Guidance and Counseling

Selbsterfahrung gilt als unverzichtbare Saule der Psychotherapieausbildung (vgl. Burns 2005) und ist als Ausbildungselement in einigen europaischen Landern in (Psychotherapie-)Gesetzestexten verankert. Doch ist ihre Wirkung bis heute unzureichend erforscht und auch von der Ausbildungsforschung weitgehend ubergangen worden (vgl. u. a. Straus & Kohl 2009). Die Kritik an den selbsterfahrungsorientierten Anteilen der Psychotherapieausbildung, insbesondere wegen der zentralen Bedeutung der therapeutischen Arbeitsbeziehung (vgl. Lieb 1998), ist jedoch weitgehend verstummt. Vorliegender Beitrag skizziert die Hauptergebnisse aus dem Forschungsprojekt „Qualitatsmerkmal oder Mythos? Die Rolle der Selbsterfahrung in der Psychotherapieausbildung“ des Departments fur Psychotherapie und Biopsychosoziale Gesundheit (Leitner et al. 2014) der Donau-Universitat Krems entlang der Forschungslinie des Departments.

This article examines the effect of sexual self-esteem on adolescent students' sexuality. The researchers utilized the ex post facto survey design to explore how sexual self-worth influences sexual dispositions among adolescents in universities. The study was conducted in Akwa Ibom State, Nigeria and involved 1,580 randomly sampled adolescents in public universities. The research data was analyzed using descriptive statistics to answer the research question: How does sexual self-esteem influence the sexual dispositions of adolescent students in public universities? The outcome showed that students with low sexual self-esteem manifested inordinate sex-esteem and permissive sexual dispositions whereas adolescents with high sexual self-esteem manifested positive sexual dispositions. The researchers thus concluded that sexual self-esteem has a significant effect on the sexuality of adolescent university students. Based on this, it was recommended that sexuality education programs sh...

This article shows that there is a common thread that connects the roles and functions of education in family nursing review, with the establishment of Islamic morals. The linkage of these two variables arouses the writer's interest in examining the extent of the role and functions of family in the formation of the Islamic morals of students enrolled in UIN Alauddin, Makassar. Instructions and rules contained in religious spirit seem to be ideal and glorious, because they teach a dynamic and progressive life, appreciate the mind through the development of science and technology, balance and meet material and spiritual needs, develop social awareness, appreciate time, prioritize brotherhood, and promote more positive attitudes. Furthermore, this research discusses the term bilisan al-hal, which is used to refer to communication activities through acts, actions or real deeds. Finally, this article shows that morality is a collection of properties hidden in the soul and by encouragement or consideration of nature, an act can be said to be good or bad in the eyes of man.

Seventy-two (n = 72) school counselors from South Carolina were surveyed to assess their perceptions of their pre-service training in relation to eight school-family-community partnership roles and their perceived level of involvement in these roles, This exploratory study sought to determine whether school counselors varied by school level in their perceptions of their training and involvement and whether or not significant relationships existed between perceptions of pre-service training and perceived level of involvement in the eight partnership roles. Implications for practice, training, and research are discussed.

This is a remarkable book, destined to become a point of reference in the large field of clinical psychology and psychotherapy. Two of the greatest Kellian psychotherapists and scholars present a new perspective on personal construct psychology (PCP). They introduce a breath of fresh air into a sector of clinical psychology, certainly fascinating, but which has long been circumscribed within the perimeter of the monumental work by Kelly (1955), which was able to grasp and transcend the spirit of the time. As Bruner (1956) states, 'If it was Freud's genius to cut through the rationalistic cant of nineteenth century Apollonianism, George Kelly's talent is to outstare the fashionable Dionysianism of the twentieth.' Although an alternative to behaviourism and psychoanalysis, Kelly's psychology of personality shared their individualism. Procter and Winter's personal and relational construct psychotherapy overturns this premise, abandoning constructivism in solitude to place PCP within social constructivism. The authors retain Kelly's central idea that the key to understanding human personality is meaning, as well as the processes by which individuals construct meaning. However, they reframe this idea through a relational perspective which borrows some of its assumptions from systemic psychotherapies...

This comprehensive, conceptually grounded and documented volume is a total pleasure to read. The reader is introduced to personal and relational construct psychotherapy through a compelling clinical case, which is accompanied in the following chapters by a clear and engaging style. You feel the authors’ absolute mastery of the subject and their ability – characteristic of great clinicians – to empathise with their interlocutors, who this time are we, the readers.

