case study for guidance and counselling

Writing a Counselling Case Study

As a counselling student, you may feel daunted when faced with writing your first counselling case study. Most training courses that qualify you as a counsellor or psychotherapist require you to complete case studies.

Before You Start Writing a Case Study

However good your case study, you won’t pass if you don’t meet the criteria set by your awarding body. So before you start writing, always check this, making sure that you have understood what is required.

For example, the ABC Level 4 Diploma in Therapeutic Counselling requires you to write two case studies as part of your external portfolio, to meet the following criteria:

• 4.2 Analyse the application of your own theoretical approach to your work with one client over a minimum of six sessions.
• 4.3 Evaluate the application of your own theoretical approach to your work with this client over a minimum of six sessions.
• 5.1 Analyse the learning gained from a minimum of two supervision sessions in relation to your work with one client.
• 5.2 Evaluate how this learning informed your work with this client over a minimum of two counselling sessions.

If you don’t meet these criteria exactly – for example, if you didn’t choose a client who you’d seen for enough sessions, if you described only one (rather than two) supervision sessions, or if you used the same client for both case studies – then you would get referred.

Check whether any more information is available on what your awarding body is looking for – e.g. ABC publishes regular ‘counselling exam summaries’ on its website; these provide valuable information on where recent students have gone wrong.

Selecting the Client

When you reflect on all the clients you have seen during training, you will no doubt realise that some clients are better suited to specific case studies than others. For example, you might have a client to whom you could easily apply your theoretical approach, and another where you gained real breakthroughs following your learning in supervision. These are good ones to choose.

Opening the Case Study

It’s usual to start your case study with a ‘pen portrait’ of the client – e.g. giving their age, gender and presenting issue. You might also like to describe how they seemed (in terms of both what they said and their body language) as they first entered the counselling room and during contracting.

If your agency uses assessment tools (e.g. CORE-10, WEMWBS, GAD-7, PHQ-9 etc.), you could say what your client scored at the start of therapy.

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Writing a Case Study: 5 Tips

Describing the Client’s Counselling Journey

This is the part of the case study that varies greatly depending on what is required by the awarding body. Two common types of case study look at application of theory, and application of learning from supervision. Other possible types might examine ethics or self-awareness.

Theory-Based Case Studies

If you were doing the ABC Diploma mentioned above, then 4.1 would require you to break down the key concepts of the theoretical approach and examine each part in detail as it relates to practice. For example, in the case of congruence, you would need to explain why and how you used it with the client, and the result of this.

Meanwhile, 4.2 – the second part of this theory-based case study – would require you to assess the value and effectiveness of all the key concepts as you applied them to the same client, substantiating this with specific reasons. For example, you would continue with how effective and important congruence was in terms of the theoretical approach in practice, supporting this with reasoning.

In both, it would be important to structure the case study chronologically – that is, showing the flow of the counselling through at least six sessions rather than using the key concepts as headings.

Supervision-Based Case Studies

When writing supervision-based case studies (as required by ABC in their criteria 5.1 and 5.2, for example), it can be useful to use David Kolb’s learning cycle, which breaks down learning into four elements: concrete experience, reflective observation, abstract conceptualisation and active experimentation.

Rory Lees-Oakes has written a detailed guide on writing supervision case studies – entitled How to Analyse Supervision Case Studies. This is available to members of the Counselling Study Resource (CSR).

Closing Your Case Study

In conclusion, you could explain how the course of sessions ended, giving the client’s closing score (if applicable). You could also reflect on your own learning, and how you might approach things differently in future.

Guidance and counseling relations to high school students’ positive development and psychopathology: A non-recursive modeling study

• Published: 06 May 2021
• Volume 42 , pages 4609–4619, ( 2023 )

Cite this article

• Qing Xiong 1 , 2 , 3 ,
• Xiaoyi Fang 1 , 2 ,
• Yang Wu 3 ,
• Haide Chen 4 ,
• Wei Hu 5 &
• Yuchi Zhang 6  

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School guidance and counseling services are important for adolescent development. This study focused on the predictive role of three main delivery strategies (guidance curriculum, group counseling, and individual counseling) on students’ positive development (academic, personal-social, career) and psychopathology (anxiety, depression, problem behaviors) in the high school context. Cross-sectional data were obtained from 59 high schools and 8556 students from mainland China. The results showed that the relationships between the number of times students attended guidance and counseling services and the domains of positive development were significantly higher than the relationship of the services with psychopathology. Furthermore, non-recursive model analyses showed that the latent variable of positive development mediated the influence of the services on psychopathology. In addition, psychopathology mediated the influence of counseling on positive development. The present findings confirm that school guidance and counseling services are effective for student development in China and provide partial support for the classification of guidance and counseling delivery strategies in terms of actual service effects. While paying attention to the differences in delivery strategies, school administrators are advised to consider the indirect effects of guidance and counseling on student development, which benefits the development and integration of comprehensive guidance services.

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The datasets generated during and/or analysed during the current study are not publicly available due ethical considerations but are available from the corresponding author on reasonable request.

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PLA Strategy Support Force Information Engineering University, Zhengzhou, People’s Republic of China

School of Wisdom Education, School of Computer Science and Technology, Jiangsu University, Zhenjiang, People’s Republic of China

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Xiong, Q., Fang, X., Wu, Y. et al. Guidance and counseling relations to high school students’ positive development and psychopathology: A non-recursive modeling study. Curr Psychol 42 , 4609–4619 (2023). https://doi.org/10.1007/s12144-021-01722-7

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Comprehensive Case Studies in Guidance: A Path to Holistic Understanding

Table of Contents

Have you ever wondered how counselors and educators form a deep, nuanced understanding of an individual’s needs? The answer often lies in the meticulous and revealing process of case studies . Case studies are a powerful tool in the world of guidance and counselling , allowing professionals to collect a comprehensive set of information about an individual. The gathered data is not only rich in detail but also spans various dimensions of an individual’s life, including social attributes, physiological factors, and environmental influences. Let’s delve into how these intricate portraits are painted and the profound impact they can have on educational and vocational guidance.

