Thesis Abstract

Abstract
This research project aimed to investigate the impact of group guidance on graduate counseling students' preference for the use of computer-based technology. The study focused on exploring how group guidance sessions could influence the attitudes and perceptions of counseling students towards utilizing technology in their future professional practice. A mixed-methods approach was employed, combining quantitative surveys and qualitative interviews to gather comprehensive data. The participants included graduate counseling students enrolled in a counseling program at a university, who were selected through purposive sampling. The intervention involved conducting group guidance sessions that specifically addressed the benefits and challenges of incorporating computer-based technology in counseling practices. The sessions aimed to increase awareness, knowledge, and skills related to utilizing technology in counseling. Quantitative data was collected through pre- and post-intervention surveys to assess changes in students' preferences for using technology. The surveys included Likert-scale questions to measure participants' attitudes towards technology in counseling. Qualitative data was gathered through semi-structured interviews conducted after the intervention to explore in-depth the experiences and perspectives of students regarding the impact of group guidance on their technology preferences. The findings indicated a positive impact of group guidance on graduate counseling students' preference for the use of computer-based technology. The quantitative results showed a significant increase in students' willingness to integrate technology into their future counseling work following the intervention. The qualitative analysis revealed that the group guidance sessions enhanced students' confidence in utilizing technology tools, clarified misconceptions, and provided practical insights into implementing technology in counseling sessions. Overall, the study highlighted the importance of group guidance in fostering a positive attitude towards technology among counseling students. The results suggest that targeted interventions, such as group guidance sessions, can effectively influence students' perceptions and preferences regarding the use of computer-based technology in counseling practice. The findings have implications for counseling education programs in preparing future professionals to adapt to the evolving landscape of technology in the field of counseling.

Thesis Overview