Counselor Expectations Research Articles

Black males and school counselors: Do they experience the culture in counseling programs and departments differently from Black females?

AbstractThis study examined the effects of school counseling college‐going culture (SCCGC) on Black male students’ college outcomes using a sample from the High School Longitudinal Study, and whether these effects differed for males versus females. Regression analyses revealed that different aspects of SCCGC were more salient for Black males compared to Black females. For example, counselor expectations appeared more important for males and school connectedness for females suggesting the dangers of a one‐size‐fits‐all approach to college going.

How the Culture in School Counseling Programs Shapes College-Going Outcomes: Do the Effects Vary by Race?

This study examined how the culture in school counseling programs or departments shapes the college-related outcomes of high school students including students of color. With data from the High School Longitudinal Study 2009, we investigated two major steps in the college-going process: (a) whether students see the counselor for financial aid counseling and (b) whether they seek college admissions counseling in 12th grade. We discuss the literature on the role of school counselors in college access, especially support for students of color, and how school counseling contextual variables and school counselor mindsets, which we term school counseling college-going culture (SCCGC), affect students’ college-going decisions. We conducted logistic regression analyses by racial/ethnic groups among 9170 high school students from the High School Longitudinal Study 2009–2016 dataset. The results indicated that counselor expectations, priorities, student–counselor contact prior to 12th grade, college and career readiness activities, and constraints affect students’ college outcomes differently across racial and ethnic backgrounds. This study has implications regarding what interventions, mindsets, and practices school counselors need in order to improve college-going outcomes (e.g., student–counselor contact for college admissions and financial aid counseling) for students from diverse racial and ethnic backgrounds.

School counseling college‐going culture: Counselors’ influence on students’ college‐going decisions

AbstractThis study tested the conceptual framework of school counseling college‐going culture (SCCGC) using a national sample of 15,857 high school students from the High School Longitudinal Study 2009. We examined the relationship of SCCGC (i.e., counselor expectations and priorities, student–counselor contact for college–career counseling prior to 12th grade, college and career readiness activities, and constraints) to high school seniors’ college decisions (i.e., student–counselor contact for college admissions counseling in 12th grade, student–counselor contact for financial aid counseling in 12th grade, number of college applications, and enrollment in college). Multinomial and ordinal logistic regression analyses revealed that counselors’ expectations and priorities, student–counselor contact for college–career counseling prior to 12th grade, college application and financial aid help, and college information and Free Application for Federal Student Aid meetings were positively related while caseload was negatively related to students’ college decisions (after controlling for parent involvement, academic performance and aspirations, and student demographics).

COVID-19: Are School Counseling Services Ready? Students' Psychological Symptoms, School Counselors' Views, and Solutions.

The purpose of the current study was to investigate the effects of COVID-19 on high school students' psychological symptoms and to understand how ready counselors and school counseling services are based on the data we have. Therefore, this research is designed under two different studies: (A) Study 1: Effects of COVID-19 pandemic on students' psychological symptoms and (B) Study 2: Views and expectations of students and school counselors about school counseling services. The first study was a quantitative study and included 549 high school students (398 female, 151 male). A structural equation model (SEM) was created to examine the effects of COVID-19 pandemic on participants' psychological symptoms. The Impact of Event Scale-Revised (IES-R) scores showed that 107 (19.50%) individuals had a score of 50 and above pointing out that individuals in this group had severe impact of event/trauma symptomologies. The SEM analysis indicated that IES-R scores had a total effect of 0.79 on anxiety, 0.75 on depression, 0.74 on negative self-concept, 0.68 on somatization, and 0.66 on hostility scores. Furthermore, female students had significantly higher scores on anxiety, depression, negative self-concept, somatization, hostility, and impact of events variables than male students. Study 2 was a qualitative design and consisted of five school counselors and five students from different schools. The results indicated that students' difficulties during the coronavirus disease 2019 (COVID-19) outbreak were educational, cognitive, emotional, physiological, relational, technological, and related to routines. Academic, social, emotional, and behavioral issues came to the fore among the difficulties that can be experienced if students start face-to-face education. On the other hand, the school counselors listed that family relations, personal–social, emotional, and academic themes were the difficulties experienced by the students at the beginning of the COVID-19. In addition, when COVID-19 started, the services offered by school counselors were discussed under (1) services for the student, (2) services for the family, and (3) services for the teacher. Finally, according to the opinions of the school counselors, if students start face-to-face education, they may experience emotional, academic, and relational difficulties. In summary, it is vital that student personality services be prepared and implemented by school counseling services for schools based on the results.

