Effective provision of school counselling as an integrated part of the overall educational system of South Africa is essential. Counselling in its present form has not been clearly defined yet. This fact can lead to possible generalization and superficiality in the presentation thereof. In this study an effort was made to give an account of the present educational and school counselling system of the Netherlands, by means of the descriptive method. The school counselling service in the abovementioned country was analised as follows at the onset a few important contextual concepts were defined. School counselling was then discussed as it exists in the different school contexts. was on the school counselling post itself. Finally the emphasis The various aspects of the school counsellor's work were discussed. The school counselling system of the Republic of South Africa was described next, with specific reference to the current manifestation of counselling as implemented by the Transvaal Education Department. A comparison was drawn between the educational and school counselling service of the Netherlands and that of the RSA. A list of requirements to which a school counselling service must comply, was also compiled. By using these requirements as guidelines, a few problem areas, as well as positive attributes of school counselling in the RSA, were identified. New insight gained after the study of the school counselling service of the Netherlands and the identification of certain problem areas or deficiencies in that of the RSA, led to a few recommendations concerning school counselling in the RSA. / Skripsie (MEd)--PU vir CHO, 1990

Perception and inquiries have revealed that not all vocational guidance teachers possess the necessary interviewing skills. The aim of the research was to identify generally applicable interviewing skills, as well as those specific interviewing skills which are characteristic of the vocational guidance provided to a pupil leaving school. The aim was furthermore to determine to what extent vocational guidance teachers in Transvaal secondary schools are grounded in these skills. It has been indicated that vocational guidance actually culminate in the interview. After the interview has been analysed from an educational perspective, attention has been given to the validity and reliability of the interview. Further attention has been given to the trainability in interviewing of vocational guidance teachers. The following most important, generally applicable interviewing skills were then identified. * Communication as interviewing skill - There is a distinction between verbal and non-verbal communication. * Listening as interviewing skill - A distinction is drawn between marginal listening, evaluative listening and projective listening. * Establishment of report as interviewing skill - A favourable emotional climate is a requirement for a successful interview. * "Silence" as interviewing skill - The following distinction applies: that between silence initiated by the interviewer, and silence initiated by the client. * Perception as interviewing skill - For the interviewer to correctly interpret that which he percepts is equally important, if not more important, than sensory perception. * Empathy as interviewing skill - It is essential for the interviewer to place himself in the position of the client without becoming emotionally involved. * Attitude as interviewing skill - Success will be determined by the interviewer's attitude towards the client. * Questioning as interviewing skill - There is a distinction between an openended and closed question. Questions should be put with utmost circumspection because it could influence the outcome of the interview. * The use of synopsis as interviewing skill - Through synopsis the client gets the opportunity to verify the information revealed to the interviewer. The specific interviewing skill characteristic to the vocational guidance situation has been identified as: The skilful interpretation of reports. The vocational guidance teacher has a lot of information about the school leaver from the guardian's file, accumulative card and vocational guidance file. The planning and application of an empirical research has been done. The research was mainly aimed at determining how important the vocational guidance teachers regard the interviewing skills and to what extent these teachers are grounded in interviewing skills. From the research it seemed that the training vocational guidance teachers received in interviewing, was inadequate. The most important conclusions were: * The importance of these interviewing skills to the interviewer can't be stressed enough. * The majority of vocational guidance teachers don't possess the basic qualifications to act as such. * Some vocational guidance teachers tend to underestimate the importance of the interviewing skills and they furthermore don't have the ability to handle• these interviewing skills adequately. The most important recommendations are: * That high priority be given to the training of interviewing skills to vocational guidance teachers. * That the Transvaal Education Department only appoint qualified vocational guidance teachers at secondary schools. * That attention should be given to the practical exercise of these skills. * That universities, in co-operation with the Transvaal Education Department present further courses in interviewing to acting vocational guidance teachers. / Thesis (MEd)--PU vir CHO, 1986

Effective provision of school counselling as an integrated part of the overall educational system of South Africa is essential. Counselling in its present form has not been clearly defined yet. This fact can lead to possible generalization and superficiality in the presentation thereof. In this study an effort was made to give an account of the present educational and school counselling system of the Netherlands, by means of the descriptive method. The school counselling service in the abovementioned country was analised as follows at the onset a few important contextual concepts were defined. School counselling was then discussed as it exists in the different school contexts. was on the school counselling post itself. Finally the emphasis The various aspects of the school counsellor's work were discussed. The school counselling system of the Republic of South Africa was described next, with specific reference to the current manifestation of counselling as implemented by the Transvaal Education Department. A comparison was drawn between the educational and school counselling service of the Netherlands and that of the RSA. A list of requirements to which a school counselling service must comply, was also compiled. By using these requirements as guidelines, a few problem areas, as well as positive attributes of school counselling in the RSA, were identified. New insight gained after the study of the school counselling service of the Netherlands and the identification of certain problem areas or deficiencies in that of the RSA, led to a few recommendations concerning school counselling in the RSA. / Skripsie (MEd)--PU vir CHO, 1990

