Competencies, Subjects, and Challenges in School Consultation: The Experiences of School Counselors Across Various Educational Levels

Competencies, Subjects, and Challenges in School Consultation: The Experiences of School Counselors Across Various Educational Levels | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Competencies, Subjects, and Challenges in School Consultation: The Experiences of School Counselors Across Various Educational Levels Omer Faruk Kabakci, Bilgesu Yerlikaya, Melisa Aslan, Fatma Abdurrahman This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9525377/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Recent research indicates a rising prevalence of negative student behavior and higher expectations for academic performance among educators and parents, emphasizing the critical need for both direct and indirect school counseling services provided by educational institutions. Consultation services, categorized as indirect services, have gained significance due to factors such as increasing student enrollments in educational institutions, increased focus on preventive and social-emotional guidance, a substantial presence of international students, and an additional demand for mental health support stemming from recent global traumatic events. This study seeks to perform a comprehensive analysis of the experiences of school counselors at various levels concerning their consultation activities with parents and teachers. This phenomenological study collected data through an interview form and a questionnaire from in-depth interviews with participants from 14 distinct schools. The analyses were performed both manually and with the QDA Miner program. Through an analysis of the skills and approaches used in consultation settings, the issues and problems encountered, and the processes of managing resistance—based on data obtained from open-ended and closed-ended questions—comprehensive codes, subcategories, and themes were identified. The findings indicated that psychological counselors exhibited a favorable disposition towards preventive measures and the utilization of digital technologies, emphasizing the significance of communication, teamwork, and problem-solving skills. It was revealed that educators and parents pursuing support through various channels primarily sought an assistance about academic and behavioral challenges. Resistance concerns extended beyond personal motivations to encompass professional responsibilities, with counselors favoring a strategy that integrates communication methods with specialized assistance. The results were highlighted as potentially beneficial for the theoretical and practical endeavors of professionals involved in school counseling with parents and educators. school consultation psychological counseling resistance Introduction Educators significantly influence students' life by fostering academic abilities, promoting social interactions, and offering emotional support (Perryman & Frost, 2025 ). School counselors, akin to other educational personnel, collaborate with children and relevant stakeholders across diverse grade levels, ranging from ages 4 to 18. Although their responsibilities may differ by country and institution (O’Brien et al., 2024 ), a prominent indirect service they offer is consultation.Consultation is characterized as the provision of information, viewpoints, methodologies, and recommendations to those able to contribute to facilitating fulfillment of a student's needs (ASCA, 2025). It constitutes a type of indirect student support service, including referral and collaboration (Cholewa et al., 2016 ), facilitated by the school counselor's interactions with external parties on behalf of students. Intensive consultation with educators initiated at an early age has been demonstrated to diminish aggression, minimize conflict between teachers and student, and alleviate disciplinary problems, while concurrently improving social-emotional well-being (Natale et al., 2025 ). This approach also benefits adolescents with social-emotional challenges and improves academic performance (ASCA, 2019; Warren & Baker, 2013 ). Contemporary school counseling models extend beyond direct student treatments; they seek to promote systemic change and enhance capacity through consultation services for educators, administrators, and parents (Choi et al., 2008 ). Specifically, good collaboration with parents and educators is crucial in enhancing students' academic performance and psychosocial well-being, reducing risk factors, and reinforcing protective factors. However, psychological counselors encounter numerous obstacles in the pursuit of this ideal function. Research demonstrates that job ambiguities, heavy workloads, and administrative responsibilities substantially restrict the time and energy allocated for consultation (Savitz-Romer et al., 2021 ). Research within the Turkish context similarly reveals that, despite a significant need for consultation, practitioners encounter challenges including resource deficiencies, insufficient institutional support, and feelings of inadequacy among counselors in specific domains (Güneşlice & Yıldırım, 2019 ).The relationship aspect of the process is influenced by "resistance" a primary obstacle. The stakeholders' hesitance to accept change or their inclination to transfer responsibility to the consultant can jeopardize the collaborative process (Butler et al., 2002 ). The COVID-19 pandemic (Topal et al., 2022 ), increased cultural diversity (Gills et al., 2024 ; Tezel, 2022 ), and digital transformation are redefining the content, methodologies, and requisite skills of consultation, leading to the emergence of new applications and demands. Competencies and Approaches Employed in Consultation The approaches employed and competencies applied by psychological counselors during consultations are key determinants of the process's efficacy. Warren and Baker ( 2013 ) categorize individual consultation into prescription, initiation, and cooperation modes, whereas they classified group consultation into supportive and responsive techniques. According to Mbilinyi ( 2024 ), school counselors are more aware of their counseling service delivery and collaborative roles compared to other role areas. Castro-Villarreal and Rodriguez ( 2017 ) highlight the significance of competencies such as rapport establishment, trust cultivation, collaborative problem-solving, and cultural hypothesis development, especially within a client-centered consultation framework. Ingraham ( 2000 ) asserts that consultation skills that include cultural awareness are essential when engaging with kids and families from varied cultural backgrounds. Moreover, in the post-pandemic era, the utilization of digital communication competencies and technology-driven collaboration tools has gained paramount significance in online consultation procedures (Allen & Jimerson, 2024). There is a necessity for extensive research on the most frequently employed approaches by school counselors in Turkey during the consultation process, the practical application of these approaches, and specifically, the variation in counselors' skill priorities across different educational levels (preschool, elementary school, middle school, high school). This study will thoroughly explore counselors' self-assessments of their consultation abilities, the approaches they employ, and the similarities and distinctions between these skills and psychological counseling competencies. Subjects for School Consultation The subjects for which parents and teachers need guidance are essential in shaping the content and goals of school counseling services. Although some studies incorporate both teachers and parents through various study methodologies (e.g., case studies; Spratt et al., 2006 ) without explicitly addressing consultation, it is essential to thoroughly ascertain current needs. Güneşlice and Yıldırım ( 2019 ) discovered that school counselors in Turkey predominantly seek consulting for special education, crisis intervention, personal-social guidance, and career counseling. Social transformations, however, are modifying this terrain. Migration trends have established a significant area of consultation for school psychologists about the linguistic, cultural adaption, and trauma challenges that educators encounter during the integration of refugee students (Tezel, 2022 ). This issue highlights the imperative of enhancing consultation methods using a culturally sensitive approach (Gills et al., 2024 ). However, inquiries remain concerning the variability of these needs across educational tiers, the emergence of new consultation subjects (such as screen addiction, anxiety disorders, social isolation, and the digital aspect of peer bullying) in the post-pandemic era, and the influence of a high concentration of immigrant students on consultation topics within schools. Moreover, analyzing the consultation themes of parents and teachers independently is crucial for comprehending the unique objectives and expectations of each stakeholder (Sheridan & Kratochwill, 2008 ). The issue of whether consultation subjects differ based on parental attitudes will be examined in this context and will contribute to the literature. Resistance and Coping in School Consultation A major problem faced during the consultation process is stakeholder resistance. Spratt et al. ( 2006 ) assert that schools, historically viewed as the province of educators, frequently face resistance to innovative methodologies that challenge established methods. The involvement of additional experts, especially in elementary schools, may lead teachers to experience diminished security and competence due to the redistribution of their conventional duties or stringent confidentiality protocols (Spratt et al., 2006 ). Rowe and Dinh (2026) contend that systemic obstacles, such time limitations and insufficient administrative assistance, may activate a psychological resistance mechanism among stakeholders. Resistance originates from human elements (e.g., aversion to change, insufficient knowledge), conceptions of professional roles (e.g., the teacher's aspiration to maintain exclusive control), and structural factors (e.g., inadequate support from school administration) (Erchul & Martens, 2010 ).The methods psychological counselors utilize to address resistance, including fostering empathy, enhancing collaboration, delivering psychoeducation, and maintaining open communication, as well as the efficacy of these approaches, are crucial for the quality of consultation services (Gutkin, 2012 ). Furthermore, counselors' insufficient confidence in addressing intricate and emotionally charged matters, such as neglect or suicide risk, may engender a type of counselor-induced internal resistance that affects the process (Güneşlice & Yıldırım, 2019 ). There is a necessity for comprehensive research on the formation of resistance across various educational levels and school cultures, the efficacy of different coping strategies, and the influence of parental views on resistance. This study will analyze counselors' ways for addressing resistance from both teachers and parents, using examples of successful and unsuccessful methods. The objective of this research School counselors may possess differing experiences about accessibility and preparedness to deliver services during consultation processes (Cholewa et al., 2016 ). Considering the viewpoints of psychological counselors with diverse levels of experience, there is a necessity for a more thorough analysis of the findings indicating that school personnel observe a rise in student mental health issues (O’Donnell et al., 2025 ), particularly as these findings get prevalence. Previous studies examining the viewpoints of psychological counselors have revealed that certain contemporary difficulties, such as resistance to direct consultation and digital utilization, have not been adequately addressed. In Turkey, Güneşlice and Yıldırım ( 2019 ) delineated the consultation requirements and resources of school counselors; however, this study primarily constituted a needs analysis and did not concentrate on the experiences counselors encountered during consultations, the competencies they employed, or their strategies for managing resistance. Cholewa and colleagues ( 2016 ) conducted a national-level survey on counselors' consultation procedures; nevertheless, their study lacked qualitative depth. Although additional qualitative investigations (Yıldırım & Kılıç, 2025 ; Zabek et al., 2023 ) on particular elements of consultation (e.g., needs, its function within the program), research exploring counselors' whole consultation experiences—including the skills employed, the subjects discussed, and managing resistance—remains scarce. In this regard, it is expected that simultaneous consultations with both teachers and parents (Hoskins et al., 2013) may enhance the comprehension of these experiences. The heightened focus on the preventive role of consultations for educators in mitigating adverse behaviors (Natale et al., 2025 ), the necessity for additional research on the escalating significance of delivering consultation services through digital tools and virtual platforms (Gormley, Allen & Jimerson, 2024 ), and the data-driven surveillance of contemporary trends concerning consultation (Warren & Baker, 2013 ) are likewise deemed crucial. The objective of the study is to analyze the consultation experiences of school counselors across various educational levels in their interactions with parents and teachers. The research will aim to address the subsequent sub-questions: Q1- Which skills and approaches do school counselors employ during the school consulting process? Q2 - What concerns prompt parents and educators to request school consultations? Q3 - How do school counselors address the resistance exhibited by parents and teachers during school consultations? Q4 - What are the characteristics of the consulting procedure undertaken by school counselors? This research may facilitate a deeper comprehension of the evolving dynamics of consulting services, influenced by the expectations of educators and parents regarding student requirements. Consultation processes may be analyzed via the lens of a "double minority" status (Thornberg, 2014 ), and the substantial presence of foreign-born students in Turkey (TESWG, 2024) may influence consultation experiences. The city of Bursa, the province where the research was conducted, ranks in the top 10 provinces in Turkey for the highest population of foreign-born pupils, predominantly concentrated in elementary, middle, and high school levels, respectively. Analyzing the consultation experiences of school counselors in institutions with diverse student populations at various levels, where the distinct needs of different groups are evident, may provide valuable insights for professionals in the field from both theoretical and practical standpoints. Method Research Model This research investigates the consultation experiences of school counselors with parents and teachers, employing a phenomenological methodology within a qualitative research framework. Qualitative phenomenology research allows individuals to articulate their narratives and lived experiences. The core of the phenomenological approach is to comprehend the phenomenon from the perspective of people who have encountered it, highlighting the common elements of these experiences (Denzin & Lincoln, 2000 ). Study Group The study group comprises 14 school counselors (n = 14) from 14 distinct schools, serving at the elementary, middle, and high school levels during the 2025–2026 academic year. The participants has professional experience spanning from 1 to 30 years. Participants were selected via purposive sampling. This approach prioritizes individuals who have undergone the phenomenon in question and can articulate their experiences comprehensively (Patton, 2015 ). Participants were selected in accordance with the study's objectives, based on their experience with consultations including parents and/or teachers. The study group included school counselors from 5 elementary schools, 6 middle schools, and 3 high schools to discern parallels and variations in consultation experiences and to enhance comprehension of these experiences about possible student density. The number of interviews was established based on the notion of data saturation, a key criterion in qualitative research; data gathering ceased when recurring themes and patterns emerged during the interviews. The variety of school types in which the participants were employed allowed for the analysis of consultation experiences with parents and teachers across diverse educational contexts. Fourteen psychological counselors participated in the study. Upon examining the gender distribution of the participants, 12 (85.7%) were female and 2 (14.3%) were male. On assessing the departments of the participants' graduation, it was found that 13 (92.9%) graduated from the Guidance and Psychological Counseling department, whereas 1 (7.1%) graduated from the Psychology department. Of the participants, 11 (78.6%) have over 10 years of professional experience, whereas 3 (21.4%) had less than 10 years. Upon analyzing the student enrollment at the institutions employing the participants, it was found that 7 (50.0%) are affiliated with schools having fewer than 1,000 students, whilst 6 (42.9%) are associated with schools exceeding 1,000 students. Nine individuals (64.3%) have been employed at the school for less than five years, whereas four participants (28.6%) have been employed for more than five years. Instruments for Data Collection This study utilized an interview form, a questionnaire, and a demographic information form created by the researchers for data collection. In qualitative research, interviews are a prevalent data gathering approach employed to reveal individuals' experiences, perceptions, and the significance they attribute to a phenomenon (Merriam, 2013 ). In semi-structured interviews, the researcher employs a pre-established interview framework or protocol to direct the interview process. This form functions as a framework comprising essential questions aligned with the research inquiries, along with supplementary questions that may be posed as necessary, offering the researcher a balance of structure and adaptability during the interview (Creswell, 2013 ). The interview form utilized in this study was predominantly developed from an examination of national and international literature pertinent to the research issue. The draft questions were produced based on consultative processes in schools, collaboration among school counselors, parents, and teachers, and research in the domain of school counseling. The research team assessed the draft interview form on its scope, clarity, and alignment with the research objectives. To confirm the content validity of the form, expert comments were solicited from academic members in the field of psychological counseling and assistance. Informed by the feedback from these experts, certain questions were amended, requisite adjustments were implemented in the phrasing, and specific questions were clarified for enhanced comprehension. A semi-structured interview format suitable for the research purpose was created as a result of this approach. Interview Form The study's main tool of gathering data was a semi-structured interview form. A literature research served as the basis for the interview form's drafting, and academic members with expertise in psychological counseling and guidance helped to finish it. The twelve open-ended questions on the form are intended to extract the experiences of psychological counselors during consultations with educators and parents. Participants' opinions, assessments, and suggestions about the consultation procedures were thoroughly and methodically investigated using these questions. Survey Form The survey form was used to methodically gather information about the institutional and professional traits of participants. Eight closed-ended questions make up the survey, which is intended to swiftly and consistently collect particular data from respondents. Demographic Information Sheet The form was created by the researchers and asks about the participants' gender, educational background and field of study, years of professional experience, area of employment, student enrollment at the institution, length of time spent there, and previous positions. Procedure for Interviews The Ethics Committee for Social and Human Sciences at Bursa Uludağ University granted the necessary approval before the study's data collection phase started (Approval No.: E-92662996-044-49839). Participants who willingly consented to participate in the study were interviewed both in-person and remotely. Participants were made aware of the study's goal, parameters, and confidentiality prior to the interviews. The interviews took place during November and December of 2025, with an average duration of twenty minutes. The study's in-depth interviewing technique allowed participants to describe their experiences in great detail. In order to get rich and thorough information about the various aspects of the phenomena, the researchers asked follow-up questions during the interviews when participants were asked to clarify on their answers or give examples (Creswell, 2013 ; Patton, 2014). The flexibility and capacity to promote in-depth knowledge that are characteristics of qualitative research were taken into consideration when designing this procedure. One of the qualitative data collection techniques used to describe participants' experiences, perceptions, and interpretations of a particular occurrence is this kind of interview. Data Analysis The research data underwent thematic content analysis. The analytical procedure was executed as an iterative process consisting of the following stages: repeated investigation into the data, identification of significant units of discourse, coding of these units, categorization of codes into subthemes, and the development of overarching themes. The coding process was conducted utilizing both the QDA Miner v3.0.8 qualitative data analysis software and manual coding methods. This dual-method approach integrates the systematic and expeditious data management benefits of software with the comprehensive data interaction and interpretation advantages of human coding. Software-based coding enhances data organization and theme tracking, however manual coding enables the researcher to connect intimately with the data and make nuanced alterations while considering the context (Miles, Huberman & Saldaña, 2019 ; Silver & Lewins, 2014 ). This methodology seeks to get both a dependable and a comprehensive analysis. The integration of software-assisted analysis and researcher interpretation facilitated the creation of codes and themes within a cohesive framework of meaning. From the first codes generated during the preliminary study, those without adequate data support were recognized; these codes were subsequently rearranged and renamed by incorporating them with codes derived from the emerging data. During the analysis, data were processed utilizing both QDA Miner qualitative data analysis software and manual coding techniques (Provalis Research, 2023 ; Saldaña, 2016 ). The integration of these two methodologies combines the benefits of systematic data management and expedited coding facilitated by the software with the advantages of comprehensive data interaction and contextual comprehension afforded by manual coding (Miles, Huberman & Saldaña, 2019 ; Silver & Lewins, 2014 ). The codes, subthemes, and themes produced during the coding process were evaluated by a continuous comparison procedure, including both the data and relevant literature (Denzin & Lincoln, 2000 ; Creswell, 2013 ; Patton, 2014; Merriam, 2013 ; Aslan & Güven, 2024 ; Tuzgöl Dost, 2020 ). This methodology guaranteed that the themes were congruent with the data and connected to the theoretical and empirical literature in the domain, thereby augmenting the depth, reliability, and practical relevance of the analytical process (Erford, 2019 ; Erkan, 2020 ; Sheridan & Kratochwill, 2008 ; Sink, 2016 ). Data Encoding The coding method was executed inside an iterative analysis framework that encompassed ongoing review and modification stages. Following Saldaña’s ( 2016 ) methodology, which characterizes coding as the disaggregation of qualitative data into significant segments accompanied by conceptual labels, the researchers reviewed the interview transcripts several times in the preliminary phase of analysis to achieve familiarity with the data. Subsequently, significant units of meaning were selected, and initial codes were developed in alignment with the study's objectives and research inquiries. A codebook was developed utilizing approaches prevalent in the literature, and the initial codes were documented and carefully monitored within this codebook (Saldaña, 2016 ; Miles, Huberman & Saldaña, 2019 ; Creswell, 2013 ). In this context, the data acquired from the interviews were transcribed and uploaded to the QDA Miner software; participant comments were thoroughly analyzed and open-coded. Identification of Themes Codes derived by the QDA Miner program and hand coding were categorized according to semantic similarities and content linkages, thereafter arranged into a theme framework. The codes were categorized based on the operational aspects of the consultation