Scottish secondary school teachers' attitudes towards, and conceptualisations of, counselling.

Mick Cooper; Mike Hough; Claire Loynd

Scottish secondary school teachers' attitudes towards, and conceptualisations of, counselling.

Mick Cooper
, Mike Hough
, Claire Loynd

Research output: Contribution to journal › Article › peer-review

Abstract

This paper presents the findings of two independent questionnaire studies that examined Scottish secondary schools teachers' attitudes towards, and conceptualization of, school counseling. Seventy-one teachers in a first study, and 33 teachers in a second study, responded to a range of qualitative and quantitative response-format questions that were designed to elicit their feelings and attitudes towards school counseling, and their notions of what counseling was. Results from the two studies confirm previous findings in this area, suggesting that teachers are generally positive in their attitudes towards counseling; valuing, in particular, the independence and expertise of the counselor. A small minority of teachers, however, were found to hold strongly negative views towards counseling. Teachers also expressed concerns that students might abuse the counseling service, and that the service might not fully integrate with existing guidance arrangements provided by teachers in schools.

Original language	Undefined
Pages (from-to)	199 - 211
Journal	BRITISH JOURNAL OF GUIDANCE & COUNSELLING
Volume	33
Issue number	2
Publication status	Published - 2005

Keywords

school counseling, secondary school teacher attitudes, 2005, High School Teachers, School Counseling, Teacher Attitudes, 2005

Access to Document

http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2005-06693-004&site=ehost-live

Cite this

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title = "Scottish secondary school teachers' attitudes towards, and conceptualisations of, counselling.",

abstract = "This paper presents the findings of two independent questionnaire studies that examined Scottish secondary schools teachers' attitudes towards, and conceptualization of, school counseling. Seventy-one teachers in a first study, and 33 teachers in a second study, responded to a range of qualitative and quantitative response-format questions that were designed to elicit their feelings and attitudes towards school counseling, and their notions of what counseling was. Results from the two studies confirm previous findings in this area, suggesting that teachers are generally positive in their attitudes towards counseling; valuing, in particular, the independence and expertise of the counselor. A small minority of teachers, however, were found to hold strongly negative views towards counseling. Teachers also expressed concerns that students might abuse the counseling service, and that the service might not fully integrate with existing guidance arrangements provided by teachers in schools.",

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AB - This paper presents the findings of two independent questionnaire studies that examined Scottish secondary schools teachers' attitudes towards, and conceptualization of, school counseling. Seventy-one teachers in a first study, and 33 teachers in a second study, responded to a range of qualitative and quantitative response-format questions that were designed to elicit their feelings and attitudes towards school counseling, and their notions of what counseling was. Results from the two studies confirm previous findings in this area, suggesting that teachers are generally positive in their attitudes towards counseling; valuing, in particular, the independence and expertise of the counselor. A small minority of teachers, however, were found to hold strongly negative views towards counseling. Teachers also expressed concerns that students might abuse the counseling service, and that the service might not fully integrate with existing guidance arrangements provided by teachers in schools.

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