Advocacy Duty of School Psychological Counselors from the Viewpoint of School Principals and Teachers

Abstract

The purpose of this study is to determine thoughts of school principals and teachers about advocacy duty ofschool psychological counselors. In the study, phenomenological design, one of the qualitative research methods,was used. By using criterion sampling method, 12 secondary school principals and 12 branch teachers at secondarylevel; 24 participants contributed to the study. The data which was collected through interview method wasanalyzed with descriptive analysis method. All of the school principals and some of the teachers described theirschool as a fair environment. Teachers stated that students complain that they confront with unjust treatments.The participants, particularly school principals, stated that advocacy should be made with the cooperation ofguidance service and classroom guidance teacher. Teachers stated that rights of the student must be defendedby administrator and classroom teacher, student must defend himself/herself or student should be defended byschool psychological counselor. The large part of directors stated that school psychological counselor shouldfulfill advocacy duty whereas others implied that advocacy of school psychological counselor could harm theirneutrality. Almost all of the teachers stated that they support advocacy of school psychological counselors andthey emphasized that their advocacy should be limited to school environment.