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• W72877752 abstract "This qualitative study examined the subjective experience of school counseling interns (N = 26) with and without teaching experience. Non-teachers acknowledged a steep learning curve as they adjusted to the school and teacher cultures, but relied on personal qualities and counselor training as they moved successfully into competence. Teachers reported challenges related to altered roles, less structure and control in their work, and unfamiliar ways of relating within the formerly familiar school culture. Findings have implications for preparatory curriculum, challenge assumptions about what teachers and non-teachers bring to the field, and suggest that the groups would benefit from differential guidance during their transition into the profession. ********** With only a few states continuing to require teaching experience for school-counselor licensure (American Counseling Association, 2003), interest may finally shift from whether non-teachers can be effective to how to prepare students who come from a variety of backgrounds. In regard to the former, studies comparing administrators' and teachers' perceptions of school counselors with and without K-12 teaching experience have generally found no major differences in perceived effectiveness (Baker & Herr, 1976; Dilley, Foster, & Bowers, 1973; Olson & Allen, 1993; Smith, 1994; White & Parsons, 1974). In addition, counselor educators appear to believe that teaching experience is not necessary for school counselors (Baker, 1994; Smith, Crutchfield, & Culbreth, 2001). Many administrators (Beale, 1995) and teachers (Quarto, 1999) still prefer that school counselors have teaching experience. However, it is not clear whether these educators believe that teaching is essential to develop instincts about the school culture or that a degree in education provides essential academic background. The Council for the Accreditation of Counseling and Related Programs (CACREP, 2001) requires that school counselors have of the school setting, environment, and pre-K-12 curriculum (p. 92). Surprisingly, however, empirical research has not focused on whether and how counselor-education programs address assumed knowledge gaps in students without teaching experience, although Percy (1996) did present a model for preparing students for the school culture. Most important, perhaps, researchers have also not looked at the perceptions of counseling students with and without teaching background. Studies have not, for example, explored whether those with and without teaching experience have qualitatively different pre-professional experiences and also differing needs, concerns, and self-perceived gaps in knowledge. Illuminating the experience of current interns and newly employed school counselors would provide comparisons to Peterson and Brown's (1968) study more than three decades ago of the perceptions of new counselors, especially in light of recent changes in the field. Studies of interns might also indicate that curricular adjustments are needed in order to meet the needs of both teachers and non-teachers during their field experiences. The absence of research attention to teachers in terms of moving from teaching to counseling is also noteworthy and may reflect an assumption that teachers have few challenges during this transition. This exploratory study sought to begin to fill some of the gaps in the literature related to personal and professional adjustments of school counselors-in-training with and without teaching experience. The study also attends to a wider range of experiential areas than have been included in previous studies and, in contrast to recent related studies, focuses on the perceptions of the counselors-in-training themselves. PURPOSE OF THE STUDY The purpose of this exploratory study was to examine the perceived experience of school counseling students, both with and without teaching background, during internship. …" @default.
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• W72877752 title "Teachers and Non-Teachers as School Counselors: Reflections on the Internship Experience." @default.
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