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003			ZW-GwMSU
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008			241024b |||||||| |||| 00| 0 eng d
022			_a03069885
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1027.5 BRI
100	1		_aCooper, Mick _eauthor
245	1	0	_aScottish secondary school teachers’ attitudes towards, and conceptualisations of, counselling/ _ccreated by Claire Loynd,Mick Cooper and Mike Hough
264	1		_aLondon : _bRoutledge, _c2005.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aBritish journal of guidance and counselling _vVolume 33, number 2
520	3		_ahis paper presents the findings of two independent questionnaire studies that examined Scottish secondary schools teachers’ attitudes towards, and conceptualisation of, school counselling. Seventy-one teachers in a first study, and 33 teachers in a second study, responded to a range of qualitative and quantitative response-format questions that were designed to elicit their feelings and attitudes towards school counselling, and their notions of what counselling was. Results from the two studies confirm previous findings in this area, suggesting that teachers are generally positive in their attitudes towards counselling; valuing, in particular, the independence and expertise of the counsellor. A small minority of teachers, however, were found to hold strongly negative views towards counselling. Teachers also expressed concerns that students might abuse the counselling service, and that the service might not fully integrate with existing guidance arrangements provided by teachers in schools. The study also found that a high proportion of teachers conceptualised counselling in terms of advice-giving.
650			_aSecondary school teacher attitudes _vSchool counseling _xSchool counseling
700	1		_aHough, Mike _eco author
700	1		_aLoynd, Claire _eco author
856			_uhttps://doi.org/10.1080/03069880500132722
942			_2lcc _cJA
999			_c168038 _d168038