A non-experimental survey design was used to study participant self-identified presence of secondary traumatic stress (STS) in Canadian school counsellors (N = 57) in relation to counsellors’ education and training, trauma-specific training, work experience, supervision, number of trauma clients and coping strategies. Counsellors were not necessarily protected from STS if they spent time using coping strategies, but were much less likely to be affected by STS if they engaged in supervision. Many school counsellors (59.6%) who participated in this research do engage in supervision, and those with trauma-specific training were less likely to have a peer-identified trauma disorder. Peer-identified trauma disorder played a large role in the results of this study. Participants identified as suffering from a trauma disorder were very likely to have a formal trauma diagnosis and were also likely to have higher traumatic stress scores. Implications for future research and education and training are discussed.

The aim of the study was, through qualitative interviews with school counsellors in Swedish primary schools, to study what the counsellors are experiencing condition their ability to work proactively according to the Swedish Education Act provisions on student health. During the study, six interviews with school counsellors who worked in the same suburbs, was conducted. The theoretical approach that was used is Michael Lipsky's theory of street-level bureaucrats and the term discretion. The overall outcome of the study was that the interviewed school counsellors felt that they did not have good opportunities to work preventively as the Education Act requires. The main reason for this was the school counsellor’s heavy workload. The results of the study were divided into three categories, which in turn were followed by several themes to highlight the conditions governing school counsellor’s opportunity to work preventatively.

A non-experimental survey design was used to study participant self-identified presence of secondary traumatic stress (STS) in Canadian school counsellors (N = 57) in relation to counsellors’ education and training, trauma-specific training, work experience, supervision, number of trauma clients and coping strategies. Counsellors were not necessarily protected from STS if they spent time using coping strategies, but were much less likely to be affected by STS if they engaged in supervision. Many school counsellors (59.6%) who participated in this research do engage in supervision, and those with trauma-specific training were less likely to have a peer-identified trauma disorder. Peer-identified trauma disorder played a large role in the results of this study. Participants identified as suffering from a trauma disorder were very likely to have a formal trauma diagnosis and were also likely to have higher traumatic stress scores. Implications for future research and education and training are discussed.

Syftet med den kvalitativa studien var att undersöka om skolkuratorers uppfattning omhögstadieelevers psykiska ohälsa har förändrats under covid-19-pandemin, samt omskolkuratorernas arbetssätt har förändrats. De forskningsfrågor som berördes handlar om hurskolkuratorerna upplevde att högstadieelevernas psykiska hälsa såg ut under covid-19-pandemin, om deras psykiska hälsa har påverkats av distansundervisning samt hurskolkuratorerna har arbetat med elevernas psykiska hälsa under covid-19-pandemin. För attbesvara forskningsfrågorna har intervjuer med skolkuratorer på högstadieskolor genomförts.Det insamlande materialet har sedan analyserats med hjälp av kvalitativ innehållsanalys.Teorierna som har använts för att analysera resultatet var systemteori och KASAM. Resultateti studien visade att skolkuratorer upplevde att högstadieelevers psykiska hälsa påverkadesnegativt av covid-19-pandemin. Framför allt framkom att skolkuratorernas uppfattning var atthögstadieelevernas vardag förändrades i samband med covid-19-pandemin, vilket har bidragittill att de inte upplevde en känsla av sammanhang, vilket har lett till att deras måendepåverkades negativt. Med hjälp av systemteori uppmärksammades vikten av en bra elevhälsaså eleverna kunde få hjälp med sin psykiska ohälsa i skolan och därmed må bättre i övrigasystem som de ingår i. Om eleverna enligt skolkuratorerna mådde bra i skolan bidrog det äventill att de fick förutsättningar till att må bra på sin fritid. Studiens slutsats var att skolkuratorernaupplevde att högstadieelevernas psykiska hälsa påverkades negativt av covid-19-pandeminsamt att de har fått anpassat sitt arbetssätt utefter distansundervisning, restriktioner ochelevernas psykiska hälsa. / The purpose of this qualitative study was to investigate whether school counsellors’ perceptionsof secondary school students’ mental health illness have changed during the covid-19-pandemic, and whether the school counsellors’ working methods have changed. Furthermorehow the counsellors have worked with the students mental health during the pandemic. Schoolcounsellors have been interviewed to provide relevant answers to these questions which havebeen analyzed using KASAM, general systems theory and qualitative content analysis. Theresult of the study shows that the counsellors perceived that the covid-19 pandemic has not onlyhad an adverse effect on secondary school students’ mental health but also changed theirlifestyle, which have contributed to a lesser sense of belonging in society at large among thestudents. By using general systems theory the importance of a working student care team thathelps students’ during mental illness is highlighted since that improves their health in othersystems too. If the students have good mental health in school, their mental health is consideredto be better in their spare time too. The conclusion of the study was that the school counsellorsfelt that secondary school students mental health was affected negatively of the covid-19-pandemic and that they had to adapt thier way of work in form om distance learing, restrictionsand the students mental health.

