School Counselor Trainees Research Articles

School counseling internship and the role of grit: Perceptions Among newly graduated school counselor trainees who successfully navigated internship during the COVID-19 pandemic

School counseling interns rose to the task of teaching full-time while earning hours for their internship course during COVID-19. For this qualitative study, the researchers conducted a focus group with eight graduates who successfully completed their internship in Fall 2021 or Spring 2022 amid the pandemic. The purpose of this exploratory, inductive, qualitative research study was to examine the role of grit in successful completion of Internship requirements among school counselor trainees who were enrolled in Internship during some of the worst months of the COVID-19 pandemic. Criterion and convenience sampling were utilized for participant recruitment. After the interviews were transcribed, the authors utilized thematic content analysis and identified six overarching themes. Following themes were identified: a) personal characteristics of grit, b) observations about gritty individuals, c) internal internship challenges, d) external internship challenges, e) internal contributors to internship success, f) external contributors to internship success. The authors present results on the participants’ perceptions of their experiences during internship to offer an enhanced description of the phenomenon of grit. Implications were provided for students, educators, and programs to foster grit as a contributing factor for student success and overall well-being

Perceptions and Experiences of School Counselor Trainees on Self-Care Grounded in Mindfulness and Social-Emotional Learning

Perceptions and Experiences of School Counselor Trainees on Self-Care Grounded in Mindfulness and Social-Emotional Learning

Preparing School Counseling Trainees in Professional Legislative Advocacy

Professional legislative advocacy is a pathway to improve the field of education as it may lead to policy changes that impact schools and the profession directly. Higher education educators have the opportunity to infuse in their students the skills and confidence to become advocates for their respective disciplines. In this study on an approach to teaching, we developed a training intervention to teach and build school counseling trainees' confidence for engaging in professional legislative advocacy and evaluated its effectiveness in an initial study. Compared to pretest scores, the participants had significant gains in knowledge, skills, and attitudes related to professional legislative advocacy after the training intervention. Their posttest scores were also higher than a sample of school counselor trainees who did not participate in the training. We discuss the implications of these findings and suggested research directions.

An Interpretive Phenomenological Analysis: School Counselor Trainees' Experience in Peer Group Supervision

An Interpretive phenomenological analysis was used to explore school counselor trainees’ lived experiences in peer group supervision while in a field practicum course. Utilizing seven participants, four superordinate themes were discovered including organization of the learning environment, understanding, believing, and skill development. Additionally, several sub-themes were found from their experiences. The findings shed light on how peer group supervision is beneficial to school counselors. Authors make recommendations and suggestions for training and practice of counselor educators.

Small-Group Investigation of the True Goals Curriculum With Elementary and Middle School Students: A Randomized Control Study

To explore the impact of the True Goals (TG) school counseling curriculum on important constructs related to school success for students, we conducted two studies: one with elementary and middle school students and the other with high school students. In this, the first of the two studies, 43 students in Grades 4 through 7 participated in the intervention delivered by two school counselor trainees, across two schools in one school district in the Southwest region of the United States. The study used a waitlist control design with a randomized assignment to intervention and control groups to assess the impact of the TG small-group intervention on (a) students’ goal-setting skills; (b) students’ academic self-regulation; and (c) teachers’ rating of students’ motivation, self-knowledge, self-direction, and relationships. Results indicated that students in the treatment group showed significantly higher scores in motivation, self-knowledge, self-direction, and relationship skills than students in the control group, with a large effect size. Please refer to the second study for information on the impact of TG on a high school population.

Supervision of School Counseling Leadership for School Counselors in Training

Leadership is an integral component of the professional identity of school counselors. We build upon extant scholarship on school counseling leadership and supervision, supervision of counseling leadership, and the ASCA National Model to identify needs and strategies for the supervision of school counseling leadership. We investigate strategies for facilitating leadership development in school counselors in training within the framework of the ASCA National Model. We discuss implications for school counselor trainees, counselor educators, supervisors, and researchers.

