Report on the influence of guidance and counsellors in managing high schools’ student’s communication skills.

Introduction of the influence of guidance and counsellors in managing high schools’ student’s communication skills.

Guidance and counselling are vital to youth, and schools perform a significant part in bringing the best out of them. Healthy behaviour is pursued, but often young minds require guidance to develop their personalities. The guidance guides adolescents about how to cope with social tension and psychological issues. Reasonable guidance will help you incorporate useful lessons into your everyday life. As far as guidance and counselling are concerned, these two concepts typically have separate definitions. The first applies to assistance for the growth of the entire individual of the student, whilst the second is sometimes the case The goal is to assist pupils in trouble. In other terms, advice is of a therapeutic and therapeutic type, whereas advice is nothing more than a helpful treatment. Growing trend suggests to have graduated from scenario encoding and specific action Preventative and scalability approach to providing guidance and counselling. These workshops will provide practical counselling where students are consulted on the options of courses and various career paths. It's necessary to train them for life after high school and how to expect in different places. It was completely important to ask the students to display an appropriate attitude and actions both within and outside the classroom. The rapid growth of student enrolment in most Countries after political freedom and the scarcity of funding to satisfy ever-increasing ultimatum for education has rendered school management a much more complicated and challenging challenge than a few decades ago. Counselling is a method in which a psychologist allows one or more individuals to begin and recognize themselves and their environments and to be able to select the correct form of action to help them evolve, change, advance, change, adapt and strengthen, pedagogically, psychologically and socially (Egbo, 2013). In other terms, counselling is a transformational tool that lets people understand what they need to know in and out of school. Studies say that disciplinary problems in classrooms and organizations might be of the highest importance to educators across the globe. The discipline of popular sentiment is regularly defined as a significant school concern. Guidance and counselling will become a strong source of larger life schooling. While it is not therapeutic and not psychological, it can be seen as a treatment for individuals with serious emotional issues, or it can form the base of a more common "social skills educational plan" for children. His skills are provided to deal successfully with their potential lives. 

Two closely related terms are guidance and Career counseling. The guide applies to a broad variety of instructional programs and resources intended to help students appreciate and transition to school life according to Makinde (1984) and Patterson (1977). In an interpersonal partnership, Mutie and Ndambuki (1999) are described as a bonding process that lets clients get to know each other better. Guidelines and thereby strive to optimize human potential growth and self-realization for the person and community. In classrooms, the curriculum allows students to integrate and to grow maximum capacity in their talents, desires, and values. The tutorial was developed in the 1900s in Western Europe. Democratic politics originated in Africa in the 1960s. In Kenya, formal alignment and curricula have been developed since 1964.

The framework was first adopted in 1964 at a first initiation and career meeting, where students in academic institutions were discussing their job options (Oketch and Ngumba, 1999). The plan, however, was expanded in 1975 by the National Committee for Strategies and Policies on Learning.  The Commission emphasized the need, to achieve their goals in schools, for improving and reinforcing the guidance. Since then all learning institutions have been instructed to found guidelines and programs as a nonstop and consecutive educational procedure to bridge the distance among education levels. The essential to reinforce the directives was reinforced by the government directive prohibiting physical discipline in schools (GOK, 2001). Gichinga (1998) considers those directions and influences Kenya's secondary schools. Despite governmental instruction on implementing directives and programs in all learning organizations, the theoretical presentation has declined in a maximum of the country's secondary schools, although disciplinary issues have increased over time (Fallow field, Lipkin, & Hall, 1998). For example, the County of Nigeria has reported in new years in Kenya feeble and progressively increasing academic communication skills. The orientation and program's effect on the high-school student's academic results had, therefore, to be determined. 

The most critical social activity of human beings is contact. Communicating means communion with others or sharing (Fenson, 2000). People need strong skills in communication to develop interpersonal skills and connect in their day-to-day lives effectively. In the communication process, the content of the contact is determined by the abilities of the people who give and receive messages. Successful communication calls for an answer to the speaker's feelings and emotions, for open non-directive queries, for an analysis of nonverbal knowledge, for truthful answers to messages, for eye contact and consideration, for constructive comments and presentations, for self-disclosure, for compassionate comprehension, for a positive effect on criticism.

Statement of the Problem of the influence of guidance and counsellors in managing high schools’ student’s communication skills.