This study aimed to determine if significant relationships exist among resilience, forgiveness, and anger expression, as there has always been a posing challenge to the professionals in the field of Psychology on the matter of understanding the behavior of adolescents both socially and emotionally. To guide for better understanding of the concepts under investigation, three theories were used: Personality Theory of Resilience, Process Model of Forgiveness, and Anger Cycle Model. These theories offer an explanation that the mechanism of these constructs adopt a process approach. With the use of descriptive-correlational research design, 69 BS Psychology students were administered three standardized questionnaires namely The Resilience Scale, The Heartland Forgiveness Scale, and Anger Self Report. Descriptive and Inferential Analyses of the data obtained using Mean and Pearson correlation yielded that BS Psychology students as a whole have high levels of resilience. When grouped according to year level, first year to third year BS Psychology students have high level of resilience while fourth year BS Psychology students have moderate level of resilience. Furthermore, BS Psychology students have moderate levels in both forgiveness and anger expression as a whole and when grouped according to sex and year level. Results of the study showed: (1) a positive correlation between resilience and forgiveness; (2) no significant correlation between resilience and anger expression; and (3) no significant correlation between forgiveness and anger expression. The present study recommends periodic self-assessment for the participants as an integral part of being future mental health professionals. Wellness program should also be crafted to ensure sound psychological state of Psychology students.

Lakatos's (1978) philosophy of science is used as a guide for resolving published authors' differences of opinion about interpersonal forgiveness. We first review the ancient writings and current philosophical works regarding interpersonal forgiveness. With these ideas as a foundation we then critique six published papers on forgiveness, all of which have counseling implications. It is suggested that the works are not yet grounded in the foundational writings on forgiveness. The works, thus, may need some refinement in the area of definition, or proposed consequences for a forgiver, or in the processes used to bring about forgiveness in clients. A process model of interpersonal forgiveness then is described. Implications for the use of interpersonal forgiveness within counseling are drawn.

Tämän raportin tarkoituksena on kuvata perusopetuksen luokka-asteiden 6–9 oppilaanohjauksen tilaa syksyllä 2008 opetusministeriön rahoittaman oppilaanohjauksen kehittämisen käynnistyessä.

Oppilaanohjauksen kehittäjätahoille (f = 148) toteutettiin e-lomakkeella lähtötilannekartoitus, johon vastasi 442 henkilöä. Kyselyaineistoa täydennettiin kolmella kuntavierailulla.

Kolmasosa vastaajista tuli joko Lapin, Oulun tai Itä-Suomen läänistä, ja runsas kolmannes EteläSuomen läänistä. Vastaajista 71 % oli naisia, ja 38 % oli 46–55-vuotiaita. Runsaalla kolmanneksella ei ollut mitään oppilaan ja opinto-ohjauksen alaan liittyvää koulutusta, mutta 31 % oli suorittanut opinto-ohjaajan kelpoisuusopinnot. Puolet toimi hankkeen käytännön kehitystyössä, ja yhdeksän kymmenestä edusti kasvatus- ja opetusalaa. Noin 38 %:lla vastaajista oli aiempaa hankekokemusta.

Parhaiten toimiviksi ohjauskäytänteiksi arvioitiin seuraavat: työelämään tutustuminen, alakoulun oppilaiden yläkouluun tutustuttaminen, peruskoulun oppilaiden toisen asteen koulutukseen tutustuttaminen, luokkamuotoinen ohjaus ja ohjaukseen liittyvät infotilaisuudet. Huonoiten
toimivia olivat perusopetuksen päättävien jälkiohjauksen toimintamallit, oppilaanohjauksen käytäntöjen dokumentoiminen, toisen asteen koulutuksen ulkopuolelle jäävien ohjauskäytännöt, eri hallintokuntien keskinäinen vastuunjako ja sopimuskäytännöt sekä julkisten organisaatioiden ulkopuoliset ohjausjärjestelyt.

