The Induction of School Counselors: Meeting Personal and Professional Needs

Document Type

Article

Publication Date

2-1-2013

Abstract

The purpose of this study was to ascertain participants' perceptions of elements of the induction process that met novice school counselors' personal and professional needs. Interviews of seven novice counselors and their principals over one school year were the primary data sources. Employing an abductive analysis process based on a developed typology of induction elements from the teacher induction literature, the researchers' analysis of the data indicated that although various induction elements were discussed by participants (i.e. informal mentors, orientation, professional development, collaboration, reduced workloads, and interaction with principals), few were planned specifically for the novice counselor. Most supports for the novices were viewed with mixed results in meeting their personal and professional needs. © 2013 Copyright Taylor and Francis Group, LLC.

Publication Source (Journal or Book title)

Mentoring and Tutoring: Partnership in Learning

First Page

6

Last Page

27

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