Advocacy Duty of School Psychological Counselors from the Viewpoint of School Principals and Teachers

Abstract

The purpose of this study is to determine thoughts of school principals and teachers about advocacy duty of school psychological counselors. In the study, phenomenological design, one of the qualitative research methods, was used. By using criterion sampling method, 12 secondary school principals and 12 branch teachers at secondary level; 24 participants contributed to the study. The data which was collected through interview method was analyzed with descriptive analysis method. All of the school principals and some of the teachers described their school as a fair environment. Teachers stated that students complain that they confront with unjust treatments. The participants, particularly school principals, stated that advocacy should be made with the cooperation of guidance service and classroom guidance teacher. Teachers stated that rights of the student must be defended by administrator and classroom teacher, student must defend himself/herself or student should be defended by school psychological counselor. The large part of directors stated that school psychological counselor should fulfill advocacy duty whereas others implied that advocacy of school psychological counselor could harm their neutrality. Almost all of the teachers stated that they support advocacy of school psychological counselors and they emphasized that their advocacy should be limited to school environment.