School-based Psychosocial Support: Asset-based Approach for Positioning Guidance and Counselling as a Core Component

The necessity for school-based psychosocial support (SBPSS) provision has become a fundamental issue in global education systems. However, for many schools in Lesotho, and in other Sub-Saharan countries, there seem to be no clarity on the position of guidance and counselling (GC) in school psychosocial support (PSS) undertakings. This paper considers G/C as an essential component of psychosocial support provision in schools, and argues that G/C should be well positioned so that it becomes the core component of PSS activities. The paper intents to address issues raised by international research that against the backdrop of ever increasing complex societal challenges that impact negatively on school going population and school life in general, there is need strengthen G/C as part of PSS activities. The interplay of the various challenges often makes the adverse experiences more complex, subsequently causing adjustment disorders among students. Underpinned by asset-based approach and relational leadership theory, this study employed qualitative semi-structured questionnaires, online free attitude interviews and focus group discussions to explore teachers’ perspectives on possibilities for positioning GC as the core component of SBPSS. This study uncovered various factors contributing to undecided position of GC. The study concluded that schools need to tap into asset-based approach to strategically position GC in SBPSS undertakings.

network for education in emergencies (INEE) (2016) states that PSS refers to the actions that address both the social and psychological needs of individuals, families and communities. In this paper PSS is considered as a type of intervention or support that aims to protect or promote psychosocial wellbeing, or to prevent or treat mental disorders, often focusing on human capacity and an enabling environment (Heltne et al., 2020).
Various researchers generally believe that positioning GC as a core component of PSS is another approach to respond to both psychological and social variables of psychosocial needs (UNICEF, 2003;Heltne et al., 2020;Mushandjaa et al., 2014;MoET, 2005;UNICEF, 2009). That is GC can help students overcome their emotional problems and change maladjusted behaviours, while promoting learners' positive inter personal relationships with family, community and friends. Moeti (2016); Ocansey and Gyimah (2016) and Egbo (2015) concur that GC can assist people with self-awareness, understanding their problems, and how to cope with them. Moreover, UNICEF (2003) asserts that GC has a way of dealing with psychosocial and emotional problems of children in difficult circumstances by addressing their thoughts, feelings and behaviour. In this article GC is regarded as an essential component that supports PSS standards of care and intention to meet ongoing emotional, social and spiritual needs of students as they cope with life's challenges (Mattingly 2020). The authors of this article support literature that shows that through well positioned GC schools and teachers can act as protective resources for care and support (Ebersohn et al., 2015). Ebersohn et al. (2015) argue that teachers' positive adaptation places them in a better position to provide psychosocial support and care.
Likewise, UNICEF (2003) states that teachers are in an ideal position to support children with social and emotional challenges since they have extensive experience of children's development and ability to identify those who experience difficulties.
Several reports from different countries such as Japan, Bosnia, Croatia, Palestine and Kosovo show that teachers are trained in psychosocial support provision (UNESCO, 2015). Teachers are trained to ensure supportive relationships that address psychological and emotional problems of learners. For instance, a training handbook on psychosocial support prepared by UNICEF (2003) shows that one of the objectives of the training is to ensure that teachers acquire basic skills needed for counselling, and understand the steps, principles, and process of psychosocial counselling. Nonetheless, it is evident from the reviewed literature that in some parts of the world (particularly the Sub-Saharan region, where Lesotho is situated) school counselling service is still negligible compared to other educational services (Idat et al., 2017;Mushaandja et al., 2013;Mosia, 2015).

