The present study was designed to investigate adolescent adjustment problems and school counselling services as perceived by adolescents, educators and parents. The objectives of the study were: (1) to gain an insight into perception of adolescents, educators and parents regarding adjustment problems of adolescents in various domains, (2) to gauge the views of educators, parents and adolescents regarding need and importance of counselling services in schools, (3) to understand the views of educators, parents and adolescents related to various aspects of implementation of school counselling services.
The results obtained from both the responses on the Student problem checklist and on the questionnaires indicated similar perception of adjustment problems. The study revealed that school going adolescents perceived low adjustment in the domains of studies, occupation and health. All the respondents emphasized on the need of counselling for the school going adolescents. However, very few had actually approached any professional ever for counselling and were not very clear about the role of counselors in schools. The results also revealed that adolescents and parents preferred approaching teachers rather than the professional counselors for help. The teachers perceived themselves as able and as competent as the counselors in handling adolescent problems, although at times they reported having difficulty in dealing with certain specific problems.
The results highlighted the need to orient and educate the adolescents, teachers and parents on the need for counselling. Regular in-service training and workshops were asked for by the teachers, to develop and enhance their counselling skills.
Table of Contents
1. INTRODUCTION AND REVIEW OF LITERATURE
2. METHOD
3. RESULTS & DISCUSSION
4. SUMMARY
5. BIBLIOGRAPHY
6. APPENDICES
Research Objective and Scope
The primary objective of this study is to investigate the perception of adolescents, educators, and parents regarding the adjustment problems faced by adolescents in various domains and to explore their views on the necessity, importance, and implementation of school counselling services.
- Analysis of adolescent adjustment problems across ten specific domains.
- Evaluation of the perceived need and importance of counselling services in school settings.
- Assessment of views on the implementation and logistical aspects of school counselling.
- Identification of barriers that prevent adolescents and parents from seeking professional help.
- Examination of the role of teachers as primary sources of support versus professional counsellors.
Excerpt from the Book
INTRODUCTION AND REVIEW OF LITERATURE
When a developmental stage of adolescence is described as a stage of turbulence, a ‘period of storm and stress’, of emotional instability, and a problem age, exploring the truth behind such statements generates interest. The complex and dynamic nature of current social context is posing greater challenges, which further justifies the need to take a closer look into the world of adolescents as well as understanding the manner in which they face various challenges.
Adults commonly tell young people that the teenage years are the, “best years of your life”. The rosy portrayal highlights happy groups of high school students energetically involved at a dance or a sporting event, or a bright-eyed couple holding hands or sipping soda at a restaurant in an urban setting. This is only part of the picture. Life for many young people is a painful tug of war filled with mixed messages and conflicting demands from parents, teachers, friends as well as oneself (Gupta, 2003). Growing up, negotiating a path between gaining independence on one hand and reliance on others on the other hand is a tough business. It leads to stress if adolescents are ill equipped to cope, communicate, and solve problems (Walker, 2002).
The period of adolescence Derived from a Latin verb ‘adolescere’, means, “to grow to maturity” (Dacey and Kenny, 1997) adolescence is a period in an individual’s life between childhood and adulthood. It is a period of human development, during which a young person moves from dependency to independence and from being part of a family group to being part of a peer group and to standing alone as an adult in the years to come. This lengthy transitional state, which may last a decade or more is a distinctive period in which a youngster is no longer a child nor fully adult, but partakes some of the challenges, privileges and expectations of both epochs (King, cited in Lewis, 2002).
Summary of Chapters
1. INTRODUCTION AND REVIEW OF LITERATURE: This chapter contextualizes adolescence as a period of significant transition and stress, highlighting existing research on adjustment problems and the theoretical basis for counselling interventions.
2. METHOD: This section details the research design, the selection of the study sample comprising adolescents, parents, and educators in Chandigarh, and the administration of the Student problem checklist and self-prepared questionnaires.
3. RESULTS & DISCUSSION: This chapter presents the data on adolescent adjustment levels and analyzes the perspectives of stakeholders regarding the implementation, venues, and providers of school counselling services.
4. SUMMARY: This chapter synthesizes the main findings, reiterating the consensus on the need for counselling and the barriers to seeking professional assistance.
5. BIBLIOGRAPHY: This section lists the scholarly works and references cited throughout the study to support the theoretical and empirical claims.
6. APPENDICES: This section provides the original research tools used, including the student problem checklist and the various questionnaires designed for students, principals, teachers, and parents.
Keywords
Adolescence, Adjustment Problems, School Counselling, Student Problem Checklist, Parenting Styles, Adolescent Stress, Mental Health, Academic Performance, Vocational Guidance, Family Environment, Peer Relations, Educational Psychology, Student-Teacher Ratio, Confidentiality, Counseling Barriers
Frequently Asked Questions
What is the core focus of this research study?
The study primarily investigates how adolescents, their educators, and their parents perceive the various adjustment problems encountered during the adolescent years and their attitudes toward the role of school counselling services.
What are the central themes discussed in the work?
The study covers themes such as developmental transitions, the impact of parenting styles and family environment on adolescent adjustment, academic and occupational stress, and the current state of professional counselling services in schools.
What is the primary objective or research question?
The goal is to gain insights into adjustment challenges and to understand the views of stakeholders regarding the necessity, importance, and practical implementation of counselling services within school environments.
Which scientific methods were employed for data gathering?
The researchers utilized a standardized "Student problem checklist" alongside self-prepared, expert-validated questionnaires distributed to students, principals, teachers, and parents to collect quantitative and qualitative data.
What is covered in the main body of the work?
The main body examines the frequency and intensity of adjustment problems across ten domains, evaluates gender differences in stress and coping, and analyzes institutional and familial barriers to seeking professional help.
How can this work be characterized by its keywords?
The study is characterized by keywords relating to developmental psychology, school-based mental health support, family dynamics, and the barriers to professional help-seeking among students and their caregivers.
Why do adolescents and parents often prefer teachers over professional counsellors?
The results indicate that teachers are viewed as more easily accessible, trusted, and familiar with the students, whereas professional counsellors are often hindered by stigma, lack of awareness, and perceived role ambiguity.
How did the study address gender preferences in counselling?
The research found a significant preference among girls for female counsellors, whereas a majority of boys indicated comfort with either a male or female counsellor, suggesting that boys may be more focused on problem-solving than the gender of the provider.
What role does the school environment play in student stress?
The study identifies academic assessment, high expectations regarding examination results, and competitive peer environments as significant contributors to low adjustment in the study and occupational domains.
- Quote paper
- Jagjiwan Kaur (Author), Arpita Malhotra (Author), 2008, Adolescent adjustment problems and school counselling services as percieved by adolecents, educators and parents, Munich, GRIN Verlag, https://www.grin.com/document/280858
