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1.
This article explores characteristics of school violence inFrance and the privileged means by which school counsellors can address this increasinglywidespread problem. In the first section, the status of counsellors in theFrench schools is outlined, and it is shown that counselling activities are reallyonly undertaken for students in junior high or high school. Two importantcharacteristics of the French view of school violence are: The experts in psychology takelittle interest in problems of school violence; and adults, rather than students,are seen as the primary victims. In this context, counsellors try to reduceschool violence primarily through training and reflecting with school staff. Severalempirical arguments suggest, in effect, that the adults' perceptions of the students is adetermining factor in the social regulation of school violence. This violence consistsmostly of incivilities that are only slightly reprehensible but oftenunbearable for certain teachers. Depending on whether the school staff try to understandthe incivilities or can only see them as pure savagery, they either try to controlthem through education or they lose confidence in their professional mission.The goal of counsellors is both to help the personnel develop theircapacities and motivate them to analyze the students' behavior, and to engender a senseof team spirit.  相似文献   

2.
This article focuses on the characteristics of informal counselling services (such as young people's counselling services or telephone counselling services) in Israel and gives examples of existing services. Manifest characteristics of the counselling services and psychological therapy in the public formal systems and informal systems, as well as a survey of updated literature on the subject of community voluntary psychological counselling services is presented. The informal counselling services are a challenge for school counsellors as supplementary to additional services given in school and offer the possibility of the integration of school counsellors into these programmes.  相似文献   

3.
We believe that teacher credential programs and, specifically, educational psychology courses should encourage future teachers to act in ways that promote social justice within their school communities as well as the community at large. In this article, we share how we respond to students' concerns, how we infuse a social justice orientation in our educational psychology courses, and how we struggle to attain a social constructivist perspective in a standards-driven context where we find our community of learners.  相似文献   

4.
Interprofessional educational partnerships can include a diverse group of helping professionals involved in consultation at both the school and community levels. Central to these partnerships should be school counsellors; this systematic review sought to understand the dynamics of these partnerships using the PRISMA framework. The review found that the role school counsellors can play on these teams varies from leader to convener but the specificity in terms of outcomes was missing. Noteworthy is the number of conceptual pieces, which is interpreted as researchers developing models that need additional testing. Future research should put the conceptual models available to directional testing; authors should include more information about the team’s development and each person’s role; and more attention should be paid to the outcomes of these team-based approaches.  相似文献   

5.
新疆高校辅导员队伍在贯彻落实党的教育方针、坚持社会主义办学方向、培养社会主义事业合格建设者和可靠接班人、维护高校安全稳定中发挥着不可替代的重要作用。理清新疆高校辅导员队伍建设现状,找准存在的问题,并就提高辅导员队伍整体素质,建立和完善辅导员队伍管理制度和运行机制等进行研究,对进一步加强和改进辅导员队伍建设具有现实意义。  相似文献   

6.
In a pilot study two Dutch secondary schools have been investigated with respect to four characteristics of school counselling as perceived by the school counsellors and students: (1) What counselling in the school should or should not be; (2) What are the reasons for starting a counselling activity; (3) What are the outcomes of school counselling; and (4) What are the necessities for school counselling.As a total group both males and females disagree with students on the practice of counselling within the context of the school, while both groups agree with students on the person oriented aims of counselling. Males and females perceive different reasons why counselling in the school is necessary and they perceive different kinds of outcomes. Female counsellors perceive markedly less reasons for counselling in school achievements of students than males, while they report more reasons for counselling than males where the prevention of conflicts between students in the classroom are concerned. Apart from discrepancies between male and female school counsellors, the students perceive more counselling outcomes than both groups of counsellors in terms of coping behaviour and conflict management. Students and counsellors disagree on several necessities for counselling, such as the amount of commitment required for counselling duties and the prerequisites of cooperation and support between counsellors.Paper presented at the XIIth International Round Table for the Advancement of Counselling, 22–26 June 1986, University of Lund, Lund, Sweden  相似文献   

