Abstract
While informal counselling support and guidance have long been regarded as essential aspects of the pastoral role of the teacher, many teachers report that they feel neither prepared by teacher training for this role or personally confident to carry it out in school. Here, we will provide evidence from teachers and students in Hong Kong, that experiential in-service counselling skills training can result in important attitude changes towards teaching and learning. The teachers in the study reported a more "humanistic" rather than "custodial" attitude towards their students, a greater preference for "co-operative learning" rather than "competitive" or "individualised learning" and a stronger expectation that students would take control of their own leaning processes. Their students in turn reported a clear shift to a more positive social-emotional climate in their classrooms.
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