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Do Teaching Staff in Primary Schools Perceive Any Impacts of School-Based Counselling on School Engagement?

Authors :
Raynham, Helen
Jinks, Gordon
Source :
British Journal of Guidance & Counselling. 2022 50(2):230-247.
Publication Year :
2022

Abstract

Teaching assistants and teachers (N = 186) in Cambridgeshire primary schools in the UK were invited to participate in a survey to explore the perceived impact of school-based counselling (SBC) on pupils' cognitive, social, and emotional engagement. Participants were also asked which of these factors they believed were most important to a child's educational progress. T-tests and one-way ANOVAs were conducted to explore the findings. Perceived effects of SBC were greatest on pupils' social engagement (M = 18.05, SD = 4.17), followed by emotional engagement (M = 16.71, SD = 5.24) and cognitive engagement (M = 15.08, SD = 3.96). Emotional engagement was reported as the most important factor in a child's educational progress X[superscript 2][subscript (2, n = 169)] = 77.834, p < 0.0001.

Details

Language :
English
ISSN :
0306-9885 and 1469-3534
Volume :
50
Issue :
2
Database :
ERIC
Journal :
British Journal of Guidance & Counselling
Publication Type :
Academic Journal
Accession number :
EJ1345261
Document Type :
Journal Articles<br />Reports - Research
Full Text :
https://doi.org/10.1080/03069885.2021.1904502