School Counseling Difficulties Perceived by School Teachers with Counseling Psychology Major

Counseling psychology and school counseling programs have been historically aligned since the inception of their respective professions. Given current trends, there appear to be differences in the foci and approach to training and professional engagement in the two disciplines. The current investigation surveyed programs in which counseling psychology and school counseling programs were housed within the same department or college to identify areas of collaboration. The survey and journal reviews revealed a divide in the areas of curriculum, service delivery, and professional organization engagement. There appeared to be better collaboration in research, although limited in scope. Although counseling psychology and school counseling continue to have shared values, current trends in curriculum needs, accreditation and professional foci suggest a limited scope of collaboration. Research may be an area in which the two professions can remain professionally engaged. We offer suggestions for increasing collaborative activities.

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Romanian experiences of primary school teachers on school counseling

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2010.03.086 ◽

2010 ◽

Vol 2 (2) ◽

pp. 694-697 ◽

Cited By ~ 1

Author(s):

Gianina-Ana Masari

Keyword(s):

Primary School ◽

School Counseling ◽

School Teachers ◽

Primary School Teachers

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Teachers' Perceptions and Experiences Consulting with School Counselors: A Qualitative Study

Professional School Counseling ◽

10.5330/1096-2409-20.1.77 ◽

2016 ◽

Vol 20 (1) ◽

pp. 1096-2409-20.1. ◽

Cited By ~ 4

Author(s):

Blair Cholewa ◽

Emily Goodman-Scott ◽

Antoinette Thomas ◽

Jennifer Cook

Keyword(s):

Elementary School ◽

Qualitative Study ◽

Elementary School Teachers ◽

School Counseling ◽

School Counselors ◽

School Counselor ◽

School Teachers ◽

Consultation Process ◽

Teachers Perceptions ◽

Teacher Consultation

School counselor-teacher consultation is an efficient strategy for school counselors to indirectly serve students on their caseload. Teachers' perceptions are crucial in examining this consultation process. This qualitative study examined elementary school teachers' perceptions and experiences of school counselor-teacher consultation. The researchers identified three themes: (a) school counselors prioritizing relationships, (b) school counselors taking initiative, and (c) school counselors' specialization. The researchers discuss implications for school counseling practice, including strategies for facilitating consultation with teachers.

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A Reaction to Counseling Psychology and School Counseling

The Counseling Psychologist ◽

10.1177/0011000003261356 ◽

2004 ◽

Vol 32 (2) ◽

pp. 263-269 ◽

Cited By ~ 4

Author(s):

Russell A. Sabella

Keyword(s):

School Counseling ◽

School Counselors ◽

Counseling Psychology ◽

Theoretical Language ◽

Common Interest ◽

Counseling Psychologists

Counseling psychologists and school counselors share some similarities in their history, training, and experiences. Although these similarities have fostered a common interest in educational and developmental interventions among children and some shared theoretical language, there remains several hurdles to effectively collaborating created by the significant differences in these two professions.

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Déjà Vu and Moving the Conversation

The Counseling Psychologist ◽

10.1177/0011000003261359 ◽

2004 ◽

Vol 32 (2) ◽

pp. 235-244 ◽

Cited By ~ 3

Author(s):

John P. Galassi ◽

Patrick Akos

Keyword(s):

School Counseling ◽

Counseling Psychology ◽

Conceptual Models ◽

Conceptual Frameworks ◽

Deja Vu ◽

Déjà Vu ◽

Barriers To Collaboration ◽

Counseling Psychologists ◽

Lack Of Knowledge

Romano and Kachgal argue for greater collaboration between counseling psychology and school counseling. Although their proposal has considerable merit, a variety of barriers to collaboration—including professional jealousies and turf, the lack of knowledge and interest of most counseling psychologists in schools, and the availability of benefits to sustain the partnership for all parties—must be addressed. We argue that adopting shared conceptual frameworks that return to and extend the roots of both disciplines is needed to foster and sustain the proposed partnership. Three conceptual models are presented.

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Gender, Empathy, and the Choice of the Psychology Major

Teaching of Psychology ◽

10.1207/s15328023top3001_03 ◽

2003 ◽

Vol 30 (1) ◽

pp. 19-24 ◽

Cited By ~ 30

Author(s):

Helen C. Harton ◽

Patrick C. Lyons

Keyword(s):

Perspective Taking ◽

Counseling Psychology ◽

Career Goals ◽

Male And Female ◽

Psychology Majors ◽

Psychology Major ◽

Clinical And Counseling Psychology

We compared male and female psychology majors to psychology minors and nonmajors to understand the trends in a growing major in which women outnumber men. A total of 451 psychology majors, minors, and nonmajors from 4 institutions completed a questionnaire measuring empathy, career goals, and perceptions of the importance of empathy for therapy. Perspective taking and a desire to enter a helping profession mediated the relation between gender and major, suggesting that personality contributes to the choice of a psychology major. Highly empathic students may choose psychology because they believe that empathy is important for success in clinical and counseling psychology.

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Promotion of Internationalization of Teacher Education

Handbook of Research on Study Abroad Programs and Outbound Mobility - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0169-5.ch026 ◽

2016 ◽

pp. 651-671

Author(s):

Sanja Tatalović Vorkapić

Keyword(s):

Social Sciences ◽

Higher Education ◽

Teacher Education ◽

Empirical Research ◽

Assistant Professor ◽

Graduate Study ◽

School Teachers ◽

Post Graduate ◽

Study Programs ◽

Psychology Major

Internationalization in (pre)school teachers' education presents a great challenge for all professionals included in the Higher Education (HE) sector, especially professors. As such, it implies a significant change that is accepted by students and professors who see it as a way of enrichment. In relation to the experiences of an Erasmus Coordinator and Assistant Professor in the field of social sciences (psychology major) at the Faculty of Teacher Education in Rijeka, Croatia, this chapter describes and analyzes this information in the context of internationalization promotion within this faculty. Implications that could be drawn from this analysis are closely related to running objective empirical research on students and professors toward internationalization in (pre)school teachers' education, creating clear and formal Erasmus procedures, and developing the pre-requisites for international (post)graduate study programs.

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Back to School for Counseling Psychology?

The Counseling Psychologist ◽

10.1177/0011000003261367 ◽

2004 ◽

Vol 32 (2) ◽

pp. 286-291 ◽

Cited By ~ 4

Author(s):

James W. Lichtenberg ◽

Rodney K. Goodyear

Keyword(s):

Public Education ◽

School Counseling ◽

Counseling Psychology ◽

Training Programs ◽

Graduate Training ◽

Colleges Of Education ◽

Shared History ◽

Graduate Training Programs ◽

Over Time ◽

Counseling And Counseling Psychology

Despite an early shared history with school counseling, counseling psychology has, over time, distanced itself from the schools. Current circumstances with regard to public education and questions about the relevance of counseling psychology’s graduate training programs within schools and colleges of education have resurrected consideration of a partnership between school counseling and counseling psychology. In this response, the authors question the motives and sincerity of counseling psychology’s embracing school counseling as a partner, as well as the feasibility of the proposed partnership.

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