Perception and inquiries have revealed that not all vocational guidance teachers possess the necessary interviewing skills. The aim of the research was to identify generally applicable interviewing skills, as well as those specific interviewing skills which are characteristic of the vocational guidance provided to a pupil leaving school. The aim was furthermore to determine to what extent vocational guidance teachers in Transvaal secondary schools are grounded in these skills. It has been indicated that vocational guidance actually culminate in the interview. After the interview has been analysed from an educational perspective, attention has been given to the validity and reliability of the interview. Further attention has been given to the trainability in interviewing of vocational guidance teachers. The following most important, generally applicable interviewing skills were then identified. * Communication as interviewing skill - There is a distinction between verbal and non-verbal communication. * Listening as interviewing skill - A distinction is drawn between marginal listening, evaluative listening and projective listening. * Establishment of report as interviewing skill - A favourable emotional climate is a requirement for a successful interview. * "Silence" as interviewing skill - The following distinction applies: that between silence initiated by the interviewer, and silence initiated by the client. * Perception as interviewing skill - For the interviewer to correctly interpret that which he percepts is equally important, if not more important, than sensory perception. * Empathy as interviewing skill - It is essential for the interviewer to place himself in the position of the client without becoming emotionally involved. * Attitude as interviewing skill - Success will be determined by the interviewer's attitude towards the client. * Questioning as interviewing skill - There is a distinction between an openended and closed question. Questions should be put with utmost circumspection because it could influence the outcome of the interview. * The use of synopsis as interviewing skill - Through synopsis the client gets the opportunity to verify the information revealed to the interviewer. The specific interviewing skill characteristic to the vocational guidance situation has been identified as: The skilful interpretation of reports. The vocational guidance teacher has a lot of information about the school leaver from the guardian's file, accumulative card and vocational guidance file. The planning and application of an empirical research has been done. The research was mainly aimed at determining how important the vocational guidance teachers regard the interviewing skills and to what extent these teachers are grounded in interviewing skills. From the research it seemed that the training vocational guidance teachers received in interviewing, was inadequate. The most important conclusions were: * The importance of these interviewing skills to the interviewer can't be stressed enough. * The majority of vocational guidance teachers don't possess the basic qualifications to act as such. * Some vocational guidance teachers tend to underestimate the importance of the interviewing skills and they furthermore don't have the ability to handle• these interviewing skills adequately. The most important recommendations are: * That high priority be given to the training of interviewing skills to vocational guidance teachers. * That the Transvaal Education Department only appoint qualified vocational guidance teachers at secondary schools. * That attention should be given to the practical exercise of these skills. * That universities, in co-operation with the Transvaal Education Department present further courses in interviewing to acting vocational guidance teachers. / Thesis (MEd)--PU vir CHO, 1986

The purpose of this research is to examine the possibilities of the Biblical narrative (Genesis 37·, 39-50 as the focus of this study) in therapy with children. A practical, reformed view of humans has been established, to give a clearer understanding of how Christian therapists view a child in therapy. The specific role of the therapist in the use of Narrative therapy was explored. Narrative therapy can be approach in two different ways: the use of the persons problem-oriented story, or the use of external narratives. Both uses have been discussed, combined and illustrated through the use of case studies. The story of Joseph (Genesis 37, 39-50) was selected for use in this studie. It has been studied in a context of Revelation history, while the case for the use of this narrative has been argued. The main reason being that Joseph seems to be an exceptional example of virtue for any person to follow. On the strenth of this study the author wishes to make the conclusive propositi·ons: Children with problems should not only be helped to cope with their problems, but should also be taught to build a relationship with God during the therapy proses. Since stories have been used through the ages to convey a spesific message (also by Jesus himself), this method could (and should) be employed while. working with children. The Christian therapist is priviledged to have the Word of God, written in narrative form, to utilize in practice. / Thesis (M.A.)--Potchefstroom University for Christian Higher Education, 2001

