MESE-058

Ans 1: In the world of research, there are two general approaches to gathering and reporting
information: qualitative and quantitative approaches. The qualitative approach to research is
focused on understanding a phenomenon from a closer perspective. The quantitative approach
tends to approximate phenomena from a larger number of individuals using survey methods. In
this research corner, I describe methods that are generally used in each strand of research. Each
approach has its benefits and detriments, and is more suitable to answering certain kinds of
questions.

Qualitative Approach

The qualitative approach to gathering information focuses on describing a phenomenon in a deep

comprehensive manner. This is generally done in interviews, open-ended questions, or focus
groups. In most cases, a small number of participants participate in this type of research, because
to carry out such a research endeavor requires many resources and much time. Interviews can
vary from being highly structured and guided by open-ended questions, or be less structured and
take the form of a conversational interview. Because of the investment in this type of research
and the relatively few number of participants, findings from qualitative research cannot be
generalized to the whole population. However, such research serves as a spring board for larger
studies and deeper understanding that can inform theory, practice, and specific situations.

Benefits of the qualitative approach:

Using open-ended questions and interviews allows researchers and practitioners to understand
how individuals are doing, what their experiences are, and recognize important antecedents and
outcomes of interest that might not surface when surveyed with pre-determined questions.
Although qualitative research can be thought of as anecdotal, when pooled across a number of
participants it provides a conceptual understanding and evidence that certain phenomena are
occurring with particular groups or individuals.

Allows identification of new and untouched phenomena

Can provide a deeper understanding of mechanisms
Gives a one-on-one and anecdotal information
Provides verbal information that may sometimes be converted to numerical form
May reveal information that would not be identified through pre-determined survey questions

Quantitative Approach

The quantitative approach to gathering information focuses on describing a phenomenon across a

larger number of participants thereby providing the possibility of summarizing characteristics
across groups or relationships. This approach surveys a large number of individuals and applies
statistical techniques to recognize overall patterns in the relations of processes. Importantly, the
use of surveys can be done across groups. For example, the same survey can be used with a
group of mentors that is receiving training (often called the intervention or experimental groups)
and a group of mentors who does not receive such a training (a control group). It is then possible
to compare these two groups on outcomes of interest, and determine what influence the training
had. It is also relatively easy to survey people a number of times, thereby allowing the

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conclusion that a certain features (like matching) influence specific outcomes (well-being or
achievement later in life).

Benefits of the quantitative approach:

Using survey methods across a large group of individuals enables generalization. For example, if
policy makers wanted to instantiate a policy about mentor training, they would likely require
some evidence that this training actually works. Interviewing a few individuals, or conducting a
focus group with forty matches, might be reflective of specific cases in which the mentoring
training worked, however, it would not provide strong evidence that such training is beneficial
overall. Stronger support for successful training would be evident if using quantitative methods.

Enables gathering information from a relatively large number of participant

Can conduct in a number of groups, allowing for comparison
Allows generalizing to broader population
Provides numerical or rating information
Informative for instantiating policy or guidelines
Lends to statistical techniques that allow determining relations between variables (think of
better word)

Ans 2: The period of adolescence, which lasts approximately 11 to 21 years, is characterized by several
social and emotional changes. These include labile emotions, exploring and asserting of personal
identity, peer relationships, independence, self-centered attitudes, and testing rules and boundaries.
The stage marks a transition from childhood to adulthood. Adolescence involves a rapid change in
behaviors, identity disturbances and strong emotions.

Adolescents often switch mood rapidly, dithering between happiness, anguish, self-confidence
and anxiety. Some of these shifts in moods originate from biological resources. Adolescents
labile emotional state also results from complex social interactions including conflicts with
friends, pressure from school and experimentation with relationships. During adolescence,
teenagers try to discover where they fit in with peers and their place in society. More often,
adolescents experience an unsteady sense of self and experiment with new personal labels and
relate to a number of peer groups.

At adolescence, peer relationships are given priority over family relationships. Adolescents often
seek opinions from and perceptions of their friends; they are readily influenced by their peers
behaviors and beliefs. During this stage, teenagers are extremely vulnerable to negative peer
pressure. Adolescents are also characterized by their search for independence. The teenagers
most often test the boundaries placed by their teachers and parents. In addition, adolescents
develop a self-centered attitude and look at situations from their own perspectives.

There are six main roles teachers can play. The first two are based on the relationships they build
with students. Teachers have had careers of their own. They have made decisions about whether
to go to university, what subjects to study and what jobs to do. Their experiences are useful for
young people. These things need to be presented carefully, as what worked for the teacher may
not work for the students, but teachers should be having career conversations.

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Teachers also have a well-developed pastoral duty. As trusted adults, young people approach
them with concerns and dilemmas, many of which relate to future aspirations. Working through
these issues with young people in ways that keep their options open is important. Career is a
context for many life decisions and teachers need to be able to offer some solutions when it is
important (including referring young people to professionals and other specialists).

