Abstract
The counselling literature has frequently reported problems of conflict and ambiguity within the counsellor's role, and its possible dysfunctional effects. Early studies in Kuwaiti secondary schools have suggested that conflicting perceptions of the educational counsellor's role may exist, which need to be addressed if the guidance programme is to be improved. This study examined differences in perceptions of the role of educational counsellors held by students, teachers and counsellors themselves. Questionnaires were completed by a sample of 300 students, 300 teachers and 30 educational counsellors located across Kuwait's five educational zones. Their ratings of the importance of 20 counsellor activities revealed differences in perceptions between the three groups of respondents, indicating that role conflict and ambiguity may indeed be a problem. Possible reasons for this, with specific reference to the Kuwaiti context, are discussed.
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Abal, K., Hornby, G. Perceptions of the educational counsellor's role in Kuwaiti secondary schools. Int J Adv Counselling 17, 249–262 (1994). https://doi.org/10.1007/BF01407741
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DOI: https://doi.org/10.1007/BF01407741