The current study investigates students’ in rural areas attitudes towards school counselling before and after participating in an information session. The study was developed as a single-group ...pre-test post-test experimental design in three phases: (1) administer the F1 Questionnaire for Students, (2) develop an information session and (3) administer the F3 Questionnaire for Students. The participants (N=43, Mage=13.8 years) were enrolled in the 7th and 8th grades in two different rural schools. The results show that there are statistically significant differences between the average of students’ need for school counseling before and after the information session.
Despite research demonstrating the poor mental health outcomes of transgender young people within the secondary school environment, little is known about the experiences of psychologists working in ...school counselling with this population. To address this gap, the current study explored the experiences of psychologists working with transgender young people in a school counselling context. Seven psychologists in Australia completed individual semi-structured interviews and the data were analysed using Interpretative Phenomenological Analysis (IPA). Four superordinate themes were identified: affirming agency within transgender young people, perceived competency and transgender knowledge, expectations and surprises, and challenges during counselling. The findings demonstrated the importance of school psychologists promoting and celebrating the positioning of transgender young people within society, adopting a queer lens in their work with this population, being informed and knowledgeable regarding transgender issues, and managing the various challenges associated with this work. Practical implications for school psychologists include the need to engage with transgender training and education, helping transgender young people link-in with trans-inclusive services, as well as "queering" both the counselling space and the school environment . Future researchers should further explore the experiences of school psychologists and mental health professionals across different contexts, settings, and levels of practical experience.
Mental health problems often arise in adolescence. Schools have been recognised as a potential hub for support; however, delivering targeted interventions in schools can be difficult due to ...impracticalities. Subsequently, students have little or no say in the support process. Given the importance of control in well‐being, the current study explored how adolescents experienced Method of Levels, a therapy that allowed them to choose if and when to attend therapy. Interviews with 14 adolescents were conducted and then analysed using thematic analysis. Three main themes were identified; therapy style, therapy experience and exploring problems. An additional overarching theme was generated, regarding choice and control. Findings indicate that adolescents value having choice and control. This made the therapy style accessible, enhanced the therapeutic experience and ultimately facilitated the process of exploring problems.
El sistema educativo, al igual que otros ámbitos, se está viendo alterado como consecuencia del Covid-19. Una de las medidas más destacadas es el cese de la actividad presencial en las aulas y su ...sustitución por la educación a distancia, derivando en un gran impacto en sectores vulnerables, entre los que se encuentran los centros rurales y la atención a la diversidad en la España vaciada. El principal objetivo de esta investigación fue describir y comprender cómo los orientadores escolares de zonas rurales percibían el impacto que tiene la situación sanitaria del Covid-19 en los procesos de enseñanza-aprendizaje. Para ello, se desarrollaron entrevistas como técnica de recogida de información para comprender y dar voz a los orientadores de los Centros Rurales Agrupados de la Provincia de Guadalajara, con el fin de profundizar en los cambios producidos en estas escuelas rurales. Los principales resultados apuntaron que, aunque la adaptación a la virtualidad se ha realizado, fueron muchas las barreras que separaban al sector rural de las grandes áreas urbanas, siendo una vez más una zona castigada y limitada en cuanto a recursos disponibles. En este sentido, se han de dar propuestas concretas para este sector que garanticen una educación de calidad para todos.
Exploring counselling outcomes in New Zealand schools Manthei, Robert; Tuck, Bryan F.; Crocket, Alastair ...
Counselling and psychotherapy research,
December 2020, 2020-12-00, 20201201, Letnik:
20, Številka:
4
Journal Article
Recenzirano
Background
School counsellors with tertiary‐level qualifications have been appointed to permanent positions in secondary schools in New Zealand for nearly 50 years. Despite their perceived importance ...to their schools and communities, there have been no systematic studies examining the impact of their roles on students. Nevertheless, counsellors’ roles have expanded over the years to include a wide range of mental health‐related services for students.
Aim
The purpose of this study was to explore the outcomes for the well‐being of students counselled in New Zealand secondary schools.
Method
Thirty school counsellors working in 14 secondary schools across the country during the 2019 school year provided scores on the Outcome Rating Scale (ORS; Duncan & Miller, 2000) The heroic client: Client directed, outcome informed therapy. San Francisco, CA: Jossey‐Bass, 2000) for the first and final counselling sessions of 490 students.
