2020 Volume 15 Issue 1 Pages 27-40
The health consultation activities and counseling conducted by Yogo teachers to resolve health problems related to emotional issues of middle and high school students in the developmental stages of adolescence have proven to be important.
In this study, the goal was to clarify the approaches used by Yogo teachers to build trust with students in the second stage of the process, which leads to ongoing support for health consultation activities and counseling. A total of 9 middle and high school Yogo teachers were interviewed, and M-GTA analysis was used to analyze the content of their second-stage processes. A total of 22 concepts, 14 categories, and 7 core categories were identified. The approaches used by Yogo teachers for building trust with students were as follows: “Acceptance of negative inner feelings leading to a relationship in which one feels safe to speak," “Encouraging the expression of psychological factors and listening resolutely," “Showing determination to involve oneself in resolving the issue together while feeling moved," “Using approaches that lead to a sense of security by standing by negative feelings,"“Using daily approaches that lead to a deeper connection by continuing to think together and through dialogue," “Expressing approval for acting independently," and “Finding a positive side and interacting with a focus on growth elements." The results suggested that “Encouraging the expression of psychological factors and listening resolutely" is an especially important approach.
When the process of building a trust relationship with students was considered based on the results of this study, the approaches used by Yogo teachers in providing ongoing support with second-stage health consultations and counseling processes achieved the trust of students facing health problems as a result of emotional issues in adolescence. This was achieved by building “relationships in which one feels safe to speak," establishing “relationships where pain can be shared" and “relationships working toward resolving students' emotional and physical health problems." Subsequently, both parties can move toward resolution by “deepening trust relationships through conversation" and “relationships that approve of becoming independent with a sense of security," based on a “relationship in which one feels safe." The study showed that this process resolves health problems and promotes the mental and physical growth and development of students.