Experiences of School Counselor Trainees in Group Supervision During Practicum: A Phenomenological Study

In this phenomenological study, we explored experience of students (N=6) in group supervision within a practicum field experience course. Using a narrative-focused approach for data analysis and interpretation of journal entries, were created a thematic structure of the participants’ lived experiences using the Critical Incident Questionnaire (CIQ). Discussion and implications of this journal writing activity are offered to help reveal and understand the instructional effectiveness of a field practicum counseling course.

Experiences of School Counselor Trainees in Group Supervision During Practicum: A Phenomenological Study

In this phenomenological study, we explored experience of students (N=6) in group supervision within a practicum field experience course. Using a narrative-focused approach for data analysis and interpretation of journal entries, were created a thematic structure of the participants’ lived experiences using the Critical Incident Questionnaire (CIQ). Discussion and implications of this journal writing activity are offered to help reveal and understand the instructional effectiveness of a field practicum counseling course.

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.

Emotional Intelligence and Leadership Attributes of School Counselor Trainees

The authors report results from a correlational study of 225 school counselor trainees' emotional intelligence and leadership qualities. Higher emotional intelligence correlated with higher leadership self‐efficacy and self‐leadership. The results indicate that emotional intelligence may be a relevant aspect of leadership training for school counselor graduate students.

Multicultural Competency Training of School Counselor Trainees: Development of the Social Class and Classism Training Questionnaire

The Social Class and Classism Training Questionnaire was developed to assess multicultural competency and training of social class and classism for school counselor trainees (SCTs). The authors analyzed the differences between accreditation status, social class backgrounds, and factors contributing to SCTs’ competence and training. Results showed that socially desirable responding, number of multicultural courses, and training level contributed most to perceived competence and training. This study provides insight into factors influencing SCTs’ competence and training of social class.El Cuestionario de Capacitación en Clase Social y Clasismo fue desarrollado para evaluar la competencia multicultural y capacitación en clase social y clasismo de consejeros escolares en formación (SCT, por sus siglas en inglés). Los autores analizaron las diferencias entre el estado de acreditación, la clase social de origen y otros factores que contribuyen a la competencia y capacitación de los SCT. Los resultados mostraron que las respuestas socialmente deseables, el número de cursos multiculturales y el nivel de capacitación contribuyeron en mayor medida a la percepción de competencia y capacitación. Este estudio ofrece una perspectiva de los factores que influyen en la competencia y capacitación en clase social de los SCT.

Exploring Multicultural and Social Justice Counseling Training Outcomes on School Counselor and Youth Development

ABSTRACTThis study qualitatively explored how multicultural and social justice counseling training affected self-development during field work. Nine high school students and 15 school counselor trainees engaged in postinterviews following completion of school counseling practicum field work. Directed and conventional qualitative content analyses revealed growth in high school students' personal and academic development. High school students described appreciation for asset-oriented counseling to promote academic perseverance and self-direction. School counselor trainees described growth in self-awareness, culturally relevant counseling skills, and emerging advocacy skills. Implications for school counselor educators are described that explore the impact of multicultural and social justice counseling competencies training on counseling relationships and cultivating youth development.

Assessing an LGBTQ Responsive Training Intervention for School Counselor Trainees

This mixed methods, explanatory sequential design study explored changes over time in participants who were taking part in an experiential training intervention focused on school counseling trainees’ knowledge, awareness, and skills in working with P–12 lesbian, gay, bisexual, transgender, and questioning (LGBTQ) student populations. Results indicated that trainees’ knowledge, skills, and school counseling–related self-efficacy with P–12 LGBTQ student populations increased over time, but trainees’ reported levels of sexual orientation awareness decreased. Implications for training, practice, and research are discussed.

The Use of Expressive Arts as Experienced by High School Counselor Trainees

This article presents findings of a qualitative study that explored the process of using expressive arts counseling techniques as experienced by high school counselor trainees. The researcher identified themes that were developed from using grounded theory methods. The three-stage theory, as experienced by high school counseling trainees, included school counselor trainee experiences of apprehension, comfort, and endorsement. Discussion of findings, study implications, and suggestions for future research is included.

