Journal articles: 'Students counselors – Training of'

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Petrash, Elena, Tatyana Sidorova, and Inna Pradun. "PEDAGOGICAL PREPARATION OF CAMP COUNSELORS FOR WORKING IN MODERN SCHOOL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 470. http://dx.doi.org/10.17770/sie2020vol3.4853.

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The article discusses the problem of pedagogical training of camp counselors for working at school. The authors note that the profession of counselor in modern conditions takes on a completely different meaning: the introduction of the counselor position in the staff of the modern school is associated not only with the organization of children's vacation, recreation and rehabilitation, but also with the need to include counselors in the school educational activities during the school year.The article presents an empirical research of the counselors importance and their role in a modern school: a description of diagnostic tools is given, the survey results are analyzed by the authors. Also the authors diagnose the qualities and knowledge needed to the modern counselor, determine the counselor’s mission in a school, conduct a comparative analysis of the counselor’s activities at the school and the summer camp, summarizing the points of view of students and teachers (class teachers, representatives of the administration of educational institutions). The data obtained during the experiment formed the basis to create the educational program “Camp counselor at school”, focused on the pedagogical training of counselors for working at schools. The article is intended for public reading and for those who are interested in the problems of modernization of the general education system.

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Risnawaty, Widya, Sandi Kartasasmita, and Denrich Suryadi. "Peer Counselor Training for High School Students in West Jakarta." MITRA: Jurnal Pemberdayaan Masyarakat 3, no. 2 (November 29, 2019): 108–19. http://dx.doi.org/10.25170/mitra.v3i2.350.

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The present community service activities were held to provide peer counselor training for high school Students in West Jakarta. Results from our survey showed several problems such as high achievement demand from parents, disparity between peer groups, and verbal abuse from parents. Despite these problems, students prefer to share their problems with their peers to consulting their problems with the Guidance and Counseling (GC) teacher, subject teacher, or homeroom teacher. To address this problem, the solution offered was to prepare assistance for GC teachers by giving training to selected students so that they are able to help other students, that is as peer counselors. Students who were trained must pass a selection process to meet standard qualifications as peer counselors. The peer counselor training aimed to provide competency-based knowledge and skills as a counselor. The task of these peer counselors was to act as peer assistants who can accommodate stories and complaints from peers based on basic counselling skills. Peer counselors are expected to help reduce psychological tension experienced by peers in need. The implementation stages included the following: socializing the program, implementation of training with 14 sessions, practices and supervisions, and evaluation program. Through the training, the students were successfully introduced to simple theories and counseling skills to trainees. After 6 simulated exercises, each participant experienced better counseling skills. However, to keep improving their skills, it is necessary that the trainees be given a periodic training and a strong support from the school, especially from GC teachers.

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Minton, Shyrea J. "Examining Graduate Student Engagement in Counseling Services with Diverse Populations in P-12 Education." International Journal of Multicultural Education 19, no. 3 (October 31, 2017): 103. http://dx.doi.org/10.18251/ijme.v19i3.1380.

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Given the continued diversification of P-12 education, it is imperative for professional school counselors to possess multicultural counseling competency in order to effectively engage diverse students in counseling. Thus, it is relevant to examine the preparation of professional school counselors-in-training related to multicultural and social justice counseling competency. This study explores the multicultural counseling competence of five professional school counselors-in-training and offers recommendations for counselor educators teaching cross-cultural counseling courses and coordinating school counselor training programs.

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Peterson, Jean Sunde. "Addressing Counseling Needs of Gifted Students." Professional School Counseling 10, no. 1_suppl (October 2006): 2156759X0601001. http://dx.doi.org/10.1177/2156759x0601001s06.

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Counseling concerns of highly able students may reflect characteristics associated with giftedness. Yet school counselor training programs give scant attention to this phenomenon and to the social and emotional development of these students. School counselors therefore may be unaware of and unequipped to respond to these concerns. Referencing scholarly literature related to giftedness as both asset and burden, the author explores school counselors' potential roles in responding to the needs of gifted students.

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Camp, Ami, Sejal Parikh Foxx, and Claudia Flowers. "Examining the Relationship Between the Multicultural Self-Efficacy, Empathy, and Training of School Counselors and Their Knowledge and Skills Supporting Students Experiencing Homelessness." Professional School Counseling 22, no. 1 (January 2018): 2156759X1986733. http://dx.doi.org/10.1177/2156759x19867332.

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Homelessness remains a national concern impacting the lives of many individuals and families. We examined the relationships among participating school counselors’ self-reported multicultural self-efficacy, empathy, training, and knowledge and skills supporting students experiencing homelessness. Results of a three-stage hierarchical multiple regression indicated that the most significant predictors of school counselors’ knowledge and skills were training and multicultural self-efficacy, respectively. We present implications for training programs, counselor educators, and practicing school counselors.

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Carlson, Laurie A., and Nathalie L. Kees. "Mental Health Services in Public Schools: A Preliminary Study of School Counselor Perceptions." Professional School Counseling 16, no. 2_suppl (October 2012): 2156759X1201600. http://dx.doi.org/10.1177/2156759x12016002s03.

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This descriptive survey research study (N = 120) examined the self-reported comfort level of school counselors in addressing the mental health needs of their students and school counselor perceptions regarding working relationships with school-based therapists. Survey results indicated that school counselors are generally confident in their counseling skills and comfortable addressing common issues brought to them by their students. However, these same school counselors indicated that they experience some discomfort in working with students living with DSM diagnoses and that specific courses within counselor training programs may have a mitigating effect on this discomfort. Results also revealed that school counselors are willing to lead and work with cross-disciplinary teams and school-based therapists to better meet the mental health needs of their students.

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Carlson, Laurie A., and Nathalie L. Kees. "Mental Health Services in Public Schools: A Preliminary Study of School Counselor Perceptions." Professional School Counseling 16, no. 4 (January 2013): 2156759X1501604. http://dx.doi.org/10.1177/2156759x150160401.