The present study attempted to assess the effectiveness of the Zimbabwean secondary school guidance and counselling services from school counsellors' and students' perspective. Available literature shows that students worldwide, including Zimbabwe, experience problems which schools should solve through the provision of guidance and counselling. It was therefore, important to the researcher to assess the effectiveness of the school guidance and counselling services in meeting students' concerns. The research design consisted of a literature and an empirical study. The survey method was used in the empirical study. A self constructed questionnaire was used. Three hundred and fourteen school counsellors and 636 students participated in this study. The SAS/STAT version 9.1 was used to analyse the data. One way and combined two way frequency tables were calculated. Ratios were calculated to establish the relative rating of each item. Chi-square tests were also calculated. The study revealed that there were differences between the level of the school guidance and counselling services in Zimbabwean secondary schools and the international arena. For example, school guidance and counselling services policy in Zimbabwe was not mandatory as compared to the international policies. The Zimbabwean school guidance and counselling services were not always planned for at the beginning of each year, Students and parents were not frequently involved in needs assessment while the services were not frequently evaluated in comparison with those in the international arena. The study also revealed that some biographical variables significantly influenced the way the respondents responded to given items while others did not. The study revealed that the majority of both school counsellors and students viewed the school guidance and counselling services as beneficial and school counsellors as effectively playing their role. The study further revealed that the effectiveness of the Zimbabwean secondary school guidance and counselling services was negatively affected by lack of resources and training in guidance and counselling and non-counselling duties performed by school counsellors. Recommendations for future approaches and strategies in secondary school guidance and counselling services in Zimbabwe are made. Areas for further research are proposed. / Educational Studies / D.Ed. (Psychology of Education)

The study investigated challenges in School Guidance and Counselling (SGC) services provisions for children with disabilities in Zimbabwean inclusive primary schools as a context for strategizing on overcoming them and proposing a model of School Guidance and Counselling services provisions for children with disabilities. The survey design, which was mainly quantitative in nature, was used. Self-administered questionnaires were used to collect data. Three hundred inclusive primary school administrators and three hundred school counsellors participated in the study. The Statistical Package for the Social Sciences, version 11.0 was used to analyze data. Frequency tables, ratios and Chi-square tests were computed. The study revealed that Zimbabwean inclusive primary school counsellors lacked training in School Guidance and Counselling and Special Needs Education. The school counsellors also lacked experience in teaching children with disabilities and the stakeholders had negative attitudes towards School Guidance and Counselling services provisions for children with disabilities. It was further revealed that inclusive primary schools lacked materials and supplies, time, finance, physical and curricular resources. The study revealed that there was no mandatory School Guidance and Counselling policy and legislation, clear mission statement, School Guidance and Counselling Framework, school counsellor certification requirements nor a School Guidance and Counselling national model. These facilities, together with Special Needs Education, experience in teaching children with disabilities and staff development, were found to positively impact on SGC services provisions for children with disabilities. School counsellors’ training in School Guidance and Counselling, advocacy on disabilities, stakeholders’ collaboration, passing mandatory School Guidance and Counselling policy and legislation, adequate budgetary and time allocation were seen as strategies to overcome challenges in SGC services provisions for children with disabilities in Zimbabwean inclusive primary schools. It was recommended that School Guidance and Counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools would improve if there would be promulgation of mandatory School Guidance and Counselling policy and legislation, school counsellors’ training in School Guidance and Counselling, requisition of adequate resources and development of positive attitudes among stakeholders. Recommendations for further research were made. / Inclusive Education / D. Ed. (Inclusive Education)

