No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
School Counselors in International School: Critical Issues and Challenges
Abstract
This study sought to examine the views of school counselors in international school settings; international schools being
those that enroll students from varying nationalities (both English speaking and non-English speaking countries) and follow
an American/International college preparatory education curriculum. Results were pursued in regard to three important areas:
(1) mental health needs of students (e.g., coping with cultural transitions, aggression, self-esteem), (2) their own professional
development needs (e.g., multicultural development, networking), and (3) their interactions with teachers, administrators,
and parents (e.g., lack of knowledge of the counselor’s role, lack of trust in the counselor, lack of teamwork). Implications
for supporting international school counselors are provided.
... Esto ha permitido, en términos de las y los investigadores, que el alumnado tenga un mayor grado de autonomía. Por su parte, Inman et al. (2009) consideran que la telesupervisión además de eliminar las restricciones de tiempo y espacio, permite llegar a zonas remotas y a grupos en situación de vulnerabilidad internacionales. Hara et al. (2000) reportaron que esta forma de realizar supervisión facilita a las personas supervisadas tener acceso a supervisoras y supervisores calificados, lo que promueve que esta actividad sea equitativa, viable y más utilizada (Wood et al., 2005). ...
... En este sentido, cuando las y los supervisores de esta investigación hablan de aprendizajes y evaluaciones de la supervisión a distancia emergente, dan cuenta de una constante reflexión a su práctica, una evaluación permanente de las estrategias y un trabajo más cercano con el estudiantado. En consonancia con Inman et al. (2009), esta forma de supervisión a distancia, una vez superadas las dificultades tecnológicas, favorece la aparición de diversas ventajas geográficas, temporales y del desempeño de los supervisores. Por su parte, la temática de evolución del proceso de supervisión describe como las y los participantes hablan inicialmente de la reestructuración y adecuaciones al espacio de supervisión, y también del constante cambio positivo de esta práctica durante su ejecución, llegando a ofrecer ventajas formativas en el estudiantado, empujándoles a tener una mayor iniciativa y evocando su creatividad. ...
Los estudiantes de Psicología tienen actualmente la necesidad de contar con una formación profesional que les garantice eficiencia y competencia en la solución de problemas de salud socioemocional. Las prácticas profesionales mediadas por tecnología -a distancia- han sido sin duda un dispositivo importante, para la enseñanza-aprendizaje de competencias, durante y posterior a la pandemia por COVID 19. El objetivo de la presente investigación fue explorar la experiencia de supervisión en la modalidad a distancia, desde la perspectiva de supervisores de prácticas profesionales de la licenciatura en psicología. Se llevaron a cabo tres grupos focales con supervisores de distintos semestres. Con el fin de llevar a cabo un análisis temático, se realizó la transcripción literal de los grupos focales y su lectura comprensiva en varias iteraciones, de las cuales derivó un libro de códigos, que se estudiaron y agruparon para crear temas de acuerdo con la relevancia y significancia. Finalmente, se realizó el reporte de los datos concentrando los patrones de información encontrados en seis temáticas: reorganización de la supervisión y práctica, aprendizajes y evaluaciones de la supervisión a distancia emergente, evolución del proceso de supervisión, impacto emocional de la supervisión y práctica a distancia, atención a las necesidades y retos de los estudiantes supervisados y desarrollo de habilidades de intervención psicológica en un entorno virtual.
... Telesupervision is a good choice for both supervisors and supervisees to maintain supervision during pandemics (Tarlow et al., 2020). Supervisors and supervisees meet via email, social media platforms, or videoconferencing tools (Inman et al., 2009). Both synchronous and asynchronous methods can be used in telesupervision (Rousmaniere and Renfro-Michel, 2016). ...
... Past studies often point to the obstacles to telesupervision, such as there being questions as to whether it can help foster a good supervisory relationship with supervisees, or what should be done during the telesupervision process with regard to the protection of confidentiality and data privacy, which are potentially major issues in adapting to telesupervision (Inman et al., 2009). Little is known about how to enhance the acceptance of telesupervision among supervisors. ...
This study utilizes the Technology Acceptance Model by exploring the relationship between user acceptance attitude and actual usage behaviors of technological tools in telesupervision among supervisors in international societies. Specifically, the age of supervisors is examined to see whether it mediates the relationship between acceptance attitude and usage behavior. Survey data were collected from 194 supervisors in international societies using online Survey Monkey. The results indicated a significant relationship between user acceptance attitude and actual usage behaviors of technological tools in telesupervision. Implications of these findings for supervision training and further telesupervision development are discussed.
... 99). Despite the lack of transition programs for students, current literature suggests that faculty and staff lack the tools necessary to adequately meet the multiple needs of TCKs (Bates, 2013;Inman et al., 2009, Rifenbary, 1997. ...
... The need for qualified teachers and staffs -in particular, counselors -has increased due to the increased number of international schools. In a recent exploratory study that examined international school counselors' view of students' mental health needs, their own professional needs, and challenges and opportunities in their relationships with parents, teachers, and principals, it was revealed that coping with cultural transitions, lack of professional development, and lack of knowledge of counselor's professional role, respectively, were the major challenges faced by international school counselors (Inman et al., 2009). The multicultural population indicative of international schools is not relegated solely to international schools. ...
(TCKs) transition becomes challenging for both the student and the school. The programs implemented, or lack thereof, are imperative to the successful transition of TCKs into their new, diverse, multicultural environment. Research has been written on the positive effects and challenges faced by TCKs transient lifestyle. Although international mobility can expose students to unique experiences, it can also prove to be stressful for children, especially during their formative years.This paper addresses two factors affecting TCKs transition - programs and counselor - and concludes with a model of a transition support program that may assist international schools in addressing the challenges accompanied by TCKs transition into international schools.
... Other studies have investigated the processes taking place in school counseling based on the perspectives of counselors and students (Griffiths 2013;Harrison 2022;McArthur et al. 2016). Counselors' perceptions of their role (Heled and Davidovitch 2020;Inman et al. 2009;Savitz-Romer et al. 2021) and teachers' perceptions of counseling (Bryan and Holcombe-McCoy 2007;Low 2015;Villares et al. 2021) were also examined. Theoretical models for building partnerships with parents have been proposed (Bryan and Henry 2012;Bryan et al. 2019), but there is little empirical research related to parental perceptions of school counseling. ...