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This descriptive survey research study (N = 120) examined the self-reported comfort level of school counselors in addressing the mental health needs of their students and school counselor perceptions regarding working relationships with school-based therapists. Survey results indicated that school counselors are generally confident in their counseling skills and comfortable addressing common issues brought to them by their students. However, these same school counselors indicated that they experience some discomfort in working with students living with DSM diagnoses and that specific courses within counselor training programs may have a mitigating effect on this discomfort. Results also revealed that school counselors are willing to lead and work with cross-disciplinary teams and school-based therapists to better meet the mental health needs of their students.

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Marcum, Catherine D., George E. Higgins, and Alexandria Mackinnon. "Identity theft reports of adolescents." Journal of Financial Crime 23, no. 4 (October 3, 2016): 965–73. http://dx.doi.org/10.1108/jfc-07-2015-0038.

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Purpose The purpose of this paper was to explore the identity theft victimization experiences of high school students, as well as the predictors of it being reported to school counselors. Design/methodology/approach In July and August 2014, an online survey was sent to every registered member of the American School Counselor’s Association (ASCA). School counselors were questioned about their experiences in regarding online victimization of their students. Findings Results of this analysis revealed extremely interesting predictors of school counselor demographics related to the number of reports filed by students. Research limitations/implications There was a small response rate because the survey was sent to all registered members of the ASCA, instead of a specific targeted group (which would have been more appropriate). Practical implications The results indicate a need for further resources and training dedicated to school counselors to manage identity theft victimization of students. Originality/value As far as the authors are aware, no other study of this kind has previously been performed. In addition, there is little known about identity theft victimization of adolescents.

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Singh, Anneliese A., and Joseph G. Kosciw. "Introduction to the Special Issue: School Counselors Transforming Schools for Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Students." Professional School Counseling 20, no. 1a (January 1, 2017): 1096–2409. http://dx.doi.org/10.5330/1096-2409-20.1a.1.

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The special issue of Professional School Counseling on “School Counselors Transforming Schools for Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Students” contains six empirical studies practicing school counselors and school counselor educators can use to inform their own training and refine their interventions with LGBTQ students in order to transform the school environment into an affirming one for LGBTQ students.

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Harris, Pamela N., Marquita S. Hockaday, and Marcia H. McCall. "Black Girls Matter." Professional School Counseling 21, no. 1b (January 2017): 2156759X1877359. http://dx.doi.org/10.1177/2156759x18773595.

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Servant leadership may serve as a framework for school counselors to meet the needs of Black female students. Through mixed methodology research, the authors examined comparisons between school counselor and servant leadership frameworks. They also investigated the leadership experiences of seven practicing school counselors when serving Black female students. Findings emphasize both similarities and differences between school counselor leadership and servant leadership characteristics. This article provides implications for practice, training, and future research.

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Fouad, Nadya A. "Training Counselors to Counsel International Students." Counseling Psychologist 19, no. 1 (January 1991): 66–71. http://dx.doi.org/10.1177/0011000091191005.

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Cabell, Autumn L., Dana Brookover, Amber Livingston, and Ila Cartwright. "“It’s Never Too Late”: High School Counselors’ Support of Underrepresented Students’ Interest in STEM." Professional Counselor 11, no. 2 (June 2021): 143–60. http://dx.doi.org/10.15241/alc.11.2.143.

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The purpose of this study was to contribute to the literature surrounding school counselors and their support of underrepresented high school students who are interested in science, technology, engineering, and math (STEM). The influence of context on school counseling was also explored, in particular practicing during the COVID-19 pandemic. Through this phenomenological study, nine high school counselors were individually interviewed, and four themes emerged. These themes were: (a) professional knowledge surrounding issues of diversity in STEM, (b) training related to the needs of underrepresented students in STEM, (c) active engagement in supporting underrepresented students’ STEM career interests, and (d) barriers related to supporting underrepresented students’ STEM interests. This article includes implications for (a) how school counselors can support underrepresented students’ STEM interests, particularly during the COVID-19 pandemic; (b) how counselor educators can contribute to STEM-related research and training; and (c) how school administrators can support school counselors’ STEM initiatives.

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Brown, Chris, David T. Dahlbeck, and Lynette Sparkman-Barnes. "Collaborative Relationships: School Counselors and Non-School Mental Health Professionals Working Together to Improve the Mental Health Needs of Students." Professional School Counseling 9, no. 4 (January 2006): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900413.

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Fifty-three school counselors and administrators employed in middle and high school settings were surveyed regarding their thoughts about school districts working collaboratively with non-school mental health professionals to respond to the mental health needs of students. In addition, the survey sought to understand what school counselors and their hiring principals/vice principals regard as the roles and responsibilities of school counselors and the scope of school counselor training.

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Femrite, Stephanie, and Jenny Flatt. "Transformative Leadership: The Camp Counselor Experience." Journal of Youth Development 11, no. 3 (January 4, 2017): 132–40. http://dx.doi.org/10.5195/jyd.2016.466.

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A study, utilizing focus groups, was conducted with teens serving as camp counselors at the North Central 4-H camp in Missouri. High school students, 14-18 years old, served as camp counselors during a four-day residential camp the summer of 2014. Each counselor was a current 4-H member and had served as a 4-H camp counselor in Missouri for at least one year, some serving as many as five years. Comparing two training models, evidence was found that intentional training sessions are crucial for the empowerment that leads to transformation.

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Ososkie, Joseph, and Scott Sabella. "Experiential Counselor Supervision for Rehabilitation Counselors-in-Training." Rehabilitation Research, Policy, and Education 32, no. 3 (September 2018): 156–67. http://dx.doi.org/10.1891/2168-6653.32.3.156.

