COUNSELOR EDUCATION AND SUPERVISION最新文献

Given the sociopolitical climate of schools today and multiple crises, school counselors are poised to center healing engagement, antiracist education, and social emotional learning through group counseling. Therefore, counselor education programs must prepare and train social justice-engaged school counselors with advanced group knowledge and skills to fuel the success of all P-12 schools. This manuscript specifically explores the extent to which school counselors use the lens of power, privilege, and intersectionality within the screening, planning, implementation, and evaluation of small groups. Results indicate while school counselors are facilitating small group counseling, contradictions exist in training and school counselors’ implementation of small groups from the lens of power, privilege, and intersectionality to promote social justice and antiracist practices in schools. School counselors perceive they were trained in small group counseling from the lens of power, privilege, and intersectionality, however, they reported that they do not implement group counseling from the same lens.

Most individuals receiving mental health treatment have trauma histories, yet counselors and counselor educators trained in traditional counseling programs have insufficient background in trauma and trauma-informed care. Here, we describe the literature-supported approach we use to integrate trauma knowledge and competencies across the graduate clinical mental health counseling program.

Counselor educators (N = 205) were surveyed on their teaching philosophy, coverage of LGBTQ issues in counseling courses, participant characteristics, and LGBTQ clinical skill using web-based methods. Regression analysis identified that rating adult education as important predicted coverage of LGBTQ issues. Implications, limitations, and future directions are discussed.

Online learning has been experienced more acutely and affectively by students during COVID-19. Age, program type, and online learning environment were found to significantly and uniquely contribute to students’ satisfaction through a hierarchical regression analysis. These results shed light on counselor training, particularly in the context of the pandemic.

This manuscript describes an empirically designed internship course that utilized the Ecological Social Justice School Counseling theory to teach internship students how to engage in antiracist practice to address social determinants of health in schools. The research reports on the eight school counseling internship students' experiences, through five themes and 12 subthemes, highlighting the ways they increased awareness of SDOH, antiracist practice, and related constructs at their schools and with students including their action toward addressing SDOH, advocacy, barriers, and growth. Implications for counselor educators and site supervisors conclude.

This study reports post-structural qualitative research that critically examined, analyzed, and synthesized the anti-oppression scholarship in counseling and related disciplines. The systematic Critical Analytic Synthesis resulted in the development of 10 principles of anti-oppression. We discuss the principles in light of extant scholarship and identify limitations and implications.

In this autoethnography inquiry, seven counselor educators from diverse intersectionalities discuss how they leverage their selfhood to promote antiracist counselor education. Based on two cycles of pattern coding, the authors identified themes of perceiving, experiencing, creating, and facilitating. Implications for future research and practice are offered.

Nine professional school counselors (PSCs) and eight school counseling interns in training (SCIT) participated in semi-structured interviews to explore their understanding and awareness of socioeconomic constructs that influence a range of social, emotional, and academic outcomes for youth. Findings suggest that participants in both groups displayed advanced cognitive complexity of constructs, more SCIT focused on the micro-level of economic stability, and more PSCs described the constructs through their experience with examples. The authors recommend that counselor educators and supervisors develop competencies to support advanced training and continuing education to increase clarity, awareness, and understanding of socioeconomic constructs that are impacting youth clients. The authors include future research directions.