School Counseling Services Research Articles

Perceptions of Students and Teachers Toward Guidance and Counseling Services in South West Ethiopia Secondary Schools

The study was intended to examine practices of Perception of Teachers and Students for Guidance and Counseling services in South west Ethiopia Secondary Schools. The research design was a descriptive survey research. The total participants of study were 500 and among total participants 108 were teachers and 394 were students. The study was used Multi stage sampling techniques. At first stage among 78 secondary school in south west Ethiopia, 8 secondary schools were selected by random sampling techniques using lottery methods. On the second stage 392 students and 108 teachers were selected by systematic sampling techniques. The instruments of data collection was Likert scale closed-ended self- administered questionnaire used and validation of the instruments was done by using experts' review and discussion. The study was used quantitative methods of data analysis. The analysis of data was done using descriptive statistical measurements like, percentage, mean, standard division, and independent t-test were computed to analysis the response from students, and teachers. The results of study indicated that the students and teachers mean perception scores to needs of guidance and counseling for students learning was positive. The perceptions of both students and teachers to ward school guidance and counseling services working on students future career, personal problems and students empowerments and decision making was negative. The computed independent t-test result revealed that there was no statistical significant difference between students and teachers means perception scores guidance and counseling services which was implies both teachers and students had the same perception for services of guidance and counseling in their schools. The mean perception of the students toward the non trained individuals could be of guidance and counselor officers were average while perception teachers were negative. Regarding to cost effectiveness of guidance and counseling services both students and teacher’s perception means score were negative. From these results it was recommended that Since perceptions of students and teachers may affected based on the guidance and counseling survives; Education bureau in collaboration with higher educational institutions should prepare on job training to improve counseling skills of the guidance and counselors officers.

Students’ Patronage of Guidance and Counselling Services in Senior High Schools in Ghana

Students’ Patronage of Guidance and Counselling Services in Senior High Schools in Ghana

Beneficiaries; satisfaction with the School Counselling Services in Namibia

The study investigated the education stakeholders’ (beneficiaries’) satisfaction with the school counselling services provided to them and their families. The study employed a mixed methods approach, hence both qualitative and quantitative data were collected. The population studied consisted of 288 learners, 142 principals, 68 teacher-counsellors and five parents from schools in Ohangwena region. Questionnaires and interviews (in-depth individual one-on-one semi-structured interviews and focus group discussions) were used to gather data. Quantitative data were analysed by using Statistical Package for Social Sciences (SPSS), while qualitative data were analysed by the use of themes and coding. The study revealed that the beneficiaries were satisfied with the educational, personal/social, and career services, but were dissatisfied with consultation and referral services. It also emerged from the study that parents felt left out and not well enlightened on the value of school counselling services. Therefore, it is recommended that teacher-counsellors regularly hold awareness raising activities on school counselling services to educate parents and other stakeholders on the significance of these services and advocate for the needs of all learners.

ASSESSMENT OF THE EFFECTIVENESS OF SCHOOL GUIDANCE SERVICES AS PERCEIVED BY SECONDARY SCHOOL PRINCIPALS IN EDO STATE, NIGERIA

The study investigated the effectiveness of school guidance services as perceived by principals in Edo State, Nigeria. The study sought to examine secondary school principals’ perception on the effectiveness of guidance services (orientation, appraisal, information and counselling services) and determine gender and school location differences in principals’ perception of the effectiveness of counselling services in schools. The descriptive survey design was adopted for the study. A sample of 36 schools (1 rural and 1 urban) were drawn from public senior secondary schools in the study area using purposive random sampling. The instrument used for the collection of data was a self-developed questionnaire titled: “School Guidance Services Effectiveness Questionnaire (SOGSEQ)”. The construct validity was ascertained by the Principal Component Analysis (PCA) while the Cronbach reliability alpha of the questionnaire yielded an overall index of 0.84. The descriptive statistics such as mean (X ̅) and standard deviation (S.D) was used to analyze the research question 1 while the t-test for independent sample means was used to test the hypothesis at 0.05 alpha level. Results from the analysis showed that principals perceived orientation services to be the only effective guidance service in secondary schools in Edo State. Result further showed that there is a significant difference between rural and urban principals in their perception on the effectiveness of school guidance services (appraisal, information and counselling services) in secondary schools in Edo State. It is recommended that guidance counsellors in the secondary schools should realize that their guidance services should be such that will enable them to meet the needs of learners in schools. For this to be achieved, school heads, teachers, parents and the government must also be actively involved in providing their support for the delivery of the services when necessary

