What Factors Sustain Professional Growth among School Counselors?
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| Title: | What Factors Sustain Professional Growth among School Counselors? |
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| Language: | English |
| Authors: | Konstam, Varda, Cook, Amy L., Tomek, Sara |
| Source: | Journal of School Counseling. 2015 13(3). |
| Availability: | Journal of School Counseling. Montana State University, College of Education, Health and Human Development, P.O. Box 172940, Bozeman, MT 59717. Tel: 406-994-4133; Fax: 406-994-1854; e-mail: ehhddean@montana.edu; Web site: http://jsc.montana.edu |
| Peer Reviewed: | Y |
| Page Count: | 40 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | School Counselors, Professional Development, Expertise, Evidence, Supervision, Work Experience, Measurement Techniques, Competence, Data, Counseling Techniques, Cultural Awareness, Response Rates (Questionnaires), Questionnaires, Surveys, Measures (Individuals), Statistical Analysis, Correlation |
| ISSN: | 1554-2998 |
| Abstract: | This study examined relationships among self-reported professional expertise, organizational support of evidence-based practices (EBP), and professional growth. Data were collected from 85 members of American School Counseling Association (ASCA). School counselors with higher self-reported expertise reported that they were more likely to improve their school counseling skills. Those with more years of experience supervising school counselors also reported greater professional expertise. No linear relationship was found between organizational support of EBP and perceived professional expertise, which may be attributed to lack of adequate structural and organizational school supports. Implications for future research, counselor development, and supervision are discussed. |
| Abstractor: | As Provided |
| Number of References: | 52 |
| Entry Date: | 2015 |
| Accession Number: | EJ1051090 |
| Database: | ERIC |
| Abstract: | This study examined relationships among self-reported professional expertise, organizational support of evidence-based practices (EBP), and professional growth. Data were collected from 85 members of American School Counseling Association (ASCA). School counselors with higher self-reported expertise reported that they were more likely to improve their school counseling skills. Those with more years of experience supervising school counselors also reported greater professional expertise. No linear relationship was found between organizational support of EBP and perceived professional expertise, which may be attributed to lack of adequate structural and organizational school supports. Implications for future research, counselor development, and supervision are discussed. |
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| ISSN: | 1554-2998 |
