Relevant bibliographies by topics / School counsellors

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School counsellors'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2023

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Journal articles on the topic "School counsellors"

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Tan, Soo Yin, and Chih Chin Chou. "Supervision Effects on Self-Efficacy, Competency, and Job Involvement of School Counsellors." Journal of Psychologists and Counsellors in Schools 28, no. 1 (December 21, 2017): 18–32. http://dx.doi.org/10.1017/jgc.2017.19.

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This research examined the effects of structured group supervision (SGS) on counsellors’ self-efficacy, counselling competency, and job involvement in Singapore. Twenty-one counsellors participated in six, 3-hour SGS sessions over 12 weeks with one qualified counselling supervisor. The counsellors had at least six months’ experience working as counsellors in schools or educational-related settings, such as student care centres. A single-group, before-after design was adopted. Pre- and posttest questionnaires were administered — Counselling Self-Efficacy Scale (CSES), Counsellor's Competence Self-Evaluation Scale (CCSS), and Job Involvement Scale (JIS) — to examine counsellor self-efficacy, counselling competency, and job involvement respectively. Paired-sample t tests were used to examine the impact of SGS on the three measures, whereas the Pearson correlation was used to examine the relationships among them. It was found that there was (a) a significant increase in mean scores for pre- and posttest scores for counsellor self-efficacy and counselling competency, but not for job involvement after SGS; and (b) a significant positive correlation among the three variables. With a better understanding of the SGS and the impact on counsellors, supervision practices can be improved and school counsellors can become more competent and confident.
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Suhaila, Ku, Nur Jannah, Mohd Izwan, Salleh Amat, and Syazwani Saadon. "Psychological Well-Being of School Counsellors Model." European Journal of Educational Research 11, no. 2 (April 15, 2022): 621–38. http://dx.doi.org/10.12973/eu-jer.11.2.621.

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<p style="text-align: justify;">The school counselor’s role is increasingly challenging with various demands of students’ problems and the issue of Coronavirus disease (COVID-19) pandemic also affect students’ psychosocial and mental well-being. Therefore, school counselors need to equip themselves with high psychological well-being as a self-care factor to deal with burnout, instability, and work stress. This study aims to develop Psychological Well-Being Model among school counsellors. A total of 330 secondary school counsellors from four districts in Selangor were selected as the respondents using the group random sampling method. Data were collected through translated questionnaire instruments, namely Self Compassion Scale, Counselling Self Estimate Inventory, The Assessing Emotions Scale, Spiritual Involvement and Beliefs Scale Revised, and Psychological Well Being-Ryff. Confirmation Factor Analysis (CFA) and Structural Equation Modeling (SEM) show that there is a significant positive relationship between self-compassion, counselling self-efficacy, emotional intelligence, spiritual intelligence, and the school counsellor’s psychological well-being. The findings also showed that self-compassion, counselling self-efficacy, emotional and spiritual intelligence affected 76.5% (R2 = 0.765) of variance in psychological well-being. This study is one of the earliest in presenting the school counsellor’s psychological well-being model who can contribute to Malaysian education. The implications of this study suggest that the elements of self-compassion, counselling self-efficacy, emotional and spiritual intelligence, and psychological well-being should be applied in the curriculum at the counsellor training level in university so that counsellors have adequate preparation in providing effective services in schools. The Ministry of Education Malaysia, on the other hand, needs to cultivate psychological well-being interventions regularly so that counsellors can always manage various students’ issues in schools as well as maintaining psychological well-being in terms of personnel and professionals.</p>
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FLORENCE ADEOTI, Yusuf, Ayoade Ejiwale Okanlawon, and Imran Moshood Adesile. "Challenges and Solutions: The Experiences of Newly-Qualified Counsellors." Journal of Education in Black Sea Region 6, no. 2 (May 21, 2021): 70–84. http://dx.doi.org/10.31578/jebs.v6i2.233.