Over time, secondary school academic performance plays a vital role in every country because of the future of students' links with country development. In this study, the main concern is the influence of guidance and counselors in managing high school student's communication skills. The problem is found that none of the technology that uses regarding guidance and counselors in managing high school student's communication skills. Here in this study, will give interventions to improve high school students' academic results about communication skills. 

The objective of the Study of the influence of guidance and counsellors in managing high schools’ student’s communication skills.

1. To evaluate the influence of guidance and counselors in managing high school student's communication skills.

2. To examine how guidance and counselors helpful in managing high school student's communication skills.

Research Questions of the influence of guidance and counsellors in managing high schools’ student’s communication skills.

1. What is the influence of guidance and counselors in managing high school student's communication skills?

2. How guidance and counselors helpful in managing high school student's communication skills?

Purpose of this Study of the influence of guidance and counsellors in managing high schools’ student’s communication skills.

The goal of this study was to provide an overview of these subjects and to identify the influence of guiding and counselors in managing high school student's communication skills. Communication skills are important for an answer to the speaker's feelings and emotions, for open non-directive queries. This study will analyze the influence of guidance and counselors in managing high school student's communication skills. The researcher also analyses to what extent guidance and counselors helpful in managing high school student's communication skills.

Significant of the study of the influence of guidance and counsellors in managing high schools’ student’s communication skills.

The research study will help to identify the factors of guidance and counselling which help to enhance communication skills. This is assumed that counselling is just an efficient application of very strong communication skills in a particular case that someone who talks effectively can deal with and continue to practice. The two developed occupations who have historically been counsellors have a narrative who adds weight to their assumed legitimacy: therapists may contend from a psychiatric perspective that they recognize physical and emotional interactions in the same entity; psychologists say that their study with people provides an empirical foundation and that both of their approaches lead to social, emotional and physical interactions in the same person. So, this research study will help the high school administration to evaluate their guidance and counselling systems and also will help to take some serious steps about the phenomenon.

Limitation of the study of the influence of guidance and counsellors in managing high schools’ student’s communication skills.

a. This study will cover high school teachers and students.

b. This study result will not be compared with undergraduate level students. 

Literature review of the influence of guidance and counsellors in managing high schools’ student’s communication skills.

According to the literature review, the researcher found two theories that emphasized the guidance and counseling, the first one is Person-centred theory, and the second is the social learning theory. This philosophy relies on the relationship of the manager with the customer. Rogers (1980) called him the theoretician to point out that his fundamental ideals reached beyond the bond between the client and the psychiatrist, including all human experiences. The individual currently, in theory, is regarded as a mechanism by customers which helps them learn about themselves and the world in which they live, different, more fulfilling personal meanings. The student works for development, fitness, and improvement. The typical condition that only if such requirements are met is human contact possible.

Regarding guidance and counseling for the development of communication skills, during the advisor demonstration in the counselor-client direction, these conditions should and should take precedence. Omulema (2000) notes that these requirements provide a display of the counselor's sensitivity and overall optimistic disposition and affection concerning the person. In this way, students are free to express their ideas and emotions, and to overcome their issues, he notes that development happens in a comfortable, moist, and empathic non-judgmental setting. The lack of instruction and training results in low school success for pupils (Patterson, & Sikler, 1974).

If the students face problem-related communication skills, discuss the above criteria, they are more emotionally and constructively more protective and open to themselves and the environment. Many students feel fear of disappointment and therefore poor self-esteem, but a psychologist will combat such feelings by inspiring students to have the desire to believe and to realize that they will improve (Vatankhah, Daryabari, Ghadami, & Naderifar, 2013). They waste their best chances at school and even surpass them. A fun, caring, professional, and conscientious atmosphere should be built for students, and teachers should be able to thrive. The pedagogical consultant will also help the student set expectations and encourage himself to be confident in achieving academic achievement targets and ambitions. The instructional consultant must also build a successful atmosphere.

Social Learning Theory, stated that learning is a means of understanding or gaining habits from the world. Human perception and repetition are one form of thinking. Albert Bandura (1986) is the founder of this theory. This hypothesis describes criminality as an action that has been developed through the dynamic socialization process. The theory suggests that conduct shows people who see and mimic others and foresee the effects of their actions. The hypothesis is that human behavior is changed using concepts of learning to modify actions (Omulema, 2000).

The behavioural strategy underlines the client's commitment to strategic goals, offers tools and motivation to help clients to accomplish their targets, and assists consumers with specific challenges (Patterson, 1973). Consequently, school professionals may apply this to their test performance to graduates. Makinde (1984) notes that alterations in student behavior evaluate effectiveness (Robinson, & Robinson,1982).

