School Counselors Research Articles

The effect of professional school counselor's Job Stress on Burnout: dual mediating effect of Self-Compassion and Compassion Fatigue

The effect of professional school counselor's Job Stress on Burnout: dual mediating effect of Self-Compassion and Compassion Fatigue

Learning from the pandemic: School counsellor experience during the pandemic in the United States

Learning from the pandemic: School counsellor experience during the pandemic in the United States

Public school teachers' perceptions of internet gaming problems among students：current status and challenges

Objectives This study aimed to identify and understand the challenges faced by public school teachers regarding issues related to Internet gaming.Methods An electronic questionnaire was administered to 400 public school teachers in the Saitama Prefecture from September to November 2021. A total of 352 valid responses were obtained. The survey content included teachers' knowledge of gaming disorders, whether their students experienced gaming-related problems, difficulties perceived by teachers, how they discovered the problems, how they dealt with them, the challenges they faced in dealing with the problems, and desired support. Data were analyzed based on the teachers' roles, responsibilities, type of school, and knowledge of gaming difficulties. Fisher's exact probability tests were used to determine significance, and adjusted standardized residuals were used to assess the differences between groups.Results Nearly 63.1% of the teachers already had knowledge of gaming disorders, and 49.4% acknowledged the existence of students with gaming problems. The most common reasons for discovering problems were disrupted daily rhythm (51.7%) and increased tardiness and early dismissal (34.7%). The main actions taken to address gaming problems were "consultation and information sharing with families" (48.6%) and "individual guidance by teachers" (34.1%). Approximately half of the teachers indicated that they regularly experienced difficulties in activities related to prevention, early detection, student support, and interaction with parents. Specific challenges included limited guidance and involvement with families (61.4%) and the inability to intervene and provide effective support (62.5%). Teachers' support included programs for addiction recovery (56.8%), awareness programs for parents (56.0%), and staff training to increase the understanding of gaming disorders (50.5%). The responses varied according to teacher role and school type, indicating that implementation rates and difficulties were higher in middle schools.Conclusion We found that teachers tended to view internet gaming problems as family problems and provide complementary support for home education. Teachers also found it difficult to deal with students with gaming problems. Depending on the teacher's role in the school and the type of school, requests for support varied. Elementary and special-needs schools needed teaching materials that could be used for classroom and school-wide instruction and guidance for concerned students and their parents; junior high schools needed a consultation system with school counselors and other professionals and cooperation with healthcare; and high schools needed measures and support, including social support.

The importance of academic advising for dual credit and early college high school students

AbstractAcademic advising for dual credit and early college high school students is significant to postsecondary matriculation and degree completion of these students after high school graduation. Unstructured advising can lead students to take excess credits and have an unclear path to a postsecondary credential. This study focused on the importance of academic advising, ensuring a clear path is identified for each student participating in a dual credit or early college high school program. A qualitative survey identifying high school personnel's understanding of advising, needs to better serve students, and current challenges facing high school counselors is discussed. Quantitative data landscapes student demographics and attempted versus completed credits for both dual credit and early college high school students at multiple high schools. Practitioner recommendations underscore the need for college advising by a college advisor who is familiar with the college advisement process versus a high school counselor who focuses on high school completion needs.

Avoiding “random acts of guidance”: Strategies for middle grades school counselors that lead to lasting learning

In a successful middle school, school counselors support young adolescents’ academic progress and personal wellbeing through a variety of methods. Classroom instruction, or classroom guidance, offers one method of providing such support and features the benefit of allowing middle grades school counselors to reach all students in their schools. However, school counselors often face challenges in designing effective classroom instruction that causes deep, long-term learning and allows students to apply new concepts or skills to their own lives. To achieve lasting learning of key mindsets and behaviors, school counselors’ lesson planning must be rooted in the science of how people learn. This article presents four research-based “laws of learning” that will help middle level school counselors avoid creating classroom instruction lessons with unintended barriers to learning in the form of strategies that contradict learning science.