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The emergence of the increases in the rate of different social vices among the adolescents in high schools calls for re-evaluation and updating of the existing operating counselling services in secondary schools' educational system. The study examined the challenges of the newly qualified school counsellors and the solution proffered. Six research questions were raised to guide the study. It adopted a mixed-method research approach. The results of the findings revealed that the lack of recognition of the role of counsellors in the school system was rated the highest among the challenges experienced by newly-qualified counsellors, non-referral of students who need to be sent to a counsellor by teachers was rated second. From the findings of the study of the awareness campaign on the importance of counselling through various media, the finding “more time should be allotted to practicum for counsellors in training” was the highest-rated as the solution to the challenges experienced by newly-qualified counsellors. The results obtained from the study also revealed that male counsellors might be experiencing different challenges from their female counterparts. The results of the study also show a significant difference in the challenges experienced by newly qualified counsellors based on school type. The findings revealed that there is a significant difference in the solution provided by newly qualified counsellors based on gender. The results also show that the solution provided by a counsellor from private schools does not differ from that of their public schools’ counterpart. Based on the findings of the study recommendations were made: government should provide public enlightenment programmes to parents, school administrators, teachers, and students through jingles, posters, billboards on the need to embrace counselling in the school system and make use of the facility. National University commission should revise the counsellor training programme and increase the period allocated for practicum for the counsellor in training in order to equip them for the tasks ahead. Keywords: challenges, solutions, experiences, newly qualified counsellors
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Gregorčič Mrvar, Petra, Metod Resman, Jana Kalin, and Jasna Mažgon. "Cooperation between head teachers and professional school counsellors in Slovenian schools." Management 24 (May 29, 2019): 89–106. http://dx.doi.org/10.30924/mjcmi.24.si.6.

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The characteristics of cooperation between head teachers and school counsellors are presented theoretically and empirically. Distributed leadership means that head teachers do not lead schools through school-based educators but rather together with them, with school counsellors playing an important role. Numerous research studies demonstrate that a strong head teacher–school counsellor relationship is a crucial component of meeting the vision, goals and well-being of the school. The findings of our research study, conducted among head teachers and school counsellors, show positive attitudes of both groups towards mutual cooperation. Both considered the cooperation to be good or very good, the head teachers rated it even better. It is interesting to observe that the head teachers found more support in school counsellors than vice versa. Also, more of the head teachers said they saw school counsellors as partners than did the school counsellors. It thus remains to be seen how school counsellors’ perception of the school leadership’s support in their work could be strengthened and how head teachers could be encouraged to support the work of the school counselling service even more, so that this relationship becomes reciprocal and that each party’s ability to perform their work will be enhanced by the strong relationship.
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Pandang, Abdullah, Soli Abimanyu, Alimuddin Mahmud, and Sulaiman Samad. "Factors Affecting Competence of School Counselors in South Sulawesi." Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling 4, no. 2 (March 17, 2019): 145. http://dx.doi.org/10.26858/jpkk.v4i2.8657.

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This article aims at exploring the profile of school counsellor’s competency in South Sulawesi, Indonesia, and factors that affected it. The study used quantitative approach, involving four independent variables, age, work experience, educational background, and professional certification experience of the school counsellor, and one dependent variable, the score of the competency test. The population of the study was 1949 school counsellors who took competency test administered by the Ministry of Education and Culture in 2015. There were 322 samples taken using proportional random sampling technique, representing school counsellors from SMP (junior high school), SMA (senior high school), and SMK (vocational schools). The result of the study showed that the average score of the competency test was still below the minimum standard set by the Government. The study also presented that there was a negative influence between age and the score, and positive influence between educational background and teacher certification program, and the results of competency test. Yet, it was found there was no significant influence between working experience and the results of competency test.
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Fung, Suk Chun. "Counsellors in Hong Kong Primary Schools: On Becoming Visible Counselling Professionals." Global Journal of Health Science 11, no. 12 (October 9, 2019): 80. http://dx.doi.org/10.5539/gjhs.v11n12p80.

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This article examines the implications of a new school counselling policy, namely, &lsquo;one school social worker for each school&rsquo;, for the professional identity of school counsellors and guidance and counselling services in Hong Kong primary schools. This paper reviews primary school counselling development since the 1970s with a focus on workforce planning. As a result, it identifies two themes: (1) counselling workforce planning has gradually shifted from purely government-led to more school-based planning, and (2) school counsellors with master&rsquo;s-level counselling training qualifications are not adequately recognized in primary school settings. Making school counsellors visible to school principals, the Education Bureau and the public before the full implementation of the new policy in 2021/2022 is critical. The strategic positions of counsellor educators and counselling associations that are central to the advancement of the professional identity of school counsellors are discussed.
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King, Catherine, Mirjana Subotic-Kerry, and Bridianne O'Dea. "An Exploration of the Factors Associated with Burnout Among NSW Secondary School Counsellors." Journal of Psychologists and Counsellors in Schools 28, no. 2 (April 3, 2018): 131–42. http://dx.doi.org/10.1017/jgc.2018.5.

