The professional identity of school counsellors in East and Southeast Asia

Harrison, Mark

doi:10.1002/capr.12546

Cited by 8 publications

(4 citation statements)

References 46 publications

(49 reference statements)

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“…Third, organizational identity and professional identity had a significant positive influence on their intentions to stay in the job and played partially mediating roles in the influence of subjective social class on their intentions to stay in the job. This is consistent with existing studies [37,61,62]. From the perspective of organizational identity, a higher social class identity can enhance members' perceived identity status in the organization and show more positive responsible behavior [31,33].…”

Section: Discussionsupporting

confidence: 91%

Subjective Social Class and the Retention Intentions of Teachers from the Publicly Funded Normal Students Program in China: The Dual Mediating Effect of Organizational and Professional Identity

Zhang

2022

Sustainability

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A stable teaching force is an important guarantee for the sustainable development of education. Teacher turnover is one of the reasons for the teacher shortage in rural areas. Although studies have examined the influencing factors of teachers’ turnover intention, little is known about the effect of subjective social status on teachers’ turnover intention, especially for publicly funded normal students program (PFNSP) teachers who play a vital role in improving the quality of education in less developed regions of central and western China. A questionnaire survey was conducted, which returned a total of 16,731 responses (8141 public recruited teachers and 1498 teachers from PFNSP). The study explores the influence of subjective social class on PFNSP teachers’ retention intention and the mediating role of organizational and professional identity on this impact. Except for organizational identity, the subjective social class, professional identity, and retention intentions of PFNSP teachers were significantly lower than those of publicly recruited teachers. There was a significant association between subjective social class and retention intentions of PFNSP teachers. In addition, organizational identity and professional identity had a significant positive relationship to PFNSP teachers’ retention intention, and played partial mediating roles in the relationship between subjective social class and retention intentions.

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Section: Discussionsupporting

confidence: 91%

Subjective Social Class and the Retention Intentions of Teachers from the Publicly Funded Normal Students Program in China: The Dual Mediating Effect of Organizational and Professional Identity

Zhang

2022

Sustainability

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“…The ASCA (2019) National Model is clear that counsellors are more effective when they occupy positions of leadership, describing counsellors as agents of systemic change in schools. However, school counselling in Asia is often perceived as an auxiliary role, and not an activity of central importance, such as teaching (Harrison, 2022). Far from occupying a central role where counsellors might be able to forge an identity that recognises the dual nature of their role, our findings show that systematic and systemic lack of empowerment are common features impeding the effectiveness of counsellors in the schools we investigated, and that they have little opportunity to self-advocate given the hierarchical nature of school management structures.…”

Section: Discussionmentioning

confidence: 99%

“…The traditional role of teachers in the holistic development of children leads to a tendency to see counselling as falling under teachers’ remit, and this is accentuated by the poor development and public understanding of counselling in the Philippines. While role duality and role ambiguity are not synonymous, a lack of role clarity is often a consequence of the wide-ranging nature of the profession (Cinotti, 2014; Lambie & Williamson, 2004), and can negatively impact the services counsellors provide (Camelford & Ebrahim, 2017; Harrison, 2022; van Schalkwyk & Sit, 2013). Our findings suggest that both a lack of role clarity and the dual roles of school counsellors in the Philippines are closely connected and impede their effectiveness.…”

Section: Discussionmentioning

confidence: 99%

“…However, it is difficult to define the scope of school counsellors’ roles. A lack of role clarity is a persistent characteristic of the profession globally (Suh et al, 2014) and is a key challenge in the work of counsellors (Harrison, 2022; Low, 2009). Clear roles, however, are associated with improvements in the important and developing areas of accountability practices, advocacy for counselling policy and legislation, in-service training, and the indigenisation of school counselling (Suh et al, 2014).…”

Section: School Counsellors’ Rolesmentioning

confidence: 99%

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The Roles of School Counsellors in the Philippines: Challenges and Opportunities

Harrison

King

Hocson

2023

J. Psychol. Couns. Sch.

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School counselling has the potential to deliver significant support for the wellbeing of children. However, much of the research on school counsellors has been conducted in developed Western countries, with very limited research into factors influencing the effectiveness of counsellors in lower middle-income countries or in Asia. The aim of this qualitative study was to investigate the perceptions of Filipino counsellors about their roles, and factors that supported or impeded their effectiveness. Seventeen school counsellors in the Philippines were interviewed, and the data were analysed thematically. Our findings suggest that Filipino school counsellors often carry out dual roles, experience a lack of role clarity, and are systemically disempowered in their schools. Relationships with school principals have a significant influence on counsellors’ roles and positioning in schools, and therefore on their effectiveness. The ability of principals to foster a school ethos supportive of counselling is essential in enabling counsellors to leverage the multifunctional nature of their work, become embedded and centrally positioned in the school community, and enhance their effectiveness. Doing so can enable counselling to be more culturally accessible to young people.

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Developing the professional identity of school counsellors in the Asia Pacific: Challenges and ways forward

Harrison,

Kee

2024

Couns and Psychother Res

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BackgroundSchool counselling in the Asia Pacific region has experienced enormous development in the last few decades but faces many serious challenges as counsellors seek to respond to the needs of young people in a complex and fast‐changing environment.AimsThis article aimed to explore the challenges school counsellors face in finding a clear identity and sense of purpose.DiscussionWe outline the antecedents and consequences of a weak counsellor identity. We suggest that the future development of school counselling in the region rests on responding to the challenge of school counsellors finding a clear and robust identity by (1) adopting an ecological perspective and (2) developing culture‐specific, indigenous ways of counselling.ConclusionGiven that the development of school counselling in this region has a long way to go, we briefly sketch some research priorities for the years ahead, which may contribute to the realisation and articulation of a stronger professional identity for school counsellors.

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The professional identity of school counsellors in East and Southeast Asia

Cited by 8 publications

References 46 publications

Subjective Social Class and the Retention Intentions of Teachers from the Publicly Funded Normal Students Program in China: The Dual Mediating Effect of Organizational and Professional Identity

Subjective Social Class and the Retention Intentions of Teachers from the Publicly Funded Normal Students Program in China: The Dual Mediating Effect of Organizational and Professional Identity

The Roles of School Counsellors in the Philippines: Challenges and Opportunities

Developing the professional identity of school counsellors in the Asia Pacific: Challenges and ways forward

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