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Challenging Existing View s of the Role of School Counsellors in the Kingdom of Saudi Arabia Counsellors in the Kingdom of Saudi Arabia

• Mr. Turki Aziz Moham m ed Al Osaim i Al Otaibi

Director of the Student Counselling Programme, The Education Department, Afif, Saudi Arabia f PhD Candidate, The University of Nottingham, Nottingham, United Kingdom

Research Paper Presentation

8th Annual Keele Counselling Conference 'Daring to Make an Impact: Dynamic Qualitative Research' 22nd - 23rd March 2014

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1 Challenging Existing View s of the Role of School Counsellors in the Kingdom of Saudi Arabia

Background Overview of the Researcher

EDUCATI ON

• PhD in Education(School Counselling in the Kingdom of Saudi Arabia (KSA))
• The University of Nottingham

M S D i Ed ti l C lli d P h l (With M it)

• M.Sc. Degree in Educational Counselling and Psychology (With Merit)

The University of Nottingham

• B.Sc. in Social Sciences (With Distinction and Honor)
• The College of Teacher Preparation in Makkah

The College of Teacher Preparation in Makkah EMPLOYMENT

• Director of the Student Counselling (2009- 2013)
• Afif Education Department, KSA
• Supervisor for Student Counselling (2003-2007)
• Afif Education Department, KSA

St d t C ll (1996 2003)

• Student Counsellor (1996-2003)

– Intermediate Secondary Schools (Afif) (2 years) – Secondary School (Afif) (6 years) – Primary School (Afif) (2 years)

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Challenging Existing View s of the Role of School Counsellors in the Kingdom of Saudi Arabia

Researcher’s Personal Positioning and Narrative

“Many people m easure success by how m uch m oney they have, Many people m easure success by how m uch m oney they have,

• r how m any cars or houses they ow n.

But for m e, I m easure success by the num ber of people I have been able to help in m y

• life. My nam e is Turki Al Otaibi. I am the Director of the Student

Counselling Program m e at the Education Departm ent in 'Afif', a city geographically located in central Saudi Arabia in the Najd region. I am responsible for the appointm ent and supervision of all the student counsellors in Afif I am the line m anager for all the student counsellors in Afif. I am the line m anager for eight supervisors and for fifty school counsellors in the Afif

• region. For m e, school counselling is not a job, it is m y life, it is

m y passion. I t touches m y heart and I hope to bring som e of y p y p g that joy to the students that I have helped and w orked w ith.”

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Challenging Existing View s of the Role of School Counsellors in the Kingdom of Saudi Arabia

W hat is School Counselling and w hat are its Aim s?

• British Association for Counselling and Psychotherapy (BACP):

“…a professional activity delivered by qualified practitioners in schools. Co nsello s offe t o bled and/ o dist essed child en and

• ng people an

Counsellors offer troubled and/ or distressed children and young people an

• pportunity to talk about their difficulties, w ithin a relationship of agreed

confidentiality” ( Cooper 2 0 1 3 , p.3 )

• School counselling (or school-based counselling) services:

– Delivered by a variety of professionals, paraprofessionals, and peers (Cooper, 2013); Inc easingl efe to the acti ities of ‘p ofessionall t ained co nsello s’ (Coope 2013) – Increasingly refer to the activities of ‘professionally trained counsellors’ (Cooper, 2013); – Highly prevalent form of psychological therapy (70,000-90,000 young people) (BACP , 2013a); – Generally offer one-to-one supportive therapy (BACP , 2013a); – Effective in reducing psychological distress in young people (McArthur et al., 2012); Y l d h l t ff th ibl h l f l ti ti i (C 2009) – Young people and school staff see them as accessible, helpful, non-stigmatising (Cooper, 2009); – Have a positive impact on students’ studying and learning (Rupani et al., 2012); – Can improve overall attendance, attainment, and behaviour of students (Pybis et al., 2012); – Can prove to be effective for pupils that have been bullied (McElearney et al., 2013).

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Challenging Existing View s of the Role of School Counsellors in the Kingdom of Saudi Arabia

W hat is the Role of the School Counsellor?

