School Counseling Supervision; The Way Forward

Tylon Crook, PhD, NCC / tm.crook@outlook.com

I could hear the excitement and anxiety in the voices of my school counselors-in-training as we discussed our final topic for the evening. The topic focused on how they would continue growing as school counselor practitioners once graduated from their training programs. One student shared her reluctance at the thought of being the resident expert in school counseling as she was headed to an elementary school in a rural area and would be the only school counselor. Another student discussed how she was excited to conduct classroom guidance lessons at the middle school level but was not totally confident in her classroom management skills. A student who wanted to work at the high school level looked forward to helping students in their career development but wondered if she would be ready to handle the mental health issues she has seen as an intern at her current high school internship site. Our group supervision session was ending, and as I listened to each of them share, I thought about how I might ease their anxieties in the moment but spur them on to sharing ways to address the topics raised. My mind began to drift back to my own experiences as a freshly minted school.

As I began perusing the rolodex of memories related to my final years in school counselor training and my first years as a practitioner, I smiled as I remembered the pleasant and positive experiences. Being a military veteran, I entered the field with high confidence even as I knew I had much to learn. I remember asking a lot of questions and leaning on those with more experience within the field to obtain guidance. I leaned so heavily on one individual that he eventually became my mentor! As my thoughts continued, I noticed the feeling of my brow as it began to furl when some of the not so pleasant and challenging experiences came to the forefront. Many of the experiences were related to inappropriate school counselor roles and learning the culture of the specific school district in which I worked. I was able to navigate these experiences by again leaning on more senior school counselors, my mentor, and even previous professors from my school counselor training program. One strategy especially stood out: supervision.

My mind immediately raced back to our group supervision session where a student was sharing how she hoped to go on to acquire certification in play therapy techniques as part of her professional development plan. After she finished sharing, I asked the entire group about their professional development plans as they began moving into the profession. After a variety of well thought out plans were shared, I noticed none included school counselor supervision. Having served on the American School Counselor Association (ASCA) position statement committee during the creation and adoption of the position statement, “The School Counselor and School Counselor Supervision,” I briefly shared information about it and then asked, “What about supervision?” The subsequent discussions and conversations with my school counselor interns during our group supervision sessions validated the importance of supervision, not just for new school counselors, but also for seasoned school counselors. As school counselors we have an ethical responsibility to “self” which among many things includes “routine” professional development, increasing our knowledge and understanding of sociohistorical oppression, practicing wellness, increasing our cultural awareness, etc. (ASCA, 2022). One avenue by which we can attend to our professional selves is through the process of supervision. ASCA’s position on supervision states:

School counselors engage in quality school counseling supervision during their training and professional practice to enhance the implementation of their school counseling program. Supervision by individuals who have a background in school counseling or certification in supervision enhances school counselors’ professional growth and leadership development in their roles as practitioners and potential supervisors (ASCA, 2021).

Given this position, it is imperative that new and seasoned school counselors integrate supervision throughout their careers

School Counselor Supervision

The ASCA National Model (2019) provides a framework to guide school counselors in their implementation of a comprehensive school counseling program designed to meet the needs of students in their academic, social/emotional and career development. From this model, it is evident that school counseling is a multifaceted profession requiring unique and diverse skillsets. Because of the latitude and depth of the roles of the school counselor, receiving support and supervision from counseling professionals who are knowledgeable of the roles and responsibilities of the school counselor is essential.

Unfortunately, the level of support for school counselors can vary from state to state and school district to school district. In most states, school counselors do not have mandatory supervision hours after graduation. Requirements for licensure attainment and maintenance can vary as well. In the state of Georgia school counselors do have minimum requirements for licensure and renewal, however, there are no requirements for post-graduation supervision. Inconsistencies in licensure requirements/maintenance, support and supervision can make it difficult for individual school counselors and the school counseling profession to advance and continually integrate best practices (Tang, 2020).

