Hostname: page-component-76fb5796d-zzh7m Total loading time: 0 Render date: 2024-04-26T07:38:46.393Z Has data issue: false hasContentIssue false
  • English
  • Français

The future face of school guidance and counselling: what will it look like in 25 years?

Published online by Cambridge University Press:  23 February 2012

Paul C. Burnett
Paul C. Burnett*
Affiliation:
Centre for Cognitive Processes in Learning, Queensland University of Technology
*
Dr Paul Burnett, Centre for Cognitive Processes in Learning, School of Learning and Development, Qut, Kelvin Grove Old 4059
Get access

Abstract

A total of 130 guidance counsellors and primary school principals completed a quantitative and qualitative survey which focused on perceptions of what school guidance and counselling would be like in 25 years. There were a few differences noted between the guidance counsellors' and the principals' responses but in general similar beliefs were held by all who participated. All respondents were bullish about the employment outlook for the future, with primary principals the most optimistic. There were a number of similarities between the quantitative and qualitative findings and these are outlined. These included noting the increased importance of technology, counselling, consultation, and professional development.

Type
Professional Issues
Information
Journal of Psychologists and Counsellors in Schools , Volume 7 , November 1997 , pp. 23 - 34
Copyright
Copyright © Cambridge University Press 1997

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aubrey, R.F. (1985). A counselling perspective on the recent educational reform reports. School Counselor, 33, 91–99.Google Scholar
Bonebrake, C.R. & Borgers, S.B. (1984). Counselor role as perceived by counselors and principals. Elementary School Guidance and Counseling, 18, 194–199.Google Scholar
Carroll, M.H. (1985). School counseling - What does the future hold? NASSP Bulletin, 69, 2–5.Google Scholar
Furlong, M.J., Atkinson, D.R., & Janoff, D.S. (1979). Elementary school counselors' perceptions of their actual and ideal roles. Elementary School Guidance and Counseling, 14, 4–12.Google Scholar
Hardesty, R.H. & Dillard, J.M. (1994). The role of elementary school counselors compared with their middle and secondary school counterparts. Elementary School Guidance and Counseling, 29, 83–91.Google Scholar
Hays, D.G. (1980). The buffalo, the dodo bird, and the whooping crane. School Counselor, 27, 252–255.Google Scholar
Kameen, M.C., Robinson, E.H., & Rotter, J.C. (1985). Coordination activities: A study of perceptions of elementary and middle school counselors. Elementary School Guidance and Counseling, 20, 97–104.Google Scholar
Kendrick, R., Chandler, J., & Hatcher, W. (1994). Job demands, stressors, and the school counselor. The School Counselor, 41, 365–369.Google Scholar
Miller, G.M. (1988). Counselor functions in excellent schools: Elementary through secondary. The School Counselor, 36, 88–93.Google Scholar
Levinson, E.M. (1990). Actual/ desired role functioning, perceived control over role functioning, and job satisfaction among school psychologists. Psychology in the Schools, 27, 64–74.Google Scholar
Morse, C.L. & Russell, T. (1988). How elementary counselors see their role: An empirical study. Elementary School Guidance and Counseling, 23, 54–62.Google Scholar
Partin, R.L. (1993). School counselors' time: Where does it go? The School Counselor, 40, 274–281.Google Scholar
Peer, G. (1985). The status of secondary school guidance: A national survey. School Counselor, 31, 181–189.Google Scholar
Pine, G.J. (1976). Troubled times for school counseling. Focus on Guidance, 8, 1–16.Google Scholar
Richards, T. & Richards, L. (1994). QSR NUD*IST. California: Alladin Systems Inc.Google Scholar
Tennyson, W.W., Miller, G.D., Skovholt, T.G., & Williams, R.C. (1989). Secondary school counselors: What do they do? What is important? The School Counselor, 36, 253–259.Google Scholar
Watkins, C.E., Tipton, R.M., Manus, M., & Hunton-Shoup, J. (1991). Role relevance and role engagement in contemporary school psychology. Professional Psychology: Research and Practice, 22, 328–332.CrossRefGoogle Scholar
Wilgus, E. & Shelley, V. (1988). The role of the elementary-school counselor: Teacher perceptions, expectations, and actual functions. The School Counselor, 35, 259–266.Google Scholar