Published also as Thesis (Ph. D.)--Ohio state University. / "The experimental groups consisted of ... freshmen ... of the Ohio state university."--Introd.

Thesis (PH.D.)--Syracuse University, 2003. / "Publication number AAT 3115850."

Thesis (PH.D.) -- Syracuse University, 2006 / "Publication number AAT 3241848."

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (Ed.D.)--Boston University.

Guidance and counselling aims to promote the personal growth of the adolescent. However, in the current South African context, it is possible that formalised Guidance instruction and the post of the school counsellor may disappear in many schools as a result of economic rationalisation. If this occurs, the fostering of personal growth will rest with all teachers and it will be vital to utilise all available opportunities. The study of English is one of the areas traditionally seen to promote personal growth, as several aims of English teaching relate to such growth. The purpose of this study is to investigate from the pupil's perspective whether these aims are being fulfilled within 'Model C' CEO schools in order to gauge the potential of English teaching to fulfil the personal growth role of Guidance teaching. Pupils were asked what influence English teaching had on their attitudes and ideas towards life, on themselves and on their development as people. From the data, common themes were established and documented. These themes showed that important aspects of personal growth are indeed fostered by the English teaching of literature, poetry, written work, oral work and visual literacy. This study therefore confirms that English teaching does foster personal growth and that the potential does exist for English teaching to subsume some of the roles of Guidance.

The study assessed the role of guidance and counselling in promoting learner discipline in secondary schools in the Oshikoto region of Namibia. The study used the mixed methods approach, which resulted in providing qualitative and quantitative data to provide an understanding of the problem. The instruments for data collection were questionnaires for principals, teachers, teacher counsellors and learners, as well as one-on-one interviews with learners. Thirty-one (31) principals, ninety-eight (98) teachers, thirty-seven (37) teacher counsellors and four hundred and eighty-nine (489) learners participated in the study. Results from the questionnaires were analysed by using descriptive statistics in the form of frequencies and percentages. Data presentation took the form of tables and bar graphs. Qualitative data collected from interviews were transcribed and put into themes and categories. The study revealed that schools experienced a wide range of disciplinary problems. It was further revealed that learners are affected by issues emanating from the environment, namely, schools and societies which influence their behaviour negatively. The principals and teachers believe that exclusionary and punitive methods are effective in managing learner indiscipline, while teacher counsellors and learners were against the use of such methods. In addition, principals, teachers and teacher counsellors all have a major role to play in maintaining discipline in schools through guidance and counselling. Suggestions were thus made to strengthen the use of guidance and counselling in promoting learner discipline in secondary schools by: improving training for teacher counsellors/Life Skills teachers in guidance and counselling, sensitisation of school managers about the roles and responsibilities of teacher counsellors, including the role played by teacher counsellors in learner discipline, improved leadership from school principals, strengthening the co-ordination and communication among the school personnel, and by strengthening the referral system from teachers to teacher counsellors and from teacher counsellors to outside agencies. It was recommended that the use of guidance and counselling in promoting learner discipline would be strengthened if teacher counsellors’ training is improved, school principals are sensitised on the roles of teacher counsellors, including their role in learner discipline as well as improved co-ordination and communication among school personnel regarding learner discipline. The study further recommended that the referral system of learners experiencing problems from teachers to teacher counsellors and from teacher counsellors to outside agencies should be strengthened.

School guidance and counselling is a programme that is complementary to the education process and is seen as a support service for the pupil. However, owing to the apartheid policies of the South African government, all pupils did not have equal access to guidance services. In a post-apartheid South Africa it is anticipated that a unitary education system would emerge to provide equal access to education for all South African pupils and this implies that previous imbalances that existed would have to be addressed. In this study the present state of guidance and counselling services in Natal was investigated and policy options to redress past inequities and to make school guidance and counselling services a reality for all South African pupils, within the context of limited resources were explored.

This investigation of the Opportunity Class is to evaluate, compare, and derive, if possible, a method of relating to high school students with problems that affect their school attendance. Is the use of “reality therapy” as a counseling method helpful in aiding the student to establish a dialogue with his frustration and control his response to the stimulus causing his truant behavior?

The purpose of this study was to explore the role and impact of adventure therapy (AT) on student development and to identify the greatest challenges to the implementation of AT in schools. The Delphi method was used to generate consensus of opinion within a group of experts in the field of adventure therapy and school counseling. Purposive sampling was used to identify the members of the expert panel and the definition of consensus was set at 80% for each item. Content and descriptive analysis were used to develop representative statements from participant responses between rounds. Ten Caucasian respondents, 6 men and 4 women, having met at least one of the expert criteria for the study, completed three rounds of participation which resulted in the attainment of consensus on 36 items addressing the role of adventure therapy in school counseling and the impact of AT in the areas of academic/career and social/emotional development. Twelve challenges to the implementation of AT in schools were identified and put in rank order. According to the results, experts believe adventure therapy has the greatest impact on social connectedness, problem solving, and student engagement in schools. Access to appropriate training in AT, administrative support, and funding were identified as the three greatest challenges to the implementation of adventure therapy in schools.