This suggests that actions can be used to create an environment that encourages students to modify their behavior and solve learning challenges through the improvement of educational conditions (Brighton, Koffman, Hawkins, McDonald, O'Brien, Robinson, & Selman, 2017). Educational counsellors may use motivational strategies such as self-control and self-oriented activities to tackle school motivation, motivation, and use of time. This improves students' academic success. The student works for growth, health, and improvement. The educational consultant will, thus, create a positive atmosphere that enhances student achievement, creating space for a strong self-image.

Empirical Review of the influence of guidance and counsellors in managing high schools’ student’s communication skills.

In Europe and the United States government democracy and global leadership were born in 1900. A counseling program in the United States to meet students' problems was structured until 1911. There was a focus on technical material, workplace skills, and anxiety reduction in tests. Sarah (2014) found it necessary to consider the roles of school behavior and that the direction shifted rapidly (Horsley, & Patterson, 2006).

In Nigeria, it was laid down in Kilonzo (1984) and formalized by the Ministry of Education in 1971. The idea of instruction was adopted in the late 60s. Gichinga (1995) has correctly pointed out that systematic guidance is required and is now more understood than ever. The Kenyan administration has set up several educational committees to seek systematic guidance and has established a government strategy of consulting and consulting. Anaha (1987) conditions that the administration of Kuwait accepts this strategy and is the main support for any pupil in Japanese schools. Kuwait also tried to ensure that all educational institutions implemented operational and effective guidelines and programs (Super, 1955).

Role of Guidance in school of the influence of guidance and counsellors in managing high schools’ student’s communication skills.

The goal of the instruction and the curriculum is to optimize human capacity for individuals and society's growth and self-realization. The school counselor Makinde (1984) claims he needs to encourage the optimum growth of his students. Bennars (1994) and Mutie and Ndambuki (1999) are endorsing this claim that the curriculum should improve the academic capacities of students and create a positive personality. Therefore, teaching and the program aimed at helping students to balance their skills, values, and interests, thereby exploiting their full potential. 

Self-consciousness tends to formulate practical goals and strategies for success. In high schools, graduates tend to make the best educational decisions following several years of study, leading to a career choice. Borrow (2004) states that the role of instruction and the curriculum is to provide students with the knowledge they need about the selection of classes and expertise for each subject. Such knowledge allows students to build a true, intellectual self-image (Brown & Morrissey, 2004).

The majority of high school students are young, according to Robert and Elizabeth (1983). Teens have alienation, a condition that involves distrust, anxiety, pessimism, egotism, ignorance, uncertainty, and fainting. You agree with these guidelines and are thus expected to consider the growth stage and adapt to school life during this youth period. The guidance and workshops also allow students to make their career workable. The universe is very confusing and unpredictable according to Borrow (1983), making it impossible to select a profession. He thinks that time passes, people evolve, technology advances and everyone transitions to new ways of thinking and working. To make decisions and accomplish well-specified career goals, pupils needed direction and workshops to learn about the numerous parts and starts, skills needed, related tasks, and daily jobs. This program's function is also to detect, assist, and track early school departures for deprived children (Myrick,1987).

Makinde (1984) states that one of the duties of the school teacher is counseling school children in trouble. In the community, students from underprivileged backgrounds have numerous subjects and needs which need to be deliberated in the curriculum and packages.

Sarah (1983) suggests that such students may have trouble adapting to their peers, educators, and the setting. This allows the students to relate completely and use available resources. Valid advice. The majority of poor graduates then gain weak qualifications for the workforce. This poor success will marginalize them even more if therapy services do not help. Some individuals may also leave school, and a counseling program is a perfect place for students to help them.

An Operative Guidance and Counselling Programme for communication skills

Effective learning and effective teaching methods are crucial in every school according to Zeran and Antony (1962). Organized instruction and a structured curriculum, offers the best atmosphere and consistent education for student growth and development. Gichinga (1995) recognizes that guidance and instruction have gradually improved at high schools in India. Science and educational behavior and the promotion of moral and social development were of special importance. A professional educator who plans instruction and events in school must be responsible for a successful curriculum and system. Makinde (1984) states that a qualified psychologist is a student-evaluation program planner and trainer and also aids in the preparation and creation of guidance, curriculums, and studies for pupils. Koan (1994) suggests that there should be strong coordination between students, experts, and managers for appropriate guidance and services. 

