Adaptation of family counseling implementation in school setting to meet student wellbeing need: A qualitative research

Abstract

Western and Asian studies have both proven that family counselling practice in schools has managed to enhance academic achievement, reduce discipline problems, help rectify negative behaviour, decrease learning difficulties of students, and curb absenteeism among students in schools. On the contrary, it has helped boost the potentials and talents of students. Many empirical studies related to counselling teachers' competency in performing family counselling process have been done to support its need, contribution and effectiveness in increasing the wellbeing of students in schools. Thus, the aim of this study, which utilises qualitative approach method with a case study, is to examine the adaptation of family counselling efficient processes, that has become the practice among secondary school counselling teachers to assist students facing problems relating to discipline and academic achievement. In-depth interviews were conducted with six counselling teachers, and the results of these interviews were analysed using Nvivo software. Research findings indicate that counselling teachers had adapted family counselling practical sessions according to their current knowledge level, relying on their experience as well as interest. This adaptation is also influenced by the factors of time constraint, the burden of non-counselling tasks, family commitments, and the limited current knowledge level of counselling teachers. The implications and suggestions have also been discussed in this article.