Tapauskunnista Tampereen kaupungin, Jyväskylän seudun ja Sallan kunnan ohjauskäytänteissä oli selviä eroja, koska niiden koko ja konteksti sekä niiden myötä ohjauksen kehittämishaasteet ovat varsin erilaiset. Kaikissa oli pyritty löytämään hyviä käytänteitä ja paikantamaan kehittämistä kaipaavia teemoja. Aineenopettajien ohjaus värittyi heidän opettamansa oppiaineelle ominaisista sisällöistä ja menetelmistä, ja haasteet liittyivät erityisesti työn- ja vastuunjakoon koulun eri
toimijoiden kesken. Oppilaat odottivat ohjaukselta erityisesti tietoa ja kannustusta ja huoltajat toimivaa kodin ja koulun välistä viestintää.

Kehittämistyötä ajatellen eniten kohdistui odotuksia ohjauksen näkyvyyden parantamiseen, ohjauksen arkikäytänteiden ja -työvälineiden karttumiseen sekä  erilaisen yhteistyön ja verkostoitumisen paranemiseen. Myös ohjaustaitojen ja henkilökohtaisen ohjauksen laadun kohenemista haluttiin saada aikaiseksi. Eniten epäiltiin ajan ja voimavarojen riittävyyttä, projektin tuloksellisuutta sekä toimijoiden aitoa sitoutumista. Näkökulma ohjauksen kehittämiseen oli selvästi aikuiskeskeinen, asioiden tarkastelu nuorten kannalta oli vähäistä.

This chapter expands knowledge of national secondary datasets with the aim of increasing policy relevant research related to school-based counseling. A brief review of benefits and challenges of national and international secondary datasets is provided.  A six-step research process (i.e., gaining access to the data, becoming familiar with and evaluating the data, preparing the data for analysis, conducting appropriate analyses, interpreting results and examining policy implications, and describing the limitations of the study/data) is presented as a step-by-step guide to conducting research studies with these national and international secondary datasets. Potential policy relevant research questions pertinent to school-based counseling are discussed.

This article examined the influence of sexual content in popular media on the sexuality of public university adolescents. The survey utilised a researcher-made questionnaire to collect data from a random sample of 1580 adolescents from public universities in Akwa Ibom State, Nigeria. The questionnaire, Tertiary Institution Students’ Sexuality Questionnaire, had a reliability index of .86 for the sexual attitude scale and .82 for Students’ Exposure to Sexual content in the Media. Data collected were analysed using appropriate statistics to answer the question: How does exposure to sexual contents in the media influence the sexuality of adolescents in public universities in Akwa Ibom State? Result of data analysis shows that students who were more exposed to sexual content in popular media manifested more negative sexual attitudes than their counterparts who were less exposed to sexual contents in the media. It was recommended that the sexuality of adolescents may be improved by unlearning the misgivings of popular media through well designed programmes of sexuality education.

This article is an attempt to alert sexuality educators and counsellors to the viability of peer association as machinery for propagating sexual ideals and mores. The study reported here examined the influence of peers on the sexuality of adolescents in public universities. The study utilised the ex post facto survey design; a randomised sample of 1,580 adolescent students; and the Tertiary Institution Students’ Sexuality Questionnaire to answer the question: How do peer groups influence the sexuality of adolescent students in public universities in Akwa Ibom State? Analysis of the data collected showed that peers have a persuasive influence on the sexuality of adolescent students in the public universities surveyed. Based on the dynamics of peer influence discussed from the findings, the researchers recommended among other things that peer counselling and peer education on sexuality should be designed and utilised in programmes of sexuality education. This will allow peers to positively influence peers to adopt healthy pro-social sexual mores and ideals and thus forestall sexual maladjustment among adolescents in public universities.

[AMAZON LINK BELOW TO BOOK ITSELF -- TOC and book intro in downloadable .pdf] 

