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Ad Hoc or Well-Ad Hoc or Well-planned planned
Counselling at the Counselling at the Comprehensive Comprehensive
School?School?Sanna Mäkinen, Researcher
Päivi Atjonen, ProfessorJyri Manninen, Professor
University of JoensuuFaculty of Education
Empirical Research Empirical Research ContextContext
• Our empirical research focus is on the
national project ”Development of
Guidance and Counselling 2008–2010”
coordinated by the National Board of
Education 148 participating schools,
municipalities and regional networks from all over Finland
A A Introductory PointsIntroductory Points
Curriculum and Guidance & Curriculum and Guidance & CounsellingCounselling
• Planning and documentation to ensure quality (Nykänen et al. 2007; Plant 2001; Sampson 2006)
−Improvements in multiprofessional cooperation
−Written plans in promoting regional cooperation
• Systematic efforts to prevent pupils’ social exclusion (Houston et al. 2007)−Follow-up systems for transitions along the
educational pathway−Need to decrease the dropout rate
• Written counselling plan (OECD 2004)−Does any counselling curriculum exist?
• Communication about counselling services (Sampson 2006)−Various partners of the institutional sector Are
pupils and guardians fully informed?
• Responsibility for transitions along educational paths (Kochran-Bryant et al. 2008)− Is it systematised with regard to follow-up and
dropouts are concerned?
• Needs of special groups (Robinson & Bradley 2005)−Are pupils with special needs or different ethnic
background also in focus?
Curriculum and Guidance & Curriculum and Guidance & CounsellingCounselling
• 1. How is−1.1 documentation, −1.2 communication about counselling services,−1.3 responsibility for transitions along educational
paths, and−1.4 needs of special groups
perceived by persons conserned with the deve-lopment of counselling in grades 6–9 of the
compre-hensive school?
• 2. Are there differences in the research problems 1.1–1.4 perceived by the selected subgroups of the respondents?
Research QuestionsResearch Questions
B B Context and DataContext and Data
Research ContextResearch Context
• Various national development projects
initiated by the Ministry of Education and
the National Board of Education (NBE)
Examples (2000–): Evaluation of Educational Guidance and
Counselling Chances Development of School Counselling Flexible Basic Education Participation Successful Lessons
Research ContextResearch Context
• Our research focus is on the latest & most current national project ”Development of Guidance and Counselling 2008–2010” 148 participating schools, municipalities and
regional networks from all over Finland Objectives (stated by the NBE) are to develop...
• …local curriculum for counselling• …cooperation with the local employment market
& business community• …cooperation between agencies which try to
prevent social exclusion and promote the well-being of young people
• …cooperation between school and home • …to establish counselling activities as a
permanent part of regional or institution-based work
Gathering of DataGathering of Data
• Baseline measurement in September-
October 2008 — main data for this
presentation: respondents: 442 teachers, study counsellors and
a few other professionals associated with guidance & counselling in grades 6–9
eQuestionnaire: see the next slide
Gathering of DataGathering of Data
• Baseline measurement — main parts of the
e-questionnaire our focus today is indicated in blue1. Background information (8 structured items, 4
open-ended questions)2. Development work (4 structured items, 1 open-
ended question)3. Current situation in guidance & counselling (2
structured items, 1 open-ended question)4. Assessment of existing counselling services (30
structured items, 6-point assessment scale)5. Expectations concerning the newly established
project (4 open-ended questions)
Gathering of DataGathering of Data• Other related data:
148 project proposals put forward by schools and regional organisations in application for money from the Ministry of Education (Spring 2008)
83 revised project proposals (Oct 2008) 112 self-evaluation reports of projects concerning
networked counselling services (Oct-Dec 2008)
• both quantitative and qualitative analysis
• comparisions of subgroups: see next slide
Data AnalysisData Analysis
Data Analysis: Data Analysis: Compared Compared SubgroupsSubgroups
(1) female ♀ male ♂
(2) big cities small municipalities
(3) member of steering group no member
(4) developer at the grass-root level not at thegrass-root level
(5) developer at a school at the regional level
C C Results 1/4:Results 1/4:
DocumentationDocumentation
DocumentationDocumentation
37
18
25
27
38
55
0 10 20 30 40 50 60
Regional counsellingplan exists
School-basedcounselling plan
exists
%
I do not know No Yes
DocumentationDocumentation
Has the documentation of counselling practices (e.g. handbook, guide) worked well?
10
75
15
0
20
40
60
80
Not at all Rather badly ormoderately
Well or very well
%
Documentation: Documentation: Statistically significant differencesStatistically significant differences
Group comparisions:
> >School-based counselling plan exists Regional counselling plan exists
>Regional counselling plan exists
> = higher percentage (statistically significant) = percentages
are equal
C C Results 2/4:Results 2/4:
CommunicationCommunication
CommunicationCommunication
How well...
6
4
63
57
31
39
0 20 40 60 80
… has the use of computer-basedmanagement programs in counselling
… have information andcommunication practices in
counselling
%
Not at all Rather badly or moderately Well or very well
…worked?
