A review of the role of school counsellors in Malaysia

2008 ◽  
Author(s):  
Mihajlo Tome Glamcevski
Keyword(s):  
School Counsellors

Exploring novice Indian school counsellors’ experiences collaborating with teachers and administrators

2021 ◽  
pp. 1-15
Author(s):  
Aashna Sadana ◽  
Aneesh Kumar
Keyword(s):  
School Climate ◽  
Qualitative Study ◽  
Thematic Analysis ◽  
Training Programs ◽  
Indian School ◽  
School Counsellors ◽  
Improved Outcomes ◽  
Semistructured Interviews ◽  
Collaboration Strategies

Abstract Previous studies have shown that collaboration between school counsellors and other stakeholders such as teachers and administrators leads to improved outcomes for students and a better school climate. The current qualitative study explored the experiences and perceptions of novice school counsellors in India regarding collaboration with teachers and administrators. The sample included 11 novice school counsellors working in five different cities who were recruited using purposive sampling. The thematic analysis of the data collected via semistructured interviews revealed six main themes: ‘Counsellors’ perceptions about collaboration’, ‘Collaboration with teachers’, ‘Collaboration with administrators’, ‘Challenges faced during collaboration’, ‘Strategies helpful in collaboration’ and ‘Impact of training’. Implications discussed include the need for school counsellors to advocate for their role, the need for training programs to prepare stakeholders for collaboration, and the need for policies to integrate the role of a school counsellor into schools.

Childhood Chronic Illness and the School

1999 ◽  
Vol 9 (S1) ◽  
pp. 109-122 ◽  
Author(s):  
Rosalyn H. Shute
Keyword(s):  
Chronic Illness ◽  
Young People ◽  
Children And Adolescents ◽  
Present State ◽  
School Personnel ◽  
Chronic Illnesses ◽  
Childhood Chronic Illness ◽  
Specific Effects ◽  
School Counsellors

This paper introduces to school personnel some important issues with regard to chronic illness in children and adolescents. Current approaches to understanding the adaptation of young people to chronic illness are introduced, and the present state of knowledge about its psychosocial impact is outlined. Specific effects on education are then discussed, followed by a consideration of the role of school personnel, particularly guidance officers and school counsellors, in ensuring that the needs of students with chronic illnesses are appropriately met.

scholarly journals Aprendizaje basado en proyectos en educación secundaria: el orientador como agente de cambio/Project-based learning in secondary education: the school counselor as change agent

2018 ◽  
Vol 29 (3) ◽  
pp. 45
Author(s):  
Laura Balsalobre Aguilar ◽  
Rosario Isabel Herrada Valverde
Keyword(s):  
School Counselor ◽  
Structured Interview ◽  
Project Based Learning ◽  
Educational Community ◽  
Educational Innovations ◽  
School Counsellors ◽  
Agents Of Change ◽  
Teachers And Students ◽  
Agent Of Change

RESUMEN El Aprendizaje Basado en Proyectos (ABP) es una metodología activa que está adquiriendo una gran importancia a la hora de promover la implicación de toda la comunidad educativa, dar respuesta a las necesidades de su alumnado, y atender a las demandas sociales emergentes. En el presente estudio, se indaga en el papel desarrollado por el orientador como agente de cambio y asesor para el desarrollo de innovaciones educativas y metodologías activas en un instituto de educación secundaria (IES) en el que se aplica ABP. Entre otros aspectos, se analizan las funciones que desempeña el orientador a la hora de aplicar dicha metodología; qué conceptos manejan el orientador, los docentes y el alumnado sobre metodologías activas; los cambios provocados por el ABP en términos de coordinación, organización y relación entre personas; así como la relevancia y proyección de futuro de esta metodología en el currículo. Para ello, se lleva a cabo una investigación cualitativa basada en el paradigma fenomenológico o etnográfico, en el que se analizan las opiniones del orientador, director, docentes, y alumnos de este centro educativo. Para la recogida de información con los docentes y el orientador, se escogió la técnica de la entrevista semi-estructurada. A partir de los resultados obtenidos, se concluye que el orientador es un agente de cambio fundamental no solo por el asesoramiento y apoyo que ofrece al equipo directivo, sino también para toda la comunidad educativa en la que se involucra.ABSTRACT Project-Based Learning (PBL) is an active methodology that is becoming increasingly important in promoting the involvement of the entire educational community, responding to the needs of its students, and meeting emerging social demands. The present investigation analyzes the role of the school counselor as an agent of change and advisor for the development of educational innovations and active methodologies in a secondary school in which PBL is applied. In particular, they are analyzed the functions that the school counselor plays when applying this methodology; the information the counselor, teachers and students have about active methodologies; the changes caused by the ABP in terms of coordination, organization and relationship between people; as well as the relevance and future projection of this methodology in the curriculum. To this end, qualitative research is carried out based on the phenomenological or ethnographic paradigm, in which the opinions of the advisor, director, teachers and students are analysed. The semi-structured interview technique was chosen for the collection of information with the teachers and the counsellor. From the results obtained, it is concluded that the school counsellors are important agents of change not only because of the advice and support they offer to the management team, but also the entire educational community.

