Running head: KOREA S NEEDS FOR QUALIFIED COUNSELORS 1. Korea s Need for Qualified Counselors. A Master s Project. Presented to

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1 Running head: KOREA S NEEDS FOR QUALIFIED COUNSELORS 1 Korea s Need for Qualified Counselors A Master s Project Presented to The Faculty of the Adler Graduate School In Partial Fulfillment of the Requirements for The Degree of the Master of Arts in Adlerian Counseling and Psychotherapy By: Paul Kim July, 2015

2 KOREA S NEEDS FOR QUALIFIED COUNSELORS 2 Abstract Counseling in Korea has faced major challenges and obstacles. The current model is still trying to find its identity in Korean society. Regardless of the increase of the number of counselors in Korea, there is still a lack of clarity in the standards, training, role identity, counseling model and structure of counselors in Korea. This article reviews the history, the current status, and the future needs of counseling in Korea.

3 KOREA S NEEDS FOR QUALIFIED COUNSELORS 3 Table of Contents Page Introduction 4 Korean cultural context: A brief overview 4 Korea s view on counseling 5 Current Korean counseling system 6 Role identity issues 9 Current counseling model 12 Improving guidance counseling 14 Individual psychology applicability 16 Conclusions and implications 17

4 KOREA S NEEDS FOR QUALIFIED COUNSELORS 4 Korea s Need for Qualified Counselors Many economists call Korea s rapid economic success an amazing story. Korea has reinvented itself in the past decade (Schuman, 2010). But the rapid success has paved the way for the future downfall of its society. There could be a price to pay with the culture of the society, and the future generations may end up suffering from this rapid growth. Korea is feeling the effects these days because of the rapid growth which is hurting their social costs in Korea s developmental strategy (Chang, 1999, p. 49). This has caused a lack of proper guidance and concern towards the youth and society. Proper guidance counseling is needed more than ever. However since Korea s rapid economic development, there has been a significant increase in the need for guidance and counseling due to the rapid social changes that are experienced in Korean society, in general and educational institutions in particular. We will examine the current counseling system in Korea and the need of effective and correct guidance counseling not just for schools, but for the future development of Korean society. Korean Cultural Context: A Brief Overview The Republic of Korea (or South Korea) is located between China and Japan. Korea has a population of roughly 50 million. Since the end of the Korean War, South Korea has experienced many compelling economic and cultural changes due to its rapid economic growth (Yang, 2004). Korea is the fourth largest economy in Asia and also is a member of the United Nations and the OECD (International Monetary Fund, 2010). Many economists would view Korea a success because of its rapid economic recovery and growth after the Korean War. But people who have not experienced the system, may be blind to the faults of this rapid economic recovery. Lee and Park (2011) discusses that the major concerns that arose from rapid economic development was

5 KOREA S NEEDS FOR QUALIFIED COUNSELORS 5 due to the fact of Korea s inability to respond to the rapid changes during the past 50 years. These include the urban problems due to poor planning and a weak knowledge base with a deteriorating government. This has caused a decline in reducing inequality between the social classes, especially in the investment in education in the public sectors. Many may believe that this economic recovery is a miracle, but Korean society has drifted recently. Traditional Korean values are influenced by Confucianism, a philosophy that promotes the values of interpersonal harmony, respect for authority, social hierarchy based on age and gender, and conformity to family and social norms (Hyun, 2001). Even though there has been a rapid globalization of the country, the Confucian principles are deeply rooted in Korea s philosophy and culture. Because of the deep roots and foundations of Korean culture is built on the ideas of Confucianism, enforcing changes that may not be compatible with traditional culture and values will take a lot of time and reason. Korea s View on Counseling Even though major corporations and schools are offering guidance counseling programs for employees and students, the general Korean population s attitude towards participating in counseling is different from the one of the contemporary Western society, and sharing with others in not common. Most Asian cultures would consider it humiliating if anyone other than family members knew about their personal problems. South Korean society has traditionally been underpinned by Buddhist and Confucian values, which emphasize diligence, stoicism and modesty. Individual concerns are secondary. Preserving dignity, or face, especially for the family, is paramount. Therefore there is a negative attitude toward seeking professional help (McDonald, 2011). Throughout its history, Asian culture valued emotional self-control and the

