This organization of counseling work is inaugurated

The gap

Evidence profile

Stated in the recommendations and inline gaps and future work sections of the source papers, classified as general, drawn from work published between 1927 and 2026, spanning 4 journals.

Supporting evidence — 4 representative gaps

• Educational Tablets and their Effectiveness in Enhancing Teacher Engagement and Conceptual Understanding in History Instruction in Secondary Schools in Bagamoyo District, Tanzania (2026) · Action Research Journal Indonesia (ARJI) · doi

  Stakeholders such as school administrators, policymakers and parents should promote the growth and financing of counselling programmers to maximize the impact of school counselling. Increased parental engagement and investment to train the counsellors will also enhance the mental well-being and critical thinking skills in students. In conclusion, it is recommended that the development of students be holistic and that they are integrated with complete counselling services that will lead them to student-acquired academic success and life challenges. REFERENCES Abeshi, C. L. (2025). The role of counselling in promoting economic growth and development in Nasarawa state. Kontagora journal of intellectual discourse, 3(1), 242-250. Agustin, M., Setiyadi, R., & Puspita, R. D. (2020). Burnout profile of elementary school teacher education students (ESTES): Factors and implication of guidance and counseling services. PrimaryEdu: Journal of Primary Education, 4(1), 38-47. Agyapong-Opoku, G., Agyapong, B., Obuobi-Donkor, G., & Eboreime, E. (2023). Depression and anxiety among undergraduate health science students: a scoping review of the literature. Behavioral Sciences, 13(12), 1002. Akanwa, A.O., Iko-ojo, I.V., Ezeomedo, I.C., Ikegbunam, F.I., Igwe, P.U., Muoghalu, L.N., Okeke, S.O., Okonkwo, A.U., Odimegwu, C.N., Nkwocha, K.F. and Arah, V.C., 2024. Effects of climatic risks on soil Erosion/desertification in southern and northern Nigeria using crisis: Adaptive approaches and GIS/remote sustainability (pp. 151-170). Cham: Springer Nature Switzerland.

  generalstated in recommendationsevidence 5/5
  Keywords: counselling students school growth development services journal education agyapong stakeholders administrators policymakers parents promote financing
• HOME PROJECT AND ITS RELATION TO EDUCATIONAL AND VOCATIONAL GUIDANCE (1927) · The Vocational Guidance Magazine · doi

  This organization of counseling work is inaugurated because it is believed that data about the edu- cational and vocational opportuni- ties in the city should be made more available to the students ; that the aptitudes, attitudes, and abilities of students should be studied and capitalized to a greater extent; and that any that hamper the normal progress of high school pupils should be studied and, as far as possible, eliminated.

  generalstated in inline gapsevidence 5/5
  Keywords: students studied organization counseling inaugurated believed cational vocational opportuni ties city made available aptitudes attitudes
• An Integrative Competency‐Based Counselor Education Model (1976) · Counselor Education and Supervision · doi

  A review of the relevant literature reveals a series of controversial issues that may be contributing to the lack of a universally acceptable model. A discus sion of some of these issues may shed light on the problems inherent in the development of a useful model. Bianca L. Bernstein is Assistant Professor of Counselor Education and Psychology, Oregon College of Education, Monmouth, Oregon, and Conrad Lecomte is Assistant Professor of Psy chology, University of Montreal, Quebec. 26 COUNSELOR EDUCATION AND SUPERVISION What is Therapeutic? the field of counseling, basic issues

  generalstated in future workevidence 5/5
  Keywords: issues education model assistant professor counselor oregon review relevant literature reveals series controversial contributing lack
• The making of a dutch school counselor: One American's perspective (1978) · International Journal for the Advancement of Counselling · doi

  LAWRENCE M. BRAMMER* ABSTRACT Formal evaluation of a new Netherlands school counselor education program re- vealed the program fulfilling its mission very effectively. The first class (1975-'76) was evaluated after one year of work in their new counseling-consulting roles. Questionnaires were completed by the graduates and their directors, and depth in- terviews were conducted with a one-third sample of graduates and directors in their school settings. The data revealed general satisfaction with the counselor-consultant course, in- itiation of many projects as a result of the training program, and much optimism about the future of counseling in Netherlands schools. This is a report of m y three-month tenure as a visiting professor and external evaluator at the Pedagogisch-Didactisch Institute, an instructional unit of the University of Utrecht. This Institute sponsors the counselor education pro- gram described earlier by Deen and de Vries (1978). They reviewed the broad educational context for this school counselor development program. They emphasized also the importance of counseling during this period of profound change in Netherlands educational philosophy, method, and organization. My principal responsibility in the program was to evaluate the work of the first graduates after they performed in their new roles for one year 1. The first class, conducted in the academic year 1975-'76, was selected largely from schools which faced change to a new organization of middle schools. The second class of 1976-'77 was more representative of the m a n y types of high schools in the Netherlands. Observations of this second class are part of the data contributing to my general conclusions about the program. * University of Washington. Seattle, U.S.A. 1 The author wishes to acknowledge the helpful assistance of the Evaluation Committee mem- bers, Professors Deen, de Weerdt, and de Vries in the conduct of this evaluation. THE MAKING OF A DUTCH COUNSELOR 173 UNIQUE CONDITIONS A strikingly unique feature of the Utrecht counselor education program is its mission of preparing people for positions which don't yet exist in any clear form. Most schools, if they had a viewpoint toward counseling, viewed it as an all-school responsibility with teachers bearing most of the helping functions. The remainder of complex problems were perceived as belonging to the principal or his assistants. One such assistant is a student dekaan (a type of dean or special student adviser). The larger technical schools sometimes have a position called 'career master;' but the idea of a counselor as a specialized person giving direct services to students and teachers did not exist. Therefore, to help meet goals for the new educational models counselor training was begun. According to Ministry guidelines the focus was to be on d

  generalstated in future workevidence 5/5
  Keywords: counselor program schools netherlands school class counseling evaluation education first year graduates educational mission roles

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