Gary E. Goodnough

Preparing School Counselors for Group Work

The American School Counselor Association has endorsed group work as an important component of school counseling programs, and research has demonstrated the effectiveness of group work in schools. Yet there is still considerable variation in practice of group work in schools. The type of group training preservice school counselors receive is an important factor. School counselor educators should maximize the one group course format by integrating and sequencing content most appropriate for school counseling, linking and infusing group principles in all coursework, especially practicum and internship classes, and consider group leadership skills and competencies in admission and programmatic decisions. This manuscript presents a one-course infusion model for preparing school counselors for group work.

School Counselor Contributions to the Individualized Education Program (IEP) Process.

School counselors provide a variety of services to students with disabilities, and becoming involved in the Individualized Education Program (IEP) process is an opportunity through which school counselors can demonstrate their unique contributions. The authors highlight specific skills (e.g., group facilitation, consultation) and developmental knowledge (e.g., career, psychosocial) of school counselors in relation to their roles in serving students with disabilities throughout the IEP process. The authors recommend ways in which educators can encourage school counselors to become involved in the provision of services to students with disabilities.

Changes Over Time in Masters Level School Counselor Education Programs

A national survey regarding the preparation of entry-level school counseling students was conducted to assess changes over time that may have occurred in the credit hours, screening methods, faculty experiences, course content, fieldwork requirements, and importance of The Education Trust concepts. Key findings include increases in the number of faculty with school counseling experience and the number of programs requiring practicum and internship to be completed in a school setting, and decreases in the number of courses designed specifically for school counseling students and the importance of supervision. Authors Notes Correspondence addressing this article should be sent to Melissa S. Ockerman: Mockerma@depaul.edu