• The role of the Counsellor:

– Listening in a patient and non-judgmental way; – Viewing problems from the perspective of those being counselled; Viewing problems from the perspective of those being counselled; – Helping those being counselled to see issues more clearly and from alternative viewpoints; – Minimising confusion; Helping those counselled to make choices and changes (BACP 2004) – Helping those counselled to make choices and changes (BACP , 2004).

• The role of the Counsellor w ithin Schools:

Professional practitioners provide young people with the opportunity to: p p y g p p pp y – Discuss difficulties in a confidential and non-judgmental atmosphere; – Explore the nature of their difficulties; – Increase their self-awareness; Increase their self awareness; – Develop a better understanding of their difficulties; – Develop the personal resources needed to manage their problems; – Develop strategies to cope with change (BACP , 2013b).

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Challenging Existing View s of the Role of School Counsellors in the Kingdom of Saudi Arabia

Background on School Counselling in the KSA

• Counselling in KSA:

“Counselling is the reactive process set up between a counsellor and a student through which the counsellor gives help to the student to understand himself and recognise his capabilities and potentialities and to give him an enlightened approach to his problem and how to encounter him. He also helps him to enhance his responsive behaviour and to prove self-conformity with the community” (Ministry of Education enhance his responsive behaviour and to prove self conformity with the community (Ministry of Education, KSA, 1995).

• Types of Counselling in Schools in KSA:

– Religious and moral counselling. – Educational counselling. – Vocational counselling. – Preventive counselling.

• Tasks to be perform ed by the School Counsellor in KSA:

– To help the student to take full advantage of their abilities. – Improving the positivity in regards to the Islamic faith. – Identifying students that are talented and skilled. – Following up on both high achievers and low level students. C ti d i l ti l f lli – Creating and implementing plans for counselling. – Facilitating disabled students in appropriate and suitable ways. – Assisting students educationally, socially and psychologically. – Achieving and maintaining harmony among all members of the educational establishment. – To maintain harmony between parents and the school (General Administration of Counselling, 1991).

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Challenging Existing View s of the Role of School Counsellors in the Kingdom of Saudi Arabia

Background on School Counselling in the KSA ( cont)

• Point 1 : Religious oversight of schools by the Ministry of Education (MoE).
• Point 2 : Islamic (Sharia’ah) law requires separate male and female schooling
• Point 2 : Islamic (Sharia ah) law requires separate male and female schooling.
• Point 3 : Different educational ‘tiering’ of students (enter secondary school later).
• Point 4 : School counsellors may not be sufficiently qualified or trained.
• Point 5 : School counsellors may be subject to conflicts with own religion or beliefs.
• Point 6 : Lack of professional identity and status, of a clearly defined role, and of

administrative support and adequate facilities (Al-Ghamdi, 1999).

• Point 7 : Differences among principals regarding the role of school counsellor, which

suggests a potential for ambiguity and role conflict (Alghamdi and Riddick, 2011).

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Challenging Existing View s of the Role of School Counsellors in the Kingdom of Saudi Arabia

Cultural Values Affecting Schools and School Counselling in KSA

• View 1 : KSA is a Collectivist Society.

The ‘closed nature’ of groupings may sometimes mean young students do not feel comfortable discussing personal or family matters or student counsellors feel isolated comfortable discussing personal or family matters, or student counsellors feel isolated.

• View 2 : High level of Uncertainty Avoidance.

Highly conservative culture with many traditional and religious rules, laws, polices, and g y y g , , p , practices restricting freedoms which may sometimes inhibit change.

• View 3 : Large Pow er Distance.

Citizens do not have a strong political voice; no changes unless agreed by school leaders Citizens do not have a strong political voice; no changes unless agreed by school leaders.

• View 4 : Masculinity vs. Fem ininity.

Dominant patriarchal society; separation of males and females; restrictions on females. p y p

• View 5 : Long-Term over Short-Term Orientation.

Emphasises social order; long-term goals; difficult to make quick changes (Finney, 2004).

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Challenging Existing View s of the Role of School Counsellors in the Kingdom of Saudi Arabia

Existing View s of the Role of School Counsellors in KSA

• View 1 : the school counsellor’s role is not important.
• View 2 : anyone can be a school counsellor.

View 2 : anyone can be a school counsellor.

• View 3 : the school counsellor is there for punishments only.
• View 4 : the school counsellor is not to be trusted.
• View 5 : the school counsellor will not keep anything confidential.
• View 6 : talk to your family not to a stranger.

