Journal of Pedagogical Sociology and Psychology
Educational counselors’ and psychologists’ roles in interactions with parents in a diverse, polarized and changing society: Early childhood education interns' perceptions
Iris Levy 1 * , Alona Peleg 1
More Detail
1 Levinsky-Wingate Academic Center, Tel-Aviv, Israel
* Corresponding Author
Open Access Full Text (PDF)
ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, 2022 - Volume 4 Issue 2, pp. 131-143
https://doi.org/10.33902/JPSP.202217656

Article Type: Research Article

Published Online: 31 Dec 2022

Views: 745 | Downloads: 680

ABSTRACT
The aim of the study was to examine early childhood education (ECE) interns’ perceptions toward the roles of educational counselors and psychologists in interactions with parents. Special attention was paid to investigating gender aspect. The participants included 24 female ECE interns who studied in a college in Israel, and who described events with parents in writing. The research is qualitative and includes descriptive statistics. Analysis of the findings indicated that ECE interns perceived educational counselors and psychologists in their traditional function as experts in the field of mental health, and to a lesser degree in systemic and social aspects. Contrary to the proactive approach promoted by the Ministry of Education, they afforded solutions in response to crises (secondary prevention level), and not at the primary prevention level. In terms of gender, most of the interns’ (who were all women) communication was with mothers. It is crucial that kindergarten and school teachers use counselors and psychologists for leading proactive preventive programs. It is also important that educational teams become familiar with the role of counselors as agents of social change. Finally, they should strengthen the educational collaboration with fathers. 
KEYWORDS
In-text citation: (Levy & Peleg, 2022)
Reference: Levy, I., & Peleg, A. (2022). Educational counselors’ and psychologists’ roles in interactions with parents in a diverse, polarized and changing society: Early childhood education interns' perceptions. Journal of Pedagogical Sociology and Psychology, 4(2), 131-143. https://doi.org/10.33902/JPSP.202217656
In-text citation: (1), (2), (3), etc.
Reference: Levy I, Peleg A. Educational counselors’ and psychologists’ roles in interactions with parents in a diverse, polarized and changing society: Early childhood education interns' perceptions. Journal of Pedagogical Sociology and Psychology. 2022;4(2), 131-143. https://doi.org/10.33902/JPSP.202217656
In-text citation: (1), (2), (3), etc.
Reference: Levy I, Peleg A. Educational counselors’ and psychologists’ roles in interactions with parents in a diverse, polarized and changing society: Early childhood education interns' perceptions. Journal of Pedagogical Sociology and Psychology. 2022;4(2):131-43. https://doi.org/10.33902/JPSP.202217656
In-text citation: (Levy and Peleg, 2022)
Reference: Levy, Iris, and Alona Peleg. "Educational counselors’ and psychologists’ roles in interactions with parents in a diverse, polarized and changing society: Early childhood education interns' perceptions". Journal of Pedagogical Sociology and Psychology 2022 4 no. 2 (2022): 131-143. https://doi.org/10.33902/JPSP.202217656
In-text citation: (Levy and Peleg, 2022)
Reference: Levy, I., and Peleg, A. (2022). Educational counselors’ and psychologists’ roles in interactions with parents in a diverse, polarized and changing society: Early childhood education interns' perceptions. Journal of Pedagogical Sociology and Psychology, 4(2), pp. 131-143. https://doi.org/10.33902/JPSP.202217656
In-text citation: (Levy and Peleg, 2022)
Reference: Levy, Iris et al. "Educational counselors’ and psychologists’ roles in interactions with parents in a diverse, polarized and changing society: Early childhood education interns' perceptions". Journal of Pedagogical Sociology and Psychology, vol. 4, no. 2, 2022, pp. 131-143. https://doi.org/10.33902/JPSP.202217656
REFERENCES
  • Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. Routledge.
  • American Psychological Association (1993). Guidelines for providers of psychological services to ethnic, linguistic, and culturally diverse populations. American Psychologist, 48(1), 45–48.
  • Anderson, A. (2009). On being an activist. Journal for Social Action in Counseling and Psychology, 2, 44-50. https://doi.org/10.33043/JSACP.2.1.44-50
  • Antonovsky, A. (1998). The salutogenic model as a significant theory in health promotion. Megamot, 39(1-2), 170-181.
