► We report on the personal experiences of school counsellors using sand tray techniques. ► We present the experiences of the school counsellors engaging with children presenting with emotional and ...behavioural problems. ► We discuss the diversity of emotional and behavioural problems of the children engaging in sand tray techniques. ► We discuss how the cultural orientation and socioeconomic status of the children influenced the process of sand tray engagement. ► We provide examples of how sand trays can be utilized in school counselling.
This article addresses the question of how school counsellors experienced the use of sand tray techniques in assisting children with emotional and behavioural problems at a primary school in Gauteng, South Africa. A phenomenological research design was used to investigate and document the experiences of 12 school counsellors that were using sand tray techniques with 37 primary school children between the ages of 6 and 14years, with emotional and behavioural problems. The data was collected by means of 23 individual interviews, a focus group interview and 34 observation sessions. The findings identified several factors that influenced the responses of the school counsellors to these techniques. These included the sand trays themselves, the sand tray symbols, certain administrative aspects, the diversity of emotional problems encountered, the differing therapeutic approaches utilized by the counsellors, the cultural orientation and socioeconomic status of the children, and counsellors, language barriers, and an understanding of the stages of the sand tray process. What stood out in the research was the need for training in using sand tray techniques in a counselling context.
The article presents the research the intention of which is to determine the sensitivity of Slovene schools for the recognition of domestic violence exposure of adolescents and to investigate the ...practice and difficulties of Slovene secondary schools in detecting domestic violence and the resulting actions thereof. The results show that there are big differences between Slovene secondary schools in detecting domestic violence exposure of adolescents. The fear expressed by the teachers and school counsellors concerning their responsibility for intervening in a family is also important because it seems a significant part of the decision-making about reporting domestic violence. The majority of school counsellors interviewed feel helpless after making a report; this could also be related to respondents' prevailing dissatisfaction with the actions of other institutions. In the procedure of reporting domestic violence a quarter of teachers and school counsellors do not always have the support of the management. Adapted from the source document.
The Adolescent Health Project (AHP) was a rural pilot project aimed at strengthening the relationship between general practitioners (GPs) and adolescents within three Divisions of general practice. ...The evaluation assessed the implementation of the AHP model and strategies and their impact.
The AHP used a centralised management/support and local delivery model. The AHP improved GP relationships and comfort with dealing with young people, and improved GP relationships with school counsellors. Divisional relationships with local schools improved. Students reported increased knowledge about GPs, increased confidence and comfort with accessing GPs.
The AHP delivered a popular project to GPs, GP clinics, schools, school counsellors and students, which built the capacity of divisions, GPs, and schools to improve adolescent health care provision. Further research questions have emerged: What are the patterns of relationships between GPs and adolescents, and between GPs and school counsellors, and what strategies work best to sustain such relationships?
Europska dimenzija u obrazovanju odavno je prisutna u europskoj obrazovnoj politici znanstvenim istraživanjima i stručnim raspravama, dok je u hrvatskom okruženju interes za navedenu temu znatno ...slabiji. Iako se školske pedagoge nerijetko smatra najodgovornijima za praćenje i uvođenje novih smjernica razvoja škola, europska dimenzija u obrazovanju nije bila dovedena u vezu sa stavovima studenata pedagogije – budućih pedagoga, kao što nije otvarano pitanje doprinosa visokog obrazovanja ovladavanju kompetencijama za implementaciju ovoga koncepta u njihov budući rad. Temeljem rezultata nacionalnog istraživanja o kompetencijama školskih pedagoga i studenata diplomskog studija Pedagogije, koje su uključivale i kompetencije europske dimenzije, u radu će biti izneseni rezultati istraživanja te prijedlozi i preporuke za implementaciju sadržaja ovoga koncepta u visokoškolsko obrazovanje.
School counsellors are in a unique position to address child sexual abuse. However, little is known about their attitudes and beliefs on the issue. In order to examine these, all school counsellors ...in Queensland were sent a questionnaire to ascertain their attitudes and beliefs about child sexual abuse. Results show that the 122 school counsellors who responded, consisting of 52 males and 70 females, believe they have an important role in the detection of child sexual abuse. They believe they are the appropriate professionals to be part of programs aimed at preventing it. School counsellors strongly object to sexual activities between adults and children, and overwhelmingly believe that sexual relationships education should not be left to parents. Most school counsellors believe that children should help to legally prosecute adult perpetrators. Most school counsellors also believe that child sexual abuse is a moderate or serious problem in Australia, but is less prevalent in their local community than in the country as a whole.
The field of education is dedicated to exploring the principles and ideals of excellence in the pursuit of knowledge. These principles offer insights into the rules and standards guiding knowledge ...acquisition, ensuring that the knowledge obtained benefits individuals. Therefore, this study aimed to analyze the effectiveness of taʻlīm mutaʻallim module in enhancing students’ self-confidence in group guidance. Sampling was conducted using both random and purposive random sampling methods. Subsequently, a quantitative method was used to perform the exploration by applying a quasi-experimental method with 27 students from Madrasah Aliyah Muallimat NW Pancor in Lombok, Indonesia. The students were categorized into two groups, and the study design incorporated the administration of pretest, the implementation of treatment, and the administration of posttest. The treatment consisted of seven meetings where participants received a module designed to internalize taʻlīm mutaʻallim values, with the aim of improving self-confidence in group guidance. Additionally, the collected data were analyzed using descriptive data analysis, paired sample t-test, and effect size analysis. The results of hypothesis testing showed that the t-value was 9.607, with a significance level of 0.001 (<0.05), demonstrating the effectiveness of taʻlīm mutaʻallim group guidance module in increasing self-confidence. In summary, the results suggested that internalizing "taʻlīm muta'allim" was an effective method for enhancing students' self-confidence in group guidance. Furthermore, the module was considered suitable for use by school counselors in group guidance services to increase self-confidence.
This article presents New Zealand school counsellors' narratives of counselling adolescents from a strength-based perspective. Strength-based counselling encompasses several counselling modalities ...including positive psychology, narrative and solution-focused brief counselling and promotes adolescents' strengths to enhance wellbeing. Using semi-structured interviews, eight secondary school counsellors with a strength-based practice focus were interviewed. Narrative analysis drawing on a categorical-content mode of reading across participants' narrative data showed that the school context plays a significant role in shaping counsellors' practice. Metanarratives of both strength and deficit, and metanarratives of the school context were identified as having an impact on counsellors' strength-based practices. Dominant deficit metanarratives were juxtaposed with metanarratives of strength. Implications of how counsellors negotiate counselling in a school context are discussed.
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