scholarly journals Supervision Experiences of School Counselors-in-Training: An Interpretative Phenomenological Study

2021 ◽  
Author(s):  
Anita Pool ◽  
Kristen N. Dickens ◽  
Matthew Lyons ◽  
Barbara Herlihy
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Interpretative Phenomenological Analysis ◽  
Phenomenological Study ◽  
Master's Level ◽  
Counselors In Training ◽  
Multiple Systems ◽  
Student Preparation ◽  
Site Supervisors ◽  
Counselor Education Program

School counselors-in-training receive university and site supervision during their field experiences. University supervision may be provided by a faculty member or doctoral student who lacks school counseling experience. School counselors as site supervisors may not be trained to supervise. Further, the multiple systems may have differing expectations for supervisees. Interpretative Phenomenological Analysis was used to explore the lived experiences of eight master’s level school counselors-in-training with supervision. The four super-ordinate themes included: impact of counselor education program, supervisor characteristics, significance of feedback, and characteristics of the supervisee. Findings suggested programmatic changes counselor educators can make to strengthen student preparation.

Growing Together: A Developmental Model for Training School Counseling Site Supervisors

2016 ◽  
Vol 20 (1) ◽  
pp. 1096-2409-20.1. ◽  
Author(s):  
Pamelia E. Brott ◽  
Victoria Stone ◽  
Tamara E. Davis
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Developmental Model ◽  
Research Approach ◽  
Counselors In Training ◽  
Training Experience ◽  
Practical Action ◽  
Action Research Approach ◽  
Site Supervisors

Using a practical action research approach, the authors sought to better understand school counseling site supervisors’ training. This article describes the collaborative leadership of the Northern Virginia School Counseling Leadership Team to develop and provide a model for school counselor site supervision. Based on 3 years of data, the authors describe who participates and their needs, strengths, and concerns as site supervisors. Results support the need to provide supervision training to increase school counselors’ self-efficacy as supervisors so that they can deliver an effective training experience for practicum and internship counselors-in-training.

School Counselors-in-Training in International Dialogue: A Study of Cultural Immersion

2019 ◽  
Vol 28 (2) ◽  
pp. 162-178
Author(s):  
Jean Sunde Peterson ◽  
Dong-gwi Lee ◽  
Chandni Shah ◽  
Natalie Koomler ◽  
Teresa Taber-Doughty
Keyword(s):  
Cultural Values ◽  
School Counseling ◽  
School Counselors ◽  
Family Life ◽  
Phenomenological Study ◽  
Cultural Immersion ◽  
Mutual Benefit ◽  
Counselors In Training ◽  
Making Sense ◽  
Nuanced Understanding

A phenomenological study explored how five U.S. school counselors-in-training experienced cultural immersion in family life, schools, agencies, and community in the Netherlands. The central phenomenon emerging from reflection papers was that insights about cultural values led to making sense of how school counseling and special education were conceptualized. Students’ growth in cultural competence evolved from an initial preoccupation with concrete differences to a nuanced understanding of, and preference for, Dutch institutions and policies, and finally to a balanced view of U.S. and Dutch cultures. Findings attest that deep learning can occur in 2 weeks if thoughtful preparation, mutual benefit, collaboration, homestays, and community experiences are elements.

scholarly journals The Experiences of School Counselors as Antibullying Specialists: A Phenomenological Study

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1987079
Author(s):  
Michael D. Hannon ◽  
Angela I. Sheely-Moore ◽  
Thomas Conklin ◽  
Andrew J. Reitter ◽  
Kathy A. Gainor
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Phenomenological Study ◽  
Role Conflicts ◽  
State Legislation ◽  
Counseling Practice ◽  
Phenomenological Design

To learn about school counselors’ experiences in being assigned as their school’s antibullying specialist (ABS), per state legislation, we interviewed six school counselors and analyzed their responses using interpretative phenomenological design. The participants’ responses reflected three overarching themes describing their ABS experience: negotiating different bullying definitions, the “dumping ground” position, and inherent with role conflicts. We present implications for school counseling practice and recommendations for school counseling research.

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.

scholarly journals School Counseling Interns’ Lived Experiences Addressing Social Determinants of Health

2021 ◽  
Author(s):  
Alexandra C. Gantt ◽  
Kaprea F. Johnson ◽  
Judith W. Preston ◽  
Brittany G. Suggs ◽  
Megan Cannedy
Keyword(s):  
Social Justice ◽  
Social Determinants Of Health ◽  
School Counselors ◽  
Social Determinants ◽  
Phenomenological Study ◽  
Determinants Of Health ◽  
Identity Conflict ◽  
Counselors In Training ◽  
Practice Gap ◽  
Social Justice Theory