Context of the Study
There is small but growing literature base addressing SBPSS in Lesotho. This study draws from reports by international organisations and a few research studies addressing the vulnerability of the school-going population in Lesotho. For instance, UNICEF Annual Report (2017) reports that Lesotho www.scholink.org/ojs/index.php/jetss Journal of Education, Teaching and Social Studies Vol. 3, No. 3, 2021 75 Published by SCHOLINK INC. remain one of the poorest countries in Sub-Saharan Africa, with unemployment rate of 33 per cent among young people. The report also shows that the country had the second highest HIV prevalence in the world (25 per cent) with new infections among females aged 15-19. This contributes to increased populations of orphans and vulnerable children. Another report by USAID (2013) , 2005). The paradox is that none of these professionals were ever placed to work closely with schools. This article considers this as is an indication of application of needs-based approaches that promote dependence from outside expertise ignoring available assets, skills and talents within schools. This attitude leaves the schools with a negative view of themselves as incapable of providing GC to students.

Aim of the Study, Objectives and Research Questions
This paper aimed to explore teachers' perspectives on the possibilities for positioning GC as a core component for school-based psychosocial support (SBPSS). The findings of the enquiry will inform policy and the development of strategies for positioning GC as a core component for school-based psychosocial support activities. In addition, the findings may inform the MoET, teacher training institutions and principals on the perceptions of teachers on the possibilities for purposeful positioning of GC as a core component for SBPSS. Apart from that, the study aimed at influencing schools to tap into asset-based approach and other collectivistic and participatory approaches as essential ingredients for enhancing GC, and purposively position it as a core component for school-based psychosocial  To establish the position of GC in SBPSS undertakings.


To explore teachers' perspectives of enablers for strategic positioning of GC in PSS undertakings.
The following research questions underpin this study.
 What is the current position of GC in PSS activities in Lesotho schools?
 What enablers are necessary for strategic positioning of GC in PSS undertakings in Lesotho schools?

Theoretical Underpinnings
This study is grounded in an eclectic mix of Asset-based (AB), Flocking Together (FT) and Relational leadership (RL) theories. These theories support the general agreement that GC should be a shared responsibility of all school staff members (Boitt, 2016;McIntonsh, 2013;Nzeleni, 2015). In addition, they support the assumption that care and support strategies draw on what is available collectively, including social, cultural, spiritual, natural and financial resouces (Ebersohn et al., 2014). Boitt's (2016) shares the same sentiments in his argument that no matter how committed and competent counsellors may be, they cannot provide effective GC services without the co-operation of all the stakeholders.
This suggest that GC provision need to be based on the principle that care and support comes with a caveat to use resources in a way to gradually become less dependent on assistance (Ebersohn et al., 2014). In this study, the requirement for asset-based approach is based on the author's belief that there is a need to shift from commonly adopted needs-based approach that focuses on problems than available strengths (Ebersohn & Eloff, 2006;Ebersohn et al., 2015;Myende, 2015) while also promoting dependency. The intention is to influence the change of mind set that schools cannot manage to develop GC programmes without the presence of Psychologists and social workers in schools. The problem is more often, schools principals and teachers pay attention to this problem ignoring the fact that teachers' basic knowledge and skills for counselling can be harmonized and utilized to ensure that learners continuously get GC support. Ebersohn and Ellof (2006) argue that needs-based approach creates mental maps of communities that encourage its members to think about themselves as fundamentally deficient and powerless victims of their circumstances.
The asset-based approach aims at empowering those involved, such as teachers, learners, parents and other members of staff. In addition, it focuses on available assets, strengths, resources, capacities and skills (Ebersohn & Eloff, 2006;Ebersohn et al., 2015). communities need to adopt this mind-set despite their deficiencies. In fact, Ebersohn et al. (2015, p. 5) state it clearly that "in line with psychosocial support and care, the fundamental principles of the asset-based approach include ownership and responsibility, practical solutions, a caring and supportive environment, building individuals' strengths, and ennoblement, together with collaboration and the establishment of partnerships and networks".
The theory of Flocking together is an indigenous psychology theory of resilience that developed by Liesel Ebersohn. In this theory, Pukepuke (2019) shows that Ebersohn has harnessed the African principles of collectivism and reciprocity-of -care held within the concept of Ubuntu. The intention was to highlight indigenous resilience responses to adversity. In this article, flocking together and asset-based approach under relational leadership are considered as the best way to promote resilience practices by schools, and as a response to the adversities specific to African experience (Pukepuke, 2019). Flocking as a theoretical concept is considered as a relational interdependent adaptive response to the destitutions experienced by African communities (Pukepuke, 2019) particularly schools in marginalised backgrounds. Ebersohn (2020) argues that in Africa, where large-scale adversity is normative, interdependent resilience mechanisms such as flocking responses denotes targeted joint resource distribution to counter extreme adversity. Flocking as a social support pathway encourages and support positive education outcomes. It encourages and motivates teachers to work collaboratively with parents to provide social and psychological support in different ways to respond to leaners' varying needs. Above all, flocking promotes teacher-led GC practice that has potential to impact positively on health and wellbeing outcomes. In addition, teachers can use social connectedness to link with officials who can assist in different ways.
Relational leadership theory supports collaboration, partnership and networks necessary for identifying available assets and strengths within schools. Its components of inclusive, purpose, empowerment, ethics and process (Komvies, 2007;Burns et al., 2015, Gittell & Douglass, 2012 are considered in this article as guiding principles in efforts to properly position GC as core component for SBPSS. Gittell and Douglass (2012, p. 720) state that RL is "a reciprocal interrelationship between groups of people to make sense of the situation, to determine what is to be done and how to do it". The inclusive component fosters creation of cognitive and social spaces for collective construction and re-construction of knowledge necessary for positioning of GC. RL suggests inclusive and collaborative practices (Komvies, 2007) that put everyone involved at the centre. Its aim is to improve the human condition as it raises all participants to levels at which they can become effective leaders through the sharing of skills, information and experience (Komvies, 2007).