6 KOREA S NEEDS FOR QUALIFIED COUNSELORS 6 ability for an individual to settle psychological problems by themselves. Therefore an individual seeking professional help would be viewed as weak with no control over their lives. Just as most other Asian cultures, South Koreans are less likely to seek psychological help and to avoid counseling at all costs possible. They believe proper counseling is relatively unnecessary and may hinder their success in life, if their peers, family or co-workers were to find out. Choi (2000) and Yoo, (1996) state that South Korea is a collectivistic culture that places a great emphasis on appearances. So to preserve one s dignity, many individuals would rather deal with their problems secretly rather than risk the embarrassment of social shame. In summary, factors have been recognized as possible reasons for the underutilization of counseling services by Koreans: lack of familiarity with, or misconceptions about, counseling; cultural stigma and shame over mental health problems; availability of alternative resources to traditional counseling; and linguistic barriers (Uba, 1994). One of the most acute factors is the lack of knowledge and awareness among policymakers, educators, school administrators, and parents. In the future counselors and other school personnel must become aware on how to recognize the type of help that Korean students need, and to consider which major factors to address. Current Korean Counseling System The Korean counseling model was adapted from the West. The theories and ideas of guidance counseling were Western ideas and concepts. There may be some principles that would hold true to both cultures, but most western policies and methods would not work well with Korea s cultural differences. Due to the ill-defined roles and structures for the Disciplinary Guidance Teachers (counseling model), the counseling profession was not successfully incorporated into the Korean school system until the 1990 s (Lee, Oh, & Suh, 2007). Because of

7 KOREA S NEEDS FOR QUALIFIED COUNSELORS 7 these cultural differences between the West and Korea, some concepts and practices would make logical sense in theory, but in reality it would lack relevance in Korea. The theory of a university counseling center in the United States is unambiguous, but university counseling centers are rare in Asian and tend to be influenced by, or adapted versions of, extant theories and models, oftentimes because of the educational and economic exchanges between Asia and the United States (Leong & Pope, 2002; Tan & Goh, 2002). The Korean Counseling Psychological Association (KCPA) developed a program in 2003 in order start training counselors to meet Korea s need for the future. The requisites to obtain a counselor certification includes a 4-week practicum which is usually run by the university, written exam and a log with documented evidence of counseling related training experience. When compared to the 700-hour practicum requirements of the U.S school counselors, this appears to be insufficient to allow enough opportunities for developing clinical skills and understanding practical issues in school counseling (Eun & Kim, 2004; Yu, 2007). The program does not give sufficient time to prepare the guidance counselors to handle and guide students. Their lack of familiarity with the true meaning of counseling and guidance is the central problem. By continually producing under qualified counselors to guide students will produce unfavorable results from counselors, and give students a lack of clear guidance. There have been several attempts to establish a counseling system which is constructed to meet the needs of Korean society with some changes in policies, and conditions implemented by the government (Lee, S., & Yang, E 2008). This includes the expansion of training programs for current school teachers and counselors. But the current counseling system is still in the relatively elementary stages. It is a major concern to the education administration that Korea does not have a formal training model or training standards. The existing curriculum is focused on knowledge,