process, the content, the dispositions of the participants, the challenges impacting the process, and the consultative preventative role. Throughout the development of subthemes, prevalent conversations and findings in the literature were combined with the codes; subthemes underwent continual evaluation, culminating in the identification of the final themes through this iterative method. Organization and Description of Data via Codes and Themes The codes, themes, and subthemes derived from data analysis were displayed in tabular format to enhance their collective assessment and comprehension. The table presents the number of participants whose statements underpin each code, topic, and subtheme. Furthermore, themes were established with the support of participant remarks; the objective was to elucidate the meanings inherent in the themes through direct quotations. Interpretation of Results The degree to which the identified codes, themes, and overarching themes answered the study questions was assessed; the findings were analyzed and interpreted according to these frameworks. The objective was to categorize participants' perspectives within a structured framework and to create a coherent whole from these categories. Validity (Generalizability and Credibility) In order to guarantee the validity of qualitative research, the criteria of internal consistency (credibility) and external validity (generalizability) were implemented (Lincoln & Guba, 1985 ). In order to guarantee internal consistency, the interview data were analyzed manually, line by line, and using a qualitative analysis program. The codes and themes that were produced were subsequently compared to the research questions. The thematic structure's coherence was enhanced by the combination of software-assisted analysis and researcher interpretation during the coding process. Furthermore, the findings were presented in a straightforward manner by including direct quotations from the participants' statements. The perspectives of three experts—one in the role of the consultation recipient and two in the role of the consultation provider—were solicited during the coding and theme-generation process. In this context, the experts were presented with the themes, subthemes, and codes, as well as their distributions, frequencies, and content. Several themes and subthemes were reorganized and renamed in response to the feedback received. The codes that were not sufficiently supported by the data were identified from the preliminary codes generated during the initial phase of the analysis. These codes were restructured by incorporating them with codes that surfaced as a result of the data. Additionally, a continuous comparison with the literature (Denzin & Lincoln, 2000 ; Creswell, 2013 ; Patton, 2014), collaborative discussion among researchers, and repeated reading of the data were employed to review codes, subthemes, and themes throughout the analysis process. This iterative process strengthened the conceptual consistency of the thematic structure. Care was taken to present the findings in a manner that supports their transferability to studies in similar contexts, and the characteristics of the study group, the data collection procedure, and the analysis stages were described in detail to enhance the study's external validity. Reliability (Consistency and Verifiability) The study's reliability was guaranteed by adhering to the criteria of verifiability, transferability, reliability, and confirmability in qualitative research. This framework included the implementation of systematic procedures during the data collection and analysis processes, as well as the continuous comparison of findings with the literature and discussions among researchers (Creswell, 2013 ; Patton, 2014). An academic expert in the field reviewed the analysis process, and the consistency of codes and themes was verified by comparing software-assisted and manual coding processes in this context. The protocols and themes were reviewed in accordance with expert feedback, and the necessary revisions were implemented. Furthermore, the research's reliability was improved by the qualitative analysis software, which facilitated the transparency of the research process and the traceability of coding decisions. Researchers conducted an inter-coder agreement analysis on the collected data to assess the consistency and reliability of the coding procedure. The consistency among the four coders was computed based on their independent assessments of the dataset's codes, using the formula defined by Miles, Huberman, and Saldaña (2015). The coders reached consensus on 75 of the 83 codes, while 8 codes remained in disagreement. The calculation (75/83 × 100) yielded a reliability coefficient of 90.36%, indicating a high level of reliability and consistency (Miles, Huberman, and Saldaña, 2015). The coders then met again to reach consensus and finalize the codes in dispute. Results The findings were presented by quoting participants' perspectives and were analyzed under the categories of consultation topics, consultation skills, and resistance encountered during consultations. The contributors' current educational level and the total years of professional experience are indicated in parentheses in the quotations. In the excerpts, the current educational level at which the participants provide services (P=Elementary School, M=Middle School, H=High School) and their total years of professional experience are denoted in parentheses. Approaches and Skills Employed in Consultations Findings regarding the questions “What factors contribute to the success of consultation services provided by school counselors?”, “What styles do school counselors use in consultations?”, and “What skills do school counselors use in consultations?” are presented in Table 1 . Table 1 Skills and Approaches Employed in Consultations Theme Subtheme Code F % Success Factors Open Communication 12 78.6 Cooperation 6 35.7 Establishing Relationships Relationship Maintenance Feedback Provision and Follow-Up 4 28.6 Consultant Proficiency 4 28.6 Positive attitude 3 21.4 Collaboration 4 28.6 Consultation Approaches Consultation Mode Prescription (Advice- Offering Suggestions) 4 28.6 Skills Utilized in Consultation Supportive Skills Communication Skills 7 50.0 Empathy 6 42.9 Active Listening 5 35.7 Unconditional Acceptance 2 14.3 Guiding Skills Problem Solving 3 21.41 The results of the skills and approaches employed in consultation (Table 1 ) indicate that communication skills and the upkeep of communication are prominent within the topic of success factors, with open communication identified as the main skill utilized. The participating psychological counselors predominantly employed the collaboration and prescription style in their consultations. Another result indicated that psychological counselors believed the skills engaged during consultations primarily comprised supportive skills, with communication skills seen the most significant. Below are some statements derived from participant expressions, categorized by themes. The psychological counselors’ perspectives on "positive attitude" (f = 3) and "the counselors’ competence”(f = 4) chosen as examples from the "relationship-building" subtheme are as follows: K4 (10, M): “Sincerity, acute observational abilities, a child-centric approach, and being a trusted individual for the family.” K12 (11, M): "I believe that factors contributing to success may encompass the capacity for collaboration, effective communication skills, and the counselor's advanced education and extensive experience, particularly in areas such as assessment and case management." Psychological counselors' perspectives on the components essential for sustaining relationships include open communication (f = 12), collaboration (f = 6), and the provision of feedback and follow-up (f = 4): K13(11, M): "If communication among the parent, teacher, and administration is robust, issues are minimal; however, some parents exhibit considerable resistance, to be candid." I feel as though I am unable to penetrate the barriers with certain individuals. They believe they possess superior knowledge of guiding compared to me. There are one or two parents I cannot persuade at that juncture; however, often, once they get that our focus is the child and that we are aligned in our aims, subsequent issues are resolved.” K14 (21, M): “The paramount factor guaranteeing the success of the consultation is the parent's collaboration and endorsement of the process,” Concerning the issue of consultation approaches—another rising theme—it was concluded that psychological counselors favor the “collaboration” and “prescription” (guidance/recommendation) methods. Nevertheless, the perspectives expressed by psychological counselors omitted approaches such as "provision" (knowledge dissemination) and "mediation" (facilitation), which are documented in the literature. The perspectives of participants who reported utilizing the cooperation mode are as follows: K5 (13, P): “I continue utilizing the collaborative mode.” I utilize skills including comprehension, unconditional acceptance, facilitating a space for self-expression, supportive communication, mirroring, and promoting awareness.” K7 (7, H): “I engage the Collaboration mode by applying collaborative and follow-up competencies.” Examples of perspectives from participants who reported utilizing the Prescription (guidance-recommendation) approach are as follows: K1 (13, P): “I employ an empathetic methodology.” I seek professional viewpoints on the matter and offer specific input.” K13(11, M): "I primarily employ effective communication skills and empathy skills as fundamental tools in consultation processes." Furthermore, I frequently integrate directive techniques, such as offering examples, and psychological counseling skills into the process. ” Another theme identified—skills utilized during consultation—revealed that the skills psychological counselors employ during consultation are divided into two subthemes: directive skills and supportive skills. Communication skills (f = 7) and empathy (f = 6) were identified as the skills with the highest incidence among the supportive skills. The following are the perspectives on supportive skills: K1(13, P): "Unconditional acceptance, understanding, supportive communication, mirroring, fostering awareness, and creating an environment in which they can express themselves." K8(15, P): "I primarily employ my listening abilities." Under the guiding skills subtheme, the following are examples of perspectives on the problem-solving (f = 3) skill: K9(1, M): "Problem definition, active listening, reflection, summarizing, asking open-ended questions." K12(11, M): "I employ a variety of skills, including listening and communication skills, building positive relationships, establishing collaboration, applying the training I have received, evaluating the situation and the problem, and employing problem-solving techniques." Findings on the Subjects for Which Parents and Teachers Seek Consultation The results presented in this section encompass not only the subjects for which parents and teachers seek consultation, but also findings concerning parental attitudes, the utilization of digital and distance consultation, and its connection with preventive guidance. Findings regarding the questions are presented in Table 2. Table 2: Subjects of consultation by teachers and parents Theme Subtheme Code F % Academic Challenges 8 57.1 Personal Other/Health 6 42.9 Addiction to Technology 4 21.4 Parent Consultation Topics Emotional Concerns 1 7.1 Interpersonal Social Skills and Friendship 10 71.4 Behavioral Problems 11 64.3 Peer Bullying 2 14.3 Behavioral Issues 6 42.9 Academic Failure 4 28.6 Directly Related to the Student Peer Bullying 3 21.4 Motivation 2 14.3 Teacher Consultation Topics Social Problems 3 21.4 Classroom Management 3 21.4 Indirectly Related to the Student Student Personal Services 3 21.4 Problems Related to Family 2 14.3 Proactive Overprotective 8 57.1 Perfectionist 6 42.9 Competent/Trustworthy 6 42.9 Parental Attitudes Reflected in Consultation Topics Indulgent/Permissive 6 42.9 Passive Authoritarian/Controlling 6 42.9 Uninvolved 5 35.7 Perception of Digital Consultation Determined Approach Positive Attitude 5 35.7 Negative Attitude 2 14.30 Undecided Approach Face-to-face Need 3 21.4 Accessibility Concern 4 28.6 Consultation-Preventive Guidance Relationship Developmental-Based Early Intervention Tool 6 42.9 Benefit Provider 2 14.3 Crisis-Based Risk Reduction Function 8 57.1 The results (Table 2) indicate that parents predominantly sought assistance on academic concerns, while they largely inquired about their children's friendships about interpersonal matters. On the other hand, teachers predominantly sought counsel for behavioral issues, with comparable frequencies for indirect concerns. Parental attitudes exhibited a marked tendency towards overprotectiveness, accompanied by comparable frequencies of other attitudes. It was noted that psychological counselors appreciated the utilization of digital media and technologies during consultations and adopted a proactive approach to the procedure. The discovered themes are further upon below, utilizing examples from participant statements. Parent Consultation The personal and interpersonal themes have been used to categorize the subjects for which parents sought consultation. The following statements serve as examples of the school counselor's perspectives with respect to personal issues, specifically academic concerns (f = 8), emotional issues (f = 1), technology addiction (f = 4), and other/health-related issues (f = 6). K12(11, M): "The most extensive consultation work with parents is concentrated on situations that necessitate additional support and diagnosis. This work has resulted in the most frequent referrals to the Guidance Research Center (RAM), hospitals, and psychiatric facilities.” K14(21, M): "Families and administration seek assistance with respect to academic performance, health, learning difficulties, and behavioral issues. Students arrive independently with respect to their academic performance." The following is a summary of the perspectives of psychological counselors on the subjects of social skills and friendship (f = 10), behavioral problems (f = 11), and peer abuse (f = 2) within the "Interpersonal Issues" subtheme. K6(3, H): "We can conclude that these are peer relationships and behavioral issues." K7(7, H): "In general, there may be instances of behavioral issues or physical altercations." Table 4 summarizes the results of the inquiry, "In which domains do teachers seek consultation?" Teacher Consultation Two subthemes were examined in relation to the theme of "teacher-reported areas of concern": those that were directly related to the student and those that were indirectly related to the student. However, behavioral problems (f = 6) were the most frequently cited consultation topic among teachers, despite the fact that peer abuse (f = 3) and social problems (f = 3)—areas directly related to students—were encountered with equal frequency. Furthermore, opinions regarding codes such as academic failure (f = 4) and motivation (f = 2) are as follows: K9(1, M): "Our primary focus is on conducting consultations that pertain to the management of the High Stakes Exam process and strategies for enhancing student motivation." We also occasionally provide guidance on the organization of activities to aid in the adjustment of new students to school and to mitigate peer abuse at the beginning of the term. ” K11(10, P): "They seek our guidance on how to proceed when certain students in the classroom exhibit challenges with attention and impulsivity." The following are the opinions of the codes that are indirectly related to students: classroom administration (f = 3), issues with families (f = 2), and student personality services (f = 3): K13(11, M): "They submit an application for external education, including counseling, therapy, and training." They inquire about the source of support they will receive. A teacher submits an application for training in a different field. If they are of the opinion that the pupil requires referral, they consult with the school counselor. ” K14(21, M): "They seek assistance for family and health issues, classroom problems, individuals receiving special education, and behavioral issues." Parental Attitudes Two subthemes were identified in an analysis of parental attitudes toward consultations: proactive and passive. The following are two excerpts from the school counselor's observations regarding parents who take the initiative, specifically those who are competent/reassuring (f = 6), perfectionist (f = 6), overprotective (f = 8), and excessively permissive/lenient (f = 6). K1(13, P): "Permissive parents encounter challenges in establishing boundaries and managing their technology addiction." K8(15, P): "The perfectionist parent, who arrives independently, typically arrives to discuss academic success or school performance." However, parents who are disengaged and referred by the teachder attend for behavioral issues. Overprotective parents are present when the child is being harassed, excluded, or exposed to violence. You are aware of the overprotective parent; they are unable to tolerate the sight of their child in pain. They are summoned for incidents such as a child being struck or pushed while running.” The following are perspectives on the attitudes of referred parents, with a particular emphasis on disinterested (f = 5) and excessively controlling/authoritarian (f = 6) attitudes. K5(13, P): "Children may demonstrate extreme reactions that can significantly influence the dynamics of the situation, contingent upon parental attitudes. For instance, a child with an authoritarian parent may exhibit extreme shyness or passivity in school, or conversely, they may be extremely extroverted, viewing school as a place of liberation and behaving in a manner that completely disregards the rules.” K9(1, M), "Applicants who exhibit excessive authoritarianism are discouraged from applying; however, they are encouraged to collaborate when required." In general, parents who are uninvolved do not register, and they do not attend, even if we extend an invitation. Consequently, it is impossible to conduct a consultation that would facilitate the establishment of a partnership.” Perception of Digital Consultation The theme of digital consultation perception was investigated in conjunction with two sub-themes: the undecided approach and the determined approach. Psychological counselors demonstrated comparable rates of undecided and determined methodologies. The following are fundamental opinions regarding the theme of digital consultation perception: K5(13, P): "It has the potential to be beneficial." However, I believe that body language is more effectively analyzed when the individual is in person, and even the slightest alteration in posture, gaze, or tone of voice is more likely to be observed. By observing these specifics, we can anticipate the direction of the consultation. I believe that the consultation can be improved by incorporating the awareness that is derived from the ability to detect minor signals.” K7(7,H) “I believe that providing consultation remotely and utilizing artificial intelligence will not be effective in urgent matters that necessitate face-to-face consultation.” Consultation-Preventive Guidance Relationship Two sub-themes were examined in relation to the Consultation-Preventive Guidance Relationship theme. In consultation, it was noted that crisis-based and developmental-based perspectives were equally valued. This theme has been the subject of the following opinions: K5(13, P): "The identification and dissemination of potential crises in advance can have beneficial consequences." K7(7, H): "Preventive guidance is facilitated by our consultation skills. It prevents the emergence of a prospective new risk or a distinct behavioral issue." K9(1, M): "I believe that consultation is associated with preventive guidance. I consult with the family or teachers to address any prospective issues that may be observed in the child. At its core, this also includes preventive guidance. The potential negative consequences are either avoided or easily managed when the requisite precautions are implemented prior to the occurrence of an undesirable circumstance." K11(10, P), "I believe it is quite closely related to the conduct of preventive guidance studies in situations where there are no problems. In this manner, the scope of application can be expanded, and consultations can be conducted preventively before issues arise, rather than working with specific individuals within the school.” Results related to resistance during consultation ​ The findings related to the questions “In what areas and how do parents show resistance in consultation services?”, “How do school counselors respond to parental resistance during consultation?”, “What are the reasons behind parents resistance to consultation services?”, “At what points do teachers show resistance to consultation suggestions, plans, or collaboration?”, and “How do counselors react to cope with the resistance encountered from teachers?” are presented in Table 3 . Table 3 Teacher and parent resistance and strategies for managing resistance in consultation Theme Subtheme Code F % Defensive Attitude 5 35.7 Internal Failure to Adhere to Advice 4 28.6 Abandoning the Process 3 21.4 Parental Resistance External Refusing to Acknowledge the Problem 6 42.9 Attributing the issue to the school or teacher 4 28.6 Refusing to cooperate 3 21.4 Proposing Resolutions 4 28.6 Strategies for Coping with Parental Resistance Directional Attitude Confrontation 2 14.3 Settings Boundaries 1 7.1 Non-Directive Attitude Providing Explanatory Information 4 28.6 Empathic Approach 4 28.6 Lack of interest 5 35.7 Personal Lack of Information 4 28.6 Past Experience 3 21.4 Insecurity 2 14.3 Sources of Parental Resistance Feeling of Inadequacy 2 14.3 Social Anxiety Toward Social Stigma 3 21.4 Perception that consultation is an essential component of my role The Absence of Resistance 6 42.9 Fear of Stigma 2 14.3 Teacher Resistance A Reluctance to Commit Time 5 35.7 Perception that Consultation is Not a Component of My Role Resistance to Suggestions 4 28.6 Resistance to Change 2 14.3 Resistance to Suggestions 1 7.10 Defining Roles and Responsibilities 2 14.3 Expertise Skills Prgression with Small Goals 2 14.3 Strategies for Overcoming Teacher Resistance Informing and Guiding 1 7.10 Enhancing Collaborations 4 28.6 Communication Skills Enhancing Communication Skills 4 28.6 Getting Administrative Assistance 2 14.3 Findings (Table 3 ) indicate that parental resistance comprises internal and external variables, with the refusal to acknowledge the problem being one of the most significant actions. Psychological counselors employed both direct and indirect methods, prominently featuring solution provision and information sharing to address parental resistance. Parents may exhibit reluctance in consultations due to substantial personal considerations. The perception that consultation is integral to their role is a significant factor in teachers' lack of resistance; nonetheless, they may exhibit resistance to consultation in many forms. It was disclosed that psychological counselors employ communication skills alongside their professional expertise while addressing teacher resistance. Below are statements from sample participants pertaining to the themes. Parental Resistance Two sub-themes emerged as significant when investigating the nature of parental resistance: internal and external. The following are examples of internal resistance sources that psychological counselors shared: defensive attitude (f = 5), non-compliance with suggestions (f = 4), and leaving the process incomplete (f = 3). K1(13, P): "Some individuals are resistant to change. They struggle to comprehend the repercussions of their actions. Problems arise when confrontation occurs. Additionally, they encounter challenges in executing the recommendations that have been provided.” K14(21, M): "They demonstrate reluctance to engage with the student and provide guidance on their behavioral and academic issues." The following were cited as external resistance sources: not accepting the problem (f = 6), blaming the school/teacher (f = 4), and being closed to cooperation (f = 3). K7(7, H): "They are more hesitant to take steps toward a solution. They say things such as, We are already paying attention at home; it is not like that." K10(17, H): "They resist when there is a negative or unpleasant issue involving the student. For example, when we inform parents that their child has engaged in negative behavior, such as profanity or insulting, they typically deny the situation or refuse to accept it. When they do acknowledge it, they typically select a scapegoat, such as a member of the child's peer group, and assert that they are responsible for the situation." Strategies for Dealing with Parental Resistance Two sub-themes emerge when analyzing strategies for managing parental resistance: directive and non-directive attitudes. The following opinions regarding codes, including setting boundaries (f = 1), offering solutions (f = 4), and confrontation (f = 2), are noteworthy under the directive sub-theme: K1(13, P): "I am unable to persuade a few of them. I frequently confront individuals who are on the brink of being convinced about the child's