The school should take steps to gain parents' encouragement and understand the concept of direction. As a result, adults' aspirants and people in all phases of their life will be confronted with various problems and need to learn to handle these conditions and how to cope with them, to be in a process of continuous improvement and change and to accompany them through effective instructions and programs. Strong leadership skills are necessary to accomplish all these objectives. The most critical social activity of human beings is contact. Communicating means communion with others or sharing. People need strong skills in communication to develop interpersonal skills and connect in their day-to-day lives effectively.

Communication skills could be more successful in build and maintain and integrating social connections with the environment. The implications of interpersonal relationships are currently of considerable significance for the personal and social changes of individuals, and the adaptation and insufficiency in their existing relations are taken into consideration (Arı, 1989). The guidance and workshops also allow students to make their career workable. Guidance to be in a process of continuous improvement and change and to accompany them through effective instructions and programs. Sarah (2008) suggests that such students may have trouble adapting to their peers, educators, and the setting.

Guidance and counselling for communication 

Communication is becoming a significant field of research that addresses the needs of both the different participants and communication skills are highly regarded. Can we describe ourselves as consultants as effective communicators and say that "contact" is at the core of our work-or is there something to it? The two writers of this article believe that development in communications skills is a significant and growing area that has a great deal to bring to a business, education, the legal system and the society at large. Indeed, we have spent many years designing and running university-level communication systems, and we understand the troubling shortcomings of a variety of hypotheses that treat both the technical and behavioral facets of the topic as if they were the same. To be viewed as an appropriate fact (Mesquita & Lyra, 2010). We are disturbed by the fact that such mechanistic theories appear to depersonalize and simplify human models, which simplify the individual to a basic set of functions as well as the "communicator" to an automated public servant in an "intrapersonal contact" framework (Bramhall, 2014).

Having founded that Counselling and communication on history, it is necessary to understand that the circumstances of the theoretical system and the models produced have somewhat different values. Counselling systems are strongly focused on the desire to reduce psychological and emotional tension. The goal is straightforward and, whether the interventions are appropriate to cope with a crisis scenario or to react to a loss of self-esteem, the purpose of the clinical intervention shall be decided upon by all the parties involved. From the other side, communication mechanisms and structures have not been established in reaction to a particular stimulus (Wouda & Wiel, 2013). In a medley of speeches, we will see that there is a focus on individuals, but the entire information base in the analysis of communication is rather crystalline, so it is evident that the theoretical context criteria for communication so guidance are distinct and each represents its institutional roots.

Since counselling has one main goal-to relieve emotional and personal stress-the the psychologist requires an information base that involves personality-confidence, significance-awareness, a variety of coping techniques, and comprehension of social factors that dictate the purpose and the clinical strategy under progress. In general, the consultant will be prepared to consider and then leverage the interaction between the consultant and the client so that the client will know and then avoid playing with innovative negotiation techniques in his environment (Carey & Madill, 2010). The psychologist will become a dialogue tutor, so because the starting point for customer learning will always be their personality-image, the main focus should almost always be on the real and present social interactions and relational problems connected with them.

From this view, it is obvious that individuals who are exceptional and efficient communicators will not need to be good advisors. You must grasp the complexities of communication skills and also have a clear analytical knowledge of relational factors that lead to successful communication, but do not interact without preparation in a context that reflects exclusively on customers, their insecurity, and benefit plans (Nkechi & Ewomaoghene, 2018). Efficient counselors do not feel awkward with people's issues and should cultivate an innate capacity to react in an acceptable way and at the correct degree of consistency and simplicity throughout the therapy session. You ought to be faced with a clear comprehension of values such as empathy, sincere compassion, immediacy, reverence, and conflict. Above all, they need to recognize the various types of credibility. You will realize that while it is necessary to believe what you suggest in a counseling partnership (a person can understand at blinding pace by deception), complete clarification about all the counselor's emotions during a consultation is often not acceptable. It is only after the interpersonal interaction becomes fully established that clinicians and clients can discuss their emotional responses to each other with a fairly strong degree of honesty (Odeleye, 2017)