7.
We begin this article with a discussion of how a set of community psychology principles can be of assistance to the process of developing school-based programs and to consulting regarding the implementation of such programs. These principles are discussed, with examples brought from our experiences in consulting for the implementation of a school-based social problem-solving intervention in a school for students with special education (SE) classifications. Particular focus is given to the issue of the consultant's role in promoting ownership and oversight for the implementation of the intervention on the part of school personnel. The paradox between the consultant serving both an empowering and an expert role is discussed, with suggestions for resolving the paradox given. Throughout the article, the application of Community psychology principles are emphasized.  相似文献   

8.
The study collected and contrasted the opinions of different sectors of the educational community about the functioning and integration of students with special educational needs. In order to do this, a broad questionnaire was sent to teachers of diverse educational stages, to counsellors, parents and to students, both with and without special educational needs. The objective was to examine the respondents’ approach to mainstream integration and their opinions about how their school operated. At the same time, the study examined their opinion concerning the work of the teachers, the learning and social development of the students, the relationships with families and the input of the education authorities. Barriers which create difficulties for educational integration were assessed.  相似文献   

9.
Contrary to guidance counsellors elsewhere in North America who hold a master’s degree, career and guidance counselling services in secondary schools in Ontario are delivered by teachers who have completed additional undergraduate studies. Guidance counsellors are pivotal components of the school as they complete tasks that promote students’ overall development. The aim of this qualitative study was to explore how teachers perceive and describe the process of becoming guidance counsellors in Ontario. The thematic analysis revealed four major themes that articulated the process of becoming a guidance counsellor in Ontario: peer guidance, contextual factors, professional experience, and theoretical knowledge.  相似文献   

10.
The literature shows that a good collaboration between the school and parents of students with special educational needs (SEN) is not always present. However, school counsellors must collaborate with SEN students’ parents to organise guidance trajectories for their child. This article examines school counsellors’ experiences when collaborating with parents of SEN students and the factors they perceive as contributing to good or difficult collaboration. Four focus groups in mainstream education (N = 50) and one focus group in special education (N = 14) were conducted in Flanders. A thematic analysis indicated that school counsellors generally find it difficult to collaborate with parents of SEN students and that an expert attitude can emerge. The role of these parents is described as limited, which is even preferred by some school counsellors. A deficit view is recognised and the reasons for poor collaboration are mainly situated on the parents’ side, such as parents that need more processing time to accept the SEN of their child and that show distrust towards the school. School counsellors spontaneously referred to parents’ low socioeconomic and ethnic minority status as complicating factors for collaboration. They seem to feel incompetent to overcome these collaboration difficulties. Various recommendations for schools are formulated.  相似文献   

11.
ABSTRACT

Efforts to reach gender equality in education in Finland have been extensive. Both teacher education and policy documents for schools have focused on gender equality and gender-neutral treatment of students. The aim of this study is to explore if and how these efforts are manifested in upper secondary school teachers’ and study counsellors’ perceptions of students’ self-belief, academic emotions, study habits and behaviour at school. Twenty-three interviews were conducted and analysed qualitatively through inductive content analysis. The results revealed that teachers and study counsellors perceive that girls’ low self-belief and high achievement expectations affected their academic performance, while boys’ insecurity or need for support was rarely mentioned. The teachers ascribed the students several gender-stereotypical attributes: girls were perceived as diligent and hard-working while boys were perceived as being indifferent towards school and achievements. The implications of these results for students’ self-belief and for teacher education are discussed.  相似文献   

12.
This qualitative study used data from semi‐structured interviews with eight school counsellors working with adolescents in secondary education and asked them how they perceived counselling interventions as helping to raise achievement. The present context in secondary education is perceived as results led. This adheres to government policy as manifested in the National Curriculum and the examination system. However at a grass roots level there is a growing acceptance of having counsellors working in schools to support the emotional and psychological needs of children and adolescents. The counsellors identified three areas in which they felt their clients' achievement was raised through a counselling intervention: developmentally, socially and less directly, academically. Further study is called for to explore what effect applying a complementary integration and understanding of counselling and educational philosophy might have on raising achievement with adolescents in secondary education.  相似文献   

13.
Informal group is a term that has its origin in psychology: it is a group of people, not organized by certain rules, who are acquainted with each other spontaneously in a certain environment.The students in a group of this sort are brought together by what they do that is often oriented by their interests and values.This paper tries to explore the features of school informal communities and how this kind of community works from the perspective of community of practice.  相似文献   