Parents are important stakeholders in school counseling, but research is impeded by the lack of a scale to measure their perceptions. We developed the Parental Perceptions of School Counseling (PPSC) Scale in Chinese and English. We conducted an exploratory factor analysis and found four factors: (1) negative beliefs about school counseling, (2) willingness to meet school counselors, (3) positive beliefs in the benefits of school counseling, and (4) trusting attitude toward counseling. We then conducted a confirmatory factor analysis and construct validation tests. Results supported the scale's four-factor structure. High degrees of reliability and validity were found. The scale's construct validity was tested by examining its relationship with theoretically related constructs, with the negative beliefs about school counseling dimension emerging as the most critical factor. Our study contributes to the literature by developing a psychometrically robust instrument that could help researchers better understand parental perceptions of school counseling.
... In telesupervision, supervisors and supervisees benefit from flexibility with regard to space and time (Inman et al., 2009;Inman et al., 2018). For supervisees with access barriers or who live in international, isolated, rural, remote, or underserved communities, telesupervision can provide greater access to diverse and more qualified supervisors (Hara et al., 2000;Inman et al., 2018). ...
The global pandemic, COVID-19, changed the clinical supervision landscape in professional psychology. Supervisees transitioned from in-person supervision, to virtual, or telesupervision, in some cases, with limited preparation. We used a mixed methods approach to evaluate supervisee experiences during the transition to telesupervision precipitated by the global pandemic and to provide a historical record of the impact of the pandemic on clinical training. We also assessed the relationship between the supervisory working alliance and attitudes toward telesupervision. Authors used consensual qualitative research–modified to analyze qualitative data from 324 participants. Data revealed categories of technology, organization and productivity, and communication and connection, as the top three challenges experienced by clinical supervisees. Supervisees reported flexibility and convenience and saving time and money, as the top two benefits of engaging in telesupervision during the pandemic. Quantitative data from 310 participants suggested a moderate, positive, relationship between supervisee perception of the working alliance and attitudes toward telesupervision. Implications for research, practice, and theory are discussed.
... The parallel challenge is the preparedness of the school counselor to meet the needs of this student population. Inman et al. (2009), in their study of the critical issues and challenges facing school counselors, working in international schools noted that "applying typical US-based counseling approaches may prove inadequate due to the multiplicity and complexity of international student needs" (p. 81). ...
The effective implementation of comprehensive school counseling services to all students is premised on the ASCA National Model framework themes of leadership, advocacy, collaboration, and systemic change. The school counselor’s role is to support the academic, career and social-emotional development of all students. From a school counselor advocacy and social justice perspective, school counselors engage in practices that will support all students and create opportunities for equal access and success through their leadership and service as collaborators, consultants and change agents. School counselor leadership results in positive changes within the school community. Using the ASCA Model Framework themes, school counselors can integrate these themes to support inclusivity, equity and access for students of color with disabilities, to the general education curriculum. In order to better prepare school counselor trainees to provide culturally appropriate support and services for students of color with disabilities, school counselor education programs must be more intentional in providing graduate-level course work that introduces trainees to best practices in their work with students with disabilities. First, this writer will discuss the ethical imperative for school counselor educators to be intentional in integrating special education curriculum in preparation programs and how school counselor education programs can use the ASCA Model framework themes in preparing school counselor trainees to engage in best practices to encourage, support, and ensure that students of color with disabilities have access and inclusion in the general education settings. Secondly, this writer will also discuss the incorporation of interactive related ASCA theme activities as preparation for school counselor trainees, in a special topics course as well as during practicum and internship and future professional school counselor opportunities.
... Across countries and regions, there is an increasing emphasis on initiatives and priorities directly related to the promotion of school-based mental health programs and services in order to prevent, mitigate, and address emerging mental health concerns among children and adolescents (ASEAN, 2016;Atkins et al., 2006;Atkinson & Hornby, 2002;Bain, 2012;Carlson & Kees, 2013;CHAFEA, 2017;Cuijers, Shields-Zeeman, Walters, & Petrea, 2014;Engelhardt, 2016;Kaffenberger & O'Rorke-Trigiani, 2013;Kern et al., 2017;OECD, 2018;Parkin, Long, Gheera, & Bate, 2019;Walters et al., 2014). Within the profession, school counselors are also challenged to rethink their role and contribution to meeting students' mental health needs, given the changing nature of presenting problems and the multidisciplinary approach to school-based mental health services (Bain, 2012;Carlson, & Kees, 2012;Corthell, 2014;DeKruyf, Auger, & Trice-Black, 2013;Engelhardt, 2016;Erickson & Abel, 2013;Inman, Ngoubene-Atioky, Ladany, & Mack, 2009;Kaffenberger, & O'Rorke-Trigiani, 2013;Reeves et al., 2008) Responsive school-based services and programs are informed by a detailed description and understanding of mental health concerns of school children and adolescents. Identifying both the risk and protective factors early in the life course is as important as describing the presenting mental health problems of young clients. ...
The study identified mental health-related concerns of Filipino adolescents based on a secondary analysis of data from the Global School-Based Health Survey. It compared results of the 2011 and 2015 surveys, as well as the responses across genders. Results related to mental health, violence, and protective factors include the following: increased incidence of suicide attempts and higher prevalence of suicide ideation among female adolescents; increase in number of adolescent reporting as having no close friends; high incidence of involvement in physical fights and bullying victimization; increase in number of student missing out school without permission; and minimal role of parents or guardians as protective factors against at-risk behaviors across genders. Implications to school counseling and school counselor professional identity were also discussed.
... As immigrants move from their country of origin to the host country, they encounter different mental health and education systems. Lack of knowledge of the school counselor's professional role is the most commonly mentioned challenge faced by counselors working with students and parents with diverse backgrounds (Inman, Ngoubene-Atioky, Ladany, & Mack, 2009). To this point, however, parental knowledge of counseling services, in both immigrant and majority populations, has seldom been assessed in the literature. ...