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School counsellors play an important role in supporting student mental health but face several challenges that may increase their vulnerability to burnout. This study aimed to explore the factors associated with burnout among school counsellors in secondary schools in New South Wales (NSW), Australia. A cross-sectional, online survey was conducted to measure demographics, school counsellor background, school context, school counselling practice, openness towards evidence-based practices, and use of online resources. The final sample consisted of the 125 participants who responded they had (n= 65) or had not (n= 60) experienced burnout. Most participants were female (86%), with an average of 9 years’ experience (SD= 7.0). Burnout was associated with lower workload manageability, lower satisfaction with school mental healthcare, greater impact of work stress upon wellbeing, and greater frequency of providing care outside of school hours. No other significant associations were found. This study reinforces that school counsellors are vulnerable to burnout and that measuring job overload may help to identify those at increased risk. School counsellors may also benefit from additional support for students who require care beyond school hours. Greater awareness about the risks of burnout, coupled with efforts to improve resource allocation within the school setting, may improve school counsellors’ sustainability and optimise the mental healthcare available to students.
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Barletta, John. "Supervision for school counsellors: when will we get what we really need?" Australian Journal of Guidance and Counselling 6, no. 1 (November 1996): 1–8. http://dx.doi.org/10.1017/s1037291100001448.

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This paper addresses the issues associated with providing quality supervision for school counsellors. The variety of tasks that are required of school counsellors makes it essential that appropriate supervisory support is provided by the employer. Clinical supervision should be carried out by a counsellor who has training in supervision methods and techniques, as well as clinical experience in the tasks being supervised. Administrative supervision can be conducted by a member of the school administrative team. School counsellor competence can be developed in the workplace with the support of a colleague or supervisor until expertise develops.It is accepted that supervision is a crucial part of the professional support for counsellors. Bernard and Goodyear (1992) suggest that supervision serves three basic and important purposes. First, supervision ensures that those entering the profession have appropriate fundamental skills, second, it enhances the functioning of counsellors, and finally, it ensures the quality of service to clients. The supervisor needs to be competent not only in the process of supervision and the specific issues within the educational setting, but also aware of the particular preference of style school counsellors have for supervision, which research has found tends to be quite directive (Usher & Borders, 1993).
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Jupp, J. J., and M. Hudson. "Counsellor and client perceptions of client problems." Queensland Journal of Guidance and Counselling 3 (November 1989): 51–64. http://dx.doi.org/10.1017/s1030316200000170.

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This study examined the mutual awareness of counsellors and clients about clients' problems and considered the extent to which counsellors and clients agreed about problems. To investigate these issues data were obtained by the administration of questionnaires to 10 school counsellors and their next 10 adolescent clients. Results suggested that counsellors were aware of client problems in 42% of cases. Clients were aware about how counsellors viewed their problems in 17% of cases. There was agreement between counsellor and client about client's problems in 22% of cases. Effects of a number of variables on perceptions about problems were also investigated. Type of referral (self, other) and approach taken by counsellor did not influence perceptions. Having background information about clients appeared to impede counsellors' awareness about problems and degree of agreement between counsellors and clients about the nature of problems. Number of previous interviews with clients and the length of experience of counsellors also affected counsellor/client perceptions.
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Sakız, Halis, and Mehmet Sarıçalı. "Paradigmatic Challenges in School Counselling: Correlates and Reflections on Practice." Journal of Psychologists and Counsellors in Schools 29, no. 01 (October 30, 2018): 69–81. http://dx.doi.org/10.1017/jgc.2018.23.

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We examined the paradigmatic position of school counsellors as it relates to their practice. A survey and interviews were conducted with counsellors, counsellor educators, and teachers. Findings demonstrated that counsellors lacked skills regarding theoretical orientation and applications, counselling practices remained arbitrary and less effective due to the confusion experienced in the adaptation and application of counselling approaches, and the confusion in paradigms stemmed from problems in the identification of local needs, direct transfer of Eurocentric paradigms, training, and professional roles.
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Dissertations / Theses on the topic "School counsellors"

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Shek, Mabel. "Professional identity of school counsellors in Hong Kong primary schools." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686614.