  • Aram, D., & Dashevsky, E. (2004). Early educational counseling. In R. Erhard & A. Klingman (Eds.), School counseling in a changing society (pp. 465-479). Ramot - Tel Aviv University.
  • Bacon, H. E., & Dougherty, A. M. (1992). Consultation and coordination services for prekindergarten children. Elementary School Guidance & Counseling, 27, 24-32.
  • Buric, L., Peneic, Z., & Soric, I. (2017). Regulating emotions in the teacher’s workplace: Development and initial validation of the Teacher Emotion-Regulation Scale. International Journal of Stress Management, 24(3), 217-246. https://doi.org/10.1037/str0000035
  • Caprara, G. V., Barbarnelli, C., Borgogoni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95, 821-832. https://doi.org/10.1037/0022-0663.95.4.821
  • Cohen, J. A., Kassan, A., Wada, K., Arthur, N., & Goopy, S. (2022). Enhancing multicultural and social justice competencies in Canadian counselling psychology training. Canadian Psychology, 63(3), 298–312. https://doi.org/10.1037/cap0000287
  • Cousins, L., & Mickelson, R. (2011). Making success in education: What black parents believe about participation in their children's education. Current Issues in Education, 14(3), 1-16.
  • Creswell, W. J. (1998). Qualitative inquiry and research design: Choosing among five traditions. Sage.
  • Cross, T., Bazron, B., Dennis, K., & Isaacs, M. (1989). Towards a culturally competent system of care. CASSP Technical Assistance Center and Georgetown University Child Development Center.
  • Dahir, C. A., & Stone, C. B. (2009). School counselor accountability: The path to social justice and systemic change. Journal of Counseling and Development, 57(1), 12-20.
  • Devarakonda, C. (2013). Diversity and inclusion in early childhood: An introduction. Sage.
  • Ellis, N. J., Alonzo, D., & Nguyen, H. T. M. (2020). Elements of a quality pre-service teacher mentor: A literature review. Teaching and Teacher Education, 92, 103072.‏ https://doi.org/10.1016/j.tate.2020.103072
  • Erford, B. T. (2003). Transforming the school counseling profession. Merrill Prentice Hall.
  • Erhard, R. (2014). Educational counseling: A profession looking for an identity. MOFET Institute.
  • Erhard, R. L., & Sinai, M. (2012). The school counselor in Israel: An agent of social justice? International Journal for the Advancement of Counseling, 34(2), 159-173. https://doi.org/10.1007/s10447-012-9148-6
  • Friedman, I. (2011). School parents relations in Israel. Studies in management and organization of education, 32, 237-268.
  • Godkar, O. (2009a). New families from a psychological perspective – part A. Hebrew psychology.
  • Godkar, O. (2009b). New families from a psychological perspective – part B. Hebrew psychology.
  • Hill, N. E. (2011). Undermining partnerships between African American families and schools: Legacies of discrimination and inequalities. In N. E. Hill, T. L. Mann & H. E. Fitzgerald (Eds.), African American children's mental health: Development and context (pp. 199-230). Praeger.
  • Hipolito-Delgado, C. P., & Lee, C. C. (2007). Empowerment theory for professional school counselors: A manifesto for what really matters. Professional School Counseling, 10(4), 327-333.
  • Kahn, T. (2006). Involving fathers in early years settings: Evaluating four models for effective practice development. Pre-School Learning Alliance.
  • Klassen R. M., & Tze, V. M. C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness. Educational Research Review, 12, 59-76. https://doi.org/10.1016/j.edurev.2014.06.001
  • Lee, A. S. Y., Fung, W. K., Daep Datu, J. A., & Chung, K. K. H. (2022). Well-Being Profiles of Pre-service Teachers in Hong Kong: Associations with Teachers’ Self-Efficacy During the COVID-19 Pandemic. Psychological Reports. Advance online publication. https://doi.org/10.1177/00332941221127631
  • Levant, R. (1992). Toward the reconstruction of masculinity. Journal of Family Psychology, 5, 379-402. https://doi.org/10.1037/0893-3200.5.3-4.379
  • Levy, I., Shlesinger, Y., Peleg, A., Sequerra Ater, E., Perchik, N., Licht Weinish, O., Tal, P., & Tal, C. (2019).Walking on eggshells” – patterns of change and development in student teachers’ perceptions of parent-teacher relationships in the framework of a ‘Working with Parents’ course. In P. E. McDermott (Ed.), Teacher training: Perspectives, implementation and challenges (pp. 239-269). Nova Science Publishers.