Parental Involvement in School Counseling Services: Challenges and Experience of Counselor

School counselors include parents as informants in school counseling for various reasons like for consultation and client’s intervention which could lead to a different experience. The objective of the present study was to explore the challenges faced by school counselors when involving parents in the school counseling process and the ways they handle the challenges. The participants consisted of seven school counselors, with whom in-depth interviews were conducted. The subjective experiences of the school counselors were objectively interpreted by the researcher using interpretative phenomenological analysis. The research results were categorized into master and subordinate themes using double hermeneutics. The results revealed that although school counselors have their own individual perceptions of challenges and methods of handling parental inclusion in the school counseling context, there still exist similarities in their methods of handling. The study highlights school counselors’ beliefs about parents’ perceptions and expectations of counseling as well as parents’ reaction toward their child’s problem as a challenge. The findings throw light on the need for stronger evidence-based practices and policies for school counseling programs. Training and competence-building programs for school counselors would improve the service delivery.

Validasi Instrumen Skala Hambatan dalam Memperoleh Bantuan Psikologis untuk Kebutuhan Layanan Bimbingan dan Konseling di Sekolah

The barriers associated with psychological relief search are defined as a general aversion to receiving psychological help or factors that inhibit psychological help-seeking behavior. The purpose of this study was to validate the scale of barriers in obtaining psychological assistance for the need for guidance and counseling services in schools. In line with this objective, the validity and reliability of the scale were examined in five different studies. The results of the validity and reliability test show that the scale consists of five dimensions, which are labeled as fear of stigmatization by society, trust in mental health professionals, difficulties in self-disclosure, devaluation perceptions and lack of knowledge. Subjects in this study amounted to 37 students. The findings indicate that the barriers to obtaining psychological support for school counseling and guidance needs are valid and reliable instruments for measuring student barriers in obtaining psychological assistance that school counselors will then use for school guidance and counseling services. Keywords: validity, student barriers, psychological help, guidance and counseling service needs in school.

PERAN TATA KELOLA LAYANAN BIMBINGAN DAN KONSELING BAGI SISWA DI SEKOLAH


 
 
 Guidance and Counseling in schools is a service that is held as one of the support of teaching and learning activities in schools. In its day-to-day activities guidance and counseling is organized by Guidance and Counseling teachers to implement four areas of counseling, counseling services, support activities that all can assist students in learning in school and living everyday life as learners. Based on its activities a Guidance and Counseling teacher needs to master the governance of Guidance and Counseling services in school, because a teacher Guidance and Counseling is a manager and implementer of every Guidance and Counseling service in school. Guidance and Counseling Teachers should be able to design Guidance and Counseling programs, make measurements, archive all counseling data relating to students to the evaluation. All such activities are called governance of Guidance and Counseling services in schools. Thus a Guidance and Counseling teacher has a significant role in governance of counseling and guidance services for students at school. A significant role of teachers Guidance and Counseling can help students in developing personality and ultimately students can plan their future according to capabilities possessed.
 Keywords: guidance and counseling, management, service, school, students
 
 

The State of Guidance and Counseling Services in Southwest Ethiopia Secondary Schools

The State of Guidance and Counseling Services in Southwest Ethiopia Secondary Schools

The study on determining environment and nature awareness of pre-school students and mentally disabled in Nigde province: Art therapy


 
 
 The study is about asking the children to draw who are students of pre-school and special education institutions. It is aimed to determine environment and nature awareness of the children with the guidance of school counseling services. It is only said that they can just draw on ‘environment and nature’. The children are not informed about what they must draw. The study is applied on 551 preschool students (65 of them are disabled ones) and performed at Nasrettin Hoca Pre-School, Sayde and Mahmut Tek Pre-School, Minik Kalpler Kindergarten, Safir Kindergarten, Odtu Schools, Private Nigde Akkol Schools, Emine Teoman Special Education and Practice Center in Nigde and Mahmut Ozenc Special Education Center in Bor-Nigde. The study brings out the comparison results of the pictures drawn by mentally disabled students and preschool students.
 Keywords: Children, nature awareness, art therapy.
 
 

Acceptability of Psychosis Screening and Factors Affecting Its Implementation: Interviews With Community Health Care Providers.