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Listening to a school counsellor's story of how she decided to leave the profession stimulated the author to embark on a process of narrative inquiry in order to understand the experience of school counsellors in a changing educational landscape. The research investigates how experienced primary school counsellors in Hong Kong have constructed and reconstructed their professional identities within this historical, social and cultural context. It aims to engender critical discussion of the complexities of educational reform and the influence of embedded Chinese cultural values on the development of professional identity and interaction with other professionals. The similar but unique stories of four participants, collected from individual narrative interviews and a reflecting team process (RTP), are re-presented within different themes to show how a common context emerges. This study found that the participants went through a cyclical process with four stages: conceptualisation, internalisation, clarification and renewal to develop their professional identity. The embedded Chinese values of harmony, superior-subordinate relationship and high power distance affected the participants' self-defined professional role, perception of professional autonomy and decision and practice in the educational reform context. In addition, the author scrutinises her own assumptions and beliefs and intertwines her reflective stories to add a voice that makes the journey of this research more transparent to the reader. In doing so she invites readers to recall and reflect on their own experiences, as resonated by the text, to form a polyphony of voices. In concluding this study, the author reflects on her journey through narrative inquiry, the trajectory of professional identity development and the contextual influences on this process. This increased understanding has enhanced her awareness of her own assumptions and beliefs, and contributed to changes in her pedagogical approach to the counselling training programme. This journey offers a space for methodological development of narrative inquiry in the local context as well as significant insights into the implementation of educational reform and the deliberation of how culture and counselling may interact in future research.
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Al-Rebdi, Sufyan Ibrahim Abdulaziz. "Role of the school counsellor as perceived by counsellors, principals and teachers in Saudi Arabia." Thesis, University of Manchester, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535523.

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Yates, Jennifer M., and n/a. "Teachers' perceptions of the work of school counsellors in ACT government schools." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061112.104819.

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This study examines teachers' perceptions of the work of School Counsellors within government schools in the Australian Capital Territory (ACT). Data were drawn from questionnaires returned by a representative sample of 279 teachers and principals, from 16 primary and 8 high schools. The purpose of the study was to: (i) partially replicate a study by Leach (1989) of Western Australian teachers' perceptions; and (ii) investigate whether or not teachers could be considered to be supportive of a general trend towards a broadening role for school psychologists which is evident in the literature. This trend suggests that practitioners of applied psychology in schools may prefer an expanded role which encompasses indirect service delivery in addition to the more traditional, child centred role. Respondents were asked to indicate their perceptions of the frequency of 65 tasks performed by School Counsellors, the competence with which those tasks were performed and the usefulness of those tasks. Also examined were perceptions of the process and quality of service delivery, and of actual and preferred qualifications and experience of School Counsellors. These results were compared with those of Leach (1989). Respondents were invited to prioritise service delivery in light of their professional needs. A factor analysis of respondents' perceptions of School Counsellors was undertaken. The results were similar to Leach's (1989) findings and indicated a general endorsement of the current work of School Counsellors, with traditional, direct service delivery tasks generally perceived as being performed more frequently and with more competence than the more innovative, indirect types of service delivery. There was a strong indication that respondents would like more of both types of service delivery, particularly indirect services, made possible through increased resourcing. Increases in respondents' classification level positively correlated with increased perceptions of task frequency and competence with which tasks were performed. A positive correlation was also found between the frequency of professional contact that respondents perceived they had with School Counsellors and their perceptions of the process and quality of service delivered by these practitioners. In relation to the process and quality of service delivery, few teachers perceived that School Counsellors communicated clearly about the services they offer, procedures used or results gained. This concern with communication was reinforced through examination of the factors underlying teachers' perceptions of both the frequency and usefulness of tasks. This study suggests that ACT teachers and principals are, to some extent, already experiencing and valuing some aspects of the trend in service delivery reflected in the literature. Discussion highlights the important role communication plays in indirect service delivery, and links it with the findings of this study, particularly as it relates to teachers' and administrators' apparent lack of knowledge of the qualifications and experience of School Counsellors.
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Finlay, Cheryl. "Gay and lesbian adolescents : the role of school counsellors /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36120.pdf.

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Bulkeley, Barbara Elizabeth. "School Guidance Counsellors and Adolescent Depression: Beliefs, Knowledge and Practice." Thesis, University of Auckland, 2010. http://hdl.handle.net/2292/5892.