School Counsellors’ Job Satisfaction: What is the Role of Counselling Self-Efficacy, Trait Anxiety and Cognitive Flexibility?

2020 ◽  
Vol 30 (2) ◽  
pp. 202-215
Author(s):  
Fatih Aydin ◽  
Hatice Odaci
Keyword(s):  
Job Satisfaction ◽  
Cognitive Flexibility ◽  
Trait Anxiety ◽  
Self Efficacy ◽  
Personal Information ◽  
Relevant Literature ◽  
Study Data ◽  
Satisfaction Scale ◽  
School Counsellors

AbstractThe aim of the present study is to investigate the role of counselling self-efficacy, trait anxiety and cognitive flexibility in predicting job satisfaction of school counsellors. The study was conducted according to a correlational research design. The sample group consisted of 99 female and 77 male school counsellors voluntarily participating in the study. Data collection tools included the Personal Information Form, Job Satisfaction Scale, Counselor Activity Self-Efficacy Scale, Trait Anxiety Inventory and Cognitive Flexibility Inventory. The data were analysed with Pearson product-moment correlation analysis and hierarchical regression analysis. According to the research findings, the job satisfaction of school counsellors was identified to have moderate significant correlations with counselling self-efficacy, trait anxiety and cognitive flexibility. Counselling self-efficacy and trait anxiety were each concluded to be significant predictors of job satisfaction. Finally, cognitive flexibility was found not to be a significant predictor of job satisfaction. The results are interpreted and discussed in accordance with the relevant literature.

scholarly journals The Role of School Counsellors and Psychologists in Supporting Transgender People

2015 ◽  
Vol 32 (2) ◽  
pp. 158-170 ◽  
Author(s):  
Damien W. Riggs ◽  
Clare Bartholomaeus
Keyword(s):  
Clinical Knowledge ◽  
Transgender People ◽  
Full Inclusion ◽  
Negative Experiences ◽  
School Counsellors ◽  
Level Of Confidence ◽  
Ongoing Training ◽  
Parent Sample ◽  
High Level

As growing numbers of transgender people — including students, parents, and educators — become visible within schools, so comes with this the requirement that schools ensure their full inclusion. This article suggests that school counsellors and psychologists have an important role to play in supporting transgender people within schools. As an initial scoping of this suggestion, the article reports on findings from two Australian surveys: one focused on cisgender parents of transgender children, and one focused on cisgender school counsellors and psychologists in regard to their capacity for working with transgender people. The findings suggest that while the parent sample had largely negative experiences with school counsellors, the professional sample reported a high level of confidence in working with transgender people, although differences in gender and religiosity impacted upon school counsellors’ and psychologists’ acceptance of transgender people, and clinical knowledge for working with transgender people. The article concludes by advocating for ongoing training for school counsellors and psychologists in regard to working with transgender people, in addition to outlining the role that school counsellors and psychologists can play in facilitating a whole of school approach to transgender issues.

scholarly journals Discrimination Against Same Sex Attracted Youth: The Role of the School Counsellor

2008 ◽  
Vol 18 (1) ◽  
pp. 67-75 ◽  
Author(s):  
Mark Hohnke ◽  
Patrick O'Brien
Keyword(s):  
School Culture ◽  
Critical Role ◽  
School Experiences ◽  
School Management ◽  
School Experience ◽  
Same Sex ◽  
School Counsellor ◽  
School Counsellors ◽  
Inclusive School

AbstractBeginning with a discussion of current legislation in Australia around inclusion, this paper highlights recent research into the school experience of Same Sex Attracted Youth (SSAY), including the issues faced by students, and the negative outcomes of such experiences. The school experiences of SSAY youth is positioned within a social justice framework. The critical role that school counsellors can play in determining school culture is examined. The role of a school counsellor as part of a pastoral care team within school management is also highlighted. Factors that may influence a more supportive and inclusive school culture are discussed.

scholarly journals The challenges of school practitioners’ expectations of school-university and school-institute cooperation

2014 ◽  
Vol 46 (2) ◽  
pp. 486-508
Author(s):  
Vladimir Dzinovic ◽  
Nikoleta Gutvajn ◽  
Rajka Djevic
Keyword(s):  
Content Analysis ◽  
Qualitative Content Analysis ◽  
Research Needs ◽  
Four Dimensions ◽  
School Counsellors ◽  
The Creation ◽  
School Practitioners

