Comparing Maltese School-Based Counselling with Nine Other Countries

Autor/inn/en	Falzon, Ruth; Galea, Silvia; Muscat, Maud
Titel	Comparing Maltese School-Based Counselling with Nine Other Countries
Quelle	In: Journal of School-Based Counseling Policy and Evaluation, 2 (2020) 1, S.29-55, Artikel 4 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2688-6189
Schlagwörter	Foreign Countries; Counselor Role; Counselor Attitudes; Cultural Context; School Counselors; School Counseling; Occupational Information; Professional Identity; Career Counseling; Educational Counseling; Elementary Secondary Education; Postsecondary Education; Interprofessional Relationship; Teamwork; Role Perception; Malta; Nigeria; United States; Costa Rica; Venezuela; South Korea; Turkey; China; Kenya; India + Suchen Sie Ihr Suchwort? Ausland; School counselor; Beratungslehrer; Pädagogischer Berater; School counselling; Pädagogische Beratung; Berufsinformation; Educational counselling; Educational guidance; Bildungsberatung; Erziehungsberatung; Post-secondary education; Tertiäre Bildung; Role conception; Rollenverständnis; USA; Korea; Republik; Türkei; Kenia; Indien
Abstract	This research identifies activities that Maltese School-based Counsellors (MSC) engage in and perceived as appropriate for their role. The article also compared Maltese school-based counselling with counselling in other countries. The results reflect both: (1) the influence of the American and British models of counselling; and (2) the unique cultural context. MSCs evidenced congruence with regard to perceptions of appropriateness and actual activities carried out. However some activities, which they considered as appropriate, were not being carrying out. This may mean either that counsellors' workloads were untenable, or that the job descriptions, remits and boundaries of the psychosocial team in the Maltese model may be limiting practice. Recommendations include reflecting on the Maltese psychosocial system so that students can best benefit from all the teams' professionals, at the same time, allow for flexibility and trans-disciplinary teamwork to reduce fragmentation (e.g., Klein, 2008; Liao, 2016; Vyt, 2015). (As Provided).
Anmerkungen	International Society for Policy Research and Evaluation in School-Based Counseling. William & Mary School of Education, P.O. Box 8795, Williamsburg, VA 23187. e-mail: JSCPEOnline@gmail.com; Web site: https://scholarworks.wm.edu/jscpe/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01