School Counselor Training with LGBTQ Clients: A Constitutional Conflict

Can school counselor trainees refuse to comply with the American Counseling Association (ACA) Code of Ethics and still complete the degree program to become professional school counselors? Two school counseling graduate students argued that they have the right to disregard the ACA Code of Ethics because of their religious beliefs. Two federal appellate decisions were examined to discuss whether the role of an ethics code can be selectively followed according to the school counselor trainee's beliefs or if the code serves as a cohesive, binding statement of professional conduct for all members of the profession including its aspirants. Implications for graduate students training to become public school counselors are also discussed.

Supervision Experiences of New Professional School Counselors

Traditionally, professionals in the mental health field have been permitted to regulate themselves under the ethical condition that they place the welfare of the general public above their own interests (Bernard & Goodyear, 2004). The counseling profession has used the practice of supervision to monitor the welfare of those served by assessing the performance and professional competence of both trainees and new professionals (Bernard & Goodyear, 2004). Consideration of the practice of supervision in school settings had been limited until the past two decades, during which a growing body of research informed the applied practice of supervising school counseling trainees who were enrolled in master's degree programs (Baker, Exum, & Tyler, 2002; Cigrand & Wood, 2011; Getz, 1999; Henderson, 1994; Nelson & Johnson, 1999; Peterson & Deuschle, 2006; Roberts & Morotti, 2001; Stickel, 1995; Studer, 2005, 2006; Wood & Rayle, 2006). Studer (2006) noted that attention to the practice of supervision for school counselor trainees has ensured that individuals with whom the trainee works are not negatively affected. However, Studer also commented that discussion of using supervision to support new school counseling professionals continues to receive little attention. This concern was also identified by Moyer (2011), who noted that the limited material about school counselor supervision is rapidly becoming outdated. This study addresses this inadequacy by documenting the supervision experiences of 11 new professional school counselors. Background Henderson (1994) and Studer (2005, 2006) have documented the shortage of competent professional school counselors who are trained and/or certified to provide supervision in schools. Studer (2006) noted that formal training in the practice of supervision is generally limited to specialist and doctoral programs rather than master's degree programs. As a result, the supervision of new school counselors is most often provided by professional school counselors and/or principals who have had no formal training in supervision. An additional concern is that professional school counselors who have been trained in supervision received training in supervision theories, models, and modalities that were designed and implemented for use in clinical settings, such as mental health agencies and private practices. Until recently, these supervision training experiences failed to address the unique application of supervision in school settings (Getz, 1999; Henderson, 1994; Studer, 2006). Studies focusing on post-degree supervision of professional school counselors have documented the underutilized practice of school counselor supervision in schools and included recommendations for the practice and delivery of supervision for school counseling professionals who have completed their formal educational training. Samples of these recommendations include peer supervision (Agnew, Vaught, Getz, & Fortune, 2000; Borders, 1991; Crutchfield & Borders, 1997), peer consultation (Benshoff & Paisley, 1996), group supervision (Crutchfield et al., 1997; Gainor & Constantine, 2002), and clinical supervision (Henderson & Lampe, 1992; Sutton & Page, 1994). Several authors have focused their work specifically on theories, models, and modalities of supervision that attempt to address the practice of supervision for professional school counselors (Borders, 1989; Getz 1999; Nelson & Johnson, 1999; Page, Pietrzak, & Sutton, 2001; Peace, 1995; Protivnak, 2003). While it is critical that school counselors develop counseling skills as part of the delivery of a comprehensive guidance and counseling program (American School Counselor Association [ASCA], 2010), the responsibilities of school counselors also include the development of skills in individual student planning, guidance curricula, and system support. As Devlin, Smith, and Ward (2009) concluded, few supervision models meet the complex needs presented by school counselors. …

School Counselor Roles and Preparation

Two fundamental questions are posed in this article, that of “What are the present day roles and tasks of school counselors?”, and “What are academic preparation considerations with respect school counselor trainees?” A review of the literature pertaining to the role and preparation of school counselors is shared, as well as research pertaining to populations served by these professionals. The results of an exploratory study are shared. This study involved members of the New York State School Counselor Association who responded to a survey relating to on-site tasks, and academic preparation. Recommendations for future research that will continue to enhance clarity of school counselor roles, and training preparation are offered.

