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I would like to join or initiate a network with this goal in mind. I cannot fathom why, especially in view of the documented psychological impact of COVID-19, hardly any secondary or tertiary institutions, in the US and abroad, are requiring these subjects to be taught. Some universities and high schools in the US, UK and Australia are offering courses on psychogical wellbeing AKA "happiness" as electives, but the content is often scientifically shallow and not integrated with student services.
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Thanks, I need to catch up and read the Palgrave Handbook. Having said that, as far as I know, many of the Positive Education interventions did not use standard measures of depression or in some cases, wellbeing, to evaluate outcomes. But I should read up on the latest.
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I am building an Intelligent Career Counseling chatbot. Which will provide guidance to college graduates in choosing their career path based on their background, Interest Inventories, values Inventories, and aptitude assessment.
Will be happy to work with a volunteer.
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Hello Aymal,
My personal opinion is that there is no solution that relies solely on I.T., even allowing for new techniques such as machine learning, social media, A.I. and so on. It still requires the intervention of a trained human to embrace the intricacies of the labour market and the individual client. But you might like to look at Vigurs, K; Everitt, J. S. T.; The evidence base for careers websites. What works? The Careers and Enterprise Company, 2017 , as a starting point . Probably
you have already read it?
best regards
David
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What method of intervention are you using to help students aged 15-25 to address the problem of alcohol and drug use in schools?
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Why should not drink alcohol? There should be a class on this subject and they should be given a project on this topic, which will bring awareness among the children that they should not drink alcohol.
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During your studies, have you been directed to the department or specialty you wish to pursue?
Please specify a time for which you have not been directed to the desired specialization.
خلال مختلف المراحل الدراسية التي مررتم بها من تعليم ثانوي إلى تعليم جامعي ثم إلى عالم التوظيف والشغل، هل تم احترام رغبتكم الدراسية في التعليم الثانوي أو الجامعي أو حتى بالنسبة إلى عالمكم المهني هل تم احترام رغبتكم المهنية في هذا التخصص أو ذاك؟
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Toufik Zerrouki I work with career guidance as a field of interest and as a teacher at the Master Program of Career Guidance at the University of South-Eastern Norway. We educate students for an MA working with career guidance also at university level. The aim is less "wrong" or "better" choices for the students getting guidance. My own experience is that guidance existed, but noone I knew used it. I chose the combination of philosophy and pedagogy with no guidance. The combination was not mainstream, so I might have benifited from making my own decisions. At the same time we see many students getting guidance feeling more secure about their choices and also discovering possibilities they did not know about before guidance.
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Kindly list the significant factors that should be considered for delivering an effective presentation.
Thanks a lot..
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You have to
1) Learn: Some extra knowledge so that you will be able to answer the unexpected asked questions
2) Read : the data you have at least 3 times so you wont forget some points
3) Practice: To earn the audience trust and confidence you have to be familiar with the material you are presenting. So just practice, presenting in front of mirror or talking to wall or someone.
For Delivering
1) Be assertive not aggressive
2) Make contact with the audience by eye contact, Gestures and by use of your language
3) Engage the audience by asking questions from them which will make them alert
4) Don't talk too much on a point, this will make the audience bored.
just be yourself you don't act like classical actors or stand up comedian if you think they'll be impressed on that. Just be yourself.
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Which skills are essential?
How to motivate students for entrepreneurship?
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I think the best way is to provide opportunities for students to meet and interact with success stories in the entrepreneurship domain. This will launch students on the path. Then, a good step would be to engage students in workshops and training opportunities on basics of business skills for entrepreneurship. Additionally, competitions and startup weekends can be a great start for students to showcase their ideas and receive positive feedback to mold and develop their ideas.
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I need to look at the relationship between the number of counselling self-referrals among students from an institution and the total number of students in the same institution, for each year between 2000 and 2015. I have the number of self-referrals per year and the number of total students in that institution per year. What tests do I use to analyse the relationship between the two? Perhaps linear regression?
I'd be really grateful for your answers!
I'm thinking that a Chi-Square test might also be appropriate, given that I have information on both number of referrals and total number of students per year across all 15 years, according to gender, instrument and programme (undergraduate or postgraduate). Am I wrong in considering a Chi-Square test?
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Thank you so much, Aran and Raid. Really helpful - at least I know where to start from now!
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Please share different methods employed by academicians globally to make the students have a keen interest towards research at incipient years of their study at a dental school / medical school.
Thanks in advance
Regards
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Another possibility is show them pratical examples that have arisen from research projects.
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We are trying to define hypothesis for students' career preferences in terms of Hofstede model of cultural differences. We are doing research in Germany and Croatia and seem to run into contradictions with defining power distance and masculinity/femininity. Power distance is higher in Croatia and masculinity in Germany. Can anyone help?