View 7 : the

hool o n ello i ne e il ble o i ne e the e

• View 7 : the school counsellor is never available or is never there.
• View 8 : school counsellors do not do much so do not need money.

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Challenging Existing View s of the Role of School Counsellors in the Kingdom of Saudi Arabia

Research Aim and Objectives

• Aim :

The main aim

• f

the research study was to investigate and explore the challenges and problems that student counsellors might encounter in secondary schools in Afif.

• Objectives:

– To understand the role of the school counsellor in a boys’ secondary school in KSA school in KSA. – To understand the challenges and problems encountered by school counsellors from the point of view of the counsellors and of the head teachers (HTs). ( ) – To identify the problems that result from the counsellors’ relationships with the school administration (HTs, teachers, other staff), parents, students, and the Ministry of Education (MoE).

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Research Method

• The research method used was ‘Mixed Methods’.
• According to Cresw ell ( 2 0 1 3 , p.2 1 7 ) Mixed Methods:

– involves the collection of both qualitative (open-ended) and quantitative (closed-ended) data in response to research questions or hypotheses; in response to research questions or hypotheses; – it includes the analysis of both forms of data; – the qualitative and quantitative data collection and analysis procedures need to be conducted rigorously (i.e. sampling, information sources, data analysis steps); – two forms of data are integrated in the research design (e.g. merging, connecting, embedding t

• o

s o data a e teg ated t e esea c des g (e g e g g, co ect g, e bedd g the data); – mixed methods design emphasises the timing of data collection (concurrent or consequential) and the emphasis (equal or unequal) for each database; – mixed methods procedures informed by a philosophical world-view or a theory.

• In this research the quantitative data was used to support any findings made in the

qualitative interviews.

• The research used a total population of 44 (21 HTs and 23 school counsellors) based

in Afif secondary schools for boys (the Participants). in Afif secondary schools for boys (the Participants).

• Data collection and analysis took place from 2008 to 2009.
• Qualitative Research Stage: semi-structured interviews five Participants located

within various secondary schools located in Afif.

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Challenging Existing View s of the Role of School Counsellors in the Kingdom of Saudi Arabia

Research Method ( cont)

• Extracts from I nterview Questions:

– To what extent do you think that all student counsellors in Afif schools are properly qualified and receive adequate training to do their task? How does the head teacher perceive the student counsellor’s role? – How does the head teacher perceive the student counsellor s role? – What are the significant challenges and problems that the student counsellor faces in schools? – What support does the counsellor receive from all the people and officers he must deal with?

• Quantitative Research Stage:

– Questionnaire distributed to a random sample of 12 HTs and 18 school counsellors. – The questionnaire covered a broad range of possible problems encountered by school counsellors from the point of view of the HTs and the school counsellors. – The questionnaire employed a five-point scale (always, often, sometimes, rarely, never) as responses to various issues which were represented as statements. – The statements were divided over four dimensions relating to problems encountered by school counsellors: (1) MoE; (2) School Administration and teachers; (3) counsellors themselves; and (4) students and parents.

• Research Lim itations:

– Study was not longitudinal and not enough time spent to obtain a larger sample. – Gender separation in KSA meant that interviews were only carried out with males. – The focus of the study was limited to school counsellors working in secondary schools in Afif. y g y

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Challenging Existing View s of the Role of School Counsellors in the Kingdom of Saudi Arabia

Findings: Major Them es

• Problem s relating to the MoE.

– FINANCIAL - Insufficient financial and other support. – UNDERSTAFFED - Insufficient number of student counsellors in schools. – UNDERQUALIFIED – MoE does not require relevant qualifications for school counsellors. UNDERQUALIFIED MoE does not require relevant qualifications for school counsellors.

• Problem s relating to the school adm inistration ( HTs) .

– REPUTATION - HTs may not take school counsellors seriously. – WORK - HTs may believe that school counsellors does not work hard and does not achieve much. – WORKLOADS – Heavy workloads for school counsellors as lack of administrative support provided.

• Problem s relating to the school teachers.

– LACK OF UNDERSTANDING – teachers think that school counsellors have an easy job or do nothing. – LACK OF RESPECT – teachers do not refer students or deal with school counsellors in a professional way – LACK OF RESPECT teachers do not refer students or deal with school counsellors in a professional way.