situation." K3(10, M): "I instruct them to remain present, to monitor the student's progress while they are studying, and occasionally to collaborate." The opinions regarding the codes of explanatory information (f = 4) and empathetic approach (f = 4), which are covered in the non-directive sub-theme, are as follows: K6(3, H): "I underscore the fact that we are capable of conducting home visits and that the situation in the school environment is also significant to us." K9(1, M): "Initially, I demonstrate that I comprehend the parent's anxiety and emotions. I establish a relationship of trust by stating that your observation is significant, without assigning blame." Parental Resistance Sources Two sub-themes emerged when the origins of parental resistance were examined: personal and social. Codes such as feelings of inadequacy (f = 2) and insecurity (f = 2) are equivalent personal resistance sources. In the personal sub-theme, the following are some of the opinions regarding the codes of lack of information (f = 4), past experiences (f = 3), emotions of inadequacy (f = 2), insecurity (f = 2), and lack of interest (f = 5): K5(13, P): "It is possible that they are fatigued or believe that there is no solution." K9(1, M): "It is possible that they perceive their children as innocent and do not attribute any negative behavior or words to them as parents. Consequently, they are unable to gain a comprehensive understanding of their offspring." The opinions regarding the fear of stigmatization (f = 3), which is included in the social sub-theme, are as follows: K6(3, H): “There is a perception that the student included in the Guidance Service is problematic.” K10(17, H): “These include the fear of being blamed, the perception of a threat to parental identity.” Teacher Resistance With respect to the sub-themes of "consultation is part of my job" and "consultation is not part of my job," the theme of teacher resistance was investigated. As follows were the opinions expressed regarding the codes of fear of stigma (f = 2) and no resistance (f = 6), which are included in the sub-theme of "consultation is part of my job": K1(13, P): "I did not encounter any resistance; however, there are also educators who wish to avoid any form of consultation." K13(11, M) "In general, they do not exhibit resistance, stated. Conversely, their greatest obstacle is their unwillingness to manage documentation (e.g., IEPs, deadlines) and their aversion to excessive paperwork. Teachers do not exhibit resistance in order to maintain a positive student profile." Here are some examples of opinions regarding the codes of not wanting to allocate time to the sub-theme of consultation not being part of my job (f = 5), being closed to change (f = 2), avoiding cooperation (f = 1), and resistance to suggestions (f = 4): K5(13, P): "Humans are sociable beings, and they may exhibit resistance in situations where they believe they will be evaluated at school based on the repercussions of the issue they experience." K10 (17, H): "In matters such as adapting the lesson process and developing different approaches according to the student." Strategies for Coping with Teacher Resistance Two sub-themes were investigated in relation to the theme of coping strategies for teacher resistance. The following are opinions regarding the codes in the sub-theme of expertise skills: clarifying roles and responsibilities (f = 2), informing-guiding (f = 1), and progressing with small objectives (f = 2): K1(13, P): "I compose an information letter for our teachers who do not desire consultation, not individually but collectively. The letter informs them that they may receive assistance from the guidance service regarding a variety of matters." K10(17, H): "I provide the teacher with support without assigning blame by proposing incremental implementation measures." The following are the opinions of the codes that are included in the sub-theme of communication skills: strengthening collaboration (f = 4), strengthening communication (f = 4), and receiving administrative support (f = 2): K8(15, P): "In this regard, my communication skills are somewhat satisfactory." I do not assign responsibility to the opposing party; I am not in a position to definitively state that you will participate. I have developed a greater degree of adaptability in this regard." K11(10, P): "I inform him that I concur with his perspective and comprehend his perspective. However, I also convey that I require his assistance in this regard. At times, I am required to perform tasks that are not within my purview I provide an illustration of this. They comply with my directive, albeit reluctantly. I request assistance from the manager or vice-manager when the task is mandatory and I am aware that it would be ineffective for me to inform him. Due to the fact that certain duties are mandatory and must be completed by the individual in question." Findings Regarding the Characteristics of the Consultation Process In addition to the findings related to the three main questions above concerning the content of the consultation, the findings regarding the process of carrying out this service are presented in Table 4 . Table 4 Conducting the Consultation Process Questions Answers F % Consultation Working Group Parent 10 71.4 Teacher 5 35.7 Administration 1 7.1 Perception of the Consultation Competence of Psychological Counselors Very Component 1 7.1 Quite Component 6 42.9 Competent 7 50.0 Parent Participation Group Mother 10 71.4 Parents Together 4 28.6 Parental Attitudes Frequency of Application Overprotective 7 50.0 Repressive/Excessively Authoritarian 5 35.7 Excessively permissive/legitimate 4 28.6 Competent/Confident 3 21.4 Uninvolved 3 21.4 Variables that contribute to effective consultation Individual skills 6 42.9 Both 5 35.7 Systemic Conditions 2 14.3 Consultation Time Allocated Less than two hours 7 50.0 More than two hours 4 28.6 Consultation Methodology Yüz Yüze 11 78.6 Uzaktan 2 14.3 Consultation on Positive Issues Yes 11 78.6 No 1 7.10 Analysis of the participants' survey responses regarding the consultation delivery process reveals that a majority (50%) spend over two hours daily on consultations, predominantly favoring face-to-face interactions (79%), and similarly incorporate positive topics in consultations at the same rate. An analysis of the groups indicates that they mostly engage with parents (70%), particularly mothers (71%), followed by teachers, while a minimal proportion (7%) interacts with administrators. It is significant that a mere 21% of the parents seeking consultation exhibited a competent/balanced parenting style. Concerning consultation competencies, although participants largely perceive themselves as competent, only a small fraction (7%) regard themselves as highly competent. Furthermore, it was observed that they primarily credit the success of the consultation to individual skills (42%). Discussion This study analyzed the perspectives of psychological counselors at primary, secondary, and high school levels regarding their consultation work with parents and teachers. The collected data were analyzed through content analysis to address three distinct study topics. On analysis of the viewpoints, 13 themes, 25 categories, and 68 codes were identified, corresponding with the findings described under the headings of skills and approaches employed in consultation, consultation topics, and resistance encountered during consultation. Furthermore, the consultation experiences were assessed using interviews featuring open-ended questions and were also analyzed within the context of a skampwirthurvey using closed-ended questions. An effort was made to get specifics regarding the conduct of the consultation. Skills and Approaches Employed in Consultation The data indicate that two key factors—establishing and maintaining relationships—are pivotal elements in the success of psychological counselors during consultations. A pleasant attitude and the consultant's expertise are mostly associated Kampwirth with initiating the relationship, but open communication, collaboration, and feedback/follow-up skills are linked to sustaining the relationship. and Powers (2015) assert that consulting is a continuous endeavor and primarily a communicative activity rooted in empathy rather than merely dispensing advice. The themes derived from the development and maintenance of relationships also signify a process that necessitates careful consideration of communication factors. Moreover, evidence indicates that delineating roles and enhancing professional connections fosters collaboration between teachers and school psychological counselors (Cholewa et al., 2016 ). School psychological counselors utilize collaborative and prescriptive approaches while delivering consultation services. It has been observed that modalities such as providing and mediation were not referenced. Previous research indicated that, akin to this conclusion, the cooperation model was predominantly incorporated in preparation training for models, but the mental health consultation model was among the least incorporated (Cholewa et al., 2020 ). Nevertheless, it was also discovered that the majority of psychological counselors did not conform to a singular consultation model (Kavaklı et al., 2021 ), indicating divergent conclusions. A subsequent study by Gills, Castillo, and Parker ( 2024 ) corroborated this finding, revealing through expert interviews that school consultants have varying problem-solving consulting viewpoints. Research indicates that those utilizing an eco-behavioral model in consultations are more capable at integrating cultural elements into the process than those employing other models, grounded in the notion that culturally sensitive consultation can shape consultation perspectives. The widespread demand for rapid solutions in Turkish culture may have influenced the consultants' cultural viewpoints and the strategies they employed in this environment. Furthermore, it may be asserted that these two approaches are frequently evident in application subjects or processes, such as addressing resistance, which will be further upon in subsequent themes. Although models like Mental Health Consultation, Instructional Consultation, and Systems-Level Consultation exist, the problem-solving model occupies a pivotal role in school consultation practices (Fallon & Bender, 2023, as cited in Gormley et al., 2024 ). While the specifics of phases like problem identification, analysis, implementation, and assessment are not articulated in these findings, it is acknowledged that this paradigm, referred to as the behavioral consulting model, is mostly confined to the control of student behavior. The implementation of all stages in the findings remains ambiguous. Moreover, similar to the results of this study, group consultation was also not prioritized in Mayworm's (2016) research. This strategy is seen as an effective alternative for creating solidarity among educators and fostering collaborative and restorative justice practices. In the analysis of the competencies employed by psychological counselors during school consultations, it has been found that they predominantly utilize supportive skills, including communication, empathy, active listening, and unconditional acceptance, while simultaneously employing guiding skills such as problem-solving. Azad et al. ( 2018 ) highlighted rapport building, reflection, information exchange, and communication planning as the essential components of the consultation process. These skills are congruent with the relationship-building competencies highlighted earlier as essential for successful consulting. Nonetheless, given the evidence that psychological counselors in Turkey and other nations lack sufficient training in school consultation (Kavaklı et al., 2021 ) and their restricted inclination to employ the aforementioned consultation approaches, it can be asserted that they utilize a limited repertoire of skills in consultation. Current approaches indicate that counselors do not exhibit a marked preference for conducting consultations via remote and digital means. It is utilized in both in-person and distant communication during parent-teacher consultation sessions (Azad, 2018). Nonetheless, particularly in light of the recent increase in digitalization associated with remote education globally following Covid-19 (OECD, 2023 ), and the extensive experience that participating psychological counselors possess in in-person services, it is evident that they require additional time for adaptation to this transition in consultation services. This may suggest a continued demand for in-person meetings within consulting services. A comparable scenario may not underscore the necessity for distant digital consultation regarding parental wishes either. The study by Kavaklı et al. ( 2021 ) indicates that individual meetings, home visits, brochure campaigns, and seminars are the predominant consultation techniques, suggesting a lack of preference for remote and digital approaches at the anticipated level. Upon reevaluation with current viewpoints, it has been disclosed that psychological counselors recognize the preventive role of consultation and see both crisis-oriented and developmental guidance as equally significant. These multiple choices may indicate that consultation is deemed advantageous for primary, secondary, or tertiary prevention levels. Multi-tiered support systems (ASCA, 2025) encompass proactive development techniques for all children at Tier 1, targeted interventions for select kids at Tier 2, and indirect services for those with intensive needs at Tier 3. The orientation of psychological counselors with a preventive view may also correlate with personal positive emotions. Niles et al. ( 2025 ) discovered that optimistic school counselors are more inclined to contemplate future objectives and engage more actively in consultation activities focused on enhancement. A preventive viewpoint pertains to a strategy that formulates future objectives at various levels, linked to the past. Consultation Topics Parents predominantly seek consultations with interpersonal issues, with behavioral problems, social skills, and friendship subjects being the most prevalent, followed by concerns related to peer bullying. Under the category of personal difficulties, it has been disclosed that subjects such as health, technology addiction, and emotional challenges, predominantly related to academics, are encompassed. The findings indicate that enhancing the school climate and helping students in avoiding harmful behaviors are significant shared responsibilities of psychological counselors in educational institutions (O’Brien et al., 2024 ). In terms of reviewing the attitudes of parents who sought consultation to gain a deeper understanding of the application subjects, it was determined that their attitudes fell into two categories: those who proactively engaged and applied themselves, and those who were referred to the consultation. Parents exhibiting highly protective, perfectionist, competent/reassuring, and excessively indulgent/permissive behaviors frequently sought consultation services independently, but those displaying extreme controlling/authoritarian and uninvolved attitudes were typically referred for consultation by external parties. The first group exhibited unfavorable parental attitudes, with the exception of the competent attitude, all demonstrating some degree of concern for the child. In contrast, the attitudes in the second group were characterized by disinterest toward the child. Currently, it is deemed that the necessity and advantages of consultation services may arise from the potential for these attitudes to be healthily differentiated and directed towards demonstrating interest in their child. Azad et al. ( 2018 ) demonstrated that parental consultation correlates with positive improvements in children's communication. The data indicate that teachers seek counsel on issues directly or indirectly pertaining to students. Teachers primarily seek counsel for direct issues, including behavioral problems, academic failure, peer bullying, social challenges, and motivation enhancement. Additionally, they provide consultation on ancillary matters concerning pupils, like counseling services, familial challenges, or classroom management. A comparable study investigating the perspectives of teachers and school psychologists on student challenges and their management revealed four themes related to views about academic achievement and consultation (Athanasiou et al., 2002 ). A recent and comprehensive study (Kavaklı et al., 2021 ) indicates that psychological counselors predominantly consult on adolescent concerns, including exam anxiety, higher education admission, and friendship dynamics. School counselors can offer advise on student personality services identical to this research finding by educating teachers about trauma and assisting them in establishing secure learning environments (Perryman & Frost, 2025 ). The two primary subjects that surfaced may be associated with the consultants' prior professional training experiences. Cholewa et al. ( 2020 ) indicated that the majority of research in screening studies within this domain has focused on student behaviors and academic achievement in relation to consultation during prior professional training preparation. Resistance in Consultation and Managing Resistance The data suggests parental resistance to consultation originates from the parents themselves, manifested in defensive attitudes, noncompliance with advice, and withdrawal from the process. Furthermore, the issue may also present as externalization, exemplified by the denial of the situation or attributing blame to the school or teacher. A prior study (Bozkurt & Kaya, 2021 ) identified that the predominant challenges encountered by school psychological counselors in delivering consultation services predominantly originated from parents (46.70%), followed by teachers, with negative attitudes towards guidance and title issues also representing considerable obstacles. In the context of parental collaboration within the school-community framework (Kavaklı, 2024 ), or when addressing complaints from students in educational institutions, it is evident that a particular group poses challenges in terms of shared responsibilities with educators (Yeşilyaprak, 2024 ). The topic of problem denial as a form of resistance is also evident as a confirming finding. In addressing parental resistance to consultation services, psychological counselors demonstrate directing attitudes, including confrontation and boundary-setting, alongside the initial provision of solutions. Also, they utilize non-directive methods, including the provision of explanatory information and the application of an empathetic approach. Coping methods can be viewed within the framework of a collaborative or prescriptive approach, similarly to the prior findings. Furthermore, it is noted that an increased number of individual consultations occur when collaborating with parents in educational institutions. Overcoming parental reluctance may also be achievable through group consultation (Warren & Baker, 2013 ) in addition to individual consultation. The restricted application of group consultation may hinder psychological counselors' techniques in overcoming parental resistance through mutual learning. Parental reluctance to consultation arises from cultural causes, including fear of stigma, as well as personal factors such as disinterest, ignorance, previous experiences, distrust, and feelings of inadequacy. Previous research (Bozkurt & Kaya, 2021 ) indicates that psychological counselors receive minimal support from parents during the consultation process. If communication between parents and teachers is not consistently upheld and enhanced, even skilled consultants may encounter persistent challenges in their endeavors (Azad et al., 2024 ). Parental resistance mostly arises from personal factors, sometimes due to an absence of a conducive communication environment that allows parents to articulate their concerns. The inability to address parents' personal motivations through communication, including consultation and counseling when required, may result in this outcome. The urgent conversations about the student can outweigh the parents' individual experiences and requirements, sometimes resulting in resistance during the process. It has been found that the resistance tendencies of teachers toward consultation services can be classified based on whether they perceive consultation as a component of the teaching profession or not, when examining the resistance tendencies of teachers alongside parents. Despite the substantial resistance of participants to consultation services, it is recognized that resistance can take the form of a reluctance to allocate time, opposition to suggestions, resistance to change, avoidance of collaboration, or fear of the stigmatization. Similar research findings have previously identified time constraints, unclear roles, and a misunderstanding of the purpose of guidance services (Cholewa et al., 2016 ). In the same vein, Thornberg's (2014) qualitative analysis results indicate that resistance to change established practices, a skeptical attitude toward "experts," concerns about defending and maintaining the existing school culture, and a focus on the principle of equality by considering methods like positive reinforcement as unfair to students who exhibit good behavior are all forms of resistance that can impede consultation. Another study has emphasized the tendency of educators to actively disregard advice from professionals who lack direct experience in classroom administration (Spratt et al., 2006 ). Teachers' resistance may also be precipitated by their irrational convictions. Teachers who possess rational beliefs regarding inappropriate behaviors are capable of responding in a manner that fosters success and productivity (Warren & Baker, 2013 ). This may indicate the potential absence of a factor that could mitigate resistance in the consultation relationship. School psychological counselors employ both communication skills and expertise to address teacher resistance during consultations, as has been disclosed. It is recognized that they prefer to emphasize their areas of expertise, including the clarification of roles and responsibilities when necessary, the provision of information and guidance, and the pursuit of small objectives. Their primary focus is on communication skills, including the enhancement of collaboration and communication, as well as the pursuit of administrative support. In a study that investigated teachers' perspectives on consultation and arrived at comparable conclusions (Cholewa et al., 2016 ), three distinct themes were identified: school psychological counselors prioritizing relationships, taking the lead in consultations with teachers, and concentrating on their responsibilities. In a separate investigation (Özteke Kozan, 2022 ), it was determined that the enhancement of communication skills and eliminating of ambiguity in roles and responsibilities were critical factors in the enhancement of self-efficacy in consultation. Furthermore, the success of this process is dependent upon the long-term implementation, the complete integration of services into the school, and the resolution of the stigma culture that was identified in this research (O'Donnell et al., 2025). The lack of a clear definition and understanding of the duties of school psychological counselors within the consultation framework may be the root cause of the resistance to consultation from both parents and teachers. The responsibilities of this position may not be adequately detailed, despite the fact that legal regulations, such as the counseling regulation (MEB/MNE, 2020), mention consultation services. Characteristics of the consultation procedure In terms of the competencies counselors perceive during consultation, it can be inferred that they regard themselves as competent, yet not entirely competent. The high self-reported competence of psychological counselors in consultation may be attributed to factors that contribute to self-efficacy in consultation, such as extroversion and healthy communication skills, as well as experience and knowledge of the field, receiving support from colleagues, undergraduate education, school climate, and job satisfaction (Özteke Kozan, 2022 ). The participant group's perception of competence in the field of consultation may be influenced by the professional support they receive in their institutions or on a national level from associations such as the Turkish Counseling Association. Simultaneously, the low perception of competence in this field may be attributed to the lack of training, as school psychological counselors' inability to accurately define consultation, their ignorance of consultation models, and their perception of consultation as less significant than psychological counseling may be explained (Bozkurt & Kaya, 2021 ). It has been determined that consultation preparation training prioritizes theoretical content over experiential practices (Cholewa et al., 2020 ). It has been underscored that school counselors must receive sufficient training to effectively deliver consultation services. It has been determined that school principals prioritize the establishment of rapport with psychological counselors and the monitoring of students' needs through effective collaboration (Lewis et al., 