Mirna Leko Šimić
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While this article is about intercultural studies, it does offer alternatives to the binaries Hofstede's model through the context of culture-based subjectivity. If this specific article doesn't help it might at least start you down a citation trail to work that does.
Uryu, M., Steffensen, S. V., & Kramsch, C. (2014). The ecology of intercultural interaction: timescales, temporal ranges and identity dynamics. Language Sciences, 41, 41-59.
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I am finding lots of articles with no empirical evidence.
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It seems that there are only very few 'good peer reviewed articles' related to your research topic. Nevertheless you may try looking for books as references for your research, such as the one given in the link below:
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It appears most private Universities in Ghana do not offer effective counseling service to their students. It seems to me that for this service to be effective, some basic provisions should be available at the University. What has contributed to the effectiveness of students’ counseling in your institution?
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Doubling as a counselor both at the workplace and the training school let me share my experience of well over 9 years of practice. I hear your question Denis and with the increase in tertiary education uptake in most African countries this is/or aught to be a concern for most institutions. As the numbers of students increase, there are notable variations in their ages, diversity in cultures, socio-economic status, health and academic/career needs to name but a few all which potent counseling issues in the learning institution. To be meet the diversity in needs and enhance functionality of individual students/educator there is need to individualize the counseling services offered. To make the counseling service effective, professionalism is key - ethical practice of confidentiality, UPR, client autonomy, beneficence, nonmaleficence etc  aught to be observed.  Embracing group and individual sessions, advocacy, awareness raising on various topics and well as community outreach activities and research. How to ensure this happens includes continuous professional development for the counselors and institutional good will in the development of counseling services, more so in countries where this is a 'new profession'. It is also important for institutional counselors to share best practices with others in their region. 
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Hello, I will be conducting a quantitative study in my school district. I have narrowed the research to those students that have behavior concerns that are impeding their academic progress. The study is in the elementary grades 3rd-5th. The student overall population is approximately 100 students per grade. Would 25 students in each grade level be sufficient? and how do I justify the population of 75 students for the study?
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As suggested by Saleh FA, use power analysis to get tour sample size.
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This may be money pressures, social life, gender
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Hi we have previously run a series of workshops for students who have been identified at risk of failing modules/exams. https://prezi.com/p7ntr8bso41b/say-goodbye-to-academic-stress/
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This needs to be suitable to use in a South African context.
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You first need to define which kind of psychological well-being you want to measure. There are several instruments available for measuring individual level psychological well being:
Satisfaction with life Scale (for cognitive domain of subjective well-being)
Positive and Negative Affect Scale (PANAS; for affective component of subjective well-being)
Ryff & Keyes' Scales of Psychological Well-Being (for measuring wellbeing in a eudaimonic perspective, seemingly the most relevant for your interest)
Keyes's Mental Health Continuum Scale (based on previous models especially the PWB model, the most up-to date of all, as far as I know)
I did not referred to the publications because there is always a possibility of finding updated versions of all the scales in many languages. You can just start searching by using the names of the scales.
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Counselling/psychotherapy are not very familiar terms in Pakistan. Many people are not aware of these, and those who are mostly believe that these are meant for severely disturbed psychiatric patients. Students are especially reluctant to seek these services as they would not like to be receiving "psychological support".
Please suggest practical ways and/or recent articles for reducing this stigma among university students. At this point they are being offered orientation sessions and skill-building workshops (recently initiated).
Thank you,
Hadia.
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Time is scarce at university level. Students have to feel that being involved in a counselling program is useful for them and that have an instrumental design.
I may suggest that you create small courses or workshops where you preview explore with them practical components of career development (how to elaborate a CV, good sources to find a job, vocational exploration, decision making difficulties, etc).
It may be interesting for them to have similar workshops regarding other themes that are congruent with their current development stage, such as study method at university level, time management, tips to help daily life organization away from home.
These workshops are an excellent way to introduce the message that psychologist may help them in several areas and the they are not only there for treating severely disturbed psychiatric patients.
Hope can you find these tips helpful
Hugs.
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How does one prepare teachers to reduce the stress of the students?
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I believe stress management for student should have the scientific discipline ,a good get work of observation from the parents & it becomes also a responsiblity of teacher who remains in close  proximity with the student so that he can make the necessary hints & guideline so that student may remain atleast with comforts .
Stress starts from the worries,disturbance ,irritation & tension of the mind of student.Students may have certain disturbing element of  sensitivity behavior & emotion approach instead of keeping inthe mind parents should extend their co-operation with friendly manner & teachers should review the progress of his study & other mode of behavior as the part of their duty as teachers .