The anatomy of a case study

At its core, a case study is an in-depth examination of an individual or group. In the realm of guidance and counselling, it’s akin to a detective gathering clues to solve a mystery. But instead of a crime, the ‘case’ is an individual’s life journey.

A well-constructed case study weaves together different threads of a person’s life story. It includes:

• Biographical details: Basic information such as age, education, and family background.
• Medical history: Any relevant health issues that may affect the individual’s wellbeing or capabilities.
• Educational and vocational records: Past academic performance and employment experiences.
• Psychological evaluations: Personality tests, intelligence assessments, and mental health screenings.
• Environmental factors: The individual’s living conditions, cultural context, and support systems.

Gathering the puzzle pieces

Collecting the data for a case study isn’t a one-step process. It involves multiple methods and sources to ensure a full, unbiased picture. Interviews with the individual, their family, teachers, and peers are instrumental. Observations of behavior in different settings, psychological testing, and reviewing past records all contribute to the depth and accuracy of the study. The process is exhaustive but essential for a holistic understanding.

Interviews and observations

Direct interaction with the individual provides invaluable insights into their character, behavior, and circumstances. Observing them in their natural environments, like home or school, offers a glimpse into how they navigate their world.

Psychological assessments

Standardized tests and assessments gauge cognitive abilities, personality traits, and emotional wellbeing. These tools help to identify strengths and challenges that may not be immediately apparent.

Review of records

Past academic records, employment history, and medical files can reveal patterns and pivotal events that have shaped the individual’s journey.

Painting the full picture

Once the data is collected, the real work begins. Counsellors and educators must analyze and synthesize the information to form a narrative. This narrative doesn’t just list facts; it tells the story of an individual’s life, with a focus on identifying their unique strengths and weaknesses. It also illuminates potential paths for development and growth.

Identifying patterns and themes

Patterns in behavior, academic performance, and social interactions can offer clues to underlying issues or untapped potential. Recognizing these patterns is the first step in formulating strategies for guidance.

Understanding the individual’s context

Every person exists within a complex web of environmental and social factors. A case study places the individual within this context, considering how external factors like family dynamics and cultural expectations influence them.

Formulating a guidance plan

With a comprehensive understanding of the individual, counsellors can develop a tailored guidance plan. This plan may address educational choices, career paths, or personal development goals, depending on the individual’s needs and aspirations.

The transformative power of case studies

Case studies are more than just academic exercises; they have the power to transform lives. By providing a deep understanding of an individual’s strengths and challenges, they enable targeted, effective guidance. This can lead to better educational and vocational adjustments, improved mental health outcomes , and more fulfilled lives.

Empowering individuals

A case study can be a source of empowerment, helping individuals understand themselves better and take control of their destinies. It’s a roadmap that points to where they’ve been and where they could go.

Informing educational and vocational decisions

For educators and employers, case studies offer detailed insights that can inform teaching approaches, curriculum design , and job placements, ensuring that opportunities align with individual abilities and interests.

Facilitating growth and development

Perhaps most importantly, case studies can set individuals on a path to personal growth and self\-improvement . They highlight areas for development and serve as a catalyst for change and progress.

Case studies stand as a testament to the unique complexity of each individual. By embracing this complexity, guidance and counselling professionals can provide nuanced support that respects each person’s singular journey. Through the prism of case studies, a one-size-fits-all approach is replaced with a bespoke strategy that acknowledges the richness of human experience.

What do you think? How might an in-depth understanding of an individual’s background influence their future opportunities? Can you think of a situation where a case study approach could have made a difference in someone’s life?

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Guidance & Counselling

1 Understanding Guidance and Counselling

• Guidance: An Introduction
• Need for Guidance
• Purpose of Guidance
• Principles of Guidance
• Types of Guidance

2 Guidance in the School

• Guidance and Curriculum
• Guidance and Learning
• Guidance and Discipline
• Guidance and other Curricular Areas
• Guidance and the Virtual World

3 Personnel in the Guidance Programme

• Need for Guidance Programme and Guidance Personnel
• Counsellors Career Masters and Teachers as Guidance Personnel
• Role of Guidance Personnel
• Need Based Minimum Guidance Programme in Schools and the Role of Personnel

4 Counselling in Schools

• Individual Counselling
• Group Counselling
• Peer Counselling
• Multicultural Counselling
• Crisis Counselling

5 Techniques of Guidance

• The Questionnaire
• Observation
• Autobiography
• Rating Scales
• Anecdotal Record
• Cumulative Record
• Aptitude Tests
• Achievement Tests
• Interest Inventory
• Personality Tests

6 Guidance Programme

• Orientation Service
• Pupil Inventory Service
• Occupational Information Service
• Counselling Service
• Placement Service
• Follow-up Service

7 Group Guidance

• Group Guidance: Concept Need and Significance
• Principles of Group Guidance
• Group Guidance Activities
• Aids to Guidance in Group Situations
• Limitations of Group Activities
• Problems in Organizing Group Guidance Activities

8 Techniques of Counselling

• Counselling Skills
• Behavioural Interventions
• Cognitive Interventions
• Transactional Analysis

9 Nature of Work and Career Development

• Motivation to Work
• Work Affects Way of Life
• Concept of Career Development
• Super’s Theory of Career Development
• Roe’s Theory of Personality Development and Career Choice
• Holland’s Theory of Vocational Personalities and Work Environment
• Ginzberg’s Theory
• Social Learning Theory of Career Development
• Social Cognitive Theory of Career Development

10 Occupational Information

• Collecting Occupational Information
• Classification and Filing
• Updating Occupational Information
• Dissemination of Occupational Information
• Evaluation of Occupational Information Material
• Mobilising Resources for Setting Up Occupational Information Service Programme