School Counselors’ Response to School Shootings: Framework of Recommendations

Despite the many expectations of school counselors in responding effectively to crisis situations, there is a lack of research and comprehensive standards that address best practices for school counselors in terms of preparing for and responding to a school shooting. Using federal guidelines and crisis literature, including studies focused on school counselors’ lived experiences of a school shooting, the author offers a research-informed theoretical framework of recommendations at different phases of a school shooting. The framework of recommendations points out probable hindrances to school counselors’ decision making. School counselors’ awareness of these impediments before experiencing each phase of such a crisis would be of benefit to them. School counselors may also use the framework of recommendations to help them assess their developmental needs in relation to preparing for and responding to a school shooting crisis.

Launching and supporting the SGA Project in Kentucky and Minnesota: Experiences and perspectives of the Senior Technical Assistance Team

BACKGROUND: The SGA Project tested a rapid coordinated team approach in Kentucky and Minnesota. OBJECTIVE: The authors are members of a five-person Senior Technical Assistance (TA) Team that supported Kentucky and Minnesota as host sites in a l randomized controlled trial. METHODS: The TA team participated in a planning and implementation phase over the course of three years. At closeout, the TA team interviewed SVRA personnel on participation, recommendations, and challenges. RESULTS: TA was adapted to the needs of each state vocational rehabilitation agency to identify solutions to capacity challenges, staff training, concerns about randomization, and team approaches. In both Kentucky and Minnesota, the dedicated TA team balanced the fidelity of the model with the need to align solutions with agency priorities, goals, and culture. CONCLUSIONS: Provision of intensive TA to support state vocational rehabilitation agencies to participate in a research intervention requires a focus on counselor skills and expectations, attention to competing priorities and interests of State VR Agencies, and an ability to build relationships at multiple levels of the agency.

School Counselors’ Roles and Responsibilities in Bullying Prevention: A National Survey

We examined school counselors’ perceptions of their roles and responsibilities in addressing bullying. This study also investigated the prevalence of bullying prevention training, policies and laws, and various school problems. School counselors reported differences between their perceptions of their roles and responsibilities and what they believe are their principals’ expectations of school counselors. We discuss the results, implications for school counselors, and recommendations for research.

Characterizing Clinical Genetic Counselors' Countertransference Experiences: an Exploratory Study.

Countertransference (CT) refers to conscious and unconscious emotions, fantasies, behaviors, perceptions, and psychological defenses genetic counselors experience in response to any aspect of genetic counseling situations (Weil 2010). Some authors theorize about the importance of recognizing and managing CT, but no studies solely aim to explore genetic counselors' experiences of the phenomenon. This study examined the extent to which clinical genetic counselors' perceive themselves as inclined to experience CT, gathered examples of CT encountered in clinical situations, and assessed their CT management strategies. An anonymous online survey, sent to NSGC members, yielded 127 usable responses. Participants completed Likert-type items rating their CT propensities; 57 of these individuals also provided examples of CT they experienced in their practice. Factor analysis of CT propensities tentatively suggested four factors: Control, Conflict Avoidance, Directiveness, and Self-Regulation, accounting for 38.5% of response variance. Thematic analysis of CT examples yielded five common triggers: general similarity to patient, medical/genetic similarity, angry patients, patient behaves differently from counselor expectations, and disclosing bad news; six common manifestations: being self-focused, projecting feelings onto the patient, intense emotional reaction to patient, being overly invested, disengagement, and physical reaction; five CT effects: disruption in rapport building, repaired empathy, over-identification, conversation does not reach fullest potential, and counselor is drained emotionally; and three management strategies: recognizing CT as it occurs, self-reflection, and consultation. Results suggest CT is a common experience, occurring in both "routine" and emotionally complex cases. Training programs, continuing education, and peer supervision might include discussion of CT, informed by examples from the present study, to increase genetic counselor awareness and skills for managing the phenomenon.