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Background:Preprofessional training for rehabilitation counselors necessarily includes experiential components designed to develop the clinical skills of trainees. Though there are a broad range of supervision models and modes of delivery available, thorough descriptions of supervisory practices are rare, particularly for existential and experiential approaches.Objective:The purpose of this article is to describe an approach to experiential rehabilitation counselor supervision (ERCS) which orients counselors-in-training toward heightened awareness of the clinical environment and being fully present within their counselor–client interactions. Within this existential approach, the depth of focus on the interpersonal counseling experience is offered as a counterbalance to an overemphasis on technical proficiency and procedural fidelity.Framework:The ERCS process exposes students to counseling and supervision in intensified experiential forms within: (a) the counseling session, (b) individual supervision, and (c) group supervision. The supervision format and mode of trainee observation of the counseling session may vary, though in each case, the focus is on awareness and presence above techniques. During individual supervision, the emphasis on awareness is maintained, though precedence is given to supervisee anxiety, supervisee countertransference, and parallel process. In group supervision, trainee and group process dynamics may initially escalate anxieties, but this format opens opportunities for insight through sharing of experiences, facilitated feedback, and activation of therapeutic factors.Conclusion:The ERCS approach is intended to emphasize the primacy of relational components of counseling and to promote interpersonal learning that will be useful for trainees in their direct client work in internship and future employment.

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Branco, Susan F., and Pamelia E. Brott. "The Elementary School Counselor's Voice in Counseling Transracially Adopted Students." Professional School Counseling 21, no. 1 (January 2017): 1096–2409. http://dx.doi.org/10.5330/1096-2409-21.1.26.

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Findings from this phenomenological study of 11 school counselors’ perceptions of and work with students adopted transracially (SATr) were amplified through eight themes reflecting their shared storyline as a “continuum of comfort and confidence.” These school counselors relied on their understanding of human development, using counseling skills, applying multicultural competence, and being sensitive to adoption-related practices to understand and meet the needs of SATr and their families. The authors provide recommendations to promote equity and inclusion of SATr in the school setting and for counselor education training.

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Gilfillan, Beth H. "School Counselors and College Readiness Counseling." Professional School Counseling 21, no. 1 (January 2017): 2156759X1878429. http://dx.doi.org/10.1177/2156759x18784297.

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School counselors are vital to helping students become college ready. Professional organizations (i.e., American School Counselor Association, Council for Accreditation of Counseling and Related Programs, and National Association for College Admission Counseling) highlight the need for school counselors to provide college readiness counseling, yet the particular skills and knowledge needed to provide it have not been comprehensively explored. This conceptual article with practical applications identifies student needs, responsibilities of school counselors, training of school counselors, and advocacy issues as essential elements to develop college readiness counseling.

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Harisah, Risa, and Neila Ramdhani. "Pelatihan “INTERAKTIF” Meningkatkan Empati Guru BK." Gadjah Mada Journal of Professional Psychology (GamaJPP) 4, no. 2 (May 29, 2019): 116. http://dx.doi.org/10.22146/gamajpp.46321.

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Abstract. The “INTERAKTIF” training was compiled to increase the empathy of school counselor in assisting their students. The “INTERAKTIF” module consist of emotional intelligence and therapeutic communication theory. The research was conducted by untreated control group design method with dependent pretest and posttest samples, which include experimental group and control group. Participants in this reseach consist of 46 junior high school counselors in Yogyakarta. Statistical analysis result using Mixed ANOVA showed that empathy level on experiment group significantly differ from control group (F=4,805, p = 0,034). The final result show that the “INTERAKTIF” training effective in increasing the junior high school counselor’s empathy in Yogyakarta. Keywords : empathy; emotional intelligence; therapeutic communication

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Byrd, Rebekah, and Danica G. Hays. "Evaluating A Safe Space Training for School Counselors and Trainees Using a Randomized Control Group Design." Professional School Counseling 17, no. 1 (January 2013): 2156759X0001700. http://dx.doi.org/10.1177/2156759x0001700103.

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School counselors need to advocate and act as an ally for all students. Safe Space, a training designed to facilitate competency for working with and serving LGBTQ youth (i.e., LGBTQ competency), has received increased attention in the field of school counseling. However, limited empirical support exists for training interventions such as Safe Space, with only one study to date examining its effectiveness for graduate psychology students (see Finkel, Storaasli, Bandele & Schaefer, 2003). This study used a randomized pretest-posttest control group design to evaluate and examine the impact of Safe Space training on competency levels of a sample of school counselors/school counselor trainees and to explore the relationship between LGBTQ competency and awareness of sexism and heterosexism.

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Simons, Jack D., Hutchison Brian, and Michael W. Bahr. "School Counselor Advocacy for Lesbian, Gay, and Bisexual Students: Intentions and Practice." Professional School Counseling 20, no. 1a (January 1, 2017): 1096–2409. http://dx.doi.org/10.5330/1096-2409-20.1a.29.

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This study sought to understand school counselor advocacy for lesbian, gay, and bisexual (LGB) students using the theory of planned behavior (Ajzen, 2015). The authors analyzed data from a non-random sample of 398 school counselors in the United States. Participants completed demographic items and the Attitudes subscale of the Sexual Orientation Counselor Competency Scale (SOCCS-A), Advocacy Self-Efficacy Scale (ASES), Motivation to Comply Scale (MTCS), LGB Advocacy Intention Scale (LGBAIS), and LGB Advocacy Activity Scale (LGBAAS). School counselors’ attitudes and advocacy self-efficacy significantly predicted LGB advocacy intention. Attitudes, self-efficacy, and LGB advocacy intention significantly predicted LGB advocacy activity. Findings related to motivation to comply were inconclusive, indicating that it did not influence any changes in school counselor LGB advocacy intention or activity. The authors call for more general and LGBT-specific advocacy, training, and research in schools and counselor education programs, and more school counselor involvement in sex education reform.

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Harini, Ririn, Ibrahim Rahmat, and Wenny Artanty Nisman. "Improving Counselling Skills about Reproductive Health among Students by Using Peer Counselor Training." Jurnal NERS 9, no. 2 (September 29, 2016): 173. http://dx.doi.org/10.20473/jn.v9i22014.173-182.

