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multicultural counseling</title> <meta name="description" content="Search results for: multicultural counseling"> <meta name="keywords" content="multicultural counseling"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="multicultural counseling"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 447</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: multicultural counseling</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">447</span> Educational Psychologists in Instructional and Mentoring Contexts: The Significance of Multicultural Competence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yassir%20Semmar">Yassir Semmar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the past two decades, the topic of multicultural competence has gained much attention in the psychology field, most notably in the clinical and counseling specializations. While higher education institutions have been placing a premium on sensitizing their faculty, staff, and student bodies to various diversity and multicultural issues, little emphasis has been directed towards mandating multicultural training for graduate learners in the educational psychology specialty. Given the increasingly diverse student population, it is imperative for educational psychologists to become multiculturally competent particularly in instructional and mentoring contexts. Strategies and conditions for attaining multicultural competence are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multicultural%20competence" title="multicultural competence">multicultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction" title=" instruction"> instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20practices" title=" pedagogical practices"> pedagogical practices</a>, <a href="https://publications.waset.org/abstracts/search?q=mentoring" title=" mentoring"> mentoring</a> </p> <a href="https://publications.waset.org/abstracts/14581/educational-psychologists-in-instructional-and-mentoring-contexts-the-significance-of-multicultural-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14581.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">442</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">446</span> Diversity: Understanding Multicultural Concerns in Counseling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zuwaira%20Abdullahi">Zuwaira Abdullahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this increasing changing world, it is important to be aware of the needs of clients when it comes to race and ethnic diversities. These diversities create difficulties for multicultural counselling: the counsellor’s own culture, attitudes, and theoretical perspective; the client's culture; and the multiplicity of variables comprising an individual's identity. This paper examines the level of realization, sensitization and attitude of counsellors towards individuals that come from different cultural, social and economic background. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multicultural" title="multicultural">multicultural</a>, <a href="https://publications.waset.org/abstracts/search?q=diversities" title=" diversities"> diversities</a>, <a href="https://publications.waset.org/abstracts/search?q=counselling" title=" counselling"> counselling</a>, <a href="https://publications.waset.org/abstracts/search?q=needs" title=" needs"> needs</a> </p> <a href="https://publications.waset.org/abstracts/40446/diversity-understanding-multicultural-concerns-in-counseling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40446.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">418</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">445</span> Vietnamese Indigenous Healing’s Implication for Vietnamese Women Counseling in Korea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Youngsub%20Oh">Youngsub Oh</a>, <a href="https://publications.waset.org/abstracts/search?q=Youngsoon%20Kim"> Youngsoon Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As the second largest group among international marriages in Korea, Vietnamese married immigrant women have been exposed to psychological crisis like divorce and family violence. The purpose of this study is to understand how to counsel those women from the perspective of indigenous healing as their own psychological problem-solving way. To this end, this study reviewed Vietnamese cultural literatures on their mentality as well as Vietnamese medical literatures on indigenous healing. The research results are as follows: First, cultural foundations that have formed Vietnamese mentality are Confucian value system, reserved communication, and religious pluralism. These cultural backgrounds play an important role in understanding their own therapeutic tradition. Second, Vietnamese indigenous healing considers cause of mental disease as a collapse of balance between mind and body and environment. Thus, indigenous treatment deals with psychological problems through a recovery of the balance from the holistic perspective. In fact, indigenous healing has been actively practiced in everyday place as well as hospital until today. The implications of Vietnamese indigenous healing for multicultural counseling in Korea are as follows: First, Korean counselors need to interactively understand their own assumptions on indigenous healing as well as counselees’ own assumptions. Second, a variety of psychological intervention strategies can be drawn from Vietnamese indigenous healing. Third, indigenous healing needs to be integrated with modern techniques of counseling and psychotherapy, as both treatments are not mutually exclusive but complementary. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indigenous%20healing" title="indigenous healing">indigenous healing</a>, <a href="https://publications.waset.org/abstracts/search?q=Korea" title=" Korea"> Korea</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20counseling" title=" multicultural counseling"> multicultural counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=Vietnamese%20married%20immigrant%20women" title=" Vietnamese married immigrant women"> Vietnamese married immigrant women</a> </p> <a href="https://publications.waset.org/abstracts/70346/vietnamese-indigenous-healings-implication-for-vietnamese-women-counseling-in-korea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70346.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">293</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">444</span> Intercultural Competency for Teachers at the Public Multicultural Alternative School for Immigrants and Multicultural Family Student’s School Maladjustment in Korea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kiseob%20Chung">Kiseob Chung</a>, <a href="https://publications.waset.org/abstracts/search?q=Hyeonmin%20Kang"> Hyeonmin Kang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore what is intercultural competency needed for teacher through their experience at the public multicultural alternative school. The public alternative multicultural school is an accredited school for immigrants or students from multicultural families who have experienced school maladjustment at public school. This school has self-regulation in curriculum and function of bridge to public school by helping their adaptation. In particular, this study answers the following questions: What are the most difficulties for teacher at the multicultural alternative school in comparison to public school? What competencies are required for teacher at the multicultural alternative school? Which competencies in cognitive, emotional and practical area should be more required in order for teacher to communicate with student effectively (successfully) in class and other activities in school? What is the background of that we called these competencies especially as ‘intercultural’? This study focuses to clarify teacher’s competency to help immigrants of students from multicultural background to adjust to school life with the term of intercultural competency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competency%20for%20teacher" title="intercultural competency for teacher">intercultural competency for teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20alternative%20school" title=" multicultural alternative school"> multicultural alternative school</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20students" title=" multicultural students"> multicultural students</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20maladjustment" title=" school maladjustment"> school maladjustment</a> </p> <a href="https://publications.waset.org/abstracts/34200/intercultural-competency-for-teachers-at-the-public-multicultural-alternative-school-for-immigrants-and-multicultural-family-students-school-maladjustment-in-korea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34200.