Although screening for psychosis may reduce the duration of untreated psychosis, the barriers and facilitators associated with implementing such a procedure in various care settings have not been explored. Investigators conducted in-depth, semistructured interviews with 17 members of school counseling services or community mental health staff at sites that administer a psychosis screening tool. Using an inductive approach to thematic analysis, they evaluated the acceptability of psychosis screening and barriers to and facilitators of implementation. Participants reported few barriers to implementation. However, several service-, client-, and program-level factors were considered to significantly affect the implementation of screening. Most participants found that using the screening tool did not significantly affect their overall workload. Facilitators included leadership support, the novelty of using a technology-based screener, regular staff training, and the importance of establishing an effective link between community services and specialty care, with these factors important at different stages of the process. Screening for psychosis was associated with significant advantages over referrals based on clinical judgment alone, including increased speed and accuracy of identification, increased confidence in diagnosis, and the provision of a clear pathway to specialty treatment. The experiences of school counseling and community mental health teams suggest that incorporating a technology-based screening procedure for early psychosis is feasible. Identifying barriers and facilitators at various stages of the screening procedure may reduce the dropout of clients potentially eligible for early psychosis care.

Counselling services for gifted students in Malaysia: A qualitative exploration

This research is conducted to study in detail issues regarding the perception and experience of local gifted and talented students towards guidance and counselling service in their school environment. Research sample includes 30 students from the first and second cohort in a ‘lab’ school that provides a special-need education programme for the gifted and talented students. This qualitative study combines focus group and in-depth interview as data collection method, and the data is analysed in detail using NVivo version 10.0. Findings show that the issues affecting the local gifted and talented students are related to their career and academic pathway as well as psychosocial being. Their uncertainties have encouraged them to seek for guidance and counselling services. Findings also indicate that the students’ perception and experience on the guidance and counselling service in general are made of both positive and negative reactions. The overall findings are discussed in the context of suggestions for best practices and differentiated school counselling services that cater towards local gifted and talented student’s population.

Call to boost school counselling services

Council leaders and professional organisations say mental health green paper should prioritise counselling services based in schools

Spotlighting Stigma and Barriers: Examining Secondary Students’ Attitudes Toward School Counseling Services

Student attitudes toward accessing school counseling services were the focus of a survey of 3,584 middle school and high school students. Respondents identified barriers to seeking help from school counselors, including stigma, a desire to manage problems themselves, a lack of a positive relationship with their school counselor, and a concern that the counselor would not keep disclosures confidential. This study also examined the impact of gender, age, and race/ethnicity on students’ willingness to seek help from their school counselor. We present implications for practice and future research.

How to Improve Service Quality in School Counselling Services?

The purpose of this research is to examine service quality model for increasing the quality of Guidance and Counselling (GC) services. The research oncoming uses the quasi experiment pre-test and post-test control group design. The result of this research: (1) In the pre-test, the quality score of GC services experimental and control group is in the basic category; (2) After the service quality model has been implemented, an increasing quality happen to the experimental group and become the surprising to unbelievable category. Besides that, the controlling group still in the basic category; (3) The service quality model is effective for increasing the service of performance dimension the GC teachers; (4) service quality model is effective for improving service quality on the performance dimensions of school counsellor, but it needs special formulation and longer time to increase the dimension of expectation and importance.

Involvement and Challenges of School Guidance and Counselling Teacher Towards Special Needs Students


 
 
 Implementation of guidance and counselling services in schools requires School Guidance and Counselling Teachers (SGCT) to provide this services to all students, whether the mainstream students or Special Needs Students (SNT), as outlined in the Buku Rekod Perkhidmatan Bimbingan dan Kaunseling (Guidance and Counselling Services Record Book). This situation has challenged SGCT especially in meeting the specific needs of SNT. This raises questions regarding the involvement of SGCT in providing guidance and counselling services especially to SNT as well as challenges faced in implementing such services. Therefore, a qualitative study has been conducted to answer the questions. This study involved six SGCT who serve in schools that adopt the Integrated Special Education Program or the Inclusive Education Program. Semi-structured interview questions have been used to obtain relevant information. The finding of this study shows that there are direct and indirect SGCT's involvements with SNT. While the challenges that GBKS face in carrying out guidance and counselling services are divided into three themes, namely the challenges characterized by SGCT, challenges characterized by SNT and challenges characterized by the Organization. The findings of this study can provide information on the implementation of guidance and counselling services to SNT and can be used as an improvement of the existing guidelines to increase the involvement of SGCT in providing guidance and counselling services especially to SNT.
 
 

Peran Guru BK dalam Membentuk Karakter Siswa Melalui Layanan BK Kelompok

Abstract : The existence of guidance and counseling teachers in schools have an important role to shape the character of students, helping any problems experienced by the students, and have the task of developing psychological and social aspects of students. Character is the nature or character of oneself that is unique to everyone as a result of a pattern of behavior, norms and morals that formed positively. In the aspect of character education, all that does is actually located on the affective and psychomotor contact with the character education. Improved guidance and counseling services in schools in this group bk services is one form of educational activities for the achievement of national education goals.