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Introduction: Nowadays, the goal of MDGs to improve maternal health is one of the priorities of many countries. Indonesian Government, by the National Family Planning Board (BKKBN), has followed up by monitoring and evaluating programs which is realized by providing technical guidance resilience in young people through Generation Planning program and developing Information and Consultation Center for Students Reproductive Health (PIK-KRM). In order to improve the role of peer counselors, a training should be done to increase their knowledge, attitudes, and skills. The objective of this research was to determine the effects of training on peer counselor’s knowledge, attitudes, and skills at PIK-KRM. Methods: The study was used quasy experiment pre-test and post-test nonequivalent control group design. Population were the committee of PIK-KRM at Faculty of Health, University of Muhammadiyah Malang, 80 students were included. Independent variable was training, while dependent variables were peer counselor’s knowledge, attitude, and skills. Data were collected by using questionnaire and observation form. Data were then analyzed by using paired t–test, independent sample t-test, simple linear regression. Results: The results of linear regression had showed that training have significant effect on peer counselor’s knowledge (p=0.000; R square=0.254), attitude (p=0.000; R square=0.432), and skills (p=0.000; R square=0.191). Discussion: Training can improve peer counselor’s knowledge, attitude, and skills at PIK-KRM board in giving information and counseling about reproductive health (sexuality, HIV/AIDS, and drugs). Nurses should provide continous training regularly, so their ability can be more better.Keywords: training, peer counselors, knowledge, attitudes, skills, PIK-KRM board, students reproductive health

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Briggs, Michele Kielty, A. Renée Staton, and Tammy D. Gilligan. "The Girls’ Leadership Experience Camp: A Parallel Process of Leadership Skill Development for School Counselors-in-Training." Professional School Counseling 13, no. 2 (December 2009): 2156759X0901300. http://dx.doi.org/10.1177/2156759x0901300208.

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School counseling programs must provide counselors-in-training with effective and multifaceted leadership skill-building opportunities (Brott, 2006; DeVoss & Andrews, 2006; Dollarhide, Gibson, & Saginak, 2008; Kaffenberger & Murphy, 2007). The Girls’ Leadership Experience Camp (GLEC) was created by the authors to enhance the leadership abilities of local girls while providing a training ground for future school counselors to develop their own leadership abilities. The camp participants included 16 rising sixth-grade girls who were potential first-generation college students and were identified by school personnel as possible leaders. The training experiences were framed using the core qualities and components of the ASCA National Model® (American School Counselor Association, 2005). This article describes the processes and outcomes related to leadership training of future school counselors via the GLEC.

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Akbar, Resti Rahmadika, Rahma Triyana, and Prima Adelin. "PELATIHAN PEER COUNSELOR DAN PENGENALAN MEDIA PROMOTIF UNTUK PEER COUNSELOR." Jurnal Abdimas ADPI Sains dan Teknologi 2, no. 3 (September 25, 2021): 103–7. http://dx.doi.org/10.47841/saintek.v2i3.234.

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Medical students as early adults have different challenges from high school, especially medical students. Based on the results of the previous study, it was found that medical students experienced anxiety, stress, and even depression with various levels. Ranging from mild to moderate-severe. Various efforts have been made, starting with increasing early detection of students from the first year, to the training stage to increase the role of academic advisory lecturers, to solving student problems that are sent to the counseling guidance section. The purpose of this training is that peer guidance services can be used as a form of guidance and counseling services provided to adolescents or early adults who have low social interaction. Before the training, it was started with the selection stage for peer counselors using an empathy questionnaire, based on the results of the questionnaire 28 students were found to be candidates for peer counselors. The training begins with a pretest then presentation material and case discussions then end with a post-test. Based on the results of the pre-test and post-test, there was an increase in knowledge about peer counselors, their roles, the benefits of counseling, and media that can be used as promotions as part of the peer counselor's duties. It is hoped that from this training, students can increase the role of assistance to students from the early stages so that severe cases experienced by students both in terms of academic and non-academic can be resolved.

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Geltner, Jill A., and Teresa N. Leibforth. "Advocacy in the IEP Process: Strengths-Based School Counseling in Action." Professional School Counseling 12, no. 2 (December 2008): 2156759X0801200. http://dx.doi.org/10.1177/2156759x0801200206.

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As the number of students in schools receiving special education services rises, the need for advocacy for these students increases as well. Because school counselors already possess specialized training beneficial to all stakeholders in the special education process, the potential for school counselors’ role in the Individualized Education Plan (IEP) process is quickly increasing. This article addresses how school counselors can collaborate with teachers and special education teams in the IEP, 504 plan, and other student support team processes. School counselors can model positive communication and assist the team in identifying student and environmental strengths while also increasing family involvement. Specific ways that school counselors can collaborate with planning teams are discussed and direct links are made to Strength-Based School Counseling (Galassi & Akos, 2007) and the ASCA National Model® (American School Counselor Association, 2005).

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Simons, Jack D. "School Counselor Transgender Intersex Advocacy Competence Scale (SCTIACS): Construction and Validation." Professional School Counseling 23, no. 1 (January 2019): 2156759X1987390. http://dx.doi.org/10.1177/2156759x19873902.

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The purpose of this study was to develop the School Counselor Transgender Intersex Advocacy Competence Scale (SCTIACS). The SCTIACS is a training tool to use in teaching school counselors and other school stakeholders to advocate for gender minority students. Development of the SCTIACS involved a three-step process: generating items, reducing items, and gathering data from school counselors to conduct principal component analysis and test validity and reliability.

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Appling, Brandee M., Malti Tuttle, and Viola Simone May. "The Experiences of School Counselors Who Collaborate With Clinical Mental Health Counselors." Professional School Counseling 23, no. 1 (January 2019): 2156759X1988266. http://dx.doi.org/10.1177/2156759x19882660.

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The current research study explored the experiences of collaboration between K–12 school counselors and clinical mental health counselors (CMHCs). Through transcendental phenomenology, we examined the perspectives of 10 practicing school counselors who have collaborated with CMHCs. We identified seven main themes that highlighted the essence of these experiences: (a) key factors for effective collaboration, (b) “no ego on the table,” (c) benefits of collaboration, (d) roadblocks to collaboration, (e) eliminating roadblocks to collaboration, (f) preservice training, and (g) forging forward in practice. Implications and recommendations from this study inform practicing counselors and counselor education programs about these collaboration experiences and the need for collaboration to support the academic and social/emotional success of K–12 students.

