This qualitative study examines the roles, practices, challenges and demands of school counselors (known as guidance counsellors) in Barbados. A focused ethnographic approach is used to provide a comprehensive and nuanced view of five school counselors’ experiences. Using thematic analysis (Braun & Clarke, 2006) to code and analyze the data from the interviews led to three overarching themes: the 3Rs (Roles, Responsibilities and Requirements); Problematizing the Policies, Politics and Culture; and School Family Community Contexts. This study’s findings have implications for school counselor practice, policy, and training in Barbados and other small states, especially those with a colonial history, as they develop and implement school counseling programs.

这项定性研究考察了巴巴多斯学校辅导员（称为辅导员）的角色、做法、挑战和要求。集中的人种学方法用于对五位学校辅导员的经历提供全面而细致的观点。使用主题分析 (Braun & Clarke, 2006) 对访谈数据进行编码和分析导致了三个总体主题：3R（角色、职责和要求）；问题化政策、政治和文化；和学校家庭社区环境。本研究的发现对巴巴多斯和其他小州，尤其是那些有殖民历史的小州，在制定和实施学校辅导计划时，对学校辅导员的实践、政策和培训有影响。