The concomitants of system orientation in secondary school counsellors

Counsellors resolve their working dilemmas in terms of an orientation which they bring to the system in which they work. This ranges from extremes of acceptance and close co-operation, to extremes of challenge and independence. Evidence is given to indicate that the position which an individual adopts on such a continuum is related to factors in his personality, to his experience of inter-role conflict between teaching and counselling, to his experience of intra-role conflict with colleagues, to the designation of his role, to the amount of time available for its fulfilment, and to the length of the counselling training he has received. The findings tend to indicate that counselling is beset by internal philosophical tensions, and that the introduction of counselling is not necessarily part of a historically inevitable movement towards more openness in schools.     

Attitudes of secondary school teachers towards prospective school counsellors

A test of attitudes to the place of counsellors in schools was administered to 100 teachers at secondary schools in Manchester. The attitudes were generally favourable, though there was evidence of considerable ignorance about the counsellor's role and also of doubts about confidentiality. More favourable attitudes tended to be held by arts teachers, teachers without children of their own, and teachers who had a degree but no further qualifications.     

Attitudes of school counsellors to some counselling issues

A questionnaire was constructed to ascertain the attitudes of school counsellors to guidance issues. 16 school counsellors in an urban area in the Midlands were asked to complete the questionnaire. The results show a wide area of agreement among the counsellors, particularly on issues concerned with practical and professional matters. Differences of opinion occur with respect to some of the other issues — including those concerned with the relationship of guidance and counselling to society — and possible implications of this lack of unanimity are discussed.     

Conversations on clinical supervision: benefits perceived by school counsellors

This Australian study describes the benefits of clinical supervision as perceived by school guidance officers who work in a large education authority. The participants were a random sample of guidance officers and senior guidance officers who agreed to participate in focus group interviews conducted via teleconference calls. The benefits of and reasons for clinical supervision graphically described by the participants raise questions about the cost of inadequate supervision to the individual counsellors themselves and to the profession as a whole. The findings become even more important when considered in light of the world of work of the 21st century.     

The accreditation of counsellors

It is widely believed that the quality of counselling will be improved if we multiply formal training programmes to teach it. There are certain implicit assumptions about the nature of skill, training, specialisation, supervision and the setting of standards which although hallowed by tradition cannot be taken for granted as appropriate to the learning of counselling. This paper aims to take a fresh look at them as a contribution to an on-going debate.     

The impact of high school on social development

In reviewing the literature on the social impact of high school, six themes were identified: (1) students perceive strong norms for conformity to school rules, (2) the emphasis on conformity and control influences the quality of student/teacher relations which tend to be role bound and inflexible, (3) paths to social status continue to emphasize athletic competence, (4) peer group identification has an impact on social relations within the larger community as well as in the school setting, (5) powerlessness is felt as a result of the authoritarian approach to decision making, and (6) the overall high school environment does not enhance students' beliefs in the Bill of Rights. It was concluded that high school students have limited opportunities for flexible self-definition. As a result of the way they are treated by authority figures and the strong pressures toward conformity, many adolescents fail to learn the extent of their rights or effective strategies for the exercise of power.     

The industrial prestige hierarchy

The major concerns of this research were to determine the prestige evaluations of selected industries by individuals representing diverse groups, and to compare the results with a previous study. Questionnaires were administered to five occupational subgroups (accountants, personnel managers, secretaries, electricians, security guards) and two university groups, one composed of white students, the other of black students. A total of 400 respondents indicated their prestige ratings of 30 industries in terms of a five-point scale. The major findings may be summarized as follows: (1) the industries were perceived to be arranged hierarchically as to prestige but many of the differences were not statistically significant; (2) various subgroups of the sample shared a closely similar evaluation pattern; and (3) industrial ratings had changed but little through time and did not vary significantly from one geographical area to another.     

