School-based Counseling in the Italy and the US

1. School-based Counseling in the Italy and the US VCI School Counseling Institute April 15, 2019 Jay Carey & Jessica Bertolani

2. Goals • Understand an evolutional model that describes diversity • Understand global diversity in school-based counseling practice. • Understand contextual factors responsible for diversity. • Understand similarities between the US and Italy in contexts and practice.

3. School-Based Counseling is Global • School-based counseling exists in at least 82 countries. • School-based counseling shows great variability in terms of focus, role, training, models, modes of practice. • School-based counseling is often the first form of counseling that is officially recognized and promoted by governments. HARRIS, B. (2013). International School-based Counselling: A review of school-based counsellinginternationally.British Association for Counselling & Psychotherapy & Department of Health.

4. Understanding International Differences in School-Based Counseling • The • Regular • Understanding of • Most • People

5. TRUMP Model • ScalaNatura • There is only one correct way • One endpoint (US) is defined egocentrically as the inevitable endpoint • Variation and difference are seen as imperfection

6. A Better Evolutionary Model of Evolution • Every variation is seen as an endpoint • Variation is produced by adaptation to context (environment) • Each variant is attuned to its own context (environment)

7. Evolutionary Model • Effective Practice = Sound Counseling Approach x Context • Research and Evaluation identify • Which approaches are most effective in within an given context • Which approaches may be adapted across contexts. • How policy can promote effective practice

8. How is school-based counseling practiced differently around the globe?

9. Carey et al (2018) • Identification of 5 dimensions of school-based counseling practice • International Survey of School Counselors Activities • Data collected from 10 counties • Factor Analysis of Data • Identification of National profiles

10. Carey et al. (2018) • Costa Rica, China, India, Kenya, Malta, Nigeria, South Korea, Turkey US, Venezuela

11. Carey et al. (2018)

12. Five Dimensions of School-based Counseling Practice • Counseling Services: individual and group counseling with students; Consultation with parents and teachers • Advocacy and Systemic Improvement: Helping underserved students: School improvement • Prevention Programs: Socio-emotional learning and Positive School Climate • Administrator Role: Discipline and Planning. • Educational and Career Planning: Educational and Occupational Decisions

13. Counseling Services

14. Advocacy and Systemic Improvement

15. Prevention Programs

16. Administrator Role

17. Educational and Career Planning

18. Possibility of Cross-Country Comparisons US Nigeria

19. What factors affect how school-based counseling is practiced?

20. Martin, Lauterbach, and Carey (2015) • Grounded theory analysis of journal articles describing the development of school-based counseling. • Data from 29 countries • Identified 11 factors.

21. Martin, Lauterbach, and Carey (2015) Belize, Bhutan, Botswana, Brazil, Canada, China, Ecuador, Ghana, Greece, Hong Kong, Israel, Jamaica, Japan, Kenya, Lebanon, Malaysia, Malta, New Zealand, Nigeria, Philippines, Singapore, South Korea, Taiwan, Turkey, Uganda, United Kingdom, United States, & Venezuela.

22. Martin, Lauterbach, and Carey (2015)

23. 11 Categories with Numbers of Distinct Codes within Categories • 1. Cultural Factors (3) • 2. National Needs (11) • 3. Models of School Counseling (8) • 4. Laws and Educational Policy(16) • 5. Characteristics of the Public Education System ( 14) • 6. The Counseling Profession (19) • 7. Research and Evaluation (4) • 8. Larger Societal Movements (3) • 9. Related Professions (3) • 10. Community Organizations or NGO coalitions (5) • 11. Local Stakeholders perceptions (3)

24. 1. CULTURAL FACTORS (The author makes specific reference to an aspect of culture that is related to how school-based counseling developed and/or is practiced in that country) “In Nigeria, before the advent of Western Education, there was in existence traditional counseling. Traditional counseling was a service rendered by native or traditional doctors referred to as babalawos, mallam and dibias. Gesinde (2008) and Alutu (2007) asserted that the traditional counselors’ services have direct relationship with counseling practice, which results in behavioral changes.” -Alika (2012)

25. 2. NATIONAL NEEDS (workforce development, social problems, public health problems) (The author identifies specific perceived national needs that was/is associated with governmental or popular support of counseling in schools and that affects how school-based counseling developed and/or is practiced in that country) “A formal definition of counseling and training of professional counselors slowly evolved from the 1960s until today. Because of the oil industry development, Venezuela moved from an agricultural to an industrial economic base. Because of this, the Venezuelan population grew rapidly and rural farmers moved to the major cities, which were demanding more workers, specialized employees, and technicians. Therefore, the demand for better education to satisfy new jobs related to industrial demands and pressured the government to create new policies concerning education.” -Vera (2011)

26. 3. MODELS OF SCHOOL COUNSLING (The author identifies the impact of the adoption or development of a model for school counseling in that country) “Counseling emerged as a labeled activity in schools in the 1970s. The counselor training courses for teachers which appeared at that time largely adopted the American model of specialist school counselors, based on the client- or person­ centered approach of Carl Rogers and others.” • McLaughlin, 1999

