Counselor Preparation Research Articles

Suicide Intervention Training for Counselors: A Quasi-Experimental Study on Self-Efficacy

ABSTRACT This study explored the influence of the Applied Suicide Intervention Skills Training (ASIST), a 14-hour gatekeeper training, on emerging counselors’ self-efficacy in working with individuals experiencing suicidal thoughts. Through a pre-post design, counselor participants from five ASIST trainings were assessed. The results demonstrated a significant increase in self-efficacy among counselors after completing ASIST, underscoring its potential as an effective method for bolstering self-efficacy within counselor training. The implications for counselor preparation are discussed, highlighting the value of integrating ASIST to augment clinicians’ preparedness in addressing suicidal ideation.

The necessity of religious and spiritual competence in school counseling

AbstractScholars have advocated for the integration of spirituality into school counseling; however, school counselor education and professional organizations continue to exclude spiritual/religious competencies from school counselor preparation, professional identity, and practice. The authors offer strategies for incorporating religious and spiritual competence into school counselor education.

School Counselors’ Role in Supporting College and Career Readiness: Does Disability Status Matter?

This study surveyed 225 school counselors to investigate the college and career readiness (CCR) supports they provide, with a focus on whether these supports vary based on students’ disability status. The results reveal that school counselors deliver CCR supports related to resource coordination, life-readiness instruction, and career assessment and planning services more frequently than supports for entering employment and college. Moreover, school counselors reported providing a greater number and frequency of CCR supports to students without disabilities compared to those with disabilities across all CCR domains and offered explanations for these differences. These results suggest a need for better preparation of school counselors to support the college and career readiness of students with disabilities.

The Relationship between Religious Identity and Ally Identity/Expression within Affirming Contexts

ABSTRACT We set out to understand how identifying within affirming religious contexts can impact one’s allyship toward LGBTQ+ communities. Using a sample of 315 people, we conducted a multiple regression analysis with an interaction effect to determine if religiosity moderated the relationship between ally identity and ally expression. We found that religious identity moderates the relationship between ally identity and ally expression. Specifically, those high in ally identity and religious identity report more ally expression than those high in ally identity but low in religious identity. Our findings inform implications for facilitating LGBTQ+ allyship within counselor preparation and practice.

Program Evaluation of a Community-Engaged Partnership Between a Counselor Preparation Program and Adult Probation Services

This study evaluated counseling services provided by counselor trainees to individuals on probation within a partnership between a counselor training program and a community supervision department. Eighty-one participants were included in the program evaluation, with 65 reporting demographics. Participants ranged in age from 18 to 74 and included 35 men and 30 women. Of those 65, 67.7% identified as White, 24.6% as African American, 6.2% as another race not specified, and 1.5% Native American or Alaskan Native. Additionally, 83.1% identified as non-Hispanic and 16.9% as Hispanic. Pre–post assessments were completed and Wilcoxon signed-rank tests revealed statistically significant reduction of anxiety, depression, posttraumatic stress symptoms, anger reactions, and relapse symptoms, and a statistically significant increase in presence of meaning in life, self-efficacy, and life satisfaction. Percentage improvement revealed more than half of the participants had clinically significant improvement in depression, anxiety, and posttraumatic stress disorder symptoms. Results indicate promise for community-engaged partnerships to provide no-cost responsive counseling services to individuals on probation.

Educating professional counselors about the social determinants of mental health

AbstractThe social determinants of health (access to quality health care; economic stability; high‐impact educational opportunities; community safety and support; and connected social networks) play a central role in individual health and wellness. These determinants and others also impact individual mental health and wellness. A shift is required in the preparation of counselors toward training students and current practitioners to assess, diagnose, and treat mental health issues through a social determinants’ lens. While the Council for the Accreditation of Counseling and Related Educational Programs and counseling ethics require that counseling training focus on diversity, equity, inclusion, and belonging, there is no mention of the social determinants in any guidelines. We present a rationale for including the social determinants as a core component of counselor preparation and provide examples to facilitate the incorporation of the social determinants into counselor education curriculum and continuing education efforts.

A Case Study of Responsive Middle Grades Education in a Laboratory Middle School in the USA

This case study describes responsive approaches to middle grades education and teacher education at Laboratory Middle School (LMS), a subunit of the college of education in a public university in the southeastern USA. LMS was established with a mission to serve rural students who had experienced struggles in the regular school system and to serve as a clinical site for the preparation of middle grades teachers, counselors, and school nurses. Many students at LMS have faced challenges due to physical or cognitive exceptionalities or because of traumatic experiences. Thus, programs and practices in the school must respond to the developmental stage of the young adolescents whom it serves, as well as the many varied individual needs of the learners. The conceptual frame for the study is “responsiveness” as defined by seminal middle-level literature (e.g., This We Believe), and the theoretical underpinnings are constructed from theories of stage–environment fit and human ecology. The study employs a case study design and qualitative methods of data collection and analysis. The case report describes the LMS context and details manifestations of responsiveness at LMS organized in three categories: (a) culture and community; (b) curriculum, instruction, and assessment; and (c) leadership and organization. The authors offer four sets of implications for the design and delivery of responsive programming in middle-level schools: (a) a holistic approach to young adolescent education; (b) commitment to continuous improvement; (c) theoretical pragmatism in pedagogical practices, programs, and policies; and (d) engagement of preservice teachers in immersive field experiences.

