We collected data from 89 international counselling students across the U.S. to test the role of counselling-related coursework, clinical experience, anxiety, and acculturation in predicting counselling self-efficacy among the students. Results from participants representing 34 countries across five continents revealed that counselling-related…

The authors examined the experiences of 10 peer-nominated exemplar counselor advocates using grounded theory methodology (Strauss & Corbin, [Strauss, A., 1998]). Analysis by the authors yielded a model of how exemplar counselor advocates develop a social justice interest and provided key insights on how counselor educators can enhance social…

Countertransference (CT) has been recognized as a significant variable in the process and outcome of therapy and counseling for over 100 years. A review of the literature suggests that little attention has been devoted to strategies that supervisors can use to address CT in supervision with novice counselors. Informed by models of CT proposed by…

Counselor educators maintain a responsibility for providing site supervisors with professional development opportunities (Council for Accreditation of Counseling and Related Educational Programs. [2009]). The goal of this study was to evaluate a model for providing preparation to site supervisors. Significant differences were observed from pretest…

Evidence of the increasing use of technology in counselor education is indicated by the increase in journal articles, programs, websites, and books on this topic (Albrecht & Jones, 2001; Layne & Hohenshil, 2005). The Internet has emerged as an important tool in the training and supervision of counseling students (Conn, Roberts, & Powell, 2009;…

The American School Counseling Association's (ASCA) National Model has been recognized in the field of professional school counseling as an effective framework for the training and supervision of school counselor interns. Despite this recommendation, school counselor supervision models which incorporate the ASCA model have until recently been rare…

The School Counseling Leadership Team (SCLT) is a model of a collaborative team formed to advocate for the transformed role of professional school counselors. The members of the SCLT included school district counseling supervisors, counselor educators, and leaders of statewide school counselor organizations. This article reviews the need for and…

Describes a process of collaboration modeled after earlier collaborative research among school counselors, counselor supervisors, and counselor educators on the topic of success in school. Process consists of these steps: framing problem and establishing objectives; developing counseling strategies; and preparing guidelines for implementing the…

Proposes an approach for supervising school counseling interns which integrates supervisor roles, intern skills, and stages of supervision process. Describes a four-stage approach in which the supervisors assess interns' needs and select the supervision focus and most suitable supervisor role for accomplishing supervision goals. (Author/GCP)