2020 ). Despite the fact that the majority of school administrators have a favorable perspective on consultation services (Kavaklı et al., 2021 ), this investigation discovered that administrators were the least consulted. The active participation of administrators in consultations may be restricted by the prominence of administrative duties in the context of a large student and teacher population. It is a common occurrence in schools to observe mothers participating in consultations at the highest level, as one would anticipate. The low number of applications from competent/balanced parents may indicate that the consultation is primarily focused on problem-solving issues when considering the attitudes of parents who register for consultation. Nevertheless, the prominence placed on consultation processes on positive topics in National Education Counseling programs in recent years, which prioritize preventive and social-emotional goals (MEB, 2024 ) and empowering program contents, is believed to be closely correlated with the high rates of conducting consultations on positive topics. Conclusion The endeavor to establish and maintain relationships has emerged as a fundamental component of successful consultation in the consultation studies conducted with both parents and teachers. The consultation approaches employed have prioritized prescriptive approaches and collaboration. In the consultation, it has been noted that problem-solving skills are used, which encompass supportive skills derived from communication skills and some directive skills. Despite their positive perceptions of digital and remote consultation practices, psychological counselors do not employ them frequently, despite their substantial preventive perspective. Parents are increasingly bringing interpersonal issues to consultations, with a recent emphasis on the use of technology and academic success. In terms of parental attitudes, there are those who opt to seek consultation independently, and those who are referred. In contrast, educators prioritize the discussion of matters that are either directly or indirectly associated with the student, including academic success and behavioral issues. It has been determined that parents who demonstrate resistance are much more likely to engage in personal defensiveness and externalization, which includes placing blame on the school. Psychological counselors endeavor to employ both directional and non-directed skills in conjunction when confronted with this resistance. They exhibit resistance for personal reasons, such as feelings of inadequacy, or for societal reasons, such as fear of stigma. In contrast, teachers exhibit resistance as a result of their duties and responsibilities. Psychological counselors prefer to employ both communication skills and the skills necessary for their area of expertise in order to address this resistance. Limitations And Suggestions This study's primary focus was on the perspectives of psychological counselors who are employed at the primary, secondary, and high school levels. Given the increasing prevalence of psychological counseling services in preschool education institutions not included in this study, which can be seen as a limitation, it is advisable to investigate the perspectives of psychological counselors employed in these institutions in a future study of a similar nature. In addition, future research could also investigate the role of administrators in the consultation procedures, as the absence of input from administrators is another limitation. Furthermore, quantitative research can be designed to conduct a comprehensive analysis of the relationship between all parties involved in the consultation processes, including school administrators, and factors such as self-efficacy, collaboration, communication, and problem-solving, in accordance with the results of this study. It is crucial for consultants to comprehend the school culture, the intricate professional concerns of teachers, and various social representations when addressing resistance (Thornberg, 2014 ). Consultee-centered consultation should be employed to prioritize non-hierarchical restorative justice practices over disciplinary practices (Mayworm et al., 2016 ). It is imperative to enhance the knowledge of teachers and administrators regarding consultation in conjunction with school psychological counselors in order to foster collaboration for consultation throughout the school (Kavaklı et al., 2021 ). Furthermore, this research also includes literature-based recommendations for the integration of programs such as the 7–19 age family education programs conducted in schools (MEB, 2008) and the implementation of responsive and supportive group consultations (Warren & Baker, 2013 ) in place of individual consultation. References American School Counselor Association (2025) The ASCA national model: A framework for school counseling programs, 5th edn. Author, Alexandria, VA American School Counselor Association (2019) ASCA national model. A framework for School counseling programs 4 th edition. Alexandria, VA: Author Astramovich RL, Hoskins WJ, Gutierrez AP, Bartlett KA (2013) Identifying role diffusion in school counsel-İng. 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J Educational Psychol Consultation 34(3):239–264. https://doi.org/10.1080/10474412.2024.2341382 Bozkurt B, Kaya A (2021) Konsültasyon öz-yeterlik ölçeğinin Türkçeye uyarlanması ve okul psikolojik danışmanlarının konsültasyon öz-yeterliklerinin incelenmesi. Pegem Eğitim ve Öğretim Dergisi 11(1):49–96 Butler TS, Weaver AD, Doggett RA, Watson TS (2002) Countering teacher resistance in behavioral consultation: Recommendations for the school-based consultant. Behav Analyst Today, 3 (3) Castro-Villarreal F, Rodriguez BJ (2017) Using consultee-centered consultation with teachers in a contemporary school setting to inform culturally responsive practice. Contemp School Psychol 21(3):240–254. https://doi.org/10.1007/s40688-017-0135-0 Choi H, Whitney Y, Korcuska JS, Proctor TB (2008) Consultation practices between school counselors and school psychologists: Implications for training and practice. J Appl School Psychol 24(2):303–318 Cholewa B, Goodman-Scott E, Thomas A, Cook JM (2016) Teachers' perceptions and experiences consulting with school counselors: A qualitative study. Coll Educ Fac Res Publications, 421 Creswell JW (2013) Qualitative inquiry and research design: Choosing among five approaches (3. Bs.). Sage Cholewa B, Goodman-Scott E, Warren JM, Hull MF (2020) School counselor consultation preparation: A national study. Counselor Educ Superv 59(1):46–58. https://doi.org/10.1002/ceas.12165 Denzin NK, Lincoln YS (2000) Introduction: The discipline and practice of qualitative research. N. K. Denzin & Y. S. Lincoln (Edts.). Handbook of qualitative research . Thousand Oaks, CA: Sage Erchul WP, Martens BK (2010) Promoting Change in Schools. School Consultation. Issues in Clinical Child Psychology. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-5747-4_3 Erford BT (2019) Professional school counseling: A handbook of theories, programs, and practices (4. Bs.). Pearson Erkan S (2020) Okul psikolojik danışmanlığı ve rehberlik. Pegem Akademi Gills T, Castillo J, Parker JS (2024) A qualitative analysis of school psychologists’ consultation paradigms and their approach to culturally responsive consultation. J Appl School Psychol 40(4):361–391. https://doi.org/10.1080/15377903.2024.2405823 Gormley MJ, Allen JP, Jimerson SR (2024) Advancing consultation and family, school, and community collaboration. School Psychol Rev 53(2):115–122. https://doi.org/10.1080/2372966X.2024.2325294 Güneşlice A, Yıldırım T (2019) Okullardaki Rehberlik ve Psikolojik Danışma Birimi Çalışanlarının Konsültasyon İhtiyaçları, Kaynakları ve Aldıkları Konsültasyon Hizmetlerinin Niteliğinin İncelenmesi. Okul Psikolojik Danışmanlığı Dergisi 2(2):122–165. https://izlik.org/JA93KR69EC Gutkin TB (2012) Ecological Psychology: Replacing the Medical Model Paradigm for School-Based Psychological and Psychoeducational Services. J Educational Psychol Consultation 22(1–2):1–20. https://doi.org/10.1080/10474412.2011.649652 Ingraham CL (2000) Consultation through a multicultural lens: Multicultural and cross-cultural consultation in schools. School Psychol Rev 29(3):320–343. https://doi.org/10.1080/02796015.2000.12086018 Kavaklı H (2024) Comparison of teachers’ and parents’ perceptions of school-family collaboration. Amasya Social Sci Res J 2(1):40–63 Kavaklı M, Gence D, Bölükbaşı Macit Z (2021) Overview of consultation studies in school psychological counseling and guidance services 2000–2020: A metasynthesis study. Osmangazi J Educational Res 8(1):302–319 Lewis T, Jones KD, Militello M, Meisenhelder R (2020) A clear and consistent focus on students: Principals’ perceptions of the role of school counselors. J School Leadersh 30(1):1–24. https://doi.org/10.1177/1052684620972067 Lincoln YS, Guba EG (1985) Naturalistic inquiry. Sage Mayworm AM, Sharkey JD, Hunnicutt KL, Schiedel KC (2016) Teacher consultation to enhance implementation of school-based restorative justice. J Educational Psychol Consultation 26(1):2–29. https://doi.org/10.1080/10474412.2016.1196364 Mbilinyi CN (2024) Teachers’ dual responsibilities: Exploring the understanding of school counselors’ roles among secondary school teachers in Tanzania. Int J Advancement Counselling 46:721–742. https://doi.org/10.1007/s10447-024-09566-z MEB (2024) Sosyal duygusal beceriler psikoeğitim programı [ Social-emotional skills psychoeducation program ]. Milli Eğitim Bakanlığı, Ankara MEB. ( (2008) 7–19 yaş aile eğitimi programı (Eğitmen Kılavuzu) [7–19 years family education program (Trainer's Guide)]. Ankara Merriam SB (2013) Qualitative research: A guide to design and implementation (2. Bs.). Jossey-Bass Ministry of NationalEducation (2020), August 14 Millî eğitim bakanlığı rehberlik ve psikolojik danışma hizmetleri yönetmeliği [Ministry of NationalEducationregulation on guidanceandpsychologicalcounselingservices]. T.C. Resmî Gazete (No. 31213). https://www.mevzuat.gov.tr/mevzuat?MevzuatNo=34760&MevzuatTur=7&MevzuatTertip=5 Miles MB, Huberman AM, Saldaña J (2015) Nitel veri analizi [Qualitative data analysis]. Pegem Akademi. Trans. Eds.)Akbaba Altun & A. Ersoy Miles MB, Huberman AM, Saldaña J (2019) Qualitative data analysis: A methods sourcebook (4. Bs.) Natale R, Pan Y, Agosto Y, Velasquez C, Mansoor E, Bulotsky-Shearer RJ, Messiah SE, Jent JF (2025) Impact of a mental health consultation program on child psychosocial development over two school years. Behav Sci 15(11):1497. https://doi.org/10.3390/bs15111497 Niles JK, Lee S, Ault HR (2025) Examining school counselors’ years of experience, hope, and service delivery. Prof School Couns 29(1):1–12. https://doi.org/10.1177/2156759X251359288 O’Brien S, Campbell M, Whiteford C (2024) Exploring the role of school psychologists/counsellors in addressing bullying: Current practices and suggested future directions. J Psychologists Counsellors Schools 34(4):388–398. https://doi.org/10.1177/20556365241295299 O’Donnell J, Sumner AL, Smith S, Eilenberg J, Duncan C, Cooper M (2025) School staff perceptions of the impact of school counselling on young people, the school, and integration into the school system. Counselling Psychother Res 25:e12845. https://doi.org/10.1002/capr.12845 OECD (2023) Shaping digital education: Enabling factors for quality, equity and efficiency. OECD Publishing. https://doi.org/10.1787/bac4dc9f-en Özteke Kozan Hİ (2022) A qualitative approach to school counsellor self-efficacy: Sources and enhancement strategies. J Psychologists Counsellors Schools 32:107–123. https://doi.org/10.1017/jgc.2019.34 Patton MQ (2015) Qualitative research & evaluation methods, 4th edn. Sage Perryman KL, T. J., Frost HT (2025) The school counselor's role in supporting teachers working with children who have experienced trauma: Lessons learned. J Child Adolesc Trauma 18(3):265–278. https://doi.org/10.1007/s40653-024-00680-z Provalis Research (2023) QDA Miner (Versiyon 6) [Bilgisayar yazılımı]. Provalis Research Savitz-Romer M, Rowan-Kenyon HT, Nicola TP, Alexander E, Carroll S (2021) When the kids are not alright. School Couns time COVID-19 AERA Open 7(1):1–16 Saldaña J (2016) The coding manual for qualitative researchers (3. Bs.). Sage Sheridan SM, Kratochwill TR (2008) Conjoint behavioral consultation: Promoting family–school connections and interventions. Springer Silver C, Lewins A (2014) Using software in qualitative research: A step-by-step guide (2. Bs.). Sage Sink CA (2016) Comprehensive school counseling programs (4. Bs.) Spratt J, Shucksmith J, Philip K, Watson C (2006) Interprofessional support of mental well-being in schools: A Bourdieuan perspective. J Interprof Care 20(4):391–402. https://doi.org/10.1080/13561820600845643 Stebbe Rowe S, Dinh GN (2026) School psychologists and systems-level consultation: A qualitative analysis of barriers and facilitators. J Educational Psychol Consultation. Advance online publication https://doi.org/10.1080/10474412.2025.2607727 Tezel KV (2022) Syrian children’s education and integration problems from teachers’ perspectives. Int Online J Educational Sci 14(3):877–896 Thornberg R (2014) Consultation barriers between teachers and external consultants: A grounded theory of change resistance in school consultation. J Educational Psychol Consultation 24(3):183–210. https://doi.org/10.1080/10474412.2013.846188 Topal N, Odacı H, Özer Ş (2022) Covid-19 pandemi sürecinde okul psikolojik danışmanlarının uzaktan eğitim hizmetlerine ilişkin görüşlerinin incelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42(2):1751–1789 Tuzgöl Dost M (2020) Okullarda psikolojik danışma ve rehberlik hizmetleri. Nobel Akademik Yayıncılık Türkiye Education Sector Working Group TESWG (2024) 2024–2025 Eğitim Öğretim Yılı Geçici Koruma Altındaki (GKA) Suriyeli Öğrenci İstatistikleri [2024–2025 Academic Year Statistics of Syrian Students Under Temporary Protection (TP)], Erişim Tarihi: 08.02.2026 https://okuladonus.org/documents/yabanci-ogrenci-istatistikleri-2024-2025-egitim-ogretim-yili.pdf Warren JM, Baker SB (2013) School counselor consultation: Enhancing teacher performance through Rational Emotive-Social Behavioral Consultation. VISTAS. American Counseling Association, pp 1–15 Yeşilyaprak B (2024) 21. Yüzyılda eğitimde rehberlik hizmetleri - Gelişimsel yaklaşım [ Guidance services in . education in the 21st century - Developmental approach. Nobel Akademik Yayıncılık, ] Ankara Yıldırım D, Kılıç A (2025) Views on the goals and practices included in the guidance and psychological counseling services program. J Teacher Dev Educ 3(1):37–52. https://doi.org/10.29329/journalted.39 Zabek F et al (2023) Roles and functions of school mental health professionals within comprehensive school mental health systems. School Mental Health 15(1):1–18. https://doi.org/10.1007/s12310-022-09535-0 Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-9525377","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":629451667,"identity":"9db191ad-b2f5-43df-8dc7-47e1f8ce5eda","order_by":0,"name":"Omer Faruk Kabakci","email":"","orcid":"","institution":"Bursa Uludag University","correspondingAuthor":false,"prefix":"","firstName":"Omer","middleName":"Faruk","lastName":"Kabakci","suffix":""},{"id":629451668,"identity":"9068e595-e5f3-4e81-aab6-3f2d406b41ff","order_by":1,"name":"Bilgesu Yerlikaya","email":"","orcid":"","institution":"Bursa Uludag University","correspondingAuthor":false,"prefix":"","firstName":"Bilgesu","middleName":"","lastName":"Yerlikaya","suffix":""},{"id":629451669,"identity":"a61b1c90-36af-4462-b7c6-729b6c8a0961","order_by":2,"name":"Melisa Aslan","email":"data:image/png;base64,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","orcid":"","institution":"Bursa Uludag University","correspondingAuthor":true,"prefix":"","firstName":"Melisa","middleName":"","lastName":"Aslan","suffix":""},{"id":629451670,"identity":"ae4ccbb7-4ea2-4906-9f5c-ac87a3dbc34c","order_by":3,"name":"Fatma Abdurrahman","email":"","orcid":"","institution":"Bursa Uludag University","correspondingAuthor":false,"prefix":"","firstName":"Fatma","middleName":"","lastName":"Abdurrahman","suffix":""}],"badges":[],"createdAt":"2026-04-25 11:52:05","currentVersionCode":1,"declarations":{"humanSubjects":false,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":false,"humanSubjectConsent":false,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-9525377/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-9525377/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":108047351,"identity":"73b7edf3-33e2-4ece-857e-a2d960488fad","added_by":"auto","created_at":"2026-04-28 20:04:57","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":658625,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-9525377/v1/4abb6683-4d3c-46f3-9731-0516697e017a.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003eCompetencies, Subjects, and Challenges in School Consultation: The Experiences of School Counselors Across Various Educational Levels\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eEducators significantly influence students' life by fostering academic abilities, promoting social interactions, and offering emotional support (Perryman \u0026amp; Frost, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). School counselors, akin to other educational personnel, collaborate with children and relevant stakeholders across diverse grade levels, ranging from ages 4 to 18. Although their responsibilities may differ by country and institution (O\u0026rsquo;Brien et al., \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), a prominent indirect service they offer is consultation.Consultation is characterized as the provision of information, viewpoints, methodologies, and recommendations to those able to contribute to facilitating fulfillment of a student's needs (ASCA, 2025). It constitutes a type of indirect student support service, including referral and collaboration (Cholewa et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), facilitated by the school counselor's interactions with external parties on behalf of students.\u003c/p\u003e \u003cp\u003eIntensive consultation with educators initiated at an early age has been demonstrated to diminish aggression, minimize conflict between teachers and student, and alleviate disciplinary problems, while concurrently improving social-emotional well-being (Natale et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). This approach also benefits adolescents with social-emotional challenges and improves academic performance (ASCA, 2019; Warren \u0026amp; Baker, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Contemporary school counseling models extend beyond direct student treatments; they seek to promote systemic change and enhance capacity through consultation services for educators, administrators, and parents (Choi et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). Specifically, good collaboration with parents and educators is crucial in enhancing students' academic performance and psychosocial well-being, reducing risk factors, and reinforcing protective factors.\u003c/p\u003e \u003cp\u003eHowever, psychological counselors encounter numerous obstacles in the pursuit of this ideal function. Research demonstrates that job ambiguities, heavy workloads, and administrative responsibilities substantially restrict the time and energy allocated for consultation (Savitz-Romer et al., \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Research within the Turkish context similarly reveals that, despite a significant need for consultation, practitioners encounter challenges including resource deficiencies, insufficient institutional support, and feelings of inadequacy among counselors in specific domains (G\u0026uuml;neşlice \u0026amp; Yıldırım, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).The relationship aspect of the process is influenced by \"resistance\" a primary obstacle. The stakeholders' hesitance to accept change or their inclination to transfer responsibility to the consultant can jeopardize the collaborative process (Butler et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2002\u003c/span\u003e). The COVID-19 pandemic (Topal et al., \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), increased cultural diversity (Gills et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Tezel, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), and digital transformation are redefining the content, methodologies, and requisite skills of consultation, leading to the emergence of new applications and demands.\u003c/p\u003e\n\u003ch3\u003eCompetencies and Approaches Employed in Consultation\u003c/h3\u003e\n\u003cp\u003eThe approaches employed and competencies applied by psychological counselors during consultations are key determinants of the process's efficacy. Warren and Baker (\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) categorize individual consultation into prescription, initiation, and cooperation modes, whereas they classified group consultation into supportive and responsive techniques. According to Mbilinyi (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), school counselors are more aware of their counseling service delivery and collaborative roles compared to other role areas. Castro-Villarreal and Rodriguez (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) highlight the significance of competencies such as rapport establishment, trust cultivation, collaborative problem-solving, and cultural hypothesis development, especially within a client-centered consultation framework. Ingraham (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2000\u003c/span\u003e) asserts that consultation skills that include cultural awareness are essential when engaging with kids and families from varied cultural backgrounds. Moreover, in the post-pandemic era, the utilization of digital communication competencies and technology-driven collaboration tools has gained paramount significance in online consultation procedures (Allen \u0026amp; Jimerson, 2024). There is a necessity for extensive research on the most frequently employed approaches by school counselors in Turkey during the consultation process, the practical application of these approaches, and specifically, the variation in counselors' skill priorities across different educational levels (preschool, elementary school, middle school, high school). This study will thoroughly explore counselors' self-assessments of their consultation abilities, the approaches they employ, and the similarities and distinctions between these skills and psychological counseling competencies.\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eSubjects for School Consultation\u003c/h2\u003e \u003cp\u003eThe subjects for which parents and teachers need guidance are essential in shaping the content and goals of school counseling services. Although some studies incorporate both teachers and parents through various study methodologies (e.g., case studies; Spratt et al., \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2006\u003c/span\u003e) without explicitly addressing consultation, it is essential to thoroughly ascertain current needs. G\u0026uuml;neşlice and Yıldırım (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) discovered that school counselors in Turkey predominantly seek consulting for special education, crisis intervention, personal-social guidance, and career counseling. Social transformations, however, are modifying this terrain. Migration trends have established a significant area of consultation for school psychologists about the linguistic, cultural adaption, and trauma challenges that educators encounter during the integration of refugee students (Tezel, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). This issue highlights the imperative of enhancing consultation methods using a culturally sensitive approach (Gills et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). However, inquiries remain concerning the variability of these needs across educational tiers, the emergence of new consultation subjects (such as screen addiction, anxiety disorders, social isolation, and the digital aspect of peer bullying) in the post-pandemic era, and the influence of a high concentration of immigrant students on consultation topics within schools. Moreover, analyzing the consultation themes of parents and teachers independently is crucial for comprehending the unique objectives and expectations of each stakeholder (Sheridan \u0026amp; Kratochwill, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). The issue of whether consultation subjects differ based on parental attitudes will be examined in this context and will contribute to the literature.