Seeking help from a school counselor can have a crucial impact on the well-being of both adolescents and their families. Help-seeking is often undertaken by parents who recognize their child’s need. Immigrant adolescents may have special need of such services, but their parents are less likely to seek help than those in majority groups. This study compared the propensity of immigrant mothers and Israeli-born Jewish mothers (n = 172) to seek help from the school counselor for their adolescent children. More specifically, using a mixed method design, it measured knowledge of the counselor’s role, attitudes to formal help-seeking and help-seeking behavior.
Immigrant mothers reported less knowledge of school counseling, had less positive attitudes about help-seeking, and reported less help-seeking behavior than Israeli-born mothers. Our findings suggest attitudes and knowledge about help-seeking positively relate to help-seeking behavior. The latter plays a significant role in predicting the help-seeking behavior of immigrant mothers. The results expand our understanding of the maternal help-seeking process and highlight the need for intervention programs aimed at increasing parental knowledge of the role of school counselors, especially among immigrants.
... benefits of such an Internet-based format include a cost-effective outreach to supervisees in isolated, remote, rural, international, and underserved communities (Inman, Ngoubene, Ladany, & Mack, 2009). Moreover, telesupervision provides greater access to qualified supervisors (Hara, Bonk, & Angeli, 2000;Inman & Luu, 2019). Further, in instances where face-to-face supervision is unavailable, telesupervision has become an increasingly equitable, viable, and widely used option (Wood et al., 2005). ...
Technological advances have revolutionized the way we think of counseling and psychotherapy education. Not only are we able to reach trainees, counselors, and clients in the far corners of the world, but Internet‐based educational processes have transformed the process by which we deliver curriculum and engage in supervision practices. This study highlights a training model that has been successfully used at one institution for preparing supervisors‐in‐training to engage in telesupervision. Through empirical data, we highlight lessons learned—challenges, benefits, ethical dilemmas, the impact of telesupervision practices on the supervisory working alliance, and attitudes towards and willingness to use telesupervision in the future. Implications for training and supervision in a global society are addressed.
... Technology assisted clinical supervision or training removes space and travel time restrictions, promotes inclusivity, and offers cost-effective and affordable outreach to professionally isolated communities, while providing greater access to qualified supervisors (Inman & Luu, 2019;Inman, Ngoubene-Atioky, Ladany, & Mack, 2009;Rousmaniere, 2014;Wood, Miller, & Hargrove, 2005). Moreover, due to lack of travel restrictions, such a format allows for ongoing and continued collaborations between academic programs and off-campus clinical training sites to engage in joint oversight and supervision of the trainee and consultation with the site (Dudding & Justice, 2004). ...
Thirty-five empirical studies from 25 peer-reviewed journals and one book chapter were analyzed through a content analysis for trends in publication, methodological, and research foci in telesupervision between 1990 and 2016. The most significant increase in publications occurred in the past decade. Methodological trends revealed that video-conferencing, webcam, and cybersupervision were frequent terminologies used to describe telesupervision. Studies were focused on supervisee experiences, used an individual supervision method, a videoconferencing medium of supervision delivery, and a qualitative methodology with both male-female samples. Studies examined three topics: effectiveness of telesupervision, counselor development, and supervisory relationship. Implications and future research directions are discussed.
... In the educational setting, nowadays, students prefer to seek counselling anonymously through text (King et al. 2006;Kolog 2017a). It is therefore worth noting that students who prefer anonymous counselling do so because of the lack of trust they have in their counsellors (Kolog et al. 2015;Glasheen et al. 2013;Inman et al. 2009). ...
In this paper, an intelligent e-counselling system for automatic detection of emotion in text is evaluated. A support vector machine classifier was used for the development of the e-counselling system, hence we compared the performance of the e-counselling system’s classifier with WEKA’s Multinomial Naïve-Bayes and J48 decision tree classifiers. While this paper is geared towards ascertaining the efficacy of the various classifiers for classifying emotions in learners’ generated text content, this paper also aims to ascertain the performance of the e-counselling system for complementing decision making concerning students in counselling delivery. In building the system, an annotated students’ life story corpus was developed and used for the experiment. Therefore, 85% of the total instances of the life stories was used as training data while the remaining 15% was used as test data with sample instances of real-time data from students’ textual submission through the e-counselling system. The results of the experiment show that the SVM, implemented in our proposed e-counselling system, is superior over the MNB and J48 classifiers.
... While many students in Ghana are reluctant to seek face-to-face counselling (Awinsong et al., 2015;Kolog et al., 2014), others do not even recognise the importance of counselling in their academic development (Awinsong et al., 2015). The reason could be attributed to the fact that students do not trust their counsellors Inman et al., 2009). Students fear divulging or sharing their sensitive and personal information with counsellors , which is why many students favour anonymous counselling (Glasheen et al., 2013;. ...
While efforts are being made to effectively integrate information and communication
technologies into personal-social counselling, this thesis contextualises the
application of human language technologies for counselling delivery. With this in
mind, a web-based e-counselling system has been developed for aiding counsellors
in their decision making of students. The system, called EmoTect, is multi-functional
and comprises two components: contact counsellor and emotion detection. The `contact
counsellor’ allows students to contact counsellors anonymously through text, and the
textual submissions are then passed on to the ‘emotion detection’ phase for the
automatic classification of emotions and sentiments.
Design science research was employed for developing the EmoTect system.
Therefore, preliminary studies were first conducted to gather the needed
requirements from the end-users for the implementation of EmoTect. The idea was
to understand the needs of counsellors regarding emotion and personal-social
decisions of students. Having gathered the needed requirements, the researcher was
able to establish and further design an architecture for the EmoTect system. The
technical core of EmoTect was developed using multi-class supervised support
vector machine learning classifier. In that regard, an annotated life story corpus of
students was built and used as training and testing of the classifier. Unlike the
traditional approach of using all-in-one inter-annotation agreement gold standard
training data for classifier training, the training of the SVM classifier, in this work, is
based on each individual user’ perception of emotions. Therefore, EmoTect allows
users to tag emotion and sentiment categories to unlabelled training data, based on
their own perception of emotions, through the EmoTect interface before starting to
use the system.