11 Career Patterns

• Understanding Career Patterns
• The Relationship of Career Patterns with Life Stages
• Types of Career Patterns
• Determinants of Career Patterns
• Career Maturity
• Vocational Success
• Teacher’s Role in Career Planning
• Role of Parents

12 Career Development of Girls in India

• Career Development of Girls: Salient Features
• Theories of Career Development of Women
• Career Patterns of Women
• Career Problems of Girls
• Role of Teachers

13 Guiding Students with Disabilities

• What Do We Mean by Special Needs?
• Types of Disability
• Provision of Facilities
• Counselling Students with Single or Multiple Disabilities
• Seating Arrangements and Special Attention

14 Socio-Emotional Problems of Students with Disability

• Socio-Emotional Needs
• Importance of the Socio-Emotional Needs
• Emergence of Socio-Emotional Problems
• Stigmatization and Withdrawal
• Emotional Problems
• Problems in Interpersonal Relations and Social Adjustment
• Communication Problems
• Negative Self-concept
• Behavioural Problems
• Problems in Employment

15 Behavioural Problems of Students

• Nature of Behaviour Problems
• Problems of Children
• Problems of Adolescents
• Types of Behaviour Problem
• Causes of Behaviour Problems
• Suggestions for Dealing with Behavioural Problems
• Remedial Measures

16 Mental Health and Stress Management

• Understanding Mental Health
• Mental Healthcare Act 2017
• Impact of Mental Illness
• Characteristics of Mental Health
• Promotion of Mental Health
• Understanding Stress
• Effects of Stress
• Coping Strategies

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What Is a Case Study?

Weighing the pros and cons of this method of research

Verywell / Colleen Tighe

• Pros and Cons

What Types of Case Studies Are Out There?

Where do you find data for a case study, how do i write a psychology case study.

A case study is an in-depth study of one person, group, or event. In a case study, nearly every aspect of the subject's life and history is analyzed to seek patterns and causes of behavior. Case studies can be used in many different fields, including psychology, medicine, education, anthropology, political science, and social work.

The point of a case study is to learn as much as possible about an individual or group so that the information can be generalized to many others. Unfortunately, case studies tend to be highly subjective, and it is sometimes difficult to generalize results to a larger population.

While case studies focus on a single individual or group, they follow a format similar to other types of psychology writing. If you are writing a case study, we got you—here are some rules of APA format to reference.  

At a Glance

A case study, or an in-depth study of a person, group, or event, can be a useful research tool when used wisely. In many cases, case studies are best used in situations where it would be difficult or impossible for you to conduct an experiment. They are helpful for looking at unique situations and allow researchers to gather a lot of˜ information about a specific individual or group of people. However, it's important to be cautious of any bias we draw from them as they are highly subjective.

What Are the Benefits and Limitations of Case Studies?

A case study can have its strengths and weaknesses. Researchers must consider these pros and cons before deciding if this type of study is appropriate for their needs.

One of the greatest advantages of a case study is that it allows researchers to investigate things that are often difficult or impossible to replicate in a lab. Some other benefits of a case study:

• Allows researchers to capture information on the 'how,' 'what,' and 'why,' of something that's implemented
• Gives researchers the chance to collect information on why one strategy might be chosen over another
• Permits researchers to develop hypotheses that can be explored in experimental research

On the other hand, a case study can have some drawbacks:

• It cannot necessarily be generalized to the larger population
• Cannot demonstrate cause and effect
• It may not be scientifically rigorous
• It can lead to bias

Researchers may choose to perform a case study if they want to explore a unique or recently discovered phenomenon. Through their insights, researchers develop additional ideas and study questions that might be explored in future studies.

It's important to remember that the insights from case studies cannot be used to determine cause-and-effect relationships between variables. However, case studies may be used to develop hypotheses that can then be addressed in experimental research.

Case Study Examples

There have been a number of notable case studies in the history of psychology. Much of  Freud's work and theories were developed through individual case studies. Some great examples of case studies in psychology include:

• Anna O : Anna O. was a pseudonym of a woman named Bertha Pappenheim, a patient of a physician named Josef Breuer. While she was never a patient of Freud's, Freud and Breuer discussed her case extensively. The woman was experiencing symptoms of a condition that was then known as hysteria and found that talking about her problems helped relieve her symptoms. Her case played an important part in the development of talk therapy as an approach to mental health treatment.
• Phineas Gage : Phineas Gage was a railroad employee who experienced a terrible accident in which an explosion sent a metal rod through his skull, damaging important portions of his brain. Gage recovered from his accident but was left with serious changes in both personality and behavior.
• Genie : Genie was a young girl subjected to horrific abuse and isolation. The case study of Genie allowed researchers to study whether language learning was possible, even after missing critical periods for language development. Her case also served as an example of how scientific research may interfere with treatment and lead to further abuse of vulnerable individuals.

Such cases demonstrate how case research can be used to study things that researchers could not replicate in experimental settings. In Genie's case, her horrific abuse denied her the opportunity to learn a language at critical points in her development.

This is clearly not something researchers could ethically replicate, but conducting a case study on Genie allowed researchers to study phenomena that are otherwise impossible to reproduce.

There are a few different types of case studies that psychologists and other researchers might use:

• Collective case studies : These involve studying a group of individuals. Researchers might study a group of people in a certain setting or look at an entire community. For example, psychologists might explore how access to resources in a community has affected the collective mental well-being of those who live there.
• Descriptive case studies : These involve starting with a descriptive theory. The subjects are then observed, and the information gathered is compared to the pre-existing theory.
• Explanatory case studies : These   are often used to do causal investigations. In other words, researchers are interested in looking at factors that may have caused certain things to occur.
• Exploratory case studies : These are sometimes used as a prelude to further, more in-depth research. This allows researchers to gather more information before developing their research questions and hypotheses .
• Instrumental case studies : These occur when the individual or group allows researchers to understand more than what is initially obvious to observers.
• Intrinsic case studies : This type of case study is when the researcher has a personal interest in the case. Jean Piaget's observations of his own children are good examples of how an intrinsic case study can contribute to the development of a psychological theory.