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eResistance and Coping in School Consultation\u003c/h3\u003e\n\u003cp\u003eA major problem faced during the consultation process is stakeholder resistance. Spratt et al. (\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2006\u003c/span\u003e) assert that schools, historically viewed as the province of educators, frequently face resistance to innovative methodologies that challenge established methods. The involvement of additional experts, especially in elementary schools, may lead teachers to experience diminished security and competence due to the redistribution of their conventional duties or stringent confidentiality protocols (Spratt et al., \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). Rowe and Dinh (2026) contend that systemic obstacles, such time limitations and insufficient administrative assistance, may activate a psychological resistance mechanism among stakeholders. Resistance originates from human elements (e.g., aversion to change, insufficient knowledge), conceptions of professional roles (e.g., the teacher's aspiration to maintain exclusive control), and structural factors (e.g., inadequate support from school administration) (Erchul \u0026amp; Martens, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2010\u003c/span\u003e).The methods psychological counselors utilize to address resistance, including fostering empathy, enhancing collaboration, delivering psychoeducation, and maintaining open communication, as well as the efficacy of these approaches, are crucial for the quality of consultation services (Gutkin, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Furthermore, counselors' insufficient confidence in addressing intricate and emotionally charged matters, such as neglect or suicide risk, may engender a type of counselor-induced internal resistance that affects the process (G\u0026uuml;neşlice \u0026amp; Yıldırım, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). There is a necessity for comprehensive research on the formation of resistance across various educational levels and school cultures, the efficacy of different coping strategies, and the influence of parental views on resistance. This study will analyze counselors' ways for addressing resistance from both teachers and parents, using examples of successful and unsuccessful methods.\u003c/p\u003e\n\u003ch3\u003eThe objective of this research\u003c/h3\u003e\n\u003cp\u003eSchool counselors may possess differing experiences about accessibility and preparedness to deliver services during consultation processes (Cholewa et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Considering the viewpoints of psychological counselors with diverse levels of experience, there is a necessity for a more thorough analysis of the findings indicating that school personnel observe a rise in student mental health issues (O\u0026rsquo;Donnell et al., \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2025\u003c/span\u003e), particularly as these findings get prevalence. Previous studies examining the viewpoints of psychological counselors have revealed that certain contemporary difficulties, such as resistance to direct consultation and digital utilization, have not been adequately addressed. In Turkey, G\u0026uuml;neşlice and Yıldırım (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) delineated the consultation requirements and resources of school counselors; however, this study primarily constituted a needs analysis and did not concentrate on the experiences counselors encountered during consultations, the competencies they employed, or their strategies for managing resistance. Cholewa and colleagues (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) conducted a national-level survey on counselors' consultation procedures; nevertheless, their study lacked qualitative depth. Although additional qualitative investigations (Yıldırım \u0026amp; Kılı\u0026ccedil;, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Zabek et al., \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) on particular elements of consultation (e.g., needs, its function within the program), research exploring counselors' whole consultation experiences\u0026mdash;including the skills employed, the subjects discussed, and managing resistance\u0026mdash;remains scarce. In this regard, it is expected that simultaneous consultations with both teachers and parents (Hoskins et al., 2013) may enhance the comprehension of these experiences. The heightened focus on the preventive role of consultations for educators in mitigating adverse behaviors (Natale et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2025\u003c/span\u003e), the necessity for additional research on the escalating significance of delivering consultation services through digital tools and virtual platforms (Gormley, Allen \u0026amp; Jimerson, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), and the data-driven surveillance of contemporary trends concerning consultation (Warren \u0026amp; Baker, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) are likewise deemed crucial. The objective of the study is to analyze the consultation experiences of school counselors across various educational levels in their interactions with parents and teachers. The research will aim to address the subsequent sub-questions:\u003c/p\u003e \u003cp\u003eQ1- Which skills and approaches do school counselors employ during the school consulting process?\u003c/p\u003e \u003cp\u003eQ2 - What concerns prompt parents and educators to request school consultations?\u003c/p\u003e \u003cp\u003eQ3 - How do school counselors address the resistance exhibited by parents and teachers during school consultations?\u003c/p\u003e \u003cp\u003eQ4 - What are the characteristics of the consulting procedure undertaken by school counselors?\u003c/p\u003e \u003cp\u003eThis research may facilitate a deeper comprehension of the evolving dynamics of consulting services, influenced by the expectations of educators and parents regarding student requirements. Consultation processes may be analyzed via the lens of a \"double minority\" status (Thornberg, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2014\u003c/span\u003e), and the substantial presence of foreign-born students in Turkey (TESWG, 2024) may influence consultation experiences. The city of Bursa, the province where the research was conducted, ranks in the top 10 provinces in Turkey for the highest population of foreign-born pupils, predominantly concentrated in elementary, middle, and high school levels, respectively. Analyzing the consultation experiences of school counselors in institutions with diverse student populations at various levels, where the distinct needs of different groups are evident, may provide valuable insights for professionals in the field from both theoretical and practical standpoints.\u003c/p\u003e"},{"header":"Method","content":"\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eResearch Model\u003c/h2\u003e \u003cp\u003eThis research investigates the consultation experiences of school counselors with parents and teachers, employing a phenomenological methodology within a qualitative research framework. Qualitative phenomenology research allows individuals to articulate their narratives and lived experiences. The core of the phenomenological approach is to comprehend the phenomenon from the perspective of people who have encountered it, highlighting the common elements of these experiences (Denzin \u0026amp; Lincoln, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2000\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eStudy Group\u003c/h2\u003e \u003cp\u003eThe study group comprises 14 school counselors (n\u0026thinsp;=\u0026thinsp;14) from 14 distinct schools, serving at the elementary, middle, and high school levels during the 2025\u0026ndash;2026 academic year. The participants has professional experience spanning from 1 to 30 years. Participants were selected via purposive sampling. This approach prioritizes individuals who have undergone the phenomenon in question and can articulate their experiences comprehensively (Patton, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Participants were selected in accordance with the study's objectives, based on their experience with consultations including parents and/or teachers. The study group included school counselors from 5 elementary schools, 6 middle schools, and 3 high schools to discern parallels and variations in consultation experiences and to enhance comprehension of these experiences about possible student density. The number of interviews was established based on the notion of data saturation, a key criterion in qualitative research; data gathering ceased when recurring themes and patterns emerged during the interviews. The variety of school types in which the participants were employed allowed for the analysis of consultation experiences with parents and teachers across diverse educational contexts.\u003c/p\u003e \u003cp\u003eFourteen psychological counselors participated in the study. Upon examining the gender distribution of the participants, 12 (85.7%) were female and 2 (14.3%) were male. On assessing the departments of the participants' graduation, it was found that 13 (92.9%) graduated from the Guidance and Psychological Counseling department, whereas 1 (7.1%) graduated from the Psychology department. Of the participants, 11 (78.6%) have over 10 years of professional experience, whereas 3 (21.4%) had less than 10 years. Upon analyzing the student enrollment at the institutions employing the participants, it was found that 7 (50.0%) are affiliated with schools having fewer than 1,000 students, whilst 6 (42.9%) are associated with schools exceeding 1,000 students. Nine individuals (64.3%) have been employed at the school for less than five years, whereas four participants (28.6%) have been employed for more than five years.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eInstruments for Data Collection\u003c/h3\u003e\n\u003cp\u003eThis study utilized an interview form, a questionnaire, and a demographic information form created by the researchers for data collection. In qualitative research, interviews are a prevalent data gathering approach employed to reveal individuals' experiences, perceptions, and the significance they attribute to a phenomenon (Merriam, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). In semi-structured interviews, the researcher employs a pre-established interview framework or protocol to direct the interview process. This form functions as a framework comprising essential questions aligned with the research inquiries, along with supplementary questions that may be posed as necessary, offering the researcher a balance of structure and adaptability during the interview (Creswell, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). The interview form utilized in this study was predominantly developed from an examination of national and international literature pertinent to the research issue.\u003c/p\u003e \u003cp\u003eThe draft questions were produced based on consultative processes in schools, collaboration among school counselors, parents, and teachers, and research in the domain of school counseling. The research team assessed the draft interview form on its scope, clarity, and alignment with the research objectives. To confirm the content validity of the form, expert comments were solicited from academic members in the field of psychological counseling and assistance. Informed by the feedback from these experts, certain questions were amended, requisite adjustments were implemented in the phrasing, and specific questions were clarified for enhanced comprehension. A semi-structured interview format suitable for the research purpose was created as a result of this approach.\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eInterview Form\u003c/strong\u003e \u003cp\u003eThe study's main tool of gathering data was a semi-structured interview form. A literature research served as the basis for the interview form's drafting, and academic members with expertise in psychological counseling and guidance helped to finish it. The twelve open-ended questions on the form are intended to extract the experiences of psychological counselors during consultations with educators and parents. Participants' opinions, assessments, and suggestions about the consultation procedures were thoroughly and methodically investigated using these questions.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eSurvey Form\u003c/strong\u003e \u003cp\u003eThe survey form was used to methodically gather information about the institutional and professional traits of participants. Eight closed-ended questions make up the survey, which is intended to swiftly and consistently collect particular data from respondents.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eDemographic Information Sheet\u003c/strong\u003e \u003cp\u003eThe form was created by the researchers and asks about the participants' gender, educational background and field of study, years of professional experience, area of employment, student enrollment at the institution, length of time spent there, and previous positions.\u003c/p\u003e \u003c/p\u003e\n\u003ch3\u003eProcedure for Interviews\u003c/h3\u003e\n\u003cp\u003eThe Ethics Committee for Social and Human Sciences at Bursa Uludağ University granted the necessary approval before the study's data collection phase started (Approval No.: E-92662996-044-49839). Participants who willingly consented to participate in the study were interviewed both in-person and remotely. Participants were made aware of the study's goal, parameters, and confidentiality prior to the interviews. The interviews took place during November and December of 2025, with an average duration of twenty minutes. The study's in-depth interviewing technique allowed participants to describe their experiences in great detail. In order to get rich and thorough information about the various aspects of the phenomena, the researchers asked follow-up questions during the interviews when participants were asked to clarify on their answers or give examples (Creswell, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Patton, 2014). The flexibility and capacity to promote in-depth knowledge that are characteristics of qualitative research were taken into consideration when designing this procedure. One of the qualitative data collection techniques used to describe participants' experiences, perceptions, and interpretations of a particular occurrence is this kind of interview.\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eData Analysis\u003c/h2\u003e \u003cp\u003eThe research data underwent thematic content analysis. The analytical procedure was executed as an iterative process consisting of the following stages: repeated investigation into the data, identification of significant units of discourse, coding of these units, categorization of codes into subthemes, and the development of overarching themes. The coding process was conducted utilizing both the QDA Miner v3.0.8 qualitative data analysis software and manual coding methods. This dual-method approach integrates the systematic and expeditious data management benefits of software with the comprehensive data interaction and interpretation advantages of human coding. Software-based coding enhances data organization and theme tracking, however manual coding enables the researcher to connect intimately with the data and make nuanced alterations while considering the context (Miles, Huberman \u0026amp; Salda\u0026ntilde;a, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Silver \u0026amp; Lewins, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). This methodology seeks to get both a dependable and a comprehensive analysis. The integration of software-assisted analysis and researcher interpretation facilitated the creation of codes and themes within a cohesive framework of meaning. From the first codes generated during the preliminary study, those without adequate data support were recognized; these codes were subsequently rearranged and renamed by incorporating them with codes derived from the emerging data. During the analysis, data were processed utilizing both QDA Miner qualitative data analysis software and manual coding techniques (Provalis Research, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Salda\u0026ntilde;a, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). The integration of these two methodologies combines the benefits of systematic data management and expedited coding facilitated by the software with the advantages of comprehensive data interaction and contextual comprehension afforded by manual coding (Miles, Huberman \u0026amp; Salda\u0026ntilde;a, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Silver \u0026amp; Lewins, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). The codes, subthemes, and themes produced during the coding process were evaluated by a continuous comparison procedure, including both the data and relevant literature (Denzin \u0026amp; Lincoln, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2000\u003c/span\u003e; Creswell, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Patton, 2014; Merriam, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Aslan \u0026amp; G\u0026uuml;ven, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Tuzg\u0026ouml;l Dost, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). This methodology guaranteed that the themes were congruent with the data and connected to the theoretical and empirical literature in the domain, thereby augmenting the depth, reliability, and practical relevance of the analytical process (Erford, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Erkan, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Sheridan \u0026amp; Kratochwill, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; Sink, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eData Encoding\u003c/h2\u003e \u003cp\u003eThe coding method was executed inside an iterative analysis framework that encompassed ongoing review and modification stages. Following Salda\u0026ntilde;a\u0026rsquo;s (\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) methodology, which characterizes coding as the disaggregation of qualitative data into significant segments accompanied by conceptual labels, the researchers reviewed the interview transcripts several times in the preliminary phase of analysis to achieve familiarity with the data. Subsequently, significant units of meaning were selected, and initial codes were developed in alignment with the study's objectives and research inquiries. A codebook was developed utilizing approaches prevalent in the literature, and the initial codes were documented and carefully monitored within this codebook (Salda\u0026ntilde;a, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Miles, Huberman \u0026amp; Salda\u0026ntilde;a, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Creswell, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). In this context, the data acquired from the interviews were transcribed and uploaded to the QDA Miner software; participant comments were thoroughly analyzed and open-coded.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eIdentification of Themes\u003c/h2\u003e \u003cp\u003eCodes derived by the QDA Miner program and hand coding were categorized according to semantic similarities and content linkages, thereafter arranged into a theme framework. The codes were categorized based on the operational aspects of the consultation process, the content, the dispositions of the participants, the challenges impacting the process, and the consultative preventative role. Throughout the development of subthemes, prevalent conversations and findings in the literature were combined with the codes; subthemes underwent continual evaluation, culminating in the identification of the final themes through this iterative method.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eOrganization and Description of Data via Codes and Themes\u003c/h2\u003e \u003cp\u003eThe codes, themes, and subthemes derived from data analysis were displayed in tabular format to enhance their collective assessment and comprehension. The table presents the number of participants whose statements underpin each code, topic, and subtheme. Furthermore, themes were established with the support of participant remarks; the objective was to elucidate the meanings inherent in the themes through direct quotations.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eInterpretation of Results\u003c/h2\u003e \u003cp\u003eThe degree to which the identified codes, themes, and overarching themes answered the study questions was assessed; the findings were analyzed and interpreted according to these frameworks. The objective was to categorize participants' perspectives within a structured framework and to create a coherent whole from these categories.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003eValidity (Generalizability and Credibility)\u003c/h2\u003e \u003cp\u003eIn order to guarantee the validity of qualitative research, the criteria of internal consistency (credibility) and external validity (generalizability) were implemented (Lincoln \u0026amp; Guba, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e1985\u003c/span\u003e). In order to guarantee internal consistency, the interview data were analyzed manually, line by line, and using a qualitative analysis program. The codes and themes that were produced were subsequently compared to the research questions. The thematic structure's coherence was enhanced by the combination of software-assisted analysis and researcher interpretation during the coding process. Furthermore, the findings were presented in a straightforward manner by including direct quotations from the participants' statements. The perspectives of three experts\u0026mdash;one in the role of the consultation recipient and two in the role of the consultation provider\u0026mdash;were solicited during the coding and theme-generation process. In this context, the experts were presented with the themes, subthemes, and codes, as well as their distributions, frequencies, and content. Several themes and subthemes were reorganized and renamed in response to the feedback received. The codes that were not sufficiently supported by the data were identified from the preliminary codes generated during the initial phase of the analysis. These codes were restructured by incorporating them with codes that surfaced as a result of the data. Additionally, a continuous comparison with the literature (Denzin \u0026amp; Lincoln, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2000\u003c/span\u003e; Creswell, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Patton, 2014), collaborative discussion among researchers, and repeated reading of the data were employed to review codes, subthemes, and themes throughout the analysis process. This iterative process strengthened the conceptual consistency of the thematic structure. Care was taken to present the findings in a manner that supports their transferability to studies in similar contexts, and the characteristics of the study group, the data collection procedure, and the analysis stages were described in detail to enhance the study's external validity.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003eReliability (Consistency and Verifiability)\u003c/h2\u003e \u003cp\u003eThe study's reliability was guaranteed by adhering to the criteria of verifiability, transferability, reliability, and confirmability in qualitative research. This framework included the implementation of systematic procedures during the data collection and analysis processes, as well as the continuous comparison of findings with the literature and discussions among researchers (Creswell, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Patton, 2014).\u003c/p\u003e \u003cp\u003eAn academic expert in the field reviewed the analysis process, and the consistency of codes and themes was verified by comparing software-assisted and manual coding processes in this context. The protocols and themes were reviewed in accordance with expert feedback, and the necessary revisions were implemented. Furthermore, the research's reliability was improved by the qualitative analysis software, which facilitated the transparency of the research process and the traceability of coding decisions.\u003c/p\u003e \u003cp\u003eResearchers conducted an inter-coder agreement analysis on the collected data to assess the consistency and reliability of the coding procedure. The consistency among the four coders was computed based on their independent assessments of the dataset's codes, using the formula defined by Miles, Huberman, and Salda\u0026ntilde;a (2015). The coders reached consensus on 75 of the 83 codes, while 8 codes remained in disagreement. The calculation (75/83 \u0026times; 100) yielded a reliability coefficient of 90.36%, indicating a high level of reliability and consistency (Miles, Huberman, and Salda\u0026ntilde;a, 2015). The coders then met again to reach consensus and finalize the codes in dispute.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cp\u003eThe findings were presented by quoting participants' perspectives and were analyzed under the categories of consultation topics, consultation skills, and resistance encountered during consultations. The contributors' current educational level and the total years of professional experience are indicated in parentheses in the quotations. In the excerpts, the current educational level at which the participants provide services (P=Elementary School, M=Middle School, H=High School) and their total years of professional experience are denoted in parentheses.\u003c/p\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003eApproaches and Skills Employed in Consultations\u003c/h2\u003e \u003cp\u003eFindings regarding the questions \u0026ldquo;What factors contribute to the success of consultation services provided by school counselors?\u0026rdquo;, \u0026ldquo;What styles do school counselors use in consultations?