The Effectiveness of Counseling Pojok Cerita (Po'rita) in Maintaining Mental Health of Adolescent

Adolescent mental health including anxiety, depression, bipolar disorder and psychosis is a serious public health challenge because it can affect fundamental aspects of human life. One effort that can be made to maintain mental health is through counselling as an intervention to solve mental problems. The aim of this research was to see the effectiveness of counselling Pojok Cerita (Po'rita) in maintaining the mental health of teenagers. The research used a pre and post-test research design with a population of class X and XI students. Before the counselling session, mental health screening was conducted using the Self-Reporting Questionnaire (SRQ). Out of 93 respondents, 43 students exhibited symptoms of mental health problems. The sampling technique employed was purposive sampling, targeting only students with identified mental health issues. Data were analysed using the Paired T-test. Before the counselling, all 43 students (100%) showed symptoms of neurosis (psychological issues), 37 (86%) exhibited psychotic symptoms, and all 43 students (100%) displayed symptoms of Post-Traumatic Stress Disorder (PTSD). After the counselling, 19 (44%) still showed symptoms of neurosis, 17 (39%) still exhibited psychotic symptoms, and 18 (42%) continued to display PTSD symptoms. There was a significant reduction in the number of students experiencing mental health problems post-counselling, with a p-value of 0.00<0.05. The Pojok Cerita (Po'rita) counselling program is effective in maintaining the mental health of teenagers at SMA Negeri 1 Kebomas. It is recommended that the Po'rita counselling program collaborate with school counselling services to provide therapeutic interventions for adolescent mental health issues.

Racial Composition and Perceptions of Microaggressions: Implications for High School Counselors

This study examined the impact racial composition of prior environment (specifically, high school and neighborhood environments) has on reported racial microaggression occurrence among self-identified minority college students in the Midwest. Participating students completed the Racial Microaggression Scale, a survey instrument whose primary domain is intended to assess the frequency of occurrence for racial microaggressions. Findings indicated that racial composition of high school and neighborhood environments has a statistically significant effect on reported racial microaggression occurrence. Additionally, findings indicated that microaggression themes of criminality and undesirability are particularly related to the racial composition of prior environment, with students from a majority minority background reporting incidents of criminality and undesirability themed racial microaggressions more frequently than their peers. Implications will be included for professional school counselors working with these students at the high school level.

Crisis intervention, mediation, counseling, and mentoring in schools: Building resilient educational communities

Crisis intervention, mediation, counseling, and mentoring in schools: Building resilient educational communities

Impact of Gestalt and Reality Counseling on Reducing Junior High School Students’ Anger in Social Media

Adolescent emotional development can be enhanced by effectively managing conflicts in everyday life, such as those encountered on social media. This study aims to evaluate the effectiveness of Gestalt group counseling with Rehearsal techniques and Reality group counseling with Expressive Writing techniques in mitigating anger emotions in students' social media interactions. Conducted as an experimental research with a pre-test-post-test two-treatment design, the study utilized purposive sampling to select 16 eighth-grade students from State Junior High School 2 Wagir, Malang Regency, Indonesia who demonstrated high levels of anger in social media. The participants were divided into two groups: one receiving Gestalt group counseling with Rehearsal techniques and the other Reality group counseling with Expressive Writing techniques. Data on anger emotions were collected using a specific anger instrument and analyzed with a t-Test. The findings indicate that: (1) Gestalt group counseling with Rehearsal techniques is effective in reducing anger emotions in students on social media; (2) Reality group counseling with Expressive Writing techniques is effective in reducing anger emotions in students on social media; (3) Gestalt group counseling with Rehearsal techniques is more effective than Reality group counseling with Expressive Writing techniques in reducing anger emotions in students on social media. The outcomes of this research may provide school counselors and researchers with additional references for the application of Gestalt group counseling in reducing anger emotions in social media among students.

