Relationships between role stress, professional identity, and burnout among contemporary school counselors

2021 ◽  
Author(s):  
Rotem Maor ◽  
Alla Hemi
Keyword(s):  
Professional Identity ◽  
School Counselors ◽  
Role Stress ◽  
Contemporary School

scholarly journals Personal and Group Professional Identity in the 21st Century Case Study: The School Counseling Profession

2021 ◽  
Vol 10 (3) ◽  
pp. 64
Author(s):  
Einat Heled ◽  
Nitza Davidovitch
Keyword(s):  
Professional Identity ◽  
School Counseling ◽  
School Counselors ◽  
Sense Of Belonging ◽  
Counseling Profession ◽  
Professional Mobility ◽  
The Status ◽  
Research Findings ◽  
Role Boundaries

The current study focuses on the concept of professional identity in the school counseling profession, its definition and measurement. According to the definition in this study, the concept of “professional identity” is divided in two: personal professional identity, which is the practitioner’s sense of belonging to and solidarity with the profession, and group professional identity, which includes the features attributed to the profession, both by those who belong to it and by those who do not practice it, and makes it possible to discern between professions. The school counseling profession, occupied mainly by women, is contending with a lack of clarity regarding its role definition, role boundaries, and demands. Therefore, despite the change in the status of the profession in recent years, various issues impede the group professional identity of school counseling and the personal profession identity of its practitioners. This study is the first to examine the professional identity of school counselors on two levels: personal and group, among school counselors in Israel. The study included 174 school counselors who completed two professional identity scales constructed for the purpose of the study. Each scale underwent factor analysis, and a significant association was found between the two scales and the factors they comprised. The research findings indicate that the personal professional identity of school counselors is affected by their group professional identity, and vice versa. The research findings indicate the need to distinguish in future studies between personal and group professional identity, both in the school counseling profession and in other professions, particularly in a world characterized by professional mobility where current professions will become irrelevant while others will be in demand and there may be a need to define the personal and group professional identity of workers.

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

2020 ◽  
Vol 9 (5) ◽  
pp. 215
Author(s):  
Einat Heled ◽  
Nitza Davidovitch
Keyword(s):  
Professional Identity ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Sense Of Self ◽  
Research Literature ◽  
Structured Interviews ◽  
Professional Career ◽  
Research Findings

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.

Role Stress Among Practicing School Counselors

2005 ◽  
Vol 45 (1) ◽  
pp. 58-71 ◽  
Author(s):  
John R. Culbreth ◽  
Janna L. Scarborough ◽  
Angela Banks-Johnson ◽  
Stacey Solomon
Keyword(s):  
School Counselors ◽  
Role Stress

scholarly journals The Role of School Counselors in Meeting Students’ Mental Health Needs: Examining Issues of Professional Identity

2013 ◽  
Vol 16 (5) ◽  
pp. 2156759X0001600 ◽  
Author(s):  
Lorraine Dekruyf ◽  
Richard W. Auger ◽  
Shannon Trice-Black
Keyword(s):  
Mental Health ◽  
Health Professional ◽  
Professional Identity ◽  
School Counselors ◽  
Mental Health Professional ◽  
School Counselor ◽  
Health Needs ◽  
Professional School ◽  
Mental Health Needs ◽  
Educational Leader

The professional identity of school counselors has evolved over time. This article traces the historical context driving this evolution, and suggests it is time for the profession to conjoin the roles of educational leader and mental health professional. This proposal is prompted by heightened awareness of unmet student mental health needs, referrals that go unmet, school counselors displaced by other mental health providers in schools, the potential loss of the unique school counselor role, and the natural link between the mental health professional role and the array of personal-social factors that impact student achievement. A conjoint professional school counselor identity that includes the roles of both educational leader and mental health professional positions school counselors to better respond to all students, including those with mental health needs. This article discusses potential roadblocks and offers suggestions for action.

Adaptation of the Teaching Students With Disabilities Self-Efficacy Scale

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110423
Author(s):  
Rawn Boulden
Keyword(s):  
Learning Disabilities ◽  
Students With Disabilities ◽  
School Counseling ◽  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Validity And Reliability ◽  
Students With Learning Disabilities ◽  
Support Students ◽  
Contemporary School

This study aimed to adapt the Teaching Students With Disabilities Self-Efficacy Scale for contemporary school counseling practice. The adaptation, titled the Students With Learning Disabilities School Counselor Self-Efficacy Scale, is a resource that assesses school counselors’ belief in their ability to counsel and support students identified as having learning disabilities. The findings suggest that the scale has sound validity and reliability metrics, with a few considerations. This article also discusses implications.

The Professional Identity of School Counselors

2016 ◽  
Author(s):  
Dennis G. Gilbride ◽  
Kristopher M. Goodrich ◽  
Melissa Luke
Keyword(s):  
Professional Identity ◽  
School Counselors
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