Enhancing the sense of self of peer supporters using life design-related counselling

Pienaar, Marthe-Marie

doi:10.1177/0081246317742246

Cited by 10 publications

(8 citation statements)

References 53 publications

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“…Results of these studies have indicated positive client change, including increases in reflexive action (Hartung & Vess, 2016; Taylor & Savickas, 2016), self‐reflection (Cardoso, Gonçalves, Duarte, Silva, & Alves, 2016; Cardoso, Silva, Gonçalves, & Duarte, 2014; Hartung & Santilli, 2017), agency (Di Fabio, 2016; Maree, 2014; Taylor & Savickas, 2016), vocational certainty (Cardoso, Gonçalves, et al, 2016), self‐awareness (Maree, 2014, 2016a; Maree & Twigge, 2016), new career narratives that enhance quality of life (Setlhare‐Meltor & Wood, 2016), satisfactory work‐related contexts (Maree, 2015; Maree & Twigge, 2016), and willingness to deal more adaptively with career‐related challenges (Maree, 2016a). Research on life‐design group counseling and online group counseling has indicated similar changes for participants in the form of developing a unique sense of self (Maree, Pienaar, & Fletcher, 2018); fulfilling an identity (Barclay & Stoltz, 2016b); increasing career decision‐making readiness (Barclay & Stoltz, 2016a; Di Fabio & Maree, 2012); improving meaning making (Lengelle, Meijers, & Hughes, 2016); and elevating career certainty, career self‐efficacy (Cardoso, Janeiro, & Duarte, 2017), and career adaptability (Maree & Symington, 2015; Nota, Santilli, & Soresi, 2016). These studies were carried out in many countries and different cultural contexts, and the results were obtained from a diverse range of individuals.…”

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confidence: 99%

Counselor Actions to Facilitate Client Change During Life‐Design Counseling

Tian

Hou

Wang

et al. 2020

The Career Development Quart

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The authors examined whether and how counselor interventions foster client change during life‐design counseling (Savickas, 2015). Two counseling sessions were conducted. Interviews with the 2 clients and the counselor after each counseling session were done in accordance with interpersonal process recall (Larsen, Flesaker, & Stege, 2008). The results indicated a scheme of counselor interventions that corresponded to client change. Specifically, the counselor fostered client reflection and reflexivity by (a) exploring original constructions, (b) identifying problematic themes in the constructions, (c) interpreting those themes, (d) identifying and recording client change and reflection, (e) connecting the themes to current issues, (f) facilitating a process of critical review, and (g) facilitating the reconstruction process. The results add a counselor's perspective to the research on client change and suggest a study of cases facilitated by counselors with diverse styles and skills that could further identify links between client change and counselor intervention.

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confidence: 99%

Counselor Actions to Facilitate Client Change During Life‐Design Counseling

Tian

Hou

Wang

et al. 2020

The Career Development Quart

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“…Programs based on self-mastery and self-awareness principles are particularly effective during adolescence as they help define who they truly are and surface values, talents and purpose. Once those programs are formulated and implemented, future research endeavors could be oriented toward the sustainability of those programs' benefits throughout life (Maree, Pienaar & Fletcher, 2017).…”

Section: Discussionmentioning

confidence: 99%

Economics, Self-Awareness and Self-Mastery: a proposed Framework

Formica

2020

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Il COVID-19 non ha solo causato diffusi disagi emotivi sotto forma di paura, depressione e ansia, ma ha anche generato una crisi economica globale. Se la maggior parte di noi potrebbe interpretare la parola "economia" da una prospettiva macroeconomica, come definita da Adam Smith (1904), però altri eminenti autori e studiosi, come spiegato nel contributo, ne hanno adottato una definizione centrata sulla persona. Nel presentare entrambi gli approcci, il contributo adotterà le definizioni di economie centrate sulla persona e le amplierà introducendo un nuovo Framework, chiamato Self-Science, per facilitare la comprensione delle componenti legate al self-awareness con lo scopo di perseguire e perfezionare il self-mastery.

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“…Globally, lack of proper training of peer supporters has been found to have a negative effect on peer led psychosocial support groups in schools (Mitchell, Purcell, Forsyth, Barry, Hunter, Simpson & Moore,2020). In America, lack of training on the part of peer supporters negatively affects psychosocial support program evaluation (Maree, Fletcher & Pienaar, 2018). Moreso, in Uganda, Zimbabwe, Botswana and South Africa several educational planners and heads of institutions are not trained to assist peer led groups in psychosocial support programs (Mtemeri, 2020).…”

Section: Trainingmentioning

confidence: 99%

A Peer Related Factors Affecting the Provision of Psychosocial Support to Vulnerable Learners: A Case of Selected Secondary Schools in Amathole District in South Africa

CHINYAMA

Sibanda

Chamisa

et al. 2021

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School-based peer groups have been identified as a popular and effective method of providing health education and psychosocial support in schools. Children in developing countries as well as some of the poorest children in developing countries like South Africa face daily risks related to poverty, street crime and violence, poor health, lack or low-quality housing, inadequate and ineffective schools. These children and their families live in crisis which render them vulnerable. Thus, this study noted that there is an increase in social and emotional challenges and several risk factors for vulnerable learners globally and South Africa is not an exception. The incidence of child vulnerability and psychosocial support services have not been studied thoroughly in South Africa yet it is recognized widely that there is an increase in child stress and depression. Much of the psychosocial support services are provided by children themselves in terms of peer education groups. However, much of the research that is currently available on children relies on the reports of teachers and parents. This study learnt from literature that adults consistently underreport the effectiveness of these peer led groups in schools. Following this, the study took a qualitative approach using multiple case studies of 4 secondary schools with children as part of the participants. Pre-coded research instruments were administered to 4 teacher coordinators, 4 peer leaders, 1 district official and 1 learner support agent supervisor. Documents were also analyzed in the form of minutes of the meetings held, learner support agents report and registers. The study found that shortage of resources such as, counselling rooms, transport, attitudes of teachers and parents towards peer led programs, lack of training and cooperation of parents still hampered the progress of peer led programs. The study therefore concluded that there were still a lot of challenges faced by vulnerable children in schools because they were not accessed by their peers due to lack of resources, training, shortage of time and negative attitudes from adults towards children’s lives attitudes from adults towards children’s lives. The study recommends that peer led groups be part of the large school curriculum with a specific budget to sustain the needs of the peer led groups. The study indicated that there were no networking opportunities amongst peer-led groups due to lack of time, yet this is very important to all successful organizations of a peer group nature. The participants also revealed that peers are better placed if they had counselling rooms, time tabled services, positive attitudes from parents and long-term training on peer counselling.

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Enhancing the sense of self of peer supporters using life design-related counselling

Cited by 10 publications

References 53 publications

Counselor Actions to Facilitate Client Change During Life‐Design Counseling

Counselor Actions to Facilitate Client Change During Life‐Design Counseling

Economics, Self-Awareness and Self-Mastery: a proposed Framework

A Peer Related Factors Affecting the Provision of Psychosocial Support to Vulnerable Learners: A Case of Selected Secondary Schools in Amathole District in South Africa

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