Methodology
This study employed qualitative approach to explore teachers' perspectives on possibilities for positioning GC as a core component for SBPSS. The qualitative approach was chosen because it allowed the researchers to study the problem and to make sense of, or to interpret it in terms of meanings participants bring to them (Mertens 2005). The paper aimed at understanding "social and psychological phenomena from the perspectives" (Welman et al., 2005, p. 191) of teachers since they are naturally involved in PSS activities in schools. In other words, this approach was used so that the understanding of constructs held by people in the context of research is well interpreted for a better understanding of meanings they attach to the situation of GC in their schools and/or the phenomenon under investigation. In addition, the qualitative approach helped the researchers to engage in discussions and dialogue with selected participants, where they were able to enquire for in-depth explanations and descriptions required for better understanding of the phenomenon (Moeti, 2016).

Participants and Recruitment Procedure
The study adopted a purposive selection of participants. All the 18 participants are professional teachers. Eight of them have graduated for in-service B.Ed Honours in Educational psychology the previous academic year (2019/2020), while ten of them are in their final academic year (2020/2021) in the same programme at one teacher training institution in Lesotho. Students who enrol in this programme have to register for "Counselling Psychology, Theory and practice" as a compulsory course.
The course is intended to build on their basic counselling skills acquired from undergraduate programme (B.Ed) where it is mandatory to register for "Introduction to guidance and counselling" course. The selection of the participants was on the basis that they all had more than five years of teaching experience. Hence the researchers believed that the participants had the necessary information concerning the provision of PSS in schools, particularly the position of G/C in PSS activities. The other reason for the selection of the afore mentioned groups of teachers was the assumption that by virtue of their training in "Counselling Psychology, theory and practice" in postgraduate programme, they are more knowledgeable in the subject under study, thus well positioned to provide descriptions and explanations required to respond meaningfully to the questions that guided the study. Phone calls and online (whatsapp groups) were used to invite the selected participants. A total of 18 out of 28 invited teachers voluntarily participated in the study. The study adopted online data generation process, using phone calls, whatsapp, email and Google meet (Lefever et al., 2007).
Qualitative semi-structured questionnaires, telephone free attitude interviews and Google meet focus groups discussions (FGDs) were used to gather data. Whatsapp and email were used to distribute the questionnaires to the participants, and to receive the answered questionnaires. Google meet was used for conducting two focus group discussions which lasted for one hour thirty minutes each. Tates et al.
(2009) support that online focus group methodology is a feasible tool for generating qualitative data, and may be offer new opportunities to collect data in other hard-to-include populations. The advantage of using online group discussions as further argued by Tates et al. (2009) is that it gives participants an opportunity to articulate their experiences and views in a way they might not have done in a traditional group discussion. Whatsapp groups were also used to agree on the suitable time for everybody to participate in FGDs. Prompts were used to trigger and sustain dialogue during FGDs. Rabiee (2004) states that the aim of focus groups is to understand and explain the meanings, beliefs, and cultures that influence the feelings, attitudes and behaviour of individuals. In order to capture data, the first author used note taking. There were also recordings which were transcribed. Both Sesotho and English languages were used during data generation process. In order to curb language barriers to freely express oneself the participants were told that they were free to respond either in any of the two languages.