"It is a common experience that a problem difficult at night is resolved in the morning after the committee of sleep has worked on it." --John Steinbeck Scientific research confirms what people have always known: answers, ideas, and inspiration do come to us in dreams. Harvard psychologist and world-renowned dream specialist Deirdre Barrett, Ph.D., offers this rich collection of examples of how the world's most creative practitioners in art, music, film, science, literature and other fields have used the revelations of their dream life to inform their work. Dr. Barrett offers insights showing us how to encourage lucid, meaningful dreaming, and how to apply the meanings of our dreams to solving problems--from the everyday to the extraordinary. This is the stuff dreams are made of. In the visual arts, Jasper Johns couldn't find his unique artistic vision until he dreamed it in the form of a large American flag. Salvador Dali and his colleagues built the startling new genre of surrealism out of dreams. Kubla Kahn dreamed the design for his stately pleasure dome; thousands of years later, Lucy Davis, chief architect at a major firm, continues the tradition of dreaming designs into life in her extraordinary buildings. Film is a fertile avenue for dreams: "Twice I have transferred dreams to film exactly as I had dreamed them," confides director Ingmar Bergman, as have Federico Fellini, Orson Welles, Akira Kurosawa, Robert Altman, and John Sayles. From Mary Shelley's terrible nightmare, which became Frankenstein, to Stephen King's haunting dream as a little boy, which led to his first bestseller, countless writers have consulted the Committee. Musicians from Beethoven to Billy Joel and Paul McCartney have whistled the Committee's tunes. In science, physiologist Otto Loewi dreamed the medical experiment that earned him the Nobel Prize. In sports, Marion Jones dreamed she'd broken a world record, then brought the dream to life. Gandhi translated his dream of resistance into a movement that changed the world. Since Freud, we take it for granted that our dreams reflect our past. In The Committee of Sleep, Barrett reveals how dreams can also tell us about our future potential--and how to reach it.

Self-esteem is one of the core aspects of human life, upon which we shape our behavior and attitude. It is primarily our evaluation about our own self. Assertiveness is the quality of an individual to be self-assured and confident without being aggressive. The present study employed an experimental pre test post test method and aims at assessing the effect of SE enhancement on assertiveness of school students of Bhopal. Coopersmith Self Esteem Scale and Assertiveness Inventory were used as tools. It was concluded that SE enhancement had a positive significant effect on the assertiveness of school children. Also, the mean assertiveness score for boys and girls did not show any significant difference.

This chapter describes comprehensive and culturally relevant strategies that school and college counselors in K–12 schools and community settings can use to establish school-familycommunity partnerships that enhance students’ academic preparation, build students’ college aspirations, increase students’ and their families’ college knowledge, and provide students and their families with college planning and financial aid information conducive to successful enrollment in postsecondary institutions. We highlight the critical components of a comprehensive multi-system college readiness partnership program, offer some parent involvement and outreach strategies for collaborating with African-American and Latino families, describe how to locate and leverage resources through community asset mapping, and describe a partnership process model for building school-family-community partnerships focused on college readiness.

“As we know, well-led groups provide many member benefits: feelings of universality, a sense of hope, altruism, acquisition of knowledge and skills, and mutual support...This text is affordable, easy to use, and very suitable for providing group work material in BSW or MSW practice courses.”

— Greg Tully, West Chester University



AN EXPERIENTIAL APPROACH TO GROUP WORK
Second Edition

Rich Furman, University of Washington, Tacoma
Kimberly Bender, University of Denver
Diana Rowan, University of North Carolina, Charlotte

An Experiential Approach to Group Work is not your typical group work text! Using dozens of exercises that build practice-tested skills, the authors' approach is in perfect step with CSWE's competence-based education requirements. The book is organized into three sections—the first addresses stages of group practice, the second looks at major types of groups, and the final section looks at examples of group work practice with special populations.

Features of the Second Edition

    Expanded! Discussion of the theory of group process and dynamics
    New! Content regarding Canadian, British, and Australian group work practices
    New! Chapters on anti-oppressive practice, group work with immigrants, and macro-practice group work
    New! Content on the use and development of technology to aid group work
    Contains customized exercises for each group work topic, designed to build the student and practitioner’s skills for use in group work sessions
    Special emphasis on how to bring individual sessions or groups to closure
    Provides examples of group work in specialized settings: conflict resolution groups within elementary schools, pregnant teens, Latinos, and HIV/AIDS clients