  • Mahmood, S. (2013). First-year preschool and kindergarten teachers: Challenges of working with parents. The School Community Journal, 23(2), 55-85.
  • Manowaluilou, N., & Reeve, E. M. (2022). Pre-Service Teachers’ Self-Efficacy Support Systems Resulting in a Desire to Become Teachers. International Education Studies, 15(2).‏ https://doi.org/10.5539/ies.v15n2p41
  • Ministry of Education (2013). Psychological educational service in preschools: Theoretical perception and guidelines for work. Author.
  • Ministry of Education (2015). Meetings – reflexive journey for construction of educational partnership between the educational teams and the parents. Author.
  • NAEYC (2009). NAEYC Standards for early childhood professional preparation. A position statement of the National Association for the Education of Young Children. The National Association for the Education of Young Children.
  • Okanda, E. O., Mwinzi, J. M., & Gunga, S. O. (2021). Strategic leadership: A critical ingredient for promoting ethical practices in teacher education. Journal of Pedagogical Sociology and Psychology, 3(2), 116-129. https://doi.org/10.33902/JPSP.2021274945
  • Oren, C. Z, Engler-Carlson, M., Stevens, M. A., & Oren, D. C. (2010). Counseling fathers from a strength-based perspective. In C. Z. Oren & D. C. Oren (Eds.), Counseling fathers (pp. 23-47). Routledge.
  • Orland-Barak, L., & Wang, J. (2021). Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform. Journal of Teacher Education, 72(1), 86–99. https://doi.org/10.1177/0022487119894230
  • Peleg, A. (2020). Lesbian mothers in Israel: Stories of parenthood under the burden of proof. Resling.
  • Peleg, A., & Hartman, T. (2019). Minority stress in an improved social environment: Lesbian mothers and the burden of proof. Journal of GLBT Family Studies, 15(5), 442-460. https://doi.org/10.1080/1550428X.2018.1556141
  • Peleg, A., Perchik, N., Licht Weinish, O., Levy, I., Sequerra Ater, E., Shlesinger, Y., Tal, P., & Tal, C. (2019). The difficulties and challenges facing interns of early childhood education regarding their working with parents: Towards a new model of family- school relations in a culturally diverse and changing society. In P. E. McDermott (Ed.), Teacher training: Perspectives, implementation and challenges (pp. 183-237). Nova Science Publishers.
  • Singh, A. A., Urbano, A., Haston, M., & McMahan, E. (2010). School Counselors’ Strategies for Social Justice Change: A Grounded Theory of What Works in the Real World. Professional School Counseling, 13(3). https://doi.org/10.1177/2156759X1001300301
  • Sue, D. W., Arredondo, P., & McDavis, R. J. (1992). Multicultural counseling competencies and standards: A call to the profession. Journal of Counseling & Development, 70(4), 477-486.‏ https://doi.org/10.1002/j.2161-1912.1992.tb00563.x
  • Tatar, M., & Bekerman, Z. (2009). School counsellors' and teachers' perceptions of their students' problems: Shared and divergent views. Counselling and Psychotherapy Research Journal, 9(3), 187-192. https://doi.org/10.1080/14733140903031093
  • Timor, T. (2013). “The other” in the light of integration and inclusion in the Israeli educational system and society: A “significant other” indeed? Journal of Special Education and Rehabilitation, 14(3-4), 99-114.
  • Wenkert, E. (2010). From the room of the educational counselor: Counseling to parents [Unpublished master’s thesis]. Tel Aviv University, Israel.
  • Wiggle, S. E., & Wilcox, D. (1996). Inclusion: Criteria for the preparation of education personnel. Remedial and Special Education, 17, 323-328.
  • Wingfield, R. J., Reese, R. F., & West-Olatunji, C. A. (2010). Counselors as leaders in schools. Florida Journal of Educational Administration & Policy, 4(1), 114-130.
  • Yogev, E. (2011). Approaches to values education in a pluralistic society. In J. Iram, S. Scolnicov, J. Cohen & E. Schachter (Eds.), Crossroads: Values and education in Israeli society (pp. 355-379). Ministry of Education.
LICENSE
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.