Leadership in school counseling spaces and places to enhance giftedness in children

Abstract

The purpose of the paper is to explore the role of leadership in school counselling spaces and places. Space will mean the classroom and places will mean the school and home. The problem is that school counsellors must provide counselling services and listen to students’ complaints and this cannot happen without the support of leadership in schools. The paper uses an interpretive paradigm and qualitative approach in exploring the role of leadership in school counselling. Teachers as counsellors in school counselling are expected to promote, advocate, and work towards social justice and culturally responsive programs that are accessible and accountable to all stakeholders involved in the school. Findings are the following: Leaders must ensure that counselling services are available to every student in schools; The lack of appropriate training, professional counselling knowledge and skills could influence the work of the school’s counsellor as a leader. School counsellors as leaders must support student achievement through services that have an influence on the career development, social and emotional development of all students enrolled in a school.

Keywords

• leadership
• school counselling
• professional development
• skills
• space
• place
• professional training

References

1. Yıldız, S., & Altay, N. (2021). The parenting attitudes and effects on their gifted children: a literature review. Journal for the Education of Gifted Young Scientists, 9(2), 123-132. DOI: http://dx.doi.org/10.17478/jegys.864037