Not only do clinicians require an adequate framework for dialogue, but also understanding of the complexities of addiction, sexual harassment, interpersonal violence, control problems, tension, behavioral adjustments, trauma, failure, and sadness, etc., yet without awareness of the nature of the motivating powers, they cannot make a positive approach to enhancing the well-being of others; they should be empathetic and supportive. Consultants may be able to work in and consider the feelings of everyone else. You ought to have a strong view of cause and effect in the sense of a successful partnership. Communicators can respond intuitively, however, they don't have to know the meaning or ideas that help you move along with you for an acceptable plan of action. In terms of definitions, we urge such experts to follow a multi-faceted methodology that incorporates symbols for the correct actions of a particular individual with a specific question. Good counseling involves a self-image and a clear understanding of the influence of themselves on others. The contractor has to have professional listening expertise (Nkechi & Ewomaoghene, 2018). We will be able to distinguish the various rates of sensitivity in their responses (i.e. show a clear interpretation of the client's feelings). It is important to cultivate the capacity to listen freely, not to give interpretative responses, and to regularly verify with the client if the interpretation of the feelings conveyed is right. Consultation involves consultation and a method of problem-solving. A specific goal must be established so that the individual may take reasonable measures in his environment and still assume responsibility for the implications of his behavior. Life-disclosure is an important method that can be utilized by a successful communicator. Nonetheless, if it is seen as part of a healing experience, it can be performed with the utmost caution. To order to remain trustworthy and willing to monitor themselves, advisors must be professional to their communication-they must be able to direct their responses so that they can be instant (i.e. they contribute to living in the moment) and respond to specific interpersonal issues. Eventually, psychologists ought to consider the influence of their beliefs, behaviors, and self-esteem. A successful consultant will cultivate and utilize the opportunity to model his actions on behalf of the company. This is one of the most powerful outlets for professional development and improvement (Wouda & Wiel, 2013).

Methodology of the influence of guidance and counsellors in managing high schools’ student’s communication skills.

The research design is a structure of the requirements for selection and review in a manner that seeks to balance the importance of the study goal with the economics of the method.  For carrying out this research, two methods are used. The first one is qualitative method and the next one is quantitative method.  Moreover, for the qualitative research data from different researches is used. The work of different researchers has been analysed in a proper way. On the other hand, for the qualitative research, data is collected through conducting survey and interview.  The study design is a blue print for collection of data that is designed to support the researcher in gathering evidence that will shape the foundation for addressing the research questions posed. The descriptive design of the survey research will be used in this analysis due to its descriptive aspect, which contributes to it.

Research Design of the influence of guidance and counsellors in managing high schools’ student’s communication skills.

The Study of people’s beliefs, personalities, principles, actions, views, likes and dislikes preferences and wishes. According to Orodho, (2005), this concept may be used when gathering knowledge on views, beliefs, behaviours or a range of citizens Education and social concerns. In this situation, the architecture allowed the investigator to collect knowledge on the impact of teaching and advice on student communication skills. Moreover, for designing the research qualitative and quantitative methods are used. This is because both of these method are extremely important for the research design. For the qualitative method analysed the research of different researcher related to the high school student communication system. The next thing is that due to these results qualitative research will be performed. On the other hand, for quantitative research, survey method is used for that case a sample will be made and it is consisted of different parameters. Simple random sampling technique will be used to select the sample. Overall 78 teachers out of 359 educators in the division and 91 grade 8 students out of 976 applicants in the division to take part in the report.

Target Population of the influence of guidance and counsellors in managing high schools’ student’s communication skills.

The goal audience applies to all representatives of an actual or imaginary community of individuals, artefacts to study any of them and expand them to the whole society or to a sequence of events. The focus category is a community of individuals, items or artifacts from which samples are collected for analysis by comparison to the broader population from which the sample is collected. The population is of concern to the researcher, about whom the researchers want to make generalizations the findings of the analysis. When undertaking a research report, the researcher preferably explores all the individuals about which you choose to generalize the findings. The focus population for this analysis is 500 instructors, 10,000 students across 39 high 

Schools.

Sampling of the influence of guidance and counsellors in managing high schools’ student’s communication skills.

Simple random sampling technique will be used to select the sample. Overall 78 teachers out of 359 educators in the division and 91 grade 8 students out of 976 applicants in the division to take part in the report.

Instrumentation 

This segment also tried to describe the numerous methods used in the processing of data. The methods used to gather data in this analysis are questionnaires designed for students and teachers. The study must create a questionnaire to collect input from students and teachers so they will understand the Report. The questionnaire for teachers will be included the demographic details (age, gender and level of education), how school guidance and therapy affect students' communication skills at high school level. The student tool will be used to collect knowledge from the pupils. The researcher believed that all the students could read and comprehend the questionnaire, so the researcher circulated the surveys and instructed the students about how to answer to the question.

