The purpose of the study was to determine the management of learner counselling at LHS. The little information on career counselling in post-apartheid South Africa as most information dates back to the Bophuthatswana era. Data was gathered through questionnaires and interviews. These were used to determine management of student counselling in the areas of: number of learners in class, availabilityof career counselling, and the importance of career counselling, parental involvement and departmental and community involvement in the education of learners. The response from the sample under study indicated that there is no active participation in the management of career counselling by all the stakeholders. Departmental involvement, is urgent, as more learners leave school, not ready and unarmed with relevant and important information. It is recommended that career counselling be a compulsory subject. The introduction of career counselling mechanisms will guide the school counsellor in identifying the needs of the learners, thus eliminating problems that may be encountered. This can be attained by the creation of more posts for school counselllors by the Department of Education. The counsellor at times lacks the necessary information, training and support from the education department to guide learners. A lack of career centers further exacerbates poor counselling in schools.

This study used a survey to look for significant gender differences in the career experiences of doctoral graduates from one counseling psychology program. The following areas were examined: income, employment patterns, professional self-view, motivational values, and satisfaction. The participants in this study were 135 doctoral graduates (93 males and 42 females) who graduated over a 23 year period (1968-1990) from a counseling psychology program at a mid-size midwestern state university. They completed a four page, 34 item questionnaire. Descriptive statistics were used to summarize and describe the data; and analyses of variance, analyses of covariance, chi square tests of significance, and t-tests for means were used to test for significant differences.There were gender differences in the career experiences of counseling psychologists in this study. Male counseling psychologists earned larger salaries and larger total annual income than female counseling psychologists. Females were more likely than males to work part-time-only and males worked more hours than females. However, gender differences in salary and income remained after controlling for the number of hours worked. Experience, defined as the number of years since graduation, was not a factor in income differences, as there were no differences between early and late graduates. There was a tendency for proportionately more women than men to be employed in community mental health centers. Males published more articles than females. Males attached more importance to the motivational value "making a lot of money" and there was a tendency for more males than females to see themselves as scientist-practitioners and for more females to see themselves as practitioners. Both males and females were satisfied with their training and their careers. / Department of Counseling Psychology and Guidance Services

The purpose of the study was to determine the management of learner counselling at LHS. The little information on career counselling in post-apartheid South Africa as most information dates back to the Bophuthatswana era. Data was gathered through questionnaires and interviews. These were used to determine management of student counselling in the areas of: number of learners in class, availability of career counselling, and the importance of career counselling, parental involvement and departmental and community involvement in the education of learners. The response from the sample under study indicated that there is no active participation in the management of career counselling by all the stakeholders. Departmental involvement. is urgent, as more learners leave school, not ready and unarmed with relevant and important information. It is recommended that career counselling be a compulsory subject. The introduction of career counselling mechanisms will guide the school counsellor in identifying the needs of the learners, thus eliminating problems that may be encountered. This can be attained by the creation of more posts for school counsellors by the Department of Education. The counsellor at times lacks the necessary information, training and support from the education department to guide learners. A lack of career canters further exacerbates poor counselling in schools. / (MBA) North-West University, Mafikeng Campus, 2006

Thesis (Ed.D.)--Teachers College, Columbia University, 1957. / Typescript. Type C project. Sponsor: Esther Lloyd-Jones. Dissertation Committee: Karl W. Bigelow, Ralph R. Fields. Includes bibliographical references (leaves 300-318).

Thesis (Ed.D.)--University of West Florida, 2009. / Title from title page of source document. Document formatted into pages; contains 83 pages. Includes bibliographical references.

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.

A counsellor task check list comprised of 168 tasks described in behavioral terms, was completed by 15/18 counsellors in West Vancouver. It, along with 11 statements which pertained to recommendations from the British Columbia Ministry of Education's 1980 Task Force report on counselling, provided the information necessary to design a survey instrument using a five point Likert scale. Its purpose was to support the thesis that although school-related groups: students, parents, teachers, counsellors, and administrators; would differ in their perceptions of the importance of counsellor functions, there would be some which would be rated high in importance among all five groups. A random sample of students in Grades 6, 8, 10, and 12 (n=360), and parents with children in Kindergarten to Grade 12 (n=360), as well as all the teachers (n=256), counsellors (n=15), and administrators (n=33) were surveyed. Return rates varied among the groups from a low of 17.9% for the parents to 54.5% for the administrators. Results obtained supported the thesis at both the elementary and secondary levels. Hierarchical lists for both levels ranked the items by average scores in order to illustrate the importance the groups as a whole placed on each task. Recommendations were then made to assist counsellors in the process of drafting and articulating a role and job description for themselves. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Thesis (M.Ed.)--Memorial University of Newfoundland, 1997. / Restricted until May 1998. Bibliography: leaves [63]-67, 80-89.

Guidance was introduced into Black Schools in 1981. Its aim was to help students so that they could understand themselves and the world they live in. At present it appears that very little Guidance is taking place in the Mdantsane High Schools. This was supported by these research findings. In the research five High Schools were investigated to discover the state of Guidance in these High Schools. The writer made use of an interview schedule which was presented to the principals of the five High Schools. Questionnaires were given to twenty seven Guidance teachers from the same High Schools and to two hundred and fifty student respondents. In each High School fifty student respondents were chosen, that is, ten from each standard. The research findings suggested that Guidance is not receiving its rightful place in these five High Schools since it is not effectively taught. The findings were generalised to other High Schools. Reasons for the ineffective teaching of Guidance were given by both the principal and teacher respondents. Recommendations are made as to how this state of Guidance can be remedied and improved.

Computer-assisted guidance and information systems have recently gained increased popularity among counselors and students. However, there has been little objective research performed on them. The result has been that counselors are often uncertain about the appropriate usage of these instruments. A popular computer-assisted information system which has received little study is the Virginia VIEW Career Search. The Career Search is an accessing strategy designed to lead the users to access occupational and/or educational information from the Virginia VIEW microfiche. The Career Search was adapted from the Michigan Structured Occupational Search, which was developed using the Department of Labor's (DOL) occupational classification system and the Ohio Vocational Interest Survey's weighting of the DOL's data-people-things classification. The purpose of this study was to clarify the appropriate usage of the Virginia VIEW Career Search. The study sought information concerning how the Career Search is being used in public schools in Virginia by assessing user satisfaction and determining whether the search does lead the users to access occupational and educational information. Finally, user satisfaction ratings and the results of the Career Search and the Ohio Vocational Interest Survey II (OVIS II) were compared. The sample consisted of 624 Virginia secondary school students whose school districts use both the Career Search and the OVIS II in their counseling programs. The students completed the Career Search, the OVIS II, and the Student Questionnaire. The Student Questionnaire includes a revision of Zener & Schnuelle's 1972 Feedback Sheet, which had been revised to include a questionnaire which assesses whether users seek occupational/educational information after taking the Career Search. A portion of the Feedback Sheet collected ratings so that satisfaction for the Career Search and OVIS II could be compared. Finally, the results of the Career Search and the OVIS II were compared. The results of the study indicated that users do access career information after taking the Career Search. One of the most utilized sources of career information is the Virginia VIEW microfiche occupational files. Users were generally satisfied with the Career Search, and felt that it helped them gain insight concerning appropriate careers for themselves, and was a good use of their time. Data was insufficient to make a comparison of the levels of user satisfaction for the Career Search and the OVIS II. The comparison of the results of the two instruments yielded limited data as well. However, approximately fifty percent of the subjects had matched results for the first OVIS II scale on their OVIS II Student Report and one or more occupational titles (viewscripts) generated from using the Career Search. / Ed. D.