The next two roles are more focused on teaching. Teachers can link their subjects to the world of work.
For example, highlighting how a particular scientific process is used in research or industry can increase
the perceived relevance of curriculum. Similarly, a discussion of the job of publishers in English literature
can enhance the understanding of the text. This is also an ideal place to involve employers and working
people by inviting them to talk about how they use the knowledge and skills that are covered in the
curriculum.

Teachers can also apply their pedagogic skills to the delivery of career learning. Its a distinct
area with its own knowledge base, but career education can be enriched through connections
with curricular and cross-curricular themes such as writing and communication skills.

The final roles relate to who heads up this area in school. Other countries have developed a
middle leadership post the career leader who has responsibility for spearheading this area of
education in school. They may have management responsibility for careers professionals or work
closely with the PSHE team, and a willingness to represent the school externally with employers
and post-secondary learning providers. This is a post that requires training and reward. When
established properly, its a position that could lead to senior leadership, offering valuable whole-
school experience and a chance to develop contacts beyond the school building.

Ans 3 a): 1. A Genuine Interest in Others

This one isnt technically a skill but it is an essential component of a counseling career. When
you wake up in the morning, do you have the drive and energy to sit with people through their
best and worst? Can you be fully present for your clients stories, however difficult or long? Will
you still be ten years down the road? A sustained commitment to facilitating positive
transformation and human-to-human connection is key to a successful and fulfilling career in
mental health.

2. Self-Reflection

An effective therapist knows that its just as important to look within themselves as it is to
carefully observe others. The idea of Self as Instrument is central to a successful education and
career in mental health. A counseling student is taught to feel well, think well, and act well. By
feeling well, a therapist can relate well and empathize with clients.

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3. The Ability to Listen On Multiple Levels

This one may seem like a no-brainer, but effective listening as a counselor is a nuanced skill. A
counselor needs not only to listen to what is being said, but how its said, why its being said,
and what it means in the context of that particular client.

4. Accessibility and Authenticity

A counselor must be accessible to clients in order to gain their trust, but perhaps more
importantly, a counselor needs to be genuine and empathetic in his or her communication,
listening, and professional persona.

5. Flexibility

A good counselor has flexibility in world views and a strong understanding of multicultural
issues in clinical practice. Each client is going to be different in his or her background,
experience, and engagement in the therapeutic relationship, so to be able to transition from one
perspective to another based on each client is a skill that should be developed early on.

6. A Sense of Humor

Counselors sit through some uncomfortable, difficult, and often traumatic stories. That said, its
alright for both counselors and clients to laugh along the way. Humor and a nuanced
understanding of its uses in the therapeutic environment is a valuable tool.

Ans 3 c): Nonverbal communication is the act of conveying a thought, feeling, or idea through
physical gestures, posture, and facial expressions. A study conducted at UCLA found a majority
of communication to be nonverbal, although the studys exact statisticswhich showed only 7%
of any message to be relayed through words, 38% through vocal elements such as tone, and 55%
through nonverbal elements such as posture and gestureare often disputed.

Forms of nonverbal communication are many and varied and can provide extensive insight into
a persons thoughts and/or feelings. Forms of nonverbal communication can be categorized to
better understand their place in everyday interactions:

Gestures include motion of the head or limbs.

Posture refers to both the position of the body by itself and in relation to others.
Body movements may include any motion of the body.
Eye contact and movements are the direction and focus of a persons eyes.
Tone of voice is the range of pitch in the voice that may communicate something other
than the words being spoken. For example, sarcasm may give an individuals words an
entirely different meaning.
Facial expressions refer to any movement and changes of the facial composition.

Nonverbal communication is often used in conjunction with verbal communication to repeat,

emphasize, support, or contradict a verbal message, or to serve in the place of a verbal message.

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Ans 3 b): Parents, the press, administrators and the general public often wonder just what it is
that school counselors do on a daily basis. Gone are the days of school counselors sitting in their
office simply handing out college applications, making schedule changes for students who want
to drop a class or meeting with the troublemakers in the school. Today's school counselors are
vital members of the education team. They help all students in the areas of academic
achievement, personal/social development and career development, ensuring today's students
become the productive, well-adjusted adults of tomorrow.

The Need for School Counselors

School counselors are an important part of the educational leadership team and provide valuable
assistance to students regardless of whether they work in an elementary school or middle school,
high school or beyond.

Ans 3 e): The best way to manage your stress is to learn healthy coping strategies. You can start
practicing these tips right away. Try one or two until you find a few that work for you. Practice these
techniques until they become habits you turn to when you feel stress.

Let your feelings out. Talk, laugh, cry, and express anger when you need to. Talking with friends,
family, a counselor, or a member of the clergy about your feelings is a healthy way to relieve stress.

Do something you enjoy. You may feel that you're too busy to do these things. But making time to do
something you enjoy can help you relax. It might also help you get more done in other areas of your life.
Try:

A hobby, such as gardening.

