Emerging Leadership: Mental Health Counseling Competencies for School Counselor Trainees

Autor/inn/en	Holstun, Vasti P.; Wiggins, Elizabeth C.; Maldonado, José Miguel
Titel	Emerging Leadership: Mental Health Counseling Competencies for School Counselor Trainees
Quelle	In: Journal of School Counseling, 17 (2019) 25, (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-2998
Schlagwörter	Mental Health; Counselor Training; Trainees; School Counselors; Accreditation (Institutions); Graduate Students; Public Colleges; Program Content; Counselor Qualifications; Specialization; Minimum Competencies; Professional Identity; Minimum Competency Testing; Group Counseling; Helping Relationship; Individual Counseling; Crisis Intervention; Family Problems; Counselor Role; Health Needs + Suchen Sie Ihr Suchwort? Psychohygiene; Auszubildender; Weibliche Auszubildende; School counselor; Beratungslehrer; Pädagogischer Berater; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Programmgestaltung; Arbeitsteilige Spezialisierung; Fundamentum; Mindestwissen; Gruppenberatung; Helfende Beziehung; Krisenintervention; Familienkrise
Abstract	School counselors' training and clinical competencies for providing mental health counseling continues to be a point of debate regarding professional roles and identities. This study focuses on the eight counseling core competencies as defined by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The research study compares the theoretical counseling competencies of school counselor graduates to clinical mental health counselor graduates as measured by the results of the Counselor Preparation Comprehensive Examination (CPCE). The data were retrieved from an archival database that included scores collected over 13 years. Participants include graduate students (N = 682) from a CACREP accredited counselor education program at one public university. A multivariate analysis of variance (MANOVA) was conducted to examine the significant differences between CPCE total scores and subscales based on program specialty (school counseling versus clinical mental health counseling). Results demonstrated significant differences between the group means for two of the subscales (Helping Relationships and Group Work), with students in clinical mental health counseling scoring higher than students in school counseling. (As Provided).
Anmerkungen	Journal of School Counseling. Montana State University, College of Education, Health and Human Development, P.O. Box 172940, Bozeman, MT 59717. Tel: 406-994-4133; Fax: 406-994-1854; e-mail: ehhddean@montana.edu; Web site: http://jsc.montana.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01