Genelde canlıların, özelde ise insanoğlunun nasıl öğrendiğine dair araştırma sonuçları her geçen gün önümüze heyecan verici bilgiler ve bulgular sunmaktadır. Bu araştırma sonuçları öğrenmede yeni stratejiler geliştirilmesinde öncülük etmektedir. "Öğrenme Psikolojisi" adlı bu kitap, alandaki en temel ve güncel araştırma bulgularını da kapsayarak eğitim, edebiyat ve tıp fakülteleri gibi değişik alanların birçok programında lisans ve lisansüstü düzeyde kullanılabilecek şekilde hazırlanmıştır.
Okuyucu merkezli olarak hazırlanan bu kitap, tüm yaşlardaki öğrenicilerin bilgi ve becerileri nasıl edindiklerini ve öğrenme sürecinde etkili olabilen inanç, motivasyon, tutum ve tavır gibi faktörleri kapsamaktadır.
Öğrenme konusunda bilgi sahibi olmak isteyen okuyucunun, temel bir psikoloji bilgisine sahip olması ön koşulu yoktur. Kitapta öğrenme kuramlarının tarihsel temellerinden başlayarak güncel öğrenme yaklaşımlarına rahatlıkla geçiş yapılabilir. Alandaki bir profesör, öğrenme ile ilgili en son araştırma bulgularına bu kitapta ulaşabilirken; üniversite eğitimine yeni başlamış bir öğrenci de öğrenme ile ilgili en temel konulara rahatlıkla erişebilir.

Abstract
The rate of loneliness, anxiety, depression, emotional distress, distrust in relationships among adolescents and their implications for student',' academic performance, relationship with teachers and peers, personality, choice of career, emotional development and preparation for life have been traced to variations in adolescents' emotional security. The foregoing has inspired investigation into inter-parental conflict and parent-child relationship as determinants of emotional security of school-going adolescents in Ibadan South-West Local Government Area of Oyo State. The study adopted the descriptive survey research design of the ex-post facto type, with a sample of 248 adolescents (between the ages of 13 and 19 years) randomly selected from junior secondary schools in Oyo State. Three measuring scales (Inter-parental conflict scale; r = 0.78, Parent-child relationship scale; r = 0.73 Emotional security scale = 0.76) were used in collecting data. Pearson's product moment correlation and multiple linear regression were used in testing three research questions at 0.05 level of significance. The result indicated that inter-parental conflict (r = -.821, P<0.01) and parent-child relationship (r =.885, P<0.01) significantly correlated with adolescents' emotional security. The regression analysis confirmed that the independent variables jointly accounted for 81.6% variance in the prediction of adolescents' emotional security. Parent-child relationship (Beta = .636, t= 14.883, P<0.01) was found to be the strongest predictor of adolescents' emotional security, followed by inter-parental conflict (Beta = .636, t= 14.883, P<0.01). By implication, reduction in inter-parental conflict will improve adolescents' emotional security, while a unit change in parent-child relationship will increase the likelihood for an improved adolescents' emotional security. It was recommended that parents should not discuss their grievances or exchange words in the presence of their children because of its effects on their emotional development. They were also enjoined not to transfer aggression to their children. School counsellors were enjoined to help adolescents develop emotional regulatory ski/Is to adjust unpleasant situations or events in life. Key words: Adolescent, Emotional security, Inter-parental conflict and Parent-child relationship

The Counseling & Guidance Network recognizes the critical need for attention to the affective needs of the gifted individual. This Network is dedicated to addressing the social and emotional growth of the gifted and talented. In addition, emphasis is placed on planning and implementing a variety of systems and services for meeting these needs.

Editing & Design: Dr. William Goff II & Merzili Villanueva

This study investigated the extent to which students  have access to academic advising and counselling in South East Universities in Nigeria. The subjects for the study comprise 10,800 students drawn from the nine universities in the South East ,Nigeria. The instrument was validated by two experts in Guidance and Counselling one from Nnamdi Azikiwe University, Awka and another one from Ebonyi State University, Abakiliki all in Nigeria. A test-retest method of reliability was used and a reliablity co-efficient of 0.83 was obtained. Mean scores and z- test statistics were used in data analysis. The result included that  there is no significant impact of academic advising and counselling services from six out of nine universities studied. Based on the findings  of the study, it was recommended that Government should provide counseling centers in all the Universities to avail the students of academic advising and counselling for better academic performance amongst others