Promoting individual and professional enhancement involves understanding the notion of supervision as an intervention where a more seasoned member works with a more junior member within the same profession (not always) (Neyland-Brown, et. al, 2019). This general level of supervision can be beneficial in general ways, such as helping an individual meet organizational expectations. School counselors most often receive this level of intervention in the form of “administrative supervision” provided by a principal who often does not have counseling experience (Perera-Diltz& Mason, 2012). Because of this, “clinical” supervision, which typically refers to mental health counseling and is a process used to promote a counselor’s personal and professional development, and increase competency within the field, is needed at greater frequency (Chae, 2022).

Supervision Benefits

With clinical supervision school counselors stand to benefit in many ways at the personal and professional levels. Tang (2020) found that school counselors engaged in school counselor-specific supervision had increased levels of school counselor self-efficacy than those who did not. Supervision among school counselors focused on advanced multicultural competence led to school counselors increasing their level of personal cultural awareness as it related to their biases and their ability to culturally appropriate school counseling strategies (West-Olatunji et. al, 2011). Gallo (2013) highlights that school counselor supervision can assist school counselors in navigating common professional obstacles related to ethics, cultural influences on students, and school culture. Given these benefits, it can be argued that school counseling-specific supervision could help school counselors in addressing the increased mental health needs of students since the COVID-19 pandemic by providing a space for appropriate case conceptualization and by refining basic counseling skills essential for helping students within a school environment.

Recommendations

Given the ethical responsibility that all school counselors have to “self”, the official position of ASCA regarding school counselor supervision, and the potential benefits of school counselor supervision, school counselors are encouraged to explore this medium by which they can enhance their school counseling practice. The following are offered to assist:

Seek training in counseling clinical supervision either through conference sessions, graduate courses, etc…

Identify models of supervision that fit well within the school counseling profession, i.e. Professional Academic Response Model (PARM), Connect with school counselors within your school and district to discuss the importance of counseling supervision

Reach out to your district school counseling coordinator to determine if they offer supervision or would be willing to

Reach out to a more seasoned school counselor to determine if they might be willing to provide supervision. Agree to a set day and time and follow through In the absence of more senior school counselors, create “peer supervision” groups. Contact your previous or local school counselor educators to determine if they are willing to provide supervision

After asking my school counselor interns “What about supervision?” they each paused before one intern softly asked me a question in response. She asked, “Who provides supervision after we graduate?” I smiled and responded that she would need to determine that for herself as there are no requirements in place currently to ensure school counselor-specific supervision is provided. I went on to explain that in the absence of such requirements, there is an opportunity for her to enhance her personal and professional development by crafting her own school counseling supervision unique to who she is and who she will become. After providing some of the suggestions listed above and other benefits her “School counselor supervision it is!”

References

American School Counselor Association. (2022). Ethical standards for school counselors. Retrieved March 26, 2023, from https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

American School Counselor Association. (2021). The School Counselor and Anti-Racist Practices. Retrieved March 26, 2023, from https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-a nd-School-Counselor-Supervis

American School Counselor Association. (2019). ASCA national model: A framework for school counseling programs (4th ed.). Chae, N. (2022). Collegial, competent, and consultative supervision: A peer supervision approach for school counselors. Professional School Counseling, 26(1).

Gallo, L. L. (2013). The need for developmental models in supervising school counselors. Journal of School Counseling, 11(19).

Use technology to connect with school counselors in rural areas, across the state, or in other areas of the US to find opportunities for supervision Be creative and integrate self-care. (Example: “Chill, Chat, and Chew” sessions where formal supervision is followed by casual dining or attending an event)

Neyland-Brown, L., Laux, J.M., Reynolds, J.L., Kozlowski, K., & Piazza, N.J. (2019). An exploration of supervision training opportunities for school counselors. Journal of School Counseling, 17(1).

Tang, A. (2019). The impact of school counseling supervision on practicing school counselors’ self-efficacy in building a comprehensive school counseling program. Professional School Counseling, 23(1).

Perera-Diltz, D. M. & Mason, K. L. (2012). A national survey of school counselor supervision practices: Administrative, clinical, peer, and technology mediated supervision. Journal of School Counseling, 10(4).

West-Olatunji, C., Goodman, R.D., & Shure, L. (2011). Use of multicultural supervision with school counselors to enhance cultural competence. Journal of School Counseling, 9(16)