The EmoTect classification algorithm was evaluated with sample stories from the
life story corpus to ascertain its efficacy. In addition, the final version of EmoTect was
demonstrated with counsellors, teachers and students from three senior high schools
in Ghana. Data regarding the functionalities, ease of use and impact of EmoTect in
8
counselling were collected from the participants. Results show that students and
counsellors are willing to adopt e-counselling to support counselling delivery despite
the challenges associated with its implementation in Ghana. In addition, the EmoTect
classification algorithm achieved comparable accuracy to that achieved with a gold
standard even when presented with unknown data. Moreover, counsellors and
students’ curiosity was piqued about the capabilities of EmoTect, which made them
express their desire to adopt it for counselling delivery. The users found the various
functionalities of the system suitable, but expressed concern about the poor internet
connection in Ghana, which is a potential challenge to the use of EmoTect. Toward
this end and based on the outcome of this work, the researcher provides
recommendations and guidelines for the implementation of e-counselling in Ghana.
... As a result of this migration, there is a unique multicultural subgroup emerging-Third Culture Kids (TCKs). According to Inman, Ngoubene-atioky, Ladany, and Mack (2009), due to the multinational nature of the student body, international schools are increasingly challenged by a transient and mobile family lifestyle, competing cultural practices, political upheavals, and limited personnel and professional resources. In spite of this competing and transient lifestyle, students have to assimilate into their new schools and learn the hierarchal values in their international schools. ...
Due to the globalization and interconnectedness of people from different cultures, intercultural competence is a prerequisite to communicating effectively across different cultures. The Intercultural Sensitivity Inventory (ICSI) measures a person’s ability to modify behavior in culturally appropriate ways when coming into contact with diverse cultures. The ICSI is a measurement based on the concepts of individualism and collectivism. The majority of research on intercultural competence and intercultural sensitivity (ICS) has primarily focused on adult populations in business, international education exchange programs, and adult third culture kids (ATCKs). However, such research involving high school students attending an international school outside of the United States is scant. The purpose of this quantitative study was to examine the differences in intercultural sensitivity (ICS) among Third Culture Kids (TCKs). Specifically, this study assessed the differences in ICS among the independent variables of gender and participant’s passport country. Additionally, the study examined the difference in ICS between Korean females and non-Korean females. The ICSI was used to measure the participants’ ICS. The sample consists of 139 international high school students. The independent samples t-test revealed no statistically significant in ICS among males and females, as well as Korean females and non-Korean females. However, the results revealed a statistically significant difference between Korean and non-Korean students. Korean students scored lowered on the ICSI than their counterparts.
... A mere fi ve of the IS were truly linked to an international level curriculum (Table 1). Ideally, school counselors in IS (if they are true to their affi liation) must uniquely address student issues emerging across the country, cultural or linguistic transitions and migrations, which apparently does not seem to be so from the results of this study (Inman, Ngoubene-Atioky, Ledany & Mack, 2009;Fitch, Newby, Ballestero & Marshall, 2001). There are few studies on the prevalence of psychologists in schools (Jimerson et al. 2009). ...
The deployment of counselors in schools remains as an elusive phenomenon in the country. An exploratory cross sectional study was conducted on the availability of school counselors, profile their expected and actual on-site work activities in a sample of national and international h igh schools located in Karnataka. Their official websites showed 19 out of 101 schools have counselors on their rolls. From another sample of 74 respondents, 1000 activities (Mean: 13.51) that described their job profile was elicited. Content analysis show that counselors want to focus on student problems and issues, while parents and teachers want them to undertake academic advising, student discipline, conflict resolution, crises intervention, career choice and guidance. The school administration and students expect them to liaise, handle admissions and conduct staffenrichment programs. They prefer counselors who give low priority for advocacy, equity and child rights or community issues, which is what counselors themselves want to do. In totality, the wide disparities between the ascribed, expected and actual roles of school counselors are at a risk if compared to their optimal job performance in Indian school settings.
... The parallel challenge is the preparedness of the school counselor to meet the needs of this student population. Inman et al. (2009), in their study of the critical issues and challenges facing school counselors, working in international schools noted that "applying typical US-based counseling approaches may prove inadequate due to the multiplicity and complexity of international student needs" (p. 81). ...
Attachment quality, parental monitoring, and peer relations as predictors of risky behaviors among ethnic minority youth
International schools refer to a category of educational institutions for students in preschool/kindergarten to high school that vary from the normative schooling provided in a country’s educational system. International schools typically vary with regard to their specific mission and educational philosophy, curriculum, key school community members, and the influences of the geographical context of their location on what transpires in these school communities. The rich multicultural mixture of students, families, and staff in an international school community adds a level of complexity for the personal growth of the individual community members and for their intercultural interactions with each other. To optimize their professional effectiveness when working in international school communities, school psychologists should intentionally focus on the international and intercultural context of their work setting and provide valuable culturally responsive expertise as they engage in their traditional professional roles of consultation, assessment, intervention development and implementation, mental health services, and organizational development. To do so effectively, school psychologists should strive to develop the multicultural and intercultural competencies to deliver culturally focused and responsive services to the members of the international school community where they work. Intentionality in gaining this expertise will be pivotal to the ultimate cultural and intercultural competencies developed by individual school psychologists. Addressed in this chapter are descriptions of the cultural contexts and dynamics of international schools and the related key cultural attitudes, knowledge, and competencies that school psychologists would benefit from acquiring to provide valuable and effective cultural and diversity components in the roles they perform. Recommendations for intercultural training and research are provided in the concluding pages of this chapter.
This article reports findings from a qualitative (interview) study of the identity conflict experienced by five international students at a university in the south of England for whom real and perceived challenges to national self-image were shown to be unsettling. The article suggests that our cultures of origin are centrally important to our private and personal sense of self and it argues that counsellor educators and counsellors need to understand their students' and clients' emotional and behavioural problems in the context of their cultural identities. In this research, there was a strong emotional response to threats to collective identity, which appeared to be influenced by both the degree of students' cultural identification and their country's global standing. The following themes were generated from a thematic analysis and capture the essence of student responses to perceived derogation of their national identity: re-identifying with the culture of origin; allying with the West; resisting the discourse of western supremacy; and acquiescence with stigma. Of importance to all participants' perceptions of derogation was their location in the western world.