Parole chiave: counseling, scuola, professionalità Il counseling scolastico ed educativo ha una storia antica. Nella sua prima accezione-vocational guidance-l'origine risale al 1908 quando Frank Parsons fondò il Boston Vocation Bureau, un ufficio che intendeva offrire il primo servizio di orientamento ai giovani; l'anno dopo il progetto venne meglio strutturato e implementato all'interno delle scuole pubbliche di Boston e negli anni successivi in tutti gli Stati Uniti. Un cammino lungo, che ha portato l'ASCA-American Association of School Counselor-ad essere un'organizzazione con un ruolo determinante nel sistema scolastico del paese: il premio per il counselor scolastico dell'anno viene assegnato in una cerimonia alla Casa Bianca. È una premessa dovuta: quella del counselor scolastico è una professione che non può essere messa in discussione, che ha ben definito i propri ambiti di competenza e le azioni che la contraddistinguono; la ricerca continua a consolidarne lo statuto scientifico e ne indica le vie di sviluppo, con rigore e autorità riconosciute dalla comunità scientifica che riconosce nel counselor scolastico una professione a sé, ben distinta-e non ancillare-da quella dello psicologo scolastico. Le linee guida definite dall'ASCA 1 sono un riferimento quasi indispensabile. Un'ultima notazione preliminare: nel mondo del counseling, quella dei counselor scolastici è la comunità professionale più numerosa e sviluppata. Quelli che seguono sono appunti che intendono offrire a counselor, insegnanti, educatori, professionisti delle relazioni di aiuto, una riflessione su quello che potrebbe essere un indirizzo professionale interessante anche nel nostro paese. I primi appunti riguardano alcuni aspetti del sistema scolastico italiano. Dalla ricerca della Commissione Europea "Teaching Careers in Europe" 2 del 2018, su 43 sistemi scolastici del continente, emerge che Italia, Romania e Turchia sono gli unici paesi che non prevedono alcuna forma di supporto istituzionale agli insegnanti: altrove si tratta di psicologi dell'educazione, insegnanti formati ad hoc, servizi comunitari e in più paesi di counselor. Il sistema scolastico italiano è il solo in Europa occidentale dove permane inossidabile il paradigma per cui gli unici adulti presenti sono insegnanti o ex-insegnanti: lo sono i presidi, lo sono i pedagogisti-quelli che non sono stati rimandati in classe-, lo sono gli specialisti per la disabilità, l'intercultura, i disturbi dell'apprendimento…, sempre e solo insegnanti. Nella scuola italiana non è prevista alcuna figura di sistema che non sia docente. Non sono previsti ruoli di supporto, consulenza, supervisione per il corpo docente, che da questo punto di vista è completamente autoreferente. Né le varie riforme che si sono succedute nei decenni hanno ipotizzato qualcosa di diverso in questo senso. Il secondo appunto riguarda il respiro affannato degli insegnanti: chi vive nella scuola sente la fatica che deriva non soltanto dalle situazioni educative; c'è una sorta di tsunami burocratico che sta sottraendo sempre più energia ai docenti del nostro paese. La visione macroscopica è data dal succedersi delle riforme (dal 2000 ad oggi Berlinguer, Moratti, Fioroni, Gelmini e Renzi), senza che vi fossero né consultazioni, né processi condivisi di implementazione, mentre, per dirla con Bruner, "è indispensabile che gli insegnanti capiscano e credano nei miglioramenti progettati: un concetto così banale e trascurato nei progetti di riforma dell'istruzione" 3 che si traduce spesso in una sorta di resistenza passiva che genera apatia e indifferenza. Lo tsunami quotidiano invece è dato da una tale quantità di documenti e adempimenti che spiazza e disorienta. 1 https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PositionStatements.pdf 2 https://eacea.ec.europa.eu/national-policies/eurydice/content/teaching-careers-europe-access-progression-and-support_en 3 Jerome Bruner, La cultura dell'educazione,1997, pag.97

Education in the broadest sense is aimed at helping individuals become more productive members of the society. At the heart of the whole pedagogy is Guidance and Counselling, which has been positively correlated with effective learning outcomes. Primarily, School Guidance and Counselling services are geared towards helping students know themselves, the world around them and make optimal decisions for enhanced future for all. This paper presents guidance and counselling services provided in the school system. It contends that since counselling services are expedient for everyone, all through life, the Counsellor, who is the service provider, needs to be always on top of his/her job.

