Literature

Despite concern surrounding the mental health of students, brought about by the government's

policy of widening participation and increasing demands upon students, the effectiveness of

student counselling has been a neglected research area. This study examines data from seven UK

student counselling services using the CORE System in the routine evaluation of their services.

Results indicate that counselling is effective, with 70% (service range 67% to 83%) of clients

with outcome measures available showing reliable improvement on the CORE-OM from pre- to

post-therapy. However, students who complete a course of counselling show significantly greater

improvement, according to practitioner pre- and post-therapy severity ratings of depression and

anxiety, than those clients who drop out or have an unplanned therapy ending (effect size 1.03,

0.85, respectively). The stage at which students drop out of therapy is important, with those

students dropping out of therapy before the third session being the most vulnerable. The

implications of these findings are discussed.

https://www.tandfonline.com/doi/full/10.1080/03069880701715655?

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peer counselling and individual counselling significantly increased self-esteem, self-reported

levels of overall life satisfaction, and reduced anxiety and depression. Self-esteem, overall life

satisfaction, and anxiety and depression were comparable in the two counselling types, both at

outset and after counselling, however, individuals with internal locii of control scored higher for

self-esteem on post-test, and lower for depression and anxiety, irrespective of type of

counselling.

https://www.tandfonline.com/doi/full/10.1080/09515070701240071?src=recsys
During the last decades there has been a marked increase in both the number of students with

severe psychological problems on campus and the number of students seeking counselling

services. The present study measured the effect of a group psychological counselling program on

university students’ anxiety, depression, and self-esteem.

The intervention was based on Cognitive-Behavioural Group Therapy (CBGT) and included

cognitive and behavioural techniques in eight, two-hour weekly sessions.

https://www.tandfonline.com/doi/abs/10.1080/13642537.2010.482733

LOKAL NA PAG AARAL ( THESIS)

First, he should be highly empathic , so that he can succeed in his bid to provide

counselling services in primary schools. He should know the feelings of these young people and

try as much as possible to share their feelings and understand to share their feelings and

understand their problems. Some of them may not be as verbal as the counsellor would expect.

Through his empathic disposition, he/she will be able to observe and understand his non-verbal

clients and to interprete their feelings in the most professional manner. Moreover, the counselor

should be patient. He has to be actively involved in the counselling relationship. He has to give

the young clients his total attention, so that he may be able to get at the root cause of their

problems

https://.academia.edu/16950320/BEHAwwwVIOUR_PROBLEMS_AND_NEED_FOR_BEHA

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Kauffman (2013), defined behaviour as the way in which an individual behaves or acts. It is the

way an individual conducts herself/himself. The term behaviour refers to the way a person

responds to a certain situation or experience. Behaviour is affected by temperament, which is

made up of an individual’s innate and unique

https://.academia.edu/16950320/BEHAwwwVIOUR_PROBLEMS_AND_NEED_FOR_BEHA

VIOUR_MODIFICATION_COUNSELLING_TECHNIQUES_IN_THE_PRIMARY_SCHOOL

According to Idowu (1989), Counselling is a process through which an individual who needs

help is assisted by a professionally prepared individual so that he can be helped to make

necessary adjustment to life, and to his environment. In the same vein, the school counsellor can

help primary school children with behaveiour problems.

Ayon sa idowu (1989) Ang pagpapayo ay isang proseso kung saan ang isang indibidwal na

nangangailangan ng tulong ay tinulungan ng isang indibidwal na inihanda ng propesyonal upang

siya ay matulungan upang gumawa ng kinakailangang pagsasaayos sa buhay, at sa kanyang

kapaligiran. Sa parehong ugat, ang tagapayo ng paaralan ay maaaring makatulong sa mga batang

nasa elementarya na may mga problema sa pag-uugali.

https://.academia.edu/16950320/BEHAwwwVIOUR_PROBLEMS_AND_NEED_FOR_BEHA

VIOUR_MODIFICATION_COUNSELLING_TECHNIQUES_IN_THE_PRIMARY_SCHOOL