Evolution and process of spiritual awakening: A grounded theory study

AbstractThe present study used a constructivist grounded theory (CGT) approach to explore, examine and develop a grounded theory (GT) of spiritual awakening conceptualisation and process. The authors used the interview data of 34 eminent spiritual teachers who have written books on spirituality, led spiritual retreats and conducted lectures and trainings on spiritual quest. These participants come from diverse backgrounds (e.g., American, Asian, European and Mexican), trainings (e.g., Buddhism, Yoga, Hinduism, Taoism, Christianity and other mindfulness traditions) and professional experiences. The data analysis of the interviews led to the development of the spiritual awakening evolution (SAE) model, explaining the process and evolution of spiritual awakening. According to this model, spiritual awakening evolves through four phases: an initial transient shift in perception, further practice to support spiritual development, surrendering and a continuous journey of spiritual development. As spiritual awakening experiences are transcultural, the SAE model can inform counsellors' understanding of clients' spiritual needs and the meanings of those experiences. Implications for counsellor practitioners, counsellor preparation programmes and research are discussed.

Counselor Preparation Using the Revised Trauma Egg and Resiliency Intervention

ABSTRACT Many counselors have their own history of trauma which can impact the counselor’s ability to provide competent counseling and increases risk for vicarious traumatization if not properly managed. Consequently, counselor educators and clinical supervisors must address this aspect of professional development by preparing counselors-in-training for secondary trauma exposure and potential triggers that can occur while providing mental health services. The Trauma Egg is an intervention created by Marilyn Murray which serves as both a clinical and educational tool with the intended goal of promoting personal reflection and providing a symbolic visualization of one’s own trauma history and early attachment relationships. This article proposes an updated version, the Revised Trauma Egg and Resiliency Intervention, which adds an additional integration of resiliency resources. When applied with counseling students and supervisees, the Revised Trauma Egg and Resiliency Intervention aims to increase trauma-work preparedness, improve the management of potential trauma triggers, and address countertransference issues.

Religious and Cultural Relations (Cross-Cultural Counseling)

Humans as social beings (zoon politicon) in everyday life cannot be separated from religious and cultural elements, because the nature of humans is religious beings (homo religious). In addition, humans are also born as cultured human beings, but in the process of running a life, of course, problems will arise that arise in religion and culture, so an interfaith and cultural counseling process is needed. This research applies a qualitative approach using descriptive methods. The result of this scientific work is that religion and culture can influence each other. Religion influences cultural systems as well as the practices of life. On the contrary, culture can also influence religion. The behavior of Indonesian society is very diverse in implementing religious and cultural values in everyday life. Religion is a cultural system consisting of values that unite society and provide identity for the individual. In this case, religion through ceremonies imposes values on each individual and forms organic solidarity. They always seek to divide and refer in various ways to conflict in religious life. If we do not have the power of belief and faith, it will be easily influenced so that problems arise in ourselves and with others and can even spread to the community. This is the challenge for counselors in helping to overcome various kinds of problems experienced by individuals and groups. Culture has elements that include patterns of behavior, ideas and values, including religious values. Therefore, counselors should place their clients' religious values in a cross-cultural perspective. This means that in the process of counseling he must know some information about the life of the client. Information about certain religious values, as it is an important part of the counselor's preparation to understand the client's self in the counseling process.

Addressing Student Poverty Using the I-CARE Model in School Counselor Preparation

ABSTRACT The I-CARE Model provides a guiding structure to consider poverty related factors and their impact on people living in poverty. I-CARE encourages counselor trainees to internally reflect on one’s own knowledge, experiences and unintended bias; develop strategies to cultivate relationships with clients; acknowledge realities of living in poverty; and explore interventions to remove barriers. We describe how the I-CARE model may be applied to training school counselors to serve students impacted by poverty. Implications of the model’s use in school counselor preparation are explored, including practical suggestions and directions for future research.

Introduction to the Special Section: Suicide Risk Assessment and Intervention in School Counselor Training

This special section on school counselor preparation in assessing for crisis and suicide risk considers the impact of the perception of school counselor training and expertise related to suicide assessment and intervention. The collection of six articles focuses on considerations and best practices in assessing and intervening with PK-12 students experiencing suicidality, the unique considerations within a school setting, and corresponding implications for school counselor training.

Impact of play therapy training on students in counselor preparation programs.

Impact of play therapy training on students in counselor preparation programs.

Wellness and wellness counseling: History, status, and future

AbstractDespite broad professional and empirical support, wellness and wellness counseling remain largely absent from counselor preparation standards and ethical codes. In this conceptual examination, the authors summarize the current state of these concepts, providing concrete suggestions to enhance these documents and utilize wellness competencies to advance counseling research and practices.

