Professional School Counselors Research Articles

수퍼비전을 통한 전문상담교사의 정체성 인식 경험

The purpose of this study was to examine how professional school counselors' recognition of their identity through supervision. Eight participants were interviewed to understand their personal experiences in depth, and the data were analyzed using a repetitive comparative analysis method. The experience of recognizing the identity of professional school counselors through supervision was derived from four categories (Feeling the need for supervision, seeking and trying to help with supervision, recognizing identity in supervision, recognizing identity in daily life after supervision), 14 subcategories, and 35 concepts were derived. The experience of recognizing the identity of professional school counselors' through supervision can be used as a basis for enhancing the supervision accessibility of professional school counselors, establishing identity and developing professionalism.

Visualizing Systemic Change Through Group Counseling: Established and Emerging Approaches

In this editorial, we introduce snapshots of the entire set of published articles in this special issue of Professional School Counseling. We also incorporate our own individual and collective journeys reading, digesting, editing, and reacting to this material. We take the opportunity to present our impressions both visually and narratively to demonstrate how group counseling in schools remains relevant and continues to expand while holding on to salient foundational concepts. In particular, these articles are visually situated in relation to the multitiered systems of support (MTSS) framework as a way to demonstrate the impact groups can have on entire schools and communities. Throughout this introduction, we raise questions that have yet to be answered and challenge scholars to explore others not addressed by this compilation of articles. Finally, we conclude by offering several questions for the reader to consider in their own group counseling practice endeavors.

전문상담교사의 긍정심리자본과 직무만족도의 관계에서 심리적 소진의 매개효과

Objectives This study is to verify the mediating effects of psychological burnout in the relationship between positive psychological capital and job satisfaction of professional school counselors. Based on the analysis results, implications for school counseling are provided.
 Methods Demographic variables and positive psychological capital, job satisfaction, and psychological burnout were measured for 148 professional school counselors, working in Seoul, Gyeonggi, Incheon, Chungcheong, and other regions. Mediating effects were verified using SPSS 23.0 and Process Macro v.4.2.
 Results Positive psychological capital and job satisfaction of professional counselors were positively correlated. Positive psychological capital and psychological burnout were negatively correlated. Psychological burnout and job satisfaction were negatively correlated. The direct effect of positive psychological capital on job satisfaction was not significant, but the indirect effect through psychological burnout was found to be significant. Therefore, psychological burnout showed a full mediating effect in the relationship between positive psychological capital and job satisfaction.
 Conclusions Based on the full mediating effect of psychological burnout in the relationship between positive psychological capital and job satisfaction of professional school counselors, it is suggested that it is effective to intervene with a focus on psychological burnout, in order to improve the job satisfaction of professional school counselors.

The need for Islamic premarital counseling in Indonesia by professional school counselors

The challenges of premarital counseling arise due to early marriage, divorce, marriage due to prior pregnancy, or various partner problems. As educators for students and prospective couples, counselors can conduct premarital counseling based on needs. The premarital counseling model has yet to be formed for the profession's development, so this study aims to analyze the needs of premarital counseling. The research method type is quantitative descriptive, with 21 students as subjects and a purposive sampling technique. The research instrument was an open questionnaire analyzed using quantitative description through percentages. The results of the study found five basic and salient needs for premarital counseling regarding the conditions for pillars of marriage to be valid, knowledge to form a happy family, setting goals for marriage, selecting criteria for a good husband/wife candidate in religion, and understanding the wisdom behind the prohibition to marry individuals who different faiths. Premarital counselors, as educators who are Islamic, competent, professional, and have integrity, use the Al-Qur'an and Sunnah in answering life's problems with a positive counseling mindset so that they know the relationship with God, application in life, awareness, and meaningful self-quality. The five needs of premarital counseling with an Islamic approach are the basis for developing a premarital counseling model with an Islamic system to be implemented in group and individual counseling. The design of Islamic premarital counseling can be designed for the prevention of early marriages and unwanted cases.

