بررسی ادراک مشاوران مدرسه از نقش حرفه‌ای‌شان

نوع مقاله : مقاله کاربردی

نویسندگان

1 دانش آموخته دکتری تخصصی رشته مشاوره دانشگاه علامه طباطبایی تهران، ایران

2 دانشیار گروه مشاوره، دانشگاه علامه طباطبائی، تهران، ایران

چکیده

علی‌رغم حرکت توسعه‌یافته‌ی برنامه‌های راهنمایی و مشاوره در مدارس ایران در طی پنجاه سال گذشته، هنوز جایگاه حرفه‌ای مشاوران در مدارس، در وضعیت مطلوب نیست. این مطالعه با هدف بررسی ادراک مشاوران مدارس از نقش حرفه‌ای‌شان، به‌ روش کیفی از نوع تحلیل مضمون انجام شده است. در این مطالعه نُه نفر از مشاوران مدارس با استفاده از روش نمونه‌گیری هدفمند و گلوله‌ی برفی انتخاب شدند. داده‌های حاصل از مصاحبه‌های نیمه ساختاریافته، بر اساس روش تحلیل مضمون براون و کلارک مورد بررسی و تحلیل قرار گرفت. بر اساس نتایج به دست آمده چهار مضمون اصلی به دست آمد که عبارتند از: کارکردهای حرفه‌ای نقش، تسهیل‌کننده‌های نقش، ابهام نقش و سردرگمی نقش. ادراک صحیح و اثربخش مشاوران مدرسه از نقش حرفه‌ای خود، به تأثیرگذاری بیشتر آن‌ها و همکاری همه جانبه با معلمان، مدیران و خانواده‌ها در جهت ارتقا رشدی دانش‌آموزان خواهد انجامید. نتیجه‌ی این آگاهی بخشی در حوزه‌های رشد تحصیلی، شغلی و شخصی/اجتماعی داش‌آموزان به‌طور موفقیت‌آمیزی نمایان خواهد شد.

کلیدواژه‌ها


عنوان مقاله [English]

Study of school counselors’ perceptions on their professional role

نویسندگان [English]

  • mahdi vojdani hemmat 1
  • Atousa Kalantar Hormozi 2
1 PhD in Counseling, Allameh Tabataba’i University,Tehran, Iran
2 Associate Professor, Department of Counseling, Allameh Tabataba’i University,Tehran, Iran
چکیده [English]

Despite the developed movement of guidance and counseling programs in Iranian schools over the past 50 years, the professional status of counselors in schools is not optimal. This study aimed to investigate was conducted the perception of school counselors from their professional role, using qualitative method and theme analysis of type. In this study, 9 school counselors were selected using purposives and snow ball sampling method. Data collected from semi-structured interviews were analyzed, using Brown and Clark theme analysis method. According to the results obtained, four main themes were obtained which include; professional role functions, role facilitators, role ambiguity and role confusion. The correct and effective perception of school counselors from their professional role will lead to their greater effectiveness and comprehensive cooperation with teachers, principals and families in order to promote the development of students. The result of this awareness will be achieved successfully in the areas of academic, professional and personal/social development areas of students
 
 
 

کلیدواژه‌ها [English]

