School Counsellors’ and Students’ Attitudes to Online Counselling: A Qualitative Study

Glasheen, Kevin; Campbell, Marilyn; Shochet, Ian M.

doi:10.1017/jrr.2015.8

Cited by 8 publications

(9 citation statements)

References 44 publications

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“…Demand on e-counseling from students reflected that students were keener to seek counselling help online than face-to-face counselling due to stigma issues (Fang et al, 2017;Zainudin & Yusop, 2018). Studies had reported that many young people with issues would not approach for help if online help were not made available to them (Dowling & Rickwood, 2014; Glasheen & Campbell, 2009;Glasheen et al, 2015). Therefore, e-counseling provides a platform for anonymity and a safe environment that allows more students to be connected, reached and counselled (Bambling et al, 2008;Harrad & Banks, 2016;Hanley et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

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: 99%

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

Foon¹,

Zainudin²,

Yusop³

et al. 2020

ujer

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“…Web-based mental health resources, also known as e-mental health, may overcome many of the challenges faced by school counselors [ 35 ]. Young people are very willing to seek help for mental health via the Internet [ 36 , 37 ], and Web resources provide convenient access to information and support. However, school counselors have been found to be reluctant to use some types of Web resources, specifically online counseling [ 36 , 38 ].…”

Section: Introductionmentioning

confidence: 99%

“…Young people are very willing to seek help for mental health via the Internet [ 36 , 37 ], and Web resources provide convenient access to information and support. However, school counselors have been found to be reluctant to use some types of Web resources, specifically online counseling [ 36 , 38 ]. Lack of training, misbeliefs about quality and efficacy, confidentiality, and dishonesty concerns have been found to affect the use of online counseling in school settings [ 36 , 39 ].…”

Section: Introductionmentioning

confidence: 99%

“…However, school counselors have been found to be reluctant to use some types of Web resources, specifically online counseling [ 36 , 38 ]. Lack of training, misbeliefs about quality and efficacy, confidentiality, and dishonesty concerns have been found to affect the use of online counseling in school settings [ 36 , 39 ]. It is likely that these barriers influence the uptake of other Web-based programs and resources, although there is little research examining school counselors’ perspectives toward more recent developments such as mobile technology, e-monitoring tools, automated feedback, stepped care, and interventions delivered to entire student populations at once.…”

Section: Introductionmentioning

confidence: 99%

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School Counselors’ Perspectives of a Web-Based Stepped Care Mental Health Service for Schools: Cross-Sectional Online Survey

O’Dea¹,

King²,

Subotic-Kerry³

et al. 2017

JMIR Ment Health

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BackgroundMental health problems are common among youth in high school, and school counselors play a key role in the provision of school-based mental health care. However, school counselors occupy a multispecialist position that makes it difficult for them to provide care to all of those who are in need in a timely manner. A Web-based mental health service that offers screening, psychological therapy, and monitoring may help counselors manage time and provide additional oversight to students. However, for such a model to be implemented successfully, school counselors’ attitudes toward Web-based resources and services need to be measured.ObjectiveThis study aimed to examine the acceptability of a proposed Web-based mental health service, the feasibility of providing this type of service in the school context, and the barriers and facilitators to implementation as perceived by school counselors in New South Wales (NSW), Australia.MethodsThis study utilized an online cross-sectional survey to measure school counselors’ perspectives.ResultsA total of 145 school counselors completed the survey. Overall, 82.1% (119/145) thought that the proposed service would be helpful to students. One-third reported that they would recommend the proposed model, with the remaining reporting potential concerns. Years of experience was the only background factor associated with a higher level of comfort with the proposed service (P=.048). Personal beliefs, knowledge and awareness, Internet accessibility, privacy, and confidentiality were found to influence, both positively and negatively, the likelihood of school counselors implementing a Web-based school mental health service.ConclusionsThe findings of this study confirmed that greater support and resources are needed to facilitate what is already a challenging and emotionally demanding role for school counselors. Although the school counselors in this study were open to the proposed service model, successful implementation will require that the issues outlined are carefully addressed.

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“…The use of EBPs may indirectly lower burnout by increasing school counsellors’ capacity to reach students (Glasheen, Campbell, & Shochet, 2015). Burnout may also be reduced by the use of internet-based resources for mental health (e.g., psychoeducation websites, mobile phone apps, or online counselling), as school counsellors can use these to improve students’ mental health literacy, provide care beyond school hours, and increase engagement with care (Glasheen et al, 2015). However, little is known about school counsellors’ use of EBPs or online therapies and the relationship with burnout.…”

mentioning

confidence: 99%

An Exploration of the Factors Associated with Burnout Among NSW Secondary School Counsellors

King

Subotic-Kerry

O’Dea

2018

J. Psychol. Couns. Sch.

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School counsellors play an important role in supporting student mental health but face several challenges that may increase their vulnerability to burnout. This study aimed to explore the factors associated with burnout among school counsellors in secondary schools in New South Wales (NSW), Australia. A cross-sectional, online survey was conducted to measure demographics, school counsellor background, school context, school counselling practice, openness towards evidence-based practices, and use of online resources. The final sample consisted of the 125 participants who responded they had (n= 65) or had not (n= 60) experienced burnout. Most participants were female (86%), with an average of 9 years’ experience (SD= 7.0). Burnout was associated with lower workload manageability, lower satisfaction with school mental healthcare, greater impact of work stress upon wellbeing, and greater frequency of providing care outside of school hours. No other significant associations were found. This study reinforces that school counsellors are vulnerable to burnout and that measuring job overload may help to identify those at increased risk. School counsellors may also benefit from additional support for students who require care beyond school hours. Greater awareness about the risks of burnout, coupled with efforts to improve resource allocation within the school setting, may improve school counsellors’ sustainability and optimise the mental healthcare available to students.

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School Counsellors’ and Students’ Attitudes to Online Counselling: A Qualitative Study

Cited by 8 publications

References 44 publications

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

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

School Counselors’ Perspectives of a Web-Based Stepped Care Mental Health Service for Schools: Cross-Sectional Online Survey

An Exploration of the Factors Associated with Burnout Among NSW Secondary School Counsellors

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