The present study attempted to assess the effectiveness of the Zimbabwean secondary school guidance and counselling services from school counsellors' and students' perspective. Available literature shows that students worldwide, including Zimbabwe, experience problems which schools should solve through the provision of guidance and counselling. It was therefore, important to the researcher to assess the effectiveness of the school guidance and counselling services in meeting students' concerns. The research design consisted of a literature and an empirical study. The survey method was used in the empirical study. A self constructed questionnaire was used. Three hundred and fourteen school counsellors and 636 students participated in this study. The SAS/STAT version 9.1 was used to analyse the data. One way and combined two way frequency tables were calculated. Ratios were calculated to establish the relative rating of each item. Chi-square tests were also calculated. The study revealed that there were differences between the level of the school guidance and counselling services in Zimbabwean secondary schools and the international arena. For example, school guidance and counselling services policy in Zimbabwe was not mandatory as compared to the international policies. The Zimbabwean school guidance and counselling services were not always planned for at the beginning of each year, Students and parents were not frequently involved in needs assessment while the services were not frequently evaluated in comparison with those in the international arena. The study also revealed that some biographical variables significantly influenced the way the respondents responded to given items while others did not. The study revealed that the majority of both school counsellors and students viewed the school guidance and counselling services as beneficial and school counsellors as effectively playing their role. The study further revealed that the effectiveness of the Zimbabwean secondary school guidance and counselling services was negatively affected by lack of resources and training in guidance and counselling and non-counselling duties performed by school counsellors. Recommendations for future approaches and strategies in secondary school guidance and counselling services in Zimbabwe are made. Areas for further research are proposed. / Educational Studies / D.Ed. (Psychology of Education)

The study investigated challenges in School Guidance and Counselling (SGC) services provisions for children with disabilities in Zimbabwean inclusive primary schools as a context for strategizing on overcoming them and proposing a model of School Guidance and Counselling services provisions for children with disabilities. The survey design, which was mainly quantitative in nature, was used. Self-administered questionnaires were used to collect data. Three hundred inclusive primary school administrators and three hundred school counsellors participated in the study. The Statistical Package for the Social Sciences, version 11.0 was used to analyze data. Frequency tables, ratios and Chi-square tests were computed. The study revealed that Zimbabwean inclusive primary school counsellors lacked training in School Guidance and Counselling and Special Needs Education. The school counsellors also lacked experience in teaching children with disabilities and the stakeholders had negative attitudes towards School Guidance and Counselling services provisions for children with disabilities. It was further revealed that inclusive primary schools lacked materials and supplies, time, finance, physical and curricular resources. The study revealed that there was no mandatory School Guidance and Counselling policy and legislation, clear mission statement, School Guidance and Counselling Framework, school counsellor certification requirements nor a School Guidance and Counselling national model. These facilities, together with Special Needs Education, experience in teaching children with disabilities and staff development, were found to positively impact on SGC services provisions for children with disabilities. School counsellors’ training in School Guidance and Counselling, advocacy on disabilities, stakeholders’ collaboration, passing mandatory School Guidance and Counselling policy and legislation, adequate budgetary and time allocation were seen as strategies to overcome challenges in SGC services provisions for children with disabilities in Zimbabwean inclusive primary schools. It was recommended that School Guidance and Counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools would improve if there would be promulgation of mandatory School Guidance and Counselling policy and legislation, school counsellors’ training in School Guidance and Counselling, requisition of adequate resources and development of positive attitudes among stakeholders. Recommendations for further research were made. / Inclusive Education / D. Ed. (Inclusive Education)