The three main case study types often used are intrinsic, instrumental, and collective. Intrinsic case studies are useful for learning about unique cases. Instrumental case studies help look at an individual to learn more about a broader issue. A collective case study can be useful for looking at several cases simultaneously.

The type of case study that psychology researchers use depends on the unique characteristics of the situation and the case itself.

There are a number of different sources and methods that researchers can use to gather information about an individual or group. Six major sources that have been identified by researchers are:

• Archival records : Census records, survey records, and name lists are examples of archival records.
• Direct observation : This strategy involves observing the subject, often in a natural setting . While an individual observer is sometimes used, it is more common to utilize a group of observers.
• Documents : Letters, newspaper articles, administrative records, etc., are the types of documents often used as sources.
• Interviews : Interviews are one of the most important methods for gathering information in case studies. An interview can involve structured survey questions or more open-ended questions.
• Participant observation : When the researcher serves as a participant in events and observes the actions and outcomes, it is called participant observation.
• Physical artifacts : Tools, objects, instruments, and other artifacts are often observed during a direct observation of the subject.

If you have been directed to write a case study for a psychology course, be sure to check with your instructor for any specific guidelines you need to follow. If you are writing your case study for a professional publication, check with the publisher for their specific guidelines for submitting a case study.

Here is a general outline of what should be included in a case study.

Section 1: A Case History

This section will have the following structure and content:

Background information : The first section of your paper will present your client's background. Include factors such as age, gender, work, health status, family mental health history, family and social relationships, drug and alcohol history, life difficulties, goals, and coping skills and weaknesses.

Description of the presenting problem : In the next section of your case study, you will describe the problem or symptoms that the client presented with.

Describe any physical, emotional, or sensory symptoms reported by the client. Thoughts, feelings, and perceptions related to the symptoms should also be noted. Any screening or diagnostic assessments that are used should also be described in detail and all scores reported.

Your diagnosis : Provide your diagnosis and give the appropriate Diagnostic and Statistical Manual code. Explain how you reached your diagnosis, how the client's symptoms fit the diagnostic criteria for the disorder(s), or any possible difficulties in reaching a diagnosis.

Section 2: Treatment Plan

This portion of the paper will address the chosen treatment for the condition. This might also include the theoretical basis for the chosen treatment or any other evidence that might exist to support why this approach was chosen.

• Cognitive behavioral approach : Explain how a cognitive behavioral therapist would approach treatment. Offer background information on cognitive behavioral therapy and describe the treatment sessions, client response, and outcome of this type of treatment. Make note of any difficulties or successes encountered by your client during treatment.
• Humanistic approach : Describe a humanistic approach that could be used to treat your client, such as client-centered therapy . Provide information on the type of treatment you chose, the client's reaction to the treatment, and the end result of this approach. Explain why the treatment was successful or unsuccessful.
• Psychoanalytic approach : Describe how a psychoanalytic therapist would view the client's problem. Provide some background on the psychoanalytic approach and cite relevant references. Explain how psychoanalytic therapy would be used to treat the client, how the client would respond to therapy, and the effectiveness of this treatment approach.
• Pharmacological approach : If treatment primarily involves the use of medications, explain which medications were used and why. Provide background on the effectiveness of these medications and how monotherapy may compare with an approach that combines medications with therapy or other treatments.

This section of a case study should also include information about the treatment goals, process, and outcomes.

When you are writing a case study, you should also include a section where you discuss the case study itself, including the strengths and limitiations of the study. You should note how the findings of your case study might support previous research. 

In your discussion section, you should also describe some of the implications of your case study. What ideas or findings might require further exploration? How might researchers go about exploring some of these questions in additional studies?

Need More Tips?

Here are a few additional pointers to keep in mind when formatting your case study:

• Never refer to the subject of your case study as "the client." Instead, use their name or a pseudonym.
• Read examples of case studies to gain an idea about the style and format.
• Remember to use APA format when citing references .

Crowe S, Cresswell K, Robertson A, Huby G, Avery A, Sheikh A. The case study approach .  BMC Med Res Methodol . 2011;11:100.

Crowe S, Cresswell K, Robertson A, Huby G, Avery A, Sheikh A. The case study approach . BMC Med Res Methodol . 2011 Jun 27;11:100. doi:10.1186/1471-2288-11-100

Gagnon, Yves-Chantal.  The Case Study as Research Method: A Practical Handbook . Canada, Chicago Review Press Incorporated DBA Independent Pub Group, 2010.

Yin, Robert K. Case Study Research and Applications: Design and Methods . United States, SAGE Publications, 2017.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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The Role of Guidance and Counselling in Effective Teaching and Learning in Schools

Purpose: Guidance and counselling plays an role of in schools for the child future success of the child. The study recognises the fact that counselling is a transformative process of helping people to learn all that are to be learnt both in and outside the School. Design / Methodology / Approach: The study adopted the use of review research techniques because is an opinion paper. Findings: The paper acknowledge the fact that it is necessary for counsellors to build confidence of the child to trust him / her to be able to give him/her the rightful information needed in helping the child (students). Practical implications: The guidance counsellors should encourage students to under the therapy session to be able to help the child in their future success Originality / Value: This paper deals with the role of guidance and counselling in effective teaching and learning in schools for the child future success.

