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Teaching and Supervision in Counseling

Author Biographies

Laurie A. Carlson (Ph.D., NCC, NCSC) is an associate professor in the Counseling and Career Development Program at Colorado State University in Fort Collins, Colorado. Her research interests include field-based school counseling research, assessment, school counseling program evaluation, and LGBTQIA+ topics.

Lorraine DeKruyf (Ph.D.) is a professor and School Counseling Program Director at George Fox University in Portland, Oregon. Dr. DeKruyf’s research interests include school counselor professional identity, clinical and peer clinical supervision in school counseling, and narrative counseling.

Diana Gruman (Ph.D., NCC) is a professor and School Counseling Program Director at Western Washington University in Bellingham, Washington. Dr. Gruman’s research interests include school climate, elementary student mental health, school counselor professional identity, and advocacy.

DOI

https://doi.org/10.7290/tsc06ednl

Abstract

The authors offer the Agile School Counselor Training Model as a multidimensional framework that provides counselor educators and school counselors-in-training (SCITs) a visual schema for fostering a non-binary professional school counselor identity. The model covers the full spectrum of work school counselors engage in, ranging from mental health professional to educational professional, as well as a continuum of practice that ranges from a focus on the personal to a focus on the systemic. This article reviews the pendulum swings of school counselor professional identity, introduces the Agile Model, and offers implications for practice for counselor educators and SCITs.

Public Significance Statement

The authors of this article offer the Agile School Counselor Training Model as a multi-dimensional training framework to help school counselors who are in training understand the intersection of mental health professional and educational professional roles as well as the integration of personal and systemic foci.

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