• Problem s relating to the school counsellors.

– UNQUALIFIED – many counsellors are not qualified and therefore do not know what to do or how to do it. – LACK OF WORK PREPARATION – many counsellors do not prepare enough for their duties. – DEMORALISED – many counsellors feel de-motivated and demoralised because of their work/ reputation.

• Problem s relating to students and parents.

– LACK OF UNDERSTANDING – many students/ parents do not trust/ do not understand the counsellor’s role. LACK OF COMMUNICATION many students/ parents do not communicate or co operate with counsellors – LACK OF COMMUNICATION – many students/ parents do not communicate or co-operate with counsellors.

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Challenging Existing View s of the Role of School Counsellors in the Kingdom of Saudi Arabia

Findings: Key Them es

• Understaffing ( low er quality of counselling)

– “there is difficulty in the job because there are too many students to deal with in the school” [ I nterview ee C3 ]

• De-m otivated staff( low er quality of counselling)

– “There are those counsellors who are not motivated which can be detrimental to their performance as student counsellors” [ I nterview ee C3 ] f ff f

• Lack of sufficient or adequate training ( low er quality of counselling)

– “if we had more training then we would be more able to overcome the problems that we encounter” [ I nterview ee C1 ] “Although there are counselling courses provided they do not last for a sufficient – “Although there are counselling courses provided they do not last for a sufficient amount of time and the materials provided are not suitable for the actual problems and objectives that the counsellors must deal with” [ I nterview ee C1 ]

• Lim ited budgets ( low er quality of counselling)

– “the budget allocated for counselling is not sufficient” [ I nterview ee C4 ] – “my job would be much easier if I had more money so I can purchase tools and provide additional programs for the students” [ I nterview ee C4 ]

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Challenging Existing View s of the Role of School Counsellors in the Kingdom of Saudi Arabia

Findings: Key Them es ( cont)

• A m isunderstanding of the counsellor’s role ( lack of co-operation)

– “teachers think that the counsellor has an easy job with a comfortable office” [ I nterview ee C1 ] [ I nterview ee C1 ] – “the teachers consider that the role

• f

the counsellors is to simply give

• ut

punishments, if the student misbehaves or neglects their homework, they are referred to the counsellor by the teacher” [ I nterview ee C2 ]

• Cultural traditions or behaviours ( obstacles to effective counselling)

– Lack of trust between student and student counsellor. – Students discussing problems seen as a sign of weakness. Closed society and tribal and familial bonds mean private matters stay private – Closed society and tribal and familial bonds mean private matters stay private. – Parents disapprove of student counselling services – ‘keep it in the family’. – “because of the culture and society in Saudi Arabia it is common for parents to be uncomfortable with the involvement of the counsellor in their son’s life because they are considered private for the family” [ I nterview ee C4 ] – “we

• nly

see parents when their sons have a problem

• r

are in trouble” [ I nterview ee C5 ]

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Challenging Existing View s of the Role of School Counsellors in the Kingdom of Saudi Arabia

I nterpretation and Discussion of Research

• THE SAME:

– Saudi children are just like other children around the world. – They are vulnerable. They need to be understood and listened to – They need to be understood and listened to. – Many may not be able to talk to friends or parents (e.g. religious reasons).

• OBSTACLES:

– Lack of support by HTs, students, parents, MoE, and general public. Lack of support by HTs, students, parents, MoE, and general public. – Lack of awareness by everybody – no one talks about it. – Financial restrictions – lack of financial budgets; no training; no facilities.

• CULTURE:

– Saudi culture/ tradition may make it difficult for school counsellors to be accepted. – Less open and hierarchical society – need more support by the MoE and HTs.

• FACI LI TATI ON:

School counsellors need more help more training more money – School counsellors need more help, more training, more money. – They need help and advice from other experienced counsellors. – Increased co-operation from other education institutions.

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Challenging Existing View s of the Role of School Counsellors

• In order to challenge existing views in Saudi society, school

counsellors need many different types of support.

– More training for student counsellors. – More qualified student counsellors. More qualified student counsellors. – More professional and academ ic research. More adm inistrati e s pport – More adm inistrative support. – I ncreased financial support. – I ncreased authority and autonom y. – I ncreased collaboration betw een counsellors.