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Malott, Krista M., and Tacia Knoper. "Social Justice in Application: Counselor Training in a Legal Context." Journal for Social Action in Counseling & Psychology 4, no. 2 (October 1, 2012): 23–40. http://dx.doi.org/10.33043/jsacp.4.2.23-40.

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A paradigm shift in counseling toward a social justice framework indicates the need for corresponding change in counselor education practices. In this article, the authors present a unique, interdisciplinary training program at one university, whereby counseling students aid clientele through social justice counseling in collaboration with students from the Law School and Modern Language Department. Program development and challenges unique to this collaborative venture are described. Three cases will illustrate the counselors’ role in the context of legal practice.

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Lawrence, Ashley, and Carolyn Stone. "Principals’ Perceptions of Transformed School Counselors." NASSP Bulletin 103, no. 2 (June 2019): 139–57. http://dx.doi.org/10.1177/0192636519853029.

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This study investigated the relationship between the Transformed School Counseling (TSC) initiative counselor educator programs, the perceptions of school principals hiring TSC-prepared school counselors, and factors affecting principal’s hiring practices. Results indicated that principal’s value TSC candidates because they: (a) have effective principal-counselor relationships that positively affect students, (b) exemplify leadership qualities, (c) align their work with the mission of the school, (d) have strong communication skills, and (e) do not require additional training.

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Richmond, Samara G., Amber M. Samuels, and A. Elizabeth Crunk. "Vicarious Grief in Supervision: Considerations for Doctoral Students Supervising Counselors-in-Training." Professional Counselor 11, no. 2 (June 2021): 161–72. http://dx.doi.org/10.15241/sgr.11.2.161.

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The COVID-19 pandemic has brought about collective experiences of grief; thus, counselors-in-training (CITs) and their doctoral student supervisors may encounter increases in grief-oriented clinical work. In considering how to support CITs’ work with grieving clients, doctoral supervisors should be prepared to help CITs manage experiences of vicarious grief (VG). Given the ubiquity of loss and the limited amount of grief-specific coursework in counselor training, CITs could benefit from exploring their experiences of VG with their doctoral supervisors in clinical supervision—a core area of training for doctoral students enrolled in counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs. In this manuscript, we (a) provide an overview of the literature on VG, (b) discuss the potential impact of VG on CITs, (c) present a case study illustrating attention to VG in supervision, and (d) provide practical strategies doctoral supervisors can employ when addressing VG in supervision, drawing on Bernard and Goodyear’s discrimination model.

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Hausheer, Robin. "Program Evaluation Model: Training Future School Counselors Through Community Partnership." Professional School Counseling 22, no. 1b (January 2019): 2156759X1983443. http://dx.doi.org/10.1177/2156759x19834434.

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This article presents an in-depth model to train school counseling students in program evaluation. Steps outlined in the model include partnering with a local nonprofit organization, conducting a literature review, developing a research question and hypothesis, detailing the evaluation instrument selection process, and outlining the program evaluation presentation. I provide an example of the model in action to illustrate each step and discuss benefits of model implementation and implications for school counselors, counselor educators, and future research.

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Tanrikulu, İbrahim. "Counselors-in-training students’ attitudes towards online counseling." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 785–88. http://dx.doi.org/10.1016/j.sbspro.2009.01.140.

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Foxx, Sejal Parikh, and Kelly Anderson. "Starting the Conversation About Interdisciplinary Counselor and Teacher Training." Professional School Counseling 23, no. 1 (January 2019): 2156759X2094064. http://dx.doi.org/10.1177/2156759x20940646.

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School counselors and special education teachers are most often the professionals called upon to support students with intensive, challenging behavioral and emotional needs. However, research suggests that many preparation programs fail to provide training specific for intensive evidence-based interventions. We review the context and need for interdisciplinary school counselor and special education teacher training and provide a perspective on potential directions for addressing this need in professional preparation.

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Pearson, Quinn M. "Psychotherapy-Driven Supervision: Integrating Counseling Theories into Role-Based Supervision." Journal of Mental Health Counseling 28, no. 3 (June 21, 2006): 241–52. http://dx.doi.org/10.17744/mehc.28.3.be1106w7yg3wvt1w.

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Mental health counselors often play an integral part in the training and supervision of students and new practitioners. Whether they are teaching clinical skills in academic settings, providing on-site supervision for practicum and internship students, or serving as clinical supervisors for unlicensed or less experienced counselors, supervision is a relevant component of mental health practice. Designed as a practical approach that builds on the clinical strengths of mental health counselors, psychotherapy-driven supervision advocates blending psychotherapy-based approaches to supervision with role-based models of supervision. Strengths and weaknesses of psychotherapy-based approaches are discussed. Detailed descriptions of the teacher, counselor, and consultant roles of supervisors are presented. Psychotherapy-driven supervision is illustrated for three theoretical approaches: humanistic-relationship oriented, cognitive-behavioral, and solution-focused.

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Simons, Jack D. "School Counselor Sexual Minority Advocacy Competence Scale (SCSMACS)." Professional School Counseling 21, no. 1 (January 2017): 2156759X1876190. http://dx.doi.org/10.1177/2156759x18761900.

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The purpose of this study was to develop the School Counselor Sexual Minority Advocacy Competence Scale (SCSMACS), a measure to use in training school counselors to advocate for sexual minority students. Developing the SCSMACS involved (a) generating items, (b) reducing items, and (c) gathering data from middle and high school counselors to conduct principal component analysis and reliability and validity testing. The author found support for content validity, construct validity, criterion validity, and test–retest reliability.

