The role of an elementary school counselor is challenging to define. This increases the likelihood for role ambiguity in the workplace and can lead to lowered efficacy. Because not much research exists on efficacy with elementary school counselors, the purpose of this study was to explore how elementary school counselors manifest self-efficacy in the workplace. It is hoped that such information can inform the practice of school counselors as well as inform the training of future school counselors.
Participants will explore the concept of role ambiguity for the elementary counselor. This information can assist in promoting the need for advocacy and assertiveness in the profession. It will also explore the concept of professional identity of the practicing school counselor.
Participants will learn 3 factors that strongly affect efficacy for the school counselor. The three factors that will be explored are teacher- counselor relationships, school climate, and administrative trust. These factors will be explored in more depth as to how each relate back to the work of a school counselor.
Participants will discuss ways and methods to improve efficacy for the school counselor. These methods will include: ways to improve relationships with teachers, how to have an impact on the school climate, and how to interpret administrative trust.
School Counselor/ Adjunct Faculty,
Fayetteville Public Schools, University of Arkansas