Related Papers

EPRA international journal of multidisciplinary research

Ouardia Abdelli

Journal Space and Culture, India Open access Journal

Counselling is a purposeful understanding of a person so as to promote self-understanding in that person. There is an urgent need of introducing and strengthening the counselling service in the schools and colleges to meet the various needs of the students. Along with the intellectual development, proper motivation and clarification of goals and ideas to pupils in conformity with their basic potentialities and social tendencies are important for the total development of the student. Professional counsellors in educational settings ought to develop and deliver comprehensive counselling programme supporting and promoting student achievement, which should include a systematic and planned programme delivery involving all students and enhancing the learning process. This study is based on the review of secondary literature in an attempt to highlight the utmost relevance of counselling services in an educational setting.

The Kenya Secondary School Heads Association Annual Conference

Geoffrey Mbugua Wango

In Kenya, counselling in the school has been promoted to help improve participation and achievement of students, especially girls, in education. In 1971, the Ministry of Education introduced guidance and counselling in schools in recognition that academic work alone would not help the students. This and other programmes such as the United Nations Educational Scientific and Cultural Organisation programme on guidance, counselling and youth development for Africa (UNESCO Modules 1-8, 2000) that promotes guidance and counselling as an integral part of education are meant among other things to enhance the participation and achievement in education. However, despite the importance that seems to have been attached to guidance and counselling services in Kenyan schools, the programme has not been evaluated fully as to the extent to which it is implemented in line with Ministry of Education policies. The present study aimed to evaluate the secondary school guidance and counselling programme.

sylvialesego kabelo

Fatime Ziberi

Over time the term counseling has been used and studied from different approaches and defined in different ways according to the researches and the field of study. As a huge concept it covers three main areas: personal, educational and vocational area, that’s for we have different definitions about counseling. In educational level for long time it have been confusion about the role and importance of school counseling, where for some researches it was defined and studied as part of school Guidance program and addressed to other school staff, minimizing the role of counselor. In other hand other approaches tend to use and understand the schoolcounseling as synonymous for Guidance meanwhile others viewed as profession that is part of psychological and psychotherapeutic nature. Now day’s the counseling as profession is more emphases and school counseling takes its place in all educational level. Today school counseling is a need and necessary in every level of education taking in consideration the role and importance that has on educational process and school program overall. Keywords: Counseling, School Counseling, School Counselor, Role of School Counselor

Afrashaw Adane

afrashaw adane

ABSTRACT The main purpose of this study was investigating the perception, practice and challenges of guidance and counseling services in some selected preparatory schools of North Wollo Zone of Amhara Region. To realize this objective, there were three basic questions. These were: What is the perception of students, teachers, parents and principals toward the significance of guidance and counseling? To what extent do guidance and counseling service practiced; and what are the common challenges that face to practice Guidance and counseling? This study followed a mixed research method of convergent design which is mainly quantitative but also uses qualitative techniques for supplementing the quantitative. 5 woredas, 5 preparatory schools, 32 teachers’, 5 principals, 5 counselors’ ,353 students, and 15 parents were involved as participant of the research through multi-stage, simple random, purposive, cluster, and comprehensive sampling. Both open and closed ended questionnaires, semi-structured interview, and document analysis were employed as instruments to gather relevance data. The collected data were analyzed using one sample t- test and descriptive statistics to assess the level of perception, and practice and identifying the common challenges. The main findings of this study were, the perception of teachers, principals, students, parents and counsellors towards the significance of guidance and counselling were high, the practice of guidance and counseling at preparatory school were limited and the common challenges for the practice of guidance and counselling were the incompetence of counselors to provide the service, lack of collaboration among parents’ students, teachers, and principals, undefined role and responsibility of counsellors, absence of confidentiality, unavailability of conducive counselling place/office, lack of funding for running guidance and counseling service and lack of furniture to guidance and counselling service. The researcher concluded the perception of teachers, students, principals, counsellors, and parents were improved towards the significance of guidance and counselling at preparatory schools, however the practice of guidance and counselling is still yet progressed because of the incompetence of counselors to provide the service, lack of collaboration, undefined role and responsibility of counsellors, absence of confidentiality, unavailability of conducive counselling place/office, lack of funding and furniture for running guidance and counseling service. Finally it is mainly recommended that Regional Education Bureau and the Federal Minister of Education should prepare clear and organized policy and strategy of guidance and counseling at school, Guidance and Counselling should be a major program of the education system, and the guidance and counselling service at school should be based on the mission statement of the school.

Malami Umar Tambawal

Anoop C Choolayil

counseling is gaining relevance in educational settings owing to the emotional and mental stress exerted by educational practices. This paper gives some basic ideas of educational counseling

ABSTRACT Present study was planned to investigate the counseling needs of secondary school students. The study was delimited to the Public and Private Schools of Muzaffarabad AJ&K only. The main objectives of the study was as; (a) to identify the counseling needs of the students at secondary level. (b) To identify the students need of educational, vocational, social emotional, behavioral guidance. (c) To examine the provision of counselling facility in schools. The population of study was all the students and teachers of Public and Private Schools of Muzaffarabad city. According to the convenience of the researcher only 6 schools were selected. So as a sample 15 students from each school and 05 school teachers were taken. The questionnaire was constructed which included different areas, i.e. educational, vocational, social, emotional and behavioral need of students counselling. It was administrated to 90 students of Grade 9th and 10th class and 30 teachers of secondary level. Results indicate that majority of the students and teachers agreed that Counselling facility is necessary at secondary level and this facility is not available in their school and it is from secondary level help their future in different areas of life. Although there were many limitation of the study (including small sample size and crude method of sampling) even then findings are seemed acceptable according to the age and grade level of students. It is recommended that counselor post should be created in secondary schools, which provides complete direction during their academic years.

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Replication Crisis

The importance of research to the practice of counseling, why is research literacy important for mental health counseling.

Posted July 30, 2024 | Reviewed by Abigail Fagan

• The replication crisis challenges reliability—many landmark studies fail to replicate.
• Publication bias distorts findings—positive results are more likely to be published than null ones.
• Careerism impacts quality—the pressure to publish frequently can prioritize quantity over quality.

