Abstract
This chapter discusses the development of school counseling in India and examines public policy and policy research that influence the practice of school counseling. The chapter traces the history of school counseling in India followed by an examination of the contribution of several public policies that has implications for the professional practice of school counseling in India from post independent India. Public policies and programs from the sectors of education, health and mental health, family welfare, and department of children and women are evaluated for their implications for school-based counseling services. The chapter also examines the existing policy research base. Research related to school mental health and systematic reviews on child and adolescent mental health are reviewed and their implications for school counseling examined. The chapter concludes by discussing the policy gaps and highlighting specific recommendations for the practice of school-based counseling in India. The authors suggest several recommendations including the identification of education and health policies that can be achieved by having counselors in schools, an evaluation of existing policies and programs to determine the current level of implementation, and development of school counseling competencies and high-quality training models to build competencies in school counseling.
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Notes
- 1.
The term mental retardation is used in the original source.
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Thomas, E., George, T.S., Jain, S. (2017). Public Policy, Policy Research, and School Counseling in India. In: Carey, J., Harris, B., Lee, S., Aluede, O. (eds) International Handbook for Policy Research on School-Based Counseling. Springer, Cham. https://doi.org/10.1007/978-3-319-58179-8_20
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