Counseling activities in schools: A mixed method

Aim: Qualitative and quantitative development of counseling program in education system can be regarded as an indicator of development in education system. The present research was conducted in schools with the aim of identifying the damaging factors of counseling activities. Methodology: The study was conducted using the mix method. The research population included principals, consultants, teachers and students working and studying in the educational system of West Azarbaijan Province during the 2012/2013 educational year. The sample size was 416 respondents comprising of 46 individuals in the qualitative section who were selected based on comments saturation and 370 individuals in the quantitative section selected by use of stratified sampling method. Data were collected by use of researcher-made interview schedules, and questionnaire then analyzed using Chi-square, regression, Mann-Whitney, Kruskal-Wallis and Z-test. Result: The findings indicated the damaging factors of counseling activities and their level of effect were identified. Discussion: Based on the identified levels of effects, the interpersonal factors showed the highest vulnerability toward counseling activities. Therefore, it was recommended that identification and classification of counseling activities' damaging factors; educational needs assessment by consultants; professional and psychological empowerment of consultants and timing of counseling activities' implementation may moderate the damaging factors and convert threats into opportunities eventually leading to achievement of the desirable status of counseling activities in schools.