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Challenging Existing View s of the Role of School Counsellors in the Kingdom of Saudi Arabia

Daring to Make an I m pact: Dynam ic Changes Made

Dynam ic Changes m ade as Director of Student Counselling in Afif:

• Change 1 :

– All student counsellors in Afif have minimum educational qualifications, i.e. they have graduated in relevant counselling, psychology, or social work subjects.

• Change 2 :

Established a trial Centre for Counselling Services in one school so students – Established a trial Centre for Counselling Services in one school so students, teachers, or parents can attend to obtain confidential counselling or guidance.

• Change 3 :

– Established and distributed to schools a confidential email address for (both male ( and female) students, teachers, parents, or student counsellors to deal with any counselling issues in a private and confidential manner.

• Change 4 :

E t bli h d l 1 k t i i ff d h l t t – Established regular 1 week training courses offered every school semester to inform student counsellors about counselling, to undertake workshops, or to inform them about new counselling news, or new journals or magazines relating to student counselling, or to talk about school counselling issues.

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Challenging Existing View s of the Role of School Counsellors in the Kingdom of Saudi Arabia

Daring to Make an I m pact: Personal Research Undertaken

• 3 Year PhD Research into School Counselling in the KSA, The University of Nottingham
• First year of my PhD research – completing ‘Confirmation of Status’ Paper in May 2014.
• Literature Review has shown that there is a lack of relevant research in this area.

C tl hi i t d t di th i ti bl di h l ll

• Currently researching ways into understanding the existing problems surrounding school counsellors,

the views of school counsellors, and potential solutions to school counselling problems in KSA.

• This would include using interventions that m ight use specially designed school counsellor

training and m aterials to im prove counselling practices or in-depth interview s, or both.

• Supervisors:

Dr Belinda Harris Dr Max Biddulph

Director of Postgraduate Taught Courses Lecturer Faculty of Social Sciences Faculty of Social Sciences

http: / / www.nottingham.ac.uk/ education/ people/ belinda.harris http: / / www.nottingham.ac.uk/ education/ people/ max.biddulph

Harris (2010) Biddulph (2008a) Harris (2013) Biddulph (2008b) Harris (2013) Biddulph (2008b) Harris (2014) Biddulph (2010) Regel et al. (2010) Biddulph (2012)

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Challenging Existing View s of the Role of School Counsellors in the Kingdom of Saudi Arabia

Daring to Make an I m pact: Future Research

• Areas for Future research into School Counselling in the KSA:

– How counselling in schools should operate (official guidelines, use of case notes, confidentiality notices, feedback systems, parental interest and involvement). – Setting up a counselling service in schools. – Support by HTs and other Teachers. – Support by the Government of the KSA and by the MoE. pp y y – Procedures for employing a counsellor in a school (minimum qualifications, personal qualities, record checks, insurance issues).

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References

• Al-Ghamdi,

S. A. (1999). Perceptions of the role of the secondary school counsellor in Saudi Arabia (November), Thesis University

• f

Hull [ Online] [ Accessed 10 March 2014] Available from: https: / / hydra.hull.ac.uk/ resources/ hull: 8039

• Al-Ghamdi, N.G. and Riddick, B. (2011). ‘Principals’ Perceptions of the School Counsellor Role in Saudi Arabia’,

33(4) International Journal for the Advancement of Counselling, pp.347-360 33(4) International Journal for the Advancement of Counselling, pp.347 360

• BACP (2004).

Counselling Children and Young People: A Systematic Scoping Review, (Rugby: British Association for Counselling and Psychotherapy)

• BACP (2013a). 'School-based counselling – what it is and why we need it', May, (British Association for

Counselling and Psychotherapy) BACP (2013b) 'W i E id Child d Y P l C i I i i h d d

• BACP (2013b). 'Written Evidence: Children and Young People Committee Inquiry into the attendance and

behaviour of pupils in Wales', ABO3 Evidence from British Association for Counselling and Psychotherapy

