Ethnographic Examination of How Guidance Teachers Make Essay

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ethnographic examination of how guidance teachers make sense of their caring abilities on the job. Also, it looks at the counseling services they offer to students. The findings illustrate the influence of Chinese (particularly Confucian) culture the in Hong Kong schools. Implications for promoting culturally responsive approaches to counseling and culturally competent practices for helping are discussed.

The important 1990s government initiative to implement a whole school approach to guidance is described. It appears, however, that the role of the guidance teacher in the school reforms has not been clearly stated. In addition, the author seeks to investigate how school guidance and counseling is practiced within schools Chinese society.

The overall qualitative design was meant to provide the seed-bed for a later more in-depth quantitative study that will then involve statistical analysis. At present, the general research environment had to be probed qualitatively with interviews only to determine the criteria that would be tested in the future study (Hue, 2008, 303).

The problem statement dealt with the problems that the Western trained counselors had in encountering and incorporating the local Confucian customs into their methodology.

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With the use of a narrative analysis and personal experience methods, the study explores the experience of guidance teachers in counseling (Ibid).

The purpose of the study was to determine how much of the teaching and counseling was based upon Western influences and how much was upon the Chinese philosophy of Confucianism, hence the ethnographic methodology of the study. The central focus of their responses was that while many of the guidance teachers have received training based upon Western literature, particularly person-centered, in practice, they are inevitably influenced by the local culture of Confucianism. As Hue notes "the results showed that Confucianism served as a paramount and respected reference for school guidance and for teachers' expectations of how students could….....

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