14.
Reflecting on the training programmes for school counsellors, I feel that there is a need for more adequate training in competences and skills in basic counselling and human relationships. There is a strong need for a more balanced approach between theory and practical application. This article examines microcounselling as an innovation in interviewing training for school counsellors in particular.  相似文献   

15.
A sample of 735 US teachers and school counsellors completed an online survey asking how likely they would be to use various strategies to respond to a hypothetical bullying incident. Analyses examined their use of five strategies: Ignoring the incident, Working with the bully, Working with the victim, Enlisting other adults, and Disciplining the bully. Differences in mean scores based on these strategies were found by gender of participant, the presence or absence of school anti‐bullying policies and programmes, and previous anti‐bullying training. Teachers and school counsellors differed on four of the five scale scores. Qualitative comment data add to the findings. Implications of the findings are discussed.  相似文献   

16.
青少年是国家的未来和希望。在中国现代化的语境中,在当前“以人为本”的社会转型过程中,如何正确引导城市弱势青少年的健康发展,是一个迫在眉睫的社会问题。本文试从社会心理学的角度来考察当代城市弱势青少年的社会心理现状,并提出从社会、家庭、学校、社区、个体等多个层面来进行调适,以期促其更好地适应和促进社会的良性运行和协调发展。  相似文献   

17.
In this study, the implementation effects of a programme for the training of coaching skills with Dutch school counsellors are described. These school counsellors are expected to provide help and support to primary school teachers. Coaching is a form of in‐class support intended to provide teachers with feedback on their own functioning and thereby stimulate self‐reflection and self‐analysis in order to improve instructional effectiveness. To assist school counsellors in their attempts to coach teachers, a training programme was designed: ‘The school counsellor as coach.’ A quasi‐experimental, treatment‐control group investigation was then set up to test the effects of this programme. Based on the pre‐ and post‐training ratings of coaching conferences, a significant treatment effect was found for the coaching skills concerned with the development of autonomy (empowerment), feedback, and purposefulness. The pre‐ and post‐training ratings from coached teachers showed no significant treatment effects. This was because the teachers were not accustomed to in‐class assistance and thus rated the coaching skills of the school counsellors quite favourably even at pre‐test.  相似文献   

18.
The purpose of this study was to investigate the role of school counsellors’ attitudes and training on their perceptions of preparedness to provide services to students with disabilities (SWD). Participants were 105 practicing school counsellors who completed the Attitudes toward Disabled Persons Scale Form-O (ATDP-O) as well as the School Counsellor Preparedness Survey-Revised (SCPS-R) in a web-based format. A hierarchical regression analysis was conducted with three types of counsellor training (courses, experiences and conferences/workshops) and counsellor attitudes towards SWD. The results revealed that school counsellors’ attitudes and training significantly predicted preparedness with an approximately 10% of variance explained. Out of all four variables, attitudes appeared to be the only significant predictor of preparedness scores. Results also indicated that school counsellors did not feel completely prepared to work with SWD.  相似文献   

19.
School counsellors are uniquely equipped to impact school culture due to their expertise in adopting a systemic perspective while facilitating culturally competent services. This study sought to understand the school culture that places importance on developing U.S. students’ appreciation for world cultures and emerging global mindsets. The researchers utilized a phenomenological approach to analyze interviews with counsellors working in schools with international missions within the United States. The emergent themes related to counsellors’ beliefs, role expectations, and students’ international competencies.  相似文献   

20.
ABSTRACT

The aim of the study is to explore and develop knowledge about how educational psychological counsellors’ personal and private experiences appear in their counselling practice. We conducted four focus group interviews with twelve counsellors from Educational Psychological Counselling Service. Through Thematic Analysis four themes emerged. The first is that counsellors’ personal and private experiences functioned as a backdrop for their counselling practice. The second theme is the counsellors’ use of different types of stories. The third theme deals with how the counsellors were holding back relevant stories. Finally, the fourth theme comprises the purposes of counsellors’ self-disclosure. The conclusion is that personal experiences form a backdrop for counselling practice and are relevant for how a counsellor makes sense of and understands a situation or a problem. Self-disclosure is in some situations used explicitly in the counselling setting. On the other side the counsellors sometimes consciously hold their experiences back.  相似文献   

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