  • Perception
  • school counselors
  • school counseling
  • professional role
Aj, A., Einbeygi, A., & Jahedi, H. (2015). The role of counselors and school staff in promoting students' education. International Conference on Humanities, Psychology, and Social Sciences, Tehran. (Persian)
Amanda, D. R., Nedeljko, G., Nikki Elston, C. Y., Chang, A. D., & Kan, G. (2018). Addressing the social and emotional needs of refugee adolescents in schools: Learning from the experiences of school counselors. Journal of Child and Adolescent Counseling, 4(1), 81-100.
American School Counselor Association (ASCA). (2012, 2016). The ASCA national model: A framework for school counseling programs (3rd Ed.). Alexandria, VA: Author.
Anderson, K. (2002). A response to common themes in school counseling. Professional School Counseling, 5(5), 315-322.
Ashrafi, S., Abddolahi, B., & Goudini, F. (2017). Principals', counselors' and teachers' understanding of the role and tasks of school counselors (case Study Norabad city). Educational Research Journal, 4 (34), 1-17. (Persian)
Astramovich, R., Hoskins, W., Gutierrez, A., & Bartlett, K. (2014). Identifying role diffusion in school counseling. The Professional Counselor, 3. 175-184
Borthwick, A. M., Boyce, R. A., & Nancarrow, S. A. (2015). Symbolic power and professional titles: The case of “podiatric surgeon”. Health Sociology Review, 24. 310–322.
Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Braun, V., & Clarke, V. (2012). Thematic analysis. The American Psychological Association. 2. 57-71. [APA Handbook of Research Methods]
Brigman, G., & Campbell, C. (2003). Helping students improve academic achievement and school success behavior. Professional School Counseling. 7, 91­-98.
Butler, S. K., & Constantine, M. G. (2005). Collective self-esteem and burnout in professional school counselors. Professional School Counseling, 9. 55–62.
Chandler, J. W., Burnham, J. J., Riechel, M. E., Kiper, D., Carol, A., Stone, C. B., Oliver, D. F., Davis, A. P., & Bledsoe, K. G. (2018). Assessing the counseling and non-Counseling roles of school counselors. Journal of  School Counseling, 16(7), 1-34.
Chata, C. C,,  & Loesch,  L. C. (2007). Future school principals 'views of the roles of professional school counselors. Professional School Counseling, 11(1), 35-41.
Cooper, M. (2013). School-based counselling in UK Secondary Schools: A review and critical evaluation. University of Strathclyde: Glasgow. http://www.iapt.nhs.uk/silo/files/school-based-counselling-review.pdf
Costanza, T. (2014). Principal’s perceptions of the role of school counselors and the counselor-principal relationship (Unpublished Master’s Theses the College at Brockport, State University of New York). http://digitalcommons.brockport.edu/edc_theses/161.
Culbreth, J. R., Scarborough, J. L., Banks-Johnson, A., & Solomon, S. (2005). Role stress among practicing school counselors. Counselor Education and Supervision, 45(1), 58-72.
Dahir, C. A., & Stone, C. B. (2012). The transformed school counselor (2 Ed.). Belmont, CA: Brooks/Cole, Cengage Learning.
Dahir, C. A., Cinotti, D. A., & Feirsen, R. (2019). Beyond compliance: Assessing administrators’ commitment to comprehensive school counseling. NASSP Bulletin.
Dollarhide, C. T. (2003). School counselors as program leaders: Applying leadership contexts to school counseling. Professional School Counseling, 6(5), 304-309.
Ebrahimi, L. (2018). Challenges and obstacles to the expansion of the role of counseling school principals, Journal of School Administration, 6(1), 262-282.  (Persian)
Falls, L., & Nichter, M. (2007). The voices of high school counselors: Lived experience of job stress. Journal of School Counseling, 5. 1–32.
Fitch, T. J., & Marshall, J. L. (2004). What counselors do in high-achieving schools: A study on the role of the school counselor. Professional School Counselor, 7(3), 172-177.
Fouladi, E. A. (2016). An analysis of the course of developments and challenges of counseling in Iranian education. Journal of Counseling Research, 15(57), 121-150. (Persian)
Gallant, D.J., & Zhao, J.(2011). High School students’ perceptions of school counseling services: Awareness, use, and satisfaction. Counseling Outcome Research and Evaluation, 2(1), 87-100.
Gersch, I. (2009). A positive future for educational psychology—if the profession gets it right. Educational Psychology in Practice, 25(1), 9–19.
Grimmett, M. A., & Paisley, P. O. (2008). A preliminary investigation of school counselor beliefs regarding important educational issues. Journal of Humanistic Counseling, Education & Development, 47(1), 99–110.
Hassard, J. H., & Costar, J.W. (1977). Principals’ perceptions of ideal counsellor role. Canadian Counsellor, 11(4). 196–200.
Holloway, I. & Todres, L. (2003), “The status of method: Flexibility, consistency and coherence”. Qualitative Research, 3(3). 345-357.
Jafari, Morteza. (2008). Ways to deal with burnout. Scientist Magazine, 57. 25. (Persian)
Jellison, V. D. (2013). High school counselors' perceived self-efficacy and relationships with actual and preferred job activities. [Doctoral thesis, University of Cincinnati]. USA.
Jered, B., Kolbert, Rhonda., L. Williams., Leann, M., Morgan, Laura., M. Crothers., & Tammy, L. Hughes. (2016). Introduction to Professional School Counseling. Rutledge, first published, 711 Third Avenue, New York, NY 10017.
Judeh, M. (2011). Role Ambiguity and role conflict as mediators of the relationship between orientation and organizational commitment. International Business Research, 4, 171-181.
Karp, M. M. (2011). Toward a new understanding of non-academic student support: Four mechanisms encouraging positive student outcomes in the community college. Assessment of Evidence Series. [Teachers College, Community College Research Center, Working Paper]. Columbia. https://files.eric.ed.gov/fulltext/ED516148.pdf
