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Teaching and Supervision in Counseling

Author ORCID Identifier

Yung-Yu Lee: https://orcid.org/0009-0007-2987-4771

Matthew E. Lemberger-Truelove: https://orcid.org/0000-0001-8916-9678

Author Biographies

Yung-Yu Lee, M.Ed./Ed.S., is a doctoral student in the Department of Counseling and Higher Education at the University of North Texas in Denton, TX.

Matthew E. Lemberger-Truelove, PhD, is a professor in the Department of Counseling and Higher Education at the University of North Texas in Denton, TX.

DOI

https://doi.org/10.7290/tsc06laaw

Abstract

School counselor educators train future professionals who will adopt a non-dual educator-counselor identity and deliver direct services to culturally diverse students and other education stakeholders. To capture select school counselor educators’ values and practices, the authors of the current study performed a descriptive phenomenological study using semi-structured interview questions to elicit the experiences of six school counselor educators who received federal funding to increase the diversity and quality of mental health services in public schools. Findings included the following five themes: 1) perspectives of professional identity; 2) equity, social justice, and inclusion; 3) pedagogical strategies in training program; 4) collaboration and partnerships; and 5) rewards and challenges in counseling education. Implications related to counselor education and future research are discussed.

Public Significance Statement

We conducted a qualitative study to understand the perspectives of six federally funded school counselor educators’ professional identities, specific training priorities, and practices under the MHSP Demonstration Grant. This study highlights the urgency to appreciate equity, justice, and complex societal and institutional influences on training and practice.

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