School Counseling Services Information System Optimization in Multi-Level School at Surabaya

The success criteria of formal education of a student are not only determined by academic ability, but also by attitude, interest, and value that is possessed by the student. Therefore, the School Counseling Services (SCS) becomes more important part of the school, to help students to accept and understand themselves and their environments. The SCS can also drive the students to self-direct and self-adapt to the demands of their environments. By providing a good service, SCS can help students to study and reach better achievement in education, social, and their career related to their interest and their talent. The goal of this research is to develop a software to optimize process of SCS used in multi-level school at Surabaya. Software is developed based on analysis and grand design from previous research. Evaluation of Information System SCS conducted by distributing survey to all three types of users, which are: Classroom Teacher, Counseling Services Teacher, and parents. The evaluation results proves that at least 75% of users agreed that the SCS able to improve teacher performances, improve capability of collaboration, each user understand its each individual roles, and maintain communication between different users. Furthermore, SCS IS could be expanded for more better and optimum service solution. Notification and messaging system between student-parents-teacher could be added to improve integrity of system, and to minimize redundancy. Academic System and other system such as School Medical Facilities should be interconnected to improve better services. Deployment planned to be carried out by executing the old and new systems simultaneously during academic year 2015-2016 in the scope of Kindergarten, Grade 1 and 4 Elementary School. Evaluation will be conducted after one year for further development.

Barriers to Seeking School Counselling: Malaysian Chinese School Students’ Perspectives

School counselling services have always been unpopular among Malaysian students. Many researchers have studied what prevents students from seeking mental health services. However, there is a lack of study on the barriers to seeking help in the context of Malaysian school counselling services. Using a sample of Chinese high school students ( N = 277), this qualitative study explored the under-utilisation of school counselling services. A thematic analysis was used to analyse an open-ended question, and the findings uncovered contextualised issues such as: conceptualisation of problems and the shameful, fearful, concerned, and responsible self that contributes to the under-utilisation of school counselling services.

Incorporating Comprehensive Counselling and Guidance Models into School Curricula in Sub-Saharan Africa

There is an increasing body of evidence demonstrating the psychological and social challenges that afflict school-age children in sub-Saharan Africa. In spite of widespread calls to provide counselling and guidance services in schools, efforts at expanding these services remain fragmented and under-resourced. Grounded in both empirical and theoretical literature, this article calls for integration of counselling and guidance through a whole-school approach. Utilizing critical aspects of child and adolescent developmental theory, we summarize the current state of counselling and guidance in the region, evaluate attempts at integration, and propose adoption of a comprehensive guidance and counselling model into school curricula.

PERBEDAAN LATAR BELAKANG PENDIDIKAN DAN MASA KERJA GURU BIMBINGAN DAN KONSELING TERHADAP PELAKSANAAN LAYANAN BIMBINGAN DAN KONSELING FORMAT KLASIKAL

This study is concerned with the presence of BK teachers who have no educational background in guidance and counseling. They are appointed by the principal because they are deemed to be and come from educational and non-educational graduates with little teaching hours. This certainly has an impact on the quality of the implementation of guidance and counseling services in schools. This study aims: (1) to reveal and describe the implementation of guidance and counseling services by BK teachers; (2) differences in the implementation of guidance and counseling services classical format reviewed from the background SI BK and Non BK; (3) differences in the implementation of classical guidance counseling and counseling services in terms of working period of <16 years and ≥ 16 years; (4) the interaction of education background and working period of BK teacher in providing guidance and counseling service of classical format.This research uses quantitative method with comparative descriptive approach. The subjects of the study were all BK teachers with BK and Non BK BK Sijunjung who numbered 32 people. The instruments used are Likert model scale with 0.965 realib and 0.507 validity (implementation of classical counseling guidance and counseling service). Data were analyzed by using variance analysis technique (ANOVA).The result of data analysis shows: 1) the implementation of guidance and counseling service of the classical format given by the teacher of education background S1 and Non BK with working period <16 years and ≥ 16 years are in high category, and the average score of implementation of guidance and counseling service of classical format same category. 2) there is no significant difference in the background of BK and Non BK S1 education. 3) there is no significant difference in the implementation of classical counseling guidance and counseling services in terms of working period of <16 years and ≥ 16 years. 4) there is no significant interaction between the education background score and the working period of the BK teacher towards the implementation of classical counseling guidance and counseling services.