/library/oar/handle/123456789/9176 Tue, 23 Dec 2025 13:19:53 GMT 2025-12-23T13:19:53Z /library/oar/handle/123456789/140540 Title: School counsellor education in three countries : Australia, Malta and Turkey Authors: Kose, Aysen; Campbell, Marilyn A.; Falzon, Ruth Abstract: The study is a descriptive comparison of pre-service school counsellor education systems in Australia, Malta, and Turkey as it has been shown that pre-service training determines professional competencies and many personal traits, such as self-efficacy later on in real work settings. These three countries with very different histories and in geographically different parts of the world were selected as samples of convenience to examine their training of school counsellors. We describe four main issues of such training: the minimum formal educational qualifications required to enter training, the core activities which candidates need to complete, the entry requirements into the profession, and any specialisations required. To compare the education in each country, we used qualitative comparative methodology. The main findings were diverse nomenclatures, legislation, registration issues and different discipline boundaries between counselling and psychology. These findings can be useful for reflection for other countries when they are evaluating their own practices. Wed, 01 Jan 2025 00:00:00 GMT /library/oar/handle/123456789/140540 2025-01-01T00:00:00Z /library/oar/handle/123456789/140516 Title: Growth in counselling : counsellor perspectives and implications for practice Authors: Galea, Julian; Falzon, Ruth Abstract: Growth in the counselling process is leveraged metaphorically through images and words. Its prominence and prevalence vary over time and across professional and cultural contexts. The individual and cultural understandings that counsellors develop of the concept of growth shape their identity as individuals and professionals. This qualitative study aimed to explore how counsellors in Malta understand the concept of growth, what factors shaped this understanding, and the role that this understanding plays in their work to support clients in achieving increased wellbeing. Five warranted counsellors in Malta with at least three years of experience were interviewed. The semi-structured interviews used visual and linguistic stimuli to support and enhance the typical interlocution process behind semi-structured interviews. Findings were analysed using thematic network analysis and reflexive thematic analysis. Participants effected a process of personal growth navigating intrapsychic and external factors engaging in a cycle of discovery, with active self-direction through adverse circumstances shaping their mobilisation of personal agency. Participants identified the important relationship between their experiences of growth through their counselling and their clients’ potential and possible outcomes. Participants’ individual experience of growth could support their work with clients by providing a reference point to make sense of their clients’ experiences. This could also pose potential dangers to their work by obscuring clients’ experiences and journeys with their own. Recommendations include more stress on growth in training courses, international collaboration between organisations and institutes to reach common understandings of growth, and more research across different cultures and countries. Wed, 01 Jan 2025 00:00:00 GMT /library/oar/handle/123456789/140516 2025-01-01T00:00:00Z /library/oar/handle/123456789/140499 Title: The meaning of literacy in the 21st century : implications for learning and assessment Authors: Falzon, Ruth Abstract: Literacy is a 21st century fundamental human right and one of the most effective weapons against poverty (Freire, 1970; Organisation for Economic Co-operation and Development [ OECD]. 2016; UNESCO. 2018). Those who are illiterate or struggle to break the code to literacy continue to be challenged in education and employment, and to experience a poorer quality of life (Birdwell et al, 2011; Demaine & Entwistle, 2016, United Nations [UN], 2020). I would like to challenge you to reflect on the meaning of literacy, its effect on wellbeing, and 21st century contexts for literacy (Chetcuti et al., 2018; Falzon & Camilleri, 2014; Verheijen, 2019). Sat, 01 Jan 2022 00:00:00 GMT /library/oar/handle/123456789/140499 2022-01-01T00:00:00Z /library/oar/handle/123456789/140495 Title: “Teachers teach me, you help me grow!” Maltese PSD methodology toward emotional literacy and wellbeing Authors: Bezzina, Amanda; Falzon, Ruth Abstract: Personal and Social Development (PSD) is a Maltese statutory school subject in all primary and secondary schools. The chapter analyses the seven philosophical, sociological and psychological theoretical orientations that provide the conceptual framework, namely the positive, the humanistic, the critical, the progressive, the constructivist, the developmental and the contextual. An emphasis on personal and social skills clearly indicate that the subject is student-centred and develops the individual holistically for the employability and the wellbeing, thus creating a society based on values and competences. The chapter differentiates between emotional intelligence (EI) and emotional literacy (EL) and presents the Emotional Competence Framework – self-awareness, self-regulation, motivation, empathy, and social skills. EL is a skill that is enhanced throughout PSD sessions, both within the activities as well as during the processing. In conclusion, the chapter focuses on how PSD practice develops the emotional wellbeing of the students, making a difference in their life. It is also an eye-opener for policymakers and key stakeholders to ensure that EL is practised throughout the entire education system and by all educators, since it prevents against mental illnesses, social problems and challenging behaviour. Sat, 01 Jan 2022 00:00:00 GMT /library/oar/handle/123456789/140495 2022-01-01T00:00:00Z