School psychology and school-based child and family interventions in Singapore

Chong, Wan Har; Lee, Boon Ooi; Tan, Seng Chee; Wong, Shyh Shin; Yeo, Lay See

doi:10.1177/0143034312453397

Cited by 22 publications

(15 citation statements)

References 29 publications

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“…Overall, whilst community counsellors empathised with the workload their counterparts in schools faced, and understood that they were bound by the restrictions of their role, they had mixed views on whether school counsellors should extend their work to include family therapy. This finding corroborates local observers' views on school-based family interventions in Singapore (Chong et al, 2013). An obvious solution would be to strengthen organisational links and increase collaboration between school counselling services and FSCs; this proposal is consistent with the model proposed in another study that interviewed Singapore school counsellors (Kok, 2013).…”

Section: Resultssupporting

confidence: 84%

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Looking in from the outside: community counsellors’ opinions and attitudes to school counselling in Singapore

Low¹

2014

Pastoral Care in Education

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Over the last decade, the movement towards the permanent presence of counsellors within schools has gathered pace in Singapore. As counsellors were introduced into more schools, there were opportunities for their community-based counterparts such as social workers, youth workers and other counselling practitioners to work with them. Through semi-structured interviews, this study explored the experiences and perceptions of counselling practitioners in community-based agencies, specifically Family Service Centres, on school counselling. Community counsellors were found to be supportive of the initiative but concerned about how the service was implemented, especially in relation to professional and ethical standards and maintenance of confidentiality standards. Community counsellors felt that their counterparts in schools lacked knowledge about community resources and that family work seemed beyond their capability, they also thought that former teachers or principals perhaps needed more help with the transition to a counselling role. These findings are discussed and it is recommended that community counsellors could be more involved in developing the new school counselling services.The influence of sociocultural factors on child development was established in the classic studies of Bronfenbrenner (1979), andSuper andHarkness (1986). Evidence for the importance of the relationship between psychological and sociocultural factors is accumulating, and further research is needed to improve our understanding of human development in different sociocultural contexts (Hwang, 2005). Hendrick's (1997) study of how changes in the UK's education system influenced child development in that country showed how investigating changes in school environments and their effects on stakeholders can help to improve our understanding of child development. This paper describes qualitative research on community counsellors' attitudes and opinions of counselling practice in Singapore schools.Many Asian countries-including the southeast Asian country of Singapore-are already investing or face calls to invest more, in the psychosocial care of children and young adults in the school system (

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Section: Resultssupporting

confidence: 84%

“…Many Asian countries-including the southeast Asian country of Singapore-are already investing or face calls to invest more, in the psychosocial care of children and young adults in the school system (Chong, Lee, Tan, Wong, & Yeo, 2013;Leuwerke & Shi, 2010;Low, Kok, & Lee, 2013;Van Schalkwyk & D'Amato, 2013;Van Schalkwyk & Sit, 2013).…”

mentioning

confidence: 99%

Looking in from the outside: community counsellors’ opinions and attitudes to school counselling in Singapore

Low¹

2014

Pastoral Care in Education

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“…As suggested in earlier studies, the quality of working relationships among stakeholders is an important aspect of an effective school counselling service (Cromarty & Richards, 2009; Harris, 2009). Chong et al (2013) and Kok (2013) also recommended closer collaborative working relationships between stakeholders.…”

Section: Discussionmentioning

confidence: 99%

Stakeholders’ Perceptions of School Counselling in Singapore

Low¹

2015

J. Psychol. Couns. Sch.

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This article reports on a qualitative study that set out to understand stakeholders' perception of the school counselling service in Singapore. Using semistructured interviews, this study explored the perceptions of three main stakeholder groups, namely teachers and counsellors working within the schools and those working in the communities. Altogether, 19 interviews were conducted. Two key theme areas were uncovered. First, the stakeholders observed and expected differing levels of confidentiality for information obtained during counselling. This presented a barrier for cooperation between the stakeholders. Second, stakeholders, while keen to ensure students' families were served appropriately, held different ideas of how that could happen. No clear model of collaboration seemed to exist at the time of the study. Implications for practice were discussed.

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“…For example, in Thailand pre-service educators perceive that parent consultation is more crucial to the role of school psychology than do their counterparts in Korea (Tangdhanakanond & Lee, 2014). In Singapore, educational psychologists seek to proactively promote parent involvement such that it enhances the relationships between home, school, and the community (Chong, Lee, Tan, Wong, & Yeo, 2013); thus, the notion of educational psychologists seeking to enhance neighborhood social networks to promote home literacy and children’s vocabulary may resonate with educators there. More effort may be required on the part of school psychologists to form neighborhood parent support groups in some countries than in others.…”

Section: Discussionmentioning

confidence: 99%

Relations among neighborhood social networks, home literacy environments, and children’s expressive vocabulary in suburban at-risk families

Froiland

Powell

Diamond

2013

School Psychology International

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In response to increasing research and policy interest in the neighborhood context of early school success, this study examined relations among neighborhood social networks, home literacy practices/resources, and children’s expressive vocabulary in a suburban at-risk sample in the USA at the beginning of the school year. In a Structural Equation Model, neighborhood social networks predicted home literacy, which in turn predicted expressive vocabulary. The indirect effect of neighborhood social networks on expressive vocabulary was also significant. Implications for future research and preventive interventions concerning the role of neighborhoods in enhancing family reading behavior and the early literacy of at-risk preschool children are discussed.

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School psychology and school-based child and family interventions in Singapore

Cited by 22 publications

References 29 publications

Looking in from the outside: community counsellors’ opinions and attitudes to school counselling in Singapore

Looking in from the outside: community counsellors’ opinions and attitudes to school counselling in Singapore

Stakeholders’ Perceptions of School Counselling in Singapore

Relations among neighborhood social networks, home literacy environments, and children’s expressive vocabulary in suburban at-risk families

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