Theory‐informed school counseling: Increasing efficacy through prevention‐focused practice and outcome research

Abstract

AbstractSchool counselors are front‐line providers to K‐12 students in the areas of learning, mental health, and career development, based on their foundation in prevention, development, wellness, and social justice. Although school counseling remains an important role within K‐12 schools, the profession faces existential threats to its continued existence due largely to the lack of applied outcome research validating its positive impact on student development. This conceptual article has two aims: (a) to reassert the unique importance of school counselors as a prevention provider who promote wellness, development, and social justice and (b) describe how theory‐informed school counseling practice is a solution using Advocating‐Student within Environment theory as an example. Implications for scholarship, training, and practice are described.