Singaporean Counsellors’ Online Counselling Experiences with Children: An Exploratory Qualitative Study

Kit, Phey Ling; Teo, Chua Tee; Tan, Meilinda; Park, Yuhyun

doi:10.18401/2017.7.2.3

Cited by 14 publications

(5 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…School counsellors were receptive towards e-counselling as an additional method of counselling (Glasheen et al, 2013;Kok, 2015;Teh et al, 2014), especially when their time in schools was stretched and the demand for counselling from students was increasing (Kit, Teo, Tan & Park, 2017;Teh et al, 2014). The benefits of e-counselling practice allowed school counsellors handle students' issue at their convenient as there are no time restriction, space and distance concerns (Paterson, Laajala, & Lehtelä , 2017).…”

Section: Introductionmentioning

confidence: 99%

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

Foon¹,

Zainudin²,

Yusop³

et al. 2020

ujer

View full text Add to dashboard Cite

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.

show abstract

Section: Introductionmentioning

confidence: 99%

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

Foon¹,

Zainudin²,

Yusop³

et al. 2020

ujer

View full text Add to dashboard Cite

show abstract

“…Counselors shared that they tried to find different methods to ensure confidentiality and privacy, especially with students facing issues with their parents and having no “private” means of communication. These notions were supported by Kit et al (2017) when stating that counselors should address ethical concerns about virtual counseling privacy by informing students of confidentiality restrictions, technical limitations, and methods for maintaining the confidentiality and providing emergency support.…”

Section: Discussionmentioning

confidence: 99%

School counselors’ perceptions of virtual counseling in Lebanon: A qualitative study

Jaber

Al-Hroub

2023

Front. Psychol.

View full text Add to dashboard Cite

Virtual counseling has become an increased necessity as a result of the current pandemic as well as the need for methods that comply with the continuous changes and advancements. Studies conducted have shown that the perceptions of counselors of the benefits and barriers reflect whether or not the counseling service will be successful. This study is a descriptive research design following a qualitative approach. The study aimed to explore (a) the school counselor’s perceptions of the benefits and barriers they encounter when using virtual counseling, (b) the perceived differences between conducting virtual counseling and in-person counseling, and (c) whether participation in virtual counseling differs as a result of students’ characteristics in the perception of school counselors. Five private schools in the Beirut region were contacted as they were known to have virtual counseling programs. Both the schools and counselors were purposively chosen. Seven in-depth semi-structured interviews and one focus group discussion (FGD) were carried out with the study participants. Interpretational analysis was carried out to assess and analyze the obtained data. The results showed that through these experiences, counselors were able to develop new methods with regard to technology and other practices to limit the effects of obstacles faced. Counselors’ communication tools were also fine-tuned since they had to rely on unorthodox methods to understand students and deal with them better. Results showed that the benefits also have to do with time and method flexibility, the main barriers were issues of privacy, change in workplace dynamics, and lack of usage of tools. The findings were discussed in relation to four main themes: (a) service delivery adaptation, (b) working with technology, (c) counselor’s practices in delivering virtual counseling, and (d) preparation and training for virtual counseling. Being that it is qualitative research, the interpretational analysis was carried out to assess the obtained data. The results showed that the main benefits have to do with time and method flexibility, and the main barriers were issues of privacy and change in workplace dynamics. The results showed that the new changes and the counselor’s experience, along with the personal attributes of counselors and students, all influenced the efficiency of the counseling sessions.

show abstract

“…A review study by [18] has noted various counselling skills as reported in existing studies. Aside from rapport building, skills such as reflecting [32]- [34], paraphrasing [33], [35], demonstrating empathy [35], asking open and close-ended questions [4], [33], and online literacy skills [6], [33], [34], [36] are more commonly applied by practitioners of online mental health and counselling services.…”

Section: B E-counselling Skillsmentioning

confidence: 99%

“…According to a study by [33], among counselling psychology students in Malaysia and Singapore, reflecting skills are essential in the e-counselling setting, especially when developing therapeutic alliance and rapport with clients. Research [32] added that both reflecting and summarising skills are especially beneficial to avoid fragmented discussions which can be evident in e-counselling sessions.…”

Section: B E-counselling Skillsmentioning

confidence: 99%

Model of Relationship between e-Counselling Skills, e-Counselling Ethics and e-Counselling Limitations with Counselling Self-efficacy

Zainudin¹,

Asri²,

Yusop³

et al. 2022

IJIET

View full text Add to dashboard Cite

Despite the increasing number of e-counsellors, there is a lack of studies especially in the Malaysian context that highlight the skills and practices among e-counsellors and how these are linked to their perceptions when providing e-counselling. This study identifies the relationship between e-counselling skills, e-counselling ethics and e-counselling limitations with counselling self-efficacy among e-counsellors in Malaysia. A total of 159 e-counsellors from various institutions in Malaysia participated in this online survey study. The respondents were selected using the simple random sampling method. The Counselling Self-Estimate Inventory was adopted, and three self-constructed scales were employed for data collection purposes. Correlation analysis found that e-counselling skills (r = 0.597, p < 0.001), e-counselling ethics (r = 0.201, p < 0.001) and e-counselling limitations (r = -0.511, p < 0.001) were significantly correlated to counselling self-efficacy. The structural equation model analysis confirmed the model of relationship between e-counselling skills, e-counselling ethics, e-counselling limitations and counselling self-efficacy. From the three dimensions, e-counselling limitations predicted counselling self-efficacy the best (β value = -0.60), followed by e-counselling ethics (β value= 0.56) and e-counselling skills (β value= 0.18). The findings imply that the extent of e-counsellors’ perceptions on the limitations present in e-counselling play an important role to predict the variance in counselling self-efficacy among e-counsellors. Professional counselling bodies, supervisors and counsellor educators are urged to design a more comprehensive educational and training programme for counsellors. Both counsellor candidates and professional counsellors will benefit from this study as it provides insights for more effective implementation of e-counselling.

show abstract

Singaporean Counsellors’ Online Counselling Experiences with Children: An Exploratory Qualitative Study

Cited by 14 publications

References 40 publications

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

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

School counselors’ perceptions of virtual counseling in Lebanon: A qualitative study

Model of Relationship between e-Counselling Skills, e-Counselling Ethics and e-Counselling Limitations with Counselling Self-efficacy

Contact Info

Product

Resources

About