Ethical Issues
Ethical considerations are important around conducting the research (Fleming & Zegwaard, 2018). The researcher sought for informed consent to participate in the study from the participants. The intention to undertake the research was thoroughly explained to the participants so that informed consent become the cornerstone of this research study (Fleming & Zegwaard, 2018). In addition, data generation processes to be used were explained to participants so that they were fully informed of what will be asked of them. and how the data would be used. In addition, the researchers explained to participants that participation was voluntary, and the participants were free to withdraw whenever they felt like (Kaewkungwal & Adams, 2019). The participants were assured that their identity will be kept confidential. The researcher sought for informed consent verbally from the participants (Moeti, 2016).
No one was coerced to participate.

Data Analysis
Thematic analysis was used to examine data and to gain meaningful comprehension of participants' perspectives. The researchers examined all the data generated to identify patterns within the data.
Thematic analysis is generally considered as a useful method of analysing qualitative data that offers an accessible and theoretically flexible approach (Nowell, Norris, & White, 2017). In addition, thematic analysis is regarded as a valuable method for examining the content of responses from data collected from open-ended survey questions, focus group discussions, or interviews (SAGE research methods datasets, 2019). Since the researchers were determined to understand the phenomenon under inquiry from the participants' perspectives, knowledge, experiences and values, thematic analysis allowed them to closely examine the generated data to identify, analyse, organise, describe and report themes (topics, thoughts and patterns of meaning) found within data set (Nowell et al., 2017;Maguire & Delahunt, 2017 (Nowell et al., 2017) follow the most common Braun and Clarke (2006) six-step approach to data analysis (Maguire and Delahunt, 2017). They started by familiarising themselves with data (which involved written texts, notes and recordings, which were first transcribed, reading through the transcripts) and then generated codes using pens and highlighters.
Each code described the feelings and perspectives expressed in a particular part of the text. The codes allowed the researcher to gain a condensed overview of the main themes and common connotations that frequently appeared in the data (Caufield, 2019). After that, the patterns were identified and organised into themes. These themes were reviewed to check that they accurately represent the generated data (Maguire & Delahunt, 2017 generated data, helping her to produce a clear and organised final report (Nowell et al., 2017).

Findings
The thematic analysis of generated data yielded three main themes under which subthemes emerged.
The themes are presented in the following sections.

The Current Focus of PSS
The findings revealed that the psychosocial support undertakings focus more on provision of material needs. Many participants commented that vulnerable learners in their schools are usually supported by providing them with food, books and uniform. Some teachers pointed out that even in the cases where schools get support from the community members and NGOs, the support is the same. component of SBPSS. The results also uncovered several drawbacks that obstruct positioning of GC as a core component of PSS. should involve. They believe this contributes to lack of purposefulness and proper positioning of GC.

Drawbacks Seeming to Obstruct The Proper Positioning of GC in PSS
The following assertions depict some of the teachers' observations and thoughts concerning shared understanding.

Some believe that teachers have what it takes to provide counselling to students, while others
believe that counselling need to be provided by a professional counsellor. We never make an effort to agree on one thing.
Another teacher stated her opinion in this way:

I think we have learned a lot about GC during our training. The problem is we never sit together
as staff members to discuss how we can make use of our knowledge to develop our own programmes that suits our context.