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">466</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">443</span> Lay Approach of Psychological Flexibility: Concept, Prototype, and Its Application in Multicultural Adaptation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuanyuan%20Shi">Yuanyuan Shi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Being psychologically flexible is important, especially, under a globalized cultural milieu. Treating psychological flexibility as a form of multicultural competence, we conducted five studies to construct the lay concept of psychological flexibility (Study 1 and 2) and test the association between psychological flexibility and multicultural adaptation (Study 3-5). In Study 1, we first identified the components of psychological flexibility by prototype analysis among lay Chinese (N = 165) and American (N = 165). In Study 2, we examined the convergent validity of the lay concept of psychological flexibility consisted with hypothesized structures via survey among Chinese (N = 172) and American participants (N = 165). Then, we examined the relationship between psychological flexibility and multicultural orientation in American and Chinese contexts (Study 3, N = 6245), and tested the influence of experimentally-manipulated psychological flexibility on foreign cultural accommodation (Study 4 N = 409; Study 5, N = 320). The results showed, higher flexibility was accompanied by higher cognitive flexibility, emotion reappraisal, resilience, and openness to experience, and lower need for cognition closure; besides, people with high psychological flexible turned out to have stronger multicultural orientation and better multicultural adaptations. Our research highlights the importance of psychological flexibility in multicultural situations and extends the understanding of the relationship between multicultural experience and well-being. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptation" title="adaptation">adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20flexibility" title=" psychological flexibility"> psychological flexibility</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20competence" title=" multicultural competence"> multicultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20orientation" title=" multicultural orientation"> multicultural orientation</a> </p> <a href="https://publications.waset.org/abstracts/100923/lay-approach-of-psychological-flexibility-concept-prototype-and-its-application-in-multicultural-adaptation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100923.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">239</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">442</span> The Investigation of Counselors Attitudes toward Online Counseling upon Taking Clients Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omer%20Ozer">Omer Ozer</a>, <a href="https://publications.waset.org/abstracts/search?q=Murat%20Yikilmaz"> Murat Yikilmaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmet%20Altinok"> Ahmet Altinok</a>, <a href="https://publications.waset.org/abstracts/search?q=Ferhat%20Bayolu"> Ferhat Bayolu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is an increasing number of online counseling services, studies exploring clients’ and counselors’ attitudes toward online counseling services are needed to provide effective and efficient mental health counseling services. The purpose of this study is to investigate counselors’ attitudes toward online counseling in relation to counselors’ genders, their daily usage of computer, their total usage of computer, and their self-efficacy in computer usage. In this study, Personal Information Form, specific items from the Online Counseling Attitudes Scale, and the Face-to-Face Counseling Attitudes Scale were given to 193 counselors to measure attitudes toward online counseling. Data were analyzed by using independent samples t-test and one-way ANOVA. There were no statistically significant differences counselors’ attitudes toward online counseling and counselors’ gender, their daily usage of computer, their total usage of computer, and their self-efficacy in computer usage. The implications of these findings have been discussed in the literature review to provide some suggestions to researchers in the counseling profession. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20counseling" title="online counseling">online counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=counselor" title=" counselor"> counselor</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=counseling%20service" title=" counseling service"> counseling service</a> </p> <a href="https://publications.waset.org/abstracts/51884/the-investigation-of-counselors-attitudes-toward-online-counseling-upon-taking-clients-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51884.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">356</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">441</span> School Counseling in Sri Lanka: Analysis of the past Recommending a Way Forward</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Buddhiprabha%20D.%20D.%20Pathirana">Buddhiprabha D. D. Pathirana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite a rapid increase in the number of school counselors in the recent past; procuring the service of school counselors is a luxury that many Sri Lankan schools cannot afford. In addition, school counseling in Sri Lanka also faces new challenges in implementation due to the fact that a generally agreed consensus on training, ethical standards, role identity, counseling model, and structures for school counselors has not been reached. Therefore, this paper has several objectives. First, it reviews a brief history of school counseling in Sri Lanka and describes its current status. Second, it describes current trends/ problems specific to Sri Lankan school counseling milieu which have limited the progress of school counseling as a practice. Third, it discusses societal and cultural issues that are important to consider when implementing school counseling as a practices in Sri Lanka and provides recommendations to improve it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20counseling" title="school counseling">school counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=Sri%20Lanka" title=" Sri Lanka"> Sri Lanka</a>, <a href="https://publications.waset.org/abstracts/search?q=current%20situation" title=" current situation"> current situation</a>, <a href="https://publications.waset.org/abstracts/search?q=recommendations" title=" recommendations"> recommendations</a> </p> <a href="https://publications.waset.org/abstracts/40075/school-counseling-in-sri-lanka-analysis-of-the-past-recommending-a-way-forward" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40075.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">538</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">440</span> Counselling Families with Special Needs Children: Problems and Prospect: A Case Study of Calabar Metropolis in Cross River State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anthonia%20Emmanuel%20Inaja">Anthonia Emmanuel Inaja</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of the counseling services by Special Educators, Guidance Counsellors and psychologists alike to Families and Parents of children with special needs cannot be over-emphasized. This paper examined the vital role of counseling services and its impact on the emotional and physical readiness of parents to initiate and support the education and rehabilitation needs of their children. The paper considered the importance of counseling, when counseling services are best required preparing the mindset of parents and family members as well as the immediate community of the social needs child. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=counseling" title="counseling">counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=families" title=" families"> families</a>, <a href="https://publications.waset.org/abstracts/search?q=special" title=" special"> special</a>, <a href="https://publications.waset.org/abstracts/search?q=needs" title=" needs"> needs</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=problems" title=" problems"> problems</a>, <a href="https://publications.waset.org/abstracts/search?q=prospect" title=" prospect "> prospect </a> </p> <a href="https://publications.waset.org/abstracts/26186/counselling-families-with-special-needs-children-problems-and-prospect-a-case-study-of-calabar-metropolis-in-cross-river-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26186.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">514</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">439</span> Phenomenological Study on the Counseling Stress Experience of School Counselors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Park%20Jin%20Hee">Park Jin Hee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to analyze the meaning and essence of stress experiences school counselors experience while providing counseling. For this research, interviews were conducted with ten school counselors and analyze the interview findings by using phenomenological method of Colaizzi. As for the conclusion in this research, several of types of emotions and mindset of school counselors were examined, and the positive and negative effects of such emotions and mindset on counseling process were shown. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=counseling%20stress%20experience" title="counseling stress experience">counseling stress experience</a>, <a href="https://publications.waset.org/abstracts/search?q=meaning" title=" meaning"> meaning</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20counselors" title=" school counselors"> school counselors</a>, <a href="https://publications.waset.org/abstracts/search?q=phenomenological%20study" title=" phenomenological study"> phenomenological study</a> </p> <a href="https://publications.waset.org/abstracts/36471/phenomenological-study-on-the-counseling-stress-experience-of-school-counselors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36471.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">318</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">438</span> Empowering Business Students with Intercultural Communicative Competence through Multicultural Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dorsaf%20Ben%20Malek">Dorsaf Ben Malek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The function of culture in language teaching changed because of globalization and the latest technologies. English became a lingua franca which resulted in altering the teaching objectives. The re-evaluation of cultural awareness is one of them. Business English teaching has also been subject to all these changes. It is therefore a wrong idea if we try to consider it as a diffusion of unlimited listing of lexis, diagrams, charts, and statistics. In fact, business students’ future career will require business terminology together with intercultural communicative competence (ICC) to handle different multicultural encounters and contribute to the international community. The first part of this paper is dedicated to the necessity of empowering business students with intercultural communicative competence and the second turns around the potential of multicultural literature in implementing ICC in business English teaching. This was proved through a qualitative action research done on a group of Tunisian MA business students. It was an opportunity to discover the potential of multicultural literature together with inquiry-based learning in enhancing business students’ intercultural communicative competence. Data were collected through classroom observations, journals and semi-structured interviews. Results were in favour of using multicultural literature to enhance business students’ ICC. In addition, the short story may be a motivating tool to read literature, and inquiry-based learning can be an effective approach to teaching literature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communicative%20competence" title="intercultural communicative competence">intercultural communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20literature" title=" multicultural literature"> multicultural literature</a>, <a href="https://publications.waset.org/abstracts/search?q=short%20stories" title=" short stories"> short stories</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry-based%20learning" title=" inquiry-based learning"> inquiry-based learning</a> </p> <a href="https://publications.waset.org/abstracts/55553/empowering-business-students-with-intercultural-communicative-competence-through-multicultural-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55553.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">334</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">437</span> Addiction Counseling Resources: A Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cailyn%20Green">Cailyn Green</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Substance use counselors have a variety of fast-paced tasks and responsibilities. Professional resources are designed to support professionals in making their job duties easier and less stressful. The purpose of this research was to identify what types of resources would support addiction counselors in performing their job duties. Counselors often must jump in and facilitate a group counseling session with little to no time for prep. This causes stress and creates pressure to come up with a clinical group activity in little time. The researcher utilized qualitative interviews focused on identifying what types of resources would support addiction counselors in doing their jobs easier and effectively. The researcher visited 23 different addiction counseling facilities seeking participants for the interviews. Altogether 15 interviews were collected across six different substance-use counseling facilities. The interviews guided the researcher toward creating an open education resource (OER) of group activities for addiction counselors to utilize. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=addiction" title="addiction">addiction</a>, <a href="https://publications.waset.org/abstracts/search?q=counseling" title=" counseling"> counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=resources" title=" resources"> resources</a>, <a href="https://publications.waset.org/abstracts/search?q=OER" title=" OER"> OER</a>, <a href="https://publications.waset.org/abstracts/search?q=treatment" title=" treatment"> treatment</a> </p> <a href="https://publications.waset.org/abstracts/166692/addiction-counseling-resources-a-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166692.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">436</span> Designing Program for Developing Self-Esteem of Gifted Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Jamalallail">Mohammad Jamalallail</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Self-esteem implies a person’s overall self-worth, self-respect, and self-value. It helps a person to maintain good mental health, personality, and achievement. Gifted students face some emotional problems, sometimes, which cause decreases in their self-esteem. Such emotional problems include loneliness, anxiety, and depression as examples. For this reason, designing a counseling program is necessary for gifted students who need a high level of self-esteem. The available counseling programs focused on developmental aspect only to the best of the writer’s knowledge. While the proposed program focuses on both clinical and developmental counseling by applying psychoanalytic play therapy. The proposed program consists of; Theoretical background such as; Behavior, and RET. It also consists of counseling procedures and therapeutic interventions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-esteem" title="self-esteem">self-esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=gifted" title=" gifted"> gifted</a>, <a href="https://publications.waset.org/abstracts/search?q=program" title=" program"> program</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a> </p> <a href="https://publications.waset.org/abstracts/45687/designing-program-for-developing-self-esteem-of-gifted-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45687.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">428</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">435</span> A Comparative Study of the Effectiveness of Narrative Therapy in Individual and Group Counseling on Promoting Hope in With Breast Cancer’s Women</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sajadian%20Akram">Sajadian Akram</a>, <a href="https://publications.waset.org/abstracts/search?q=Tavasoli%20F."> Tavasoli F.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Breast cancer is the second most common cancer in the world and certainly the most frequent cancer mostly among women. This study was aimed to compare the effectiveness of individual counseling and group narrative therapy on female patients' life expectancy afflicted by breast cancer. The present study is a pre-test-post-test clinical trial. Fifty-five patients with breast cancer were randomly selected in the follow-up period and after their active medical treatment completion. Then, they were randomly divided into two groups: individual counseling and group counseling. Herth hope index (HHI) was used to measure the patients' hope level. Data were analyzed using t-test and SPSS software. hope rate was statistically significant in both groups receiving individual and group narrative therapy in the post-test compared to the pre-test (P <00000). Moreover, the comparative evaluation of hope in both groups (individual & group counseling) in the post-test showed that group narrative counseling is more effective than individual narrative counseling (P <00000). Conclusion: Narrative therapy promotes hope in breast cancer patients effectively. Due to the nature of breast cancer and its psychological effects in the post-treatment period, providing narrative group therapy can improve life quality. Patients' life quality changes in tandem with changes in hope. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hope" title="hope">hope</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20therapy" title=" narrative therapy"> narrative therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=counseling" title=" counseling"> counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=breast%20cancer" title=" breast cancer"> breast cancer</a> </p> <a href="https://publications.waset.org/abstracts/148858/a-comparative-study-of-the-effectiveness-of-narrative-therapy-in-individual-and-group-counseling-on-promoting-hope-in-with-breast-cancers-women" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148858.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">123</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">434</span> Development of the ‘Teacher’s Counselling Competence Self-Efficacy Scale’</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Riin%20Seema">Riin Seema</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Guidance and counseling as a whole-school responsibility is a global trend. Counseling is a specific competence, that consist of cognitive, emotional, attitudinal, and behavioral components. To authors best knowledge, there are no self-assessment scales for teachers in the whole world to measure teachers’ counseling competency. In 2016 an Estonian scale on teachers counseling competence was developed during an Interdisciplinary Project at Tallinn University. The team consisted of 10 interdisciplinary students (psychology, nursery school, special and adult education) and their supervisor. In 2017 another international Interdisciplinary Project was carried out for adapting the scale in English for international students. Firstly, the Estonian scale was translated by 2 professional translators, and then a group of international Erasmus students (again from psychology, nursery school, special and adult education) selected the most suitable translation for the scale. The developed ‘Teacher’s Counselling Competence Self-Efficacy Scale’ measures teacher’s self-efficacy beliefs in their own competence to perform different counseling tasks (creating a counseling relationship, using different reflection techniques, etc.). The scale consists of 47 questions in a 5-point numeric scale. The scale is created based on counseling theory and scale development and validation theory. The scale has been used as a teaching and learning material for counseling courses by 174 Estonian and 10 international student teachers. After filling out the scale, the students also reflected on the scale and their own counseling competencies. The study showed that the scale is unidimensional and has an excellent Cronbach alpha coefficient. Student’s qualitative feedback on the scale has been very positive, as the scale supports their self-reflection. In conclusion, the developed ‘Teacher’s Counselling Competence Self-Efficacy Scale’ is a useful tool for supporting student teachers’ learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competency" title="competency">competency</a>, <a href="https://publications.waset.org/abstracts/search?q=counseling" title=" counseling"> counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20students" title=" teacher students"> teacher students</a> </p> <a href="https://publications.waset.org/abstracts/105348/development-of-the-teachers-counselling-competence-self-efficacy-scale" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105348.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">433</span> International Counseling Learning: The Need for Suitable Training within Counselor Education and Counseling Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paula%20Lazarim">Paula Lazarim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As global mobility thrives, researchers emphasize the urgency of global literacy through training qualified counselors to serve internationally in a culturally competent manner. However, the focus thus far has been on how counselors’ preparation to approach international populations fuses with study abroad experiential learning short-term immersions. Looking for better solutions for cultural competency and skills learning related to international counseling, the author of this manuscript examines international counseling's current status, learning scope and goals, and educational opportunities. A guiding framework grounded on relational pedagogy (Reeves & Le Mare, 2017), relational cultural theory (Jordan, 2017), and intercultural education (Nastasi et al., 2020) is applied with four long-term educational modality projects designed to benefit cultural competence, attitude, relational skills development, and learning an intercultural counseling approach. Suggestions that encourage innovative instruction in counselor education and counseling programs at master and doctoral levels, stimulate self-learning, and educate in intercultural relational competence are linked to strategies for engaging in international counseling based on findings of a literature review and training-projects implementation. Ultimately, the author highlights theoretical and practical implications of suitable training to improve counselors' performance and discusses long-term teaching-learning opportunities that positively impact the international counseling community by sending out internationally culturally competent counselors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20counseling" title="international counseling">international counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=counselor%20education" title=" counselor education"> counselor education</a>, <a href="https://publications.waset.org/abstracts/search?q=counseling" title=" counseling"> counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=relational%20pedagogy" title=" relational pedagogy"> relational pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20education" title=" intercultural education"> intercultural education</a>, <a href="https://publications.waset.org/abstracts/search?q=counselors%E2%80%99%20training" title=" counselors’ training"> counselors’ training</a> </p> <a href="https://publications.waset.org/abstracts/139189/international-counseling-learning-the-need-for-suitable-training-within-counselor-education-and-counseling-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139189.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">200</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">432</span> The New Educators: The Reasons for Saudi Arabia to Invest More in Student Counseling Programs </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Turki%20Alotaibi">Turki Alotaibi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student counseling programs can provide many benefits to students in schools all around the world. In theory, the government of the Kingdom of Saudi Arabia (Saudi Arabia) has committed itself to school counseling programs in educational institutions throughout the country. Student counselors face a number of burdens and obstacles that impact student counseling programs. It is also widely known that Saudi Arabia has extremely high prevalence rates for overweight and obesity, anxiety and depression, and diabetes in children. It has also been demonstrated that teachers and staff are inadequately prepared when dealing with health issues relating to diabetes in schools in Saudi Arabia. This study will clearly demonstrate how student counselors in Saudi Arabia could become 'New Educators' in Saudi schools in relation to these health issues. This would allow them to leverage their position as student counselor to improve the management of these health issues in Saudi schools, to improve the quality of care provided to school children, and to overcome burdens and obstacles that are currently negatively affecting student counseling in Saudi schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety%20and%20depression" title="anxiety and depression">anxiety and depression</a>, <a href="https://publications.waset.org/abstracts/search?q=diabetes" title=" diabetes"> diabetes</a>, <a href="https://publications.waset.org/abstracts/search?q=overweight%20and%20obesity" title=" overweight and obesity"> overweight and obesity</a>, <a href="https://publications.waset.org/abstracts/search?q=policy%20recommendations" title=" policy recommendations"> policy recommendations</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20counseling" title=" student counseling"> student counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=The%20Kingdom%20of%20Saudi%20Arabia" title=" The Kingdom of Saudi Arabia"> The Kingdom of Saudi Arabia</a> </p> <a href="https://publications.waset.org/abstracts/51729/the-new-educators-the-reasons-for-saudi-arabia-to-invest-more-in-student-counseling-programs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51729.