8 KOREA S NEEDS FOR QUALIFIED COUNSELORS 8 techniques and skills but is less concerned about personal qualities and dispositions (Lee, 1996; Jang, 2009). The current training should be focused on building a knowledge base for a counselor or private practitioner with little consideration of experiential learning or unique demands in school settings (Lee, Oh, et al., 2007). The counselors must also have professional knowledge and expertise to counsel students. The Korean government has tried to refine the program, by allowing school teachers to become guidance counselors. This adds on to the issue of professional identity of counselors, and it also creates a difficult opportunity for new trained professional counselors to enter into the field. Up until 2007, there have been a total of 485 school counseling jobs in Korea. Of the 485 jobs, 306 were on school board school counselors, 47 are middle school counselors 110 are vocational high school counselors, and 22 are general high school counselors. The research conducted by Yang and Lee (2009) shows us statistically the lack of counselors throughout the country of Korea. As one can see from the figures the current counseling system shows a lack of counselors in Korea. A majority of the current guidance counselors in school are former teachers. It is argued by the Ministry of Education, Science and Technology [MEST] that a teacher would be suitable counselor because of the relationship and time spent with the student. The education of school counselors need to focus not only on counseling processes but also on school systems (Martin, 2002). Although teaching experience would be beneficial for counseling, it is not a prerequisite. At the moment school counselors are expected to deal with too many issues in Korean schools. These include psychological and behavioral problems in students. School counselors may regard their primary role as an advocate for students, yet in reality they are faced with non-

9 KOREA S NEEDS FOR QUALIFIED COUNSELORS 9 counseling-related activities such as administrative work (Kim, H. D. 2007, p. 163) or clinical expertise beyond their training. It is crucial that school counselors are capable and prepared to perform a wide range of activities that would advance the academic, career and social development of the students. Teachers who make the change from teacher to counselor do not display their clear intention for the switch in their career. The absence of their true intentions for the switch in profession is not demonstrated. These teachers are not qualified to be school counselors; they just want this to enhance their career. Many teachers saw obtaining this new certification as a step toward becoming a school principal and opted to work in an administrative role when given the opportunity (Lee, et al., 2007, p. 161). Establishing a distinct school counselor s role is an essential part of creating and managing a successful school system in South Korea. Role Identity Issues There has been a sudden increase in the number of school counselors in South Korea (KRIVET page 13). This is due to the growth of psychological and behavioral problems of adolescents in the school system. This is not a surprise due to the fact that many school systems view a counselor as a specialist who manages students with adjustment or behavioral problems. School counselors are seen as the bridge between the administration and the students. Korea acknowledges that the counselor plays an essential role to the development of a student, but people do not have exact knowledge of the roles or duties of a counselor. In a recent study performed by three of the major universities in Korea, approximately 10% of college students in Korea utilized services (Choi, 2012). The average number of times that these students met with their counselors was approximately three times during their entire time in school.

10 KOREA S NEEDS FOR QUALIFIED COUNSELORS 10 In another study, Choi, Lee, Ying, and Lee (2011) surveyed a group of 232 college students. Most students (79.7%) indicated that they have never sought out counseling services, 168 (57.7%) students stated that they were not aware of the free counseling service offered by their school. A large majority of these students who could benefit from school counseling fail to seek that help, or even know that their school counselor existed in the school. The uncertainties of a counselors role identity is another challenge that needs to be addressed. By solidifying a strong role identity then this will be the first step to develop and incorporate the counseling culture in to the Korean school system. What needs to change first is the perception of guidance counselors in schools. Some schools view counselors as second class educators. According to Keum (2007), school counselors often have ideal views on their roles but are confronted by the demand for administrative work or clinical expertise beyond their training. They are treated more as an extension of the secretarial staff instead of an essential part of a child s future enhancement. School counselors already report heavy workloads as a major stressor (Kim, 2007). Considering the vagueness of the role of school counselors in Korea, there should be a more distinctive role compared to countries from the west. Many would agree that school counselors perform a variety of duties and activities similar to western counseling models, but South Korean school counselors have different definitions and priorities in these roles and activities (Keum, 2007; Lee, et al., 2007). School counselors in the United States are considered as integral members of staff to generate systemic school changes addressing academic, career, and personal goals and strengths of students, moving away from traditional roles of helper (American School Counselor Association, 2008b).