Influence of a Training Program on Camp Counselors’ Perceived Competency When Accounting for Prior Camp Experience

The purpose of this study was to evaluate summer camp counselors’ perceived competency prior to and after an 8-day training at an independent for-profit overnight camp. The participants in this study were 101 camp counselors who were employed at an overnight summer camp in the northeastern United States. Counselors’ perceived competency was measured with a 21-item survey with seven subscales including typical day routine, conflict management, counselor expectations, safe camp environment, relationships, develop camper skills, and behavior management, prior to and following staff training. Results from the survey indicate increases across all constructs were significant, and the three factors with the largest increase after the orientation training were typical day routine, counselor expectations, and developing camper skills. The two factors with the smallest increase were behavior management and creating a safe camp environment. Devoting additional time teaching tangible methods on how to handle conflict and cultivate camp skills may similarly lead to stronger competency in staff. In the future, integrating video module training for staff prior to training may be beneficial.Subscribe to JOREL

Working With Business: Counselor Expectations, Actions, and Challenges

Purpose:The purpose of this study was to (a) explore state-federal vocational rehabilitation (VR) agency expectations for counselor engagement with business, (b) determine what VR counselors are actually doing in terms of interacting with businesses, and © identify challenges VR counselors experience to working with business.Method:A mixed-methods approach, including both quantitative data from surveys and qualitative data from interviews, was used. Surveys were conducted with 47 VR agency administrators and 121 counselors, and interviews were conducted with 6 administrators and 19 counselors.Results:Almost all VR agencies had a clear expectation that counselors will engage with business, but the specific expectations varied by agency. Counselors spend approximately 20% of their time interacting with businesses, and most counselors reported providing one or more service to businesses on a regular basis. Challenges experienced by counselors were lack of time, lack of comfort, and lack of preparation to engage with business.Conclusion:Given the current expectations for business engagement and the increased importance of business engagement with the passage of the Workforce Innovation and Opportunity Act (2015), it is vital that rehabilitation counseling master’s programs increase their focus on working with business.

An Investigation of the Perceptions of School Administrators Towards the Roles and Duties of School Counselors

An Investigation of the Perceptions of School Administrators Towards the Roles and Duties of School Counselors

Current Expectations and Existing Deficits among Addiction Specialists

Expectations of addiction counselors have changed over the past decade; however, preparation of addiction counselors has not kept pace, creating a deficit between the knowledge and skills required of today's addiction counselors and a workforce possessing such knowledge and skills.

Gay, Lesbian, and Bisexual Patients’ Recommendations for Genetic Counselors: A Qualitative Investigation

Gay, lesbian, and bisexual (GLB) individuals comprise a growing patient population in genetic counseling. However, only one article from a genetic counseling journal provides empirical data on GLB patients' genetic counseling experiences and genetic counselor attitudes and practices regarding GLB patients. The present study, an extension of the aforementioned article, gathered further information about patients' genetic counseling experiences through semi-structured telephone interviews. Twelve of the previous study's 29 patient respondents (n = 10 lesbian women, n = 1 gay man, n = 1 bisexual woman) participated. Interview questions concerned the use of medically inclusive forms, factors influencing patient disclosure, counselors' ability to relate to them, and their expectations of genetic counselors. Inductive analysis of the interviews yielded seven themes: 1) Medically inclusive forms with gender neutral terms are important; 2) Genetic counselor ability to relate to a GLB person depends more on the relationship established during the session and less on external symbols; 3) The presence of GLB-friendly symbols increases comfort when disclosing one's orientation; 4) Inclusion of the patient's partner is important and best done by encouraging their active participation in sessions; 5) When GLB patients disclose their orientation, they expect to be treated like any other patient; 6) Providers should ask about orientation if medically pertinent and the remaining discussion should take orientation into consideration; and 7) When a provider inquires about orientation it should be done in a safe and appropriate way. Illustrative quotations, genetic counseling practice implications, and research recommendations are presented.