The above assertions indicate teachers' awareness of the significance of shared understanding of what
GC provision should involve. They also reveal that teachers consider communication as a facilitative element in ensuring common understanding and purposefulness in GC initiatives. It is also evident that the participants have differing views about teachers' aptitudes for providing GC to learners. Lack of shared understanding as a problem in GC implementation is well documented (Chabela, 2010;Reavie, 2015). Mushaandja et al. (2013) argue that where there is lack of shared understanding and vision, teacher counsellors are in a quandary about which part of GC is more essential to meet national educational goals.

Lack of Enabling GC Leadership
Participants showed principals usually fail to show strong support for teachers' efforts to provide GC to learners. In their view this is discouraging. This finding validates the findings of the previous studies which show that lack of support for teacher counsellors is one of the factors that hinder efficient GC activities Boitt, 2018). This is revealed in the succeeding statements: The above comments indicate that teachers have a feeling that teacher counsellors are not adequately supported to run meaningful and purposeful GC activities. In some cases they are not even clear of what is expected of them. It is however noted by the researcher that some teachers can trust and rely on other teachers who seem interested and more knowledgeable in GC matters for support. The researcher could deduce from teachers' assertions that selection of teacher counsellors is not relational since there is failure to continuously support them.

Perceived Enablers for Positioning GC as SBPSS Core Component
Data analysis revealed teachers' perceived enablers for positioning of GC.
In terms of teamwork and inclusivity, participants emphasized the need for team approach. Several of them share the same view that teamwork is vital for promoting the sharing of knowledge and perspectives that might be necessary for common understanding and shared goals. The other shared perspective is that teamwork facilitates continuous construction of knowledge that may be necessary as more challenges emerge. Another issue raised was that teamwork can enhance coordinated communication.
Teamwork is necessary because it will allow teachers to share knowledge and idea concerning GC practice. It means we can learn from one another.

Another teacher said:
I also think it is easier to communicate about what the school wants and aims to achieve when people work as a team.
From the preceding statements, we could deduct that participants understand that their counselling skills can be efficiently utilized when there is team approach work. Research also attest to this Boitt, 2016).
Stakeholders' commitment as another enabler was emphasized by almost all participants. They hold that the success of properly positioning GC depends on commitment by schools administration, teachers, parents, leaners and other pertinent stakeholders. In their view commitment can help schools to reach the shared goals. Some of them highlighted that commitment can allow individuals to freely and willingly utilize their talent to support collectively owned plan and mission.
The participants were also emphatic when talking about empowerment as another enabler for positioning GC. They perceive empowerment as the condition in schools that involves creating a school climate that encourages all members of the school and parents to recognise that they have a right and responsibility to take ownership of the plan to appropriately position GC in PSS. This view is expressed in the statements below: They should be involved from the onset so that it becomes easier for them to understand their roles.

Another teacher supported:
This is important. It does not feel good to be told to implement something that you were never part of its plan and decision making, particularly when it concerns your day-to-day work.
Our findings show that almost the participants share similar views as far as empowerment is concerned.
Analysis of some of the statements reveals that teachers also recognise the value of strong school leadership in ensuring empowerment of those involved in mission for positive change such as the proper positioning of GC. In this context, empowerment may also imply that teachers' thoughts and opinions are accommodated, and teachers are encouraged and permitted to lead in ways that motivate them.
Participants were particularly articulate about the need for strong school leadership. They described strong leadership as that which values and focus on building positive relationships. They argued that positives relationships are essential conditions for successful teamwork and inclusion of multiple knowledge systems necessary to inform and guide context responsive GC undertakings. Komvies (2007) suggests that such relationships should be built on trust, respect and interdependence. In addition, they pointed out that positive relationships serve as external motivators for commitment by those involved.

Discussions
The discussion section of this paper is presented underneath according to the findings under identified themes.

