Bibliography: p. 274-279.

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Submitted in part fulfillment of the requirements for PhD (Community Psychology) in the Department of Psychology in the Faculty of Arts at the University of Zululand, South Africa, 2009. / Learners need effective school-based Guidance and Counselling Services to assist them with their developmental and situational needs. The main aim of the study was to evaluate the extent to which Guidance-Counselling Program is implemented in secondary schools in line with South African Education White Paper 6 of 2001 and ACSA Performance Standards. The study further intended to capacitate educators and Guidance counsellors with knowledge and skills on how to develop and maintain effective Comprehensive and Integrated Guidance-Counselling Services in their institutions. A sample of 153 educators and 130 learners was selected from secondary schools in Gauteng and Mpumalanga provinces. Secondary schools that received (orientation) training on SA Education White Paper 6 from the researcher were compared with those who did not receive such training. Data was collected through a questionnaire consisting of structured and semi-structured questions. Responses from focus groups were content analyzed into themes and descriptive techniques were utilized. The Objective/Close-ended questions were analysed using the Statistical Package for Social Science (SPSS) (Version 17). x2 Tests were computed for categorical data and to analyze any differences, in relation to level implementation of Guidance-Counselling Program. The main finding of the study was that, secondary schools differ significantly on how they implement Life Orientation, Guidance and Counselling activities. Furthermore, there is a perfect relationship among secondary school learners and educators on how they perceive the Guidance-Counselling Services within their respective institutions. The need for Comprehensive and Integrated Guidance-Counselling Program Model, clear guidelines and performance standards cannot therefore be overlooked. If this program is effectively implemented, it may contribute substantially towards excellent academic results, improved psychological well-being, and production of matured and responsible future citizens.

Studie- och yrkesvägledning i lägre åldrar har blivit ett allt mer aktuellt ämne på senare tid. Ämnet utgör grunden för denna studie, som syftar till att visa små barns egna perspektiv när det gäller deras upplevelse av karriär. Studien består av tio intervjuer med barn i 4-6 års ålder och resultatet visar att barnen har stor medvetenhet när det gäller karriär. Barnen kan berätta om vad ett arbete är, hur man får ett jobb, vilka som arbetar m.m., vilket analyseras utifrån begreppen self-concept, circumscription och images of occupations samt utifrån tidigare forskning. Några slutsatser som dras är att barnen till övervägande del kopplar arbete till föräldrarna, att de inte ser några begränsningar vad gäller könsroller samt att alla barnen anger realistiska yrkesaspirationer. / Career guidance and counselling at younger age has become an increasingly current topic lately. This forms the basis for this study, which aims to show small children‟s perspectives regarding the concept of career. The study consists of ten interviews with children 4-6 years of age, and the results show that the children have a great awareness of the concept of career. The children can describe what a job is, how to get a job, who is working, etc., which are analyzed from the concepts of self-concept, circumscription and images of occupations and based on previous research. Some conclusions drawn are that the children predominantly connects work to the parents, they do not see any limitations in terms of gender roles and all the children seem to have realistic work aspirations.

The focus of this project is on the quality and relevance of Vocational Counselling programme in Nigerian schools. It analyses the discipline’s training syllabuses in Universities and the extent and manner of its application in secondary schools by graduates in the field and proffers suggestions on how to improve upon both the training and the practice. As a professional field of study, Guidance and Counselling was first introduced at the University of Ibadan, in the 1980s. Within a few years, the Universities of Benin and Lagos also commenced a programme in the discipline. However, and as I have discovered, the products of the programme have really not achieved much impacts in Nigerian secondary schools almost thirty years after it was first introduced. As at today, most secondary schools still do not have professional career counselors. Where they exist, they are not always very competent, and are not often consulted by pupils while selecting their subject combinations. In the Universities, Guidance and Counselling syllabus are found to be outdated. Two major approaches were adopted in carrying out this research. The first method is empirical and was executed through field research. I visited the Universities of Ibadan, Ife and Lagos – all in Nigeria - to conduct interviews with students and lecturers of Guidance and Counselling in the Universities. I also collected documents like manuals, handbooks and course outlines issued by personnels in the Departments. I also visited, conducted interviews with, and served questionnaires on, professional counselors in a selection of public and private secondary schools in Nigeria. At the end of the field work, the documents, questionnaires and interviews were analysed and what I identified as the strengths and weaknesses of Guidance and Counselling programmes in Nigerian Universities were laid out. The second approach adopted in this study has to do with analysis of scientific publications in the field. Books, journals, manuals and even electronic publications by Guidance and Counselling experts in Germany, Europe and other places were assembled and carefully studied. In the end, what constitutes minimum competence requirements were underlined. Applied to the data earlier collected in the field, my conclusion is that the various Guidance and Counselling programmes in Nigeria need to be improved upon II and/updated and that its importance in secondary education needs to be further stressed. To improve the programme, I suggested, among others, the need for Nigerian Universities to actively work toward the development of collaborative and exchange programmes with institutions in Europe and other parts of the world.