Communication: Communication: Statistically significant differencesStatistically significant differences
Group comparisions:
> >Information and commucation practices Use of computer-based
management
programs in counselling
> = higher mean (statistically significant) = means are equal
C C Results 3/4:Results 3/4:
Pupils’ TransitionsPupils’ Transitions
Pupils’ TransitionsPupils’ Transitions
How well have...
12
9
4
68
66
69
20
25
27
0 10 20 30 40 50 60 70 80
… models for the follow-up of pupilswho have finished comprehensive
school
… models aimed to care for drop-outs inthe transition to secondary education
… information exhanges in thetransitions
%
Not at all Rather badly or moderately Well or very well
…worked?
Pupils’ Transitions: Pupils’ Transitions: Statistically significant differencesStatistically significant differences
Group comparisions:
>
Models aimed to care for drop-outs in the transition
to secondary education
> = higher mean (statistically significant) = means are equal
C C Results 4/4:Results 4/4:
Special GroupsSpecial Groups
Special GroupsSpecial Groups
How well have...
10
3
75
71
15
26
0 10 20 30 40 50 60 70 80
… . counsellingpractices forimmigrants
… counsellingpractices for pupilswith special needs
%
Not at all Rather badly or moderately Well or very well
…worked?
Special Groups: Special Groups: Statistically significant differencesStatistically significant differences
Group comparisions:
>
Counselling practices for immigrants
> = higher mean (statistically significant) = means are equal
D D ConcludingConcludingRemarksRemarks
Concluding RemarksConcluding Remarks
• Documentation is in progress, was mentioned quite often as
being an objective of the project although documentation was
not always well-planned.
• Communication always requires special attention and the use of
technology should be more efficient.
• Pupils’ transitions need careful follow-up systems which require
money and time.
• Special groups should be kept in mind because they may become
important indicators of the validity of the planning system.
Need for the systematisation of local counselling services exists
challenges for interprofessional and multiprofessional co-
operation
ReferencesReferencesHouston, I., Suh, J. & Suh, S. 2007. Predictors of categorical at-risk high school drop-outs.
Journal of Counseling and Development 85 (2), 196–203.
Kochran-Bryant, C., Bassett, D. & Webb, K. 2008. Transition to post-secondary education
for students with disabilities. Corwin Press.
Nykänen, S., Karjalainen, M., Vuorinen, R. & Pöyliö, L. 2007. The development of a
regional guidance network – cross-sectoral and multiprofessional cooperation as a
resource. University of Jyväskylä. Institute for Educational Research. Occasional Papers
34.
OECD 2004. Career guidance. A handbook for policy-makers.
http://www.oecd.org/dataoecd/53/53/34060761.pdf
Plant, P. 2001. Quality in careers guidance. http://www.iccdpp.org/Portals/1/Quality%20in
%20CG%20OECD%20Expt%20Paper.pdf
Robinson, B. & Bradley, L. 2005. Multicultural counselling: Research on perceptions of
school counsellors. Guidance & Counselling 21 (1), 30–35.
Sampson, P. 2006. Promoting continuous improvement in delivering career resources and
services. http://www.derby.ac.uk/files/promoting_continuing_improvement2006.pdf
Contact InformationContact Information
Sanna Mäkinen, Researcher
Address:University of JoensuuFaculty of Education
P.O. Box 111FIN - 80101 Finland
Email: [email protected]
Päivi Atjonen Professor
Address:University of JoensuuFaculty of Education
P.O. Box 111FIN - 80101 Finland
Email: [email protected]
Jyri Manninen Professor
Address: University of JoensuuFaculty of Education
P.O. Box 111FIN - 80101 Finland
Email: [email protected]
PublicationsPublicationsMäkinen, S. 2008a. Kohti entistä ehompaa oppilaanohjausta. Vuosia 2008–2010
koskevien oppilaanohjauksen kehittämissuunnitelmien analyysi.
http://www.edu.fi/hankkeita/oppilaanohjaus/okoraportti1.pdf (30 s.)
Mäkinen, S. 2008b. Oppilaanohjauksen kehittäminen 2008-2010. Ennakkotuloksia
lähtö-tilannekyselyn avointen vastausten analyysista.
http://www.edu.fi/hankkeita/oppilaanohjaus/lahtotilanne.pdf (6 s.)
Mäkinen, S. 2008c. Tuumasta toimeen. Oppilaanohjauksen tarkennettujen
kehittämissuun-nitelmien analyysi.
http://www.edu.fi/hankkeita/oppilaanohjaus/tuumasta_toimeen.pdf (19 s.)
Atjonen, P. 2009. Onko ohjaus ohjauksessa? Verkostomaisesti tuotettujen
palvelujen mallin soveltaminen oppilaanohjauksen itsearviointiin.
http://www.edu.fi/hankkeita/oppilaanohjaus/VOP_hankeitsearviointi.pdf (21 s.
+ 3l l.)
Atjonen, P., Mäkinen, S., Manninen, J. & Vanhalakka-Ruoho, M. 2009. Menossa ja
mukana. Arviointia oppilaanohjauksen kehittämisen tilasta syksyllä 2008.
http://www.edu.fi/hankkeita/oppilaanohjaus/menossa_ja_mukana.pdf (42 s. + 5
l.)