Conclusion: Moving school counselling forward

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter highlights key elements of school counselling in the context of Hong Kong schools. It is suggested that effective counselling can be promoted through i) strengthening the caring roles of classroom teachers; ii) collaborating with different stakeholders and professional parties; iii) addressing the professional development needs of counselling teachers; iv) developing whole-school counselling programmes; and v) recognizing the cultural influence on school counselling. It has been shown that the cultural influence on school counselling should be made more explicit. As indicated in previous chapters, this influence is still noticeable in Hong Kong schools, even though the models of counselling and their applications in Hong Kong schools are adapted from Western societies. It further echoes evidence that cultural values have traceable effects on how teachers think about helping and counselling, and how school counselling should be organizationally arranged. The implications for future research are then given. Copyright © 2016 Taylor and Francis.
Original languageEnglish
Title of host publicationSchool counselling in a Chinese context: Supporting students in need in Hong Kong
EditorsMing-tak HUE
Place of PublicationNew York
PublisherRoutledge
Pages171-179
ISBN (Electronic)9781317520726, 9781315721019
ISBN (Print)9781138365759, 9781138854598
DOIs
Publication statusPublished - 2017

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counseling
school
Hong Kong
teacher
need development
stakeholder
classroom
society
evidence
Values

Bibliographical note

Hue, M.-T. (2017). Conclusion: Moving school counselling forward. In M.-T. Hue (Ed.), School counselling in a Chinese context: Supporting students in need in Hong Kong (pp. 171-179). New York: Routledge.