Gradual parallel-process training for counseling students delivering intervention programs

Abstract

Psycho-educational group counseling can be useful for counselors working with schoolchildren; however, there is a paucity of studies on the effectiveness of parallel-process training for school counseling students who deliver these programs. This qualitative-phenomenological study aims to outline a gradual training model based on parallel processes and to examine its contribution to counseling students’ professional development. Thirty-three graduate students, who participated in an Intervention Programs course and delivered 27 programs in schools, were interviewed at the conclusion of the academic year. Of them, 29 (88%) were women; 15 were Jews, 17 were Arabs (15 Muslims and two Christians), and one was a non-Arab Christian born abroad. Most interviewees (28) were married, and their mean age was 34.79 (SD = 7.57, range = 26–54). Results indicated that, despite their initial fears about their ability to conduct an intervention program, the training was effective in enhancing students’ personal and professional development and confidence. The unique in-depth training also enriched students’ skills in delivering effective intervention programs to promote pupils’ well-being. Results provide insight into improving and fine-tuning school counselor training.