Assisted Problem Based Learning Mobile Learning Application to Improve Preservice Counselor Problem Solving Skills

In today's digital era, the need for effective problem solving skills is increasingly urgent, especially for preservice counselors who will play an important role in helping individuals overcome various challenges. This research aims to test the effectiveness of Application-assisted Problem Based Learning (PBL). Mobile Learning (MLA) through the Bikonesia platform in improving the problem solving abilities of guidance and counseling students (school counselors initial service). This research method is descriptive qualitative by using a quasi-designpre-test post-test experiment control group design which was carried out for 8 weeks. The subject of this research is students majoring in guidance and counseling in one academic year Treatment using the PBL process is divided into five stages: Problem analysis and learning, Discovery and reporting, Solution presentation and reflection, Overview, integration, and evaluation. Data was collected using the Problem Solving Skills Scale developed by researchers. Data were analyzed using an independent t test to compare data stop you And post-test. Hypothesis test results show that Sig. This shows that the model Problem Based Learning (PBL) assisted by Application Mobile Learning (Bikonesia) has a significant effect on improving problem solving abilities Preservice Counselor. Future researchers should consider or even test multiple skills simultaneously through PBL. The implications of this research are can encourage educational institutions to integrate mobile technology in the learning process, considering its effectiveness in improving problem-solving skills.

Manajemen Peningkatan Kepercayaan Diri Siswa Melalui Layanan Bimbingan Kelompok di Kelas X SMAN 1 Parigi

This study aims to explore the management of confidence-building in students through group guidance services in the 10th grade at SMAN 1 Parigi. The study employs a descriptive method with a qualitative approach, involving data collection techniques such as observation, in-depth interviews, documentation studies, and data source triangulation. The research process includes planning, organizing, implementing, and controlling group guidance services focused on enhancing students' confidence. The results show that group guidance services are effective in boosting students' confidence through active participation in group discussions, role-playing, and other activities designed to motivate students to express their opinions and feelings. The school counselors play a crucial role in facilitating and directing the group guidance sessions and conducting regular evaluations to ensure the program's goals are met. Challenges include students who tend to be reserved and the lack of collaboration between homeroom teachers and school counselors. However, with a closer approach and higher intensity of guidance, it is expected to build closer relationships and trust between school counselors and students, significantly increasing students' confidence.

THE ROLE OF GUIDANCE AND COUNSELLING IN STRENGTHENING STUDENT DISCIPLINE IN SENIOR HIGH SCHOOLS IN SENE EAST DISTRICT OF GHANA

The study explores the role of guidance and counselling in bolstering student discipline across the two public senior high schools in Sene East District, Ghana. A total of 2,897 participants, including headmasters, school counsellors, teachers, and students, formed the study population. A sample size of 310 was used, comprising randomly selected students, teachers, headmasters, and school counsellors. This sample size constitutes 10% of the total population. The study employed a questionnaire which experts at the University of Education in Winneba validated. The data were analysed through descriptive statistics. The findings indicated that there is a dynamic teacher-student interaction in schools. However, it highlighted inadequate computer facilities within the guidance and counselling setup. Despite improvements in discipline and academic performance attributed to guidance and counselling, challenges such as a lack of legal framework, shortage of trained teacher counsellors, and excessive workload were evident. The study highlights the importance of fostering dialogue and nurturing strong relationships among students, counsellors, teachers, and administrators to promote effective conflict resolution and enhance overall discipline.

