounds of the researcher, the subjects of the program, the purpose of the program, the research themes, the program development procedures, the methods of implementing the programs, and the evaluation of the programs. The findings of the study indicated the following: First, research studies on academic counseling programs in Korea concentrated on academic methods as independent variables, and academic achievement as dependent variables; Second, most academic counseling programs were recomposed from academic counseling programs in previous research results, but programs are increasingly being developed systematically; Third, research studies on academic counseling programs were conducted for the purpose of treatment in the initial stages, but research studies on academic counseling programs aimed at prevention are increasin; And fourth, the evaluation of academic counseling programs was focused on verifying the effects of the programs, but the evaluation of students' satisfaction based upon the reflection of their satisfaction and opinions is increasing. The implications of the results of this study were provided.

Communication Between College Counselors and Academic Faculty When Supervising Graduate Student Trainees

College counseling centers play an important role in the training and supervision of counselor trainees. This article addresses the importance of communication between college counselors and academic counseling program faculty when college counselors supervise graduate students from academic counseling programs. As the authors discuss, effective communication contributes to positive and productive training experiences for graduate student trainees. Suggestions are offered for successful communication between counseling center staff and program faculty.

Parental representations and attachment style as predictors of support‐seeking behaviors and perceptions of support in an academic counseling relationship

AbstractThe role of parental representations and attachment style as predictors of support‐seeking behaviors and perceptions of support in the context of an academic counseling relationship was investigated. Prior to participation in a 10‐hour academic counseling program in college, 91 students completed scales assessing perceptions of their current relationship with their parents and their attachment style. Students' support‐seeking behaviors and counselors' sensitivity, as reported by both participants (students and counselors), were evaluated twice during the counseling process, and general feelings of support were evaluated at the end of the program. Parental representations and attachment style both predicted students' support‐seeking behaviors and perceptions of support in counseling. The strength of the prediction differed as a function of time of measurement and source of evaluation. In addition, student‐perceived counselor sensitivity was found to mediate the relation between parental representations and support‐seeking behaviors in counseling