The hidden curriculum refers to various dimensions of pedagogical activity that concern (professional) knowledge, power relations and the socio-cultural context in which educators operate. The ...article presents ways in which school counsellors understand the hidden curriculum. The findings of qualitative analysis of interviews with 37 school counsellors are presented. Focus is given to how school counsellors understand the term hidden curriculum, recognise and respond to it. While the results revealed that school counsellors know the basic definitions of the hidden curriculum, deeper analysis of their answers showed this understanding is often incomplete and inadequate. In the future, greater attention should be paid to the extent to which the hidden curriculum is recognised and present in both schools generally and the work of the school counselling service.
Prikriti kurikulum predstavlja različne razsežnosti pedagoškega delovanja. Nanaša se na (strokovno) znanje, razmerja moči in družbeno-kulturni kontekst, v katerem delujemo. V članku predstavljamo ...razumevanje prikritega kurikuluma s perspektive šolskih svetovalnih delavcev.1 Predstavljene so ugotovitve kvalitativne analize intervjujev s 37 šolskimi svetovalnimi delavci. Analizirano je, kaj šolski svetovalni delavci razumejo pod izrazom prikriti kurikulum, kako ga prepoznajo in kako se nanj odzivajo. Rezultati kažejo, da šolski svetovalni delavci poznajo osnovne opredelitve prikritega kurikuluma, bolj poglobljena analiza njihovih odgovorov pa je pokazala, da je to razumevanje pogosto nepopolno in neustrezno. V prihodnje bo treba več pozornosti nameniti prepoznavanju in prisotnosti prikritega kurikuluma, tako v šolah na splošno kot tudi pri delu šolske svetovalne službe.
The article presents some essential characteristics of collaboration between the school counselling service and individuals or institutions in the community. The role of school counselling in ...Slovenia is not limited merely to counselling and providing direct assistance to students with learning and their personal development. Rather, it includes the encouragement of all participants in the educational process to create adequate learning environments. The role, however, should also be understood in broader terms as organizational and content collaboration with external environments, institutions and individuals in the community. The authors begin by proposing some starting points for collaboration between the school counselling service and the local community and, in the second part of the article, they move on to the findings of their empirical research study, conducted on a representative sample of school counsellors working in Slovenian primary schools. The results prove the need for collaboration between the school counselling service and different institutions or individuals in the community. The authors primarily focus on examining the obstacles and drawbacks to the collaboration, while they simultaneously highlight examples of good practice that enable constructive collaboration, without which schools and school-based counselling would not be able to contribute to educational processes. The described examples demonstrate that collaboration between schools/school counsellors and institutions/individuals in the community is crucial to solving the problems that students and their families face.
ABSTRACT
Background: Bullying occurs in all schools. Measuring bullying in schools is complicated because both definitions of bullying and methods for measuring bullying vary. This study compared a ...brief 12‐item Gatehouse Bullying Scale (GBS) with items drawn from the Peer Relations Questionnaire (PRQ), a well‐established bullying questionnaire to measure the concurrent validity of the GBS.
Methods: Year 8 secondary school students (14 years of age) in metropolitan and regional Victoria, Australia, completed questionnaires assessing being teased, being deliberately left out, had rumors spread about oneself, and/or being physically threatened or hurt.
Results: The prevalence of bullying using GBS and PRQ was 57% and 61%, respectively. Percent agreement between the 2 measures was high. Agreement adjusted for chance was moderate (kappa 0.5). The GBS had good to moderate test‐retest reliability (rho 0.65).
Conclusions: The GBS is a short, reliable tool measuring the occurrence of bullying in schools. As well as a global estimate of bullying, the GBS provides estimates of 2 covert and 2 overt types of bullying which can be useful for schools to better plan interventions dealing with school bullying.
This article describes high school students' awareness, use, and satisfaction with academic, college preparation, career, and personal, social, or emotional school counseling services in a large ...urban school district. A questionnaire was administered to 701 students in Grades 9 through 12 in spring of 2008. Results indicated that a high proportion of students reported awareness of school counseling services at their school, and students who reported visiting the school counselor for specific services were satisfied with services. However, less than 50% reported visiting the school counseling office at least once for college preparation, career, or personal, social, or emotional services.
The functional definition and future perspectives of school counseling services by teachers in Japan are in the process of becoming effective as the services are accompanied by school psychology ...movement. School counseling services can be defined as team practices of guidance and counseling to help all students, work with some students with special support needs, and facilitate special support teams for students serious with needs, as well as help schools better function so that all students may develop and grow healthy. These services include not only emotional but informational, evaluative, and instrumental supports. Teachers identify themselves as reflective practitioners and their practices are symbolized as active footwork, careful network, and some headwork. School counseling services have gotten effective following tasks from school psychology: a) To structure school counseling services as professional psycho educational services of high quality and with steps from primary to secondary, and tertiary services;b) To include psychoeducational assessment and services on learning problems in school counseling services, and c) To include special education services in school counseling services as guidance and counseling serving all school children.
PDF