Experiences of Rural Vocational Rehabilitation Clients Who Leave the System Prematurely: A Qualitative Exploration

Vocational rehabilitation (VR) clients who leave the system prematurely experience worse employment outcomes than clients who stay in services. The authors conducted this study to learn about factors leading to premature exit by rural VR clients. Results will inform survey development for a large longitudinal study on this topic. The authors content coded 27 qualitative telephone interviews with former rural VR clients who exited the system prematurely. Reported reasons for premature exit included (a) discrepancies between services provided and services desired, (b) unmet counselor expectations, (c) counselor—client relationship problems, (d) health issues, (e) limited job opportunities, (f) work disincentives, and (g) slow service speed. VR might reduce premature exits by helping clients better understand the VR process, including the types of VR services offered and associated counselor expectations.

Providing a Transcultural Genetic Counseling Service in the UK

This paper uses a broad definition of culture to explore the practice of transcultural genetic counseling through three case studies. The first case involves a White genetic counselor seeing an Asian family, the second, an Asian genetic counselor seeing an Asian family and the third, a hearing genetic counselor seeing a culturally Deaf client. Boundaries, transference and countertransference reactions are considered within each transcultural encounter and the author of each case reflects in detail on their role in the client interaction and their impact on the transcultural dynamic. The cases are used to illustrate some cultural beliefs or characteristics that may challenge the genetic counselor's expectations. The value of identifying and interpreting these differences to facilitate useful clinical work is considered. The paper debates, where possible, whether it is helpful to culturally match genetic counselor and client.

Interpersonal Behaviour in Counseling: Client and Counselor Expectations and Experiences Related to Their Evaluation of Session

Interpersonal behaviour in counseling: : Client and counselor expectations and experiences related to their evaluation of session.

Recruitment Is Not Enough: Retaining African American Students in Gifted Education

In public school systems all around the country, educators—teachers, counselors, and administrators—have made significant progress in identifying and recruiting diverse populations in gifted and enrichment programs. Despite the efforts, too many African American students and other students of color (e.g., Hispanic Americans and Native Americans) are not faring well in gifted education. The social and cultural obstacles (e.g., racial and ethnic prejudice, negative peer pressure, poor parental involvement, negative teacher and counselor expectations, etc.) that students of color, particularly African Americans, face in gifted education are well known. In order to improve African American student retention, it is clear that public school systems must do more. Recruitment is an important component for increasing the number of African American students in gifted education, but retention is equally important. Using multiple frameworks, this article examines the notion of retention and its many challenges and offers recommendations for improving the retention of African American students in gifted education.

Conservative Christians' Expectations of Non‐Christian Counselors

In this study of conservative Christians' expectations of counseling, 100 participants rated their expectations of the behaviors and attitudes of a non‐Christian counselor. Results suggest that highly religious Christians expected more in‐session religious behaviors from a non‐Christian counselor than did moderately religious Christians. Both moderately and highly conservative Christians expected a non‐Christian counselor to display attitudes of acceptance and tolerance for Christian beliefs.

Presentation Format in Analogue Studies: Effects on Participants' Evaluations

Whether presentation format (video, audio, written transcript, or written transcript with photograph) affects participants' responses to counseling scenarios in an analogue study was examined. After watching a brief counseling session presented in one of four formats, 131 participants completed three instruments measuring counselor credibility and expectations. Results revealed significant differences among the formats on teh COunselor Rating Form (CRF-S; Corrigan & Schmidt, 1983) Trustworthiness and Expertness Scales, with transcripts with pictures rated the highest (higher than videotape and audiotape) and transcripts without pictures rated second highest (higher than video). No significant differences between the presentation formats were revealed on the Expectations about Counseling Questionnaire (EAC; Tinsley, Workman, & Kass, 1980) or 15 Personal Problem Inventory (15PPI; Cash, Begley, McCown, & Weise, 1975). Results suggest that studies using differing formats with the CRF-S are not necessarily comparable and that the four types of analogue approaches may not be interchangeable.

Congruence in client^counselor expectations for relationship and the working alliance.

Congruence in client^counselor expectations for relationship and the working alliance.