Developing Authentic Problem Solving Skills in School Counselors-in-Training through Problem Based Learning

According to the American School Counseling Association’s school counseling competencies and the Council for Accreditation of Counseling and Related Educational Program’s standards, school counselors should have skills, abilities, and attitudes to address complex and authentic problems in their practice. Yet, school counselors often do not feel prepared by their preparation programs in being able to address the realities of their practice. Problem Based Learning activities, such as the one proposed in this article, may help school counselors-in-training develop the skills in internship supervision to address complex problems they will face in their future work. Implementation guidelines, a case example, and limitations of this activity are provided

The Intentional Andragogy Model: A Teaching Framework for Counselor Educators

Counselor education programs can help support doctoral students in developing teaching philosophies. Yet, limited guidance exists about how counselor educators can help doctoral students integrate andragogies into their teaching philosophy statements. Overlooking andragogy may impede educators from deepening their philosophical beliefs and teaching with authenticity and intentionality. Therefore, we offer the Intentional Andragogy Model (IAM), a process-oriented reimagining of Halbur and Halbur’s Intentional Theory Selection model (ITSM). Counselor educators-in-training can follow this scaffolded step-by-step process to write teaching philosophy statements rooted in their life philosophies and their unique contexts. This model can help counselor educators-in-training root their teaching philosophy statements in andragogy and link andragogy and teaching practice. To illustrate this model, we present a step-by-step case example of how counselor educators can implement the IAM in a doctoral teaching course. We also present considerations for implementation of this model

Students’ Perceptions of Grades and Grade Inflation in Counselor Training

Previous scholars have suggested grade inflation has been in higher education for decades, may devalue high grade point averages, and blur important differences between qualified and unqualified job candidates. In counselor training programs, grade inflation may cause students to overestimate their abilities to handle challenging real-world situations, impede faculty evaluation practices, and promote unfavorable student learning environments. In this exploratory study, we surveyed 240 counseling students on their perceptions of their grades and their peers’ grades before and during the COVID-19 pandemic. Our results suggest that students perceived their peers succeeded academically despite inappropriate and unethical behaviors, especially during the COVID-19 pandemic. Counselor educators should consider how grade inflation might impact student learning and training, and program alignment with CACREP standards

A Duoethnographic Exploration of Two Counselor Educators’ Growth in Assessment in Teaching

Assessment in teaching is a challenge for many beginning counselor educators. Although many researchers have discussed the importance of student learning outcomes, few have explored counselor educators’ experiences using assessment in their courses. In this duoethnographic inquiry, we engaged in a critical and reflective dialogue of our experiences with assessment. We aimed to acknowledge our biases, identities, and emotions related to assessment in transformative ways. For [researcher 1], our dialogue helped me gain theoretical and emotional perspective on assessment and inspired specific changes to my assessment practices including focusing more on process-based, low stakes assessment, developing clearer learning goals, and providing feedback from a phenomenological perspective. For [researcher 2], our dialogue helped me link past experiences of being graded to my relationships with teachers, explore my role in subjectivity and performance based assessments, and deconstruct memorable moments of assessment to further my identity development as a counselor educator

The Experiences of Rural School Attorneys: Implications for School Leaders

Rural school leaders encounter an array of complex issues that require legal counsel. Student discipline, contract disputes, employee conduct, special education, and a host of other topics require school boards and superintendents to utilize school attorneys. This descriptive phenomenological study explored the daily experiences of ten school attorneys representing multiple school districts in rural areas. Three salient themes emerged (a) the work of a school attorney, (b) relationships and interactions with school personnel, and (c) insights for others. Themes provide a comprehensive picture regarding school attorneys’ roles, responsibilities, and engagements with school personnel within rural schools. Implications, including the importance of building relationships between school attorneys and school leaders and of gaining experience in schools are offered. Finally, future research with more school attorneys specializing in special education and disability law, who represent diverse and rich backgrounds in rural settings would augment the findings from this study

Reflective Practice: Counseling Students’ Letters to Their Younger Selves in Practicum

In this reflective narrative study, we explored the stories of counselors-in-training at the end of their practicum courses. Thirty-six counselors-in-training (N= 36) engaged in reflective practice and wrote letters to their younger selves about their practicum experiences. Using a narrative-focused data analysis process, we created a thematic structure to retell the grand narrative of participants\u27 practicum training experiences. Discussion and implications of this letter writing activity are offered to help understand how counselor educators can use reflective practices in their training courses