The purpose of this research is to examine the possibilities of the Biblical narrative (Genesis 37·, 39-50 as the focus of this study) in therapy with children. A practical, reformed view of humans has been established, to give a clearer understanding of how Christian therapists view a child in therapy. The specific role of the therapist in the use of Narrative therapy was explored. Narrative therapy can be approach in two different ways: the use of the persons problem-oriented story, or the use of external narratives. Both uses have been discussed, combined and illustrated through the use of case studies. The story of Joseph (Genesis 37, 39-50) was selected for use in this studie. It has been studied in a context of Revelation history, while the case for the use of this narrative has been argued. The main reason being that Joseph seems to be an exceptional example of virtue for any person to follow. On the strenth of this study the author wishes to make the conclusive propositi·ons: Children with problems should not only be helped to cope with their problems, but should also be taught to build a relationship with God during the therapy proses. Since stories have been used through the ages to convey a spesific message (also by Jesus himself), this method could (and should) be employed while. working with children. The Christian therapist is priviledged to have the Word of God, written in narrative form, to utilize in practice. / Thesis (M.A.)--Potchefstroom University for Christian Higher Education, 2001

Information from symposiums regarding guidance, as well as information from interviews with school guidance personnel, students and other persona concerned, revealed gaps concerning the present school guidance systems. In this connection the public and private sector can play an important role by revealing the necessary information about the career world to the guidance personnel. The aim of this investigation serves a double purpose. In the first instance to investigate the liaison between the school guidance personnel of the Transvaal Education Department's secondary schools and the public and private sector from the point of view of the literature. Secondly an empirical determination of the nature of the connection between career guidance personnel of the Afrikaans medium secondary schools in Transvaal and the public and private sector, as well as to determine what the attitude of school guidance personnel are towards liaison with the public and private sector. For the purpose of this study, public sector can be defined as the sector where government has partial or total control, whereas in the private sector the government has no direct control. Personal visits to guidance personnel at secondary schools in Transvaal and the questionnaire method were both considered to obtain the necessary information for this study. After thorough consideration, the decision fell upon the questionnaire method. Questionnaires were therefore sent to all Afrikaans medium secondary schools in Transvaal. RECOMMENDATIONS: The following are recommended, bearing the findings of the study in mind: 1. RENEWED INTRODUCTION OF THE COMMITTEE FOR COORDINATION OF CAREER INFORMATION AND CAREER GUIDANCE. The following recommendations about the function of the above mentioned committee can be made: 1.1 the private sector must be accommodated in this committee, 1.2 this committee must be actively involved in a promotion campaign. 2. RESTRUCTURING OF THE EDUCATION POLICY BY THE TRANSVAAL EDUCATION DEPARTMENT. This study revealed that a number of school guidance personnel did not liaise with the public and private sector due to the Transvaal Education Department's policy. The following are recommended: 2.1 the Education Department's policy about outsiders must be clearly formulated and published to all persons involved, 2.2 free admission by representatives of the public and private sector to schools, 2.3 visiting of career displays and information days by pupils during school hours, 2.4 partnership between the Transvaal Education Department and the public and private sector to be emphasized to the pupils and to improve contact between the Education Department and the public and private sector. 3. INVOLVEMENT OF THE PUBLIC AND PRIVATE SECTOR. Liaison is the result of the initiative from the schools while they experience shortages of funds, time limits, transport problems and long distances. It is therefore recommended that the public and private sector will visit schools on their own initiative. FINAL REMARKS: There is a definite need for liaison between school guidance personnel and the public and private sector. This study emphasizes the results of the HRC's Study Committee: Guidance (1981) and as such the findings of this study are closely related with the findings and recommendations of the HRC's Study Committee. The quality of school guidance will be improved by liaison and this will improve the pupils' ability to make responsible career choices. It is therefore of the utmost importance for all partners in the school guidance programme to work closely together and to liaise more effectively. / Thesis (MEd)--PU vir CHO, 1991

This investigation determines the extent to which Vocational Guidance for junior secondary gifted pupils is effectively administered in the Transvaal. Authoratative literature on Vocational Guidance for the gifted child serves as theoretical background. The characteristics, needs and developmental possibilities of the gifted child are investigated in terms of a vocational guidance programme. The function of the home, school and "world of work" regarding the gifted child's vocational education and guidance are considered. The emphasis, however, is placed on the role of the school, and in particular the role of the Head of Department: Educational Guidance; subject teachers and the Educational Advisor: Vocational matters. In the empirical investigation, a questionnaire was completed by Heads of Department: Educational Guidance, in a number of Afrikaans-medium and double-medium Secondary Schools. The SAS computer programme is applied to determine the average of the responses for each question. The results of the investigation indicate that certain aspects of the existing Vocational Guidance programme are effective. There are however, a number of areas what deserve more attention, and possibly need to be revised. For the Vocational Guidance programme to be really effective, the existing programme needs to be implemented maximally, while comprehensive involvement of a committed teaching staff is essential. It is important to consider the latest developments regarding the vocational education of the gifted child In order to revise the present programme periodically. / Thesis (MEd)--PU vir CHO, 1990

