Policy, Research and the Development of School Counselling in Malta: Lessons Learnt in a Small-Island Community

Reflecting on Maltese school‐based counselling practices: An autoethnographic collaborative writing project

“…Malta was under British rule from 1800 and became independent in 1964 and a republic in 1974. Its justice system, educational system and the profession of counselling follow the British model (e.g., Cauchi et al, ; Farrugia, ; Sultana, ). State schools catering for compulsory education (5‐16 years of age) are geographically divided into 10 colleges of around 3,000 students per college.…”

“…Boissevain's () friends‐of‐friends theory includes two major characteristics: a high density and a high complexity of links with multiple roles being played, where links are entangled without uniqueness to kinship (Cauchi et al, ). Cauchi et al () explained that ‘unique stories of success become quickly known by everybody, with serendipity taking over small talk in small groups’. It is hoped that our experiences are quickly disseminated with relevant stakeholders in the best interest of students.…”

“…The American School Counselling programme follows the ASCA national model which embraces an MTSS framework (Belser, Shillingford, & Joe, ). The Maltese model follows the British model (Cauchi, Falzon, Micallef, & Sammut, ), which is based on individual support and advocacy. ASCA's () national model started as a three‐tiered model (Ockerman et al, ) that was adapted to a MTSS to respond to the latest trends (e.g., Belser, Shillingford, & Joe, ; Sink, ; Sink & Ockerman, ).…”

“…In the Maltese model, these tiers are addressed by different Maltese professionals. Class‐level intervention is addressed by Personal and Social Development (PSD) teachers (Falzon & Muscat, ); small‐group intervention is addressed by Maltese career advisors, guidance teachers (GTs), youth workers and, at times, counsellors, whilst individual support, usually farmed out in the United States, is the focus of Maltese counsellors working in schools (Cauchi et al, ). Such counsellors are increasingly being required to demonstrate evidence of effective practice (e.g., Bjornestad, Johnson, Hitner, & Paulson, ; Brott et al, ; Cuomo, ).…”

“…Such counsellors are increasingly being required to demonstrate evidence of effective practice (e.g., Bjornestad, Johnson, Hitner, & Paulson, ; Brott et al, ; Cuomo, ). This paper reflects on school counselling services which act in the best interest of students (e.g., Cauchi et al, ; Daniunaite, Cooper, & Forster, ; Sammut, ).…”