Emotional Intelligence And Test Anxiety Among Secondary School Students In EGOR Locality Of EDO State, Nigeria

The study investigated emotional intelligence and test anxiety among secondary school students in Egor Locality of Edo State, Nigeria with a view to guide them to overcome the usual fear syndrome associated with examinations.The study adopted a descriptive survey design.The target population consisted of 6069 (six thousand and sixty-nine) students in the 10 (ten) public Senior Secondary Schools in Egor Local Government Area of Edo State, Nigeria. A sample size of 380 (three hundred and eighty) secondary school class 2 students, were randomly selected from five randomly selected secondary schools in the study area. Two instruments, the Schutte self-report Emotional intelligence test (Schutte et al., 1998) and the Test Anxiety Questionnaire (Nist & Diehl, 1990) were adapted to collect data for the study. Mean, Standard Deviation, Pearson Product Moment Correlation and t-test were adopted to analyse the data. Findings indicated a moderate level of test anxiety among the students, though not found to be dependent on the sex of students. A non-significant negative correlation was also found to exist between emotional intelligence and test anxiety. Based on the findings, it was recommended that the government should continue to deploy professional counsellors to schools to assist in improving the usual fear syndrome associated with examinations among students. In addition, school counsellors as a routine service, should provide students with skills to improve emotional intelligence and strategies that would help to overcome test anxiety.

EFFECT OF SPIRITUAL INTERVENTION ON STRESS MANAGEMENT AMONG STUDENT MOTHERS IN KENYAN PUBLIC SECONDARY SCHOOLS IN KENYA: A CASE OF BUNGOMA COUNTY, KENYA

Internationally, teenage pregnancy has been recognized as a major pertinent issue. Lack of adequate family support affects the emotional well-being of the pregnant student mother as well as the unborn and/or the newborn baby. Furthermore, student motherhood hinders the chance of the student mother from completing her studies. In Kenya, teenage pregnancy thwarts achievements in the education of the girl child. The objective of this study was to establish the effect of spiritual intervention on stress management among student mothers in public secondary schools in Kimilili Sub-County, Bungoma County, Kenya. This study was guided by William Glasser’s Psychological Reality Theory on Maladaptive Behaviour. The study employed a cross-sectional research design. The target population was 5,069 Form three and Form four girls from public secondary schools in Kimilili Sub-County, Bungoma County, Kenya. The study also targeted 23 school Guidance and Counselling teachers as well as 23 school Chaplains. The sample size table proposed by Krejcie & Morgan, 1970 was used to obtain 381 female students from girls’ schools as well as mixed schools, 19 Guidance and Counselling teachers and 19 School Chaplains. Questionnaires and interview schedules were used to gather qualitative and quantitative data. The instruments used to collect data were piloted with the intention of establishing their validity and reliability using a Cronbach alpha value greater than 0.7, which is an indication of higher reliability. SPSS package version 23 was used to analyse both descriptive and inferential statistics. Presentations were done in frequencies and percentage tables. Descriptive data were analyzed using means, percentages, and standard deviations. Inferential data were analyzed using Pearson’s product-moment correlation coefficient (r). Spiritual counselling had a positive and significant effect on stress management (r=0.836, p<0.000). The study concluded that spiritual intervention has a significant effect on stress management among student mothers in public secondary schools in Kimilili sub-county, Bungoma County, Kenya. Consequently, this study recommends that schools should prioritize and enhance consistent pastoral support for student mothers. Also, there is a need for comprehensive sex education from parents, guidance and counselling teachers, school and religious leaders. Further, the study recommends that future studies be conducted on specific counselling approaches that prove most effective in managing stress among student mothers. Also, there is a need to consider further studies on factors contributing to teenage pregnancies among students in the region.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0890/a.php" alt="Hit counter" /></p>

Don’t Say Gay: Preparing School Counselors to Support LGBTQ+ Students in Unsafe School Environments

Don’t Say Gay: Preparing School Counselors to Support LGBTQ+ Students in Unsafe School Environments

Impact of state and trait emotion regulation on daily emotional exhaustion among Korean school counsellors.