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Yaman, Kamile Gamze, and Derya Eryiğit. "The Most Common Cases and Counseling Approaches in School Counseling –An Istanbul Sample-." Global Journal of Guidance and Counseling in Schools: Current Perspectives 6, no. 3 (July 30, 2016): 53–60. http://dx.doi.org/10.18844/gjgc.v6i3.1434.

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The aim of this study is to find out numerous situations and counseling approaches that school counselors are likely to encounter during their training and the first five years of practice. We believe that attention to the various theoretical approaches that can be applied to resolve different cases will better prepare school counselors to deal with each dilemma using an efficient approach to school counseling. Thus it is important to know the most common cases seen and counseling approaches used in school counseling to prepare school counseling students to the profession. In order to achieve data about school counseling cases and approaches, fourteen high school counselors from public and private schools are interviewed with semi structured questionnaire prepared by researchers. School counselors are asked about the cases that they see the most, the approaches that they use with these cases, support systems that they seek for and therapy trainings that they take after their graduation from college. Study group is settled with random sampling from schools in different districts of Istanbul that have school counselor with at least one year experience. The results are analyzed with thematic analysis. Key words: school counseling, counseling cases, counseling approaches, school counselor education.

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Rochat, Shékina. "Effects of Motivational Interviewing Training in Career Counseling: A Pilot Study." Journal of Career Development 46, no. 3 (December 7, 2017): 280–94. http://dx.doi.org/10.1177/0894845317745380.

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Motivational interviewing (MI) is receiving increasing attention in the field of career counseling. Using a quasi-experimental design, this pilot study examines the impact of MI training on career counselors’ behaviors and clients’ talk within audio-recorded interviews. Eight school-based career counselors participated in the study. They audio-recorded their interviews with 30 students prior to MI training and with 32 students after it. Counselors’ behaviors and students’ talk were coded using the Motivational Interviewing Skills Code 2.1. The results demonstrate mixed outcomes in terms of career counselors’ MI proficiency after the training. Career counselors’ proficiency improved in some of the indicators (percentages of MI-consistent behaviors and reflections-to-questions ratio) and worsened in others (percentages of complex reflections [% REC] and open questions). Reaching proficiency in the % REC influenced students’ change talk, but reaching proficiency in the % MICO did not. Implications for MI training and research in career counseling are discussed.

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Burkholder, David, Michele Toth, Kevin Feisthamel, and Paula Britton. "Faculty and Student Curricular Experiences of Nonerotic Touch in Counseling." Journal of Mental Health Counseling 32, no. 2 (April 1, 2010): 168–85. http://dx.doi.org/10.17744/mehc.32.2.b443p51w6x140555.

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This phenomenological study explored both faculty and student curricular experiences of nonerotic touch in counseling. Data analysis demonstrated that counselor educators experienced uncertainty and apprehension in training students on the use of nonerotic touch. Students received inadequate training and internalized an assortment of conceptualizations about whether to touch in counseling, which caused them confusion, frustration, and insecurity. The emergent themes of this research mirrored empirical and theoretical research and strengthened the case for improving the training mental health counselors receive on the topic of nonerotic touch.

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Hines, Erik M., Desiree D. Vega, Renae Mayes, Paul C. Harris, and Michelle Mack. "School counselors and school psychologists as collaborators of college and career readiness for students in urban school settings." Journal for Multicultural Education 13, no. 3 (August 12, 2019): 190–202. http://dx.doi.org/10.1108/jme-02-2019-0015.

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Purpose The purpose of this paper is to discuss the role of both the school counselor and the school psychologist in preparing students in urban school settings for college and/or the workforce. Throughout this paper, the authors discuss how collaboration is critical to ensuring students are successful at every school level (e.g., elementary, middle and high) to avail themselves of various postsecondary opportunities upon graduation. The authors give recommendations for practice and future research to implement and increase knowledge around collaboration between school counselors and school psychologists in preparing students in urban school settings to be college- and career-ready. Design/methodology/approach This is a conceptual paper on school counselors and school psychologists using the Eight Components of College and Career Readiness Framework to collaborate on preparing students for postsecondary options. Findings With support from key stakeholders like administrators, teachers and parents, school counselors and school psychologists can work collaboratively to increase students’ college and career readiness. For example, school counselors and school psychologists may start by creating and implementing a needs assessment, as it relates to the developmental tasks of students (i.e. self-regulation, self-efficacy, self-competence) that must be negotiated to ensure college and career readiness. School counselors and school psychologists should also examine out-of-school suspension, expulsion, school arrest and disciplinary referral data (Carter et al., 2014). Originality/value Collaboration around college and career readiness is important to the academic success and future of students in urban school settings. School counselors and school psychologists complement each other in preparing students for college and the workforce because their training has prepared both for addressing academic needs, assessment, mental health issues, career development, behavioral concerns and social–emotional needs of students (American School Counselor Association, 2012; National Association of School Psychologists, 2014). Further, school counselors and school psychologists are in a pivotal position to create a college-going culture by using evidence-based activities, curricula and practices.

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Edmawati, Mahmuddah Dewi, Aldila Fitri Radite Nur Maynawati, and Awik Hidayati. "PELATIHAN KONSELOR SEBAYA PADA SISWA KELAS XI SMAN 1 WONOGIRI MENGGUNAKAN ZOOM MEETING DI ERA PANDEMI COVID-19." Jurnal Terapan Abdimas 6, no. 2 (July 26, 2021): 197. http://dx.doi.org/10.25273/jta.v6i2.8417.

