How Far Down the Road Have We Come? Changing Directions of School Counselor Preparation

• In Event: School Counseling at the Crossroads of Change

Abstract

Objectives/Purpose:
This national study assessed the preparation of masters level students and how the programs’ philosophy and curriculum address the challenging educational expectations and the changing needs of PreK-12 students. The study focused on: 1) structure of program, 2) course content, and 3) outreach and professional identity and explored challenges facing the counselor education programs, challenges graduates encounter transitioning into the field of school counseling, and the supports needed to move forward with the new models of principles and practices.

Perspective(s) or theoretical framework:
Since 1997, initiatives including Transformed School Counseling (Education Trust), the American School Counselor Association, and organizations including ACA, CACREP, NACAC, College Board, and AERA have influenced school counselor preparation programs. The ultimate goal is to ensure that school counselor graduates are prepared to play a larger, more significant role in ensuring the academic success of every student and the achievement of all children, especially underserved and underrepresented students especially in light of the national agenda to improve educational outcome for all Pre-K to 12 students.

Methods:
A mixed methods design was used for this study which assessed to what degree the counselor education programs have transitioned to align with Transformed School Counseling and ASCA. Quantitative and qualitative questions explored issues around challenges and supports. Data was aggregated and disaggregated by year the program shifted philosophy and curriculum. Preliminary analyses of mean scores indicate that programs strive to develop strong advocacy skills that help graduates work toward systemic change in schools. Additional analyses included T-tests, ANOVA, and MANOVA to address multiple relationships and identify significance in specific areas.

Data Sources:
The survey is grounded in the contemporary literature and standards that address the changing paradigms of counselor preparation and the program initiatives.. Respondents represented a wide range of counselor education programs nationally. Of the 111 counselor educators that responded, 74 completed the survey.

Results:
Preliminary findings indicate school counselor preparation programs have a distinct focus on developing cultural competence and multicultural counseling skills that assist degree candidates with the ability to develop strong advocacy skills that help them work toward systemic change in schools. Data reveals the professional identity of a school counselor is critical to the programs’ philosophy and curricula. Qualitative results indicated major challenges include PreK-12 internships that implement comprehensive school counseling programs, lack of counselor education faculty that have an identity as a school counselor educator, school administrators that lack an understanding of the school counselor role, and insufficient resources and funding dedicated to the school counselor program.

Significance of the Work:
In the current state of school counselor education programs as it is expected that graduates play a larger, more significant, role in ensuring the academic success of every student and the achievement of all children, especially underserved and underrepresented students. This study offers insight into 74 programs and the degree to which graduate students are prepared to equity and access in a culturally responsive manner to meet the demands of today’s youth.

Authors

• Carol A. Dahir, New York Institute of Technology

• Brandie M Oliver, Butler University