27. 4. LAWS AND EDUCATIONAL POLICY. (The author identifies a specific governmental law or policy that affects how school-based counseling developed and/or is practiced in that country) “In 2004, the Ministry of Education and Human Resources Development recognized this problem and determined that a full-time specialist in guidance and counseling was needed in schools. At that time, the newly revised 2004 Elementary and Secondary School Education Act (ESSEA), which included school counseling sections, had a major impact on the school counseling profession. ESSEA provided federal funds to local school boards to develop school counseling services and to universities to train school counselors.” • Lee & Yang (2008)

28. 5. CHARACTERISTICS OF THE PUBLIC EDUCATION SYSTEM (The author describes some specific characteristic of the public education system in a given country that influences how school-based counseling developed and/or is practiced in that country) “Danquah[22], Lehman [26], and Prince [27] all agreed that the strict requirements at all the levels of education mentioned earlier in the text, caused a lot of personal, social, and emotional problems for Ghanaian students. A psychological problem identified as the Brain-Fag Syndrome became common among Ghanaian students as a result. Brain-fag syndrome is a term initially used in West Africa to refer to a condition experienced by high school or university students in response to the challenges of school. Symptoms include difficulties in concentrating, remembering, and thinking. Students often state that their brains are “fatigued.” Additional somatic symptoms are usually centered on the neck and include pain, pressure or tightness, blurring of vision, heat or burning.” • Hassane (2011)

29. 6. THE COUNSELING PROFESSION. (The author describes some specific aspect of the larger counseling profession affects how school-based counseling developed and/or is practiced in that country) “The development of the Belize Association of School Counselors and the Belize Catholic Association of School Counselors will be integral to defining school counseling in Belize. Through these associations standards for the practice of school counseling can be articulated and adopted as an immediate priority.” • Smith-Augustine & Wagner (2012)

30. 7. RESEARCH AND EVALUATION (The author describes how specific research and evaluation activities have influenced how school-based counseling developed and/or is practiced in that country) “For example, empirical research conducted in the states of Missouri and Utah during the past 5 years has shown that when certified professional school counselors have the time, the resources, and the structure of a comprehensive guidance program in which to work, they contribute to positive student academic and career development as well as the development of positive and safe learning climates in schools (Lapan, Gysbers, & Petroski, in press; Lapan, Gysbers, & Sun, 1997; Nelson & Gardner, 1998).” -Gysbers (2001)

31. 8. LARGER MOVEMENTS (The author describes how movements in society, the field of education, and/or educational reform has influenced how school-based counseling developed and/or is practiced in that country) “Because some Japanese held the belief that the educational system was to blame for the deterioration of the societal structure, the Japanese government responded by pushing the educational agenda to the forefront (NAJAS) of the political agenda. Educational reform included reducing classroom hours in academic subjects while increasing courses in elective areas, and introducing moral education with an emphasis on problem-solving and creative thinking into the curriculum.” -Struder (2008)

32. 9. RELATED PROFESSIONS (The author describes some aspect or action of related professions or relationship between counseling and related professions that affects how school-based counseling developed and/or is practiced in that country) ‘Clinical psychologists are now in every Tokyo prefecture, and slowly entering schools in each of the 47 prefectures throughout Japan. To serve as a clinical psychologist in Japan, an individual must pass an examination and possess a master's degree in clinical psychology. Credentialed individuals who have received a master's degree from a credentialed school counseling program in other countries are not recognized; only the clinical psychologists are considered qualified to fulfill the school counselor's role.” • Struder (2008)

33. 10. COMMUNITY ORGANIZATIONS OR NGO COALITIONS SUPPORT SCHOOL COUNSELING (The author describes some specific action of a non governmental agency that affects how school-based counseling developed and/or is practiced in that country) “Five years after the completion of the survey, a national workshop about 'Adolescent Problems in Malta' was organized by the Cana Movement, a voluntary Church organization set up in 1959 in order to educate and prepare young engaged couples for marriage. The workshop reiterated the findings of the YCW research, and further alerted the public about the importance of vocational guidance for a successful insertion into the world of work.” • DeGiovanni(1997)

34. 11. LOCAL STAKEHOLDERS PERCEPTIONS (The author describes how the perceptions of practicing local stakeholders affects how school counseling develops or is practiced in schools) School counselors in China said that the single most common problem students have is anxiety related to the pressure to achieve at a high level in school and on university entrance exams.” Thomason & Qiong (2008)

35. Dimensions of School-based Counseling in Italy

36. Contextual Factors in Italy 1

37. Contextual Factors in Italy 2

38. Discussion & Questions???

39. Carey, J.C., & Bertolani, J. (2009). Can School Counselors be the Solution to Some of Italy’s Problems in Education? Encyclopaideia: Journal of Phenomenology and Education, 24, 93-114.

40. Carey, J.C., Fan, K.Y. He, L., Jin, Y.Y (in press). Fives Dimensions of school-based counseling practice: Factor analysis Identification using the International Survey of School Counselors’ Activities. Journal of School-based Counseling Policy and Evaluation.

41. Martin, I., Lauterbach, A., & Carey, J.C. (2015).The identification of factors affecting the development and practice of school-based counseling in different national contexts: A Grounded Theory study using a worldwide sample of descriptive journal articles and book chapters. International Journal for the Advancement of Counseling. Online.