The Identification of Factors Affecting the Development and Practice of School-Based Counseling in Different National Contexts: A Grounded Theory Study Using a Worldwide Sample of Descriptive Journal Articles and Book Chapters

Leveraging State Policy to Promote School Counselor–Principal Collaboration

“…Increased appreciation of each other’s roles and expanded opportunities for school counselor–principal interaction foster social capital, which, in turn, can be leveraged for school improvement. Policy, therefore, may be a critical influence in effecting change (Martin et al, 2009), however mandates may lack impact if they are not consistently monitored or enforced (Martin et al, 2015). We suggest further studies to evaluate the long-term effectiveness of mandates in New York and other states.…”

“…In 2019, the Delaware Department of Education (2019) mandated that every school implement a comprehensive school counseling program; this was followed by a revision in credentialing. According to Martin et al (2015), laws and policies are the major factors affecting school counseling practice. Currently, most state departments of education have taken steps to support different components of comprehensive school counseling programs, but few have mandated them.…”

Digital experiences of children and adolescents in India: New challenges for school counsellors

“…India does not have a licensing authority to govern and guide the profession of counselling (Maxim Pereira & Surya Rekha, 2017). The reasons could be the diverse cultural context of India along with laws and policies around the profession of school counselling within the public education system (Martin et al, 2015). The RK Raghavan Committee was set up following orders from the Supreme Court of India and the Ministry of Human Resources Development, making it mandatory for schools to appoint full‐time school counsellors (Central Board of Secondary Education [CBSE], 2012).…”

Improving Guidance and Counselling in Colleges of Education: Perspectives of Teacher Trainees

“…Improving guidance and counselling services in schools is necessary because improved services can be used to address a myriad of issues including poverty, threats to public health, violence, educational inequity, mental health, workforce and economic development (Martin et al, 2015). Also, improved school counselling is critical to student academic achievement and adjustment to various life situations (Mapfumo & Nkoma, 2013), and helps to address educational inequities, increases educational attainment, and leads to improved student behaviour (Mulhern, 2020).…”

“…The guidance literature however reveals that globally, school guidance service delivery is generally bedevilled with a number of challenges (Brown, 2018;Kiweewa et al, 2018) including awareness and perception of help, social and cultural influences, and stigma and rejection (Seamark & Gabriel, 2018); confidentiality (Education Review Office [ERO], 2013; Pybis et al, 2012); educational policy (Martin et al, 2015); and culture (Gilat et al, 2010). Other challenges are funding (Songok et al, 2013); shortage of quality counsellors, disproportional student to counsellor ratio, and poor attitude of government towards the plight of counsellors (Bello et al, 2019); high workload of counsellors (Muola & Mwania, 2013); lack of professionally trained counsellors and the required facilities (Arfasa & Weldmeskel, 2020); qualification and experience of counsellors (Awinsong et al, 2015;Bita, 2015;Tsikati, 2018); and availability of material resources or physical facilities in Kenya (Cheruiyot & Orodho 2015. In order for us to derive the full benefits from guidance and counselling, the services need to be improved.…”