An investigation into the experiences of school counsellors working with adolescents

Abstract

Currently, Australia’s school counsellors are increasingly being called upon to respond to adolescent mental health needs. Through semistructured interviews with seven school counsellors working with adolescents, this qualitative study aimed to capture the lived experiences of this group of practitioners. By adopting a phenomenological approach and using thematic analysis, this study provides insight into their profession: the current ambiguity surrounding their role; the opportunities and obstacles they face; as well as the often-present tension between stakeholders including parents, other school staff and external agencies. The findings of this study indicate that school counsellors are challenged by the need to be advocates not only for their students but also for themselves and their roles within the school context.

Positive Education: The Key Role of the School Counsellor

“…Second, beliefs about the SC's workload may preclude their input for a program that may sit outside the duties they currently, or are expected to, undertake. Role ambiguity and role conflict is discussed at length in the profession (e.g., see Bettman & Digiacomo, 2021;Coll & Freeman, 1997;Thielking & Jimerson, 2006), and there often appears to be discrepancies between the SC's official job description; the tasks they are expected to undertake by principals, teachers, families and students; those they actually undertake; and those they desire to have the time and resources to undertake (Amatea & Clark, 2005;Monteiro-Leitner et al, 2006;Reiner et al, 2009).…”