Beginning counselor educators’ experiences of doctoral teaching preparation and teaching mentoring

Teaching is often an area of great challenge for counselor educators in their first two years of full-time employment, as many report feeling overwhelmed in adapting to the myriad of responsibilities of a counselor educator (Buller, 2013; Carter et al., 1994; Magnuson, 2002; Magnuson et al., 2004). Beginning counselor educators often struggle through an often frustrating, trial and error process of developing their teaching during the first few years of full-time employment (Buller, 2013; Castellano, 2002; Magnuson, 2002). They also find teaching to be a time and energy consuming process (Magnuson, 2002; Magnuson et al., 2004; Magnuson et al., 2009). Yet, beginning counselor educators report that they did not feel adequately trained in teaching by their counselor education programs (Buller, 2013; Hall & Hulse, 2009; Protivnak & Foss, 2009). Counselor educators also report wishing they had more mentoring in the development of their teaching, both in their doctoral programs and as a new faculty member (Hall & Hulse, 2009; Magnuson, 2002; Magnuson et al., 2004; Protivnak & Foss, 2009). Numerous researchers have argued for more extensive doctoral teaching preparation (Buller, 2013; Carter et al., 1994; Hall & Hulse, 2009; Heppner, 1994; Hunt & Gilmore, 2011; Lanning, 1990; Tollerud, 1990). Doctoral teaching preparation can help future counselor educators feel better prepared to teach (Hall & Hulse, 2009), increase their self-efficacy in teaching (Baltrinic, et al., 2016; Heppner, 1994; Tollerud, 1990), and increase their autonomy in teaching (Baltrinic, et al., 2016). However, few studies have examined teaching preparation practices of doctoral counselor education programs and the experiences of their students. Therefore, investigating beginning counselor educators’ experiences of their doctoral teaching preparation and teaching mentorship in this study using Consensual Qualitative Research (CQR) methodology could be an important first step towards improving methods of training and mentoring for the development of teaching. Nine individual interviews were conducted with beginning counselor educators to better understand their experiences of doctoral teaching preparation and teaching mentorship. The CQR data analysis procedure helped the researchers identify eleven domains relating to participants’ experiences: (a) pre-doctoral experiences, (b) doctoral experiences, (c) shortcomings in training, (d) components of teaching, (e) feedback, (f) support, (g) emotions, (h) professional identity, (i) systemic factors, (j) reactions to the research, and (k) other. Research findings and implications of these findings for doctoral counselor education programs and teaching mentors are discussed

Beginning Counselor Educators’ Experiences of Teaching Mentorship

Mentoring can positively impact counselor educators’ teaching in terms of self-efficacy and growth in skills. Yet, counselor educators have reported a desire for more mentoring in the development of their teaching. Utilizing consensual qualitative research methodology, we explored the teaching-specific mentorship of beginning counselor educators’ (N = 13) within their first two to four years as faculty. Emergent themes included mentoring structure such as mentors’ methods of providing mentorship, mentoring relationship dynamics such as relational supports and frustrations, and the positive and negative impacts of mentoring relationships. In addition to building rapport and strengthening mentees’ self-efficacy, mentors and mentees can develop intentional mentoring relationships with a comprehensive focus emphasizing the development of teaching knowledge and skills through practices such as teaching observation and feedback. Additionally, discussing the needs, goals, and expectations of both parties and the inherent power differential of the relationships can help focus the mentoring experiences

American first-generation college students’ narratives of positive relationships with their school counsellors

Trusting and supportive relationships with school counsellors can help first-generation college students access college despite barriers. In this narrative inquiry, 11 first-generation college students in the United States shared stories of their positive relationships with their former high school counsellors. After an iterative and consensus-based data analysis process, we summarised our participants’ grand narrative with five themes: family context, school counselling delivery, relationships with school counsellors, impact of relationships with school counsellors, and suggested improvements. Participants valued how school counsellors helped them advocate for themselves, build their confidence, and feel encouraged and accountable through individual meetings, career counselling, and college guidance. School counsellors can offer targeted and relational interventions to help first-generation college students access and persist through college