School Counsellor Needs for Competency Enhancement

Bustamam, Nurbaity; Rosita, Dara; Asfaruddin, Khairiah; Yahya, Martunis; Zuliani, Hetti

doi:10.2991/assehr.k.210909.104

Cited by 1 publication

(3 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Because they are not licensed to hold the post, this circumstance put them in a difficult situation. The findings of this study reflect the conclusions of Bustamam et al (2021), Cervantes (2019), Kimball (2018), O'Connor (2018), Ushiyama (2019), and Warui (2018) that inadequate knowledge and skills, heavy workload, and insufficient resources are some of the challenges that guidance advocates face when practicing ethical bracketing and facilitating guidance and counseling services resulting to putting the practice and services in jeopardy.…”

Section: Eidetic Insight: Lights and Shadows In The Practice Of Ethic...supporting

confidence: 81%

“…Cervantes (2019) noted in her study that guidance facilitators or advocates are not qualified to work as school counselors. Moreover, in the studies of Bustamam et al (2021), Michel et al (2017), and Warui et al (2018), they mentioned that limited knowledge and skills and lack of training were the concerns faced by school counselor teachers.…”

Section: Inadequate Knowledge and Skillsmentioning

confidence: 99%

“…Studies by Bustamam et al (2021), Cervantes (2019), Ushiyama (2019), and Warui (2018) emphasized the concerns of teachers designated as "guidance teachers." The numerous responsibilities assigned to the teacher or guidance advocate jeopardize the quality of the delivered guidance and counseling services putting the program at risk.…”

Section: Multiple Responsibilitiesmentioning

confidence: 99%

See 2 more Smart Citations

Lights and Shadows: Lived Experiences of Guidance Advocates in the Prac-tice of Ethical Bracketing

Decena

Singson²

2022

IJMABER

View full text Add to dashboard Cite

Due to the limited number of registered guidance counselors (RGCs) in the Philippines, public high schools are compelled to appoint classroom teachers as guidance advocates and perform the duties and responsibilities of an RGC, specifically facilitating counseling to learners. With their lack of training and fundamental knowledge, differing orientations, and demanding and overlapping work as classroom teachers and at the same time as guidance advocates, the participants are having difficulty practicing one of the ethical codes in the counseling profession – ethical bracketing; thus, its delivery is put to jeopardy. This study used descriptive phenomenological analysis to explore the lived experiences of guidance advocates on their practice of ethical bracketing in facilitating counseling services. Data were collected via unstructured in-depth interviews and analyzed using Lichtman’s three (3) C’s of Data Analysis, retaining only relevant themes: predicaments in ethical bracketing, factors for good ethical bracketing, transformation through counseling experiences, and counseling practice as a calling. The participants did not just overcome the challenges they had faced in practice but experienced transformations that significantly impacted their perspective about themselves, their counselees, and the counseling profession. The findings of this study serve as baseline information in creating a training program that can address the concerns of the guidance advocates on their practice of ethical bracketing in facilitating counseling services.

show abstract

Section: Eidetic Insight: Lights and Shadows In The Practice Of Ethic...supporting

confidence: 81%

Section: Inadequate Knowledge and Skillsmentioning

confidence: 99%

Section: Multiple Responsibilitiesmentioning

confidence: 99%

See 1 more Smart Citation