Separate Counselling Services in Norwegian Upper Secondary Schools. A Possibility for a Collective Holistic Approach?
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| Title: | Separate Counselling Services in Norwegian Upper Secondary Schools. A Possibility for a Collective Holistic Approach? |
|---|---|
| Language: | English |
| Authors: | Mathiesen, Ida Holth (ORCID |
| Source: | International Journal for Educational and Vocational Guidance. Oct 2022 22(3):557-576. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Secondary Education |
| Descriptors: | Counseling Services, Secondary School Students, Career Guidance, Foreign Countries, School Counselors, Educational Policy, Counselor Attitudes, Professionalism, Counseling Techniques, Holistic Approach, Well Being, Academic Advising |
| Geographic Terms: | Norway |
| DOI: | 10.1007/s10775-021-09494-z |
| ISSN: | 0251-2513 1573-1782 |
| Abstract: | Guidance counsellors hold an important role in youth's educational and vocational choices, well-being and future careers. Central Norwegian policy documents recommend dividing counselling practices in schools into two functions: (1) career guidance and (2) educational welfare guidance. Policy documents also promote a holistic view of the pupil and the value of safeguarding the pupils' best interest. This study explores how counsellors interpret these potentially conflicting recommendations for counselling practice. Our findings indicate that counsellors act as street-level bureaucrats and interpret the recommendations in relation to professional values and local contexts. Our analysis reveals three perspectives on how separate forms of counselling can be practised. The first view suggests an integrated, holistic approach. The second suggests a collective holistic approach. The third view indicates a reductionistic approach to career guidance. Counsellors appear to base their views on occupational professionalism, with the ideal of guarding the pupils' best interest at its centre. Hence, the different understandings of separate counselling services, a holistic approach and of "what" is in the pupils' best interest appear significant for implementing the policy recommendations in schools. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1347890 |
| Database: | ERIC |
| Abstract: | Guidance counsellors hold an important role in youth's educational and vocational choices, well-being and future careers. Central Norwegian policy documents recommend dividing counselling practices in schools into two functions: (1) career guidance and (2) educational welfare guidance. Policy documents also promote a holistic view of the pupil and the value of safeguarding the pupils' best interest. This study explores how counsellors interpret these potentially conflicting recommendations for counselling practice. Our findings indicate that counsellors act as street-level bureaucrats and interpret the recommendations in relation to professional values and local contexts. Our analysis reveals three perspectives on how separate forms of counselling can be practised. The first view suggests an integrated, holistic approach. The second suggests a collective holistic approach. The third view indicates a reductionistic approach to career guidance. Counsellors appear to base their views on occupational professionalism, with the ideal of guarding the pupils' best interest at its centre. Hence, the different understandings of separate counselling services, a holistic approach and of "what" is in the pupils' best interest appear significant for implementing the policy recommendations in schools. |
|---|---|
| ISSN: | 0251-2513 1573-1782 |
| DOI: | 10.1007/s10775-021-09494-z |
