Proposing a collaborative approach for school counseling

Kok, Jin Kuan; Low, Sew Kim

doi:10.1080/21683603.2016.1234986

Cited by 22 publications

(19 citation statements)

References 20 publications

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“…This inclination implied that support from ministry level or school-specific such as principals is essential. Almost 80% of the school counsellors in this survey viewed principals as a motivator to offer e-counseling service as school principals could determine such practice for implementation and financial support (Glasheen et al, 2017;Kok & Low, 2017). Online communication technologies with latest hardware and software are deemed important to support e-counseling.…”

Section: Discussionmentioning

confidence: 98%

E-Counselling: The Intention, Motivation and Deterrent among School Counsellors

Foon¹,

Zainudin²,

Yusop³

et al. 2020

ujer

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Internet technologies are rapidly changing our lives, so school counsellors are now facing challenges to provide innovative ways in order to support students in their preferred communication mode. This study sought to understand the perception of school counsellors towards e-counselling on (1) their intention to use e-counselling; (2) the motivators for them to offer e-counselling; and (3) the deterrent factors from offering e-counselling. 66 school counsellors completed this online survey. All had online communication experience with their students. Counsellors showed positive intention to apply e-counselling in schools only when e-counselling facilities were provided. Lack of competence in technical skill seemed to outweigh their intention to use e-counselling. Appropriate professional development, technical training and the practice-based research in school comparing effectiveness of e-counselling and face-to-face were the leading three motivators for school counsellors to use e-counselling. Fear of miscommunication due to unfamiliar online language, lack of professional development and technical skill training, lacks of technical resources were the key deterrents that deter their intention to offer to e-counselling. The major contribution from this study indicated that school counsellors were receptive to offer e-counselling in school with the conditions that they were given adequate and appropriate professional development, technical trainings and e-counselling facilities.

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Section: Discussionmentioning

confidence: 98%

E-Counselling: The Intention, Motivation and Deterrent among School Counsellors

Foon¹,

Zainudin²,

Yusop³

et al. 2020

ujer

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“…Antistigma school activities can reach people of all social levels from teachers, administrators to parents but most important to the students themselves. Classroom teachers play an important role in identifying and assessing problematic students and referring them to school counsellors for professional help (Kok & Low, 2017). School staff and teachers may help to influence the adolescents' attitudes to mental issues by organising social visits to mental health rehabilitation centres.…”

Section: Resultsmentioning

confidence: 99%

Interactional Effect Of Educational Level And Gender On Public Stigmatization

Kim¹,

Nainee²,

Viapude³

et al. 2019

The European Proceedings of Social and Behavioural Sciences

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“…Although this study was conducted solely in Japan, our findings have the potential to be shared with these countries that have similar educational settings (and potentially similar home-school partnership issues). Iida (2020) reviewed the journal articles published on the International Journal of School & Educational Psychology (IJSEP) from 2017 to 2019 (up until volume 3), and found out that some countries, especially Asian countries have some similarities with Japanese educational system in terms of limited availability of mental health professionals (e.g., China in Salinger, 2019; South Korea in Phosaly et al, 2019), large classroom size (India in Patwa et al, 2019), having difficulty collaborating with parents (Malaysia in Kok & Low, 2017).…”

Section: Current Studymentioning

confidence: 99%