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Adolescent depression is a significant problem in New Zealand. The Youth2000 survey indicated that around 9.0% of male and 18% of female secondary school students reported feeling depressed. School Guidance Counsellors (SGCs) are ideally placed to identify, assess and treat these adolescents. However, SGCs are rarely included in mental health research. I investigated the beliefs, knowledge and practice of SGCs around adolescent depression. There were three stages to the research. Stage One used a qualitative approach, with nine focus groups held in Auckland in 2004. Fifty-two SGCs participated. I developed a thematic map from the results that emerged. Category One ���Beliefs and Knowledge��� had three themes: causes, negative connotations and different presentations. Category Two ���Practice��� had five themes: assessment, referrals, effective therapy, systems and training needs. Stage Two comprised a questionnaire based on these results. This investigated SGCs��� knowledge of depression, assessment, training and referral decisions. It also requested demographic data. In 2005, this was sent to 455 SGCs throughout New Zealand. Two hundred and forty SGCs (53%) responded. Eighty percent did not believe that their initial training equipped them adequately to work with mild to moderately depressed adolescents. SGCs wanted further training, especially appropriate strategies. They requested information based on research and presented by clinicians. In Stage Three, I developed a training workshop on assessment, referral and treatment of adolescent depression, tailored to SGCs��� needs. Thirty-nine SGCs attended workshops in 2006. Evaluations were positive and indicated that this training was appropriate and useful. SGCs would recommend the workshop to others. Strengths and weaknesses of the study are discussed and recommendations made about future developments. There is emphasis on the need for policy to encourage collaboration between SGCs and Child and Adolescent Mental Health Services (CAMHS), education and health, training providers and the New Zealand Association of Counsellors. As SGCs are placed outside both teaching and health, they need to be adequately trained and receive regular professional development, supervision and consultation around depression. CAMHS are well placed to offer training to SGCs based on identified needs and evidence-based practice.
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Adams, Cynthia. "Multicultural counselling self-efficacy among school counsellors in British Columbia." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54272.

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Across Canada, schools are serving an increasingly multicultural student population, one with diverse and sometimes unfamiliar experiences and worldviews. Despite this fact, very little research has been conducted on school counsellor multicultural self-efficacy in Canada. To address this gap, a survey research design was used to assess the level of multicultural self-efficacy among a sample of school counsellors (N = 226) in British Columbia. This study also sought to identify the demographic and workplace variables that contribute to higher levels of multicultural counselling self-efficacy among school counsellors in British Columbia. In addition, the study examined the relative contribution of years of experience versus caseload diversity, and the impact of high levels of multicultural training on the relationship between self-efficacy and years of experience. The School Counselor Multicultural Self-Efficacy Scale (SCMES; Holcomb-McCoy, Harris, Hines, & Johnston, 2008) measured self-efficacy across six factors. Results suggest that BC school counsellors have moderate to high levels of multicultural counselling self-efficacy across all six factors of the SCMES. Hierarchical regression analyses were used to identify the unique contributions of specific predictor variables to specific SCMES factors. Three distinct patterns emerged. In Pattern #1, graduate-level multicultural training courses, and frequency of cross-cultural sessions were the most influential predictors. In Pattern #2, multicultural training alone exerted the greatest influence. However, in Pattern #3, teaching experience and community setting combined with graduate-level multicultural training as significant contributors to a single factor: Factor 3 (Developing Cross-Cultural Relationships). Factor 3 plays an important and unique role in subsequent analyses. The implications of these findings for counsellor training and practice, and suggestions for further research are discussed.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Meyer, Linda C. "A survey of ethical concerns of Saskatchewan secondary school counsellors." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ30521.pdf.

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Simons, Jack D., Matthew J. Beck, Nancy R. Asplund, Christian D. Chan, and Rebekah J. Byrd. "Advocacy for Gender Minority Students: Recommendations for Professional School Counsellors." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2599.

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Research shows that teachers’ and educators’ responses to gender diversity issues in schools either improves or limits the experiences of students. The school counsellor has an important role to play in this process by working closely with other stakeholders to advocate for transgender, intersex and genderqueer (TIG) students. Following a review of recent developments in the USA, recommendations are made and resources identified to assist school counsellors in validating TIG students, and improving school systems in pursuit of their academic, social and emotional success
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Simons, Jack D., Matthew J. Beck, Nancy R. Asplund, Christian D. Chang, and Rebekah Byrd. "Advocacy for Gender Minority Students: Recommendations for Professional School Counsellors." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5814.

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Research shows that teachers’ and educators’ responses to gender diversity issues in schools either improves or limits the experiences of students. The school counsellor has an important role to play in this process by working closely with other stakeholders to advocate for transgender, intersex and genderqueer (TIG) students. Following a review of recent developments in the USA, recommendations are made and resources identified to assist school counsellors in validating TIG students, and improving school systems in pursuit of their academic, social and emotional success.
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Rantissi, George. "School counselling : the role of the school counsellor as expected and enacted as this is perceived by selected school counsellors and members of their role set in some Arab schools in Israel." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31018.