The profession of school counselling in China is in relative infancy. A qualitative analysis of in-person interviews with
fourteen high school counsellors sought to identify salient factors currently facing the profession in two urban Chinese schools.
The counsellors described the development and practice of school counselling as well as their own view of the profession.
Results are discussed in the context of relevant literature in China and compared to the current and historical development
of school counselling around the world.
The purpose of the present study was to investigate what active as well as student teachers (i.e. future teachers) think about the provision of school psychological and counselling services within Greek elementary schools. Two hundred and eight active teachers and university students were asked to complete a Likert-type questionnaire rating the importance of nine roles and activities typically performed by a school psychologist. Results suggested that both active teachers and students regarded all activities very importantly with the exception of school-community liaison, an activity considered not so important by either side. However, student respondents differed from active teachers in how much importance they attributed to each activity. Given the structure and organization of the Greek educational system, the presence of additional support personnel is highly regarded by teachers who have been serving in it for several years. It is also encouraging to note a similar attitude in the responses of future teachers. Implications for educational policy regarding such additional personnel are considered.
This article traces the evolution of accountability from the 1920s to 2003. Attention is given to expressions of concern about the need for accountability as well as recommendations for school counselors about how to be accountable. Then a sampling of empirical studies that provide evidence of the impact of guidance and counseling programs is presented. The article closes with the challenge of accountability for today and tomorrow and presents several themes that have appeared consistently in the literature that identify prerequisite conditions that must exist if accountabil- ity is to be achieved.
The qualitative study in this article explores critical incidents that may facilitate the support a principal provides for a school counseling program. Through structured interviews, supportive principals are asked to reflect on their prior experiences with school counselors, their educational exposure to school counseling, and their recommendations for school counselors. Results suggest that by demonstrating effective leadership and systemic interactions, school counselors can foster relationships with principals that can help them expand their roles and their programs.
Recent research points to public schools as the major providers of mental health services for school-aged children. The current study, "School Mental Health Services in the United States, 2002-2003," provides the first national survey of mental health services in a representative sample of the approximately 83,000 public elementary, middle, and high schools, and their associated school districts in the United States. The purpose of the study was to identify: (1) The mental health problems most frequently encountered in the U.S. public school setting and the mental health services delivered; (2) The administrative arrangements for the delivery and coordination of mental health services in schools; (3) The types and qualifications of staff providing mental health services in schools; and (4) Issues related to funding, budgeting and resource allocation, and use of data regarding mental health services. The findings of the study provide new information about the role of schools in providing mental health services, and how these services are organized, staffed, funded, and coordinated. While survey findings indicate that schools are responding to the mental health needs of their students, they also suggest increasing needs for mental health services and the multiple challenges faced by schools in addressing these needs. More research is needed to explore issues identified by this study, including training of school staff delivering mental health services, adequacy of funding, and effectiveness of specific services delivered in the school setting. (Contains 30 exhibits and 63 tables. The following are appended: (1) School Mental Health Services in the United States, 2002-2003 Expert Panel; (2) Summary of Open-Ended Responses; and (3) Supplemental Tables.)
The authors investigated the influence of a 9-week career education class on career decision-making self-efficacy, vocational skills self-efficacy, perceived educational barriers, outcome expectations, educational plans, and career expectations among a sample of 166 high school sophomores. Using a nonrandomized, within-subjects crossover design, the authors collected pretest, posttest, and follow-up data with a health education class as the control condition. Post- and follow-up testing suggest that the class resulted in increased career decision-making self-efficacy, vocational skills self-efficacy, and short-term gains in outcome expectations but did not influence perceived educational barriers. Participants enrolled in the career education class in the first quarter were more likely to change career plans than were those in the control condition. Implications for practice and future research are presented. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The Handbook of International School Psychology provides a description of the specialty of psychology devoted to the global provision of services to children and youth, their teachers, and parents. Authors from 43 countries provide valuable information and insights regarding the following areas: the context of school psychology; the origin, history, and current status of school psychology; the infrastructure of school psychology; the preparation of school psychologists; the roles, functions, and responsibilities of school psychologists; current issues impacting school psychology; and key references.
Contenido: 1. Un modelo para el diseño de la investigación cualitativa; 2. Metas: ¿para qué está haciendo este estudio?; 3. Marco conceptual: ¿qué cree que sucede?; 4. Preguntas de investigación: ¿qué desea comprender?; 5. Métodos: ¿qué va a hacer en realidad?; 6. Validez: ¿cómo podría equivocarse?; 7. Propósitos de la investigación: presentación y justificación de un estudio cualitativo. Apéndice: ejemplo de una propuesta cualitativa.
ABSTRACT This paper attempts to compare the availability, quality, similarities and differences of student support services in Allama Iqbal Open University (AIOU) and United Kingdom Open University (UKOU) and also to identify and enlist the deficiencies that AIOU students are facing in the student support services. The study found out that student support services of AIOU are quantitatively developing rapidly on the lines of UKOU. Though the regional campuses of both the institutions have almost the same status in the provision of student support service yet the UKOU students have better services in the guidance and counseling, modern communication facilities and career guidance. Moreover, there also exists Open University student association in UKOU. The conclusions led to the recommendation that AIOU regional campuses may be made independent like UKOU, counseling and guidance cell might be established at every regional campus, modern communication facilities like toll free, auto answer may be provided at AIOU regional campuses.
A critique of hypothesis-testing psychotherapy research holds that this traditional approach is unfeasible and unproductive for confirming or disconfirming theories of psychotherapy and also for contributing to a putative cumulative body of psychotherapeutic knowledge. Two approaches to discovery-oriented psychotherapy research are presented as alternatives to hypothesis-testing research, with their own rationales, aims, and methods. One consists of providing a closer, discovery-oriented look at psychotherapeutic events and phenomena, and the second consists of the discovery of the interconnections among psychotherapeutic conditions, operations, and consequences. Discovery-oriented research rationales, aims, and methods are described in sufficient detail to invite adoption by psychotherapy researchers.
