{"id":{"repo_id":"byu","oai_identifier":"oai:scholarsarchive.byu.edu:etd-1631"},"canonical_url":"https://search.dev.ndltd.org/etd/byu/oai:scholarsarchive.byu.edu:etd-1631","repository":{"repo_id":"byu","name":"Brigham Young University","base_url":"https://scholarsarchive.byu.edu/do/oai/"},"display":{"title":"An Evaluation of a Service-learning Approach to Assist in Achieving the Goals of a Comprehensive Guidance Program","abstract":"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.","abstract_html":"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.","abstract_has_math":false,"creators":["Stott, Kathryn Ann"],"institution":"Brigham Young University - Provo","degree_name":"PhD","degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-24T01:28:12Z","subjects":["service-learning","comprehensive guidance","school counseling","ACCEPT","peer tutors","Counseling Psychology","Special Education and Teaching"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarsarchive.byu.edu/etd/632","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Stott, Kathryn Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2005-06-23T07:00:00Z"]},{"key":"dc:publisher","label":"Institution","values":["Brigham Young University - Provo"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["service-learning","comprehensive guidance","school counseling","ACCEPT","peer tutors","Counseling Psychology","Special Education and Teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarsarchive.byu.edu/etd/632","https://scholarsarchive.byu.edu/context/etd/article/1631/viewcontent/ETD_CISOPTR_452.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["David O. McKay School of Education; Counseling Psychology and Special Education"]},{"key":"dc:description.abstract","label":"Abstract","values":["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."]},{"key":"dc:format","label":"Dc Format","values":["application:pdf"]},{"key":"dc:source","label":"Dc Source","values":["Brigham Young University - Provo"]},{"key":"dc:title","label":"Title","values":["An Evaluation of a Service-learning Approach to Assist in Achieving the Goals of a Comprehensive Guidance Program"]}]}],"canonical_facts":{"dc:creator":["Stott, Kathryn Ann"],"dc:date":["2005-06-23T07:00:00Z"],"dc:description":["David O. 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Limitations of the study are described and ideas for future research are presented."],"dc:format":["application:pdf"],"dc:identifier":["https://scholarsarchive.byu.edu/etd/632","https://scholarsarchive.byu.edu/context/etd/article/1631/viewcontent/ETD_CISOPTR_452.pdf"],"dc:language":["English"],"dc:publisher":["Brigham Young University - Provo"],"dc:source":["Brigham Young University - Provo"],"dc:subject":["service-learning","comprehensive guidance","school counseling","ACCEPT","peer tutors","Counseling Psychology","Special Education and Teaching"],"dc:title":["An Evaluation of a Service-learning Approach to Assist in Achieving the Goals of a Comprehensive Guidance Program"],"dc:type":["Dissertation"],"thesis:degree_name":["PhD"]},"updated_at":"2026-07-24T01:28:12Z"}