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The field of school counselling in Israel was first introduced into the educational system at the beginning of the 1960's. The roles of the school counsellor in Israel were directly elicited from the rationale and purpose of the school counselling program as was published in the 1960's by the 'American School Counseling Association' and the 'American Personnel and Guidance Association', which included the prime roles of counselling, consultation, coordination and execution of guidance programs. The first school counsellors to be occupied within the Arab schooling system in Israel began to appear at the beginning of the 1980's two decades after the program began to operate. Today the number of the Arab school counsellors occupied in the Israeli schooling system does not exceed 4 per cent of the total school counselling population which numbers above 2500. Reviewing the academic literature in the last four decades revealed many cases of role conflict with regards to the expectations and actual role performances of the school counsellors. This study aimed to learn whether the introduction of the new position of school counsellor within the Arab schooling system also led to cases of role conflict. The absence of any academic research conducted on the school counsellors population occupied within the Arab schooling system in Israel has triggered the interest to examine the impact of introducing the relatively new position into this schooling system, particularly with regards to the examining of the school counsellors' expectations, along with the study of what are their actual role performances. A review of the literature reveals that in the last two decades there is a constant increase in the number of expected roles to be fulfilled by the school counselors, a matter that has led to cases of overload, tension, inability to stand with the diversity of expectations held by different members working in the school settings and in many cases to conflict with the school counsellors own perception of the roles. The review of the literature assisted in the construction of the questionnaire along with the design of a new comprehensive school counselling framework that comprised five major role categories expected to be fulfilled by the school counsellors in any school setting. According to inspection reports, in the year 2001 there were 167 school counsellors occupied within the Arab schools. All in all, in Israel there are around 520 Arab schools serving the whole Arab population in the elementary, Junior-high and High schools. Almost a third of the Arab schools occupy a school counsellor. This study aimed to approach every school counsellor occupied within this sector (census approach) in order to collect descriptive data on both their demographic variables along with the data regarding their expectations and actual roles performed. The major research tool to collect the data was a closed questionnaire that was used both in the pilot and main study. This study also examined the expectations of the members of the role set which included a group of headteachers, classteachers, students and parents. The group of students and parents were examined via semi-structured interviews in the main study. This study examined four research questions and accordingly proposed four research hypothesis. The results of this study indicate that the school counsellors, headteachers, classteacher and students have a set of expectations which differs from the actual roles that the school counsellors actually perform. Other results indicate that it is not true that the headteachers, classteachers and parents expect more than the school counsellors to execute comprehensive guidance programs. Furthermore, this study has revealed that all the role categories that have been proposed in the comprehensive school counselling role framework developed in this thesis are expected to be fulfilled by the group of school counsellors, headteachers and clasteachers, but to a lower extent by the group of students and parents. Finally, this study found that the school counsellors occupied within the Arab schools in Israel do not perform in-services courses to the school's staff, do not perform publications and newsletters concerning the school counselling division in their school, do not conduct research on the students? characteristics in their schools and do not conduct evaluation procedures concerning educational programs taking place in their schools. This study ends with recommendations for further research and future policy making.
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Books on the topic "School counsellors"

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Association, Ontario School Counsellors'. Ethical guidelines for Ontario school counsellors. 5th ed. Winnipeg: Naylor Publications, 2003.

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1941-, Nairne Judith, and University of Toronto. Guidance Centre., eds. Class discussions for teachers & counsellors in elementary school. 2nd ed. Toronto: Guidance Center, Ontario Institute for Studies in Education, University of Toronto, 1993.

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Brammer, Lawrence M. New Zealand school guidance counsellors: Their training and work. Wellington, New Zealand: New Zealand Council for Educational Research, 1985.

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Allan, John A. B. Empowering students: Classroom discussion themes for elementary school teachers and counsellors. Toronto: OISE Press, 1992.

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McConkey, Nancy. Solving school problems: Solution-focused strategies for principals, teachers, and counsellors. Bragg Creek, Alta: Solution Talk Press, 2002.

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O'Higgins-Norman, James. Education matters: Readings in pastoral care for school chaplains, guidance counsellors, and teachers. Dublin, Ireland: Veritas, 2014.

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Urquhart, Margaret A. Coping with junior high guidance: A resource book for teachers and counsellors. Toronto: Guidance Center, Faculty of Education, University of Toronto, 1985.

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Trevor, Cole. Kids helping kids: A peer helping and peer mediation manual for elementary and middle school teachers and counsellors. 2nd ed. Victoria, B.C: Peer Resources, 1999.

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Agarwala, Loya. A school counsellor's diary. Chennai: Westland Ltd, 2013.

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author, Aronson Lisa, and Divan Gauri author, eds. A school counsellor casebook. Delhi: Byword Books, 2013.

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Book chapters on the topic "School counsellors"

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Bartholomaeus, Clare, and Damien W. Riggs. "Cisgender School Counsellors and Psychologists." In Transgender People and Education, 149–66. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-349-95309-7_7.

