Showing 2 results for School Counseling
Mr Dariush Azimi, Dr Hossein Ghamari Givi, Dr Ali Rezaeisharif, Dr Ali Sheykholeslami,
Volume 22, Issue 85 (3-2023)
Abstract
Aim: The current research was conducted with the aim of developing a model for empowering school counselors based on grounded theory and using semi-structured interview method. Methods: For this purpose, the number of 12 teachers, 14 school counselors, 13 students (locally from Ardabil province) were selected through purposeful sampling and the number of 9 counseling experts and professors (nationally) were selected by snowball sampling and the data were collected until theoretical saturation was reached. After transcribing the text of the interviews and entering the information into the MAXQDA qualitative data analysis software, they were analyzed with open, central and selective coding. Findings: The results of open and axial coding led to the identification of 245 concepts and 17 core categories. Also, the results of selective coding showed that the core category of school counselors' ability is influenced by causal conditions (scientific, professional and moral competence), intervening conditions (emotional maturity, self-efficacy, professional skills and coordination) and background conditions (intellectual maturity, emotional intelligence, mental health, communication skills, psychological toughness and charismatic personality) in the form of organizational and individual development strategies, which result in improving the efficiency of school counselors directly and indirectly. Conclusions: According to the findings of the present research, it is recommended to use the present model in order to empower school counselors, as well as design and develop different programs to improve school guidance and counseling services.
Rooholla Saadatzaade, Mansour Sodani, Hamidr Farhadirad,
Volume 23, Issue 90 (6-2024)
Abstract
Aim: The purpose of this research is to provide a model of school counseling services based on the conditions and implications of the grounded theory to help school counselors use appropriate services for the integrated development of students. Methods: The research method was a qualitative research that was conducted using the grounded theory approach. Semi-structured interviews and the translation of authentic school counseling documents were used in this study to collect data. Eight professional school counselors with doctoral degrees in counseling, who worked in schools as a school counselor for more than 10 years, and many of whom teach at universities, participated in this study.Results: The findings of this research are based on the field of grounded theory, including concepts of the factors and consequences of school counseling services. These concepts include: developmental needs of students, professional competence of school counselors, necessity of family awareness, cultural context, family lifestyle, education policy, entrance exam phenomenon, psychiatrists and drug prescription, therapeutic attitude instead of preventive attitude, non-governmental institutions and schools, student standards, and counselor standards. Conclusions: The findings of the research showed that the provision of school counseling services should be based on the developmental needs of students, the cultural context and lifestyle of families should be considered, school counselors should have the necessary standards to provide services, and finally, direct and indirect counseling services. The school should be provided in a specialized manner and in a regular framework to facilitate the integrated growth of students.
