School Counseling Interns’ Lived Experiences Addressing Social Determinants of Health

Abstract

This phenomenological study explores school counselors in training (SCITs’) experiences addressing social determinants of health (SDOH), the leading causes of educational and wellness inequities. Interviews with eight SCITs revealed three core themes: (1) professional identity conflict between awareness, skills, and action; (2) social justice knowledge to practice gap; and (3) recommendations for knowledge to practice gap resolution. Themes explained participant preparedness for responding to disparities. Participants were aware of challenges related to SDOH, though struggled with addressing those challenges due to lack of preparation or perceived role constraints. Participants also experienced difficulty practically applying their understanding of social justice theory to SDOH-related challenges. The researchers noted various recommendations for how SDOH may be addressed in the counselor education curriculum and in practice.

Introduction to the Special Issue on School Counselors Addressing Education, Health, Wellness, and Trauma Disparities

“…School counselors’ degree of awareness and efficacy to intentionally infuse this knowledge varies across the profession due to differences in training about SDOH ( Gantt et al, 2021 ; Hemmings & Evans, 2018 ; Henfield et al., 2019 ; Johnson & Brookover, 2021 ). As the scholarship highlighting the depth and breadth of the implications of SDOH on the development of youth across their lifespan continues to grow, so should our urgency to respond ( Henfield et al, 2019 ).…”

The Impact of Racial Trauma on Black Students’ College and Career Outcomes: An Antiracist Approach

“…Furthermore, SDOH-related challenges that school counselors may need to address often co-occur with or follow trauma experiences. For instance, experiences such as caregiver unemployment, lack of access to health services, transportation challenges, and not having the means to get their child academic tutoring as needed are SDOH-related challenges that can result in trauma experiences for students (Gantt et al, 2021). Hence, school counselors must be actively aware of these interconnections, embody antiracist practices, and aim to become educated about how people of color have been unjustly treated in terms of federal, state, and local policies (North, 2020).…”

“…Researchers have maintained that school counselors must act as change agents to address systemic and structural injustices that occur due to SDOH-related challenges (Gantt et al, 2021; Johnson & Brookover, 2021). School counselors use data to identify gaps in student attainment, opportunity, and achievement and promote equity in their schools (ASCA, 2021).…”

Exploring school counselors’ and interns’ socioeconomic construct understanding and awareness

“…CDT also posits that professional counselors continue changing in their cognitive development as they progress in their experience in the profession (Granello, 2010). However, researchers previously noted that PSCs’ personal experiences of SDOH can also advance knowledge related to the socioeconomic construct, not distinctly related to years of service in the field (Gantt et al., 2021). Nevertheless, CDT provides an appropriate framework to engage two groups who are likely to have distinctions related to socioeconomic construct awareness.…”

“…These socioeconomic factors impact the education, health, wellness, and quality of life of the clients, families, and communities all counselors serve (Johnson & Robins, 2021). However, some literature points to counselors feeling unprepared to discuss socioeconomic constructs or the ways in which socioeconomic inequities adversely impact people's lives (Gantt et al., 2021; Johnson & Brookover, 2021; West‐Olatunji & Gibson, 2012). The reluctance to have these discussions can lead to a lack of awareness and understanding of socioeconomic constructs that can adversely impact clients and communities served (Cook & Lawson, 2016).…”