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Abstract. The purpose of peer counselor training activities for class XI students of SMAN 1 Wonogiri using a zoom meeting in the Covid-19 pandemic era is to provide information about peer counselors and provide peer counselor skills to students at SMAN 1 Wonogiri. This training also provides information on guidance and counseling services, increases the ability to become peer counselors, and makes peer counselors an extension of counseling services in schools to help solve peer problems. Peer counselor training were carried out in 4 stages. Phase 1, by sharing and questioning, several training participants were asked to share their experiences while receiving guidance and counseling services during the Covid-19 pandemic. Stage 2 is the provision of material about peer counselors. The material is delivered in the form of lectures on peer counselor materials, discussions, provides examples of peer counselor activities through videos and carries out practices in the form of role-playing as a counselor and counselee. Stage 3 is the practice and implementation of peer counselor guidance and stage 4 is to evaluate the results of the peer counselor practice. The results of peer counselor training include improving the image of counseling guidance services through peer counseling activities, providing interpersonal skills to students, increasing knowledge and skills to become peer counselors so that students can become partners for guidance and counseling teachers. Abstrak. Tujuan dari kegiatan pelatihan konselor sebaya pada siswa kelas XI SMAN 1 Wonogiri menggunakan zoom meeting di era pandemi covid-19 adalah memberikan informasi mengenai konselor sebaya dan memberikan ketrampilan konselor sebaya kepada siswa di SMAN 1 Wonogiri. Pelatihan ini juga memberikan informasi mengenai layanan bimbingan dan konseling, meningkatkan kemampuan menjadi konselor sebaya, dan menjadikan konselor sebaya sebagai perpanjang tangan layanan BK di sekolah untuk membantu memecahkan permasalahan teman sebaya. Pelatihan konselor sebaya dilaksanakan dalam 4 tahap. Tahap 1 dengan dengan sharing dan tanya jawab beberapa peserta pelatihan diminta untuk menyampaikan pengalaman selama menerima layanan bimbingan dan konseling di masa pandemi covid-19. Tahap 2 yaitu pemberian materi mengenai konselor sebaya. Materi disampaikan dalam bentuk ceramah mengenai materi konselor sebaya, diskusi, memberikan contoh kegiatan konselor sebaya melalui video dan melaksanakan praktik dalam bentuk role-playing sebagai konselor dan konseli. Tahap 3 yaitu praktik dan pendampingan pelaksanaan konselor sebaya dan tahap 4 yaitu mengevaluasi hasil dari praktik konselor sebaya. Hasil kegiatan pelatihan konselor sebaya antara lain meningkatkan citra layanan bimbingan konseling melalui kegiatan konseling sebaya, memberikan ketrampilan interpersonal kepada siswa, menambah pengetahuan dan keterampilan menjadi konselor sebaya sehingga siswa dapat menjadi partner guru bimbingan dan konseling. <div id="gtx-trans" style="position: absolute; left: 28px; top: 565px;"> </div>

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Lewis, Rolla E., and Trish Hatch. "Cultivating Strengths-Based Professional Identities." Professional School Counseling 12, no. 2 (December 2008): 2156759X0801200. http://dx.doi.org/10.1177/2156759x0801200210.

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This article shares how school counselors-in-training are oriented to cultivate strengths-based professional identities based on culturally relevant and evidence-based practices that support the developmental learning abilities of all students. Professional identity and positive youth development are tied to practices, Web sites, and resources that preservice school counselors and graduates use to promote and construct Strengths-Based School Counseling programs (Galassi & Akos, 2007) that align with the ASCA National Model® (American School Counselor Association, 2005).

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Banat, Sohaila M., Soua'd M. Ghaith, and Mouhamed Sayel Barahmeh. "The Reality of Counseling Services Provided by the School Counselor for Gifted and Talented Students in the Jordanian Government School." Journal of Educational and Psychological Studies [JEPS] 7, no. 2 (January 1, 2013): 151. http://dx.doi.org/10.24200/jeps.vol7iss2pp151-166.

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This study aimed to investigate the reality of counseling services provided by the school counselor for gifted and talented students in the Jordanian governmental school. Also, it aimed to know the effects of some demographic variables. The researchers developed a scale for the counseling services that consisted of 50 items. The instrument included: psychological, academic, vocational, familial, social, and cognitive aspects. It was administrated after checking it's appropriate reliability and validity. The sample consisted of 174 counselors from Salt, Zarqa, Almafraq, Alrosaifa, and Ain Albasha directories in Jordan. The results showed that the counselors practicing low level of the counseling services. Also, the results indicated a significant difference in the counseling services provided to gifted and talented students due to the years of the experience fevoring to the counselors with an experience less than five years. On the other hand, there were no significant differences due to gender, degree, type of school, and the number of the students. In light of these results the researchers recommended that training opportunities and enhanecement should be provided to the counselors who serve the gifted and talented students in public schools.

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Gibbons, Melinda M., and Jeannine R. Studer. "Suicide Awareness Training for Faculty and Staff: A Training Model for School Counselors." Professional School Counseling 11, no. 4 (April 2008): 2156759X0801100. http://dx.doi.org/10.1177/2156759x0801100408.

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Suicide among school-aged youth is a growing concern, and school personnel have a legal obligation to provide suicide prevention programming to faculty and staff. School counselors have the skills to provide such training, as well as to inform staff and faculty of school policy and procedures for referring potentially suicidal students. A step-by-step model is provided for school counselors to use and adapt for suicide in-service training.

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McClanahan, Kimberly K., Robert J. McLaughlin, Victor E. Loos, J. David Holcomb, Ann D. Gibbins, and Quentin W. Smith. "Training School Counselors in Substance Abuse Risk Reduction Techniques for Use with Children and Adolescents." Journal of Drug Education 28, no. 1 (March 1998): 39–51. http://dx.doi.org/10.2190/ac07-7tnc-r5by-utn0.

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A training project prepared school counselors for expanded roles in the prevention, early detection, and appropriate referral of students at high risk of substance abuse. The project trained middle and high school counselors to work as facilitators of support groups for students at greatest risk for substance abuse; the results were: 1) greater perceived self-efficacy, comfort, confidence, and competence by counselors as a result of Initial, Experiential, and Concurrent training, and 2) improved ability to use group counseling techniques as a result of training.

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Buczek, Teresa A. "A Promising Measure of Sex Bias: The Incidental Memory Task." Psychology of Women Quarterly 10, no. 2 (June 1986): 127–40. http://dx.doi.org/10.1111/j.1471-6402.1986.tb00741.x.