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">357</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">431</span> Counseling Ethics in Turkish Counseling Programs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Umut%20Arslan">Umut Arslan</a>, <a href="https://publications.waset.org/abstracts/search?q=John%20Sommers%20Flanagan"> John Sommers Flanagan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to investigate qualifications of ethics training in counselor education programs in Turkey. The survey data were collected from 251 Turkish counseling students to examine differences in ethical judgments between freshmen and seniors. Chi-square analysis was used to analyze the data from an ethical practice and belief survey. This survey was used to assess counselor candidates’ ethical judgments regarding Turkish counseling ethical codes and sources of ethics information. Statistically significant differences were found between university seniors and freshmen on items that are related to confidentiality, dual relationships, and professional relationships. Furthermore, patterns based on demographic information showed significant differences as a result of gender, economic status, and parents’ educational level. Participants gave the highest rating of information sources to Turkish counseling ethical codes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethics" title="ethics">ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=Turkey" title=" Turkey"> Turkey</a>, <a href="https://publications.waset.org/abstracts/search?q=counselor" title=" counselor"> counselor</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/36110/counseling-ethics-in-turkish-counseling-programs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36110.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">373</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">430</span> Students' Satisfaction towards the Counseling Services of the Faculty of Industrial Technology, Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Weera%20Chotithammaporn">Weera Chotithammaporn</a>, <a href="https://publications.waset.org/abstracts/search?q=Bannasorn%20Santhan"> Bannasorn Santhan </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to investigate the students’ satisfaction towards the counseling services of the Faculty of Industrial Technology, Suan Sunandha Rajabhat University. The sample group consisted of 311 students coming for counseling services during September to October 2012 BE to complete the questionnaires developed by the researcher. The data were analyzed to find percentage, arithmetic mean, and SD, from which it can be concluded that: 1) Personal information including gender, GPA, department, year of the study, and hometown revealed that most of the students in the Faculty of Industrial Technology, Suan Sunandha Rajabhat University were female with the GPA between 2.01 and 2.50 and studied in the Department of Interior and Exhibition Design and Graphic and Multimedia Design. Most of them were in the first year of the study and came from the southern part of Thailand. 2) The level of students’ satisfaction towards the counseling services of the Faculty of Industrial Technology, Suan Sunandha Rajabhat University was in overall at high level with the highest aspect on IT services followed by follow-up and evaluation service, counseling service, individual personal data collecting service, and personal placement service respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title="satisfaction">satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=counseling%20service" title=" counseling service"> counseling service</a>, <a href="https://publications.waset.org/abstracts/search?q=Faculty%20of%20Industrial%20Technology" title=" Faculty of Industrial Technology"> Faculty of Industrial Technology</a> </p> <a href="https://publications.waset.org/abstracts/11981/students-satisfaction-towards-the-counseling-services-of-the-faculty-of-industrial-technology-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11981.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">282</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">429</span> Predicting the Effects of Counseling Psychology on the Sexual Risk Behavior of In-School Adolescents: Implication for National Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olusola%20Joseph%20Adesina">Olusola Joseph Adesina</a>, <a href="https://publications.waset.org/abstracts/search?q=Adebayo%20Adeyinka%20Salako"> Adebayo Adeyinka Salako</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study adopted a descriptive research design. Two hundred (200) in-school adolescents were purposely selected in Afijio Local Government Area of Oyo State. Two hypotheses were also raised to pilot the study. The researchers developed an instrument which was validated by psychological experts, the instrument tagged counseling psychology and sexual risk behavior questionnaire (CPSRBQ)(r = 0.78). The results were analysed using t-test at 0.05 level of significance. The result showed that there is a significant relationship between counseling psychology and sexual risk behavior of in-school adolescents. It was also noticed that there is a significant difference in the sexual risk behavior of male and female adolescents. Based on the findings, it was recommended that more counselors are still needed in Nigeria schools. There is need for restructuring Nigeria Curriculum most especially on sex education and related diseases. Lastly, adolescents should be more exposed to seminars on HIV/AIDS, sex education enlightenment programmes and marital counseling. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=counseling%20psychology" title="counseling psychology">counseling psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20behavior" title=" sexual behavior"> sexual behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20and%20adolescent" title=" risk and adolescent"> risk and adolescent</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20sciences" title=" cognitive sciences"> cognitive sciences</a> </p> <a href="https://publications.waset.org/abstracts/6773/predicting-the-effects-of-counseling-psychology-on-the-sexual-risk-behavior-of-in-school-adolescents-implication-for-national-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6773.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">508</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">428</span> Crossroads of Care: Ethical Navigation in Faith-Based Counseling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alexander%20Dolin">Alexander Dolin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the practice of Faith-based counseling, the clinician frequently faces multifaceted issues that come together when theological directives meet professional ethics to create a special set of dilemmas. The study narrates one working through the professional dilemmas of these Faith-based counselors, thereby looking into the tensions between the necessity of fidelity to faith and the requirements to follow the American Counseling Association Code of Ethics. Through a qualitative analysis of interviews with practitioners from various denominational backgrounds, the study has identified common ethical challenges and best practices that enable the integration of faith and ethics in practice. The findings provide insight into how faith-based counselors would reconcile a situation of conflict between religious belief and professional obligations but are striving to provide care that honors both their spiritual convictions and ethical responsibilities. This will add to existing discussions related to ethical decision-making in faith-based counseling by providing practical ways of dealing with these dilemmas in support of the counselor's professional integrity and spiritual mission. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethics" title="ethics">ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=faith" title=" faith"> faith</a>, <a href="https://publications.waset.org/abstracts/search?q=common%20challenges" title=" common challenges"> common challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20tools" title=" practical tools"> practical tools</a>, <a href="https://publications.waset.org/abstracts/search?q=counseling" title=" counseling"> counseling</a> </p> <a href="https://publications.waset.org/abstracts/190025/crossroads-of-care-ethical-navigation-in-faith-based-counseling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190025.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">28</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">427</span> Investigation of Supply and Demand Trends in Diabetes Nutrition Counseling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maedeh%20Gharazi">Maedeh Gharazi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Distinguishing proof of entrepreneurial open doors in the field of nutrition counseling is a focal issue in utilizing nutrition experts and addressing the needs of patients with chronic diseases better. To this end, this review has been directed keeping in mind the end goal to investigate the supply and interest patterns of diabetes sustenance advising as a fundamental stride toward recognizing the entrepreneurial open doors for nutrition advisors in Tehran, Iran. To execute this expressive overview concentrate on, a survey in light of Likert scale was sent via email to 100 dynamic experts in the field of nutrition counseling services in Tehran, of whom 52 reacted to its inquiries. At that point, the mean estimations of members' reactions were ascertained utilizing SPSS programming and contrasted to each other. The outcome acquired in view of members' reactions uncovered that the requirement for "healthful guiding as a treatment group" was basically not met in diverse age, training and salary gatherings of diabetic patients. Along these lines, nutrition counseling as a treatment group can be considered as a suitable field for entrepreneurial exercises. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nutrition%20counseling" title="nutrition counseling">nutrition counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=chronic%20diseases" title=" chronic diseases"> chronic diseases</a>, <a href="https://publications.waset.org/abstracts/search?q=diabetes" title=" diabetes"> diabetes</a>, <a href="https://publications.waset.org/abstracts/search?q=likert%20scale" title=" likert scale"> likert scale</a>, <a href="https://publications.waset.org/abstracts/search?q=SPSS%20programming" title=" SPSS programming"> SPSS programming</a> </p> <a href="https://publications.waset.org/abstracts/32757/investigation-of-supply-and-demand-trends-in-diabetes-nutrition-counseling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32757.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">343</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">426</span> The Kindergarten as a Multicultural Workplace</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Monika%20Haanp%C3%A4%C3%A4">Monika Haanpää</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Well-functioning workplaces are often characterized by good co-operation, adequate flow of information, open interaction between workers and a supportive work environment. The workplace is a mosaic of human personalities and the influx of people, who speak different languages and who are from different cultural backgrounds, may bring about new challenges and enrich this environment. However, this influx of people could also pose a problem as the adaptation of immigrant people to new terms of work may depend heavily on the level of language skills, the stage of culture shock, professional identity, and personality. Migration is not a rare phenomenon in Finland anymore; nobody is surprised to see people from different countries and different backgrounds in the schools, on the streets or in shops. However, this does not mean that immigration is an easy process for people coming from other countries. The experience of workers, with diverse language and backgrounds, has rarely been researched, particularly from the superior's point of view. In addition, the vast majority of researchers have paid more attention to multicultural kindergartens in terms of immigrant children and their families. Hence, there is a need to show the problem which exists in the recruitment of the increasing number of workers who come from different countries. Opinions about kindergartens, as multicultural workplaces, have been gathered through interviews with immigrant workers responsible for education. In addition, a questionnaire for native Finnish workers and superiors in kindergartens was carried out. The collected material has been analyzed qualitatively, focusing on topics such as: the kindergarten as a multicultural workplace, factors influencing career success of workers with diverse language and cultural backgrounds, the social relations in the multicultural workplaces and teachers’ changing professional identity. The results of the research provided a novel aspect of the multicultural workplace and emphasized a dependency of immigrant workers’ on language skills in Finnish; affecting professional success. In addition, they showed the good relations between other native Finnish co-workers and superiors. The results also illustrate why writing skills in Finnish are so important in kindergartens. Part of the investigation also questions some results of the research i.e. which is more important in the kindergarten as a multicultural workplace: personality, good professional skills or good language skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title="kindergarten">kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20workplace" title=" multicultural workplace"> multicultural workplace</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20relations%20at%20work" title=" social relations at work"> social relations at work</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20satisfaction" title=" work satisfaction"> work satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/38578/the-kindergarten-as-a-multicultural-workplace" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38578.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">271</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">425</span> Identifying the Goals of a Multicultural Curriculum for the Primary Education Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatemeh%20Havas%20Beigi">Fatemeh Havas Beigi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to identify the objectives of a multicultural curriculum for the primary education period from the perspective of ethnic teachers and education experts and cultural professionals. The research paradigm is interpretive, the research approach is qualitative, the research strategy is content analysis, the sampling method is purposeful and it is a snowball, and the sample of informants in the research for Iranian ethnic teachers and experts until the theoretical saturation was estimated to be 67 people. The data collection tools used were based on semi-structured interviews and individual interviews and focal interviews were used to collect information. The data format was also in audio format and the first period coding and the second coding were used to analyze the data. Based on data analysis 11 Objective: Paying attention to ethnic equality, expanding educational opportunities and justice, peaceful coexistence, anti-ethnic and racial discrimination education, paying attention to human value and dignity, accepting religious diversity, getting to know ethnicities and cultures, promoting teaching-learning, fostering self-confidence, building national unity, and developing cultural commonalities for a multicultural curriculum were identified. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=objective" title="objective">objective</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20curriculum" title=" multicultural curriculum"> multicultural curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=connect" title=" connect"> connect</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20education%20period" title=" elementary education period"> elementary education period</a> </p> <a href="https://publications.waset.org/abstracts/153841/identifying-the-goals-of-a-multicultural-curriculum-for-the-primary-education-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153841.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">94</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">424</span> Developing a Discourse Community of Doctoral Students in a Multicultural Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jinghui%20Wang">Jinghui Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Minjie%20Xing"> Minjie Xing</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The increasing number of international students for doctoral education has brought vitality and diversity to the educational environment in China, and at the same time constituted a new challenge to the English teaching in the higher education as the majority of international students come from developing countries where English is not their first language. To make their contribution to knowledge development and technical innovation, these international doctoral students need to present their research work in English, locally and globally. This study reports an exploratory study with an emphasis on the cognition and construction of academic discourse in the multicultural context. The present study aims to explore ways to better prepare them for international academic exchange in English. Voluntarily, all international doctoral students (n = 81) from 35 countries enrolled in the English Course: Speaking and Writing as a New Scientist, participated in the study. Two research questions were raised: 1) What did these doctoral students say about their cognition and construction of English academic discourses? 