About Dr Mark Harrison
Services:
-
Supervision for school counsellors
-
Consultancy for senior leadership teams and middle managers on school counselling provision
-
Practical resources for educators, counsellors, and parents
-
Research-driven insights
-
Professional development support​
​
Qualifications
-
Graduate of Oxford University (Bachelors degree)
-
Master's degrees in education management and counselling
-
Doctorate in education with a focus on developmental and educational psychology
-
Registered member of the British Association for Counselling and Psychotherapy (BACP)
-
Registered clinical supervisor with the Asian professional Counselling and Psychology Association (APCPA)
-
SDS Accreditation in Clinical Supervision, Level 2 (BPS approved)
-
Associate fellow of the Higher Education Academy (UK)
​​​
Experience
-
Counsellor and clinical supervisor at St John's Cathedral Counselling Service in Hong Kong, working with families, teens, parents, teachers, school leaders, and a wide range of other clients
-
Assistant Professor at Hong Kong Shue Yan University, teaching undergraduate and postgraduate courses on psychology and counselling, and supervise postgraduate research
-
Many years of experience in school counselling, teaching, teacher training, and senior leadership in international schools in Hong Kong
-
Active researcher in the field of school counselling
-
Published many academic articles (Google scholar; Researchgate)​
-
Published two books on school counselling in Asia (See below)
-
Published articles in the media and other non-academic outlets (e.g., identifying and responding to bullying and how improved school counselling can address the mental health crisis in Hong Kong schools​​
-
Associate editor of the Journal of Psychologists and Counsellors in Schools
-
Editorial board member of the Journal of School-Based Counseling Policy and Evaluation​ and Counselling and Psychotherapy Research
School Counselling in East and South-East Asia
This book explores trends in the practice of school counselling in East and Southeast Asia in response to socioeconomic changes, developments in education and schooling, the growth of technology, and the legacy of the recent COVID-19 pandemic.
​
The volume adopts an ecological perspective, taking into account both schools’ institutional contexts and the sociocultural settings in which school counsellors work. Chapters focus on the needs, perspectives, and expectations of different stakeholders and explore the changing roles and identities of school counsellors. Contributions from Mainland China, Hong Kong SAR, Japan, Malaysia, The Philippines, Singapore, and Vietnam provide a wide-ranging account of the development of school counselling in the region and set out key themes and priorities for this fast-developing field.
Academics in the field of school counselling, practising school counsellors, academics involved in training programmes for school counsellors and students will find this an invaluable volume. More broadly, this text will be of interest to individuals involved in accrediting bodies for international schools in Asia, and school leaders tasked with overseeing counselling provision and that of well-being.
​
School Counselling in an Asian Cultural Context
School Counselling in an Asian Cultural Context focuses on the ways in which cultural setting influences the practice of school counseling, its effectiveness, and the experience of young people as they engage in counseling in schools.
​
The mental health of young people is increasingly a cause for concern, particularly in Asia’s high-pressured league-topping education systems, and the wellbeing of students is becoming more a part of the wider remit of schools. Mark Harrison presents a broad overview of the development and current practice of school counseling in Hong Kong in both local and international schools and examines this in relation to school counseling in US and UK settings as well as the wider Asia-Pacific region.
​
The book brings together two foci: the practice of school counseling in the Asian cultural context of Hong Kong, and the effectiveness and experience of school counseling from the perspective of young people and counselors. The diversity of schools in Hong Kong makes it a microcosm of trends and practices in school counseling globally and, as such, offers insights which will be of interest to students in training; school counselors, administrators and policy makers in the Asia-Pacific region and further afield.
​
Mark has been my supervisor for the last year. He has been a great support and has an excellent understanding of working in an international school setting. I would not hesitate in recommending him to other school counsellors as a supervisor.​​
Justin McLaughlin (Head of wellbeing, Kellett School, Hong Kong)