11 KOREA S NEEDS FOR QUALIFIED COUNSELORS 11 Although it is generally assumed that school counselors perform unique roles and activities, exactly what roles and activities they perform is unclear (Lee, et al., 2007). Because of the distinctive needs of students, school counselors are required to change their priorities and roles. This ranges from not only giving guidance to students but to teachers as well. School counselors have been consistently reporting role ambiguity as a major problem in the current school counseling system (Kim, 2007). Some school administrators define the role of school counselors as disciplining students. However the roles of the school counselor are defined differently by different groups in the school systems (e.g., school administrators, teachers, students). Role ambiguity of school counselors is closely related to the different expectations from regional school boards, school administrators, teachers, and school counselors themselves about the roles and activities of school counselors (Lee et al., 2007). This is due to the different expectations and how these multiple roles held by the counselor will conflict with each other due to the limit of time and resources. Some narrowly define the role of school counselors as working with students with adjustment problems via individual and group counseling and psychological assessments, leaving the role of guidance and parent consultation to teachers (Shin, Kim, & Lyu, 2004). This is why it is important to clearly define the role and activities of the school counselors, and why total cooperation of all the groups is needed. A definite description of the school counselors roles and activities would reduce the inconsistency in role expectations among school administrators, teachers, students and school counselors. This will lead to a more cooperative environment in the school systems. This also enables the school counselors to function more effectively and to collaborate with other school

12 KOREA S NEEDS FOR QUALIFIED COUNSELORS 12 personnel and distinguish the school counselor s professional identity. Thus it is also critical to develop and create a specific role and model for school counselors on their roles and identity, and to make a clear distinction between the duties of the teacher and the counselor. This will avoid any confusion in the future, and create a specific identity for school counselors to students, so they may seek help when needed. School Counseling Model Issues Along with the uncertainty of the roles of school counselors, school counseling models are also unclear. As discussed earlier, the increase in the number of cases about student s psychological and behavioral problems created and elevated the need for school counseling. It is not surprising to observe that the primary focus of school counseling has been devoted to responsive services such as individual or group counseling on mental health issues (Kim, 2007). However focusing on the remedial model of school counseling has its limitations. It is crucial to deal with the psychological and behavioral problems. But the downfall of this mentality is that this model will only benefit a limited number of students. It fails to meet the standards and the important issues and leaves little attention to academic and life guidance which is the need of the majority of students in the school. It only fulfills partial efficacy for a narrow number of students. Compared to the United States counseling system, which has evolved into a comprehensive and developmental model (Gysbers & Henderson, 2006) to address and focus on the needs of all students, not just the students with psychological and behavioral problems. The Korean counseling model is focused on the students with the psychological and behavioral problems, but the model should emphasize the academic, career and personal development, which is essential for all students. There should not be focused on the lack of need

13 KOREA S NEEDS FOR QUALIFIED COUNSELORS 13 for mental health care among the students; rather, they should emphasize the point of the help these students need in guidance of their lives. The suggestions of this extensive model for Korea school counselors should emphasize guidance curriculum and responsive services in all areas of counseling. Starts from the Inside The significance of guidance counseling is crucial for the proper development based on the student s needs, and also the development of a strong foundation in the school and the home. Internal changes are needed to improve the current policies and models. To address the disadvantages and issues of the current counseling model in Korea, different alternatives and modifications needs to be considered before moving forward. In order to develop an effective and adaptive guidance counseling system in Korea, it all has to start within the support and commitment from the schools and the government. The current system was beneficial for Korea in the past, but it is the 21 st century, there needs to be a new and innovative approach to prepare students for the future. Addressing the internal issues will greatly improve quality of counseling services and offer direction for the success of a modified guidance counseling system in Korea. The main issue that should be addressed when researching and developing a program for the future is to explore and compile the best edited system specifically for the needs of the entire Korean student population, and not just the students with issues. Korea should not try to copy policies or methods from foreign countries, but with Korean theories and strategies for guidance and counseling should be created, with relevance and reference to Korean society s cultural characteristics and problems. The goal is to create a counseling and guidance program that is