Data Collection of the influence of guidance and counsellors in managing high schools’ student’s communication skills.

The study must ask for the permission of the university authorities to carry out the work. Authorization to gather data for them Schools are obtained through the District Education Office. The investigator even sent a letter of reference to the Principals. The investigator would travel to various schools at specific occasions to apply for approval to gather details about how the specific organisms involved are mentioned above. The researcher will send the survey to teachers and pupils. The study often gathers knowledge from students in various schools use the survey.

Data Analysis of the influence of guidance and counsellors in managing high schools’ student’s communication skills.

Data collection is a process in which raw data is collected and structured such that valuable knowledge can be derived from it. Questionnaire answers will be tabulated, coded and analysed using the Statistical package of Social Sciences (SPSS) program. To evaluate the influence t.test and ANOVA Evaluation and interpretation of findings have been carried out taking into consideration analysis concerns. Tabular review notes have also been introduced.

Recommendations of the influence of guidance and counsellors in managing high schools’ student’s communication skills.

1. The study recommends the future research that, to adopt the qualitative research design for better results.

2. The study is limited in one district, it is recommended for future research that, enhance the sample size for better results.

3. The study is cross-sectional in nature, so it is recommended for future researchers that adopt the longitudinal research design.    

References of the influence of guidance and counsellors in managing high schools’ student’s communication skills.: 

Bramhall, E. (2014). Effective communication skills in nursing practice. Nursing Standard (2014), 29(14), 53.

Brighton, L. J., Koffman, J., Hawkins, A., McDonald, C., O'Brien, S., Robinson, V., ... & Selman, L. E. (2017). A systematic review of end-of-life care communication skills training for generalist palliative care providers: research quality and reporting guidance. Journal of Pain and symptom management, 54(3), 417-425.

Brown*, T., & Morrissey, L. (2004). The effectiveness of verbal self‐guidance as a transfer of training intervention: its impact on presentation performance, self-efficacy, and anxiety. Innovations in Education and Teaching International, 41(3), 255-271.

Carey, J. A., Madill, A., & Manogue, M. (2010). Communications skills in dental education: a systematic research review. European Journal of Dental Education, 14(2), 69-78.

Fallowfield, L., Lipkin, M., & Hall, A. (1998). Teaching senior oncologists communication skills: results from phase I of a comprehensive longitudinal program in the United Kingdom. Journal of Clinical Oncology, 16(5), 1961-1968.

Horsley, H., & Patterson, T. (2006). The effects of a parent guidance intervention on communication among adolescents who have experienced the sudden death of a sibling. The American Journal of Family Therapy, 34(2), 119-137.

Mesquita, A. R., Lyra Jr, D. P., Brito, G. C., Balisa-Rocha, B. J., Aguiar, P. M., & de Almeida Neto, A. C. (2010). Developing communication skills in pharmacy: a systematic review of the use of simulated patient methods. Patient education and counseling, 78(2), 143-148.

Myrick, R. D. (1987). Developmental guidance and counseling: A practical approach. Educational Media Corporation, PO Box 21311, Minneapolis, MN 55421.

Nkechi, E. E., Ewomaoghene, E. E., & Egenti, N. (2018). The Role of Guidance and Counselling in Effective Teaching and Learning in Schools. RAY: International Journal of Multidisciplinary Studies, 1(2).

Odeleye, D. A. (2017). Overview of School Guidance and Counseling Services. European Journal of Education Studies.

Orodho, J. A. (2005). Techniques of writing research proposal and projects in education and social sciences.

Patterson, L. E., & Sikler, J. R. (1974). Teachers as helpers: Extending guidance contact. School Counselor.

Robinson, E. J., & Robinson, W. P. (1982). The advancement of children's verbal referential communication skills: The role of metacognitive guidance. International Journal of Behavioral Development, 5(3), 329-355.

Super, D. E. (1955). Transition: from vocational guidance to counseling psychology. Journal of Counseling Psychology, 2(1), 3.

Vatankhah, H., Daryabari, D., Ghadami, V., & Naderifar, N. (2013). The effectiveness of communication skills training on self-concept, self-esteem, and assertiveness of female students in guidance school in Rasht. Procedia-Social and Behavioral Sciences, 84, 885-889.

Wouda, J. C., & van de Wiel, H. B. (2013). Education in patient–physician communication: how to improve effectiveness?. Patient education and counseling, 90(1), 46-53.