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Portrait of a lady: a case study of a newly appointed guidance mistressYing, Pui-Sze, Rosa, 英佩詩 January 2008 (has links)
published_or_final_version / Education / Master / Master of Education
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DIFFERENCES IN PRACTICES AND EDUCATIONAL PREPARATION AMONG SECONDARY SCHOOL COUNSELORS.HENRY, PHILIP NAPHTALIA. January 1983 (has links)
The purpose of this study was to ascertain whether there were significant differences in practices and educational preparation among secondary school counselors. Five research questions and 130 hypotheses were formulated on the theory that counselor practices and educational background differ when counselors are categorized by various school environments. Data for the study were supplied by the National Longitudinal Study of the High School Class of 1972, specifically, the School File Documentation which includes counselor questionnaires from 1,057 secondary schools. One counselor questionnaire was selected from each of the schools to be included in the study. A chi square test was administered to find out if discrepancies among categorical groups were significant. The study found that major differences existed among groups classified under national geographical region, public and private control, and school location. Few differences were found among groups classified under the percentage of minority students in the school and the percentage of teachers with advanced degrees in the school. Results indicate that counselor practices and educational preparation are strongly influenced by geographical region, type of administrative control, and school location. While the study did not focus on the amount of training experienced by counselors, indication are that a sizable proportion of secondary school counselors had not taken any courses in educational, personal/family, or vocational counseling. Few in the sample had taken courses in minority group counseling. By the same token, a lack of practicum hours in these areas was also shown.
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THE INFLUENCE OF TRAINING AND BACKGROUND ON COUNSELOR RESPONSESRoark, Albert E., Roark, Albert E. January 1966 (has links)
No description available.
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A formative evaluation of pre-service suicide prevention training in CACREP accredited school counseling programsHouse, Terrie J. 30 April 2003 (has links)
Suicide is currently the third leading cause of death for adolescents ages 15-
24. While much attention has been given to this topic, no research has examined what
specific information is being taught to pre-service school counselors. The purpose of
this descriptive study was to evaluate the pre-service suicide prevention training in
CACREP accredited school counseling programs. Fifteen areas of suicide prevention
were assessed. The participants were 89 CACREP accredited programs.
The instrument utilized was entitled Suicide Prevention Survey, and included
fifteen areas of suicide prevention that could be included in program curriculum. The
results were analyzed using frequencies and measures of central tendency.
Respondents to the survey indicated that no CACREP programs offer a required
course in suicide prevention. However, the issues of suicide were reported as being
addressed in 39 different required and elective courses. Four percent (n=9) of the
programs reported covering all fifteen categories included in the survey. One program
reported coverage in area of suicide was non-existent.
Implications for CACREP accredited programs as well as recommendations
for future research is given. / Graduation date: 2003
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An analysis of guidance services in selected high schools in OregonFoster, Robert Morrison 05 May 1967 (has links)
The purposes of this investigation were: (l) To attempt to
determine how well programs of guidance services were felt to be
functioning in meeting the needs of pupils through an analysis of
guidance services in selected high schools in Oregon, and (2) To
develop recommendations for improving programs of guidance
services in secondary schools based upon the findings of this study.
The investigation focused on eight major areas of the total
guidance program in 46 Oregon high schools of three size-ranges:
Type 1, l, 000 or more pupils; Type 2, 500 to 999 pupils; and Type 3,
499 pupils or less. The analysis was based upon data secured
through rating scales and check lists. Rating scales were completed
and returned by four groups of respondents from each of the
schools. These four groups were: 44 principals for a 95 percent
return; 113 vocational instructors for an 81 percent return; 103
counselors for a 90 percent return; 3, 720 senior boys and 3, 247
senior girls, a total of 6, 967 pupils representing approximately 92
percent of all the seniors in these schools. One hundred fourteen
student rating scales were eliminated as not contributing to the study
and were not included in the total shown. Check lists of guidance
facilities and materials were completed for all 46 schools included
in this study. From the 7, 227 respondents and the data from the
checklists, the following findings were determined:
1. Type l schools rated their total programs of guidance services
as functioning 11 good 11 while Type 2 and Type 3 schools gave a
rating of "fair" to their total programs.
2. The findings showed the functioning of five of the eight major
areas of the guidance program were ranked in the same order by
all three types of schools.
3. The counselor-student ratio was found to be l: 382, 1:361, and
1:365 in schools of Type 1, Type 2, and Type 3 respectively.
The counseling space provided was considered adequate in the
schools of all three types. The clerical assistance for counselors
was considered adequate by 75 percent, 50 percent, and 40 percent
of the counselors in schools of Type 1, Type 2, and Type 3
respectively. Occupational and informational materials were
generally considered adequate in the schools of all three types.
4. Either the Basic Norm (4 year) or Standard Norm (5 year)
counselor certification is currently held by 55 percent, 48 percent
and 27 percent of the counselors in schools of Type 1, Type 2,
and Type 3 respectively.
Recommendations
1. That schools utilize organizations within the community for their
unique services to create a cooperative partnership and positive
publicity and establish guidance committees to advise and coordinate
the total team approach and up-grade this team through
in-service programs.
z. That schools recognize orientation as a continuous service provided
for all pupils through pre- and post-admission practices.
A council of committees should plan and coordinate these various
activities. Group procedures should provide for needed learning
experiences, led by qualified personnel utilizing activities and
materials appropriate to the maturation of the pupils.
3. That schools follow a planned program of individual inventory
through an accurate, current record, which contributes to understanding
each pupil and maintaining a balance between testing
and other data-collecting methods. Intensive testing, with
accurate interpretation to individual pupils is preferred to
extensive testing with insufficient personal interpretation.
4. That schools utilize all persons who possess competencies to
give first-hand information to pupils, which is accurate and
current, or who can provide contact-experiences in educational,
occupational, and training opportunities. Placement assistance
should be extended within and without the school for present
pupils, school leavers, and graduates.
5. That schools pursue regularly scheduled studies of all former
pupils. A suggested sequence would be at one, two, and five
years following the pupil's departure.
6. That further research be undertaken to seek means of overcoming
weaknesses determined by this study. Special attention
should be given to follow-up services. The development of valid
criteria for the qualitative assessment through follow-up could
reveal inadequacies and suggest innovations for curriculum and
guidance practices. / Graduation date: 1967
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Parents' perceptions of the role and function of a high school guidance counselorQuast, Courtney. January 2003 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.
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Recognizing bullying as aggression a guide for school counselors /Walters, Jenette. January 2009 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.
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THE CHARACTERISTICS OF VOLUNTARY AND INVOLUNTARY COUNSELEES AT THORTON JUNIOR COLLEGEAnderson, Gilbert Werner, 1931- January 1970 (has links)
No description available.
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COUNSELING AND/OR CONSULTATION: THE EFFECTIVENESS OF THREE PROCEDURES IN THE ELEMENTARY SCHOOLMarchant, William Chadwick, 1942- January 1971 (has links)
No description available.
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The effect of inservice training on the attitudes and behavior of male residence couselors at the University of ArizonaLindemann, William H. January 1969 (has links)
No description available.
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