Foundational Aspects to School Counselor Training: What Are the Necessary Competencies for Practice?

Autor/in	Silipo, Julie Ann
Titel	Foundational Aspects to School Counselor Training: What Are the Necessary Competencies for Practice?
Quelle	(2023), (255 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Adams State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-2789-1
Schlagwörter	Hochschulschrift; Dissertation; School Counselors; Counselor Training; Professional Identity; On the Job Training; Competence; Counselor Evaluation; Counseling Techniques; Cultural Awareness; Accreditation (Institutions) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School counselor; Beratungslehrer; Pädagogischer Berater; Training-on-the-Job; Kompetenz; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Cultural identity; Kulturelle Identität; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut
Abstract	The professional identity of school counselors needs consensus from the field. School counselors believe their professional identity is as a counselor (Webber, 2004). The American School Counselor Association (ASCA) defines school counselors as educators (ASCA, 2019), while some researchers argue for a dual identity educator-counselor (DeKruyf et al., 2013; Levy & Lemberger-Truelove, 2021; Wacher Morris et al., 2021). This dissertation shares the history of school counseling to understand how we got here. Often reports suggest school counselors are underprepared for their jobs without the expectation that some on-the-job training will occur. School counselors are left to advocate for their roles while maintaining their responsibilities. With the professional identity debate and the changes to training advocated by ASCA, this dissertation defines the necessary components of school counselor training using the Assessment of School Counselor Competencies (ASCC; Lambie & Stickl Haugen, 2020a) and exploratory factor analysis (EFA). Findings suggest that what is essential to school counselors' training relates firstly to counseling skills, followed by cultural competency factors and educator skills. Additional understandings include that program accreditation currently makes no difference in competence and that most competencies are learned while on the job, suggesting that school counselors would benefit from continued supervision. This dissertation pushes the field's understanding forward and opens research opportunities to identify what makes a difference in school counselors' professional identity development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01