This phenomenological study explores school counselors in training (SCITs’) experiences addressing social determinants of health (SDOH), the leading causes of educational and wellness inequities. Interviews with eight SCITs revealed three core themes: (1) professional identity conflict between awareness, skills, and action; (2) social justice knowledge to practice gap; and (3) recommendations for knowledge to practice gap resolution. Themes explained participant preparedness for responding to disparities. Participants were aware of challenges related to SDOH, though struggled with addressing those challenges due to lack of preparation or perceived role constraints. Participants also experienced difficulty practically applying their understanding of social justice theory to SDOH-related challenges. The researchers noted various recommendations for how SDOH may be addressed in the counselor education curriculum and in practice.

scholarly journals “A Different Way”: The Experiences of Latinx Parents with School Counselors

2017 ◽  
Vol 9 (2) ◽  
pp. 95-111
Author(s):  
Malti Tuttle ◽  
Natoya Haskins
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
Phenomenological Study ◽  
Cultural Theory ◽  
Relational Cultural Theory ◽  
Counselors In Training ◽  
Call To Action ◽  
Cultural Systems ◽  
Counselor Role

This phenomenological study aimed to identify the essence of the lived experiences of Latinx parents as they relate to school counselors. A Relational Cultural Theory (RCT) Framework was used to explore the experiences of Latinx parents with school counselors. Twelve Latinx parents were interviewed from three counties in a Southeastern state to share their experiences with school counselors to provide recommendations for practice to the school counseling specialty and school counselors in training. The five overarching themes identified were: (1) Disconnections Between Educational and Cultural Systems; (2) Growth Fostering Relationships Between Latino/a Parents and School Counselors; (3) Sense of Worth Based on Quality of Experiences with School Counselors; (4) Desired Connections Based on Experiences with School Counselors; and (5) Knowledge of the School Counselor Role Built on Mutuality. These findings provided insight as to how the parents experienced their interactions with school counselors to support a social justice call to action.

scholarly journals School Counselor Experiences of Response to Intervention With English Learners

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1985948
Author(s):  
Leonissa V. Johnson ◽  
E Mackenzie Shell ◽  
Malti Tuttle ◽  
LaVonna Groce
Keyword(s):  
Response To Intervention ◽  
School Counseling ◽  
School Counselors ◽  
English Learners ◽  
School Counselor ◽  
Phenomenological Study ◽  
Counseling Practice ◽  
Key Stakeholders

Although school counselors participate in response to intervention (RTI), little research describes the unique opportunities and challenges encountered in RTI with English learners (ELs). This phenomenological study explored the experiences of school counselors engaging in RTI for ELs. The researchers identified three themes: (a) key stakeholders impacting RTI for ELs, (b) school counselors advocating for ELs in RTI, and (c) challenges distinguishing language from learning. We include implications for school counseling practice and research.

The Queer Experience of School Counselors: An Interpretative Phenomenological Analysis

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110431
Author(s):  
Jeff D. Tucker ◽  
Caitlyn G. Nelei-Nunnemaker ◽  
Kelsey L. Scanlan
Keyword(s):  
Qualitative Research ◽  
Professional Identity ◽  
School Counseling ◽  
School Counselors ◽  
Lived Experiences ◽  
Interpretative Phenomenological Analysis ◽  
Cultural Context ◽  
Phenomenological Analysis ◽  
Counseling Services ◽  
Qualitative Research Design

Although a vast amount of research now exists concerning the provision of competent counseling services to LGBTQ+ clients and students, a gaping aperture remains in the literature regarding the experiences of counselors who identify as LGBTQ+. This gap in the literature is especially evident for the profession of school counseling. In this study, we employed the qualitative research design of interpretative phenomenological analysis to delve into the lived experiences of six school counselors who self-identify as LGBTQ+ and the meanings they ascribed to their experiences. Although each participant provided a unique voice and perspective, several common themes emerged that could help provide a better understanding of these populations. Data analysis yielded four superordinate themes: systemic, historical, and cultural context; experiencing queerphobia; personal and professional identity and expression; and enhanced counseling abilities. The results illuminate both the forces operating against these school counselors and the unique strengths that they bring to the counseling profession.

“What Don’t We Do?”: The Experiences of School Counseling Directors in Relation to Leadership and Job Satisfaction

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X1988682
Author(s):  
Robyn Walsh ◽  
Donna M. Gibson
Keyword(s):  
Job Satisfaction ◽  
High Schools ◽  
School Counseling ◽  
School Counselors ◽  
Phenomenological Study ◽  
Training Support ◽  
Department Leaders ◽  
Counseling Supervisors

Limited research has explored the experiences of school counseling directors, defined in this study as school counselors who are the designated department leaders and school counseling supervisors at middle or high schools. In this phenomenological study, we sought to better understand the experiences of those directors, specifically in relation to leadership and job satisfaction. Four themes emerged from the data collected from the 10 participants. We discuss these themes and offer implications for training, support, and role clarification for school counseling directors.

Effect Factors of School Counseling conceived by School Counselors

2015 ◽  
Vol 16 (3) ◽  
pp. 57-85
Author(s):  
Jeong-yi Ryu ◽  
Ji-young Hong ◽  
Jin-hee Kim
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Effect Factors
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