Syftet med studien var att undersöka hur lärare i grundskolan tänker kring, och beskriver hur de arbetar med, studie- och yrkesvägledning inom ramarna för det som i läroplanen (Lgr 11) beskrivs som ett ansvar för hela skolan. Studien genomfördes med kvalitativ metod i form av intervjuer med åtta lärare på sammanlagt fyra grundskolor inom Stockholms län. Resultatet visade att flera av lärarna likställde studie- och yrkesvägledning med studie- och yrkesvägledaren. De flesta av lärarna var inte medvetna om att de hade ett ansvar för skolans studie- och yrkesvägledning, utifrån rådande styrdokument. Det kunde sägas att lärarna ansåg att syftet med studie- och yrkesvägledning var att förbereda eleverna inför framtida studie- och yrkesval, även om det fanns skillnader i hur detta uttrycktes och vad det arbetet kunde innebära. Tidsbristen uppgavs vara ett hinder och de flesta hade svårt att knyta an studie- och yrkesvägledning till sitt eget ämne. Lärarna var främst präglade av sin egen erfarenhet av studie- och yrkesvägledning, snarare än att deras uppfattningar om området kunde härledas till styrdokumenten, information från rektor eller utbildning. Resultatet analyserades utifrån teorin om närbyråkrater i relation till begreppen förstå, kunna och vilja. Det konstaterades att det fanns en väldig variation lärarna emellan både vad gäller tankar kring innebörd och det praktiska arbetet. Studien visade sig kunna bekräfta en del av de resultat som Henryssons avhandling om syo-kulturer i skolan visat (Henrysson, 1994). Detta skulle kunna tyda på att mycket litet har utvecklats på 20 år vad gäller lärares förhållningssätt gentemot studie- och yrkesvägledning som ett ansvar för hela skolan. / The purpose of the study was to examine how teachers in elementary school think about, and describe how they work with, guidance and counselling within the confines of what the curriculum (Lgr 11) describes as a responsibility of the whole school. The study had a qualitative approach, where interviews with eight teachers in four schools within the county were conducted. The results showed that several of the teachers equated the guidance and counselling with the guidance counselor. Most of the teachers were not aware that they had a responsibility to the school's guidance and counselling, based on current policy documents. It could be said that the teachers felt that the purpose of guidance and counselling was to prepare students for future academic and career choices, although there were differences in how this was expressed and what the work could entail. Lack of time was reported to be an obstacle, and most found it hard to implement guidance and counselling to their subjects. The teachers were mainly influenced by their own experience of guidance and counselling, rather than their perceptions of the area could be attributed to the policy documents, information from the principal or education. The results were analyzed based on the theory of street-level bureaucracy in relation to the concepts of understanding, able and willing. It was found that there was a tremendous variation between teachers in terms of both ideas about the meaning and practical work. The results of the study in conjunction with a twenty year old PhD thesis may indicate that very little may have evolved in terms of teachers' attitude towards guidance and counselling as a whole school approach or responsibility.

The purpose of this research study was to evaluate the Implementation of Guidance and Counselling in a Zimbabwean Secondary School that was seen to be running an exemplary programme. The study was a search for best practice meant to provide benchmarks that could benefit other institutions in similar set-ups to establish effective Guidance and Counselling (G&C) programmes. The rational for the study emanated from reservations expressed by some teachers and heads about the feasibility of G&C programmes in their schools citing numerous practical hurdles. Policy circular number 23 of 2005 expected all Zimbabwe secondary schools to institutionalise G&C programmes. Some questions that guided the study follow below. <ul> <li>How did the school articulate the policy into G&C programme?</li> <li>How can insight into the implementation of G&C inform programme development?</li></ul> The research study was conducted at Trockley Secondary School in Harare where five participants were interviewed individually. Research findings showed that Trockley was running a functional G&C programme refuting the scepticism cited above. However, it is important to set standards that schools can aspire to elevate their programmes to; for now programmes can be qualified as functional or non-functional, but not exceptional, a yard-stick that could help to improve G&C programmes significantly in the whole country. / Dissertation (MEd)--University of Pretoria, 2011. / Educational Psychology / unrestricted

