Perceptions of the Importance and Utilization of Clinical Supervision Among Certified Rural School Counselors

Duncan, Kelly; Brown-Rice, Kathleen; Bardhoshi, Gerta

doi:10.15241/kd.4.5.444

Cited by 14 publications

(26 citation statements)

References 17 publications

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“…They often lack access to the factors that have been shown to facilitate professional identity and clinical skill development that would allow them to adequately fulfill the many expectations of serving in a rural community. Specifically, school counselors in rural communities may find themselves isolated from professional peers, unable to access professional development and supervision, and pulled in multiple directions, all of which decrease the amount of time they have to focus on the academic, career, and social/emotional development of students (Duncan et al, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Working with students experiencing these issues requires school counselors to continue developing their clinical skills after completing their preservice training. Many school counselors in rural communities could greatly benefit from supervision related to the clinical and ethical issues they face with the students in their communities (Duncan et al, 2014). Clinical supervision provides opportunities for professional growth, thus allowing school counselors to further develop an understanding of their role as a school counselor.…”

Section: Literature Reviewmentioning

confidence: 99%

“…They also wanted supervisors who could advocate on their behalf and help them build connections with other mental health workers in their community. Barriers to receiving supervision in rural communities include “isolation, lack of money and time, lack of specialists, and decreased personal interaction” (Duncan et al, 2014, p. 445). In recent years, technology has provided an avenue through which teachers and clinical mental health counselors in rural communities are accessing consultation and supervision (Kaden et al, 2014; Paulson et al, 2015); however, current literature does not indicate that school counselors in rural communities utilize technology to access consultation and supervision.…”

Section: Literature Reviewmentioning

confidence: 99%

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Exploring the Phenomenon of Rural School Counselors’ Professional Identity Construction

Grimes

2020

Professional School Counseling

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This phenomenological study explored the impact of the rural context on the experiences of rural school counselors related to their professional identity construction. The author interviewed six participants in their respective communities and identified three themes—(a) the tight-knit community, (b) permeable professional/personal boundaries, and (c) fewer resources—as characteristics of the rural context that influence school counselors’ professional identity construction. This article presents implications and provides recommendations for practicing school counselors and counselor education programs.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Exploring the Phenomenon of Rural School Counselors’ Professional Identity Construction

Grimes

2020

Professional School Counseling

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“…School counselors are also called to embrace a practitioner orientation that includes continual professional development and critical consumption of research (Dimmitt, Carey, & Hatch, 2007). Although participation in professional development leads to enhanced school counselor practice and data use (Young & Kaffenberger, 2015), rural school counselors may have limited access to such opportunities (Duncan, Brown-Rice, & Bardhoshi, 2014;Morrisette, 2000). Lack of mentorship and time constraints also present further barriers to regular…”

Section: Implications For Practicing School Counselorsmentioning

confidence: 99%

Effect of a Specialized Classroom Counseling Intervention on Increasing Self-Efficacy among First-Grade Rural Students

Bardhoshi

Duncan

Erford

2017

Professional School Counseling

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chool counselors are both specially trained and positioned to provide interventions to a large number of students and respond to a wide range of needs (Auger, 2013). Elementary school counselors, in particular, have the opportunity to use interventions and activities that optimize the distinct academic, career, and social/emotional development needs of their students at the outset of their academic endeavors (Scarborough, 2005). With the increased hiring of elementary school counselors in the 1970s, delivery of classroom counseling lessons became more prevalent in schools and is now a core element of a comprehensive school counseling program (Akos, Cockman & Strickland, 2007). Gysbers (2004; Gysbers & Henderson, 2012) was an early pioneer in comprehensive school counseling models and identified the classroom core curriculum, formerly referred to as classroom guidance, as one of four key program components, along with individual student planning, responsive services, and what was then identified as system support. Today, the ASCA National Model from the American School Counselor Association (ASCA, 2012) recognizes the delivery of classroom lessons as an essential component of direct service delivery to students. School counseling outcome research has repeatedly demonstrated that comprehensive, devel

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“…Appropriate clinical supervision provides professional identity development, proficiency in ethics and improved clinical abilities. However, school counselors often receive only administrative supervision conducted by noncounselors, and rural school counselors face additional challenges in seeking clinical supervision (Duncan, Brown-Rice, & Bardhoshi, 2014).…”

Section: School Counselor Professional Identitymentioning

confidence: 99%

Understanding Military Culture: A Guide for Professional School Counselors

Cole¹

2014

TPC

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School counselors are a well-positioned resource to reach the significant number of children and adolescents with mental health problems. In this special school counseling issue of The Professional Counselor, some articles focus on systemic, top-down advocacy efforts as the point of intervention for addressing child and adolescent mental health. Other articles investigate improving child and adolescent mental health through a localized, groundlevel approach by developing school counselors' competency areas and specific school counseling interventions. Article topics include school counselors' professional identity, training, self-efficacy, supervision, burnout, career competencies and cultural competencies, as well as how to measure the impact of school counselors' interventions. The author discusses the importance of school counselors' role within schools, and hindrances to school counselors' ability to perform their role as counselors.

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Perceptions of the Importance and Utilization of Clinical Supervision Among Certified Rural School Counselors

Cited by 14 publications

References 17 publications

Exploring the Phenomenon of Rural School Counselors’ Professional Identity Construction

Exploring the Phenomenon of Rural School Counselors’ Professional Identity Construction

Effect of a Specialized Classroom Counseling Intervention on Increasing Self-Efficacy among First-Grade Rural Students

Understanding Military Culture: A Guide for Professional School Counselors

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