This article is the result of research carried out by a group of activists who advocate for the rights of children with disabilities. They are exploring new approaches to both school counselling and ...the fight against segregation in order to improve the situation of children in the Spanish education system. It focuses on how the psychoeducational report is a key tool for legitimising school segregation, and how deconstructing it is essential for building inclusive schools. The data analysed were collected from 100 people from all over Spain who took part in a Participatory Action Research project focused on emerging narratives on inclusive schooling. The aim of the project was to gather accounts of the experiences of pupils, families, and activist professionals who are engaged in a determined struggle to make schools inclusive. Participants were able to share their experiences, conduct their analysis through assemblies and cooperative groups, and use networking to transform existing policies, cultures, and practices. The information obtained indicates that the labels used by current psychoeducational reports are based on a clinical model and are focused on children's deficiencies. They provide limited knowledge about the individuals involved and exercise strong social and symbolic control over them and others.
Prikriti kurikulum predstavlja različne razsežnosti pedagoškega delovanja. Nanaša se na (strokovno) znanje, razmerja moči in družbeno-kulturni kontekst, v katerem delujemo. V članku predstavljamo ...razumevanje prikritega kurikuluma s perspektive šolskih svetovalnih delavcev.1 Predstavljene so ugotovitve kvalitativne analize intervjujev s 37 šolskimi svetovalnimi delavci. Analizirano je, kaj šolski svetovalni delavci razumejo pod izrazom prikriti kurikulum, kako ga prepoznajo in kako se nanj odzivajo. Rezultati kažejo, da šolski svetovalni delavci poznajo osnovne opredelitve prikritega kurikuluma, bolj poglobljena analiza njihovih odgovorov pa je pokazala, da je to razumevanje pogosto nepopolno in neustrezno. V prihodnje bo treba več pozornosti nameniti prepoznavanju in prisotnosti prikritega kurikuluma, tako v šolah na splošno kot tudi pri delu šolske svetovalne službe.
Abuse is followed by multiple short- and long-term psychological consequences. Researchers suggest a significant need to design a culturally relevant and competent treatment plan specifically for the ...Asian context. This research presents an account of therapeutic strategies that were employed to manage the complaints of sexual harassment and associated psychological challenges. This case report dealt with a 16-year-old girl who was self-referred to the psychologist with complaints of getting sexually harassed by her brother-in-law, difficulty in managing academic challenges, communication gap with parents, and difficulty in handling her anger for the past 7 years. The assessment modalities used with the client were Behavioral Observation, Clinical Interview, Baseline Charts, School Children Problem Scale to rule out emotional–behavioral problems, the Adult–Child Interaction Test, and Downward Arrow Technique for cognitive assessment. The management plan was based on trauma-focused cognitive behavioral therapy (TF-CBT) and constituted of goals, such as having self-protection awareness from harassment, reducing the fear and unexplained emotions of grief, increasing self-esteem, designing a proper schedule for studies, and developing good communication ability. Post-assessment showed that anger reduced to 40%, communication gap with parents reduced to 50%, fear of harassment reduced to 40%, and self-image improved up to 40%. Sessions were based on 9 in-person meetings.
Return on investment (ROI) has become part of the policymaking toolkit, particularly pertinent for activities like school-based career guidance deemed optional by some policymakers. There are ...institutions supporting ideal ROI methods alongside an academic critique, but little research on how ROI has been applied in practice in a guidance setting. In this systematic review, we document 32 ROI studies across nine countries that address either school-based guidance or one of three congruent fields: widening participation in education, behaviour in schools and adult career guidance. We find the corpus highly heterogenous in methods and quality, leading to problems in comparability. We argue for a pragmatic approach to improving consistency and the importance of policymakers' capacity for critically reading ROI studies.
School counselling is a well-established means of supporting the mental health of children. Counsellors are most effective when they collaborate with parents, so it is important that parents have a ...good understanding of and access to school counselling services. Despite this, little is known about parents' perceptions of counselling in Hong Kong schools. We interviewed 27 parents in Hong Kong to investigate how they perceived the counselling services provided by their children's local and international schools, and analysed the data thematically. International school parents recognised the potential of school counselling as a means of support for their children and wanted to work more closely with counsellors to a greater extent than local school parents. Parents were confused about the roles of counsellors and experienced stigma and concerns about confidentiality which inhibited them from engaging with counselling services. Our findings suggest that school principals should work with counsellors to establish and communicate roles more clearly. Greater recognition of counsellors' professionalism, and clearer role differentiation between counsellors and other mental health and educational professionals may improve parental engagement with and support for school counselling.
This phenomenological qualitative study explored U.S.A. school counsellors' perceptions of their experiences with immigrant students. Phenomenological qualitative research method was used because we ...wanted to gather a complex and detailed understanding of school counsellors' experiences with immigrants. We used criterion-based purposive sampling method to gather the best perspective on the phenomenon. Data were gathered from 13 school counsellors through semi-structured interviews who were licensed by their state. All participants work in a Midwestern state in the United States, where diverse population is located. Among those, one Mexican, two were African American, and ten were White. There were three males and ten females. The average age was 39, ranged from 26 to 58. All three school levels were almost evenly represented. This study found that school counsellors need additional training, they need to be willing and intentional when providing counselling services, and social justice advocacy is necessary for their services. Implications for training, supervision, and research are provided.
The hidden curriculum refers to various dimensions of pedagogical activity that concern (professional) knowledge, power relations and the socio-cultural context in which educators operate. The ...article presents ways in which school counsellors understand the hidden curriculum. The findings of qualitative analysis of interviews with 37 school counsellors are presented. Focus is given to how school counsellors understand the term hidden curriculum, recognise and respond to it. While the results revealed that school counsellors know the basic definitions of the hidden curriculum, deeper analysis of their answers showed this understanding is often incomplete and inadequate. In the future, greater attention should be paid to the extent to which the hidden curriculum is recognised and present in both schools generally and the work of the school counselling service.
