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- 저자 : Amla Salleh (검색결과 2 건)
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Online counseling using email: a qualitative study
Amla Salleh,Ramlan Hamzah,Norazah Nordin,Simin Ghavifekr,Toktam Namyandeh Joorabchi 서울대학교 교육연구소 2015 Asia Pacific Education Review Vol.16 No.4
Despite numerous studies in increasingly popular online mental health service, the nature of the relationship between online counselors and their clients, particularly in the email modality, deserves more attention. To enhance the knowledge in this area, this study was conducted to explore whether the online counseling relationship could be developed using email communication. Six qualified counselors and 59 clients volunteered to participate in the study. Using a qualitative approach, we collected data from two focus groups, individual interviews with participating counselors, 206 email interactions, and counselors’ journals. To identify themes, we employed a grounded theory method. The emergent themes suggest that counselors describe the e-counseling relationship as having the following five features: initial establishment of a virtual relationship, structuring, text reinforcement, the development of a text relationship, and termination of the process. Each feature reflects a different level of relationship and different characteristics. Implications for future studies are also discussed.
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A structured career intervention program for academically challenged students
Amla Salleh 서울대학교 교육연구소 2013 Asia Pacific Education Review Vol.14 No.2
A study was carried out to test the effects of a 2-week structured intervention program on academically challenged students’ career development. A quasi-experimental study was designed using pre-tests, post-tests, and a control group approach to examine the effects of the intervention program. Data were collected from both the experimental and control groups. The test was carried out on eight schools in the state of Kedah in Malaysia. Eight school counselors were trained to facilitate the assignment to the experimental groups and to collect data. A total number of 335 students with low academic achievement participated in this study. This number included male (43.6 %) and female (56.4 %) students who were aged 15–16 and a half. Modes of measurement used consisted of a career planning inventory (measuring career planning skills), an academic learning motivation scale (measuring attitude toward academic learning), and an academic study skills test (measuring academic study competencies). Analysis was performed using t-tests and the multivariate analysis of variance to examine the differences in the mean scores. The results show that the sample’s career academic score improved significantly from the pre-test to the post-test. A simple regression analysis was also performed to see the effect of the intervention program on the three dependent variables, which revealed that the career intervention program has positive and significant effects on the three variables. However, further studies on the career program for academically challenged students are highly recommended to support the present study.
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