Theoretical counselling orientations of teachers in Hong Kong

Theoretical counselling orientations of teachers in Hong Kong

• Chan, David W. Chinese University of Hong Kong

Counselling Psychology Quarterly, 21(3), 257-266, 2008

Routledge

2008

• N Students & Student Services
  • NJ Career Counselling & Placement

Psychology, Applied Counseling Values Teachers Hong Kong China Counselling Processes Person-Centred and Integrative Approach Self-Efficacy Teacher-Counsellors

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Thirty-seven Chinese teacher-counsellors in Hong Kong were assessed on their theoretical orientations using a 45-item self-report checklist at the beginning of their advanced training and at the end of a course on counselling theories. Based on their ratings on nine theoretical orientations, it could be inferred that the beliefs and values of these teachers were most congruent with those of the Person-Centred approach. With ratings above a cutoff score as endorsement, teachers were found to endorse more orientations in the post-course assessment, reflecting an increase in flexibility in approach. Despite the fact that teachers' reported self-efficacy toward helping significantly increased in post-course assessment, teachers' membership in low, medium, and high self-efficacy groups did not have any bearing on teachers' changes in flexibility in approach or changes in primary approach. Implications of the findings for understanding teacher-counsellors' process of finding an integrative approach personally meaningful for their future practice are discussed.
[Copyright of Counselling Psychology Quarterly is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09515070802479339]

• English

Journal Articles

• 09515070

• 10.1080/09515070802479339

https://bibliography.lib.eduhk.hk/en/bibs/f99815b0

2010-09-27