The Rural School Counselor: Relationships Among Rural Sociology,Counselor Role,and Counselor Training

Recommendations for the training of rural school counselors are derived from characteristics of the rural American population and the resultant role of the school counselor.     

From School Counselor to Counselor Educator: A Phenomenological Study

Through a phenomenological study, the experiences of 8 early‐career school counselor educators who entered academia directly from positions as P–12 school counselors were examined. Results revealed that the participants experienced numerous challenges and supports related to their transition. Recommendations for counselor educators, doctoral students, and new faculty are provided.     

Perceptions in Role Change from Teacher to Counselor: Intra-Role Conflict and Motivation for Change1

Twelve former teachers who had been counseling for no more than two years were interviewed on how they experienced the processes of role change from teacher to counselor. This article extends the findings reported in an earlier paper and deals with intra-role conflict and with the motivation for changing roles. The following hypotheses emerged from the study: (a) if teaching experience heightens the conflict in perceived incompatibility of role expectations, then it is dysfunctional to becoming a counselor; and (b) teachers enter counseling primarily because they seek to fulfill an inner desire for growth toward what they perceive as their ideal role in education. The implications of the testimony given by the counselors for counselor preparation programs and for the structure of roles in schools were examined.     

The School Counselor Alumni Peer Consultation Group

School counseling literature indicates that school counselors experience isolation and frustration and that partnership projects between counselors and counselor educators are potentially valuable. The author describes the school counselor alumni peer consultation group, which provides (a) support and networking opportunities for new counselors and (b) a forum for studying counseling issues and for developing strategies to solve problems. This innovative strategy for professional development and collaboration has implications both for counselor educators and for school counselors.     

Building a Bridge: Counselor Educator–School Counselor Collaboration

Despite calls for collaboration between counselor educators and school counselors, little is known about how collaboratives develop and what, if any, benefits are derived by the participants. In this article, the authors describe an 8‐year collaboration between a group of university‐based counselor educators and school counselors in 1 partnership community. Interviews with selected members of the collaborative were conducted to assess the participants' perceptions of the impact of this collaborative on their professional lives. A qualitative analysis of interviews revealed that renewal, professional development, and community are central to the experience of participants. Implications for future collaborations and research are discussed.     

School Counselor Field Supervision: A Model

Little attention is devoted, in literature, to posttraining supervision. Collective bargaining procedures have produced a need for systematic approaches to the field supervision of practicing school counselors. A supervision model based on a ten-month counseling contract is described.     

School Counselor Consultation Preparation: A National Study

The authors examined trends in school counselor consultation preparation using data collected from 238 program websites, 73 program survey responses, and 57 syllabi. The results indicated an emphasis on consultation content related to theories, stakeholders, and topics, rather than experiential practice. The findings suggest a need to incorporate and assess more application-specific consultation activities and assignments.     

Preparation of the Elementary School Counselor: 1972

This is the fourth in a series of quadrennial surveys begun in 1960 to determine the extent and nature of counselor preparation at the master's and doctoral levels in the field of elementary school guidance and counseling. Nearly 90 percent (325) of the 367 counselor education departments in the U.S. responded to this survey. The main finding is the great acceleration of programs which provide specialization since 1968. Generic programs (n = 132), however, are still common. Major emphasis in specialized programs rests in laboratory and practicum experiences. Counselor educators in elementary school guidance and counseling are still mainly people who have not taken their advanced work in the field of elementary school guidance and counseling.     

Counselor Training in a School Center

This article describes the creation of a partnership between a local school district and a university counselor education department to train counselors while providing counseling services using counselor trainees. The partnership resulted in a counseling center located in the school, which serves the school and community and is staffed by the university. The concept of a training center constructed by a school district and staffed by trainees and university faculty to serve students and people in the community is unique. This article explores the rationale for the community school-based, training-service center and the steps leading to its establishment. Also discussed are the physical structure and the operation of the center and the advantages and problems.     

美国高中校长在角色冲突、角色承担和工作满意度上的性别差异

在教育行政管理理论中，女性管理者的经验已经越来越受到人们的关注，有不少研究者对成功的女性主管进行了调查研究。一项对美国中西部三个州的高中校长的调查发现，在个人因素、职业特征及角色冲突上高中校长存在着性别差异，而在角色承担和工作满意度上不同性别具有相似性。文章致力于弄清性别在高中校长的角色冲突、角色承担和工作满意度三个方面的影响。