This systems-level framing moves away from casting the limitations of our current student support model as an individual-level, personnel issue and instead conceptualizes it as an organizational one that must be remedied to ensure all students have equal access to critical counseling support. In this essay, we outline school counselors’ unique roles in supporting minoritized youth and draw on Bronfenbrenner’s (The ecology of human development: experiments in nature and design, Harvard University Press, Cambridge, 1979) ecological systems theory to consider the nested systems in which counselors work-systems which, we argue, place constraints on school counseling equity. Notably, high student-to-counselor ratios in schools that educate a large proportion of students of color and those living in low-income communities suggest that those students most in need of access to counseling support are the least likely to receive it. Despite research continually affirming the positive influence of counselors on students, uneven access to counseling support across US public schools, especially in urban areas, remains a reality today. Selain itu, mahasiswa juga mempersepsikan identitas profesional bimbingan dan konseling merupakan sesuatu yang bergerak dinamis.Īmidst the rapid expansion of education reform aimed at promoting educational equity, noticeably absent has been a focus on school counseling-a profession uniquely positioned to support students’ postsecondary, social emotional, and academic development. Sedangkan dimensi identitas profesional menurut mahasiswa dikategorikan terdiri dari kompetensi profesional, kepribadian, penampilan pribadi, pengetahuan profesi, dan etos kerja profesional. Hasil penelitian menunjukkan bahwa identitas profesional dikonseptualisasikan sebagai ciri khas atau simbol perilaku profesional dalam profesi bimbingan dan konseling. Analisis data dilakukan dengan cara mengidentifikasi topik dan menentukan keterkaitan untuk mencapai interpretasi. Sumber datanya adalah lima belas mahasiswa bimbingan dan konseling dari angkatan yang berbeda. Data penelitian dikumpulkan melalui kuesioner terbuka dan diskusi kelompok terfokus. Penelitian ini menggunakan pendekatan kualitatif dengan desain deskriptif eksploratif. Lastly, for the student, professional identity is something that moves dynamically.Ībstrak: Penelitian ini bertujuan untuk mendeskripsikan persepsi calon konselor terhadap konsep identitas profesional dalam bidang bimbingan dan konseling. Meanwhile, the dimensions of professional identity according to students are categorized into professional competence, personality, personal appearance, knowledge of the profession, and professional ethos. The results of the study show that professional identity is conceptualized as a typical characteristic or a symbol of professional conduct in the profession of guidance and counseling. Data analysis was carried out by searching for themes and determining the correlation between them to attain interpretation. The data sources were fifteen guidance and counseling students from three different classes. Research data were collected through open questionnaires and focus group discussions. This study used a qualitative approach with an exploratory, descriptive design. This study aims to describe prospective counselors’ perceptions of professional identity concepts in the guidance and counseling field. This study emphasizes the importance of defining the school counselors’ roles and responsibilities and the extent to which school counselors were able to deliver their school counselor services during the global pandemic. Conversely, counselors belonging to the comprehensive profile devoted the most time to delivering consultation, coordination, counseling, and curriculum services and limited engagement in noncounseling‐related duties. School counselors in the reactive profile spent most of their time engaged in noncounselor‐duties and reported the highest levels of burnout. In this study, we analyzed school counselors’ (N = 589) delivery of program services and their individual and school characteristics to identify four approaches to school counseling: reactive, universal, consultative/collaborative, and comprehensive during the first wave of the pandemic. In the wake of the COVID‐19 outbreak, school counselors played an essential role in helping students, teachers, and families pivot to new learning environments and implemented services to promote students’ academic, social‐emotional, and career development.
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