Stakeholder Perspectives on School-Based Guidance and Counseling in Uganda: Emerging Priorities for Student Support and Teacher Training

School guidance and counseling services in Uganda are limited, but are gradually gaining traction despite resource constraints. We conducted qualitative interviews with 22 counselors, school administrators, and government officials involved in secondary school counseling in the Kampala district to a...

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Bibliographic Details
Published in:International journal for the advancement of counselling 2020-03, Vol.42 (1), p.81-96
Main Authors: Knettel, Brandon A., Luke, Melissa M., Kiweewa, John M., Nsubuga, Henry, Darkis, Jessie T., Afriyie, Obi, Ojiambo, Deborah
Format: Article
Language:English
Subjects:
Academic achievement
Barriers
Behavioral Science and Psychology
Clinical Psychology
Counseling
Counseling Effectiveness
Counselor Training
Foreign Countries
Industrial and Organizational Psychology
Original Article
Political leadership
Psychological Methods/Evaluation
Psychology
Psychotherapy and Counseling
Public officials
School Counseling
School Counselors
Secondary Schools
Teacher education
Training
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Summary:School guidance and counseling services in Uganda are limited, but are gradually gaining traction despite resource constraints. We conducted qualitative interviews with 22 counselors, school administrators, and government officials involved in secondary school counseling in the Kampala district to assess future needs. Interview data focused on three central domains: existing guidance and counseling efforts, barriers to providing effective services, and the future outlook of the profession. As school counseling gains support, counselors require new resources and training to support effective and sustainable practice. Future efforts must appeal to school and government leaders with a return on investment demonstrated through academic and broader student success.
ISSN:0165-0653
1573-3246
DOI:10.1007/s10447-019-09390-w