An Evaluation of a Service-learning Approach to Assist in Achieving the Goals of a Comprehensive Guidance Program

• Main Author: Stott, Kathryn Ann
• Format: Others
• Published: BYU ScholarsArchive 2005
• Subjects: service-learning; comprehensive guidance; school counseling; ACCEPT; peer tutors; Counseling Psychology; Special Education and Teaching
• Online Access: https://scholarsarchive.byu.edu/etd/632; https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1631&context=etd

The purpose of this qualitative study was twofold: (a) to investigate how a service-learning class assisted in achieving the goals of a comprehensive guidance and development program in a junior high school, and (b) to examine the effects of a service-learning class on junior high school students. Thirty students who had been in the service-learning class participated in semi-structured interviews. Parents and teachers were also interviewed to cross-validate student perceptions. Interviews were transcribed and analyzed to identify core meanings. Using phenomenological analysis, eight major themes were identified: personal awareness, social skills development, learning skills, career interests, character education, application of class, class satisfaction, and program administration. Each of the eight themes also had several sub-themes. Currently, there is a paucity of research regarding counselors using service-learning as a method to assist in achieving comprehensive guidance program goals. This study found that service-learning is an effective method of comprehensive guidance program delivery and is beneficial to students. Limitations of the study are described and ideas for future research are presented.