Information from symposiums regarding guidance, as well as information from interviews with school guidance personnel, students and other persona concerned, revealed gaps concerning the present school guidance systems. In this connection the public and private sector can play an important role by revealing the necessary information about the career world to the guidance personnel. The aim of this investigation serves a double purpose. In the first instance to investigate the liaison between the school guidance personnel of the Transvaal Education Department's secondary schools and the public and private sector from the point of view of the literature. Secondly an empirical determination of the nature of the connection between career guidance personnel of the Afrikaans medium secondary schools in Transvaal and the public and private sector, as well as to determine what the attitude of school guidance personnel are towards liaison with the public and private sector. For the purpose of this study, public sector can be defined as the sector where government has partial or total control, whereas in the private sector the government has no direct control. Personal visits to guidance personnel at secondary schools in Transvaal and the questionnaire method were both considered to obtain the necessary information for this study. After thorough consideration, the decision fell upon the questionnaire method. Questionnaires were therefore sent to all Afrikaans medium secondary schools in Transvaal. RECOMMENDATIONS: The following are recommended, bearing the findings of the study in mind: 1. RENEWED INTRODUCTION OF THE COMMITTEE FOR COORDINATION OF CAREER INFORMATION AND CAREER GUIDANCE. The following recommendations about the function of the above mentioned committee can be made: 1.1 the private sector must be accommodated in this committee, 1.2 this committee must be actively involved in a promotion campaign. 2. RESTRUCTURING OF THE EDUCATION POLICY BY THE TRANSVAAL EDUCATION DEPARTMENT. This study revealed that a number of school guidance personnel did not liaise with the public and private sector due to the Transvaal Education Department's policy. The following are recommended: 2.1 the Education Department's policy about outsiders must be clearly formulated and published to all persons involved, 2.2 free admission by representatives of the public and private sector to schools, 2.3 visiting of career displays and information days by pupils during school hours, 2.4 partnership between the Transvaal Education Department and the public and private sector to be emphasized to the pupils and to improve contact between the Education Department and the public and private sector. 3. INVOLVEMENT OF THE PUBLIC AND PRIVATE SECTOR. Liaison is the result of the initiative from the schools while they experience shortages of funds, time limits, transport problems and long distances. It is therefore recommended that the public and private sector will visit schools on their own initiative. FINAL REMARKS: There is a definite need for liaison between school guidance personnel and the public and private sector. This study emphasizes the results of the HRC's Study Committee: Guidance (1981) and as such the findings of this study are closely related with the findings and recommendations of the HRC's Study Committee. The quality of school guidance will be improved by liaison and this will improve the pupils' ability to make responsible career choices. It is therefore of the utmost importance for all partners in the school guidance programme to work closely together and to liaise more effectively. / Thesis (MEd)--PU vir CHO, 1991

This investigation determines the extent to which Vocational Guidance for junior secondary gifted pupils is effectively administered in the Transvaal. Authoratative literature on Vocational Guidance for the gifted child serves as theoretical background. The characteristics, needs and developmental possibilities of the gifted child are investigated in terms of a vocational guidance programme. The function of the home, school and "world of work" regarding the gifted child's vocational education and guidance are considered. The emphasis, however, is placed on the role of the school, and in particular the role of the Head of Department: Educational Guidance; subject teachers and the Educational Advisor: Vocational matters. In the empirical investigation, a questionnaire was completed by Heads of Department: Educational Guidance, in a number of Afrikaans-medium and double-medium Secondary Schools. The SAS computer programme is applied to determine the average of the responses for each question. The results of the investigation indicate that certain aspects of the existing Vocational Guidance programme are effective. There are however, a number of areas what deserve more attention, and possibly need to be revised. For the Vocational Guidance programme to be really effective, the existing programme needs to be implemented maximally, while comprehensive involvement of a committed teaching staff is essential. It is important to consider the latest developments regarding the vocational education of the gifted child In order to revise the present programme periodically. / Thesis (MEd)--PU vir CHO, 1990