Field notes/Field Log for each session
Project Title Co-designing Comprehensive School Counseling Program
(CSCP)
PAR Cycle Cycle 1
Phase and meeting Cycle 1- Phase 1, Meeting 1
Agenda Setting goals/ planning,
Date
Location
Participants
Duration
Facilitator/
Researcher
1) Topic of Discussion (Brief discussion on what was discussed)
2) Use of Local Language
3) Group Seating Structure (Physical arrangement and how it influenced participation)
4) Content of the Session
Key points, themes, issues raised
5) Participants’ Experiences (Stories, examples, shared experiences)
6) Feelings and Non-Verbal Cues (Observed emotions, body language, tone, silence)
7) Feedback on Previous Meeting (What participants reflected on from last session)
8) Tentative Dates / Plans for Next Meeting (Agreed or proposed schedule)
9) Requirement for Professional Development (Needs expressed by participants –
training, resources, support)
10) Researcher’s Reflexive Note (Self-reflection, positionality, emotional response,
learning)
✍️SAMPLE FIELD LOG – CYCLE 1
(Participatory Diagnosis & Co-Design)
PAR Cycle: Cycle 1
Phase & Meeting: Phase 1 – Participatory Diagnosis, Meeting 2
Date: 12 Falgun 2082
Location: School Library
Participants: 6 students (Grades 8–10), 3 teachers
Duration: 90 minutes
1️⃣ Topic of Discussion
The session focused on identifying key psychosocial challenges faced by students in the school,
particularly academic stress, peer conflict, emotional distress, and the absence of structured
counseling support.
2️⃣ Use of Local Language
The discussion was primarily conducted in Nepali with frequent use of local expressions and
mixed English terms such as “stress,” “pressure,” and “bullying.” Students appeared more
expressive and open when allowed to speak in their natural language. This enhanced authenticity
and depth of sharing.
3️⃣ Group Seating Structure
Participants were seated in a semi-circle to promote equality and visibility. This arrangement
facilitated peer interaction and reduced perceived hierarchy between teachers and students. Some
students initially hesitated to speak but gradually became more participative as the session
progressed.
4️⃣ Content of the Session
Students discussed exam pressure, fear of failure, lack of emotional support at home, peer
teasing, and misunderstanding by teachers. Teachers acknowledged the absence of a formal
counseling mechanism and expressed difficulty in addressing students’ emotional needs due to
workload and lack of training.
5️⃣ Participants’ Experiences
One student shared experiencing anxiety before exams and feeling unable to express this to
teachers. Another mentioned being bullied due to poor academic performance. Teachers
reflected that they often notice emotional distress but do not feel equipped to intervene.
6️⃣ Feelings and Non-Verbal Cues
Several students displayed lowered gaze and silence when discussing emotional struggles. One
student became visibly emotional while describing fear of parental disappointment. Teachers
showed concern and empathy through nodding and affirming gestures.
7️⃣ Feedback on Previous Meeting
Participants reflected that the previous meeting helped them realize that emotional difficulties are
shared experiences and not individual weakness. They appreciated the safe space created for
expression.
8️⃣ Tentative Dates / Plans for Next Meeting
The next co-design workshop was tentatively scheduled for 20 Falgun 2082, focusing on
developing solutions and program ideas.
9️⃣ Requirement for Professional Development
Teachers expressed the need for basic training in psychosocial first aid, classroom emotional
management strategies, and referral mechanisms for serious cases.
🔟 Researcher’s Reflexive Note
I observed that creating a non-judgmental space significantly increased student openness. I felt
emotionally moved by students’ vulnerability and became more aware of my responsibility to
ensure ethical sensitivity. This session reaffirmed the importance of participatory diagnosis
before designing any intervention framework.
✍️SAMPLE FIELD LOG – CYCLE 2
(Implementation, Reflection & Institutionalization)
PAR Cycle: Cycle 2
Phase & Meeting: Pilot Implementation Review Meeting
Date: 5 Baisakh 2083
Location: Staff Room
Participants: 5 teachers, 1 school leader
Duration: 75 minutes
1️⃣ Topic of Discussion
Reflection on pilot implementation of classroom-based SEL sessions and group counseling
interventions.
2️⃣ Use of Local Language
Discussions were primarily in Nepali, with English terms such as “SEL,” “emotional regulation,”
and “safe space.” Teachers used Nepali metaphors to describe student behavioral change.
3️⃣ Group Seating Structure
Participants sat in a round-table arrangement, which promoted open dialogue and shared
reflection. Teachers actively exchanged experiences.
4️⃣ Content of the Session
Teachers reported improved classroom climate, reduced conflict, and increased emotional
expression among students. Some challenges included time constraints and lack of private space
for counseling.
5️⃣ Participants’ Experiences
One teacher shared that students now approach them more openly with personal concerns.
Another noted improved peer support during group activities.
6️⃣ Feelings and Non-Verbal Cues
Teachers showed enthusiasm and optimism. Smiling and relaxed posture indicated ownership of
the intervention process.
7️⃣ Feedback on Previous Meeting
Participants stated that prior orientation sessions helped them feel more confident in delivering
SEL content.
8️⃣ Tentative Dates / Plans for Next Meeting
A follow-up reflection meeting was planned after one month of continued implementation.
9️⃣ Requirement for Professional Development
Teachers requested advanced training in handling trauma-sensitive cases and clear referral
pathways for severe emotional distress.
🔟 Researcher’s Reflexive Note
The shift from hesitation to ownership among teachers was evident. This affirmed the value of
iterative reflection and institutional dialogue. I recognized the importance of continued
mentoring to sustain engagement.