Content Analysis of Child and Adolescent Counseling Outcome Studies in Counseling Journals

ABSTRACT This content analysis provides an overview of articles specific to outcome-based research on children and adolescents in the counseling field published in the American Counseling Association (ACA), American School Counselor Association (ASCA), and American Mental Health Counseling Associated (AMHCA) affiliated journals between the years 2012 and 2021. Results indicated that minimal articles (133 articles or 3.11%) were outcome research examining efficacy of counseling interventions across community and school settings with most of interventions being evidence-based and group-based, and the target outcome being prosocial behavior. Of 133 articles, Journal of Child and Adolescent Counseling is the most prevalent journal that published outcome research with children and adolescents (18.45%), followed by Journal of Specialist in Group Work (12.97%), and Professional School Counseling (7.04%). The paper concludes with a discussion of limitations and recommendations for future research.

Continual Evolution in Evidence-Based School Counseling: Proceedings From the 2022 Conference

Evidence-based school counseling (EBSC)—and any useful way of organizing or thinking about professional practice—is constantly shaped by and in relationship with social and historical contexts. We are in a time of rapid cultural and educational upheaval, with ongoing calls for impactful systems-level social justice and antiracist school counseling (Holcomb-McCoy, 2022; Stickl Haugen, et al., 2022), with a youth mental health crisis (Office of the Surgeon General, 2021), and with a dire need for more school counselors in most parts of the country (Prothero, & Riser-Kositsky, 2022). How can EBSC continue to evolve to be most relevant and useful in these times? This special edition of Professional School Counselor, which consists of articles derived from the 2022 Evidence-based School Counseling Conference (EBSCC, ebscc.org), answers this question.

Utilizing a Telementoring Model to Promote the Evidence-Based School Counseling Model

Telementoring is a low-cost, flexible way for school mental health professionals to access professional learning. Using a mixed-methods intervention design, we examined the impact of prolonged telementoring on school mental health professionals’ (school counselors, psychologists, social workers, and others) understanding and application of evidence-based school counseling, including associations between their use of evidence-based, culturally responsive, and collaborative practices to support student mental health. Our findings demonstrate support for the use of telementoring to improve school mental health professionals’ understanding and application of the evidence-based school counseling model. We provide specific considerations for school counseling professionals.

Liberatory school counseling practices to promote freedom dreaming for Black youth

The American School Counseling Association calls for professional school counselors to support the holistic development and success of all students. However, the field of school counseling is riddled with practices that have harmed and dehumanized Black students. For example, school counselors engage in practices (e.g., social–emotional learning and vocational guidance), which work to reinforce white supremacy and dehumanize Black students. Further, school counselors may also contribute to the ways that the basic and unique needs of Black students are overlooked, leading to the continued systemic adultification of Black students. What is needed is a radical imagination of school counseling, which centers on homeplace as the foundation in order to engage in freedom dreaming. In this article, the authors engage this radical imagination to detail an antiracist view of school counseling practice that embraces freedom dreaming and homeplace through healing and Indigenous educational practices, youth-led school counseling, and critical hip-hop practices to promote joy, creativity, power, love, resistance, and liberation.

Exploring school counselors’ and interns’ socioeconomic construct understanding and awareness

AbstractNine professional school counselors (PSCs) and eight school counseling interns in training (SCIT) participated in semi‐structured interviews to explore their understanding and awareness of socioeconomic constructs that influence a range of social, emotional, and academic outcomes for youth. Findings suggest that participants in both groups displayed advanced cognitive complexity of constructs, more SCIT focused on the micro‐level of economic stability, and more PSCs described the constructs through their experience with examples. The authors recommend that counselor educators and supervisors develop competencies to support advanced training and continuing education to increase clarity, awareness, and understanding of socioeconomic constructs that are impacting youth clients. The authors include future research directions.

