Perceptions in Role Change from Teacher to Counselor

Datos Bibliográficos

ID4830342
AutoresChris D Kehas (Claremont Graduate University), Jane L Morse (Morristown High School)
Año1970
Volumen9
Número4
Páginas248-258
Fecha de publicación1970-06-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaCounselor Education and Supervision (JOURNAL)
Identificadores de la revistaISSN: 0011-0035 • E-ISSN: 1556-6978
EditorialWiley (PUBLISHER • GB)
DOI10.1002/j.1556-6978.1970.tb01401.x
OpenAlexW1998794767
IdiomaEN
Citas recibidas2
Referencias citadas7

12 school counselors, former teachers who had been counseling no more than 2 years, were interviewed on how they experienced the processes of role change from teacher to counselor. Theoretical constructs from sociological research on role and reference groups were used in the analysis. Anticipatory socialization was found not to have been engaged in by the new counselors. Having been a teacher was found to be dysfunctional to the extent that (a) it gave rise to ambivalence between the two roles, (b) demanded change in perspective toward the student, the school system, and the teachers, and (c) caused conflict by the necessity of changing the compliance system used with students. Having been a teacher was found to be functional to the counselor role in understanding and working with counselees and teachers on student-teacher problems. The dysfunctional aspects of having taught outweighed the functional aspects and inhibited positive identification with, as well as impeding adjustment to, the new role of counselor

Ambivalence · Compliance (psychology) · Dysfunctional family · Pedagogy · Perception · Perspective (graphical) · Socialization · Clinical Psychology · Collaborative Teaching and Inclusion · Counseling Practices and Supervision · Psychology · Social Psychology · Teacher Education and Leadership Studies