\u0026rdquo;, and \u0026ldquo;What skills do school counselors use in consultations?\u0026rdquo; are presented in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSkills and Approaches Employed in Consultations\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTheme\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSubtheme\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCode\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eSuccess Factors\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eOpen Communication\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e78.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCooperation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e35.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eEstablishing Relationships\u003c/p\u003e \u003cp\u003eRelationship Maintenance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFeedback Provision and Follow-Up\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e28.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eConsultant Proficiency\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e28.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePositive attitude\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e21.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCollaboration\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e28.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConsultation Approaches\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eConsultation Mode\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePrescription (Advice- Offering Suggestions)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e28.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eSkills Utilized in Consultation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eSupportive Skills\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCommunication Skills\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e50.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eEmpathy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e42.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eActive Listening\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e35.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUnconditional Acceptance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e14.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGuiding Skills\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eProblem Solving\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e21.41\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe results of the skills and approaches employed in consultation (Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e) indicate that communication skills and the upkeep of communication are prominent within the topic of success factors, with open communication identified as the main skill utilized. The participating psychological counselors predominantly employed the collaboration and prescription style in their consultations. Another result indicated that psychological counselors believed the skills engaged during consultations primarily comprised supportive skills, with communication skills seen the most significant. Below are some statements derived from participant expressions, categorized by themes.\u003c/p\u003e \u003cp\u003eThe psychological counselors\u0026rsquo; perspectives on \"positive attitude\" (f\u0026thinsp;=\u0026thinsp;3) and \"the counselors\u0026rsquo; competence\u0026rdquo;(f\u0026thinsp;=\u0026thinsp;4) chosen as examples from the \"relationship-building\" subtheme are as follows:\u003c/p\u003e \u003cp\u003eK4 (10, M): \u003cem\u003e\u0026ldquo;Sincerity, acute observational abilities, a child-centric approach, and being a trusted individual for the family.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e \u003cp\u003eK12 (11, M): \u003cem\u003e\"I believe that factors contributing to success may encompass the capacity for collaboration, effective communication skills, and the counselor's advanced education and extensive experience, particularly in areas such as assessment and case management.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003ePsychological counselors' perspectives on the components essential for sustaining relationships include open communication (f\u0026thinsp;=\u0026thinsp;12), collaboration (f\u0026thinsp;=\u0026thinsp;6), and the provision of feedback and follow-up (f\u0026thinsp;=\u0026thinsp;4):\u003c/p\u003e \u003cp\u003eK13(11, M): \u003cem\u003e\"If communication among the parent, teacher, and administration is robust, issues are minimal; however, some parents exhibit considerable resistance, to be candid.\" I feel as though I am unable to penetrate the barriers with certain individuals. They believe they possess superior knowledge of guiding compared to me. There are one or two parents I cannot persuade at that juncture; however, often, once they get that our focus is the child and that we are aligned in our aims, subsequent issues are resolved.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e \u003cp\u003eK14 (21, M): \u003cem\u003e\u0026ldquo;The paramount factor guaranteeing the success of the consultation is the parent's collaboration and endorsement of the process,\u0026rdquo;\u003c/em\u003e\u003c/p\u003e \u003cp\u003eConcerning the issue of consultation approaches\u0026mdash;another rising theme\u0026mdash;it was concluded that psychological counselors favor the \u0026ldquo;collaboration\u0026rdquo; and \u0026ldquo;prescription\u0026rdquo; (guidance/recommendation) methods. Nevertheless, the perspectives expressed by psychological counselors omitted approaches such as \"provision\" (knowledge dissemination) and \"mediation\" (facilitation), which are documented in the literature.\u003c/p\u003e \u003cp\u003eThe perspectives of participants who reported utilizing the cooperation mode are as follows:\u003c/p\u003e \u003cp\u003eK5 (13, P): \u003cem\u003e\u0026ldquo;I continue utilizing the collaborative mode.\u0026rdquo; I utilize skills including comprehension, unconditional acceptance, facilitating a space for self-expression, supportive communication, mirroring, and promoting awareness.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e \u003cp\u003eK7 (7, H): \u003cem\u003e\u0026ldquo;I engage the Collaboration mode by applying collaborative and follow-up competencies.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e \u003cp\u003eExamples of perspectives from participants who reported utilizing the Prescription (guidance-recommendation) approach are as follows:\u003c/p\u003e \u003cp\u003eK1 (13, P): \u003cem\u003e\u0026ldquo;I employ an empathetic methodology.\u0026rdquo; I seek professional viewpoints on the matter and offer specific input.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e \u003cp\u003eK13(11, M): \u003cem\u003e\"I primarily employ effective communication skills and empathy skills as fundamental tools in consultation processes.\" Furthermore, I frequently integrate directive techniques, such as offering examples, and psychological counseling skills into the process.\u003c/em\u003e\u0026rdquo;\u003c/p\u003e \u003cp\u003eAnother theme identified\u0026mdash;skills utilized during consultation\u0026mdash;revealed that the skills psychological counselors employ during consultation are divided into two subthemes: directive skills and supportive skills. Communication skills (f\u0026thinsp;=\u0026thinsp;7) and empathy (f\u0026thinsp;=\u0026thinsp;6) were identified as the skills with the highest incidence among the supportive skills. The following are the perspectives on supportive skills:\u003c/p\u003e \u003cp\u003eK1(13, P): \u003cem\u003e\"Unconditional acceptance, understanding, supportive communication, mirroring, fostering awareness, and creating an environment in which they can express themselves.\"\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec20\" class=\"Section2\"\u003e \u003ch2\u003eK8(15, P): \"I primarily employ my listening abilities.\"\u003c/h2\u003e \u003cp\u003eUnder the guiding skills subtheme, the following are examples of perspectives on the problem-solving (f\u0026thinsp;=\u0026thinsp;3) skill:\u003c/p\u003e \u003cp\u003eK9(1, M): \u003cem\u003e\"Problem definition, active listening, reflection, summarizing, asking open-ended questions.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eK12(11, M): \u003cem\u003e\"I employ a variety of skills, including listening and communication skills, building positive relationships, establishing collaboration, applying the training I have received, evaluating the situation and the problem, and employing problem-solving techniques.\"\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003eFindings on the Subjects for Which Parents and Teachers Seek Consultation\u003c/h2\u003e \u003cp\u003eThe results presented in this section encompass not only the subjects for which parents and teachers seek consultation, but also findings concerning parental attitudes, the utilization of digital and distance consultation, and its connection with preventive guidance. Findings regarding the questions are presented in Table\u0026nbsp;2.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Taba\" border=\"1\"\u003e \u003ccolgroup cols=\"9\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"8\" nameend=\"c8\" namest=\"c1\"\u003e \u003cp\u003eTable\u0026nbsp;2: Subjects of consultation by teachers and parents\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTheme\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eSubtheme\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCode\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAcademic Challenges\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e57.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003ePersonal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eOther/Health\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e42.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAddiction to Technology\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e21.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eParent Consultation Topics\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eEmotional Concerns\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e7.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eInterpersonal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSocial Skills and Friendship\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e71.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBehavioral Problems\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e64.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePeer Bullying\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e14.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBehavioral Issues\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e42.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAcademic Failure\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e28.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eDirectly Related to the Student\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePeer Bullying\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e21.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMotivation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e14.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeacher Consultation Topics\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSocial Problems\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e21.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eClassroom Management\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e21.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eIndirectly Related to the Student\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eStudent Personal Services\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e21.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eProblems Related to Family\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e14.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" morerows=\"3\" nameend=\"c3\" namest=\"c2\" rowspan=\"4\"\u003e \u003cp\u003eProactive\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eOverprotective\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e57.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePerfectionist\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e42.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCompetent/Trustworthy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e42.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eParental Attitudes Reflected in Consultation Topics\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eIndulgent/Permissive\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e42.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003ePassive\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAuthoritarian/Controlling\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e42.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eUninvolved\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e35.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003ePerception of Digital Consultation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eDetermined Approach\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePositive Attitude\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e35.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNegative Attitude\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e14.30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eUndecided Approach\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eFace-to-face Need\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e21.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAccessibility Concern\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e28.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c9\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eConsultation-Preventive Guidance Relationship\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDevelopmental-Based\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003eEarly Intervention Tool\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e42.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003eBenefit Provider\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e14.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCrisis-Based\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003eRisk Reduction Function\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e57.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe results (Table\u0026nbsp;2) indicate that parents predominantly sought assistance on academic concerns, while they largely inquired about their children's friendships about interpersonal matters. On the other hand, teachers predominantly sought counsel for behavioral issues, with comparable frequencies for indirect concerns. Parental attitudes exhibited a marked tendency towards overprotectiveness, accompanied by comparable frequencies of other attitudes. It was noted that psychological counselors appreciated the utilization of digital media and technologies during consultations and adopted a proactive approach to the procedure. The discovered themes are further upon below, utilizing examples from participant statements.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003ch2\u003eParent Consultation\u003c/h2\u003e \u003cp\u003e The personal and interpersonal themes have been used to categorize the subjects for which parents sought consultation. The following statements serve as examples of the school counselor's perspectives with respect to personal issues, specifically academic concerns (f\u0026thinsp;=\u0026thinsp;8), emotional issues (f\u0026thinsp;=\u0026thinsp;1), technology addiction (f\u0026thinsp;=\u0026thinsp;4), and other/health-related issues (f\u0026thinsp;=\u0026thinsp;6).\u003c/p\u003e \u003cp\u003eK12(11, M): \u003cem\u003e\"The most extensive consultation work with parents is concentrated on situations that necessitate additional support and diagnosis. This work has resulted in the most frequent referrals to the Guidance Research Center (RAM), hospitals, and psychiatric facilities.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e \u003cp\u003eK14(21, M): \u003cem\u003e\"Families and administration seek assistance with respect to academic performance, health, learning difficulties, and behavioral issues. Students arrive independently with respect to their academic performance.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eThe following is a summary of the perspectives of psychological counselors on the subjects of social skills and friendship (f\u0026thinsp;=\u0026thinsp;10), behavioral problems (f\u0026thinsp;=\u0026thinsp;11), and peer abuse (f\u0026thinsp;=\u0026thinsp;2) within the \"Interpersonal Issues\" subtheme.\u003c/p\u003e \u003cp\u003eK6(3, H): \u003cem\u003e\"We can conclude that these are peer relationships and behavioral issues.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eK7(7, H): \u003cem\u003e\"In general, there may be instances of behavioral issues or physical altercations.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e4\u003c/span\u003e \u003cem\u003esummarizes the results of the inquiry, \"In which domains do teachers seek consultation?\"\u003c/em\u003e\u003c/p\u003e \u003cdiv id=\"Sec23\" class=\"Section3\"\u003e \u003ch2\u003eTeacher Consultation\u003c/h2\u003e \u003cp\u003eTwo subthemes were examined in relation to the theme of \"teacher-reported areas of concern\": those that were directly related to the student and those that were indirectly related to the student. However, behavioral problems (f\u0026thinsp;=\u0026thinsp;6) were the most frequently cited consultation topic among teachers, despite the fact that peer abuse (f\u0026thinsp;=\u0026thinsp;3) and social problems (f\u0026thinsp;=\u0026thinsp;3)\u0026mdash;areas directly related to students\u0026mdash;were encountered with equal frequency.\u003c/p\u003e \u003cp\u003eFurthermore, opinions regarding codes such as academic failure (f\u0026thinsp;=\u0026thinsp;4) and motivation (f\u0026thinsp;=\u0026thinsp;2) are as follows:\u003c/p\u003e \u003cp\u003eK9(1, M): \u003cem\u003e\"Our primary focus is on conducting consultations that pertain to the management of the High Stakes Exam process and strategies for enhancing student motivation.\" We also occasionally provide guidance on the organization of activities to aid in the adjustment of new students to school and to mitigate peer abuse at the beginning of the term.\u003c/em\u003e\u0026rdquo;\u003c/p\u003e \u003cp\u003eK11(10, P): \u003cem\u003e\"They seek our guidance on how to proceed when certain students in the classroom exhibit challenges with attention and impulsivity.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eThe following are the opinions of the codes that are indirectly related to students: classroom administration (f\u0026thinsp;=\u0026thinsp;3), issues with families (f\u0026thinsp;=\u0026thinsp;2), and student personality services (f\u0026thinsp;=\u0026thinsp;3):\u003c/p\u003e \u003cp\u003eK13(11, M): \u003cem\u003e\"They submit an application for external education, including counseling, therapy, and training.\" They inquire about the source of support they will receive. A teacher submits an application for training in a different field. If they are of the opinion that the pupil requires referral, they consult with the school counselor.\u003c/em\u003e\u0026rdquo;\u003c/p\u003e \u003cp\u003eK14(21, M): \u003cem\u003e\"They seek assistance for family and health issues, classroom problems, individuals receiving special education, and behavioral issues.\"\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec24\" class=\"Section2\"\u003e \u003ch2\u003eParental Attitudes\u003c/h2\u003e \u003cp\u003eTwo subthemes were identified in an analysis of parental attitudes toward consultations: proactive and passive.\u003c/p\u003e \u003cp\u003e The following are two excerpts from the school counselor's observations regarding parents who take the initiative, specifically those who are competent/reassuring (f\u0026thinsp;=\u0026thinsp;6), perfectionist (f\u0026thinsp;=\u0026thinsp;6), overprotective (f\u0026thinsp;=\u0026thinsp;8), and excessively permissive/lenient (f\u0026thinsp;=\u0026thinsp;6).\u003c/p\u003e \u003cp\u003eK1(13, P): \u003cem\u003e\"Permissive parents encounter challenges in establishing boundaries and managing their technology addiction.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eK8(15, P): \u003cem\u003e\"The perfectionist parent, who arrives independently, typically arrives to discuss academic success or school performance.\" However, parents who are disengaged and referred by the teachder attend for behavioral issues. Overprotective parents are present when the child is being harassed, excluded, or exposed to violence. You are aware of the overprotective parent; they are unable to tolerate the sight of their child in pain. They are summoned for incidents such as a child being struck or pushed while running.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e \u003cp\u003eThe following are perspectives on the attitudes of referred parents, with a particular emphasis on disinterested (f\u0026thinsp;=\u0026thinsp;5) and excessively controlling/authoritarian (f\u0026thinsp;=\u0026thinsp;6) attitudes.\u003c/p\u003e \u003cp\u003eK5(13, P): \u003cem\u003e\"Children may demonstrate extreme reactions that can significantly influence the dynamics of the situation, contingent upon parental attitudes. For instance, a child with an authoritarian parent may exhibit extreme shyness or passivity in school, or conversely, they may be extremely extroverted, viewing school as a place of liberation and behaving in a manner that completely disregards the rules.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e \u003cp\u003eK9(1, M), \u003cem\u003e\"Applicants who exhibit excessive authoritarianism are discouraged from applying; however, they are encouraged to collaborate when required.\" In general, parents who are uninvolved do not register, and they do not attend, even if we extend an invitation. Consequently, it is impossible to conduct a consultation that would facilitate the establishment of a partnership.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e \u003cdiv id=\"Sec25\" class=\"Section3\"\u003e \u003ch2\u003ePerception of Digital Consultation\u003c/h2\u003e \u003cp\u003eThe theme of digital consultation perception was investigated in conjunction with two sub-themes: the undecided approach and the determined approach. Psychological counselors demonstrated comparable rates of undecided and determined methodologies. The following are fundamental opinions regarding the theme of digital consultation perception:\u003c/p\u003e \u003cp\u003eK5(13, P): \u003cem\u003e\"It has the potential to be beneficial.\" However, I believe that body language is more effectively analyzed when the individual is in person, and even the slightest alteration in posture, gaze, or tone of voice is more likely to be observed. By observing these specifics, we can anticipate the direction of the consultation. I believe that the consultation can be improved by incorporating the awareness that is derived from the ability to detect minor signals.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e \u003cp\u003eK7(7,H)\u003cem\u003e\u0026ldquo;I believe that providing consultation remotely and utilizing artificial intelligence will not be effective in urgent matters that necessitate face-to-face consultation.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec26\" class=\"Section3\"\u003e \u003ch2\u003eConsultation-Preventive Guidance Relationship\u003c/h2\u003e \u003cp\u003eTwo sub-themes were examined in relation to the Consultation-Preventive Guidance Relationship theme. In consultation, it was noted that crisis-based and developmental-based perspectives were equally valued. This theme has been the subject of the following opinions:\u003c/p\u003e \u003cp\u003eK5(13, P): \u003cem\u003e\"The identification and dissemination of potential crises in advance can have beneficial consequences.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eK7(7, H): \u003cem\u003e\"Preventive guidance is facilitated by our consultation skills. It prevents the emergence of a prospective new risk or a distinct behavioral issue.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eK9(1, M): \u003cem\u003e\"I believe that consultation is associated with preventive guidance. I consult with the family or teachers to address any prospective issues that may be observed in the child. At its core, this also includes preventive guidance. The potential negative consequences are either avoided or easily managed when the requisite precautions are implemented prior to the occurrence of an undesirable circumstance.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eK11(10, P), \u003cem\u003e\"I believe it is quite closely related to the conduct of preventive guidance studies in situations where there are no problems. In this manner, the scope of application can be expanded, and consultations can be conducted preventively before issues arise, rather than working with specific individuals within the school.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec27\" class=\"Section3\"\u003e \u003ch2\u003eResults related to resistance during consultation\u003c/h2\u003e \u003cp\u003e \u003cb\u003e​\u003c/b\u003eThe findings related to the questions \u0026ldquo;In what areas and how do parents show resistance in consultation services?