Kaviani, H,. Nourizadeh, M,. Pournaseh, M., & Mirheydari, S. G. (2002). School counselors and obstacles to counseling: a qualitative critique. Journal of Advances in Cognitive Sciences, 4(1), 67-74. (Persian)
Kee Low, Poi. (2015). Stakeholders’ Perceptions of School counselling in Singapore. Australian Journal of Guidance and Counselling25(2), 200-216.
Khajavi. M., & Barzegar. E. (2016). The causal model of Role ambiguity and role conflict, occupational stress, occupational burnout and turnover intension of accountants, auditors, and academic professors in the field of accounting. Journal of Health Accounting. 5(1), 21-42.
Kudrinskaia, I. V., Kidinov, A. V., Kabkova, E. P., Mechkovskaya, O. A., Mudrak, S. A., Novikov, S. B., & Agadzhanova, E. R. (2020). The problem of career guidance of the youth in domestic pedagogical theory and practice. EurAsian Journal of BioSciences, 14(2), 3815-3821.
Lambie, G. W., & Williamson, L. L. (2004). The challenge to change from guidance counseling to professional school counseling: A historical proposition. Professional School Counseling, 8(2), 124-131.
Lambie, G. W., Stickl Haugen, J., Borland, J. R., & Campbell, L. O. (2019). Who took “counseling” out of the role of professional school counselors in the United States? Journal of School-Based Counseling Policy and Evaluation, 1(3). 51-61.
Lawrence, A., & Stone, C. (2019). Principals’ perceptions of transformed school counselors. NASSP Bulletin103(2), 139-157.
Lieberman, A. (2004). Confusion regarding school counselor functions: School leadership impacts role clarity. Education, 124(3), 552-559.
Low, S. K., Kok, J. K., & Lee, M. N. (2013). A holistic approach to school based counseling and guidance services in Malaysia. School Psychology, 34, 190–201.
Lowenthal, P., & Wilson, B. G. (2010). Labels do matter! A critique of AECT’s redefinition of the field. TechTrends, 54(1), 38–46.
Lynch, M. F., Vansteenkiste, M., Deci, E. L., & Ryan, R. M. (2011). Autonomy as process and outcome: Revisiting cultural and practical issues in motivation for counseling. The Counseling Psychologist, 39. 286-302.
Mehrabizadeh Honarmand, M., & Talebzadeh, A. (2001). The relationship between ambiguity and role conflict with job satisfaction and commitment. Journal of Psychology, 5(1). 44-55. (Persian)
Miscenko, D., & Day, D. V. (2016). Identity and identification at work. Organizational Psychology Review, 6, 215–247.
Missouri Department of Elementary and Secondary Education. (2008). Guidelines for Performance-Based Professional School Counselor Evaluation. Jefferson City, MO: Author.
Morgan, G. (1990).The comprehensive guidance model at Hillsboro high school. [Doctoral thesis, University of Durham]. England. http://etheses.dur.ac.uk/193/
Mulhern, C. (2020). Beyond Teachers: Estimating individual guidance counselors’ effects on educational attainment. [Working paper]. http://papers.cmulhern.com/Counselors_Mulhern.pdf
Nelson, Mark. D. (2011). The school counselors guide. Routledge, New York, London.
Paolini, A. C., & Topdemir, C. M. (2013). Impact of accountability on role confusion: Implications for school counselor practice. [Ideas and research you can use, Vistas Online, 1-18].
Paolini, Allison C., & Topdemir, Cindy M. (2013). Impact of Accountability on role confusion: Implications for School counselor practice. Scholar Commons, University of South Florida.
Pérusse, R., Goodnough, G. E., Donegan, J., & Jones, C. (2004). Perceptions of school counselors and school principals about the national standards for school counseling programs and the transforming school counseling Initiative. Professional School Counseling, 7, 152–161.
Schumacher, S. (2017). Are job titles important? For many people, their job title reflects their identity. Rock Products, 120(5), 56.
Specht, J. A. (2011). Mentoring relationships and the levels of role conflict and role ambiguity experienced by Neophyte Nursing Faculty [Thesis, Villanova University]. USA.
Stone, C. B., & Dahir, C. A. (2006). The transformed school counselor. Boston, MA: Houghton Mifflin Company.
Tang, Y. T., & Chang, C. H. (2010). Impact of role ambiguity and role conflict on employee creativity. African Journal of Business Management, 4(6). 869-81.
Tarrant, T., & Sabo, C. E. (2010). Role conflict, role ambiguity, and job satisfaction in nurse executives. Nursing Administration Quarterly, 34(1). 72-82.
Torunoglo, H., & Genctanirim, D. )2015(. The perceptions of school counselors about the counseling and guidance programs of vocational high schools. Social and Behavioral Sciences, 174. 368 – 376.
Wilkerson, K., & Bellini, J. (2006). Intrapersonal and organizational factors associated with burnout among school counselors. Journal of Counseling & Development. 84(4). 440-450.
Wilkerson, K., Pérusse, R., & Hughes, A. (2013). Comprehensive school counseling programs and student aca­demic outcomes: A comparative analysis of ramp versus non-ramp schools. Professional School Counseling, 16. 172–184.
Wines, L., Nelson, J. A., & Eckstein, D. (2007). Reframing class scheduling: Seven school counselor benefits, challenges, considerations, and recommendations. Journal of School Counseling, 5(16). N16.
Young, A., & Kaffenberger, C. (2013). Making data work: A process for conducting action research. Journal of School Counseling, 11(2). 156-168.
Young, M. E., & Lambie, G. W. (2007). Wellness in schools and mental health systems: Organizational influences. Journal of Humanistic Counseling, Education, and Development, 46. 98-113.
Zhou, Y., Zeng, W., Hu, Y., Xi, Y., & L. Tan. (2014). The relationship among role conflict, role ambiguity, role Overload and job stress of Chinese middle-level cadres. Chinese Studies, 3(1). 8-11.
Zyromski, B., Hudson, T. D., Baker, E., & Granello, D. H. (2018). Guidance counselors or school counselors: How the name of the profession influences perceptions of competence. Professional School Counseling, 22(1). 1-10.