Elementary and Secondary School Counselors' Perceptions of Graduate Preparation Programs: A National Study

Abstract

In a national survey, members from the American School Counselor Association were asked to rate the importance of graduate‐level training for 24 course content areas. Analysis indicated that there were similarities and significant differences between elementary school counselors and secondary school counselors on their perception of the importance of various course content areas. Implications for school counselor education were discussed.

The Principals’ and Teacher Counsellors’ Perception of the Factors Influencing Effective Delivery of Guidance and Conselling Services in Public Secondary Schools in Laikipia District

“…According to Oladede (1987), the quality of counselling services rendered depends a great deal on the training of the counsellors. Other studies (Pérusse & Goodnough, 2005;Sumarah & Lehr, 2002;Bezanson & Kellet, 2001) have shown that support by teachers, parents, school administration and principals as well as training are necessary for successful counselling.…”

Developing the Counselor as a Person and as a Professional: Attitudinal Changes in Core Counseling Courses

“…Counseling students believe that their core counseling courses have a significant impact on their education and cite early self‐development activities and advanced technique courses as sources of personal growth (Furr & Carroll, 2000). An investigation of the typical curriculum offered in counseling programs indicates that a core set of counseling courses are generally required of all students enrolled in these programs (Council for Accreditation of Counseling & Related Educational Programs [CACREP], 2009; Pérusse & Goodnough, 2005). Specifically, courses in foundations, counseling theory and skills, and ethics are offered in more than 90% of the programs surveyed (Pérusse & Goodnough, 2005).…”

“…An investigation of the typical curriculum offered in counseling programs indicates that a core set of counseling courses are generally required of all students enrolled in these programs (Council for Accreditation of Counseling & Related Educational Programs [CACREP], 2009; Pérusse & Goodnough, 2005). Specifically, courses in foundations, counseling theory and skills, and ethics are offered in more than 90% of the programs surveyed (Pérusse & Goodnough, 2005). It is within these basic counseling courses that students begin to develop their counselor identity and professional attitudes that will foster the development of healthy and productive counseling relationships that are consistent with the humanistic model (Corey et al, 2005; Pérusse & Goodnough, 2005).…”

“…Specifically, courses in foundations, counseling theory and skills, and ethics are offered in more than 90% of the programs surveyed (Pérusse & Goodnough, 2005). It is within these basic counseling courses that students begin to develop their counselor identity and professional attitudes that will foster the development of healthy and productive counseling relationships that are consistent with the humanistic model (Corey et al, 2005; Pérusse & Goodnough, 2005).…”

“…These three courses were selected for the present pilot study because they (a) emphasize exploration of personal beliefs and attitudes as they pertain to professional development issues; (b) focus on counselor self‐awareness and identity development; and (c) provide other content fundamental to counseling practice, such as therapist empathy, multiculturalism, healthy relationships, and need for balance and self‐care. Additionally, these courses are CACREP required and are offered in the majority of counseling programs (Pérusse & Goodnough, 2005; Urofsky & Engles, 2003). We were particularly interested in attitudinal changes reflecting humanistic values, such as self‐awareness, need for self‐care, healthy professional relationships, therapist empathy, and multicultural awareness.…”