The Current Focus of PSS
Participants' responses indicate that currently PSS activities focus on provision of material needs. All the participants agree that although GC is generally regarded as an essential component for PSS, it has never been strategically and purposively positioned as a core element of PSS activities. The admission by all the participants that GC practice is very casual and sporadic indicate that available resources in schools such as teachers' basic counselling skills are not coordinated and utilized as part PSS activities.
This also indicates many learners in need of GC service are not provided such opportunity.
Consequently, the psychological variable of psychosocial well-being is left unattended to. This finding was confirmed by Mosia and Lephoto (2014) who revealed that GC practice in Lesotho schools is random, with no clear direction and shared purpose. In another study Mosia (2015)  learners' problems as they emerge. It was also revealed by this study that even though Lesotho teacher training institutions equip teacher trainees with basic counselling skills there is never a follow up, and support on how these skills can be utilized through well planned, purposeful GC activities.
Consequently, selected teacher counsellors and volunteers often work isolation and ultimately feel discouraged to continue organising GC activities.

Seeming Drawbacks Obstructing the Proper Positioning of GC in PSS
Almost all participants pointed to lack of strong leadership for PSS activities as one of the drawbacks and blockade for proper positioning of GC. Participants' commends revealed that although in many schools certain teachers are usually selected to take be responsible for the running of GC activities, there is never clear vision, purpose and goals. Consequently GC activities become inconsistent and fail to sustain. Participants appeared to perceive this as an indication of feeble PSS leadership. Lack of policy to guide PSS provision, particularly GC implementation was uncovered as another contributing factor to inconsistencies and lack of direction.
Although MoET continuously talks about the need to strengthen GC provision in schools (MoET, 2005; MoET, 2011) the findings of this study show that up to this far, MoET has not managed to support schools in developing structured GC programmes. Participants pointed out that in rare cases workshops are held for teachers on issues of PSS. In relation to such workshops, participants concurred there is a hardly follow up to assess and support the application of newly acquired skills. Subsequently, the situation of haphazard, inefficient and inconsistent GC and probably other PSS activities remains the same.
Generated data on factors contributing to underutilization of GC point to lack of team work, lack of shared understanding of what GC provision should entail and necessity for enabling leadership. For example, teachers mentioned that those selected to be responsible for GC activities usually work alone without clear support from administration and fellow teachers. This corroborates the findings of the previous research done in Lesotho and other countries (Boitt, 2016;Chabela, 2010). It is worth noting that due to the nature of this study, reports on GC activities in Lesotho may not apply to all schools.
Nonetheless, a substantial number of teachers from different parts of the country reported similar experiences and perceptions in relation to GC undertakings in schools.
Contrary to the view that GC should be the responsibility of all staff members working collaboratively with learners and parents (Nzeleni, 2015;Low et al., 2013) The findings on lack of shared understanding and lack of support for teacher counsellors corroborate the reviewed literature and the previous research findings by several scholars (Boitt, 2016, George, 2014Nzeleni 2015;Mushandjaa et al., 2013 (2012) state that relational leadership denotes a reciprocal interrelationship between groups of people to make sense of the situation, to determine what is to be done and how to do it.

Conclusion
From the findings of this study, it is evident that GC is not well positioned as an essential component of fundamental principles of the asset-based approach include ownership and responsibility, practical solutions, a caring and supportive environment, building individuals' strengths, and ennoblement, together with collaboration and the establishment of partnerships and networks. From this statement it can be concluded that asset-based approach is emancipatory since it encourages the principals, teachers and parents to work together in identifying available resources and talents in schools so that they can be harmonized and utilized for sustainable purposeful position of GC. Under relational leadership which this article recommends that it should also be adopted, stronger teams can be built to facilitate purposeful positioning of GC that responds to the needs of schools and the communities. Asset-based approach recognise teachers' basic counselling skills as the available assets and the foundation in which more comprehensive GC programmes can be developed.
In what external support is needed, where and how to get it. In conclusion, it suggests common understanding how to keep on strengthening GC practice.