Our study investigated the use of individualistic and collectivistic coping strategies among Asian American family members of victims of the World Trade Center (WTC) attacks on September 11th, 2001. Interviews were conducted with 11 Asian Americans who had lost a member of their family in the WTC attacks. Using the Discovery-Oriented Research analysis (Mahrer, 1988), results indicated that Asian Americans utilized the following collectivistic coping methods to deal with their losses: individualistic coping, familial coping, intracultural coping, relational universality, forbearance, fatalism/spirituality, and indigenous healing methods. Additionally, our research found that cultural stigmata, privacy issues, and lack of culturally responsive counselors were factors in participants not utilizing available mental health services. Implications for culturally appropriate services, counseling, and research are discussed.
The qualitative study in this article explores critical incidents that may facilitate the support a principal provides for a school counseling program. Through structured interviews, supportive principals are asked to reflect on their prior experiences with school counselors, their educational exposure to school counseling, and their recommendations for school counselors. Results suggest that by demonstrating effective leadership and systemic interactions, school counselors can foster relationships with principals that can help them expand their roles and their programs.
A critique of hypothesis-testing psychotherapy research holds that this traditional approach is unfeasible and unproductive for confirming or disconfirming theories of psychotherapy and also for contributing to a putative cumulative body of psychotherapeutic knowledge. Two approaches to discovery-oriented psychotherapy research are presented as alternatives to hypothesis-testing research, with their own rationales, aims, and methods. One consists of providing a closer, discovery-oriented look at psychotherapeutic events and phenomena, and the second consists of the discovery of the interconnections among psychotherapeutic conditions, operations, and consequences. Discovery-oriented research rationales, aims, and methods are described in sufficient detail to invite adoption by psychotherapy researchers. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
School counselors should be prepared to address student concerns and school problems in collaborative ways and to work cooperatively with school principals. The authors describe an innovative seminar designed to help students in school counseling and in school administration to develop a greater appreciation of the roles, responsibilities, and perspectives of each other in their respective professions.
This study examined the role of the ideal on-site mentor and the actual mentor's role performance, as perceived by 158 mentor counselors and 171 school counseling interns. Results indicated that the ideal mentor's professional traits were given priority by both groups and that the teacher role was the most salient among role domains. In the actual role performance, the 2 groups differed regarding the perceived contribution of the mentor-specific behaviors in each examined role domain. © 2007 by the American Counseling Association. All rights reserved.
Hong Kong secondary schools have difficulty in integrating guidance, or counselling, and discipline into schooling. In some schools, discipline is overdeveloped while guidance is underdeveloped. The positive aspect of the caring system is distorted as part of the provision of discipline. This article looks at the distinction between guidance and discipline, and deals with what relatively little is known about in current research, that is, how guidance and discipline function within a school organization. It uses the perspectives of interactionism and social constructionism to contrast the relationship between guidance and discipline in two Hong Kong secondary schools. It employs case study and qualitative methods for data collection. Data for the two schools show that the contextual and organizational factors have a profound impact on the connectedness between guidance and discipline at the three levels of whole school, department and classroom. Finally, the implications for their implementation and integration will be given.
The tendency to either overemphasize or underemphasize differences when counseling international students is documented in research literature. However, there has been little systematic research and still fewer comprehensive theories about counseling international students. The numerous theories available tend to either emphasize the importance of changing the student or person in an adjustment mode, or changing the situation in a more behaviorist mode. Critical incidents collected while counseling international students at the University of Minnesota demonstrate the typical problems encountered and suggest approaches to manage those problems. The critical incidents and responses suggest that informal methods and informal counseling contexts become especially important in counseling international students. Other practical suggestions and tools are discussed to aid those who provide counseling to international students. A list of topics for future research is also presented.
This Australian study examined the experiencesof clinical supervision of school counselors.The participants perceived the amount of timespent on clinical supervision as inadequate,and described their use of an informal supportnetwork.
Although it is an established psychological specialty in the United States, counseling psychology is still a culturally encapsulated discipline confined to its national borders. Internationalizing the discipline will require colleagues in the United States to examine their attitudes, abandon their sense of self-sufficiency, and engage counseling psychologists worldwide as equal partners. International counseling psychologists should avoid a wholesale importation of mainstream counseling psychology into their cultures, as indigenous practices and models are vital to the development of a global counseling psychology discipline. International counseling psychologists should play a major role in internationalizing the discipline by documenting their theories and practices, using their multilingual ability to bridge and foster scholarly communications among professionals from different regions, and promoting exchanges and visits that could lead to long-term cross-cultural collaborations. Only through breaking its isolation can counseling psychology move forward to become a relevant discipline worldwide.
Previous studies of educational counselling in Kuwaiti secondary schools have identified several concerns including inadequate facilities, a lack of clear role definition, and possible difficulties arising from the attempt to combine Western counselling models with Islamic values. To obtain information about the current state of educational counselling all 32 educational counsellors from Kuwait's credit course secondary schools were interviewed and were asked to complete checklists and time‐scale questionnaires. Analysis of the results suggest that development of the service has been uneven, and that role ambiguity, inadequate training and poor accommodation remain problematic. Recommendations for the remediation of these problems are made.
This book reflects a comprehensive approach to program foundation, delivery, management and accountability. The model provides the mechanism with which school counselors and school counseling teams will design, coordinate, implement, manage and evaluate their programs for students' success. The publication provides a framework for the program components, the school counselor's role in implementation and the underlying philosophies of leadership, advocacy and systemic change. When implementing a National Model-based program, school counselors switch their emphasis from service-centered for some of the students to program-centered for every student. It not only answers the question, "What do school counselors do?" but requires school counselors to respond to the question, "How are students different as a result of what we do?" CD-ROM is included in second edition. [For the 2002 edition, see ED474021.]