Nursing students face numerous stresses and challenges that pose a threat to their well-being. They require guidance to attain satisfactory adjustment in all aspects of daily life in this critical stage of their development. This study was conducted to determine the guidance needs of nursing students in selected schools in Iloilo City. The sample of this descriptive, comparative study consisted of 283 randomly selected students from four nursing schools in Iloilo City. The Guidance Needs Inventory for Nursing Students (GNINS) developed by the researchers was used to gather data. Frequency, mean, standard deviation, and rank were used to describe the data. Independent Samples t-Test and ANOVA set at 0.05 alpha were employed to find out significant difference between variables. The study revealed that nursing students need guidance to a moderate extent. They need more guidance on the aspects of career and academic. Further, results indicated no significant difference in the guidance needs of nursing students when grouped according to sex, gender, year level, residence, type of school, living arrangement, employment status of parents, monthly family income, number of siblings, birth order and type of family. Guidance remains to be an integral part of nursing education. Continued provision of guidance that is responsive and relevant to the needs of nursing student cohort is therefore necessary.

This article discusses school counselors' multifaceted role as educator-counselor-leader-collaborator, inextricably linked roles so necessary to build strengths-based school-family-community partnerships. We examined the effects of one such partnership on 20 elementary school students, using photo elicitation and interviews to explore students' satisfactions and experiences about the Just Love partnership. Thematic analysis of the data revealed six categories: (a) perceptions of Just Love, (b) positive feelings, (c) positive relationships and connectedness, (d) classroom and school climate, (e) experiences, and (f) support and resources. Each category comprised themes aligned with protective factors and developmental assets that help students thrive.

Over the past two decades, research on urban schools has focused predominantly on achievement gaps. However, achievement gaps exist because of gaps in opportunities for urban, low-income, and racially/ethnically diverse students. Partnerships among schools, families, and communities can provide the enrichment opportunities, support, resources, and programs that students need to be educationally resilient despite adversity. School counselors are in a unique position to promote resilience through equity-focused school–family–community partnerships and parent/family–school compacts based on empowerment, democratic collaboration, social justice, and strengths-based principles. This article describes a step-by-step, equity-focused partnership model that school counselors can implement as part of their school counseling program.

The present research corresponds to the university needs of vocational guidance to its students' population, and it is pertinent for all the students, to be aware of tools like those that are designed in this project, so that they could be vocationally oriented, at the time to choose their careers to study, and the field in which they will develop themselves as professionals.

In this professional practice, a test of easy access, using the guidance methodology of John Holland, will be implemented through Android platforms and Web services, which through their results, will allow the vocational guidance of the students population, primarily from San Carlos. This document explains the tools and methods for developing these applications, and their realizations and procurement sites, which are publicly available on the Internet.

Indeed, it can be accessed from any internet browser to the official page of the test, or download in every Android cellphone, the corresponding application. And if you have interest, this work reflects, the effort to generate those tools.

Within the Italian educational system, the transition from lower to upper secondary school constitute a crucial site to study the mechanisms at stakes in the reproduction of educational inequalities. Upper secondary track choices constitute indeed a crucial determinant of educational attainment as well as of individual future social position. Aim of this essay is to offer an in-depth analysis of one among the processes that may hinder the realization of equal educational opportunities at this branching point: teachers' guidance advices. Based on an ethnographic study carried out in two lower secondary schools in Milan, IT, the article explores the criteria teachers use to formulate recommendations to support their students upper secondary track choices. In particular, the essay show the logics underpinning teachers' tendency to guide foreign origin students toward vocational and technical school tracks.

The article introduces discourse analysis as a fruitful approach to psychotherapy change-process research. Extracts are presented from a successfully resolved, client-specified, problematic theme that was selected from a successful 8-session psychodynamic-interpersonal therapy of a female client presenting with a major depressive episode. The study offers a heuristic demonstrating (a) how resolution of the client's problem evolved from implications raised by the client's own description of her predicament and involved the therapist's legitimation of a morally defensible account of the client's actions and (b) how cultural meanings can be brought into the consulting room as intimately personal problems. The implications of studying therapeutic change as a discursive activity comprising the use and negotiation of sociocultural meanings are discussed.

In chapter 10, Linday Finlay writes with Anna Madill , to describe and explain some different ways to analyse data. Four contrasting types of analysis are outlined with practical exemplars: narrative, thematic, discursive and creative. Each type of analysis highlights different aspects and so enables different insights. As such, qualitative analysis is always tentative, partial and emergent....

Une approche qui questionne les actions et les methodologies conventionnelles d´accompagnement aux jeunes en situations NEET et qui propose de la co-construction et de l´engagement citoyen des jeunes eux - même como structurel des solutions à mettre sur le terrain.