Abstract
This study examined publication patterns for the Professional School Counseling journal from years 2008–2023 to provide readers with information about the state of the school counseling profession as reflected in the journal’s content. Results indicate the frequency of article types, methods, analysis, topics, populations discussed, and author affiliations for the entire 15-year time period. Findings showed a notable increase in empirical contributions compared to the prior study (Falco et al., 2011) and some promising areas of growth in publications examining student development, with notable attention to social/emotional development, in particular. However, a preponderance of research examining nonstudent populations suggests that the need has not been met for rigorous intervention studies to inform the profession. We discuss implications for school counseling professional identity and future research.
Published Version
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