In this i have only expressed my views .
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Give the general steps to be followed despite the theoretical orientation of the counsellor.
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1. Establish a safe, trusting environment
2. CLARIFY: Help the person put their concern into words.
3. Active listening: find out the client's agenda
       a) paraphrase, summarize, reflect, interpret
       b) focus on feelings, not events
4. Transform problem statements into goal statements.
5. Explore possible approaches to goal
6. Help person choose one way towards goal
DEVELOP A PLAN (may involve several steps)
7. Make a contract to fulfill the plan (or to take the next step)
8. Summarize what has occurred, clarify, get verification
EVALUATE PROGRESS
9. Get feedback and confirmation
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some philosophers gave many answers what teacher/student relationship is, but I don´t think we can just understand their relationship only like 'subject-object''subject-subject '`intersubject ` way, I think there would be some more `between `them . What do you think ? How can we research on it in the future?
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You may want to look into counselor-client relationship.  In what we call counseling relationship  there are elements such as facilitation, influence, student or client's characteristics, counselor's characteristics and a host of psychological variables underlying this teaching - learning relationship.
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I am working on a piece of research into the use of technology in providing counselling services in UK Higher Education Institutions and would be interested to know if this study has been undertaken in other countries and the outcomes of the research. Thanks
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Thank you for sending me this link Dr Matar, I will be following it up later today.
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Students have to write reports on the experiments they do which include a methods and a evaluation part. This is reasonable, I think.
Some of the assistants and/or lecturers also ask for an huge theory part. They argue that this way students are forced to deal with the theory of the experiment if they have to write an short essay on it.
This results in students just hand-copying textes from scripts, or books, or mates and rephrase them.
So, first, I counter-argue that rephrasing statements which are correct leads to statements which are at best(!) still correct. But most of the time it will lead to statements which just became wrong. So this does not help at all.
To counter that ,actually, they just have to put quotating-marks around an untouched text and make a reference to the source - which would be correct IMHO. Amusingly, this is (often) not allowed, though.
Secondly, I think that the responsibility for briefing yourself with the theory is kind of your own buisness. Of course, this is arguable.
Thirdly, I think hand-copying large textes (and even rephrasing them) is a lower brain function, i.e. that you can do that without dealing with the content of the text. It is just "stupid work".
And that's what my question is about: From my own experience, I can confirm that. But are there any references on this topic or am I the only one who experienced that?
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As a commercial head scientist, it is crucial that technical research staff (routine unskilled measurements carried out by unthinking technicians is a different matter) are able to understand the experiments that they are undertaking. This is no longer for academic learning, but for real-life work and I believe that the academic instruction of university undergraduates should adequately prepare students for the real world after university.
This means that they need to be able to demonstrate to me that they can rephrase any background theory while capturing the true meaning - this means rephrasing is an essential skill. It encourages the student to think about what they read and to be able to rephrase it they need to be able to understand the underlying concept thereby forcing it deeper into their brain. It is this ability that allows a research scientist to be better at evaluating the progress of their research. Sure many will start off poor at this skill, but all the more reason for developing it in an academic context.
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This issue of Open Praxis focuses on innovative and effective student support services in open, distance and flexible education. We accept contributions that address aspects such as the following:
- Distance learning students' needs and justification of support services in open and distance education.
- Innovative services to promote students' retention, performance and occupational guidance.
- Role of technologies for student support services. Possibilities and limits.
- Successful and relevant experiences of student support services in distance learning higher education institutions.
Research articles (5000 words approx.) may focus on theoretical foundations, concepts, analysis and results of studies regarding student support services in open and distance education, referring to aspects such as students' needs in distance education; need for student support services; overview or comparative analysis of services with a focus on innovative and effective ones; evaluation of student support services; support services for entry and first year students; services for after completion of distance learning programs; use of technologies for students' support; etc.
Innovative practice articles (3000 words approx.) may provide a description and analysis of concrete innovative and effective experiences of student support services in open and distance education: information services; guidance and counselling; library services; retention programs; student support services based on technologies; e-mentoring; peer to peer support services; etc.
Papers must comprise a section devoted to analysis and evaluation of difficulties, opportunities, outcomes, limits, benefits, etc. of experiences and research projects related to student support services in open, distance and flexible education.
In addition to the articles for the special theme, contributions are also invited on other topics which fall within the sphere of interest of the journal, i.e. research and innovation in open, distance and flexible education.
Deadline for submission: October 30th 2013
Publication: January-March 2014
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Hello Maria
in fact, I announced the call for papers as the editor of the journal, so I'm not preparing any contribution. The call is open yet so go ahead with it!