DOI
https://doi.org/10.25774/gkr1-j228
First Page
40
Last Page
50
Abstract
In this transcendental phenomenological study and related data analysis (Creswell & Poth, 2018; Moustakas), authors explored school counselor educators’ perceptions regarding recent changes in the profession. Through six focus groups, participants (N = 29) shared their experience, resulting in four themes: (a) range of reactions to changes in the field, (b) school counseling is less valued in the counseling profession, (c) inconsistent school counselor educator identity, and (d) ardent advocacy. Authors discuss implications for school counselor preparation, identity, policy, and advocacy within an ecological framework and the need for additional national and international research.
Key words: counselor education, school counseling, school counseling policy, counselor identity, phenomenological design
Recommended Citation
Betters-Bubon, J., Goodman-Scott, E., & Bamgbose, O. (2021). School Counselor Educators’ Reactions to Changes in the Profession: Implications for Policy, Evaluation, and Preparation. Journal of School-Based Counseling Policy and Evaluation, 3(2), 40-50. https://doi.org/https://doi.org/10.25774/gkr1-j228
Included in
Counselor Education Commons, International and Comparative Education Commons, Student Counseling and Personnel Services Commons