A creative activity, such as writing, crafts, or art.
Playing with and caring for pets.
Volunteer work.

Focus on the present. Meditation and guided imagery are two ways to focus and relax your mind.

Meditate. When you meditate, you focus your attention on things that are happening right now.
Paying attention to your breathing is one way to focus. Mindfulness-based stress reduction is
one form of meditation that is very helpful with managing stress and learning how to better
cope with it.
Use guided imagery. With guided imagery, you imagine yourself in any setting that helps you
feel calm and relaxed. You can use audiotapes, books, or a teacher to guide you.

Ans 4:

Content Standards:

Personal/Social Development

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A. Students will acquire the knowledge, attitudes and interpersonal skills to
help them understand and respect self and others.

Indicators:
Students will be able to communicate effectively within and beyond the
classroom.
Students will be able to recognize and solve problems
Students will be able to make decisions and act as responsible members of
society.

GOAL: Students in the group will learn four steps

to managing their anger and be able to identify
specific positive strategies that they can use to
express their anger in a safe and healthy manner.

Activity Statements:

Students create an anger management mini-poster illustrating the 4 Steps to

Taking Care of Your Anger with an emphasis on Step 4: doing something
positive to gain power over their anger. The Taking Care of My Mad student
activity page provides the framework for the mini-posters they create.

Materials:

4 Steps to Taking Care of Your Anger (Poster)

Safe and Healthy Ways to Manage Anger (Poster)

Taking Care of My Mad (Student Activity Page & Mini-Student-Made Poster)

Session 2 Classroom Teacher/Parent/Guardian Follow-up Suggestions

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Procedures:
Professional School Counselor Procedures: Session 2 Student Involvement: Session 2

1. Review Small Group Guidelines and Group
Assignment from Session 1.
1. Students listen while school counselor
reads the Small Group Guidelines and ask
questions/make comments about guidelines.
Two or three volunteers will tell the group
about what happened when they began to feel
mad.

2. Students listen and discuss answers to

questions.

2. When you are mad do you ever feel like hitting,

kicking or talking back? Thats because anger gives
you extra energy. Today we are going to talk about
how to turn this energy into positive power to help
you take care of your mad in a safe and healthy way.

3. Students discuss the steps to managing

3. Introduce the 4 Steps to Taking Care of Your Anger their anger as they review the poster.
poster and talk through each step. Emphasize the
inter-relationship of the four steps and the
importance of learning to apply each of the steps as
they learn to take care of their anger.

4. Discuss step #4 (Do Something Positive) further

with students by reviewing the Safe and Healthy Ways
to Manage Anger poster. Students may add 4. Each student contributes anger
additional anger strategies to the poster during management strategies.
discussion.

5. Formative Assessment: Review the 4 Steps:

STOP, COOL DOWN, THINK, DO SOMETHING POSITIVE.
Explain to students that they will each have the
5. Each student creates a mini-poster
opportunity to make an anger management poster for
illustrating in words or pictures the strategies
themselves. Distribute the Taking Care of My Mad
for each of the four steps that work best for
student activity page. Ask students to identify the
him or her.
strategies that they think would work best for them.
Using the Taking Care of My Mad student activity
page as the format, students will create a mini-poster

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Professional School Counselor Procedures: Session 2 Student Involvement: Session 2

illustrating the four steps.

6. Closure/Summary: Explain: Feeling mad and

angry is okay. Using the 4 steps To Managing Your
Anger that we discussed today will help you have
power over your anger and manage it in a safe and
healthy way. Students role play different situations
practicing the 4 steps (if time is available).

7. Group assignment: Tell students to post their

6. Closure/Summary: Students comment
mini-posters in a place where they can see them daily.
and/or ask appropriate questions. Students
Ask students to use the four steps when they feel a
role play different situations.
mad coming on over the next week. The next session
begins with telling each other about the safe and
healthy steps they used to gain control of their anger
or mad.

8. Distribute & Explain Classroom Teacher/Parent/

Guardian Follow-Up Suggestions. Send a copy home
with each student and provide a copy to classroom
teacher(s) of students in group.
7. Group assignment: Students decide where
they want to place their posters (on desk,
table, etc.) and practice using the 4 Steps to
Taking Care of Your Anger strategies.

8. Students commit to giving their

parents/guardians the handout.

Discussion:

How can people manage their anger in safe and healthy ways?

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Classroom/Home

Help students apply the STOP-COOL-THINK-DO SOMETHING POSITIVE

process when they feel their anger is getting out of control.
Provide opportunities to tell the rest of the class/family members about
their posters;
Assist them in hanging their posters in a place where they can view them
daily.
Encourage them to refer to the posters throughout the week.

Classroom

Provide opportunity for ALL students to make Taking Care of My Mad

posters with the help of the students who are in the Anger Management
Group.
Provide students with an opportunity to make a second poster to take home.

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