Discovering a relationship: adolescents' insights into the counselling relationship in a secondary school setting
Notice bibliographique
Résumé
This study was designed to explore, with five grade twelve students, their understandings of the counselling relationships they shared with their counsellors in a single northern B.C. secondary school setting. The investigation was guided by four questions: (1) What conditions make it possible for the students to talk to a school counsellor? (2) What conditions give students the confidence to share private and confidential information with their counsellor? (3) What are the critical incidents during their counselling which affected the development of the counselling relationship? (4) What were the characteristic elements that constituted the counselling relationship between a school counsellor and a student client? Participants were identified by their school counsellors based on the following criteria: (1) the students were grade twelve students, (2) they were familiar with the counselling programme in their school, (3) they had developed a personal counselling relationship with the students, ( 4) the students could articulate their understandings of those relationships, and ( A series of open ended, in-depth interviews were conducted with the students. Grounded Theory method was used to analyse the data that was transcribed from these interviews. A conceptual model of the counselling relationship was developed consisting of five stages: the Motivating Stage, the Initiating Stage, the Comfort Stage, the Working Alliance Stage, and the Change Stage. Each stage was further divided into Key Categories and Subsidiary Categories that provided insights into conditions that fostered the development of the counselling relationship in the secondary school setting. The search for comfort in the counselling relationship was a constant theme throughout all stages and was identified as the core concept of the model. Several implications for practice were identified and included: ( 1) the centrality of the personal counselling relationship to the school counsellor's role, (2) the conflict between supervisory roles and the development of a personal counselling relationship, (3) the advantages of a multifaceted role for school counsellors, (4) the role of counselling as an arena of comfort, (5) the importance of giving students a role in the design of counselling services, (6) the importance of a professional friendship in the counselling relationship, and (7) the importance of clearly articulated professional identities for school counsellors.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,007 | 0,008 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,011 | 0,009 |
| Communication savante | 0,009 | 0,005 |
| Science ouverte | 0,002 | 0,005 |
| Intégrité de la recherche | 0,002 | 0,006 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».