Staying Focused on What Really Matters: Further Thoughts on Empowerment Theory for Professional School Counselors

We would like to begin by thanking authors Zalaquett and D'Andrea, Sciarra and Whitson, Schmidt, and Mitcham-Smith for their insightful critiques of our article. We also would like to thank editors Rich Lapan and Rick Auger for the opportunity to have this extended discussion. In giving further thought to empowerment theory and in reviewing the critiques of the respondents, there are several issues that strike us as deserving additional consideration with respect to empowerment theory for professional school counselors. We would like to give further attention to the importance of the empowerment process for school counselors, the question of outcomes with respect to the empowerment process for students, and the operationalization of empowerment theory in schools. Addressing these issues should further assuage any concerns about the viability of empowerment theory as an appropriate theoretical orientation to guide social advocacy in school counseling. THE NATURE OF THE EMPOWERMENT PROCESS FOR PROFESSIONAL SCHOOL COUNSELORS As Mitcham-Smith and Schmidt in their responses both suggest, it is evident that if professional school counselors are to be successful in facilitating the empowerment of students, they must engage in a self-reflective process that leads to their own development of critical consciousness and sense of empowerment. This is especially crucial for counselors whose racial/ethnic background, socioeconomic status, ability, or sexual orientation gives them a position of power and privilege both in the school setting and the general society. Counselor educators would do well to facilitate the empowerment process for school counselor trainees; this would entail incorporating issues of social inequalities, leadership development, public policy, ethnic studies, lesbian, gay, bisexual, and transgender studies, women's studies, and social justice into counselor education curricula. For those professional school counselors who are already in the field, the following books are recommended to help them in the process of developing critical consciousness: Readings for Diversity and Social Justice: An Anthology on Racism, Anti-Semitism, Sexism, Heterosexism, Ableism, and Classism (Adams et al., 2000) and Class and Schools: Using Social Economic and Educational Reform To Close the Black-White Achievement Gap (Rothstein, 2004). Other insightful readings can be found in the References section of our original article. Although we agree with Mitcham-Smith and Schmidt that professional school counselor empowerment is crucial to facilitating the empowerment of students, it needs to be clear that school counselors are not to assume a savior role with respect to students from marginalized communities. Student empowerment must evolve from student efforts. Therefore, counselors must be seen as important, but ancillary to the movement of students for personal and community empowerment. OUTCOME OF EMPOWERMENT FOR STUDENTS OF MARGINALIZED COMMUNITIES Answering the critical question of what do we want to see empowered students accomplish, we envision the empowered student to excel academically and be an agent of change in the community. After all is said and done, student empowerment in the school setting must be, as Sciarra and Whitson suggest in their response, about student educational achievement. …

Web-Based Peer Supervision, Collective Self-Esteem, and Case Conceptualization Ability in School Counselor Trainees

This study investigated the efficacy of a 12-week, Web-based peer supervision group in increasing school counselor trainees’ collective self-esteem (i.e., positive feelings in identifying as a school counselor) and written case conceptualization ability. Results suggested that school counselor trainees who participated in a Web-based peer supervision group reported significantly higher collective self-esteem and case conceptualization skills than did their counterparts who did not participate in Web-based peer supervision. Implications of the findings for counselors in training and practicing school counselors are presented.

Web-Based Peer Supervision, Collective Self-Esteem, and Case Conceptualization Ability in School Counselor Trainees

This study investigated the efficacy of a 12-week, Web-based peer supervision group in increasing school counselor trainees’ collective self-esteem (i.e., positive feelings in identifying as a scho...