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Feature articles include the following: "Engaging with Guidance: Twenty Years of Educational Guidance for Adults" (Eagleson); "What Is Educational Guidance?" (Brown); "Guidance and Unemployment in Canada" (Edwards); "The Great Training Debate: Let's Have One!" (Imeson); "Educational Guidance and Flexible Learning" (Cooper); and "Part-time Study and Benefit Receipt: Good Practice for Guidance Workers" (Phillips). (SK)

Reports that 500 Canadian university students who had transferred from colleges were more satisfied with the college experience than the university experience, and relied on a different support system at university than at college. Discusses counseling and information services to assist in the transfer decision. Contains 34 references. (SV)

Outlines the historical roots and purposes of the community college, from its development in the United States to the present system in Canada. Describes briefly each purpose of the community college: preparation for advanced study, occupational education, general education, guidance services, continuing education, and community services. (MF)

An essential function of the school guidance worker is the translation of test results into plain language and/or concrete recommendations. To do so requires a thorough understanding of the various test scores publishers provide. (Author)

Professional immigrants make up a large portion of immigration to Canada, and many of these individuals pursue retraining in higher education for career transition. This article examines the career challenges faced by immigrant students and looks at their career needs through the lens of Lent, Brown and Hackett's social cognitive career theory and Krumboltz's social learning theory. These frameworks highlight the dynamic interactions between the individual and their environment, making them especially suited to addressing the unique needs of immigrant students. This article also discusses theory-backed interventions that can be adopted by career counsellors when dealing with immigrant students. [ABSTRACT FROM AUTHOR]

With no standardized approach to sexuality education among Canada's 13 provinces and territories and the various curricula focusing on neurotypical and non-disabled children, educators have insufficient instruction and lack appropriate training on how to address sexuality education for children and youth with disabilities, particularly children and youth with autism spectrum disorder (ASD). This article provides the current context of sexuality education for children and youth with ASD in Canadian schools and guidance for more inclusive approaches with attention to three important areas: puberty, relationships, and gender and sexual diversity. Recommendations are offered to support more inclusive approaches to sexuality education, acknowledging that a one-size-fits-all approach is insufficient for children and youth with ASD. The recommendations focus on three goals: (a) moving beyond simple knowledge-based approaches to include skill-building; (b) including parents, autistic voices, and advocates in planning and ongoing conversations; and (c) providing supports for educators. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Counselling & Psychotherapy / Revue Canadienne de Counseling et de Psychothérapie is the property of Canadian Counselling & Psychotherapy Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper deals with the characteristics of professional training of future teachers in Canada. They include the increase in the number of hours allocated for practical training of students; the digitalization of the educational process which enhances the teacher’s role, as both a participant in this process and the source and transmitter of knowledge; active use of information and communication technologies which helps to increase working hours and, at the same time, reduce the number of classes. The paper shows that the high social status of the teacher leads to increasing requirements for applicants for the teaching profession. It specifies the following basic schemes of implementing teaching placements that are used in professional training of future teachers; supervised teaching; one-year part-time teaching at schools; four-month teaching placement under the guidance of university and school mentors. The paper emphasizes the need to develop pedagogical skills during the professional training of future teachers, which can be realized through direct, indirect, interactive, experimental strategies, as well as self-study. Besides, it clarifies the main models of teacher training in Canada: a consecutive model (it is implemented during one-or two-year training programmes after obtaining a bachelor’s degree in certain sciences); a concurrent model (it involves simultaneous training in certain sciences and pedagogy); a graduate model (it is designed for two years and aimed at training highly qualified teachers (Master of Education) or methodologists), a sole degree model (it involves obtaining teacher education in higher education and specialized teacher education). The paper proves that they also implement distance learning that is suitable for teachers who cannot afford to pay for such training or do not have the time to attend classes. It describes the basic principle of teacher education in Canada which lies in lifelong learning realized in two aspects, namely, initial professional training at universities, as well as both the development and improvement of teacher’s professional competency, teaching and skills. [ABSTRACT FROM AUTHOR]

