Evaluating school-based psychological and counselling services in Macao using a qualitative approach

Schalkwyk, Gertina J. van; Sit, Holly Ho Yi

doi:10.1177/0143034312453395

Cited by 18 publications

(13 citation statements)

References 15 publications

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“…At secondary and tertiary levels of intervention, it is recognized that parent engagement and involvement are crucial to help children at risk with learning issues, or who are already struggling. In many cases, the problem is systemic and successful problem resolution requires extensive and intensive work with the family (Van Schalkwyk & Sit, 2013). Anecdotal accounts from school personnel confirm that this is particularly so for younger children at the primary school level and those with specific learning needs as they are still limited in their capacity for independent thinking and functioning (Chong et al., 2010; Ee, 2009; Lee & Chong, 2010).…”

Section: School-based Family Interventionsmentioning

confidence: 99%

School psychology and school-based child and family interventions in Singapore

Chong

Lee

Tan

et al. 2013

School Psychology International

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This article presents an overview of the range of primary, secondary, and tertiary interventions based on the Singapore Education Ministry-developed whole-school framework for pupil management and support. At the preventive level, a range of school-wide programmes are implemented to provide learning, emotional, and behavioural support for students. Where school-level programmes are inadequate to address specific student concerns, there are school counsellors or teacher-counsellors to work with those at-risk or experiencing difficulties. Students with specific learning disabilities receive in-class or pull-out support from allied educators, often in consultation with educational psychologists from the Ministry. Although parent support and collaboration are often sought, school-based family interventions are not within the purview of schools. This article further discusses issues that may be of concern to schools as they work to support students more effectively.

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Section: School-based Family Interventionsmentioning

confidence: 99%

School psychology and school-based child and family interventions in Singapore

Chong

Lee

Tan

et al. 2013

School Psychology International

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“…In addition, the socio-cultural values of a reserved society and lack of help-seeking behaviour among local families are non-supportive to self-expression among students, and further contribute to the absence of school psychological services in Malaysia. However, similar to school psychologists throughout developing countries and particularly in Asia, Malaysian school counsellors share a primary goal of enhancing the overall quality life of children (Akin-Little & Little, 2013; Chong, Lee, Tan, Wong, & Yeo, 2013; Cook, Jimerson, & Begeny, 2010; D’Amato, Van Schalkwyk, Zhao, & Hu, 2013; Luk-Fong, 2013; Tangdhanakanond, Archwamety, McFarland, & Beckman, 2013; Tarroja, & Fernando, 2013; Van Schalkwyk & Sit, 2013; Wang & D’Amato, 2013).…”

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confidence: 99%

A holistic approach to school-based counselling and guidance services in Malaysia

Low

Kok

Lee

2013

School Psychology International

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Counselling services in Malaysian schools were first established in 1963. Several local research studies investigated the provision of school counselling services and revealed that they were unpopular among students and could be further improved. School-aged children are still under the care of their family, mostly their parents, and many authors suggested that the school counselling services for these children are inseparable from their family and community. A qualitative research study was conducted with 12 secondary school counsellors from Perak state in Malaysia. The counsellors were interviewed to explore their experiences of working in the existing counselling services system. The findings showed that there was a lack of collaboration among various educational stakeholders and the resources from the community were not utilized effectively. As a result of this study, a comprehensive integrative model for school counselling is proposed and discussed. Some possible challenges faced by counsellors and suggestions on ways to further improve counselling services within the Malaysian context are discussed.

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“…Psychological counseling and guidance services in schools provide personal, educational, and professional services in order to realize the physical, psychological and social development of students in a healthy way (Wright, 2011). They can take an important place in preventing violence against children with psycho-education, group guidance, classroom guidance and individual guidance activities they will carry out with students, teachers and administrators at school (Low et al, 2013;Schalkwyk & Sit, 2013). In this context, the effectiveness of psychological counseling and guidance services in schools is an important factor in preventing violence against children (Amatea & Clark, 2005;Bryan & Holcomb-McCoy, 2007).…”

Section: Discussionmentioning

confidence: 99%

Perceptions and Recommendations of Foreign Language Teachers to Prevent Children Violence and Abuse: A Case Study in Tishk International University Students in Erbil, Iraq

Çelik

Yildiz

Bilgin

2022

PEC

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Violence and abuse against children are important social issues for teachers. The aim of this study was to determine the perceptions of foreign language students, regarding violence and abuse against children, and their suggestions for preventing violence. The research was designed in the case study pattern, which is a qualitative research method. The study group of the research consists of 82 first year and second year foreign language pre-service teachers studying at Tishk International University, Faculty of Education, and voluntarily agreeing to participate in the research. The data of the study were obtained by using the structured “Recommendations Form for Preventing Violence and Abuse Against Children” developed by the researchers. Written data were analyzed by content analysis method. 82 students from first and second years at Education Faculty were interviewed and their opinions were taken. There were some subheadings during the survey: family, laws, national and international non-governmental organizations, schools and teachers, society, media, and art. They expressed their opinions about what the functions of these organs should be to prevent the violence and abuse against children. The pre-service teachers attached important duties to each of these organs separately. It is concluded that the prevention of violence and abuse against children can only be achieved in cooperation and separate duties of these organs. It is also recommended that courses and training that will provide pre-service teachers with knowledge, skills and awareness about violence and abuse against children should be placed in the curriculum as compulsory in education faculties. Keywords: violence and abuse against child, prevention of abuse, foreign language pre-service teacher

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Evaluating school-based psychological and counselling services in Macao using a qualitative approach

Cited by 18 publications

References 15 publications

School psychology and school-based child and family interventions in Singapore

School psychology and school-based child and family interventions in Singapore

A holistic approach to school-based counselling and guidance services in Malaysia

Perceptions and Recommendations of Foreign Language Teachers to Prevent Children Violence and Abuse: A Case Study in Tishk International University Students in Erbil, Iraq

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