Supervision Experiences of New Professional School Counselors

New School Counselors’ Perceptions of Factors Influencing Their Roles as Leaders

“…The current study supports the idea that school counselors need more support in their first few years in the field, which is consistent with previous research (Buchanan, Mynatt, & Woodside, 2017;Bultsma, 2012;Curry & Bickmore, 2013;Loveless, 2010). School districts that have staff dedicated to the oversight of school counselors are better positioned to provide this support than those with no such staff or with staff who are too busy with multiple responsibilities to focus on the professional development needs of school counselors.…”

“…Researchers suggest that school counselors, especially novice ones, can benefit from ongoing support once in the field (Bultsma, 2012; Curry & Bickmore, 2013). Findings from this study support this notion, especially where new school counselors are spending a great deal of time and energy both personally and professionally acclimating themselves to new responsibilities and settings.…”

“…As suggested by Bultsma (2012), ongoing supervision for school counselors once they are in the field may be beneficial but is not the practice as it is for other counseling specialties. Providing this ongoing support could be a junction at which counselor educators and district supervisors of school counseling engage in collaboration.…”

Keterampilan Dasar Menjalankan Sesi Kaunseling oleh Calon Guru-Guru Kounseling

“…Sebahagian besar penelitian ini menyelidiki perkembangan calon konselor (Folkes-Skinner, 2010;Hill, 2007;Woodside, 2007). Disisi lain, para peneliti telah mengidentifikasi bahwa konselor sekolah lebih mungkin untuk menerima dan melakukan pengawasan yang bersifat administratif, bukan berorientasi pada keterampilan kaunseling (Bultsma, 2012;Perera-Diltz, 2012). Baru-baru ini, perhatian lebih telah diberikan kepada pengembangan identitas professional konselor-intraining (Auxier, 2003;Gale, 2003).…”

On-line supervision of school counselors

“…A recent qualitative study on new entrants to the school counseling profession highlighted the fact that school counselors who are at different developmental levels prefer different types of supervision and a different focus based on their needs and experiences (Bultsma, 2008). According to the Integrated Developmental Model of Supervision (IDM; Stoltenberg, McNeill, & Delworth, 1998), supervisors should consider the needs of supervisees according to their developmental levels.…”