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The purpose of the present study was to determine whether differences in counselors' retention of information about a female and a male client in a previous study would also be obtained with a non-counselor sample. Two hundred eighteen undergraduate students participated in the present study. The findings indicated similarity between the undergraduates and counselors on measures of retention and question generation. In findings similar to those of the previous study, participants in this study retained less information under the female client conditions, p < .01, a result that indicates a possible negative valuation of female client concerns. The implication of the findings for counselor training is discussed; in particular, the findings support the utility of free-response measures for assessing sex role stereotyping.

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Fullen, Matthew C., Jordan Westcott, and Julianna Williams. "Knowledge is Power: An Analysis of Counseling Professionals’ Medicare Policy Proficiency." Journal for Social Action in Counseling and Psychology 12, no. 1 (August 5, 2020): 44–56. http://dx.doi.org/10.33043/jsacp.12.1.44-56.

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This study examines counseling professionals’ knowledge concerning the Medicare program and related advocacy efforts. American Counseling Association members (N = 5,097) answered a series of true-false questions that were intended to measure proficiency in two areas: Medicare policy and the counseling profession’s advocacy for provider eligibility. Statistical analyses indicated that members have a wide range of Medicare knowledge. A significant difference in advocacy history knowledge was found when comparing counselor educators, practicing counselors, doctoral students, and master’s students. However, no differences in policy knowledge were present among these groups. Implications for the counseling profession and counselor training are discussed.

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Reis, Carli, and Dewey Cornell. "An Evaluation of Suicide Gatekeeper Training for School Counselors and Teachers." Professional School Counseling 11, no. 6 (August 2008): 2156759X0801100. http://dx.doi.org/10.1177/2156759x0801100605.

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The study in this article compared counselors and teachers on measures of suicide knowledge and prevention practices after participation in a statewide training program in student suicide prevention using the “Question, Persuade, and Refer” program. Follow-up surveys conducted an average of 4.7 months after training indicated that trainees (73 counselors and 165 teachers) demonstrated greater knowledge of suicide risk factors and reported making more no-harm contracts than did controls (74 counselors and 98 teachers). In comparison to teachers, counselors demonstrated greater knowledge of risk factors and reported questioning more potentially suicidal students and making more contracts and outside referrals. These findings support the value of gatekeeper training for both counselors and teachers and substantiate the important role of counselors in suicide prevention.

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Dispenza, Franco, Nikki C. Elston, Mary E. Huffstead, Mackenzie G. Suttles, and Nedeljko Golubovic. "Rehabilitation Counselor Preparation to Work With LGBTQ Persons Living With Chronic Illness/Disability: A Qualitative Content Analysis." Rehabilitation Research, Policy, and Education 31, no. 1 (2017): 27–39. http://dx.doi.org/10.1891/2168-6653.31.1.27.

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Purpose:To identify meaningful educative experiences that contributed to the development of rehabilitation counselors’ abilities to provide effective rehabilitation counseling services to lesbian, gay, bisexual, transgender, and queer (LGBTQ) persons living with chronic illness/disabilities (CID).Method:This was a secondary analysis of a larger qualitative data set that examined the educational experiences and practices of 12 certified rehabilitation counselors working with LGBTQ persons.Results:Using a qualitative content analysis methodology, 5 categories were identified: (a) formal didactic education, (b) affirmative supervision and consultation during practica/internship, (c) extracurricular-related training, (d) identification, and (e) family of origin.Conclusion:To help facilitate future counselors’ self-perceived abilities to provide effective services to LGBTQ persons living with CID, rehabilitation counselor educators should place more emphasis on LGBTQ-related issues in their curriculum and provide practical (experiential) learning opportunities for their students.

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Plotner, Anthony J., and Allison R. Fleming. "Secondary Transition Personnel Preparation in Rehabilitation Counselor Education Programs." Rehabilitation Research, Policy, and Education 28, no. 1 (2014): 33–44. http://dx.doi.org/10.1891/2168-6653.28.1.33.

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Rehabilitation counselors are increasingly called on to provide services to transition-aged youth. However, preparation and training efforts are not sufficient to ensure that counselors have the required knowledge and skills to adequately serve these students and young adults. The purpose of this study was to investigate how secondary transition-content is infused in rehabilitation counseling programs. Specifically, (a) which transition-related competencies are considered to be most important; (b) how much instructional time is devoted to transition content; and (c) to what extent faculty believe that graduates of their program are prepared to serve transition-aged youth. Results indicated that transition issues are touched on in rehabilitation counselor preparation, but the extent to which this content is infused varies. Students are pursuing fieldwork and employment experiences serving transition youth, but educators reported varied perceptions on how prepared they are to do so. Finally, there were significant differences between the perception of importance and preparation of students regarding domains of knowledge in transition. Implications for counselor preparation and additional areas of research are presented.

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Davis, Eric, Sondra Smith-Adcock, and Lindsey Towns. "Experiences of Elementary School Counselors and Students in Using Reality Art Therapy to Address Chronic Conditions." Professional School Counseling 22, no. 1 (January 2018): 2156759X1987079. http://dx.doi.org/10.1177/2156759x19870792.

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Elementary school counselors are frequently called on to provide counseling services for children with chronic conditions. However, counselors’ training and professional development in this area is lacking. Myriad behavioral, social, and academic issues can result from a child’s chronic condition. This qualitative study examined elementary school counselors’ and students’ perceptions of an integrated reality therapy and art therapy intervention and revealed four themes. We discuss implications for elementary school counselors.

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Edwin, Mary, and Megan Dooley Hussman. "Factors Influencing School Counselors’ Time Spent on Career Planning With High School Students." Professional School Counseling 23, no. 1 (January 2019): 2156759X2094772. http://dx.doi.org/10.1177/2156759x20947724.

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Using a multinomial regression and a nationally representative sample of school counselors, we examined the factors influencing the percentage of time school counselors spend on career planning. Findings indicate that the school locale, school type, percentage of non-White students, and the number of full-time counselors were significant predictors of the percentage of hours spent on career planning with students. We discuss implications for practice, training, and future research.

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Journal articles on the topic 'Students counselors – Training of'

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