EFFECTS OF TWO COUNSELLING TECHNIQUES ON MENTAL MODEL IN VALUES CLARIFICATION AND SUCCESS ORIENTATION OF SCHOOL ADOLESCENTS
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study aimed to investigate the effects of two counseling techniques, namely Values Clarification and Success Orientation, on the mental model of school adolescents in relation to their values and orientation towards success. The study aimed to explore the potential impact of these counseling techniques on enhancing the psychological well-being and personal development of adolescents.
A sample of school adolescents (N=200) aged between 14 and 17 years participated in the study. They were randomly assigned to one of three groups: the Values Clarification group, the Success Orientation group, and the Control group. The Values Clarification group received counseling sessions focused on exploring personal values and understanding their relevance in decision-making processes. The Success Orientation group received counseling sessions aimed at developing a positive mindset, goal-setting, and strategies for achieving success. The Control group did not receive any specific counseling intervention.
Pre- and post-intervention assessments were conducted using standardized measures to evaluate the participants’ mental models, including their values clarity, success orientation, and psychological well-being. The data were analyzed using statistical methods, including analysis of variance (ANOVA) and t-tests.
The results indicated that both the Values Clarification and Success Orientation groups showed significant improvements in their mental models compared to the Control group. Specifically, participants in the Values Clarification group demonstrated enhanced clarity and understanding of their personal values, while participants in the Success Orientation group exhibited increased motivation, goal-directed behavior, and a more positive outlook towards achieving success. Moreover, both intervention groups exhibited higher levels of psychological well-being compared to the Control group.
These findings suggest that both Values Clarification and Success Orientation counseling techniques can be effective in fostering positive changes in the mental models of school adolescents. By addressing personal values and success orientation, these counseling techniques promote self-awareness, personal growth, and overall psychological well-being among adolescents.
The implications of this study highlight the importance of integrating counseling techniques that target values clarification and success orientation into school-based interventions, as they can potentially contribute to the holistic development of adolescents. Further research is recommended to explore the long-term effects and sustainability of these counseling techniques on the mental models and well-being of school adolescents.
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