Factors affecting the involvement of teachers in guidance and counselling as a whole-school approach

The role of the regular teacher in a whole school approach to guidance counselling in Ireland

“…A whole school approach in the case school was viewed by the regular teachers as involving the entire school community, all members of the teaching staff and other relevant stakeholders through appropriate pastoral care structures. This aligns more with the eastern perspective, where teachers and school personnel are directed to become involved in student guidance responsibilities in order to foster a students' holistic development, not just a curricular based model (Hui, 2002;Lam & Hui, 2010). Additionally, the findings emphasise a 'caring' culture in the case school, similar to Lam and Hui's (2010) idea of a 'love and care' culture in eastern schools Since Budget 2012 the term 'appropriate guidance' has become central to the discourse on the provision of guidance counselling in Irish post-primary education.…”

“…The design was a 'multilevel mixed design' also termed 'hierarchical' The six semi-structured interviews provided rich, thick descriptions on the topic (Geertz, 1973). An interview schedule, based on Lam and Hui's (2010) The mixed method approach in the case study adhered to validity and reliability requirements relevant to both positivist and interpretivist paradigms ( Cohen et al, 2011;Mertens 2005;Thomas 2009). In the case study 'member checking' was used whereby the interviewees were offered the opportunity view their transcripts for accuracy before the data analysis (Mertens, 2005).…”

“…It is argued that schools can be viewed as successful when they achieve a balance between both the 'academic' and 'wellbeing' needs of the students, especially when students feel confident about teachers' competencies to create a positive learning environment (Day & Gu, 2014 Nevertheless, Lam and Hui (2010) argue that the role of regular teacher's in a whole school approach to guidance counselling involves educative work such as the prevention of students' issues escalating, as well as personal development and value formation. However, the delivery of the counselling dimension of guidance provision is much more complex and requires specialised training and competencies ' (NGF, 2007).…”

“…The non-traditional 'service attribute' and pastoral care role of the regular teacher is acknowledged as a very important aspect of their professional role in the prevention of student problems', personal development and value formation (Lam & Hui, 2010;Sexton, 2007;Teaching Council, 2011). Similar to the guidance counsellor's role, the regular teacher's duty of care role is often referred to as 'loco parentis' and teachers fulfil this role when students are under their care (Best, 1990;Best 2007).…”

Little Steps at Improving Preschool Teachers Practices through Counseling Skills in Qatar

“…We make these observations on the basis of our own experiences as classroom educators and through our research in Qatar schools. In some Eastern cultures, such as Jordan (Ammari 2004;Alsmadi & Mahasneh, 2011) and Hong Kong (Lam & Hui, 2010), teachers and counselors have little understanding of their roles as counselors, and there is little support for those roles in the schools. The primary author acquired extensive experience as a school counselor before the completion of her PhD.…”