This paper discusses U.S. international schools overseas, addressing the typical American international schools' staff development needs and looking at past and present involvement of U.S. universities in support of these schools. The two major types of overseas schools are those operated by the Department of Defense Dependent Schools system and those operated by for-profit entrepreneurs. Staff development needs include technology education, effective instructional practices for diverse learners, school-community relationships, and school management. Traditionally, the role of U.S. universities in providing services to international schools has been modest. To some degree, universities provide faculty as consultants, assisting with curriculum, technology, mathematics, reading programs, school management, and school board practices. Some universities have offered teacher inservice programs, administrative certification opportunities, graduate courses taught on international school sites, and self-study assistance for initial or re-accreditation. Throughout the development of U.S. international schools, higher education institutions have assumed a variety of roles in support of the schools, particularly through their professorship. Service opportunities available include assuming leadership roles in international school associations, presenting at international conferences, serving on accreditation teams, and consulting internationally in areas of expertise. (SM)
Explains interactive radio as an effective tool for open and distance learning provided it is planned, designed, implemented, and monitored systematically. Describes the interactive radio counseling at Indira Gandhi National Open University (IGNOU) that provides support to students who study print material and may attend weekend tutorial-counseling sessions. (Author/LRW)
Determined the content and frequency of supervisor self-disclosures from the perspective of counselor trainees, and how supervisor style, or approaches and responses to trainees, was related to the frequency with which supervisors self-disclose. The study also examined how supervisor self-disclosures influenced the supervisory relationship, specifically the supervisory working alliance. 105 trainees and 105 supervisors completed measures that included the Supervisor Self-Disclosure Questionnaire, the Supervisory Styles Inventory, and the working Alliance Inventory—Trainee Version. Results revealed that supervisors most frequently self-disclosed personal issues, neutral counseling experiences, and counseling struggles. Supervisor self-disclosures were related to supervisor style and the supervisory relationship. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Cet article décrit la psychologie du counseling comme discipline émergente à Hong Kong. L’analyse SWOT a été utilisée pour examiner les forces et les faiblesses internes, les opportunités et les menaces externes de cette profession. A partir de cette matrice, des questions stratégiques relatives à l’accroissement et au développement de la psychologie du counseling sont identifiées et discutées. Une vision de la psychologie du counseling à Hong Kong dans la prochaine décade est présentée.
This article describes the emerging counseling psychology discipline in Hong Kong. A SWOT analysis was used to examine internal strengths, internal weaknesses, external opportunities, and external threats confronting the counseling psychology profession. Through this process a number of strategic issues central to the growth and development of counseling psychology are identified and discussed. A vision of the counseling psychology discipline in Hong Kong for the next decade is presented.
Counselling, and in particular school counselling, is evolving very slowly in developing countries because of failure to place it in the mainstream of the school curriculum. If counselling is to perform any role in the social and economic development of these nations it must be able to influence the goals and priorities of schooling as well as suggest new methods of teaching. In this way, counselling would lead to adoption of school curriculum promoting not only intellectual development but also personal and psychological development. By so doing all the perceived obstacles to counselling's growth would disappear.
The aim of this research is to study the effective competencies and personality traits of secondary school counselers. A questionnaire was designed to measure counselor competencies, and a simple one way analysis of variance was used for each major competency area to test the differences between counselors who were rated high or low by their supervisors. The 16 Personality Factor Test was also administered to measure differences in personality traits between the two counselor groups. The results are consistent with previous research. It was also found that there are differences between high and low rated counselors in several personality traits.
This paper proposes a comprehensive counselor preparation model within the philosophical and religious beliefs of Pakistan. A series of courses are presented to provide a cohesive and comprehensive body of knowledge to counselors to work in educational, business, health and community settings. The proposed curriculum reflects the philosophy, beliefs, and values of the country in terms of human development, life/career and educational planning. Furthermore, this model proposes a pre-service preparation to replace the current in-service preparation model for counselors.
This paper presents the key guidance policy andpractice in Hong Kong schools. Initially, guidanceservices were reactive and remedial, aimed mainly atproblem students. Appraisal of the negative effects ofthe individual casework model led to a change to ''awhole school approach'' to guidance. The focus ofguidance at the school level changed concomitantlyfrom remediation to prevention. This paper alsodiscusses the future development of the schoolguidance system in Hong Kong, specifically in the areaof developmental guidance. On the conceptual level, aclear distinction between remedial, preventive anddevelopmental guidance is needed. On the level ofpractice, the need is for the development of a wholeschool policy, a developmental guidance curriculum,and a clarification of the connection betweenguidance and discipline.
A comparison of the relative importance of variables shown to influence the outcome of interracial contact was made in an intercultural contact situation. Implications of the findings for counseling applications were discussed. The variables studied were: amount of contact, length of time living in the country, norms, personal association, initial attitudes toward the country (expectations and first impressions), and attitudes toward people in general. The subjects were 199 American adolescents living in Germany and enrolled in on-base American schools for military dependents. The data were collected by questionnaires administered by faculty members at the schools during regular class time. Attitudes toward Germans, attitudes toward Germany and social distance toward German adolescents were utilized as the dependant variables. The analyses controlled for past intercultural experience and the age, sex, and ethnic group of the subjects. Three variables affected subjects' attitudes toward Germany: norms, first impressions, and sex of subject. The same three variables plus attitudes toward people affected attitudes toward Germans. Three different variables affected the social distance scale: age, sex, and expectations. Age and sex were control variables and appear to be artifacts of the particular social climate of the situation under study. Thus, norms, first impressions, expectations, and attitudes toward people appear to be the major influences on attitudes toward members of another culture. Amount of contact, length of time living in the country and personal association do not appear to be important in intercultural interaction. Suggestions were made for the preparation of educational programs and for family, group and individual counseling for families with adolescents who are transferred to new cultural environments.
This qualitative study explored the needs of Indian middle-class families for family therapy services. Four focus group interviews were conducted with middle-class parents in Madras, India. Participants were introduced to the concept and practice of family therapy and were encouraged to take a more active role in supporting the services they suggested. Participants identified problems faced by Madras middle class families and five different types of services that they were aware of. Three categories of need for family therapy were identified from the narratives of the participants. Several themes fit in each of the three categories. Implications for clinical application are discussed.
This article describes an example of an overseas counsellor education program. The problems, issues, and educational implications of the program are detailed.
In this paper an attempt has been made to describe the existence of guidance and counselling services in Indian educational institutions. Rapid growth of population has led to inverse expansion of educational institutions, i.e. disproportionate emphasis has been given to higher and technical education rather than primary education. Surprisingly, policy-makers have gradually given less importance to introduction of guidance and counselling, even though there is great concern for improving the entire educational system. This is a descriptive paper, although the author seeks the explanation for the ambivalent attitude to guidance and counselling in the social structure of India's complex society.
