Counseling activities in schools: A mixed method
سال انتشار: 1393
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 470
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شناسه ملی سند علمی:
JR_EPR-1-1_010
تاریخ نمایه سازی: 26 اسفند 1394
چکیده مقاله:
Aim: Qualitative and quantitative development of counseling program in education system can be regarded as an indicator of development in education system. The present research was conducted in schools with the aim of identifying the damaging factors of counseling activities. Methodology: The study was conducted using the mix method. The research population included principals, consultants, teachers and students working and studying in the educational system of West Azarbaijan Province during the 2012/2013 educational year. The sample size was 416 respondents comprising of 46individuals in the qualitative section who were selected based on comments saturation and 370 individuals in the quantitative section selected by use of stratified sampling method. Data were collected by use of researcher‑made interview schedules, and questionnaire then analyzed usingChi‑square, regression, Mann–Whitney, Kruskal–Wallis and Z‑test. Result: The findings indicated the damaging factors of counseling activities and their level of effect were identified. Discussion: Based on the identified levels of effects, the interpersonal factors showed the highest vulnerabilitytoward counseling activities. Therefore, it was recommended that identification and classification ofcounseling activities’ damaging factors; educational needs assessment by consultants; professional and psychological empowerment of consultants and timing of counseling activities’ implementation may moderate the damaging factors and convert threats into opportunities eventually leading to achievement of the desirable status of counseling activities in schools
کلیدواژه ها:
نویسندگان
Loghman Ebrahimi
Department of Psychology, University of Zanjan, Zanjan, Iran
Kumars Farahbakhsh
Department of Psychology, Allameh-Tabatabai University,Tehran, Iran
Masumeh Esmaeili
Department of Psychology, Allameh-Tabatabai University,Tehran, Iran
Hossein Salimi Bejestani
Department of Psychology, Allameh-Tabatabai University,Tehran, Iran