2) How did they manage to develop their productive skills in a multicultural context? To answer the research questions, data were collected from self-reports, in-depth interviews, and video-recorded class observations. The major findings of the study suggest that the participants to varying degrees benefitted from the cognition and construction of English academic discourse in the multicultural context. Specifically, 1) The cognition and construction of meta-discourse allowed them to construct their own academic discourses in English; 2) In the light of Swales’ CARS Model, they became sensitive to the “moves” involved in the published papers closely related to their study, and learned to use them in their English academic discourses; 3) Multimodality-driven presentation (multimedia modes) enabled these doctoral student to have their voice heard for technical innovation purposes; 4) Speaking as a new scientist, every doctoral student felt happy and able to serve as an intercultural mediator in the multicultural context, bridging the gap between their home culture and the global culture; and most importantly, 5) most of the participants reported developing an English discourse community among international doctoral students, becoming resourceful and productive in the multicultural context. It is concluded that the cognition and construction of academic discourse in the multicultural context proves to be conducive to the productivity and intercultural citizenship education of international doctoral students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20discourse" title="academic discourse">academic discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20doctoral%20students" title=" international doctoral students"> international doctoral students</a>, <a href="https://publications.waset.org/abstracts/search?q=meta-discourse" title=" meta-discourse"> meta-discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20context" title=" multicultural context"> multicultural context</a> </p> <a href="https://publications.waset.org/abstracts/58828/developing-a-discourse-community-of-doctoral-students-in-a-multicultural-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58828.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">382</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">423</span> Approaches To Counseling As Done By Traditional Cultural Healers In North America</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lewis%20Mehl-Madrona">Lewis Mehl-Madrona</a>, <a href="https://publications.waset.org/abstracts/search?q=Barbara%20Mainguy"> Barbara Mainguy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We describe the type of counseling done by traditional cultural healers in North America. We follow an autoethnographic course development through the first author’s integration of mainstream training and Native-American heritage and study with traditional medicine people. We assemble traditional healing elders from North America and discuss with them their practices and their philosophies of healing. We draw parallels for their approaches in some European-based philosophies and religion, including the work of Heidegger, Levin, Fox, Kierkegaard, and others. An example of the treatment process with a depressed client is provided and similarities and differences with conventional psychotherapies are described. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indigenous%20approaches%20to%20counseling" title="indigenous approaches to counseling">indigenous approaches to counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20bodywork" title=" indigenous bodywork"> indigenous bodywork</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20healing" title=" indigenous healing"> indigenous healing</a>, <a href="https://publications.waset.org/abstracts/search?q=North%20American%20indigenous%20people" title=" North American indigenous people"> North American indigenous people</a> </p> <a href="https://publications.waset.org/abstracts/134551/approaches-to-counseling-as-done-by-traditional-cultural-healers-in-north-america" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134551.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">273</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">422</span> Influence of Genetic Counseling in Family Dynamics in Patients with Deafness in Merida, Yucatán, Mexico</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Damaris%20Estrella%20Castillo">Damaris Estrella Castillo</a>, <a href="https://publications.waset.org/abstracts/search?q=Zacil%20ha%20Vilchis%20Zapata"> Zacil ha Vilchis Zapata</a>, <a href="https://publications.waset.org/abstracts/search?q=Leydi%20Peraza%20G%C3%B3mez"> Leydi Peraza Gómez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Hearing loss is an etiologically heterogeneous condition, where almost 60% is genetic in origin, 20% is due to environmental factors, and 20% have unknown causes. However, it is now known that the gene, GJB2, which encodes the connexin 26 protein, accounts for a large percentage of non-syndromic genetic hearing loss, and variants in this gene have been identified to be a common cause of hereditary hearing loss in many populations. The literature reports that the etiology in deafness helps improve family functioning but low-income countries this is difficult. Therefore, it is difficult to contribute the right of families to know about the genetic risk in future pregnancies as well as determining the certainty of being a carrier or affected. In order to assess the impact of genetic counseling and the functionality, 100 families with at least one child with profound hearing loss, were evaluated by specialists in audiology, clinical genetics and psychology. Targeted mutation analysis for one of the two known large deletions of upstream of GJB2/GJB6 gene (35delG; and including GJB2 regulatory sequences and GJB6) were performed in patients with diagnosis of non-syndromic hearing loss. Genetic counseling was given to all parents and primary caregivers, and APGAR family test was applied before and after the counseling. We analyzed a total of 300 members (children, parents) to determine the presence of the GJB2 gene mutation. Twelve patients (carriers and affected) were positive for the mutation, from 5 different families. The subsequent family APGAR testing and genetic counseling, showed that 14% perceived their families as functional, 62 % and 24 % moderately functional dysfunctional. This shows the importance of genetic counseling in the perception of family function that can directly impact the quality of life of these families. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=family%20dynamics" title="family dynamics">family dynamics</a>, <a href="https://publications.waset.org/abstracts/search?q=deafness" title=" deafness"> deafness</a>, <a href="https://publications.waset.org/abstracts/search?q=APGAR" title=" APGAR"> APGAR</a>, <a href="https://publications.waset.org/abstracts/search?q=counseling" title=" counseling"> counseling</a> </p> <a href="https://publications.waset.org/abstracts/17887/influence-of-genetic-counseling-in-family-dynamics-in-patients-with-deafness-in-merida-yucatan-mexico" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17887.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">643</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">421</span> The Effect of Group Counseling Program on 9th Grade Students' Assertiveness Levels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Se%C3%A7er">Ismail Seçer</a>, <a href="https://publications.waset.org/abstracts/search?q=Kerime%20Meryem%20Dereli%CC%87o%C4%9Flu"> Kerime Meryem Dereli̇oğlu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is conducted to determine the effects of group counseling program on secondary school 9th grade students’ assertiveness skills. The study group was formed of 100 students who have received education in Erzurum Kültür Elementary School in 2015-2016 education years. RAE-Rathus Assertiveness Schedule developed by Voltan Acar was applied on this group to gather data. 40 students who got lower grades from the inventory were divided randomly into experimental and control groups. Each group is formed of 20 students. Group counseling program was carried out on the experimental group to improve the students’ assertiveness skills for 8 weeks. Single-way and two-way analysis of covariance (ANCOVA) were used in the analysis of the data. The data was analyzed by using the SPSS 19.00. The results of the study show that assertiveness skills of the students who participate in the group counseling program increased meaningfully compared to the control group and pre-experiment. Besides, it was determined that the change observed in the experimental group occurred separately from the age and socio-economic level variables, and it was determined with the monitoring test applied after four months that this affect was continued. According to this result, it can be said that the applied group counseling program is an effective means to improve the assertiveness skills of secondary school students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=high%20school" title="high school">high school</a>, <a href="https://publications.waset.org/abstracts/search?q=assertiveness" title=" assertiveness"> assertiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=assertiveness%20inventory" title=" assertiveness inventory"> assertiveness inventory</a>, <a href="https://publications.waset.org/abstracts/search?q=assertiveness%20education" title=" assertiveness education"> assertiveness education</a> </p> <a href="https://publications.waset.org/abstracts/53719/the-effect-of-group-counseling-program-on-9th-grade-students-assertiveness-levels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53719.