Education Commons^™

The Critical Need For Peer Clinical Supervision Among School Counselors, Pamelia E. Brott, Lorraine Dekruyf, Jung H. Hyun, Christopher R. Lafever, Sarah Patterson-Mills, Mariama I. Cook Sandifer, Victoria Stone

Journal of School-Based Counseling Policy and Evaluation

The ongoing need for clinical supervision of practicing school counselors in the United States has reached a critical point. Given the acute mental health needs of children and adolescents, staggering caseloads, and pandemic repercussions, school counselors often receive insufficient clinical support. Clinical supervision is necessary to safeguard against burnout, promote ethical practice, and encourage continual skill development for school counselors worldwide. Unfortunately, there remains a lack of available clinical supervision, trained supervisors, and practice-based strategies for providing consistent quality supervision for post-master’s school counselors. The authors present a rationale for peer clinical supervision of practicing school counselors in the US …

School Counselor Educators’ Reactions To Changes In The Profession: Implications For Policy, Evaluation, And Preparation, Jennifer Betters-Bubon, Emily Goodman-Scott, Olamojiba Bamgbose

Journal of School-Based Counseling Policy and Evaluation

In this transcendental phenomenological study and related data analysis (Creswell & Poth, 2018; Moustakas), authors explored school counselor educators’ perceptions regarding recent changes in the profession. Through six focus groups, participants (N = 29) shared their experience, resulting in four themes: (a) range of reactions to changes in the field, (b) school counseling is less valued in the counseling profession, (c) inconsistent school counselor educator identity, and (d) ardent advocacy. Authors discuss implications for school counselor preparation, identity, policy, and advocacy within an ecological framework and the need for additional national and international research.

Key words: counselor education, …

Activities And Role Of School Counselors In West Virginia: A Comparison To A National Sample, Lijuan He, Barb Brady, John C. Carey

Journal of School-Based Counseling Policy and Evaluation

A national study of school counselor role and professional activities (Fan et al., 2019) was replicated using a West Virginia (WV) school counselor sample to determine if WV’s unique context and state policies would reflect a difference in how counselors perceive their roles and conduct professional practices. The comparison between WV sample and its national counterparts showed that school counselors grade level is robustly related to professional practice, with high school counselors demonstrating different levels of work focus than middle and elementary counselors. The WV sample did not demonstrate any practically significant differences from the previously collected national U.S. sample …

An Interview With Dr. Trish Hatch: An Advocate For School Counseling Policy, Jan L. Gay

Journal of School-Based Counseling Policy and Evaluation

Dr. Trish Hatch has served as a leader in school counselor policy and advocacy for over 30 years. As a co-author of the ASCA National Model, Dr. Hatch has worked tirelessly to establish school-based policies to promote the profession of school counseling at the district, state, and federal levels. This interview serves to provide readers with insight on the importance of advocacy and understanding how to navigate political systems to affect policies that influence the profession of school counseling.

A Review Of Program Evaluation In School Counseling: Improving Comprehensive And Developmental Programs, Amanda D. Rumsey

Journal of School-Based Counseling Policy and Evaluation

This book review includes a detailed overview and discussion of Michael S. Trevisan and John C. Carey’s book: Program Evaluation in School Counseling: Improving Comprehensive and Developmental Programs, New York, NY: Routledge, 132 pages, $124.00 (hardcover), ISBN 9781138346574. The review includes strengths and potential issues regarding the text’s value and uses in graduate programs and school counseling practice. Overall, the book is a great resource and would be helpful knowledge for anyone working in the context of school counseling.