This study investigated the effectiveness of a combined academic and personal counselling initiative on student performance and emotional well-being outcomes of 289 at-risk students at a Canadian University. Criterion for risk included academic struggles, mental health distress, or both. The program was developed to be tailored to individual needs, and students participated in weekly counselling sessions over the course of 1 academic year. Results showed significant overall increases in student grade point average (GPA), academic functioning, and mental health well-being, demonstrating the program’s effectiveness in addressing the differential needs of students. Implications of the results are discussed. [ABSTRACT FROM AUTHOR]

Communication is essential to effective genetic counseling, but few studies have rigorously evaluated Methods of teaching or assessing genetic counseling communication. We aimed to: 1) Compare the strength of associations between standardized client (SC)- and student-reported skill use and SC satisfaction with simulated genetic counseling sessions, and 2) Determine if brief, online communication skills training modules improved SC-reported skill use. We recruited genetic counseling students and recent graduates from accredited programs across the U.S. and Canada. Participants completed a baseline virtual simulated genetic counseling session and a follow-up session about five weeks later. Participants and SCs completed post-session surveys about communication skill use (a 22-item checklist) and session satisfaction (a 12-item Likert scale). Random intercept models assessed associations between SC satisfaction and either SC- or participant-reported skill use in the baseline session. Participants had been randomized to complete a series of modules either before ("immediate group") or after ("delayed group") the follow-up session. The online modules covered 22 communication skills that included effective elicitation of concerns, information exchange, shared decision-making, facilitation of adherence, and interpersonal rapport. Two-sample t-tests assessed differences in SC-reported skill use between the groups at follow-up. Sixty participants completed the baseline session, and 23 participants completed the follow-up session. At baseline, both SC- and participant-rated skill use were significantly associated with higher SC-rated satisfaction, but the model with SC-reported skill use explained a higher proportion of the variance in SC satisfaction scores (R2=76% versus R2=55%). At follow-up, SCs reported that immediate group participants used an average of two more skills than the delayed group (p=0.097). The communication skills modules increased students' use of the target skills. Both SC- and student-reported skill use was positively associated with SC-reported satisfaction. These modules may complement existing teaching Methods: for genetic counseling students and other learners. [ABSTRACT FROM AUTHOR]

School counselling services in Canada are inconsistent due to differing provincial guidelines. The lack of a national school counselling model and inconsistent provincial guidelines results in limited awareness of best practice and inconsistent services for students. Administrators and school counsellors have differing perspectives related to the counsellors' appropriate work role, service delivery, and priority duties. This discrepancy results in challenges with inter-professional collaboration, shared leadership, and counsellor supervision. Recommendations for establishment of a school-counselling model, improved administrator-counsellor professional development, appropriate supervision, and increased administrator-counsellor collaboration are provided. [ABSTRACT FROM AUTHOR]

The article presents the study on the expectations of citizens on the academic entrepreneurship (AE), an academic nature of commercial science, and the analysis of the conflict of interest (COI), practical benefits, and general beliefs. A cross-sectional survey was designed to assess the approval of AE varying on the type of concerns. Results were outlined and conclude the support of citizens on AE considering their expectation on the benefits of academic-industry collaboration.

Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Counselling & Psychotherapy / Revue Canadienne de Counseling et de Psychothérapie is the property of Canadian Counselling & Psychotherapy Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Counselling & Psychotherapy / Revue Canadienne de Counseling et de Psychothérapie is the property of Canadian Counselling & Psychotherapy Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We interviewed 14 clinical and counseling psychology faculty regarding their experiences chairing positive and problematic dissertations. Data were analyzed using consensual qualitative research (CQR). Participants reported that advisors' roles involved guiding/facilitating dissertations and helping students shape research ideas; students' roles included taking responsibility, working independently, and maintaining good relationships with the chair/committee. With positive dissertation experiences, chairs and students collaborated before the dissertation, worked together well during the dissertation, and students began the dissertation feeling competent and motivated; such dissertations positively affected participants. Problematic dissertation experiences evinced difficult relationships between chair and student, and students' low research capability; such dissertations negatively affected participants. [ABSTRACT FROM AUTHOR]

The accreditation standards outlined in the article are used by the International Association of Counseling Services as the basis for the formal accreditation of college and university counseling programs throughout the United States, Canada, and Australia. They reflect the program elements and practice standards that are deemed essential in a counseling center that provides high-quality services to students. [ABSTRACT FROM AUTHOR]

