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TRAUMAS ASSOCIATED WITH THE COVID-19 PANDEMIC AND SCHOOL COUNSELLORS’ RESPONSES
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 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:
The COVID-19 pandemic has had a profound impact on individuals worldwide, causing significant disruptions to daily life and triggering various traumatic experiences. This abstract aims to explore the traumas associated with the pandemic and the crucial role of school counsellors in responding to these challenges.
The pandemic has resulted in a range of traumatic experiences, including the loss of loved ones, fear of infection, social isolation, economic hardships, and disruptions in education. These traumas can have long-lasting psychological effects on individuals, particularly children and adolescents who may struggle to cope with the uncertainty and changes brought about by the pandemic.
School counsellors play a vital role in supporting students’ emotional well-being and addressing the traumas related to the pandemic. They have adapted their practices to meet the unique challenges posed by remote learning, physical distancing measures, and increased mental health needs. School counsellors have utilized various strategies, such as virtual counselling sessions, online resources, and psychoeducation, to provide support to students and help them navigate the complex emotions associated with the pandemic.
Additionally, school counsellors have collaborated with other professionals, including teachers, administrators, and mental health providers, to implement comprehensive support systems within the school community. These partnerships have facilitated the identification and intervention of students who may be at higher risk of developing mental health issues due to the pandemic’s traumas.
Despite the efforts of school counsellors, several challenges persist in addressing the traumas associated with the COVID-19 pandemic. Limited resources, increased caseloads, and the need for ongoing professional development in the field of telecounselling and trauma-informed care are some of the obstacles faced by school counsellors.
In conclusion, the COVID-19 pandemic has presented unprecedented challenges and caused various traumas for individuals, particularly students. School counsellors have played a critical role in responding to these traumas by adapting their practices and providing essential support to students. However, continued investment in resources, training, and collaboration is necessary to ensure optimal care for students’ mental health and well-being in the face of ongoing pandemic-related traumas.
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