Results
Seventy per cent of the counselled students were females, 64% were Pākehā (European), 14% were Māori, and 22% represented other ethnicities. Their counselling tended to be brief with 69% of students having fewer than five sessions. The average ORS score for the counselled students changed positively and significantly over time. The effect size of this change (Cohen’s d = 0.87) was ‘large’. Although boys had significantly higher first and last session ORS scores than girls, the average gain score for each group was similar. The average ORS scores for all of the ethnic groups changed positively over time, and their average gains were similar.
Discussion
The observed changes over time associated with counselling were not unlike those observed overseas. The findings are notable given that in every participating school the ratio of counsellors to students (1:668) far exceeded ratios recommended by the American School Counselor Association (ASCA; 1:250) and the New Zealand Association of Counsellors (NZAC; 1:400).
In this paper, we study several determinants of academic achievement and professional aspirations on a sample of 397 Romanian high schoolers. Our aim is to shed light on the family, individual and ...school related factors that contribute to the students' academic achievement and professional aspirations. We focus on Romania, an ex-transition, Central Eastern European country, overlooked in the scholarly literature. We carry out the first empirical, causal analysis on the impact of school counselling on academic success and professional aspirations in Romania. We rely on Pierre Bourdieu's cultural capital theory Bourdieu, 1986. The forms of capital. In J. Richardson (Ed.), 'Handbook of theory and research for the sociology of education'. Greenwood Press; Bourdieu and Passeron, 1977. 'Reproduction in education, society and culture'. Sage and Albert Bandura's self-efficacy theoretical framework 1989. Social cognitive theory. In R. Vasta (Ed.), 'Annals of child development' (Vol. 6, pp. 1-60). JAI Press., 1995. 'Self-efficacy in changing societies'. Cambridge University Press. Our results confirm our expectations that academic achievement is positively influenced by family income and the time parents spend with their children during the weekends. Professional aspirations are positively influenced by students' perceived self-efficacy, parental moral support and parental career guidance. We further discuss the implications of our results for Romanian teenagers, their families and Romanian educational policies.
Partnerships between school counsellors and parents can improve students’ wellbeing and learning outcomes. School counsellors are well placed to take on central roles in the development and ...maintenance of such partnerships. However, research is limited on counsellor-parent partnerships in the Philippines, where the professional identities of school counsellors are less well developed. We interviewed 13 private school counsellors to explore how perceptions of their professional identities influence practices related to school-home partnerships and conducted a thematic analysis on the data. Our findings suggest that effective partnerships are supported by counsellors’ beliefs about the importance of such partnerships, and to some extent by schools’ recognition of the value of counsellors. However, partnerships are undermined by counsellors’ unclear and inappropriate roles and their low status. Cultural characteristics also impede effective partnerships. School counsellors in the Philippines need a well-defined role aligned with their competencies, scope of practice, and code of ethics and may need to be more empowered by principals to develop counsellor-parent partnerships in culturally appropriate ways.
Psychological counsellors in western countries have used stories and storytelling for therapeutic purposes for decades. However, the development of the profession of school counselling in China is at ...an early stage and little research has been done on using therapeutic stories in Chinese primary school settings. This exploratory study presents qualitative data on using therapeutic stories collected from interviews with Chinese psychological counsellors who work with primary school students. Findings from a grounded theory analysis revealed that therapeutic stories were used by the participants in various therapeutic approaches. A spectrum of therapist directiveness was developed to integrate different ways of using therapeutic stories.
Employing 'identity' as an analytical lens, this study examined a group of novice school counselling teachers' (SCTs) professional identities in the Chinese context. Informed by a multiple, ...integrated theoretical perspective focusing on the cognitive, social, and emotional dimensions of teacher identities, the findings reveal five types of metaphors (i.e. cognitive, social, cognitive-emotional, social-emotional and cognitive-social-emotional) that reflect the novice SCTs' most prominent identities in their embedded institutional and social contexts. The study contributes to our understanding of SCTs' professional experiences and identity construction mediated by a range of personal (e.g. limited professional competence) and contextual factors (e.g. a lack of school support and social bias against psychological counselling). It also provides useful implications on how to promote and sustain new teachers' continuing identity development in complex school settings.
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