School counsellors in South Korea face significant emotional exhaustion due to their challenging occupational environment. Previous studies have shown that cognitive reappraisal (CR) reduces emotional exhaustion, whereas expressive suppression (ES) increases it. However, these findings predominantly rely on trait questionnaires within cross-sectional approaches, overlooking the dynamic nature of emotion regulation (ER) strategy selection. Individuals may choose strategies that deviate from their general tendencies based on situational demands. There is limited empirical knowledge regarding the interaction between trait and state regulation strategies and their influence on exhaustion. Utilizing the strategy-situation fit hypothesis, this study examines the context-specific effects of ER strategies, considering both situational contexts and individual response tendencies. A multilevel analysis was performed to examine the influence of state and trait ER strategies on daily emotional exhaustion. A daily diary study was conducted for 5days with 111 Korean school counsellors. Daily CR was associated with lower daily exhaustion and daily ES predicted higher daily exhaustion. Contrastingly, none of the trait ER strategies had an impact on daily exhaustion, but the trait level of both strategies significantly moderated the relationship between daily CR and exhaustion. The positive impact of daily CR was more pronounced in school counsellors who often utilized suppression strategies, and this impact was also evident in trait reappraisal. Re-evaluating daily emotions instead of suppressing them may assist in coping with emotional exhaustion caused by work. The effectiveness of these strategies may vary based on an individual's inclination to regulate emotions as state and trait. ER may aid in implementing preventive interventions for school counsellors experiencing emotional exhaustion.

Literature Review: Pemanfaatan Instrumentasi Tes Minat terhadap Layanan Bimbingan dan Konseling

Interest and aptitude tests help in recognizing children's potential early on, so that parents and educators can plan education that is more suitable and supports the optimal development of children's potential. The purpose of this study is to help individuals know that interest and aptitude test instrumentation has a major impact in directing individuals in developing themselves, both in academics and careers. Children who study and work according to their interests tend to be more motivated, happy and accomplished. With a clear understanding of interests and aptitudes, children can make better decisions regarding future education, major and career choices. In this study we used the Literature Review method by collecting several sources. The results and discussion of the literature review discussion regarding interest tests, interest inventories, and Android-based psychological test applications in guidance and counseling in schools show that these tools are very important to help students determine educational and career paths according to their interests and talents. Interest tests help reduce uncertainty in career decision-making, improve the fit between individuals and jobs or study programs, and expand understanding of the psychological tendencies underlying their choices.

ACADEMIC BURNOUT CONDITIONS IN INDONESIAN STUDENTS: PHYSICAL, MENTAL, AND EMOTIONAL

The unclear end of the Covid-19 pandemic has had an impact on learning in schools. Students as an affected community cause the online learning process with various limitations, even though students have begun to get used to online learning. Conditions related to online learning pose a new problem about academic burnout. This study aims to develop an academic burnout scale and describe the condition of student academic burnout. The research method uses a mix-method with academic burnout variables and the target is students. The results found three aspects of academic burnout from physical fatigue, mental exhaustion, and emotional exhaustion. The burnout scale is validly tested with reliability in the very high category. The measurement of student academic burnout found that the average student has a high burnout category as a result of online learning. The effects of burnout conditions are self-confidence, motivation, achievement, self-control or depression in students. Immediate intervention for the prevention, reduction, or alleviation of burnout by school counselors or in collaboration with psychologists or universities.

Urgency of management and supervision guidance and counseling in an effort to create responsive and quality services

This study investigates the importance of management and supervision in ensuring the quality and success of school counseling programs. Effective management practices involve planning, organizing, and overseeing counseling services to ensure they align with students' needs and deliver effective, efficient, and high-quality support. Supervision provides counselors with essential guidance, monitors service delivery quality, and promotes professional development through skill improvement and problem-solving. This collaborative approach fosters communication, accountability, and continuous program improvement. Ultimately, strong management and supervision empower counselors to deliver high-quality services that benefit students, parents, and school staff

Neurodiversity-affirming school counselling: supporting neurodivergent student wellbeing with person-centred therapy

Neurodiversity-affirming school counselling: supporting neurodivergent student wellbeing with person-centred therapy