A Model for Supervising School Counseling Students Without Teaching Experience

2006 ◽  
Vol 45 (4) ◽  
pp. 267-281 ◽  
Author(s):  
Jean Sunde Peterson ◽  
Connie Deuschle
Keyword(s):  
School Counseling ◽  
Counseling Students ◽  
Teaching Experience ◽  
School Counseling Students

scholarly journals Using Flipgrid Discussions to Increase School Counseling Students’ Cultural Competence in the Online Classroom

2021 ◽  
Author(s):  
Rebekah F. Cole
Keyword(s):  
Cultural Competence ◽  
School Counseling ◽  
Counseling Students ◽  
T Test ◽  
Control Group ◽  
Global Perspectives ◽  
Paired Samples ◽  
Post Test ◽  
Quasi Experimental ◽  
School Counseling Students

This pre-test/post-test quasi-experimental design study investigated the use of Flipgrid to increase school counseling students’ cultural competence, which was measured by the Global Perspectives Inventory (GPI). Student participants in the experimental group utilized Flipgrid to engage in cultural discussions while participants in the control group utilized Blackboard discussion boards. An independent samples and paired-samples t-test were used to analyze the participants’ scores in the experimental and control groups. The statistically significant findings of the paired samples t-test suggest the effectiveness of utilizing Flipgrid in order to increase students’ cultural competence in the online learning environment. The study’s implications for teaching and research are discussed.

scholarly journals More Than Just an Internship: One University’s Collaboration with a Rural School District to Attract, Develop, and Retain School Counselors

2021 ◽  
Vol 42 (3) ◽  
pp. 56-62
Author(s):  
Rawn Boulden ◽  
Christine Schimmel
Keyword(s):  
School District ◽  
School Counseling ◽  
School Counselors ◽  
Counseling Students ◽  
Rural School ◽  
West Virginia University ◽  
Rural School District ◽  
Immersion Experience ◽  
Rural Appalachia ◽  
School Counseling Students

This promising practice describes an innovative collaboration between West Virginia University, a land grant institution situated in the middle of rural Appalachia, and Kanawha County Schools, located in Charleston, WV. The partnership aimed to assist the rural school district by supporting children in three elementary schools and by providing the university’s school counseling students an immersion experience in rural schools, with the hope of retaining them in the school district following graduation. The collaboration fulfilled the original mission of the program in two ways; first, the school district retained one-third of the school counseling students who participated. Secondly, the collaboration was met with overwhelming support by district leadership, resulting in an increase in school counseling students entering the program in the next academic year.

scholarly journals Mentoring and Supervising International Students in School Counseling Programs

2019 ◽  
Vol 9 (3) ◽  
pp. 912-928
Author(s):  
Bridget Asempapa
Keyword(s):  
International Students ◽  
School Counseling ◽  
International Student ◽  
Counseling Students ◽  
The United States ◽  
International School ◽  
Counseling Programs ◽  
Counseling Training ◽  
School Counseling Programs ◽  
School Counseling Students

Graduate counseling programs in the United States have increased their population of international students. However, limited studies have addressed the challenges of international students, specifically in school counseling programs. Considering the cultural disparities that exist for international school counseling students and the challenges associated with being an international student in general, this article identifies and delineates a culturally appropriate mentoring and supervision model that has the potential to shape the experiences of international students in school counseling training programs. The model presented through a case study argues that intentional mentoring and supervision for international school counseling students enhance productivity during students’ field experiences in U.S. school systems.

School Counseling: Is Teaching Experience Necessary?

TCA Journal ◽  
1998 ◽  
Vol 26 (1) ◽  
pp. 28-33
Author(s):  
Laurie L. Willamson
Keyword(s):  
School Counseling ◽  
Teaching Experience

Middle School Counselors’ Competence in Conducting Developmental Classroom Lessons: Is Teaching Experience Necessary?

2008 ◽  
Vol 11 (6) ◽  
pp. 2156759X0801100
Author(s):  
Nancy Bringman ◽  
Sang Min Lee
Keyword(s):  
Middle School ◽  
School Counseling ◽  
School Counselors ◽  
Teaching Experience ◽  
Perceived Competence ◽  
Counselor Educators ◽  
Counseling Experience ◽  
Middle School Counselors ◽  
The Relationship

Is teaching experience necessary for school counselors to feel competent when conducting developmental classroom lessons? The study in this article investigated the relationship between previous teaching experience and practicing middle school counselors’ perceived competence in conducting developmental classroom lessons. Results suggested that although teaching experience was significantly related to competence in conducting developmental classroom lessons, this effect decreased dramatically and became nonsignificant when school counseling experience was considered. Implications of the findings for school counselors and counselor educators are presented.

Stretching Leadership: A Distributed Perspective for School Counselor Leaders

2009 ◽  
Vol 13 (2) ◽  
pp. 2156759X0901300
Author(s):  
Chris Janson ◽  
Carolyn Stone ◽  
Mary Ann Clark
Keyword(s):  
School Leadership ◽  
School Counseling ◽  
School Counselors ◽  
Distributed Leadership ◽  
School Counselor ◽  
Counseling Students ◽  
Individual Responsibility ◽  
Counseling Practice ◽  
Multiple Leaders

Leadership is a central role of the school counselor. However, this role is often intimidating to school counselors and school counseling students when viewed as a solitary undertaking. In contrast to the view that leadership is an individual responsibility, the distributed leadership perspective offers a counterview in which school leadership is stretched over multiple leaders. The application of the distributed leadership perspective to school counseling practice might serve to alleviate school counselor apprehension regarding leadership, while contributing to an understanding of “how” this leadership occurs, as well as how it might be improved.

The Assessment of School Counseling Competencies as a Tool to Support School Counseling Students, Supervisors, and Training Programs

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2098105
Author(s):  
Glenn W. Lambie ◽  
Jaimie Stickl Haugen
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Academic Career ◽  
Counseling Students ◽  
Counseling Competencies ◽  
Counselors In Training ◽  
Developmental Needs ◽  
Counseling Trainees ◽  
Counseling Professionals

The Assessment of School Counseling Competencies (ASCC) is a measure designed to assess school counseling trainees’ student learning outcomes in four domains: (a) school counseling program development; (b) academic, career, and social/emotional student services; (c) evaluation and assessment; and (d) professional dispositions and behaviors. The ASCC aligns with standards from the Council for Accreditation of Counseling and Related Educational Programs and the American School Counselor Association, supporting sound evaluation processes and continuous programmatic improvement. This article (a) reviews the developmental needs of school counselors in training and the importance of sound evaluation measures; (b) introduces the ASCC as a tool to promote the development of reflective, ethical, and effective school counseling professionals; and (c) offers implications of the ASCC for quality program evaluation and research.

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