This study examined a national sample of school counselors and their ability to implement the American School Counselor Association (ASCA) National Model. Percentage of time spent in noncounseling duties, perceived level of principal support, and principals' knowledge of school counselors' appropriate roles were statistically significant predictor variables for school counselors' ability to implement the ASCA National Model. We discuss implications for the school counseling profession.

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We investigated the relationships between individual and occupational demographic variables, professional quality of life (i.e., compassion satisfaction, burnout, and secondary traumatic stress), and affective distress (i.e., depression, anxiety, and stress) in a sample of 524 prelicensed counselors. Using structural equation analysis, we found statistically significant relationships between the professional quality of life and affective distress latent variables. Implications for supporting the needs of prelicensed counselors in supervision are discussed. Study limitations and suggestions for future research are offered.

The authors investigated the relationship between perceived American School Counselor Association (ASCA) National Model implementation, supervision satisfaction, and burnout in a sample of 208 practicing school counselors, of whom all were members of ASCA. After school district type, grade level, and consultation hours were controlled, results showed that increases in perceived ASCA National Model implementation and supervision satisfaction were related to decreases in burnout. Implications for the school counseling profession are discussed.

The authors examined perfectionism and its association with perceived stress, coping processes, and burnout in a sample of 298 practicing school counselors. Latent profile analysis based on measures of perfectionism supported a 3‐class model made up of adaptive perfectionists, maladaptive perfectionists, and nonperfectionists. Among these groups, the authors found significant differences in perceived stress, coping processes, and burnout. Implications for the school counseling profession are discussed.

This study explored the self-reported symptoms of burnout in a sample of 246 novice professional counselors. The authors inductively analyzed 1,205 discrete units using content analysis, yielding 12 categories and related subcategories. Many emergent categories aligned with existing conceptualizations of burnout, while other categories offered new insights into how burnout manifested for novice professional counselors. Informed by these findings, the authors implore counseling scholars to consider, in their conceptualization of counselor burnout, a wide range of burnout symptoms, including those that were frequently endorsed symptoms (e.g., negative emotional experience, fatigue and tiredness, unfulfilled in counseling work) as well as less commonly endorsed symptoms (e.g., negative coping strategies, questions of one’s career choice, psychological distress). Implications for novice professional counselors and supervisors are offered, including a discussion about counselors’ experiences of burnout to ensure they are providing ethical services to their clients.

This cross‐sectional study used structural equation modeling to examine the directional relationship between school counselors’ (N = 339) wellness and burnout and whether the latent variables were indirectly mediated by affective distress, while controlling for years of experience, student‐to‐school counselor ratios, percentage of time spent in counseling duties, and engagement in supervision monthly. Results found that engagement in supervision monthly was positively related to wellness and negatively related to burnout. Percentage of time spent in counseling duties was negative related to affective distress. Based upon the model fit, we found a statistically significant direct effect of wellness on burnout, while controlling for the indirect effect of affective distress (β = −0.32, p < 0.001). Additionally, wellness was significantly and negatively related to burnout (−0.32) and affective distress (−0.51). Affective distress was significantly and positively related to burnout (0.63). We discuss implications for the school counseling profession.

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