Implementing a Latinx Counseling Concentration Within a CACREP Program

Latinx individuals represent one of the fastest growing cultural identities in the United States. The hegemony of White Eurocentrism in traditional counselor education requires programs to innovate to equip students with the knowledge, skills, and dispositions to address the mental health needs of Latinx‐identifying clients. This article outlines the steps taken by one clinical mental health counseling program to design and implement a Latinx counseling concentration within the existing curriculum. Outcomes achieved and lessons learned in the first 3 years are offered as recommendations to other institutions recognizing the need for a similar concentration within their counselor preparation programs.

Certification and Professional Preparation of School Social Workers, School Psychologists, and School Counselors

Abstract Educational leaders are faced with the difficult task of providing optimal services to all students. Among their many challenges is to choose between a variety of professionals whose mission is to improve outcomes by addressing largely nonacademic risk factors that affect students’ ability to benefit from their educational experiences. Specialized instructional support personnel are often hired to help remove barriers to learning and improve student outcomes; however, certification requirements for these professionals vary by discipline and state. The purpose of this article is to replicate Altshuler and Webb's analysis of certification requirements for school social workers, school psychologists, and school counselors. To do so, the authors adopted a comparative case study approach to collect, identify, compare, and contrast extant documents related to state certification, including degree, education-specific coursework, practicum/internship experiences, and examination requirements. Results indicate that although school social work certification has become more rigorous, its requirements remain more varied across all categories reviewed compared with those for school psychologists and school counselors. The article concludes with recommendations for practice, policy, and research.

Lived Experiences of Professional Counselors with Gender Diverse Clients

Gender diverse individuals experience stigma, discrimination, and transprejudice from interactions with society leading to the development of physical, mental, and emotional instability. Lack of counselor education and training perpetuate gender diverse individuals’ experience of transprejudice and discriminatory experiences in transphobic counseling environments. The purpose of this hermeneutic phenomenological study was to illuminate the lived experiences of professional counselors counseling gender diverse clients to bridge the research gap. Data collected from seven licensed professional counselors with experience counseling gender diverse clients produced ten major themes. These study findings provide insight regarding the potential to improve counselor standards and preparation.

School Counselor Preparation to Support Inclusivity, Equity and Access for Students of Color With Disabilities

The effective implementation of comprehensive school counseling services to all students is premised on the ASCA National Model framework themes of leadership, advocacy, collaboration, and systemic change. The school counselor’s role is to support the academic, career and social-emotional development of all students. From a school counselor advocacy and social justice perspective, school counselors engage in practices that will support all students and create opportunities for equal access and success through their leadership and service as collaborators, consultants and change agents. School counselor leadership results in positive changes within the school community. Using the ASCA Model Framework themes, school counselors can integrate these themes to support inclusivity, equity and access for students of color with disabilities, to the general education curriculum. In order to better prepare school counselor trainees to provide culturally appropriate support and services for students of color with disabilities, school counselor education programs must be more intentional in providing graduate-level course work that introduces trainees to best practices in their work with students with disabilities. First, this writer will discuss the ethical imperative for school counselor educators to be intentional in integrating special education curriculum in preparation programs and how school counselor education programs can use the ASCA Model framework themes in preparing school counselor trainees to engage in best practices to encourage, support, and ensure that students of color with disabilities have access and inclusion in the general education settings. Secondly, this writer will also discuss the incorporation of interactive related ASCA theme activities as preparation for school counselor trainees, in a special topics course as well as during practicum and internship and future professional school counselor opportunities.

Extent of Counselor Training in Neuroscience-Informed Counseling Competencies

Little information currently exists on counselor preparation and preparedness to integrate neuroscience into counseling practice. To address this literature gap, we conducted a national descriptive survey study to examine the extent to which counselors had received training in American Mental Health Counselors Association’s Biological Bases of Behavior competencies. A survey was sent to a sample of 5,483 potential participants, and 4.85% of participants (N = 260) consented to participate in the survey research. Cumulatively, respondents reported exposure across all of the competencies with varying levels of training across items. Continuing education was a common pathway to training for many competencies and was often more common than graduate education. Participants reported that they had not yet received training in several competency areas. We discuss implications for counselor training and preparation.

The Case for a Core Anti-racist Course for Counselors in Training

Historically, counseling programs in the United States have been rooted in whiteness and white supremacy. Despite this historical context, counseling programs fail to teach students about the varied ways that anti-Blackness and systemic racism show up in society, classrooms, and clinical settings. Given the systemic murders of Black folks by the state, the health disparities highlighted by the COVID-19 pandemic, and the refusal of white voters to abandon white supremacist patriarchy in the 2020 presidential election, the counseling field must reconsider how it prepares trainees to embrace anti-racism in their personal and professional lives. The purpose of this article is to propose a core anti-racist counseling course to assist students in developing an anti-racist counseling identity including pedagogical practices, course learning objectives and assignments. Implications will be provided for counselor preparation programs, counseling students, and counselor educators to employ.