Career choice is one of the most daunting decisions one has to make, since it has implications that affect a variety of aspects in one’s life. For adolescents, career decision–making is even more challenging because it is done at a time when adolescents are going through a period of identity formation, and when their core personalities have not yet been fully formed. It is therefore essential to provide systematic career guidance programmes that will assist adolescents in their career development in order to empower them to make realistic career choices. The school, as a place where adolescents spend most of their time, can be used as a vehicle to promote meaningful career development amongst adolescent learners. However, the contribution by adolescents themselves in determining the appropriate content and career guidance services/activities that will best address their needs is vital. Senior secondary school learners, in particular, are in a position to articulate their career planning needs and to identify the deficits in existing career guidance programmes. The situation in Botswana where career guidance forms only a quarter of the public secondary school guidance and counselling programme, which, with all its four components, is allocated only one 40 minute–period per week deserves special attention. Hence, this study set out to determine: * the career planning needs of Senior Public Secondary School Learners in Gaborone, Botswana as articulated by the learners themselves; * the extent to which the current career guidance programme in Senior Public Secondary Schools meets the needs of the learners. A mixed methods design, consisting of the use of a questionnaire to collect the quantitative data and a qualitative method in the form of focus–group interviews, was used to collect the data for the study. The findings of the study highlight several challenges which hamper the provision of a systematic career guidance programme to the learners, which include limited time, lack of trained personnel and less than optimal career service delivery practices. The lack of key career exploration activities in schools, such as the use of internet resource materials and career video/audio tapes, job–shadowing, career field–trips/excursions and, in some cases, career talks, results in learners experiencing unmet career needs. This situation affects the extent to which the curriculum in place addresses the career planning needs of the learners. No significant differences were noted in the needs of the learners according to gender. The study reveals that the Career Guidance Programme provides the relevant theoretical frame–work for providing the necessary assistance to learners to make informed career decisions. However, the actual implementation of the programme in the different schools leaves a lot to be desired, with several learning outcomes for the career guidance programme in both Form 4 and Form 5 not being achieved. The effectiveness of the annual career fair as a major method of disseminating career information to learners also came into question since most learners expressed having gained minimal benefit from it. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

Career choice is one of the most daunting decisions one has to make, since it has implications that affect a variety of aspects in one’s life. For adolescents, career decision–making is even more challenging because it is done at a time when adolescents are going through a period of identity formation, and when their core personalities have not yet been fully formed. It is therefore essential to provide systematic career guidance programmes that will assist adolescents in their career development in order to empower them to make realistic career choices. The school, as a place where adolescents spend most of their time, can be used as a vehicle to promote meaningful career development amongst adolescent learners. However, the contribution by adolescents themselves in determining the appropriate content and career guidance services/activities that will best address their needs is vital. Senior secondary school learners, in particular, are in a position to articulate their career planning needs and to identify the deficits in existing career guidance programmes. The situation in Botswana where career guidance forms only a quarter of the public secondary school guidance and counselling programme, which, with all its four components, is allocated only one 40 minute–period per week deserves special attention. Hence, this study set out to determine: * the career planning needs of Senior Public Secondary School Learners in Gaborone, Botswana as articulated by the learners themselves; * the extent to which the current career guidance programme in Senior Public Secondary Schools meets the needs of the learners. A mixed methods design, consisting of the use of a questionnaire to collect the quantitative data and a qualitative method in the form of focus–group interviews, was used to collect the data for the study. The findings of the study highlight several challenges which hamper the provision of a systematic career guidance programme to the learners, which include limited time, lack of trained personnel and less than optimal career service delivery practices. The lack of key career exploration activities in schools, such as the use of internet resource materials and career video/audio tapes, job–shadowing, career field–trips/excursions and, in some cases, career talks, results in learners experiencing unmet career needs. This situation affects the extent to which the curriculum in place addresses the career planning needs of the learners. No significant differences were noted in the needs of the learners according to gender. The study reveals that the Career Guidance Programme provides the relevant theoretical frame–work for providing the necessary assistance to learners to make informed career decisions. However, the actual implementation of the programme in the different schools leaves a lot to be desired, with several learning outcomes for the career guidance programme in both Form 4 and Form 5 not being achieved. The effectiveness of the annual career fair as a major method of disseminating career information to learners also came into question since most learners expressed having gained minimal benefit from it. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

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)