\u0026rdquo;, \u0026ldquo;How do school counselors respond to parental resistance during consultation?\u0026rdquo;, \u0026ldquo;What are the reasons behind parents resistance to consultation services?\u0026rdquo;, \u0026ldquo;At what points do teachers show resistance to consultation suggestions, plans, or collaboration?\u0026rdquo;, and \u0026ldquo;How do counselors react to cope with the resistance encountered from teachers?\u0026rdquo; are presented in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e3\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eTeacher and parent resistance and strategies for managing resistance in consultation\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eTheme\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSubtheme\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCode\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDefensive Attitude\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e35.7\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eInternal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFailure to Adhere to Advice\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e28.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAbandoning the Process\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e21.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eParental Resistance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eExternal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eRefusing to Acknowledge the Problem\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e42.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAttributing the issue to the school or teacher\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e28.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eRefusing to cooperate\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e21.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eProposing Resolutions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e28.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eStrategies for Coping with Parental Resistance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDirectional Attitude\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eConfrontation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e14.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSettings Boundaries\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e7.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNon-Directive Attitude\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eProviding Explanatory Information\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e28.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eEmpathic Approach\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e28.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eLack of interest\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e35.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePersonal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eLack of Information\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e28.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePast Experience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e21.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eInsecurity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e14.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSources of Parental Resistance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFeeling of Inadequacy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e14.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAnxiety Toward Social Stigma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e21.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePerception that consultation is an essential component of my role\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eThe Absence of Resistance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e42.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFear of Stigma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e14.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeacher Resistance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eA Reluctance to Commit Time\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e35.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePerception that Consultation is Not a Component of My Role\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eResistance to Suggestions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e28.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eResistance to Change\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e14.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eResistance to Suggestions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e7.10\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDefining Roles and Responsibilities\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e14.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eExpertise Skills\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePrgression with Small Goals\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e14.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eStrategies for Overcoming Teacher Resistance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eInforming and Guiding\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e7.10\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eEnhancing Collaborations\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e28.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCommunication Skills\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eEnhancing Communication Skills\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e28.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eGetting Administrative Assistance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e14.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eFindings (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e3\u003c/span\u003e) indicate that parental resistance comprises internal and external variables, with the refusal to acknowledge the problem being one of the most significant actions. Psychological counselors employed both direct and indirect methods, prominently featuring solution provision and information sharing to address parental resistance. Parents may exhibit reluctance in consultations due to substantial personal considerations. The perception that consultation is integral to their role is a significant factor in teachers' lack of resistance; nonetheless, they may exhibit resistance to consultation in many forms. It was disclosed that psychological counselors employ communication skills alongside their professional expertise while addressing teacher resistance. Below are statements from sample participants pertaining to the themes.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec28\" class=\"Section2\"\u003e \u003ch2\u003eParental Resistance\u003c/h2\u003e \u003cp\u003eTwo sub-themes emerged as significant when investigating the nature of parental resistance: internal and external. The following are examples of internal resistance sources that psychological counselors shared: defensive attitude (f\u0026thinsp;=\u0026thinsp;5), non-compliance with suggestions (f\u0026thinsp;=\u0026thinsp;4), and leaving the process incomplete (f\u0026thinsp;=\u0026thinsp;3).\u003c/p\u003e \u003cp\u003eK1(13, P): \u003cem\u003e\"Some individuals are resistant to change. They struggle to comprehend the repercussions of their actions. Problems arise when confrontation occurs. Additionally, they encounter challenges in executing the recommendations that have been provided.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e \u003cp\u003eK14(21, M): \u003cem\u003e\"They demonstrate reluctance to engage with the student and provide guidance on their behavioral and academic issues.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eThe following were cited as external resistance sources: not accepting the problem (f\u0026thinsp;=\u0026thinsp;6), blaming the school/teacher (f\u0026thinsp;=\u0026thinsp;4), and being closed to cooperation (f\u0026thinsp;=\u0026thinsp;3).\u003c/p\u003e \u003cp\u003eK7(7, H): \u003cem\u003e\"They are more hesitant to take steps toward a solution. They say things such as, We are already paying attention at home; it is not like that.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eK10(17, H): \u003cem\u003e\"They resist when there is a negative or unpleasant issue involving the student. For example, when we inform parents that their child has engaged in negative behavior, such as profanity or insulting, they typically deny the situation or refuse to accept it. When they do acknowledge it, they typically select a scapegoat, such as a member of the child's peer group, and assert that they are responsible for the situation.\"\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec29\" class=\"Section2\"\u003e \u003ch2\u003eStrategies for Dealing with Parental Resistance\u003c/h2\u003e \u003cp\u003eTwo sub-themes emerge when analyzing strategies for managing parental resistance: directive and non-directive attitudes. The following opinions regarding codes, including setting boundaries (f\u0026thinsp;=\u0026thinsp;1), offering solutions (f\u0026thinsp;=\u0026thinsp;4), and confrontation (f\u0026thinsp;=\u0026thinsp;2), are noteworthy under the directive sub-theme:\u003c/p\u003e \u003cp\u003eK1(13, P): \u003cem\u003e\"I am unable to persuade a few of them. I frequently confront individuals who are on the brink of being convinced about the child's situation.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eK3(10, M): \u003cem\u003e\"I instruct them to remain present, to monitor the student's progress while they are studying, and occasionally to collaborate.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eThe opinions regarding the codes of explanatory information (f\u0026thinsp;=\u0026thinsp;4) and empathetic approach (f\u0026thinsp;=\u0026thinsp;4), which are covered in the non-directive sub-theme, are as follows:\u003c/p\u003e \u003cp\u003eK6(3, H): \u003cem\u003e\"I underscore the fact that we are capable of conducting home visits and that the situation in the school environment is also significant to us.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eK9(1, M): \u003cem\u003e\"Initially, I demonstrate that I comprehend the parent's anxiety and emotions. I establish a relationship of trust by stating that your observation is significant, without assigning blame.\"\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eParental Resistance Sources\u003c/h3\u003e\n\u003cp\u003eTwo sub-themes emerged when the origins of parental resistance were examined: personal and social. Codes such as feelings of inadequacy (f\u0026thinsp;=\u0026thinsp;2) and insecurity (f\u0026thinsp;=\u0026thinsp;2) are equivalent personal resistance sources. In the personal sub-theme, the following are some of the opinions regarding the codes of lack of information (f\u0026thinsp;=\u0026thinsp;4), past experiences (f\u0026thinsp;=\u0026thinsp;3), emotions of inadequacy (f\u0026thinsp;=\u0026thinsp;2), insecurity (f\u0026thinsp;=\u0026thinsp;2), and lack of interest (f\u0026thinsp;=\u0026thinsp;5):\u003c/p\u003e \u003cp\u003eK5(13, P): \u003cem\u003e\"It is possible that they are fatigued or believe that there is no solution.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eK9(1, M): \u003cem\u003e\"It is possible that they perceive their children as innocent and do not attribute any negative behavior or words to them as parents. Consequently, they are unable to gain a comprehensive understanding of their offspring.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eThe opinions regarding the fear of stigmatization (f\u0026thinsp;=\u0026thinsp;3), which is included in the social sub-theme, are as follows:\u003c/p\u003e \u003cp\u003eK6(3, H): \u003cem\u003e\u0026ldquo;There is a perception that the student included in the Guidance Service is problematic.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e \u003cp\u003eK10(17, H): \u003cem\u003e\u0026ldquo;These include the fear of being blamed, the perception of a threat to parental identity.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e \u003cdiv id=\"Sec31\" class=\"Section2\"\u003e \u003ch2\u003eTeacher Resistance\u003c/h2\u003e \u003cp\u003eWith respect to the sub-themes of \"consultation is part of my job\" and \"consultation is not part of my job,\" the theme of teacher resistance was investigated. As follows were the opinions expressed regarding the codes of fear of stigma (f\u0026thinsp;=\u0026thinsp;2) and no resistance (f\u0026thinsp;=\u0026thinsp;6), which are included in the sub-theme of \"consultation is part of my job\":\u003c/p\u003e \u003cp\u003eK1(13, P): \u003cem\u003e\"I did not encounter any resistance; however, there are also educators who wish to avoid any form of consultation.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eK13(11, M) \u003cem\u003e\"In general, they do not exhibit resistance, stated. Conversely, their greatest obstacle is their unwillingness to manage documentation (e.g., IEPs, deadlines) and their aversion to excessive paperwork. Teachers do not exhibit resistance in order to maintain a positive student profile.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eHere are some examples of opinions regarding the codes of not wanting to allocate time to the sub-theme of consultation not being part of my job (f\u0026thinsp;=\u0026thinsp;5), being closed to change (f\u0026thinsp;=\u0026thinsp;2), avoiding cooperation (f\u0026thinsp;=\u0026thinsp;1), and resistance to suggestions (f\u0026thinsp;=\u0026thinsp;4):\u003c/p\u003e \u003cp\u003eK5(13, P): \u003cem\u003e\"Humans are sociable beings, and they may exhibit resistance in situations where they believe they will be evaluated at school based on the repercussions of the issue they experience.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eK10 (17, H): \u003cem\u003e\"In matters such as adapting the lesson process and developing different approaches according to the student.\"\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec32\" class=\"Section2\"\u003e \u003ch2\u003eStrategies for Coping with Teacher Resistance\u003c/h2\u003e \u003cp\u003eTwo sub-themes were investigated in relation to the theme of coping strategies for teacher resistance. The following are opinions regarding the codes in the sub-theme of expertise skills: clarifying roles and responsibilities (f\u0026thinsp;=\u0026thinsp;2), informing-guiding (f\u0026thinsp;=\u0026thinsp;1), and progressing with small objectives (f\u0026thinsp;=\u0026thinsp;2):\u003c/p\u003e \u003cp\u003eK1(13, P): \u003cem\u003e\"I compose an information letter for our teachers who do not desire consultation, not individually but collectively. The letter informs them that they may receive assistance from the guidance service regarding a variety of matters.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eK10(17, H): \u003cem\u003e\"I provide the teacher with support without assigning blame by proposing incremental implementation measures.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eThe following are the opinions of the codes that are included in the sub-theme of communication skills: strengthening collaboration (f\u0026thinsp;=\u0026thinsp;4), strengthening communication (f\u0026thinsp;=\u0026thinsp;4), and receiving administrative support (f\u0026thinsp;=\u0026thinsp;2):\u003c/p\u003e \u003cp\u003eK8(15, P): \u003cem\u003e\"In this regard, my communication skills are somewhat satisfactory.\" I do not assign responsibility to the opposing party; I am not in a position to definitively state that you will participate. I have developed a greater degree of adaptability in this regard.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eK11(10, P): \u003cem\u003e\"I inform him that I concur with his perspective and comprehend his perspective. However, I also convey that I require his assistance in this regard. At times, I am required to perform tasks that are not within my purview I provide an illustration of this. They comply with my directive, albeit reluctantly. I request assistance from the manager or vice-manager when the task is mandatory and I am aware that it would be ineffective for me to inform him. Due to the fact that certain duties are mandatory and must be completed by the individual in question.\"\u003c/em\u003e\u003c/p\u003e \u003cdiv id=\"Sec33\" class=\"Section3\"\u003e \u003ch2\u003eFindings Regarding the Characteristics of the Consultation Process\u003c/h2\u003e \u003cp\u003eIn addition to the findings related to the three main questions above concerning the content of the consultation, the findings regarding the process of carrying out this service are presented in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e4\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eConducting the Consultation Process\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQuestions\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAnswers\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eConsultation Working Group\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eParent\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e71.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTeacher\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e35.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAdministration\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e7.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003ePerception of the Consultation Competence of Psychological Counselors\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVery Component\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e7.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eQuite Component\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e42.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCompetent\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e50.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eParent Participation Group\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMother\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e71.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eParents Together\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e28.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eParental Attitudes Frequency of Application\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOverprotective\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e50.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRepressive/Excessively Authoritarian\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e35.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eExcessively permissive/legitimate\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e28.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCompetent/Confident\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e21.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUninvolved\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e21.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eVariables that contribute to effective consultation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIndividual skills\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e42.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBoth\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e35.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSystemic Conditions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e14.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eConsultation Time Allocated\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLess than two hours\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e50.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMore than two hours\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e28.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eConsultation Methodology\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eY\u0026uuml;z Y\u0026uuml;ze\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e78.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUzaktan\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e14.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eConsultation on Positive Issues\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e78.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e7.10\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAnalysis of the participants' survey responses regarding the consultation delivery process reveals that a majority (50%) spend over two hours daily on consultations, predominantly favoring face-to-face interactions (79%), and similarly incorporate positive topics in consultations at the same rate. An analysis of the groups indicates that they mostly engage with parents (70%), particularly mothers (71%), followed by teachers, while a minimal proportion (7%) interacts with administrators. It is significant that a mere 21% of the parents seeking consultation exhibited a competent/balanced parenting style. Concerning consultation competencies, although participants largely perceive themselves as competent, only a small fraction (7%) regard themselves as highly competent. Furthermore, it was observed that they primarily credit the success of the consultation to individual skills (42%).\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study analyzed the perspectives of psychological counselors at primary, secondary, and high school levels regarding their consultation work with parents and teachers. The collected data were analyzed through content analysis to address three distinct study topics. On analysis of the viewpoints, 13 themes, 25 categories, and 68 codes were identified, corresponding with the findings described under the headings of skills and approaches employed in consultation, consultation topics, and resistance encountered during consultation. Furthermore, the consultation experiences were assessed using interviews featuring open-ended questions and were also analyzed within the context of a skampwirthurvey using closed-ended questions. An effort was made to get specifics regarding the conduct of the consultation.\u003c/p\u003e\n\u003ch3\u003eSkills and Approaches Employed in Consultation\u003c/h3\u003e\n\u003cp\u003eThe data indicate that two key factors\u0026mdash;establishing and maintaining relationships\u0026mdash;are pivotal elements in the success of psychological counselors during consultations. A pleasant attitude and the consultant's expertise are mostly associated Kampwirth with initiating the relationship, but open communication, collaboration, and feedback/follow-up skills are linked to sustaining the relationship. and Powers (2015) assert that consulting is a continuous endeavor and primarily a communicative activity rooted in empathy rather than merely dispensing advice. The themes derived from the development and maintenance of relationships also signify a process that necessitates careful consideration of communication factors. Moreover, evidence indicates that delineating roles and enhancing professional connections fosters collaboration between teachers and school psychological counselors (Cholewa et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eSchool psychological counselors utilize collaborative and prescriptive approaches while delivering consultation services. It has been observed that modalities such as providing and mediation were not referenced. Previous research indicated that, akin to this conclusion, the cooperation model was predominantly incorporated in preparation training for models, but the mental health consultation model was among the least incorporated (Cholewa et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Nevertheless, it was also discovered that the majority of psychological counselors did not conform to a singular consultation model (Kavaklı et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), indicating divergent conclusions. A subsequent study by Gills, Castillo, and Parker (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) corroborated this finding, revealing through expert interviews that school consultants have varying problem-solving consulting viewpoints. Research indicates that those utilizing an eco-behavioral model in consultations are more capable at integrating cultural elements into the process than those employing other models, grounded in the notion that culturally sensitive consultation can shape consultation perspectives. The widespread demand for rapid solutions in Turkish culture may have influenced the consultants' cultural viewpoints and the strategies they employed in this environment. Furthermore, it may be asserted that these two approaches are frequently evident in application subjects or processes, such as addressing resistance, which will be further upon in subsequent themes.\u003c/p\u003e \u003cp\u003eAlthough models like Mental Health Consultation, Instructional Consultation, and Systems-Level Consultation exist, the problem-solving model occupies a pivotal role in school consultation practices (Fallon \u0026amp; Bender, 2023, as cited in Gormley et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). While the specifics of phases like problem identification, analysis, implementation, and assessment are not articulated in these findings, it is acknowledged that this paradigm, referred to as the behavioral consulting model, is mostly confined to the control of student behavior. The implementation of all stages in the findings remains ambiguous. Moreover, similar to the results of this study, group consultation was also not prioritized in Mayworm's (2016) research. This strategy is seen as an effective alternative for creating solidarity among educators and fostering collaborative and restorative justice practices.