pgca convention 2010 - vinluan

8/8/2019 PGCA Convention 2010 - Vinluan

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Lorelei R. VinluanCollege of EducationUniversity of the Philippines Diliman


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Teacher roles (Saban, Kocbeker, & Saban, 2007)

1. knowledge provider

2. facilitator

3. molder

4. nurturer

5. entertainer6. change agent

7. counselor


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The teacher is expected:

to listen

to show sensitivity

to teach right and wrong

to act as parent, friend, or psychologist to students

Teacher-student contact starts as conversationon academic and other matters but develops

into a conversation which is of a counselingnature.


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Emanates from idea of partnership between

teacher and counselor in school setting

Requires training of teachers in providingcounseling services

High teacher-student ratio and stigma

attached to seeing a guidance counselorrequire more efficient and confidential meansof delivering counseling services.


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Use information and communication

technologies (ICT), particularly the Internet,

in achieving this end. The use of various Internet features such as e-

mail, chat, and videoconferencing in order to

interact with remote clients within acounseling framework is calledcybercounseling.


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Mandatory items

1. a computer

2. an Internet connection3. a Web browser

Optional items

1. an e-mail program

2. a chat program3. a webcam / video-

conferencing program

4. a website

5. a domain name6. a Web-hosting account

7. security software orhardware


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ease of access

assurance of privacy

continuous client support reduction of inhibition (disinhibition effect)

motivation of clients

immediate reporting of client progress

etc. (Pelling, 2009; Marks, Cavanagh, & Gega, 2007)


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lack of nonverbal and verbal cues intrinsic limits to technology-based

interventions doubts on client identity possible undesirable counseling setting breach in computer security loss of spontaneity of responses client technophobia etc. (Maples & Han, 2008; Marks, Cavanagh, & Gega, 2007; Pelling, 2009)


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To determine (a) the attitudes of Filipinopreservice teachers toward cybercounseling and(b) what influences such attitudes.

Primary research questions1. How do the attitudes of Filipino preservice teachers

toward cybercounseling compare with theirattitudes toward face-to-face counseling?

2. Do gender, program level, and year level influenceattitudes toward cybercounseling?

3. To what extent would computer attitudes and help-seeking attitudes predict cybercounseling attitudes?


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convenience sample (N = 176 students) 130 females (74%) and 46 males (26%)

enrolled in teacher education degree programsat the College of Education of UP Diliman 161 respondents (95.5%) have ages from 16 to

22 years (mean age = 19.0).

BEEd 92 students (52%); BSE 84 students(48%) 42 freshmen (24%), 34 sophomores (19%), 37

juniors (21%), and 63 seniors (36%).


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1. Online Counseling Attitude Scale (Rochlen, Beretvas, & Zack, 2004)

10 items

Factor 1: value of online counseling (VOC)

Factor 2: discomfort with online counseling (DOC)

2. Face-to-Face Counseling Attitude Scale (Rochlen, Beretvas, & Zack,2004)

10 items

Factor 1: value of face-to-face counseling (VFC)

Factor 2: discomfort with face-to-face counseling (DFC)


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3. Computer Attitude Scale (Selwyn, 1997) 21 items

Factor 1: affective attitudes (AFF)

Factor 2: behavioral attitudes (BEH) Factor 3: perceived usefulness of computers (PUC)

Factor 4: perceived control of computers (PCC)

4. Inventory of AttitudesToward Seeking Mental

Health Services (Mackenzie, Knox, Gekoski, & Macaulay, 2004) 24 items

Factor 1: psychological openness (PO)

Factor 2: help-seeking propensity (HSP)

Factor 3: indifference to stigma (ITS)


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Face-to-facecounseling

Onlinecounseling

t Differencesignificant

at .05 level?

Mean SD Mean SD

Value 24.1 5.3 17.8 5.2 -13.310 Yes

Discomfort 15.1 4.9 17.4 5.5 4.576 Yes

1. The respondents had positive perceptions of the value

of cybercounseling although admitting slightdiscomfort with it at the same time.

In comparison with face-to-face (F2F) counseling, therespondents reported higher value of and lower

discomfort with F2F counseling than cybercounseling.


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t df Significance

VOC 1.249 174 .213

DOC -.072 174 .943

2. (a) Gender does not influence attitudes

toward cybercounseling.


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t df Significance

VOC .580 174 .562

DOC -.959 174 .339

2. (b) Program level does not influence

attitudes toward cybercounseling.


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Sum ofsquares

df Meansquare

F Sig.

VOC Betweengroups

39.351 3 13.117 .484 .694

Withingroups

4658.902 172 27.087

Total 4698.253 175

DOC Betweengroups

77.436 3 25.812 .844 .472

Withingroups 5261.504 172 30.590

Total 5338.940 175

2. (c) Year level does not influence attitudes

toward cybercounseling.


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Mean(G1)

Mean(G2)

t df Significance

AFF 13.7 14.0 1.130 174 .260

BEH 10.2 9.9 -.969 174 .334

PUC 15.4 15.3 -.496 174 .621

PCC 16.3 16.2 -.073 174 .942

PO 13.2 13.4 .312 174 .756

HSP 20.3 19.8 -.701 174 .484

ITS 19.5 19.5 -.010 174 .992

3. There is no significant difference in computer andhelp-seeking attitudes between students withpositive cybercounseling attitudes (G1) and students

with negative cybercounseling attitudes (G2).


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Variable Cybercounseling attitude

Constant 29.88

VFC .28

DFC .27AFF -.38

R .128

F 8.38

3. In general, only affective computer attitudes and F2Fcounseling attitudes were significant predictors ofcybercounseling attitudes.The regression model couldexplain only 12.8% of the variance.


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Variable Cybercounseling attitude

Constant 41.45

PO -.16

BEH -.54

DFC .16

R .222

F 9.42

3. Restricting analysis only to students with positivecybercounseling attitudes, psychological openness,behavioral computer attitudes, and discomfort with F2Fcounseling were found to be significant predictors ofcybercounseling attitudes.The regression model could

explain 22.2% of the variance.


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Findings that respondents (a) had positiveperceptions of cybercounseling and (b)

favored face-to-face counseling more areconsistent with that reported in the literature. Probable reasons

1. Cybercounseling is a new phenomenon.

2. The social nature of Filipinos insists that mostinteractions be conducted in person.

3. The Filipinos are more of a talking race ratherthan a writing (or typing!) one.


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Gender and age influence attitudes toward

face-to-face counseling (e.g. Gonzalez, Alegria, & Prihoda, 2008) but

the result shows that this does not extend tocybercounseling.

Other variables considered in the study didnot strongly influence cybercounseling

attitudes.


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The teacher education curriculum already

includes subjects in guidance and ICT. But

integration of the two subjects must beencouraged.

With the clientele (i.e., the students) gettingmore tech-savvy, cybercounseling might

soon become one of the core competenciesof a teacher.


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Teacher

Counselor

With the partnership

between a counselor and a

teacher, aided bytechnology, a healthy

mind and a generallystress-free life may be just

a mouse click away.

pgca convention 2010 - vinluan

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