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.
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
BYU ScholarsArchive Citation
Stott, Kathryn Ann, "An Evaluation of a Service-learning Approach to Assist in Achieving the Goals of a Comprehensive Guidance Program" (2005). Theses and Dissertations. 632.
service-learning, comprehensive guidance, school counseling, ACCEPT, peer tutors