14 KOREA S NEEDS FOR QUALIFIED COUNSELORS 14 practical and beneficial to the Korean students. By acknowledging these issues this will immensely improve the system and will offer direction for guidance counseling. Improving Guidance Counseling Because school counseling is still a relatively new profession in Korea, there are a limited number of qualified professionals. Also a systematic counseling training system is needed in Korea. This evidence shows that counseling needs to be strengthened in Korea. The counseling criteria and standards in Korea are constantly changing by the government, so there needs to be clear criteria on the standards and duties of counselors in schools. The first step should be to modify the current counseling system in schools. The existing system only tends to emphasize the opinions of the teachers and parents, and ignores the impact and importance of counselors. This would be coined as the Whole Group Approach to school counseling. The teacher of the student would be able to give information and insight of the student from an academic perspective, while the counselor would be able to provide a systemic approach to the sessions, and the parents may provide family perspective. For an effective approach to counseling students; teachers, parents and counselors can work as a group to help the child. Being able to speak with the child and having all different perspectives for the child would benefit the child immensely. This approach would also incorporate the importance of family and still the roles and identity of the counselor and teacher is set in the group. A second improvement would be to modify the guidance counseling system so that it produces qualified counselors for the schools. The requirements to become a certified counselor in Korea are quite effortless. The number of under qualified counselors in the field without the proper education in psychology and pedagogy and the lack of training displays another problem of why many students avoid visits to their guidance counselor.

15 KOREA S NEEDS FOR QUALIFIED COUNSELORS 15 It is important that guidance counselors expand their abilities so that they may assist students at the different developmental stages and with respect to these unique stages. The development and implementation of school guidance programs is perceived to be most important in primary schools (Huh & Park, 2005), and counseling of students with adjustment problems is viewed as a crucial role in middle schools (Kang, Son, & Cho, 2005b). In high schools where college entrance and job search are important goals, greater demand is placed on academic and career counseling (Kang, Son, & Cho, 2005a). Students in different stages need proper direction and instruction during the different stages they are at. Thirdly, by making guidance counseling mandatory for all students both in high school and the university level would immensely help both the students and the schools in many ways. Students should be required to meet their counselor at a minimum of twice a semester. Students should meet with students not just to address behavioral and psychological problems, but to take the time to meet with all students and then prepare them to make a variety of challenging academic and social decisions. Another problem arises from the fact that there are an insufficient number of guidance counselors for students. Also the student to school counselor ratio is beyond the recommendations of a 250-to-1 ratio recommended by the American School Counselor Association (2008a). By adding more qualified counselors in schools, will create more opportunities for students to meet with their counselors and become familiar with the duties and reason why the counselors are there for the students. In addition to intervention services aimed to assist with all the problems the youth and families are dealing with today, counseling would play a big role in preventative services. A good counseling system in the school would help students develop a positive self-image, and would also help with relationship issues with friends, significant others and also families. Also