• Biddulph, M. (2008a). Opening Hearts: Challenging Homophobia and Homophobic Bullying in the Primary
• School. An evaluation of the Pilot Study in North Derbyshire Derbyshire Healthy Schools
• Biddulph, M. (2008b). Stolen intimacies: (Auto)narratives of * MSM, HIV, spaces and sexualities * men who

p , ( ) ( ) , , p have sex with men, Auto/ biography Yearbook 2008, pp.171-193

• Biddulph,

M. (2010). Can

• nly

Dorothy’s friends speak for Dorothy? Exploring issues

• f

biographical positioning in qualitative research with gay/ bisexual men. In: HUBER, T., ed., Storied inquiries in international landscapes: an anthology of educational research Information Age Publishing

• Biddulph

M (2012) Sexualities and citizenship education In: ARTHUR J and CREMIN H eds Debates in Biddulph, M. (2012). Sexualities and citizenship education. In: ARTHUR, J. and CREMIN, H., eds., Debates in citizenship education Routledge. 100-114

• Cooper, M. (2009). 'Counselling in UK secondary schools: A comprehensive review of audit and evaluation

studies', (9(3) Counselling and Psychotherapy Research, pp.137-150

• Cooper, M. (2013). School-based counselling in UK Secondary Schools: A review and critical evaluation,

University of Strathclyde: Glasgow University of Strathclyde: Glasgow

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References ( cont)

Creswell, J.W. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 4th edn (SAGE Publications, Inc) Finney, M.K. (2004). 'Saudi Arabia Typologies Hofstede's Value Dimensions', DePauw University, [ Online] [ Accessed 10 March 2014] Available from : http: / / dpuadweb.depauw.edu/ $1~ mkfinney/ teaching/ Com227/ culturalPortfolios/ Saudi_Arabia/ Typologies.htm p / / p p / $ y/ g/ / / _ / yp g General Administration of Counselling (1991). Guidance of Student Counsellor in Saudi Arabia, (Riyadh, Saudi Arabia). Harris, B. (2010). 'Reclaiming the radical legacy of Gestalt education in contemporary educational practice', 19(1) British Gestalt Journal, pp.19-25 Harris, B. (2013). International School-based Counselling: A review of school-based counselling internationally, (BACP & Department of Health) Harris, B. (2014). Gestalt. In: M.A.ROBSON, S.PATTISON and A.BEYNON, eds., The Handbook for Counselling Children and Young People First. Sage. (In Press.) Harris, B. and Pattison, S. (2004). Research on counselling children and young people: a systematic scoping review, (BACP) McArthur, K., Cooper, M. and Berdondini, L. (2012). 'School-based humanistic counselling for psychological distress in young people: Pilot randomized controlled trial', Psychotherapy Research Ministry of Education (1995). Education Policy in the Kingdom of Saudi Arabia (Riyadh, Saudi Arabia). Pybis, J., Hill, A., Cooper, M. and Cromarty, K. (2012). 'A comparative analysis of the attitudes of key stakeholder groups to the Welsh Government's school-based counselling strategy', 40(5) British Journal of Guidance & Counselling, pp.485-498 R l J S H i B d M h D (2010) Wh t t t h b i ll d f t t ti t Regel, J.S., Harris, B. and Murphy, D. (2010). What to expect when being counselled for post-traumatic stress, (Lutterworth: BACP) Rupani, P., Haughey, N. and Cooper, M. (2012). 'The impact of school-based counselling on young people's capacity to study and learn', 40(5) British Journal of Guidance & Counselling, pp.499-514 McElearney, A., Adamson, G., Shevlin, M. and Bunting, B. (2013). 'Impact Evaluation of a School-based Counselling Intervention in Northern Ireland: Is it Effective for Pupils Who Have Been Bullied?' 19(1) Child Care in Practice pp 4 22

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Intervention in Northern Ireland: Is it Effective for Pupils Who Have Been Bullied?' 19(1) Child Care in Practice, pp.4-22

Challenging Existing View s of the Role of School Counsellors in the Kingdom of Saudi Arabia Counsellors in the Kingdom of Saudi Arabia

• Mr. Turki Aziz Moham m ed Al Osaim i Al Otaibi

Director of the Student Counselling Programme, The Education Department, Afif, Saudi Arabia PhD Candidate, The University of Nottingham, Nottingham, United Kingdom PhD Candidate, The University of Nottingham, Nottingham, United Kingdom

Research Paper Presentation

8th Annual Keele Counselling Conference 'Daring to Make an Impact: Dynamic Qualitative Research' 22nd - 23rd March 2014

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