An Overview of the Professional Development for School Counselors : A Case Study in Qatar

This thesis examines the adequacy of the professional development of school counselors in Qatar. Efficient training and education can build a strong capacity for school counselors to provide comprehensive school counseling programs. In alignment with Qatar's National Vision 2030, which outlines goals that contribute to human development and social development pillars, followed by the objectives of Qatar’s National Mental Health Strategy (2013–2018) aligned with the World Health Organization, 2022. The thesis aims to understand the common challenges that school counselors face and develop policy recommendations to address them. The thesis develops a conceptual framework based on the skills and competencies suggested by the American School Counselor Association (ASCA) for schools. The framework is then applied empirically to the Qatari context. The thesis relies on 10 in-depth qualitative interviews with school counselors. These interviews delve into the experiences and perceptions regarding their training and professional development.

The findings were based on a thematic analysis that demonstrates that schools in Qatar face significant challenges, including a lack of professional development, training opportunities, and dissatisfaction with their current education and training. They experience diverse roles requiring specialized preparation, highlighting the need for enhanced training to effectively support student development and address educational barriers. In conclusion, enhancing professional development for school counselors is crucial for improving their ability to support student well-being and academic success in Qatar. Overall, this research offers valuable insights into the complexities of school counselor training and development in Qatar, paving the way for policy interventions to improve counseling services and support the well-being of students in the country. This thesis concludes with three main recommendations. The first two recommendations are directed at improving the capacity of school counselors to undertake their role, and the final recommendation is targeted at the larger context in which school counselors operate.