It is well documented that clinical supervision in school settings is underutilized. One hypothesis for this situation is the lack of fit between current supervision models that emphasize the supervision of individual counseling and the multiple roles of school counselors within comprehensive school counseling programs (CSCPs). The authors propose the School Counseling Supervision Model (SCSM) as an extension of J. M. Bernard's (1979, 1997) Discrimination Model. The SCSM uses a 3 (focus of supervision) × 3 (supervisor role) × 4 (CSCP domain) matrix. Examples are provided for potential supervision interventions using the SCSM. Implications for training, practice, and research are discussed.

This content analysis follows Borders's (2005) review of counseling supervision literature and includes 184 counselor supervision articles published over the past 10 years. Articles were coded as representing 1 of 3 research types or 1 of 3 conceptual types. Articles were then analyzed for main topics producing 11 topic categories.

A national survey of 123 school counselor educators investigated how participants integrated gay, bisexual, transgender, questioning, intersex (LGBTQI) students' needs and concerns into school counseling curricula. Results indicated 91.9% of participants integrated the K-12 LGBTQI students' needs and concerns for a median pedagogical duration of one, 3-hour session within a single course, focusing on students' knowledge and awareness of gender and sexual/affectual orientation. Follow-up interviews were conducted with participants identified as committed to integrating LGBTQI issues into the curriculum, and these interviews produced themes that expanded survey findings in several areas, including significant educational experience, recognition of iterative effect, experiential, personal engagement, ethics, and influence of training and resources. Implications for school counselor education and professional development are discussed.School counselors are called to address the personal/social, career, and academic needs of all students, as well as to affect the overall school climate

As the academic and professional honor society of counseling, Chi Sigma Iota (CSI) has been recognized in developing advocacy, leadership, and professional identity in student and professional members. A qualitative, grounded theory study was conducted to investigate experiences of 15 early career counselors who were CSI chapter leaders as graduate students. An emergent theory of CSI chapter leadership and professional identity development in early career counselors is presented. Implications are discussed for counselor educators, CSI leaders, and counseling students and professionals, with suggestions made for future research.

No abstract