Guidance counselling as a whole school responsibility in the Irish post primary sector

Hearne, Lucy; Geary, Tom; Martin, Noelle

doi:10.1080/03069885.2016.1254725

Cited by 11 publications

(10 citation statements)

References 9 publications

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“…Studies have been carried with regard to challenges associated with the implementation of guidance and counselling in schools. Hearne, Geary and Martin (2017) found that the provision of guidance and counselling within the school system is increasingly becoming relevant for learning and development. However, it seems as everybody's and nobody's responsibility.…”

Section: Literature Reviewmentioning

confidence: 99%

Challenges Faced by Teachers in the Implementation of Guidance and Counselling in Eswatini Primary Schools

2019

JEP

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Providing guidance and counselling in schools is one of the most important services a school has to have and it is the reason why the Ministry of Education and Training (MoET) introduced guidance and counselling in both primary and high schools of Eswatini. However, there are obstacles that affect the effective implementation of guidance and counselling in schools. Thus, there was a need to find out the challenges teachers face in the implementation of guidance and counselling in Eswatini primary schools. The study was a qualitative study and it employed a multiple case study design. There were 27 participants from the Shiselweni guidance and counselling pilot schools who were selected purposively. Data were collected through focus group discussions and in-depth interviews. A thematic analysis was used to analyse the data. The main findings of the study revealed that guidance and counselling is affected by role ambiguity for guidance and counselling teachers, lack of required resources and inadequate supervision. Therefore, there is a great need for the Ministry of Education and Training to develop clear policies for running and managing guidance and counselling services in schools.

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Section: Literature Reviewmentioning

confidence: 99%

Challenges Faced by Teachers in the Implementation of Guidance and Counselling in Eswatini Primary Schools

2019

JEP

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“…A review conducted by the Institute of Guidance Counsellors (2016) found that, due to a sustained reduction in resources since the 2012 Budget, there has been an overall decrease in guidance counsellor practice hours, as well as a preference for classroom guidance at the expense of one-to-one guidance, and an increase in guidance counsellors performing a full-time teaching role. Unlike teachers, guidance counsellors have argued strongly for their need to attend to the pastoral care of their students (Hearne and Galvin 2014;Hearne, Geary, and Martin 2017). Thus, while teachers feel that their delivery of the core curriculum may be hindered by the requirement to attend to student wellbeing, guidance counsellors view the requirement to assist in the delivery of the core curriculum as a barrier to their delivery of pastoral care.…”

Section: Educators' Attitudes With Regard To Wellbeing Curriculamentioning

confidence: 99%

“…Thus, guidance counsellors could play a key role in helping to dispel the perception among teachers of pastoral care as burdensome, and help to secure teacher buy-in to the whole-school approach to promoting student wellbeing. However, this may prove to be challenging in view of the historical and current resource constraints experienced by guidance counselling services, particularly at a junior-cycle level (Hearne, Geary, and Martin 2017).…”

Section: Educators' Attitudes With Regard To Wellbeing Curriculamentioning

confidence: 99%

A review of the role of school-related factors in the promotion of student social and emotional wellbeing at post-primary level

Byrne

Carthy

McGilloway

2019

Irish Educational Studies

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In 2017, the National Council for Curriculum and Assessment (NCCA) in the Republic of Ireland introduced a universal social and emotional learning (SEL) intervention in the form of the NCCA wellbeing guidelines. These guidelines are aimed at facilitating the promotion of student wellbeing during the first three years of post-primary education. This paper will provide an overview of the NCCA wellbeing guidelines, while also establishing the educational context within which these guidelines have become necessary. While the introduction of these guidelines is arguably timely, little is known of the attitudes and perspectives that are held by the principal stakeholders, namely the educators, regarding these guidelines and the promotion of student wellbeing in general. This constitutes a significant gap in knowledge as the success (or otherwise) of the new wellbeing guidelines in Ireland may be in some way contingent upon teachers' attitudes toward both the guidelines themselves, and their ability to deliver them. It will be proposed that research, which is currently being conducted, is necessary to further understand educators' perspectives in this area in order to secure 'whole-school' implementation of the wellbeing guidelines and curricula.

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“…The concept of the whole school approach (WSA) on the social and emotional guidance (SEG) among students has been the philosophy of education policy around the world (Dudu, 2019;Goldberg et al, 2019;Hearne et al, 2017;International Bureau of International Journal of Instruction, July 2022 • Vol.15, No.3 and affect their morale over time. The decrease in the teacher-to-student ratio further impedes the ability of rural teachers to address the social and emotional needs of their students through personalized interactions ("STU Welcomes," 2018).…”

Section: Introductionmentioning

confidence: 99%

Whole School Approach on Social and Emotional Guidance among Rural Elementary Schools: Regular Teachers’ Involvement

Tnay¹,

Adruce²,

Nordin³

et al. 2022

INT J INSTRUCTION

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This study explored the implementation of the whole school approach (WSA) on social and emotional guidance (SEG) in rural primary schools in Sarawak, Malaysia. Regular teachers (N = 2,532) in Sarawak responded to an electronic survey. The theory of planned behavior (TPB) and the socio-emotional guidance model were employed to explore the level of implementing the WSA on SEG among the respondents. Factors affecting the intention to be involved in SEG were also explored. This paper provides insights for policymakers and educational administrators to promote the social and emotional well-being of rural students in a developing country.

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Guidance counselling as a whole school responsibility in the Irish post primary sector

Cited by 11 publications

References 9 publications

Challenges Faced by Teachers in the Implementation of Guidance and Counselling in Eswatini Primary Schools

Challenges Faced by Teachers in the Implementation of Guidance and Counselling in Eswatini Primary Schools

A review of the role of school-related factors in the promotion of student social and emotional wellbeing at post-primary level

Whole School Approach on Social and Emotional Guidance among Rural Elementary Schools: Regular Teachers’ Involvement

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