In the field of social science, particularly within psychology and counseling, several critical issues have emerged that undermine the scientific rigor of research and practice. One of the most significant challenges is the replication crisis , where many studies, including landmark research, fail to reproduce consistent results when tested in subsequent experiments. And we're not talking about little-known, oddball studies. This problem covers the whole gamut of social science research, from the seminal studies that change the field, to lesser-known research. This crisis casts doubt on the reliability of established findings and calls into question the foundations upon which many clinical practices are built.

Another pervasive issue is publication bias , where studies with significant or positive results are more likely to be published than those with null or negative findings. This skews the body of available literature, leading to an overestimation of the effectiveness of certain interventions and underrepresentation of alternative or null outcomes. Closely related is the phenomenon of idea laundering , where weak or untested theories are presented as established facts through a cycle of citations and publications, further muddying the waters of scientific clarity.

Careerism or "publish or perish" also poses a significant obstacle, as the pressure to publish frequently and in high-impact journals can lead researchers to prioritize quantity over quality. This environment can foster a focus on novel, eye-catching results rather than thorough, rigorous investigations. Moreover, inadequate graduate training in research methodology and critical thinking exacerbates these issues, leaving emerging counselors ill-prepared to both conduct and critically assess research.

These challenges collectively diminish the quality and credibility of research in social science, which is particularly concerning given the direct impact these studies have on clinical practice. For counselors, a deep understanding of research methods and critical evaluation is essential. It not only equips them to produce meaningful, replicable studies but also empowers them to discern the reliability of existing research, ensuring they base their clinical decisions on solid evidence. However, if counselors in training are not aware of the importance of research, how to conduct research, how to read research, how to integrate the findings of research, AND how to digest research critically given the problems present in research mentioned above, then it will directly affect clinical work, client outcomes and welfare. This is simply not okay since counselors have an ethical duty to provide best practices and safeguard client welfare. But, if you need some convincing, below are some of the reasons I see literacy in research as essential for competent clinical practice.

Research Guides Practice and Limits of Intuition

As clinicians, we often rely on our training, experience, and intuition to make decisions. However, it's essential to recognize that our perceptions are inherently limited and can be biased. Human reasoning, while valuable, is not infallible and can lead us astray. For instance, confirmation bias , the tendency to search for or interpret information in a way that confirms our preconceptions, can significantly impact clinical judgments. Therefore, it's crucial to complement our intuition with empirical evidence from social science research. This reliance on research helps to ground our decisions in verified data, ensuring that our interventions are based on more than just subjective judgment.

The Counterintuitive Nature of Research

One of the most valuable aspects of research is its ability to challenge our assumptions. What may seem obvious or intuitive to a seasoned counselor might not hold true for every client. For example, while it may seem intuitive that talking about suicidal thoughts could increase the likelihood of a client acting on them, research indicates that discussing these thoughts in a supportive environment can actually reduce the risk. This highlights the importance of adhering to evidence-based practices, which often provide insights that run counter to common beliefs or intuitive thinking.

Universals and Particulars in Counseling

In the realm of clinical practice, it is crucial to distinguish between universal principles and individual variations. Research can provide us with general trends and effective interventions for broad populations, but every client is unique. What works broadly might not be effective for a specific individual due to various factors such as cultural background, personal history, and psychological makeup. For example, cognitive-behavioral therapy (CBT) is widely recognized as an effective treatment for depression , but its applicability may vary based on a client's readiness, cultural context, and specific needs. Thus, while research provides a foundation, clinicians must remain flexible and responsive to the particulars of each client's situation.

Harm Prevention and Ethical Responsibility

Ethical practice in counseling involves a commitment to "do no harm." This principle necessitates that we have a reasonable expectation of the outcomes of our interventions before implementing them. Without a solid research foundation, we risk applying treatments that may be ineffective or even harmful. For example, some outdated or unsupported therapeutic practices, such as "conversion therapy" for sexual orientation , have been shown to cause significant harm. Therefore, staying informed about current research is not only a best practice but an ethical obligation to ensure we are providing safe and effective care.

Harm Detection and Differentiating Counseling Models

Not all therapeutic models are equally beneficial, and some may even be detrimental if applied inappropriately. It's vital for clinicians to discern which models are supported by robust evidence and which are not. For instance, while mindfulness -based therapies have proven effective in managing anxiety and depression, they may not be suitable for individuals with certain types of trauma -related disorders, where grounding techniques might be more appropriate. Understanding these nuances allows clinicians to tailor their approaches to better meet the needs of their clients, thereby optimizing the therapeutic outcomes.

In conclusion, the integration of research into clinical practice serves as a critical tool for enhancing the quality of care provided to clients. By recognizing the limitations of intuition, valuing counterintuitive insights from research, distinguishing between universal principles and individual differences, and adhering to ethical standards of harm prevention, clinicians can ensure that their practice is both scientifically grounded and ethically sound. This commitment to evidence-based practice ultimately fosters a more effective and compassionate therapeutic environment, better serving the diverse needs of clients.

Dan Bates is a clinical mental health counselor, licensed in the state of Washington and certified nationally.

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The role of Guidance and Counselling in effective teaching and learning in schools

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Student perception of guidance and counselling: a case study of Loreto schools, Nairobi

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• Faculty of Arts & Social Sciences, Law, Business Mgt (FoA&SS / FoL / FBM) [24487]

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Student perception of guidanceand counselling: a case study of Loreto schools, Nairobi

• William Mwangi
• Published 2005
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Perceptions of students and teachers toward guidance and counseling services in south west ethiopia secondary schools, teachers’ perception of the effectiveness of the alternative forms of students’ discipline in secondary schools in kajiado county, kenya., 18 references, social research methods: qualitative and quantitative approaches, personality theories: basic assumptions, research and applications, foundations of behavioral research, christian counseling: a comprehensive guide, research methods: quantitative and qualitative approaches, related papers.

