Mr Seyyed Muhammad Mahdi Reiskarami, Mrs Shakiba Ahmadi, Dr. Hosein Keshavarz Afshar, Dr. Abbas Rahiminezhad,
Volume 22, Issue 85 (3-2023)
Abstract
Aim: This study was conducted to identify the factors affecting principals' and teachers' perceptions of the school counselor's role and explain its position and importance in the challenges of establishing the role of school counselors. Methods: The research method in this research is systematic and descriptive literature review. The statistical population of this study includes all valid scientific-research articles published in domestic and foreign journals in recent decades. The articles of this systematic review were found by searching the databases of Noormags, SID, Magiran, Ensani.ir Elsevier, Sage, Taylor and France, Springer, Wiley and M.D.P.I. Finding: 25 articles were finalized based on the inclusion criteria of the study. These articles were conducted in the form of action research methods, field research, Q method, experimental, focus group, interview, phenomenology, correlation, and grounded theory. The analysis of these studies showed that three categories of factors, including factors related to school and community, factors related to teachers and principals, and factors related to counselors are effective in the perception of principals and teachers of the role of school counselor. Conclusion: It can be concluded that the lack of awareness by principals and teachers about the evolving role of school counselors is one of the most important factors related to the contradictory perceptions of teachers and principals and the best way to solve this problem is to have a counseling council in each school. By informing principals and teachers about the role of the counselor and following the goals and program of the school counselor, this council will stabilize the role of the school counselor and facilitate the process of achieving the goals of education.
Mr. Rooholla Saadatzaade, Dr Mansour Sodani, Dr Hamidr Farhadirad,
Volume 23, Issue 90 (6-2024)
Abstract
Abstract
Objectives: The purpose of this research is to provide a model of school counseling services based on the conditions and implications of the grounded theory to help school counselors use appropriate services for the integrated development of students. Methods: The research method was a qualitative research that was conducted using the grounded theory approach. A semi-structured interviews and the translation of authentic school counseling documents were used in this study to collect data. Eight professional school counselors with doctoral degrees in counseling, who worked in schools as a school counselor for more than 10 years, participated in this study; many of them now teach at universities. Results: The findings of this research are based on the fields of grounded theory, including concepts of the factors and consequences of school counseling services. These concepts include: developmental needs of students, professional competence of school counselors, the necessity of family awareness, cultural context, family lifestyle, education policy, entrance exam phenomenon, psychiatrists and drug prescription, therapeutic attitude instead of preventive attitude. non-governmental institutions and schools, student standards, counselor standards. Conclusions: The findings of the research showed that the provision of school counseling services should be based on the developmental needs of students, the cultural context and lifestyle of families should be considered, school counselors should have the necessary standards to provide services, and finally, direct and indirect counseling services. The school should be provided in a specialized manner and in a regular framework to facilitate the integrated growth of students.
Keywords: School Counseling Services, Students, School Counselors, Grounded theory