This article is based on a plenary address given to an international audience (from 32 countries) in Vancouver, Canada, as part of the 2001 Going for Gold conference. This conference included delegates from the following associations: the International Association of Educational and Vocational Guidance, the Canadian Counselling Association, Aspect, and the Labour Market and Career Information Association. The article uses a metaphor to broadly address the issue of lifestyle for counselors and clients. [ABSTRACT FROM AUTHOR]

A critical perspective is presented in regard to rankings of Canadian universities by Maclean's magazine, November 23, 1998. Several pitfalls in the ranking procedures, together with statistical (nonparametric) analyses of the 1998 ranking data, are summarized. The Maclean's data and general criteria appear conceptually reasonable, but their inconsistencies, together with associated problems in the interpretation of rank data, show that they cannot be logically or empirically useful to students in the matter of university evaluation. Some general issues for counselling of students in this context are mentioned. [ABSTRACT FROM PUBLISHER]

Survey and interview data were collected through a two-staged, mixed-method, research design to examine the effects on schools and classrooms of school councils formed in response to a large bundle of government reform initiatives in Ontario. Results suggested that, at best, councils had a weak positive influence on both classroom practice and schoolwide decisions. Councils that were relatively influential had, among other features, highly competent parent chairs, facilitative principals who wanted the councils to be useful to their schools, and a history of productive working relationships between teachers and parents. [ABSTRACT FROM AUTHOR]

Suggests the infusion or integration of career education/concepts in all subjects across all grade levels. Role of school counsellors in motivating teaching staff to integrate career education; Exploration of limits, potentials and requirements of various occupations needed.

Presents a list of Canadian associations concerned particularly with educational guidance and counseling as of August 1990.

A comprehensive school guidance and counselling program helps students answer questions such as, Who am I? Who can I become as a person? How can I best contribute to society? This article outlines the plan developed for the province of Alberta to achieve accountability in guidance and counselling. [ABSTRACT FROM AUTHOR]

Traditionally, addressing adolescent non-academic needs was not considered the responsibility of the school. However, recent literature and research suggests that successful schools have a holistic view of students' personal as well as academic achievement. What research there is has focused on senior secondary school students. Little research has been conducted on junior high school students. This study addressed three important questions: What are the needs of junior high school students? How does the perception of needs differ across student subgroups? What are the differences between adult and student perceptions of the needs of junior high school students? [ABSTRACT FROM AUTHOR]

Gives an overview of a comprehensive career education program that provides the basic elements of personal career development to an entire school population. Career education as a priority in high schools; Case study involving Strathcona County schools in Alberta.

The following article by Professor W. D. Tait of the Department of Psychology, McGill University, and Dr. N. W. Morton, also of Montreal, describes developments in industrial psychology in Canada during the past few years. It would seem that vocational guidance has absorbed more attention than any other branch of industrial psychology, but that considerable interest has been aroused in personnel work. Both authors speak with intimate knowledge of the work that has been carried out. [ABSTRACT FROM AUTHOR]

The article focuses on the experiment that exposed school children in Forest Hill Village in Canada to a unique experience of free interaction designed to aid them in understanding their ownselves, their peers and the environment where they live. Special educators were trained to handle classroom discussions with the school children. The primarily role of teachers in this experiment was to listen to the answers of the students about particular questions. The teachers were only allowed to intervene if the child's statement needed clarification.

The article focuses on technical education in Canada. There is, however, one aspect of technical education which is common to all Provinces, and this is one which will not fail to have immediate impact upon the reader- technical education is not free and has to be paid for by the student. Of course, in so vast a country, with such different geological and climatic conditions in the different Provinces, there are considerable differences in approach to education, even though one can truthfully say that the New World, or American, outlook on education has had a profound effect upon every Province. It will have been noted that the courses are full-time courses lasting two years and it is only fair to add that there are a number of scholarships which can be won in open competition which grant release from three quarters, or one half, or one third of the tuition fee according to the degree of success in the examination. In Canada, an applicant receives guidance and counselling not only during his or her course, but before acceptance for a specific line of study.