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Psychology Discussion

Guidance and counselling: tools and techniques | psychology.

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Guidance is the scientific procedure for assisting an individual. Various types of tools and techniques are used for measuring the potentialities of the individual the guidance purpose.

The following are the main tools and techniques which are employed in guidance services:

1. Observation Technique:

The observation technique is not frequently used in guidance and counselling. This is a subjective technique even it is indispensable techniques. For the children no other tool and technique can be used except the observation schedule.

Advantages of Observation:

Observation has certain advantages over the personality test as an approach to understanding children from the practical standpoint. Even hit-or-miss incidental observation gives one a ‘feeling’ for the child’s personality that the test score or even an analysis of the responses to the individual items cannot give. Observation is a relatively ‘free’ situation-one in which the pupils feel the absence of adult pressure-may reveal important aspect of the personality.

This possibility vanished, however, when the pupil knows he is under observation. Then too, observing does not interfere with the usual school activities as testing does. Finally, one can usually see how the child responds in social situations, and note how he reacts to frustrating situations.

Limitations of Observation:

Unfortunately there are many difficulties inherent in the process of observation. In addition to the fact that observation is a highly skilled technique, it is almost impossible for most teachers to spend enough time in observing to enable them to get a well-rounded picture of the child’s personality-in-action.

Errors of properly, or if the observer has no other knowledge of the child, misinterpretation of the meaning of his behaviour is frequent. Bias, of course, on the part of the observer will vitiate the result. In many situations, too, the child, particularly the older child or adolescent, will ‘cover up’ so as to conceal his true feelings. Finally, the same behaviour at different times may not have the same meaning.

Methods of Improving Observation:

Observation may be improved by keeping careful records of the behaviour, preferable writing the observation dawn at the time or, if that cannot be done, as soon afterwards as possible. It is important to pay particular attention to the setting and, if that is vague or equivocal, to forbear from recording the observation.

It is also helpful to record separately the direct observation and the inference drawn from it; this makes possible check by another person on the validity of the interpretation. Simultaneous observation with another capable person and comparison of records afterward is a good method of improving the quality and accuracy of one’s own work.

If the unit of observation are too short, will be highly reliable, but often unimportant observations are likely to be the result. One individual should be observed for measuring one variable at one time. The anecdotal record or check lists prepared in advance may be used.

The Diary Record Method:

Detailed observation of one child is usually for the purpose of comparison with other data already at hand, and to determine the kinds of situations in which he has difficulty. For this purpose a running diary account of the pupil’s behaviour is usually the most length of time and in a variety of situations.

The elementary child may be watched in class, on the playground, in the halls of the child, on the way home, and if possible in the home; the secondary pupil, in the home-room, in various classes, during examinations, in the study hall or library, at a club meeting, or in a child dance, in the child criteria, and in games or sports with his peers.

2. Interview Technique:

Another important technique is the interview technique which is used for collecting information’s about the individual by interview his parents and pears or other family members. It has also some limitations to have the reliable data.

Value of Information from Parents:

From the standpoint of diagnosis, there are two immediate reasons why parents should be seen by the elementary child teacher—to gather sufficient knowledge about a child to provide him with the most suitable educational experiences, and to obtain additional insight into the causes of the behaviour of the child who already has difficulties in adjustment.

The same two reasons apply to the secondary child teacher as well, although the problem of contacts with the parents of the adolescent is complicated by the implied reflection on his feeling of personal worth.

Information for the first of these purposes may sometime be obtained through a questionnaire plus short contacts after child affairs or parents teacher meeting. Although home visits are usually desirable, in most communities teachers do not have time to visit the homes of many of their pupils.

Suggestions for Conducting Interviews:

When the child has shown difficulties in adjustment, it is usually advisable for interviews to be held with at least one of the parents and preferably both. This is frequently difficult to arrange, in view of the many duties of the teacher and the parents, but it usually can be effected by some sacrifice on the part of both. The conference will be facilitated or hindered by the general attitude on the part of the parents toward the child, and by the community’s conception of the role of the teacher.

If the parents have a negative attitude toward the child, and if there is common belief that the teacher’s functions is that of drilling on the three R’s the teacher’s first job will be to establish a friendly attitude before further progress can be made. The teacher should also be alert to differences in cultural background between himself and the parents, to speak in laymen’s language and yet avoid ‘talking down.’

He must appreciate that many parents resent an inquiry into their personal affairs, and in dealing with the parents of problem children he should expect to find many who will be quick to interpret innocuous comments as placing blame on them.

In talking with the parents of young children he should be sensitive to a possible feeling of rivalry on the mother’s part, for the teacher is often the first adult outside the family circle to have an appreciable influence on the child.

Often, too, the parents feel that the child situation is the sole cause of the problem behaviour and that they themselves have no responsibility in the matter. It is particularly important for the teacher to convince the parents that confidence will be scrupulously respected.

3. The Cumulative Record:

The cumulative record means of keeping readily available permanent data about a child. These data in themselves are likely to aid the teacher in appraising the child’s assets and liabilities. The record can also serve as a source of new knowledge if an analysis of the meaningful relationships among the different items is made.

An especially complete record card includes spaces for the following:

i. Tests:  

Intelligence and standardized achievement;

Elementary and high school;

Occupation and nationality of parents, names and ages of siblings, languages spoken;

iv. Health:

Medical examination, physical development, defects, and treatment;

v. Prolonged absences, with causes;

vi. personality-short description by teacher;

vii. vocation-educational aim, vocational aim, special interests,

viii. Vocation-educational aim, vocational aim, special interests, outside employment, school activities;

ix. Records of conferences with pupil-important attitudes, remarks, and decisions.

One can easily see how such a record would provide a valuable basis for guidance of the student in selecting courses, curricula, advanced educational, and a vocational career. It is useful in understanding the maladjusted pupil chiefly as a source of clues for further inquiry. Obviously such a brief compilation of more or less objective data cannot include the type of information needed to understand the sources, and dynamic factors in, most pupil maladjustments.