The impact of school emotional climate on student psychopathology

Reports of differences among schools in emotional and social climate were related to changes in behavioral and emotional problems and alcohol use in students who remained in these schools over a 2-year interval. Four dimensions of school climate were examined. School conflict and social facilitation were shown to be related to increases in childhood psychopathology, whereas student autonomy was not. Effects of academic focus were even stronger than those of conflict, in the sense of being independently related to more syndromes. School climate effects were examinedfor conditionality on student characteristics and for synergism, It was concluded that intervention to alter the school climate may promote the emotional and behavioral well-being of children and adolescents.This research was supported by NIMH Grants MH36971 and MH30906. The authors wish to thank Robert Ouellette for his assistance.     

Support and self-care: professional reflections of six New Zealand high school counsellors

In many Western societies there is increasing demand for counselling; in turn, heightened levels of support needs have been identified for counsellors themselves. Despite calls for practitioners to adopt a more proactive approach to self-care, research suggests many still pay insufficient attention to alleviating on-the-job stress or achieving ‘work–life balance’. These issues were examined within the context of inviting six high school counsellors in New Zealand to talk generally about their professional lives. The authors suggest findings support calls for counsellor education programmes to offer structured opportunities for trainees to reflect upon the task of discursively constructing professional roles.     

Career development of counsellors

Unlike nursing or social work, counselling is not yet a statutory profession and there is no obvious career progression route. To explore the ways in which graduates of a counselling programme use their training a questionnaire was sent to 143 counselling students who had completed a minimum of Diploma level training. The questionnaires were analysed using both quantitative and qualitative methods. The key findings are that students embark on counselling training for both professional and personal development. The majority find some paid work. Many are engaged in unpaid counselling work, either solely or as well as paid work. Counsellor training is seen as providing good preparation for work but inadequate preparation for the job market. Some recommendations are made for training courses.     

Training for paraprofessional counsellors: Evaluating the meaning and impact of a common factors approach

A group of 12 people participated in a short (40 hours) counselling training programme for paraprofessional counsellors, which emphasised the importance of common factors in accounting for therapeutic effectiveness. The general framework, language and skills of a brief, solution‐focused approach was used as a means of translating the theoretical/conceptual ideas of the common factors model into specific counsellor behaviours and also to provide structure and focus for counselling sessions. A pluralist methodology was employed to assess the personal meaning of the training for participants and the impact of the training on the development of counselling skills and awareness. Results indicated the training impacted positively on the development of counselling skills and ability to handle difficult client behaviours but less so on personal values and ability to deal with process issues. The majority of participants believed the training contributed positively toward their personal development.     

The fears of the counsellors: a qualitative study

The author begins this paper with the claim that fear is a relatively under-researched topic in counselling despite its prevalence. Ten counsellors were interviewed concerning their fears encountered in their therapeutic work. Participants were also asked what they had found to be helpful and unhelpful when attempting to deal with these fears. Fears reported are categorised into fears of losing control, fears of being separated from a group by way of disapproval or rejection, and fears of physical and/or sexual assault. Substantive quotations are provided from the interviews. The author concludes with the contention that a deeper consideration and enhanced understanding of counsellors' fears will assist counsellors and their supervisors to accord fear an appropriate and healthy respect without becoming unduly frightened in the process.     

The role of educational counsellors in Kuwaiti secondary schools

Previous studies of educational counselling in Kuwaiti secondary schools have identified several concerns including inadequate facilities, a lack of clear role definition, and possible difficulties arising from the attempt to combine Western counselling models with Islamic values. To obtain information about the current state of educational counselling all 32 educational counsellors from Kuwait's credit course secondary schools were interviewed and were asked to complete checklists and time‐scale questionnaires. Analysis of the results suggest that development of the service has been uneven, and that role ambiguity, inadequate training and poor accommodation remain problematic. Recommendations for the remediation of these problems are made.     

国内关于职业声望的研究进展

自1995年以来,国内有关学者对当前国内的职业声望现状以及职业声望评价的影响因素进行了大量研究。本文对这些已有的成果进行了简单而较为系统的分析,并针对有关研究结论以及其中所存在的问题提出了自己的看法和意见。