Parental Involvement in School Counseling Services: Challenges and Experience of Counselor

Vaishnavi, J.; Kumar, Aneesh

doi:10.1007/s12646-018-0463-9

Cited by 10 publications

(14 citation statements)

References 14 publications

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“…Despite the emphasis within the school counseling field for school counselors to support SWD (ASCA, 2016), a dearth of research focuses on the elementary school counselors' roles for supporting SWD. In addition, administrators (Boyland et al, 2019; Lowery et al, 2018), teachers (Beesley, 2004; Reiner et al, 2009), and parents (Gillilan, 2006; Vaishnavi & Aneesh, 2018) perceive the roles of the elementary school counselor differently. The results of this study indicate an interplay between the school counselor, stakeholders, and multiple levels (i.e., home, school) of the surrounding environment.…”

Section: Resultsmentioning

confidence: 99%

An effective elementary school counselor's support of students with disabilities: A case study

Vilbas

King‐Sears

2021

Psychology in the Schools

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Using a qualitative single‐case study design, perceptions from multiple stakeholders about how an effective elementary school counselor provides supports for students with disabilities (SWD) were examined. Interviews occurred with a school counselor, a student with a disability, his parent, his general and special educators, and school administrators. Findings are described using an ecological perspective and highlight the roles of an effective school counselor as well as the importance of interactions among the school counselor, parents, teachers, and administrators to support SWD. In addition, unique perspectives were shared by an elementary student with a disability. Implications for school counseling practices and programs are provided.

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Section: Resultsmentioning

confidence: 99%

An effective elementary school counselor's support of students with disabilities: A case study

Vilbas

King‐Sears

2021

Psychology in the Schools

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“…The relationship between family participation and variables such as school climate, context and academic performance also increases. Improving the relationships between counselors, guardians and families is associated with having received training in skills to provide services to families and expand parents' expectations about counseling (Castro et al, 2015;Vaishnavi and Kumar, 2018).…”

Section: Tutorial Action In Secondary Educationmentioning

confidence: 99%

Counselor-Perceived Teacher Actions Needed to Carry out Educational and Vocational Guidance in Secondary Schools in Spain

et al. 2021

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After analyzing the scientific literature referring to guiding actions developed in secondary education, there is an appreciable lack of research on process efficiency performed by teachers. This study explores the practice of tutoring, which in Spain is coordinated by counselors but the responsibility of teachers. An ad hoc semistructured questionnaire was designed, validated and applied within the framework of a collaboration agreement between professional institutions of counselors and researchers. The questionnaire was answered by 102 counselors who are heads of guidance departments because the insight of counseling experts was desired. The quantitative and qualitative data analyses indicated correlations between the profile of the counselors and the performance of tutoring, described the content and predominant intervention models and identified needs for improvement. A much more intensive and direct intervention by counselors is necessary in a system in which teachers are not trained enough and time dedicated to tutorial action is deficient. Notably, counselors coordinate and supervise tutoring, but they feel overwhelmed by the lack of concrete norms and their workload.

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“…CAMHS; Bone et al, 2014;Coyne et al, 2015;Crouch et al, 2019;Stapley, Midgley, et al, 2016;Stapley, Sharples, et al, 2016;Teggart & Linden, 2007). Such studies have, for instance, explored parents' and carers' perceptions of access to-and involvement in-interventions, and examined moderators for parents' and carers' satisfaction using self-report measures (Barber et al, 2006;Bjorngaard et al, 2008;Blader, 2007;Haine-Schlagel & Walsh, 2015;McNicholas et al, 2016;Vaishnavi & Kumar, 2018). The one exception to this is Hill et al's (2011) survey of parents' and carers' attitudes to secondary school-based counselling in Wales.…”

Section: Introductionmentioning

confidence: 99%

‘They need somebody to talk to’: Parents' and carers' perceptions of school‐based humanistic counselling

Longhurst

Sumner

Smith

et al. 2021

Couns and Psychother Res

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Parents and carers are likely to take on a significant responsibility for managing an adolescent's mental health and well‐being. Accordingly, their perceptions provide insight into the value of an intervention. This study explored parents' and carers' perceptions and expectations of school‐based humanistic counselling, as received by a socially diverse group of young people (13–16 years old) in secondary schools in Greater London, UK. Semi‐structured interviews from 17 parents and carers were analysed thematically. Two superordinate themes were identified: (a) the context of counselling, and (b) the content of counselling, the latter referring to stages of the therapeutic process and its outcomes. Schools were perceived as an ideal environment for the provision of professional mental health support, as it reaches young people in a natural, convenient setting and therefore promotes and/or widens access to universal support, as well as targeted interventions. Parents and carers further emphasised the importance of overall well‐being, academic performance and social relationships.

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Parental Involvement in School Counseling Services: Challenges and Experience of Counselor

Cited by 10 publications

References 14 publications

An effective elementary school counselor's support of students with disabilities: A case study

An effective elementary school counselor's support of students with disabilities: A case study

Counselor-Perceived Teacher Actions Needed to Carry out Educational and Vocational Guidance in Secondary Schools in Spain

‘They need somebody to talk to’: Parents' and carers' perceptions of school‐based humanistic counselling

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