4. Adjustment Inventory or Schedule:

Adjustment schedules are frequently called self-report blanks, adjustments questionnaires, or inventories. It is impossible to differentiate them clearly from ‘tests’ designed to measure such personality traits as introversion, self-confidence, etc., since most, if not all, aspects of personality are related to adjustment. The purpose of adjustment schedules is to estimate an individual’s degree of adjustment or maladjustment.

In their preparation, as series of questions designed to reveal attitudes, feelings and behaviour indicative of maladjustment is gathered, attempts are made to validate them and they are administered to a representative group, norms are established. Thus, when the inventory is subsequently administered to an individual, the degree of maladjustment indicated by these responses can be compared with those of the original group.

Uses of Adjustment Inventory:

Adjustment inventories cannot yield conclusive assessment due to the following reasons:

i. It is difficult to formulate diagnostic questions which are understood by all and have the same meaning for all.

ii. It is not possible by the use of the inventories which limits to true or false; it is an inventory to expose the extent of adjustment.

iii. An adjustment inventory can be validated.

iv. It is not the reliable. It cannot differentiates.

v. It depends on frankness of the subject in responding.

The adjustment inventories are useful in school situations may be summarized as follows:

i. For identifying some of the pupils needing special aid in adjustment. Those who need help but cannot bring themselves to answer the questions frankly will, of courses, have been located through some other means.

ii. For uncovering unsuspected personal problems through noting an pupil’s answers to the specific questions. The existence of such problems must then be verified through other techniques.

iii. For discovering clues to the basis of the adjustment difficulty by means of a thorough analysis of the answers.

iv. For confirming a suspected maladjustment of a pupils when other evidence yields inconclusive data. (A low score, however, would leave the issue undecided).

Types of Adjustment Inventories:

The adjustment inventories are related to different areas—Home, Health, Social, emotional and School.

These inventories are of the following types:

(i) For elementary child pupils.

(ii) For high child students, and

(iii) For college students or adults.

5. The Case Study:

The case study is the most comprehensive of all methods of special inquiry for use with maladjusted children or with those who exhibit unusual but undeveloped abilities. Such a study is often made by a specialist, though teachers are finding an increasing need to use this device in the course of their professional work.

The case study is employed in a variety of situations. It is an attempt to synthesize and interpret the material gathered by the other techniques for the purpose of making an inclusive picture of the individual and of the background factors affecting his life.

Items of Include in a Case Study:

The amount and kin of information in any one are varies greatly in accordance with its relevance to the particular individual studied, the adequate case study will, with certain exceptions, include information in the nine areas listed below. In accordance with its relevance to the particular individual studied, the adequate case study will, with certain exceptions, include information in the nine area listed below.

In accordance with Allport’s suggestion that “successful case studies seem naturally to fall into three sections – (a) A description to the present status, (b) An account of past influences and successive stages of development, and (c) An indication of future trends,” the topic have been arranged in that fashion.

Allport’s Nine Areas of Case Study :

Suggestions for specific items in the areas must of necessity be tentative. So many variable affect the nature of the information gathered—age, sex, type of problem, to mention but a few-that inevitably some irrelevant items are included and many relevant items are omitted. An attempt has been made to be inclusive rather than brief because many case studies made by teachers and other workers in child have come to erroneous or unsure conclusion owing to the commission of items crucial to understanding the case.

Steps in Conducting a Case Study:

Case studies usually begin with certain identifying data. These include the child’s name, address, age, sex, grade, nationality, colour and religion.

Frequently, too, a very brief description of his physical appearance and a thumbnail sketch of his personality are included. The purpose is to orient the reader or to recall that particular child to the writer of many case studies.

The next topic covered should be the problem, but after that the order of topics depends upon the specific case investigation.

The following information’s are to be collected:

a. Problem at present,

b. Education at present,

c. Intelligence,

d. Health and physical conditions,

e. Development at present,

f. Personality make up,

g. Social adjustment,

h. Educational status if any, and

i. Family conditions-economic and cultural level.

This material should enable one to judge whether the problem originated in the home, the child, or both. In this area one is especially likely to find background material that goes a long way to explain the child’s behaviour.

The Case Study Materials:

In child the best procedure in starting a case study is to assemble the information already collected on the child. The cumulative record, if available, should be consulted first. Usually it is necessary to arrange for tests as the ones on file are not likely to be recent enough. If there is the slightest indication of a physical basis for the problem, a thorough medical examination should be made.

The usual medical examination by the child physician is almost certain to be too superficial to be of much use. Interviews should usually he held with the parents, and the child should be observed in as many situations as can be arranged. Interviews with the child are essential, as only through this means can one establish the type of relationship necessary for understanding the problem and aiding readjustment.

A Diagnosis:

After the material considered pertinent is gathered, there must be an attempt to synthesize; it by comparing the information in the different sections and interrelating it. The purpose is to make a diagnosis, which may be defined as a description of the maladjustment together with the causative factors in both the past and present.

The process is exceedingly difficult; it frequently happens that even when the expert draws on all the psychological and social knowledge at his command he still finds that the case remains unexplained. Certainly the teacher in attempting a diagnosis must use the knowledge of his own motivation and his experiences with other, taking what precautions he can against his own bias.

Remedial Measures:

All the methods of approach to understand the child, constitute at the same time an opening for the prevention of maladjustment. It is through such methods that the teacher can acquire the knowledge of the child’s particular assets and liabilities and of the factors at the basis of his difficulty which are indispensable to the proper use of corrective procedure assets and liabilities and of the factors at the basis of his difficulty which are indispensable to the proper use of corrective procedures.

General prescriptions for handling children’s problems must be of limited value; only the person who understands the specific child can judge whether or not the suggested method of handling is wise or unwise.

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