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Harrison, Mark. "School counselling in practice: the perspectives of counsellors and young people." In School Counselling in an Asian Cultural Context, 53–72. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003144571-4.

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Lomos, Catalina. "The Relationship Between Teacher Professional Community and Participative Decision-Making in Schools in 22 European Countries." In Accountability and Educational Improvement, 41–62. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_4.

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AbstractVarious empirical studies have established the positive relationship between teacher professional community (PC) and participative decision-making (PDM) within schools. Considering that these relationships proved relevant to school improvement in different countries, a comparative approach will allow us to establish whether this positive relationship holds true for a wider range of European countries. This study presents results of this relationship using data from 35,000 secondary teachers in 22 European countries. Taking an exploratory approach, the study investigates the relationship between the presence of PC and the school actors involved in PDM. We are particularly interested in the level of active participation in decision-making by teachers, the school governor or counsellor, and by students, and the relative presence of PC. We find this relationship to be significant and positive, but varying in strength according to the actors involved in decision-making. Furthermore, the relationship is stronger across all countries studied when teachers are significantly involved in decision-making as opposed to when school counsellors or governors are more involved. Regarding student involvement in decision-making, its relationship with PC proved stronger when students could influence school rules or help choose teaching and learning materials. The relationships measured and compared across countries were tested for robustness by applying a test for measurement invariance of the PC latent concept and discussing its implications for the relationships of interest. After other relevant robustness checks, we conclude that, across all European countries studied, there is a positive relationship between PC and PDM in schools, with the involvement of some actors in PDM being more indicative of the presence of PC than the involvement of others.
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Katz, Y. J., and B. Offir. "The Use of Information Technology in Educational Counselling: Applications for High School Counsellors." In Information Technology in Educational Management, 195–200. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34839-1_26.

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Harrison, Mark, and Phoenix Lam. "Understanding the Perspectives of Counsellors and Clients in School-Based Counselling in Hong Kong." In The Humanities in Asia, 47–66. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4389-0_3.

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Greenberger, Lori, and Ariela Bairey Ben Ishay. "What Arab and Jewish school counsellors remember from within-group diversity in academia and how it affects their work." In A Psychoanalytic Exploration on Sameness and Otherness, 43–56. New York : Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429353635-4.

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Sindhura Tammana. "The Role of a School Counsellor." In Counselling in India, 163–81. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0584-8_9.

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Manjula, M. "Mental Health Promotion at Schools: Need, Challenges and Role of Teachers and Counsellors." In Positive Schooling and Child Development, 249–68. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0077-6_13.

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Wallengren-Lynch, Michael. "Digging in the Present: A Day in the Life of a School Counsellor." In Narratives of Social Work Practice and Education in Sweden, 37–45. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45874-4_4.

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Krmac, Nina, and Jurka Lepičnik Vodopivec. "Proposed Framework of Competences for Career Counsellors Employed at Primary Schools." In Implicit Pedagogy for Optimized Learning in Contemporary Education, 241–69. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5799-9.ch013.

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During the last decade, research and introduction of career guidance has been becoming an increasingly important need of contemporary society. This is highlighted by a number of documents at EU level that emphasize the development of counselling and establishment of career guidance with the aim of developing lifelong learning and of development of career counselling services in various institutions, especially in schools. The chapter is thus based on the formation of a competence framework for career counsellors employed at basic schools. The authors notice in the area of career guidance the surveyees put the competences in the forefront that refer to counsellor's interpersonal intelligence and the knowledge of enrolment procedures and of secondary school programs. Pedagogues have proved to be the occupational group the most competent to perform the job of a career counsellor. In the conclusion, the chapter presents a model of competence framework with six areas of knowledge, the competences following each other arranged by relevance.
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Conference papers on the topic "School counsellors"

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Dislere, Vija, and Natalja Vronska. "Self-Assessment of Career Counsellor Competencies in the Field of Career Guidance Depending on the Place of Residence." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.047.

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The importance of career guidance and the competences of a career counsellor is described and highlighted in this article. The counsellors are seen as key professionals assisting individuals in their educational and job transitions during their career, addressing both individual and labour market requirements. The aim of the study is to analyse the self-assessment of career counsellor competencies in the field of career guidance depending on the place of residence in Latvia. The self-evaluation of career counsellors regarding their competence was used. In the study 340 respondents took part from all Latvia regions, they were graduates of the last eleven years of the Career Counsellors Master's Program and other in-service career counsellors and school career counsellors working in schools, employment agencies and private consulting companies. The data were analysed statistically by using SPSS computer program: 1) crosstab method, 2) chi-squared test. The significance of the results and the most important conclusion: analysing the frequency of respondents’ responses of excellent and good career counsellor competence depending on the place of residence, it can be concluded that excellent (Pearson Chi-Square p-value = 0.867) and good (Pearson Chi-Square p-value = 0.892) career counsellor competence not depending on the place of residence of the respondents, the excellent and good career counsellor competence is equally good everywhere in Latvia.
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Pizzini, Nigel. "Male Secondary-School Student Engagement Rates with School Counsellors, as Compared with Female Engagement Rates." In Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2206008.

