Effectiveness of School Counseling program Based on counseling Activities to Support Mental Health among Basic School Pupils . Case study Zalingei city-Central Darfur State – Sudan

The study was conducted during 2013 in Zalingei City Sudan; the aim of study was to investigate the effectiveness of school counseling program based on counseling activities to support mental health. The researcher used the descriptive statistic method, Questioner technique is used as method of data collection in addition school counseling's program prepared by the researcher. Study group was formed from basic school pupils, (40) pubils were selected randomly from study group as a sample. The data was analyzed by using SPSS program, the results are following: The level of mental health among basic level school is lower, and it significant at the level (0.05), the school counseling program based on counseling activities is effectiveness, and have impact on mental health as supporter, it significant at the level (0.05). the school counseling program based on counseling activities is effectiveness, and it reduce the mental illness symptoms. Key word: Effectiveness, counseling Activities, Support. 1.0 INTRODUCTION Diagnosing a mental health condition can only be done by a qualified health professional. However, some symptoms may raise awareness that there is a concern brewing. Knowing more about the symptoms of various mental health conditions, and how they are diagnosed, can help you better understand if you or a loved one is in need of help. School counselors provide counseling programs in three critical areas: academic, Personal/social and career. Their services and programs help students resolve emotional, social or behavioral problems and help them develop a clearer focus or sense of direction. School counselors, like all educational Professionals, are increasingly being required to demonstrate evidence of effective practice. School counselors in collaborative efforts can implement both systemic and programmatic changes in schools and communities to prevent students from dropping out of school (Cheek and et al, 2002). School counselors have proven effective in preventing students from committing suicide (Jones, 2001). according to the American School Health Association, the maximum recommended student/counselor ratio is 250:1(Institute of Medicine (1997). Also based to the U.S. Department of Education, the current U.S. average student/counselor ratio is 488:1. The ratio is more than 1,000:1 in some schools. (National Center for Education Statistics, 2005). Basic school counselors influenced their students' future plans by encouraging them to have high expectations (Mau& Calvert, 1998) ISSN: 2411-5681 www.ijern. com 394 Health and mental health care services can play an important role in psychological prevention at all levels (basic, secondary and university), including preventing problem behaviors from developing; identifying and serving specific, at-risk populations; and reducing the deleterious effects of psychological disorders on victims and witnesses (Schaefer & Ginsberg. (2003). Effective counseling programs are important to the school climate and a crucial element in improving student achievement. The most effective prevention programs start with younger students and portray suicide as a mental health problem, not a dramatic way of ending a life. It is essential that counselors involve the parents of troubled students in the counseling process. (Jones, 2001). Based on Institute of Medicine research, it has concluded that mental health and psychological services were essential for many students to achieve academically, and recommended that such services be considered mainstream, and not optional. Counseling services support teachers in the classroom and enable teachers to provide quality instruction designed to assist students in achieving high standards. Students in schools that provide counseling services indicated that their classes were less likely to be interrupted by other students, and that their peers behaved better in school. Mullis, F. & Otwell, P. 1997). Counseling services support teachers in the classroom and enable teachers to provide quality instruction designed to assist students in achieving high standards. Students in schools that provide counseling services indicated that their classes were less likely to be interrupted by other students and that their peers behaved better in school. (Lapan, & et al , Y. 1997). 2.0 LITERATURE REVIEW Following is a collection of sources that address the effectiveness of school counseling and other student support services, including their contribution to the personal and academic success of students, several studies did by Sink and Stroh (2003) found that elementary guidance activities have a positive influence on elementary students' academic achievement. Studies of Hayes & et al (2002) on high school attrition indicate that preventive counseling, occurring before students are in crisis, reduces the risk of these students dropping out later. In study of Boutwell & Myrick. (1992) on the effects of a small group counseling approach for failing elementary school students, 83 percent of participating students showed improvement in grades. School counseling programs have significant influence on discipline problems. Baker and Gerler (2001) reported that students who participated in a school counseling program had significantly less inappropriate behaviors and more attitudes that are positive toward school than those students who did not participate in the program. Lapan & et al (1997) found in their study that Students who have access to counseling programs reported being more positive and having greater feelings of belonging and safety in their schools. Lapan & et al (2003) pointed that school counselors are very effective in assisting children in the area of career development. Robinson. & et al (1991) found that school counseling programs designed to teach students peer meditation skills are highly effective. In fact, studies show that students trained in peer mediation use these skills in other settings. A study Sutton, & Fall. (1995) shows that school counselor effectiveness was influenced by school climate. In schools with effective counseling programs, principals generally provided enthusiastic support for the programs and encouragement to the counselors. Another common element was a clear understanding between counselors and administrators as to the goals of the school counseling programs. These conditions were generally not present in ineffective programs. Study done by Borders& Drury (1992) shows that effective counseling programs are based on human development theories. Program content, goals, and interventions should reflect this theoretical foundation. A developmental program is proactive and preventive, helping students acquire the knowledge, skills, self-awareness, and attitudes necessary for successful mastery of normal developmental tasks. Developmentally based International Journal of Education and Research Vol. 3 No. 4 April 2015 395 programs increase the visibility of the counseling program and ensure that more students are served. There is also substantial empirical evidence that these programs promote student development and academic success. In study of Boutwell & Myrick on the effects of a small group counseling approach for failing elementary school students, 83 percent of participating students showed improvement in grades. Others studies address the effectiveness of school counseling on mental health symptoms as individually, study of Cook & Kaffenberger (2003) found that school counseling interventions have reported success for helping students reduce test anxiety. Another study done by Omizo, & Omizo, (1988) reported that group counseling provided by school counselors' significantly decreased participants' aggressive and hostile behaviors. Study of Hanish &Guerra (2000) indicated that school counselors were effective in reducing victimization by assisting victimized children, reducing bullying behaviors, and modifying the school climate and structure. (Lapan, & et al, Y. 1997). Found those students who have access to counseling programs reported being more positive and having greater feelings of belonging and safety in their schools. The study problem, is school counseling program based on counseling activities can support mental health among basic schools pupils. So that the study sought to: 1Examine the effectiveness of school counseling program based on counseling activities to support mental health. 2Identify and explain the level of mental health among basic school pupils. 3To know what is most psychological symptoms supported by school counseling program. 4To know what is the influence of displacement conditioning on mental health. To verify these aims the following question should be answering: 1What is the level of mental health among basic school pupils? 2What is effectiveness of school counseling program based on counseling activities to support the mental health? 3What is Effectiveness of school counseling based on counseling activities to reduce the mental illness symptoms? 3. MATERIALS AND METHODS: 3.1 Research Method: In this study, the descriptive analytic research technique was used. The technique consists of validated international scale. 3.2 Study group: The group formed from basic level pupils in Zalingei city, Central Darfur StateSudan, that numbered about (500) male, the average of age about 13.6 distributed in seven and eight grades. 3.3 Sample technic: the research used the followed the random sample method, the questionnaire was answered by (40) pupils (20) male and (20) female, during fall 2013-2014 (academic period) from two different grade: (20) from grade eighth and (20) from grade seventh. 3.4 Tools Technique: the researcher used two tools as following: 3.4. 1 Mental health scales: formed by (70) item designed by the researcher, this items were distributed in different constructs that are; self-adjustment, anxiety, depression, hysteria, psychosomatic disorders, family adjustment and social adjustment.