The present forms of school-university/institute partnership are largely based on the interests of experts in this field. The aim of this study is to research teachers? and school counsellors? perceptions of both the existing and desired forms of the partnership. Based on the qualitative content analysis of the materials from the interviews, four dimensions of partnership were mapped: systematicity, practicality, equality and initiative. The study has shown that the current partnership is somewhat sporadic and initiated more by the research needs of experts rather than the practical needs of teachers. The desired partnership would imply the creation of an organised and continuous relationship, whereby the experts would take on the role of a mentor, thus proposing practical solutions and initiating forms of cooperation. Such expectations lead to controversy, and these issues are discussed in the study.

scholarly journals The Role of Self-Efficacy for Satisfaction with Career Counselling and Goal Attainment Among Career Counsellors Working at Schools

2019 ◽  
Vol 43 ◽  
pp. 141-155
Author(s):  
Jurgita Lazauskaitė-Zabielskė ◽  
Birutė Pociūtė ◽  
Laima Bulotaitė
Keyword(s):  
Self Efficacy ◽  
Goal Attainment ◽  
Job Resources ◽  
Career Counselling ◽  
Social Emotional ◽  
Consulting Services ◽  
School Counsellors ◽  
Negative Perceptions ◽  
The Relationship

Career counsellors working at schools are expected to promote students’ social, emotional, academic, and career development (Lindwall & Coleman, 2008). Despite the importance of career counselling at school (Anctil, Smith, Schenck, & Dahir, 2012; Osborn & Baggerly, 2004), school counsellors face barriers to implementing career counselling, including limited time because of competing demands, negative perceptions about career counselling from parents, teachers, and administration, and low school counsellor self-efficacy (Sanders, Welfare, & Culver, 2017). Considering the importance of career counselling and challenging working conditions, studies usually focus on individual antecedents of effective career counselling (Sawyer et al., 2013). Existing research reveals that self-efficacious consultants provide higher-quality career consulting services to various groups of employees (Bodenhorn & Skaggs, 2005; Larson & Daniels, 1998), are more satisfied with their job and experience less stress (Lent & Hackett, 1987). According to Larson and Daniels (1998), self-efficacy is the essential factor of successful career counselling. However, existing studies do not disclose the mechanism of why career consultants with higher self-efficacy perform consulting activities better. Therefore, this study is aimed to analyse the role of self-efficacy in the relationship between job resources (opportunity to develop and feedback), satisfaction with career counselling and goal attainment among career counsellors working at schools. The study was part of the project “Strategies to Utilise and Cultivate Positive Characteristics & Employability Skills in Schools” (SUCCESS, 2017-12-LT01-KA201-035247). In total, 246 school career counsellors from Lithuania, Italy, Ireland, and Greece were surveyed online. Most of the participants (88.6 percent) were female, and their age varied between 25 and 60 years. In all countries, the professional experience of career counselling varied between 1 and more than 10 years.The results of the study revealed the importance of self-efficacy for satisfaction with career counselling and goal attainment. Self-efficacy moderated the relationship between the opportunity for development and feedback and satisfaction with career counselling, i. e. the opportunity for development and feedback and satisfaction predicted satisfaction with career counselling only when self-efficacy was high. Furthermore, the opportunity for development and feedback were indirectly related to goal attainment through satisfaction with career counselling only when self-efficacy was high. In other words, job resources are more important and better used by those career counsellors who rely on their abilities, can remain calm when facing difficulties in their job and find solutions when confronted with a problem. The limitations of the study together with practical implications are discussed.

The School Counsellor’s Role in Trauma-Aware Education

2021 ◽  
pp. 1-11
Author(s):  
Judith Howard ◽  
Lyra L’Estrange ◽  
Meegan Brown
Keyword(s):  
Focus Group ◽  
Complex Trauma ◽  
Present Report ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Education Practice ◽  
School Settings ◽  
School Counsellors

Abstract It is not unusual for school counsellors to be involved in trauma-aware education practice; however, their role is not uniformly defined in the literature nor consistently applied in professional settings. Trauma-aware education is relatively new but rapidly growing in Australia and beyond. It involves supporting students in a neuroscience-informed manner to address the impacts of complex trauma on their capacities to feel safe, to relate, to emotionally regulate, and to learn. Twenty-six school counsellors completed questionnaires, and eight of those joined focus group discussions to explore the role of school counsellors in trauma-aware practice in Queensland, Australia. Drawing on the voices of practitioners, the present report discusses categories of practice that are prioritised by school counsellors and recommends supports to effectively undertake trauma-aware practice in school settings.

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