Counsellors in Hong Kong Primary Schools: On Becoming Visible Counselling Professionals

Abstract

This article examines the implications of a new school counselling policy, namely, ‘one school social worker for each school’, 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’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.

The Roles of School Counsellors in the Philippines: Challenges and Opportunities

“…The roles of school counsellors are also poorly differentiated from those of other educators (DeKruyf et al, 2013), reflecting the interdisciplinary nature of their work (Alves & Gazzola, 2011) and the culture of the region, where counselling is often seen as part of the remit of teachers (e.g., Lung, 2013), and where guidance has traditionally been associated with a disciplinary role (e.g., Hue, 2010). For example, in South Korea, counselling is carried out by counselling teachers (Lee et al, 2012), and in Hong Kong, student guidance teachers, who usually do not have a counselling credential, perform counselling duties (Fung, 2019). In the Philippines, schools often appoint guidance advocates or guidance designates to carry out some counselling duties.…”

“…For example, in Macau and Thailand, a bachelor’s degree in counselling is mandated (Tangdhanakanond & Lee, 2013; van Schalkwyk & Sit, 2013), and a master’s degree is required in the Philippines (Tuason & Arellano-Carandang, 2015). Elsewhere, such as in Malaysia and the Hong Kong SAR, governments have not implemented a minimum entry requirement or a licensing system for school counsellors, despite counselling being a mandatory requirement (Fung, 2019; Rahman et al, 2013; Yuen et al, 2017).…”

The professional identity of school counsellors in East and Southeast Asia

“…In some countries, the professional role of school counselling has been growing, although without having reached the stage of formal recognition through licensing. In Malaysia and Hong Kong, for example, the government has directed all schools to ensure that effective counselling services are in place, but without implementing a licensing system (Rahman, 2013; Fung, 2019; Yuen et al, 2017). In some countries, such as China, school counselling has made enormous advances but is a long way from being recognised professionally (Shi, 2018).…”