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Teaching and Supervision in Counseling

Author ORCID Identifier

Ian P. Levy (Corresponding Author) https://orcid.org/0000-0002-4798-0224

Natalie Edirmanasinghe https://orcid.org/0000-0001-7934-2350

Kara Ieva https://orcid.org/0000-0001-6190-5071

Sam Steen https://orcid.org/0000-0003-0917-0543

Author Biographies

Ian P. Levy, EdD, is an Assistant Professor in the Department of Educational Psychology at Rutgers University. His research examines Hip Hop-based practices in schools as a culturally responsive approach to counseling wherein students process difficult thoughts and feelings through the writing, recording, and performing of emotionally themed music.

Natalie Edirmanasinghe, PhD, is an Assistant Professor in the Department of Advanced Studies in Education and Counseling at California State University - Long Beach. Her research interests include antiracism in school counseling, small group counseling, and advocacy for immigrant populations in schools.

Kara Ieva, PhD, is a Professor in the Counseling in Educational Settings program at Rowan University. Her research interests include promoting equity and wellness in education for children and adolescents of marginalized populations in the areas of college and career readiness, social/emotional development, and group counseling.

Sam Steen, PhD, is a Professor and Director of the Division of Child, Family, and Community Engagement at George Mason University. He is a licensed Professional School Counselor and specializes in school counseling, group work, and cultivating Black students’ academic identity development.

DOI

https://doi.org/10.7290/tsc06kzja

Abstract

This special issue focuses exclusively on the training of future school counselors to adopt a non-dual and non-hierarchical identity as an EducatorCounselor. It is long documented that the school counselors’ straddling the worlds of education and counseling have led to identity and role confusion. Concerns about school counselors’ identity have persisted amidst changes in the counseling profession and resulted in a notable schism among leaders and professional associations. Building on the Levy and Lemberger-Truelove (2021) proposition that school counselors are EducatorCounselors, or school-building educators who consistently engage in educational tasks while being oriented by counseling, articles within this special issue offer the field of counselor education an opportunity to understand how shifts in our professional practice, preparation, supervision, and research dissemination can operationalize a clear and distinct EducatorCounselor identity for school-counselors-in-training.

Public Significance Statement

This special issue addresses the longstanding identity confusion of school counselors by proposing a unified EducatorCounselor identity. It explores how counselor education can prepare future school counselors to seamlessly integrate educational tasks with a counseling orientation, potentially resolving professional divides and clarifying roles within school settings.

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