School Counsellors’ Perceptions of Their Roles and Responsibilities in Canada
Notice bibliographique
Résumé
This research was designed to assist in the understanding of the school counsellors’ roles and responsibilities in Canada. Currently Canada’s School Counsellors’ National Association is a chapter within the Canadian Counselling and Psychotherapy Association. It appears that each Canadian province and territory has their own school counselling association with varying degrees of standards, resources and influence. Generally, the school counsellor role has evolved from its original roots of vocational guidance which was to assist students in gaining social skills for employment purposes. This seems to be similar to the current Social Emotional Learning concept of students learning to self-regulate and problem solve particularly in social interactions. In Canada there is scare research regarding school counsellors therefore the literature reviewed was often from other countries. This research is to assist in clarifying and understanding the various roles and responsibilities and their importance within the current Canadian school system as perceived by Canadian School Counsellors. An anonymous online questionnaire process was utilized via Survey Monkey. The collection and analysis of data was a mixed qualitative and quantitative method using Likert type questions, fill-in the blanks and yes/no as well as open ended questions which were clustered and categorized. List serve members from the Canadian Counsellor Psychotherapy Association School Counsellor Chapter and BC School Counsellors Association were invited to complete the questionnaire. There were 133 responses to the survey and 100 completed forms (75.2%). The data was collected from mid-June to August 31, 2012. Most respondents were females. Participants represented predominately the public school system from Kindergarten to grade 12 in rural, suburban and urban districts. The schools‟ enrollments ranged from 24 to 2000 students. The data indicated that many elementary school counsellors worked part-time at several schools with different administrators and staff which could impact their roles. Though secondary school counsellors may be full time at one school it appears their work composition tends to be academic and graduation criteria oriented. The tasks counsellors fulfill appear to be varying from counselling students to non-counselling tasks such as course scheduling. The perception of the school counsellors' roles and responsibilities is ambiguous as other Canadian and non-Canadian research has indicated. The various stakeholders such as parents and administrators perceptions may not align and can create miscommunication particularly with school counsellors’ time constraints when working in a location part-time.
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Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,010 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,003 |
| Études des sciences et des technologies | 0,016 | 0,004 |
| Communication savante | 0,005 | 0,001 |
| Science ouverte | 0,002 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».