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">246</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">420</span> Drama Education: Towards Building Multicultural Adolescent Peer Relationships</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahnee%20West">Tahnee West</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Drama education is increasingly understood as a useful tool in promoting positive social change and cultural awareness. The effects of both positive and negative peer relationships are also a researched facet of education systems. Despite this, very little research has been conducted in the intersection of these two areas, even given current, significant public interest surrounding multicultural relationships. This research addresses a problem faced by educators and students: facilitating meaningful multicultural relationships. The research explores the following question in an Australian context: in what ways does Drama education affect peer relationships between culturally diverse students? In doing so, the study explores the various challenges and experiences of a multicultural group of adolescents, in terms of forming and maintaining effective intercultural friendships, while participating in a series of drama workshops. The project presents a starting point for providing educators with strategies for inclusivity and relationship development amongst diverse student populations. Findings show that Drama education can positively affect culturally diverse young people’s peer relationships; interactions between participants and data collected in focus groups throughout the eight-week Drama program show a steady improvement in sense of trust, support, tolerance, empathy, familiarity with other participants, and enjoyment. Data also points to a positive correlation between the Drama activities and improved conflict resolution and communication skills, as well as an improved understanding of the other participants’ cultures. Diversities and commonalities within the group were explored, with similarities encouraging social cohesion, and decreasing cultural ‘cliques’. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20diversity" title="cultural diversity">cultural diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=drama%20education" title=" drama education"> drama education</a>, <a href="https://publications.waset.org/abstracts/search?q=friendship" title=" friendship"> friendship</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural" title=" multicultural"> multicultural</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20relationships" title=" peer relationships"> peer relationships</a> </p> <a href="https://publications.waset.org/abstracts/124206/drama-education-towards-building-multicultural-adolescent-peer-relationships" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124206.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">419</span> The Applications of Group Counseling on Self-Concept, Depression, and Resilience of Teenage Pregnancy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fauziah%20Mohd%20Sa%E2%80%99ad">Fauziah Mohd Sa’ad</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Aziz%20Shah"> Mohammad Aziz Shah</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Mohammad%20Arip"> B. Mohammad Arip</a>, <a href="https://publications.waset.org/abstracts/search?q=Norazani%20Ahmad"> Norazani Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Noor%20Idris"> Mohd Noor Idris</a>, <a href="https://publications.waset.org/abstracts/search?q=Hapsah%20M.%20Yusof"> Hapsah M. Yusof</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was carried out to assess the application of person-centred therapy and Cognitive Psychology Ad-Din group counseling on self-concept, depression, and resilience of teenage pregnancy. This study involved 55 teenage pregnancy at three women’s refuge centers which are from KEWAJA, Rhaidatus Sakinah, and Taman Seri Puteri Cheras (JKM). Subjects were classed into two treatment groups and one control group. The Multidimensional Self-Concept Scale (MSCS), Beck Depression inventory (BDI) and Adolescent Resiliency Attitude Scale (ARAS) was administered to assess self-concept, depression, and resilience of teenage pregnancy. The control pre and post test design was used for this study. The research data were analyzed using descriptive analysis, ANOVA, MANCOVA and Tuckey Post Hoc with the significant level of .01 and .05. All treatment group received group counseling sessions for 7 consecutive week, once in each week. The Person-centred group and Cognitive Psychology Ad-Din group counseling showed a significant reduction (pre-test to post-test) on depression, enhancing self-concept and resilience of teenage pregnancy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=group%20counseling" title="group counseling">group counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=person-centred%20therapy" title=" person-centred therapy"> person-centred therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20psychology%20Ad-Din" title=" cognitive psychology Ad-Din"> cognitive psychology Ad-Din</a>, <a href="https://publications.waset.org/abstracts/search?q=teenage%20pregnancy" title=" teenage pregnancy"> teenage pregnancy</a> </p> <a href="https://publications.waset.org/abstracts/24585/the-applications-of-group-counseling-on-self-concept-depression-and-resilience-of-teenage-pregnancy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24585.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">573</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">418</span> Guidance and Counseling Programmes among Tertiary Institutions in Lagos State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olubusayo%20Asikhia">Olubusayo Asikhia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study was to compare the incidence of indiscipline and guidance and counseling programmes among federal and state-owned tertiary institutions in Lagos State, Southwest, Nigeria. This study was borne out of persistent students’ revolt and unrest in Nigerian tertiary institutions with its concomitant breakdown of law and order, disruption of academic activities, closure of institutions and the disruption of lives and property among others. A sample of 300 students, 270 staff (including academic and non-academic, heads of disciplinary committees, deans of student affairs and counselors) from 6 federal and state-owned tertiary institutions were selected through stratified random sampling. Three structured questionnaires with reliability coefficients that range from 0.78 to 0.91 were used to collect data for the study. The data were tested at 0.05 level of significance and analyzed using descriptive, paired samples statistics and regression analysis. Findings from the four hypotheses generated for the study revealed that student indiscipline occurs more in state colleges of education and polytechnics than in their federal counterparts. It was also higher in federal universities than the state. The study also revealed a significant difference in the causes of indiscipline and assessment of guidance and counseling programmes in state and federal universities and no significant difference in state and federal colleges and polytechnics. It was recommended that the guidance and counseling department in tertiary institutions should create a well-structured program that will enable it to address issues of indiscipline among students and that counselors should use small-group counseling approach and student-focused interventions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=colleges%20of%20education" title="colleges of education">colleges of education</a>, <a href="https://publications.waset.org/abstracts/search?q=guidance%20and%20counseling" title=" guidance and counseling"> guidance and counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=indiscipline" title=" indiscipline"> indiscipline</a>, <a href="https://publications.waset.org/abstracts/search?q=polytechnics" title=" polytechnics"> polytechnics</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20and%20universities" title=" students and universities"> students and universities</a> </p> <a href="https://publications.waset.org/abstracts/105104/guidance-and-counseling-programmes-among-tertiary-institutions-in-lagos-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105104.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">250</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=multicultural%20counseling&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=multicultural%20counseling&page=3">3</a></li> <li class="page-item"><a class="page-link" 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