예비전문상담교사의 교육실습 경험에 관한 연구

The purpose of this study is to reveal the meaning of the teaching practice experience inundergraduate students majoring in counseling. The researcher conducted in-depth interviewswith six undergraduate students majoring in counseling who participated in teaching practice inBusan and Gyeongnam from July 19, 2022, to August 31, 2022, and analyzed the collected datausing Giorgi(1985)'s phenomenological research method. As a result of the analysis, 7components and 18 sub-components were derived. Seven main components are ‘experiencingexcitement, anticipation, tension, and anxiety ahead of the practice’, ‘preparing and workinghard for the practice’, ‘experiencing dissatisfaction with the content of teaching practice’, ‘gettingto know students' negative perceptions of counseling’, ‘becoming more accepting of students’,‘strengthening of career identity’. Based on the results of this study, the researcher madesuggestions for follow-up research and implications to consider in relation to the teachingpractice of professional school counselors.

A Review of Foster Care in Professional Counseling Journals: A 31-Year Content Analysis

This content analysis provides a 31-year review of foster care publications and research across 24 professional counseling journals from 1991–2021. A total of 35 articles utilizing foster care as a key term were published, representing less than 1% of all possible articles (N = 11,293). The Family Journal published the highest number of foster care-centered articles (n = 18), 11 of which appeared in a special issue focusing on the subject. Professional School Counseling published the second-highest number of foster care articles (n = 4) during this period. This analysis includes an examination of publication occurrences across the thirty-one-year span, the type of article (research, non-research), research methodology, and foster care focus area. Results provide the professional counseling field with current research trends, issues, barriers, and methods for future work.

Evidence-Based School Counseling: Embracing Challenges/Changes to the Existing Paradigm

This special edition of Professional School Counseling presents some of the key proceedings from the ninth annual Evidence-Based School Counseling Conference. This article offers both an overview of the content of this issue and—in this complex world context we now inhabit—new ideas for ways to use evidence-based school counseling (EBSC) to support the emotional well-being and future success of our students, families, and school colleagues. We include some possible ways to do antiracist and social justice-focused school counseling from an EBSC lens and offer several suggestions for updates to the EBSC lens itself.

A mixed‐methods analysis of averted mass violence in schools: Implications for professional school counselors

AbstractThe purpose of this study is to examine how recent incidents of planned mass violence in high schools within the United States were successfully averted. Using the Averted School Violence database, this study utilizes a mixed‐methods content analysis approach to analyze 82 incidents of averted mass violence in high schools that occurred post‐Columbine era. The following three themes were identified: attack motives and logistics, plot discovery, and attack aversion. Implications for professional school counselors in preventing similar mass violence attacks in the future are discussed, including fostering trusting relationships between students and adults, providing education to parents about social media platforms and proper firearms storage, establishing threat assessment teams, and educating parents, students, and school personnel about warning signs for violence.

Suicide Intervention in Schools: If Not School Counselors, Then Who?

Youth suicide rates continue to rise each year. School counselors play an essential role in preventing suicide within K-12 schools. After the publication of the article, “Suicide Assessments: The Medical Profession Affirms School Counselors’ Truth,” in 2021 by Dr. Carolyn Stone, some confusion surfaced regarding professional school counselors’ responsibilities and liabilities around issues of suicide. To provide clarification, the role and training of school counselors are highlighted to provide evidence for their place in suicide risk assessment. Ethical implications and previous legal cases are provided to inform the profession. Training/supervision recommendations for counselor educators are also discussed.

Applying for RAMP Using a Cohort Model: Overcoming Challenges

Although comprehensive school counseling programs are implemented widely across the country, school counselors face myriad barriers to implementation. As such, we conducted a multilevel, descriptive case study to examine a school counseling cohort preparing to apply for the American School Counselor Association’s Recognized ASCA Model Program (RAMP) over a 2-year period. Due to the significant amount of data collected during the research process, this is the second article of a two-part study. Results of this study highlight the process of school counselors overcoming barriers to comprehensive program implementation via prolonged professional development and include the following themes: (a) overcoming a lack of training and knowledge on comprehensive school counseling programs and (b) advocating to overcome systemic barriers. We address considerations for counselor educators, school counseling professionals, and counseling organizations/associations.