\u003c/p\u003e \u003cp\u003eIn the analysis of the competencies employed by psychological counselors during school consultations, it has been found that they predominantly utilize supportive skills, including communication, empathy, active listening, and unconditional acceptance, while simultaneously employing guiding skills such as problem-solving. Azad et al. (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) highlighted rapport building, reflection, information exchange, and communication planning as the essential components of the consultation process. These skills are congruent with the relationship-building competencies highlighted earlier as essential for successful consulting. Nonetheless, given the evidence that psychological counselors in Turkey and other nations lack sufficient training in school consultation (Kavaklı et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) and their restricted inclination to employ the aforementioned consultation approaches, it can be asserted that they utilize a limited repertoire of skills in consultation.\u003c/p\u003e \u003cp\u003eCurrent approaches indicate that counselors do not exhibit a marked preference for conducting consultations via remote and digital means. It is utilized in both in-person and distant communication during parent-teacher consultation sessions (Azad, 2018). Nonetheless, particularly in light of the recent increase in digitalization associated with remote education globally following Covid-19 (OECD, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), and the extensive experience that participating psychological counselors possess in in-person services, it is evident that they require additional time for adaptation to this transition in consultation services. This may suggest a continued demand for in-person meetings within consulting services. A comparable scenario may not underscore the necessity for distant digital consultation regarding parental wishes either. The study by Kavaklı et al. (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) indicates that individual meetings, home visits, brochure campaigns, and seminars are the predominant consultation techniques, suggesting a lack of preference for remote and digital approaches at the anticipated level.\u003c/p\u003e \u003cp\u003eUpon reevaluation with current viewpoints, it has been disclosed that psychological counselors recognize the preventive role of consultation and see both crisis-oriented and developmental guidance as equally significant. These multiple choices may indicate that consultation is deemed advantageous for primary, secondary, or tertiary prevention levels. Multi-tiered support systems (ASCA, 2025) encompass proactive development techniques for all children at Tier 1, targeted interventions for select kids at Tier 2, and indirect services for those with intensive needs at Tier 3. The orientation of psychological counselors with a preventive view may also correlate with personal positive emotions. Niles et al. (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) discovered that optimistic school counselors are more inclined to contemplate future objectives and engage more actively in consultation activities focused on enhancement. A preventive viewpoint pertains to a strategy that formulates future objectives at various levels, linked to the past.\u003c/p\u003e\n\u003ch3\u003eConsultation Topics\u003c/h3\u003e\n\u003cp\u003e Parents predominantly seek consultations with interpersonal issues, with behavioral problems, social skills, and friendship subjects being the most prevalent, followed by concerns related to peer bullying. Under the category of personal difficulties, it has been disclosed that subjects such as health, technology addiction, and emotional challenges, predominantly related to academics, are encompassed. The findings indicate that enhancing the school climate and helping students in avoiding harmful behaviors are significant shared responsibilities of psychological counselors in educational institutions (O\u0026rsquo;Brien et al., \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn terms of reviewing the attitudes of parents who sought consultation to gain a deeper understanding of the application subjects, it was determined that their attitudes fell into two categories: those who proactively engaged and applied themselves, and those who were referred to the consultation. Parents exhibiting highly protective, perfectionist, competent/reassuring, and excessively indulgent/permissive behaviors frequently sought consultation services independently, but those displaying extreme controlling/authoritarian and uninvolved attitudes were typically referred for consultation by external parties. The first group exhibited unfavorable parental attitudes, with the exception of the competent attitude, all demonstrating some degree of concern for the child. In contrast, the attitudes in the second group were characterized by disinterest toward the child. Currently, it is deemed that the necessity and advantages of consultation services may arise from the potential for these attitudes to be healthily differentiated and directed towards demonstrating interest in their child. Azad et al. (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) demonstrated that parental consultation correlates with positive improvements in children's communication.\u003c/p\u003e \u003cp\u003eThe data indicate that teachers seek counsel on issues directly or indirectly pertaining to students. Teachers primarily seek counsel for direct issues, including behavioral problems, academic failure, peer bullying, social challenges, and motivation enhancement. Additionally, they provide consultation on ancillary matters concerning pupils, like counseling services, familial challenges, or classroom management. A comparable study investigating the perspectives of teachers and school psychologists on student challenges and their management revealed four themes related to views about academic achievement and consultation (Athanasiou et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2002\u003c/span\u003e). A recent and comprehensive study (Kavaklı et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) indicates that psychological counselors predominantly consult on adolescent concerns, including exam anxiety, higher education admission, and friendship dynamics. School counselors can offer advise on student personality services identical to this research finding by educating teachers about trauma and assisting them in establishing secure learning environments (Perryman \u0026amp; Frost, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). The two primary subjects that surfaced may be associated with the consultants' prior professional training experiences. Cholewa et al. (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) indicated that the majority of research in screening studies within this domain has focused on student behaviors and academic achievement in relation to consultation during prior professional training preparation.\u003c/p\u003e \u003cdiv id=\"Sec37\" class=\"Section2\"\u003e \u003ch2\u003eResistance in Consultation and Managing Resistance\u003c/h2\u003e \u003cp\u003e The data suggests parental resistance to consultation originates from the parents themselves, manifested in defensive attitudes, noncompliance with advice, and withdrawal from the process. Furthermore, the issue may also present as externalization, exemplified by the denial of the situation or attributing blame to the school or teacher. A prior study (Bozkurt \u0026amp; Kaya, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) identified that the predominant challenges encountered by school psychological counselors in delivering consultation services predominantly originated from parents (46.70%), followed by teachers, with negative attitudes towards guidance and title issues also representing considerable obstacles. In the context of parental collaboration within the school-community framework (Kavaklı, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), or when addressing complaints from students in educational institutions, it is evident that a particular group poses challenges in terms of shared responsibilities with educators (Yeşilyaprak, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). The topic of problem denial as a form of resistance is also evident as a confirming finding.\u003c/p\u003e \u003cp\u003eIn addressing parental resistance to consultation services, psychological counselors demonstrate directing attitudes, including confrontation and boundary-setting, alongside the initial provision of solutions. Also, they utilize non-directive methods, including the provision of explanatory information and the application of an empathetic approach. Coping methods can be viewed within the framework of a collaborative or prescriptive approach, similarly to the prior findings. Furthermore, it is noted that an increased number of individual consultations occur when collaborating with parents in educational institutions. Overcoming parental reluctance may also be achievable through group consultation (Warren \u0026amp; Baker, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) in addition to individual consultation. The restricted application of group consultation may hinder psychological counselors' techniques in overcoming parental resistance through mutual learning.\u003c/p\u003e \u003cp\u003eParental reluctance to consultation arises from cultural causes, including fear of stigma, as well as personal factors such as disinterest, ignorance, previous experiences, distrust, and feelings of inadequacy. Previous research (Bozkurt \u0026amp; Kaya, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) indicates that psychological counselors receive minimal support from parents during the consultation process. If communication between parents and teachers is not consistently upheld and enhanced, even skilled consultants may encounter persistent challenges in their endeavors (Azad et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Parental resistance mostly arises from personal factors, sometimes due to an absence of a conducive communication environment that allows parents to articulate their concerns. The inability to address parents' personal motivations through communication, including consultation and counseling when required, may result in this outcome. The urgent conversations about the student can outweigh the parents' individual experiences and requirements, sometimes resulting in resistance during the process.\u003c/p\u003e \u003cp\u003eIt has been found that the resistance tendencies of teachers toward consultation services can be classified based on whether they perceive consultation as a component of the teaching profession or not, when examining the resistance tendencies of teachers alongside parents. Despite the substantial resistance of participants to consultation services, it is recognized that resistance can take the form of a reluctance to allocate time, opposition to suggestions, resistance to change, avoidance of collaboration, or fear of the stigmatization. Similar research findings have previously identified time constraints, unclear roles, and a misunderstanding of the purpose of guidance services (Cholewa et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). In the same vein, Thornberg's (2014) qualitative analysis results indicate that resistance to change established practices, a skeptical attitude toward \"experts,\" concerns about defending and maintaining the existing school culture, and a focus on the principle of equality by considering methods like positive reinforcement as unfair to students who exhibit good behavior are all forms of resistance that can impede consultation. Another study has emphasized the tendency of educators to actively disregard advice from professionals who lack direct experience in classroom administration (Spratt et al., \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). Teachers' resistance may also be precipitated by their irrational convictions. Teachers who possess rational beliefs regarding inappropriate behaviors are capable of responding in a manner that fosters success and productivity (Warren \u0026amp; Baker, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). This may indicate the potential absence of a factor that could mitigate resistance in the consultation relationship.\u003c/p\u003e \u003cp\u003eSchool psychological counselors employ both communication skills and expertise to address teacher resistance during consultations, as has been disclosed. It is recognized that they prefer to emphasize their areas of expertise, including the clarification of roles and responsibilities when necessary, the provision of information and guidance, and the pursuit of small objectives. Their primary focus is on communication skills, including the enhancement of collaboration and communication, as well as the pursuit of administrative support. In a study that investigated teachers' perspectives on consultation and arrived at comparable conclusions (Cholewa et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), three distinct themes were identified: school psychological counselors prioritizing relationships, taking the lead in consultations with teachers, and concentrating on their responsibilities. In a separate investigation (\u0026Ouml;zteke Kozan, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), it was determined that the enhancement of communication skills and eliminating of ambiguity in roles and responsibilities were critical factors in the enhancement of self-efficacy in consultation. Furthermore, the success of this process is dependent upon the long-term implementation, the complete integration of services into the school, and the resolution of the stigma culture that was identified in this research (O'Donnell et al., 2025).\u003c/p\u003e \u003cp\u003eThe lack of a clear definition and understanding of the duties of school psychological counselors within the consultation framework may be the root cause of the resistance to consultation from both parents and teachers. The responsibilities of this position may not be adequately detailed, despite the fact that legal regulations, such as the counseling regulation (MEB/MNE, 2020), mention consultation services.\u003c/p\u003e \u003cdiv id=\"Sec38\" class=\"Section3\"\u003e \u003ch2\u003eCharacteristics of the consultation procedure\u003c/h2\u003e \u003cp\u003eIn terms of the competencies counselors perceive during consultation, it can be inferred that they regard themselves as competent, yet not entirely competent. The high self-reported competence of psychological counselors in consultation may be attributed to factors that contribute to self-efficacy in consultation, such as extroversion and healthy communication skills, as well as experience and knowledge of the field, receiving support from colleagues, undergraduate education, school climate, and job satisfaction (\u0026Ouml;zteke Kozan, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The participant group's perception of competence in the field of consultation may be influenced by the professional support they receive in their institutions or on a national level from associations such as the Turkish Counseling Association. Simultaneously, the low perception of competence in this field may be attributed to the lack of training, as school psychological counselors' inability to accurately define consultation, their ignorance of consultation models, and their perception of consultation as less significant than psychological counseling may be explained (Bozkurt \u0026amp; Kaya, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). It has been determined that consultation preparation training prioritizes theoretical content over experiential practices (Cholewa et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). It has been underscored that school counselors must receive sufficient training to effectively deliver consultation services.\u003c/p\u003e \u003cp\u003eIt has been determined that school principals prioritize the establishment of rapport with psychological counselors and the monitoring of students' needs through effective collaboration (Lewis et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Despite the fact that the majority of school administrators have a favorable perspective on consultation services (Kavaklı et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), this investigation discovered that administrators were the least consulted. The active participation of administrators in consultations may be restricted by the prominence of administrative duties in the context of a large student and teacher population. It is a common occurrence in schools to observe mothers participating in consultations at the highest level, as one would anticipate.\u003c/p\u003e \u003cp\u003e The low number of applications from competent/balanced parents may indicate that the consultation is primarily focused on problem-solving issues when considering the attitudes of parents who register for consultation. Nevertheless, the prominence placed on consultation processes on positive topics in National Education Counseling programs in recent years, which prioritize preventive and social-emotional goals (MEB, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) and empowering program contents, is believed to be closely correlated with the high rates of conducting consultations on positive topics.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe endeavor to establish and maintain relationships has emerged as a fundamental component of successful consultation in the consultation studies conducted with both parents and teachers. The consultation approaches employed have prioritized prescriptive approaches and collaboration. In the consultation, it has been noted that problem-solving skills are used, which encompass supportive skills derived from communication skills and some directive skills. Despite their positive perceptions of digital and remote consultation practices, psychological counselors do not employ them frequently, despite their substantial preventive perspective.\u003c/p\u003e \u003cp\u003eParents are increasingly bringing interpersonal issues to consultations, with a recent emphasis on the use of technology and academic success. In terms of parental attitudes, there are those who opt to seek consultation independently, and those who are referred. In contrast, educators prioritize the discussion of matters that are either directly or indirectly associated with the student, including academic success and behavioral issues.\u003c/p\u003e \u003cp\u003eIt has been determined that parents who demonstrate resistance are much more likely to engage in personal defensiveness and externalization, which includes placing blame on the school. Psychological counselors endeavor to employ both directional and non-directed skills in conjunction when confronted with this resistance. They exhibit resistance for personal reasons, such as feelings of inadequacy, or for societal reasons, such as fear of stigma. In contrast, teachers exhibit resistance as a result of their duties and responsibilities. Psychological counselors prefer to employ both communication skills and the skills necessary for their area of expertise in order to address this resistance.\u003c/p\u003e \u003cdiv id=\"Sec40\" class=\"Section2\"\u003e \u003ch2\u003eLimitations And Suggestions\u003c/h2\u003e \u003cp\u003eThis study's primary focus was on the perspectives of psychological counselors who are employed at the primary, secondary, and high school levels. Given the increasing prevalence of psychological counseling services in preschool education institutions not included in this study, which can be seen as a limitation, it is advisable to investigate the perspectives of psychological counselors employed in these institutions in a future study of a similar nature. In addition, future research could also investigate the role of administrators in the consultation procedures, as the absence of input from administrators is another limitation. Furthermore, quantitative research can be designed to conduct a comprehensive analysis of the relationship between all parties involved in the consultation processes, including school administrators, and factors such as self-efficacy, collaboration, communication, and problem-solving, in accordance with the results of this study.\u003c/p\u003e \u003cp\u003eIt is crucial for consultants to comprehend the school culture, the intricate professional concerns of teachers, and various social representations when addressing resistance (Thornberg, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Consultee-centered consultation should be employed to prioritize non-hierarchical restorative justice practices over disciplinary practices (Mayworm et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). It is imperative to enhance the knowledge of teachers and administrators regarding consultation in conjunction with school psychological counselors in order to foster collaboration for consultation throughout the school (Kavaklı et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Furthermore, this research also includes literature-based recommendations for the integration of programs such as the 7\u0026ndash;19 age family education programs conducted in schools (MEB, 2008) and the implementation of responsive and supportive group consultations (Warren \u0026amp; Baker, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) in place of individual consultation.\u003c/p\u003e \u003c/div\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAmerican School Counselor Association (2025) The ASCA national model: A framework for school counseling programs, 5th edn. 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School Mental Health 15(1):1\u0026ndash;18. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1007/s12310-022-09535-0\u003c/span\u003e\u003cspan address=\"10.1007/s12310-022-09535-0\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"school, consultation, psychological counseling, resistance","lastPublishedDoi":"10.21203/rs.3.rs-9525377/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-9525377/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eRecent research indicates a rising prevalence of negative student behavior and higher expectations for academic performance among educators and parents, emphasizing the critical need for both direct and indirect school counseling services provided by educational institutions. Consultation services, categorized as indirect services, have gained significance due to factors such as increasing student enrollments in educational institutions, increased focus on preventive and social-emotional guidance, a substantial presence of international students, and an additional demand for mental health support stemming from recent global traumatic events. This study seeks to perform a comprehensive analysis of the experiences of school counselors at various levels concerning their consultation activities with parents and teachers. This phenomenological study collected data through an interview form and a questionnaire from in-depth interviews with participants from 14 distinct schools. The analyses were performed both manually and with the QDA Miner program. Through an analysis of the skills and approaches used in consultation settings, the issues and problems encountered, and the processes of managing resistance\u0026mdash;based on data obtained from open-ended and closed-ended questions\u0026mdash;comprehensive codes, subcategories, and themes were identified. The findings indicated that psychological counselors exhibited a favorable disposition towards preventive measures and the utilization of digital technologies, emphasizing the significance of communication, teamwork, and problem-solving skills. It was revealed that educators and parents pursuing support through various channels primarily sought an assistance about academic and behavioral challenges. Resistance concerns extended beyond personal motivations to encompass professional responsibilities, with counselors favoring a strategy that integrates communication methods with specialized assistance. The results were highlighted as potentially beneficial for the theoretical and practical endeavors of professionals involved in school counseling with parents and educators.\u003c/p\u003e","manuscriptTitle":"Competencies, Subjects, and Challenges in School Consultation: The Experiences of School Counselors Across Various Educational Levels","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-04-28 20:04:52","doi":"10.21203/rs.3.rs-9525377/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"be281324-7a5f-410f-a5a0-ecc14738cc59","owner":[],"postedDate":"April 28th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-04-28T20:04:52+00:00","versionOfRecord":[],"versionCreatedAt":"2026-04-28 20:04:52","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-9525377","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-9525377","identity":"rs-9525377","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}