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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Foundational Aspects to School Counselor Training :/
Reminder of title:	What are the Necessary Competencies for Practice?
Author:	Silipo, Julie Ann.
Description:	1 online resource (255 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
Subject:	School counseling. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30423297click for full text (PQDT)
ISBN:	9798379527891

Foundational Aspects to School Counselor Training : = What are the Necessary Competencies for Practice?
Silipo, Julie Ann.

Foundational Aspects to School Counselor Training :What are the Necessary Competencies for Practice? - 1 online resource (255 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ph.D.)--Adams State University, 2023.

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379527891Subjects--Topical Terms:

2144793
School counseling.
Subjects--Index Terms:

Cultural competencyIndex Terms--Genre/Form:

542853
Electronic books.

Foundational Aspects to School Counselor Training : = What are the Necessary Competencies for Practice?
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520 $a 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.
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