School Counselor Suicide Response: A Final Rejoinder

In this article, we provide a summary of responses to Gallo and Wachter Morris (2022). We provide additional considerations based upon contributing authors’ perspectives and concluding thoughts on how to move forward on issues specific to school counselors’ roles in suicide prevention, assessment, and intervention in K-12 schools, as well as recommendations for pieces to consider for school counselor educators and practicing professional school counselors.

Auto-ethnography of Self-growth Stories for the Individuation of School Counselors (Professional Teacher-counselors and Professional counselors) Who Are Suffering from ‘Between’ - Based on Insight in Sandplay Therapy and Dream analysis -

This article aims to provide auto-ethnography for self-growth and individuation through the experience of applying sandplay therapy to school counseling of 11 professional teacher-counselors and professional school counselors, changes in the counseling effect, and the counselors’ own sandplay therapy and dream symbol analysis. The auto-ethnographical research has mainly been about the experiences of one or two researcher(s)-participant(s), but in this study, 11 researchers-participants participated in the study to express and inform their common experiences in school counseling. The researcher-participants have experience of school counseling from 2 years and 5 months to 11 years and 5 months, and they are all female counselors. Research data include dreams and dream associations, sandpictures and association about sandplay pictures, related life events and experiences, contemplation, recollection, insights, observations of researchers/research participants, sharings by group SNS, individual interviews have been used. The four common themes are found: 1. dreaming of becoming school teacher-counselor/school counselor, 2. frustration: self-blame and resentment, 3. searching for breakthrough: finding identity, 4. accepting incompleteness, which is still in progress. Among them, searching for breakthrough: finding identity has two sub-themes: sandplay and dream: encounter with the inner world and wrestling with regrets for children.

Framework of anti‐racist school counseling competencies: A Delphi study

AbstractThe current sociopolitical climate of the United States has heightened awareness around the need for school counselors to engage in anti‐racist practices in order to address racism within schools; however, there is a lack of guidance around anti‐racist counseling competency. The purpose of this Delphi research study was to develop an initial list of empirically based anti‐racist school counseling competencies to support school counseling professionals. An expert panel of school counselors, directors, and counselor educators reached a consensus on 180 items across 5 categories including specific aspects of awareness, attitudes, knowledge, characteristics, and behaviors needed to dismantle racism and promote equity in schools. Considerations for school counselors, supervisors, and counselor educators are discussed.

Implementing Large-Group Consultation in Comprehensive School Counseling Programs

ABSTRACT Large-group consultation (LGC) is a tool in which professional school counselors deliver key expertise to faculty and staff in their schools while using their group work skills to facilitate meaningful learning. As part of a comprehensive school counseling program, LGC is an efficient, systemic strategy for school counselors to impact students’ academic, career, and social/emotional success. In this article, we present best practices when designing and implementing LGC. We also highlight two school counseling case studies to demonstrate the usefulness of LGC.

Teachers’ Perceptions of Teacher–Child Relationships, Student Behavior, and Classroom Management

Children’s relationships with their teachers are a potential resource for enhancing developmental and academic outcomes. The effects of positive or negative teacher–child relationships can be either beneficial or detrimental to students’ academic progress, behaviors, and emotions. In the current study, we utilized a qualitative research design to examine 18 pre-kindergarten to fourth-grade teachers’ perceptions of teacher–child relationships, student behavior, and classroom management. Analysis of in-depth interviews yielded five major themes: (a) beliefs in children, (b) teaching strategies, (c) acknowledging individual differences, (d) challenges, and (e) relationships. Findings of this study have the potential to inform in-service training regarding relationship-building skills and attending to children’s social-emotional development. We discuss the limitations of the study, implications for professional school counselors, and recommendations for future research.