Cultural values and attitudes towards guidance and counselling services in one secondary school in Malaysia: the role of a school cultural system

Abstract

This narrative ethnographic study aims to explore students' attitudes towards guidance and counselling services in one secondary school in Malaysia. Semi-structured individual interviews, group interviews and observations were conducted with school students of different racial backgrounds. They were identified as referred clients, self-referred clients, and those not deemed to be involved in counselling. The data were analysed using the constant comparative analysis grounded theory approach. The findings indicate that there were different attitudes among the three groups of participants concerning counselling services. The study highlights the role of a school system in elucidating attitudes towards guidance and counselling services. It poses implications for understanding counselling services within the school system.

Keywords:

• narrative ethnography
• cultural values
• school counselling
• Malaysia
• constructivist grounded theory approach

Notes on contributors

Nurul Ain Mohd Daud is a PhD student in the Graduate School of Education, University of Bristol. She is currently on study leave from her role as a lecturer in Counselling Psychology in the Department of Education and Human Development at Sultan Idris Education University, Malaysia.

Tim Bond is a Professorial Teaching Fellow in Counselling. He is a counsellor, educator and practitioner specialising in teaching research methodology and professional ethics (education, counselling and research). He is internationally renowned for his contributions to counselling and research ethics and particularly his interest in dialogue between different cultural and moral positions.