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The Identification of Factors Affecting the Development and Practice of School-Based Counseling in Different National Contexts: A Grounded Theory Study Using a Worldwide Sample of Descriptive Journal Articles and Book Chapters

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Abstract

A grounded theory methodology was used to analyze articles and book chapters describing the development and practice of school-based counseling in 25 different countries in order to identify the factors that affect development and practice. An 11-factor analytic framework was developed. Factors include: Cultural Factors, National Needs, Larger Societal Movements, Models of School Counseling, Laws and Educational Policy, Characteristics of the Public Education System, The Counseling Profession, Research and Evaluation, Related Professions, Community Organizations or NGO Coalitions, and Local Stakeholder Perceptions. The utility of this analytic framework in promoting understanding of the development and practice of school-based counseling in individual countries and in facilitating comparative analyses across countries is illustrated.

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Author information

Authors and Affiliations

  1. School of Leadership and Education Sciences, University of San Diego, San Diego, CA, USA

    Ian Martin

  2. Department of Student Development, University of Massachusetts Amherst, Amherst, MA, USA

    Alexandra Lauterbach

  3. Ronald H. Fredrickson Center for School Counseling Outcome Research and Evaluation, University of Massachusetts Amherst, Amherst, MA, USA

    John Carey

Authors
  1. Ian Martin
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  2. Alexandra Lauterbach
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  3. John Carey
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Correspondence to Ian Martin.

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Martin, I., Lauterbach, A. & Carey, J. The Identification of Factors Affecting the Development and Practice of School-Based Counseling in Different National Contexts: A Grounded Theory Study Using a Worldwide Sample of Descriptive Journal Articles and Book Chapters. Int J Adv Counselling 37, 305–318 (2015). https://doi.org/10.1007/s10447-015-9245-4

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  • DOI: https://doi.org/10.1007/s10447-015-9245-4

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