An Assessment of the Stigmatization of School Counseling Services in Developing Countries

Abstract

Developing countries are a primary focus in evaluating global mental health. The field of school counseling has the potential to act as the bridge between mental health needs and the delivery of evidence-based support. Research efforts to evaluate the underdevelopment and underutilization of mental health services in developing countries may assist in reducing stigmatization of counseling services, and subsequently promote the advocacy of culturally specific needs (Raney & Çinarbas, 2005). Stigmatization of mental health services is proposed as a hindrance in the development of school counseling programs. Researchers aim to decrease stigma in both community and school settings in the advocacy of students in developing countries. Efforts to investigate societal beliefs and stigmatization include analysis of general community, administrative, and teacher perspectives (Stockton & Güneri, 2011; Ibeziako, Omigbodun, & Bella, 2008). Ibeziako et al. (2008) argues that “despite evidence on the prevalence of child mental health problems and disorders in developing societies, there has been limited research on how these problems are perceived...”. The literature review at hand aims to provide an assessment of research on perceptions of mental health in developing countries in relation to school counseling services. The research collected places emphasis in analysis of developing countries’ counseling training resources, school counseling identity, perception of mental health issues, and implications in culturally-sensitive counseling development