This study of 681 school counselors in Israel examines how counselors allocate their time between counseling tasks and whether their role behavior can be characterized according to distinctive profiles. Three distinctive profiles of role behavior were identified: The traditional profile (40% of the sample), in which individual counseling to students was prominent; the prevention profile (20% of the sample), in which a guidance curriculum with an emphasis on prevention programs was preva1ent; and the balanced profile (40% of the sample), in which the time devoted to the main counseling responsibilities is allocated in relatively equal proportions. Three variables were found to affect the profiles: the school setting (i.e., level), the principals expectations from the counselor and the counselors personal preferences. The findings of this study can contribute to the effort of defining and clarifying the role and function of school counseling in Israel and other countries.
Counselling in Kuwait is a recent development and is relatively unexplored. This paper aims at giving a brief overview of the current status of school guidance and counselling. It also attempts to critically examine the prospects and limitations of counselling programs in course credit secondary schools. It concludes by shedding some light on efforts exerted in the direction of promoting counselling in the country, and specific challenges and problems with which it is faced.
There are a number of American schools overseas that provide educational opportunities for both American and non-American students. Among these are schools operated under the auspices of the Office of Overseas Schools of the United States Department of State. Known as American-sponsored overseas schools (A/OS), these schools were established as early as 1888 to provide educational opportunities for American citizens and other children, and to demonstrate United States educational philosophy and practice abroad (A/OS Fact Sheet, 1994). American-sponsored overseas schools represent an important contribution to United States education abroad. One hundred eighty-eight schools in 113 countries provide an American type education to almost 100,000 students. A/OS employ teachers and administrators trained in the United States and use American curricula and teaching materials. In addition, most comprehensive schools K-12 have U.S. trained school counsellors, serving at the elementary, middle, and/or secondary levels. The school counsellor’s role in the overseas school environment takes on a broader dimension because of the unique influences specific to the American-sponsored overseas school. A study of A/OS in South America (Rifenbary, 1994) found that there were numerous similarities between counsellors’ roles and functions in stateside and overseas schools. Despite these similarities, several factors unique to the overseas environment influence the counsellor’s role. For example, these counsellors experience professional isolation from their colleagues in the United States. The cultural diversity among the students in each A/OS, who are drawn from many nations, is greater than that in most U.S. schools. In most instances, the host-country culture is dissimilar to American values and culture. Host and third country students and parents often are unfamiliar with American educational methods and the school counsellor’s role. Moreover, the mobility of families creates a feeling of transiency for many students. Finally, the college preparatory nature of the schools attracts many non-American students who are interested in pursuing American higher education opportunities. The present study describes the role and function of the school counsellor in American-sponsored overseas schools worldwide and the factors that often influence that role.
Adolescents who spend part of their developmental years in one or more countries other than their country of origin or citizenship because of the international work of their parents are called internationally mobile or third-culture adolescents. Exploratory research has suggested that these adolescents develop greater cultural acceptance, they have an increased desire to learn other languages, they are interested in international careers, they wish to maintain geographically mobile lives, and they are closer to their families because of the shared experience of adjusting to other cultures. This study describes the largest known analysis of internationally mobile adolescents on two continents with peers who have maintained residence in only one country throughout their lives (N = 1,076). Our findings support the impression that U.S. internationally mobile adolescents have more interest in travel and learning languages, and that they rate themselves more culturally accepting and more oriented to an international lifestyle in the future than their peers in the United States (p < .001). However, not all characteristics suggested by exploratory research were supported for this group of U.S. internationally mobile adolescents, and there were differences between U.S. adolescents who live overseas and internationally mobile adolescents from other countries. This study follows a call for research (Gerner, School Psychology Quarterly, 5(1), 21–23, 1990) so that school psychologists, administrators, counselors, and teachers in U.S. schools overseas, and educators in the United States who work with these students upon their return, can have more information available about internationally mobile adolescents.
Thesis (Ph. D.)--Columbia University, 2000. Includes bibliographical references. Photocopy.
Ethical framework for good practice in counselling and psychotherapy from the British Association for Counseling and Psychotherapy web site: http://www.bacp.co.uk/ethical_framework
- British Association
- Counseling
- Psychotherapy
M=44 years) and had spent an average of 10 years abroad. Their clinical experience ranged from six months to 35 years (M= References Abal, The role of educational counsellors in Kuwaiti secondary schools Counselor competencies and personality traits at secondary schools in Kuwait
- K Hornby
- G Abu-Eita
- S Sherif
Participants, ranged in age from 25 to 72 years (M=44 years) and had spent an average of 10 years abroad. Their clinical experience ranged from six months to 35 years (M= References Abal, K., & Hornby, G. (1995). The role of educational counsellors in Kuwaiti secondary schools. Counselling Psychology Quarterly, 8, 333–344. doi:10.1080/09515079508599593. Abu-Eita, S., & Sherif, N. (1990). Counselor competencies and personality traits at secondary schools in Kuwait. International Journal for the Advancement of Counseling, 13, 27–38. doi:10.1007/ BF00154640.
Governing bodies and U.S. interests
- G C Brown
- G. C. Brown
Brown, G. C. (2000). Governing bodies and U.S. interests. In R. J. Simpson, & C. R. Duke (Eds.), American
overseas schools (pp. 25-50). Bloomington, IN: Phi Delta Kappa Educational Foundation.
Enhancing emotional intelligence in parents: The professional school counselor’s role
- J Field
- J Kolbert
- J. Field
Field, J., & Kolbert, J. (2006). Enhancing emotional intelligence in parents: The professional school counselor's
role. In Emotionally intelligent school counseling (pp. 167-181). Mahwah, NJ, USA: Erlbaum.
International schools grapple with ‘staggering’ demand
- D Greenlees
Greenlees, D. (2006, September 29). International schools grapple with 'staggering' demand. [Electronic
version]. International Herald Tribune.
School counseling in Australia
- C W Humes
- C. W. Humes
Humes, C. W. (1991). School counseling in Australia. School Counselor, 38, 248-254.