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This article reports on a statistical investigation into the engagement rates of male secondary-school students with school counsellors in co-educational state secondary schools in Aotearoa New Zealand. The data analysis evidences a discrepancy between the engagement rates of male and female students, substantiating what has been known anecdotally: that male students are less likely than their female peers to meet with school counsellors. Data from 2615 counselling records across eight schools nationwide indicate that male students engage between 3% and 11% less than their female peers. Further research in 2022 is planned to investigate any barriers or constraints that could account for this discrepancy and expose possible facilitative factors that may increase male student engagement rates with school counsellors.
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Burceva, Rita. "Supervision for School Career Counsellors: Supervisors’ Opinion." In 13th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2020. http://dx.doi.org/10.22616/reep.2020.045.

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Burceva, Rita. "SUPERVISION FOR SCHOOL CAREER COUNSELLORS: PROCESS AND EVALUATION." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2452.

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Amin, Zakki Nurul, Mulawarman Mulawarman, Edwindha Prafitra Nugraheni, and Carti Carti. "Counsellors' Personal Quality in Public Senior High School." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.91.

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Burceva, Rita. "Challenges of School Career Counsellors Working With Pupils Remotely." In 3rd International Conference on Future of Teaching and Education. GLOBALK, 2020. http://dx.doi.org/10.33422/3rd.icfte.2020.10.15.

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Tibu, Speranta. "TRAINING EXPERIENCES ON PREVENTING EARLY SCHOOL LEAVING WITH ROMANIAN TEACHERS AND SCHOOL COUNSELLORS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2140.

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Burceva, Rita. "Individual Counselling: The Experience of School Career Counsellors in Latvia." In 2nd World Conference on Research in Teaching and Education. Acavent, 2020. http://dx.doi.org/10.33422/2nd.worldte.2020.09.248.

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Burceva, Rita. "Solution to Professional Development Needs of Latvian School Career Counsellors during Supervision." In International Academic Conference on Teaching, Learning and Education. Global, 2019. http://dx.doi.org/10.33422/tleconf.2019.09.574.

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Votava, Jiri, and Jitka Jirsakova. "Benefits of Career Guidance for Secondary Vocational School Students -Evaluation of a Pilot Program." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.053.

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Although career guidance in the Czech Republic is officially perceived as a priority of the education system, guidance support is not provided equally at all types of schools and on all levels of the education system. For example, we register insufficient support for students at secondary vocational schools. As previous research by the authors of the article has shown, it seems that once a young person decides to pursue a career, the effort of the school system to pay further attention to career guidance will also decrease. This paper is aimed to suggest a new program for career education, counselling and training, afterwards to pilot it at three secondary vocational schools, and with the help of action research to collect and to evaluate experience from the school practice. The empirical part of this article consists of three research phases. First, a baseline analysis was performed using mixed data resources (questionnaire survey among students, interviews with school counsellors and document analysis). In the second phase, a new career guidance program was proposed. Finally, the program was tested at three vocational schools in the years 2019 and 2020. Using action research design, the researchers gathered evidence and identified the benefits of new counselling activities. Based on these results, proposals for further improvement and implementation of career guidance and education at secondary vocational schools were submitted.
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Reports on the topic "School counsellors"

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Pizzini, Nigel, and Helen Gremillion. Counsellor Clients as Insider Experts in a School Community. Unitec ePress, November 2017. http://dx.doi.org/10.34074/ocds.82017.

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This paper describes a practice developed at a large secondary school in Auckland whereby students’ experiences of overcoming problems are made available to others in the form of insider brochures. These students are thus able to share their insights and strategies in support of peers who may be experiencing similar problems. Drawing on narrative counseling conversations as well as narrative community work, a school counselor facilitates the process. This paper describes how insider voices contribute to the brochures and provides detail from one case example. In keeping with narrative approaches to problems, the goals are to de-privatise and de-individualise young people’s experiences of difficulties, and to reposition these students from ‘sufferers’ of problems to ‘experts’ on how to overcome them. In the process not only are students’ preferred identities developed but also collective knowledge is created and students are empowered to support one another.
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