16 KOREA S NEEDS FOR QUALIFIED COUNSELORS 16 having strong counselors in the school system would also help students to make healthy decisions when facing life s challenges. Academic development is another essential duty that would help the students to develop positive academic attitudes, skills and practices. A last improvement would be by analyzing and understanding the counseling system ideas and concepts from other Asian regions, such as Singapore, Japan, Hong Kong and Taiwan, which may prove beneficial to the future modifications of Korea s counseling model. Because of the similar educational theory and practices, this may be an effective approach. In Hong Kong, school counseling is implemented by teams of classroom teachers (Yuen, 2006), while school counselors in Japan are mental health experts exclusively focusing on intervening in psychological, developmental, and behavioral problems (Zaffuto, 2005). The differences with school counseling in these other countries suggest that the roles of school counselors need to be decided, so that they may be able to emulate a social and cultural circumstances. Individual Psychology Applicability There are many ways Adlerian theory of Individual Psychology may be correlated with cultural orientation and guidance counseling in Korea. First, because of the importance of social cultural systems and social interest in Korean society, Individual Psychology is compatible by the culture of Korea where one s identity is formed through social interactions with one s community. That community would be your family. Because of Confucianism ideas and concepts, one puts their family in high regards, and because of the link with family, one would rather take advice from their community, rather than a counselor that they may barely know. Adler suggests that the model for community feeling and its expression is the only means to bring true satisfaction (Stone, 2007), and listening to your community is believed that will bring you satisfaction and the ability to overcome any problems that they may face.

17 KOREA S NEEDS FOR QUALIFIED COUNSELORS 17 The flexibility and covering many subjects with the concept of community the general appropriateness of Individual Psychology is ideal for Korean counselors. The Adlerian analytical foundation allows therapists to combine and practice various techniques, so that counselors may be able to adapt and modify their approaches to meet the needs of their Korean clients within their cultural context. Currently Korea sees counselors as a tool to tackle either behavior or mental problems, or just educational problems. I see that just as Individual Psychology suggests we should not solve the problems or give answers to the clients, but to help guide them to figure out solutions by using this method the hierarchy issue in Korean culture will also be met. This will cause a slow transition in to a more egalitarian process between counselors and the students. Conclusions and Implications In general school counseling in Korea has had a long history, but it is still in the early stages of development. It lacks a stable theory and a specific direction when trying to guide and counsel the students. The reconsideration of counseling models can improve the effectiveness of school counseling. The current counseling model has serious limitations and restrictions on the abilities of a guidance counselor in Korea. The current system is mainly based on responsive services with a focus on behavioral and psychological problems. Because of these reasons, the current school counseling models should be reviewed and modified so that the revised model will address the needs of all students. The current model lacks a systematic organization encompassing developmental as well as remedial approaches. The domains of student development comprise academic, career, and personal/social development. Academic development focuses on assisting students to develop

18 KOREA S NEEDS FOR QUALIFIED COUNSELORS 18 positive academic attitudes and skills necessary for academic success. Career development involves facilitating students knowledge and skills in career planning (such as students understanding of self, knowledge in occupations, and career decision- making skills). Finally, personal and social development deals with enhancing students self-concept and interpersonal functioning. To summarize a couple of the main points there is a need for improvement with the changing of times, both in theory and also in practice. There has been some progress, but Korea still needs to make drastic strides and changes to prepare their young students for the future. It is essential that the government and the schools help to continue to improve the guidance counseling services and to take more actions. First in order among the tasks is for the government to develop a more precise and organized planning to support career guidance activities. Korea needs to develop a balanced and consistent counseling education and training system for current and future guidance counselors. They also need to develop a counseling program in all administration in schools so that they may become aware of these programs are available for them and learn to take advantage and actively use them. An effective procedure in developing counseling in to Korean society is to increase the college students participation by reducing the social shame implications that is linked to counseling. By increasing the awareness and benefits of counselors, policy makers and parents would know the redefined specific roles and duties of guidance counselors. This would enhance the willingness and attitudes of students and parents seeking professional counseling. By resolving these factors it would solidify two issues. One it would need to further develop Korean school counselors and counselor educators to develop a concrete Korean School

19 KOREA S NEEDS FOR QUALIFIED COUNSELORS 19 Counseling Model. The second would be to define specific roles for counselors and solidify the professional identity of school counselors in Korea. The current system still lacks the basis theory the purpose of counseling for students, and still to a large extent replicates the Western methods. The professional identity of counseling in Korea is still evolving to reflect the cultural and societal needs of South Korea.

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