Exploring the Job Duties That Impact School Counselor Wellness: The Role of RAMP, Supervision, and Support

Randick, Nicole M.; Dermer, Shannon; Michel, Rebecca E.

doi:10.1177/2156759x18820331

Cited by 20 publications

(34 citation statements)

References 41 publications

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“…Establishing an organizational culture that is supportive and responsive to the needs of the school counselor often means developing the skills for creating positive school climates and supportive professional relationships (Clemens et al, 2009). School counselors are expected to play an active role in effectively advocating for the type of job resources and supports that not only promote their own wellness, but also enhance the quality of services for their students (Randick et al, 2018). Preventing burnout for school counselors may therefore rest on a combination of activating essential organizational supports, addressing high demands that serve as a hindrance to effectively performing their roles, and tapping into personal strengths and resources that can promote vitality and engagement in a challenging but rewarding profession.…”

Section: Discussionmentioning

confidence: 99%

The Effects of Job Demands and Resources on School Counselor Burnout: Self‐Efficacy as a Mediator

Bardhoshi

2021

Jour of Counseling & Develop

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This study investigated the predictive factors of school counselor burnout informed by the job demands–resources model. Structural equation modeling was conducted with a nationwide sample of school counselors (N = 993). The results revealed that caseload and perceived organizational support were predictive of school counselor burnout. In addition, job resources indirectly influenced school counselor burnout mediated by self‐efficacy. Implications for preventing school counselor burnout and promoting professional self‐efficacy are discussed.

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Section: Discussionmentioning

confidence: 99%

The Effects of Job Demands and Resources on School Counselor Burnout: Self‐Efficacy as a Mediator

Bardhoshi

2021

Jour of Counseling & Develop

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“…In the surveys, the counselors emphasized the positive effect of their choice and persistence in the occupation of school counseling and that the occupation is a response to their personality and psychological needs (Erhard, 1998(Erhard, , 2008. Also Randick, Dermer and Michel (2019) found that school counselors in the US, appear to enjoy duties that are self-driven, collaborative, action oriented, and results driven. These characteristics are captured by coordination duties such as coordination of interventions with students, parents, teachers, and other significant stakeholders.…”

Section: (B) Professional Identity As Reflected By Satisfactionmentioning

confidence: 99%

An Occupation in Search of Identity—What Is School Counseling?

Heled¹,

Davidovitch²

2020

JEL

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This study will focus on the professional identity of school counseling, which is a key function in Israeli schools. Forming a professional identity is part of the process of professional development that begins with academic training and continues throughout one’s professional career. Professional identity distinguishes between different occupations and provides practitioners with a safe base that lets them better understand their work and form a team spirit within their field of occupation. The research literature indicates an association between one’s professional identity and her professional functioning and success, sense of stability, confidence, and pride in practicing the occupation. The professional identity of school counseling is related to gender. This is a predominantly female occupation and most of its practitioners in Israel are women. Few studies have been conducted on the professional identity of school counselors (Note 1) and its impact on the quality of their work. It appears that the definition of the school counselor’s role is neither clear nor unambiguous, both in Israel and elsewhere, and this affects the professional identity of counselors and the quality of their work. The current study included semi-structured interviews with 15 school counselors, in which they spoke about the structure of their work, their professional vision, satisfaction, and sense of self-fulfillment as a result of their job, as well as their professional self-efficacy. The research findings show that the structure of the counselor’s work, her role definition and workload, are related to her professional identity, including how she perceives the counseling occupation, her satisfaction and sense of self-fulfillment. Based on the interviews, no differences were found between the narratives of counselors with different levels of seniority in the profession with regard to professional identity, satisfaction, and self-fulfillment. The research findings indicate the need to define the school counseling occupation and its place in the school in order to help school counselors establish a clearer professional identity, with the aim of adapting the role to the challenges of the school system in the 21st century, in the world in general and in Israel in particular.

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“…For example, one coordinator wrote, ‘I’m also energized by observing colleagues doing the same work that I do and exchanging ideas/sharing resources’. This feeling of having a strong, supportive learning community and professional network is significant, due to the important positive impact that peer support has on school counselor job satisfaction (Randick et al, 2018), and, in turn, on service delivery to students (Mullen & Gutierrez, 2016).…”

Section: Resultsmentioning

confidence: 99%

“…In addition to administrative support, team support (Collins, 2007; Lloyd et al, 2002) and help with facilitating communication between staff (Pyne, 2011) have also been linked to increased social work and school counselor job satisfaction. Furthermore, sufficient training and supervisory support from district and peers have been found to predict job satisfaction (Baggerly & Osborn, 2006; Randick et al, 2018) and reduce burnout (Holman et al, 2019; Moyer, 2011) in both social workers and school counselors. More broadly, feeling valued (Agresta, 2006) and feeling as if their role matters to those they work with (Hamama, 2012; Rayle, 2006) are also important factors that contribute to job satisfaction for both professions.…”

Section: Professional Experiences Of School Counselors and School Socmentioning

confidence: 99%

Experiences of practitioners implementing comprehensive student support in high-poverty schools

Heberle

Sheanáin²,

Walsh³

et al. 2020

Improving Schools

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This US-based study examined the experiences of school counselors and social workers implementing a systems-oriented, programmatic student support practice model, City Connects, within high-need urban contexts. The City Connects model represents current best practices in student support, positioning school counselors and social workers primarily in the role of identifying students’ needs and strengths and making connections between students, families, teachers, and service providers. This stands in contrast to older models in which these professionals functioned primarily in a direct care role. The goal of the study was to understand practitioners’ experiences of efficacy, satisfaction, and engagement as well as the barriers to each of these within this best practice model. Acknowledging the documented challenges of working in high-need urban schools in the United States and the potential strains of systems-oriented practice, the study aimed to understand which aspects of their work enable practitioners to thrive, as well as which aspects do not. Qualitative analysis was used to examine written reflection data on the experiences of 35 practitioners implementing the model. Our analysis revealed six themes: (1) connecting/cultivating relationships (2) seeing impact, (3) having confidence in the effectiveness of the practice model, (4) having high levels of satisfaction with the practice, (5) managing role clarity, and (6) experiencing systemic barriers. Implications for practitioners, supervisors, clinician educators, and program designers are discussed.

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Exploring the Job Duties That Impact School Counselor Wellness: The Role of RAMP, Supervision, and Support

Cited by 20 publications

References 41 publications

The Effects of Job Demands and Resources on School Counselor Burnout: Self‐Efficacy as a Mediator

The Effects of Job Demands and Resources on School Counselor Burnout: Self‐Efficacy as a Mediator

An Occupation in Search of Identity—What Is School Counseling?

Experiences of practitioners implementing comprehensive student support in high-poverty schools

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