Educator–Counselor: A Nondual Identity for School Counselors
Ian P. Levy, Matthew E. Lemberger-Truelove
Professional School Counseling 2021 DOI: 10.1177/2156759x211007630 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Citations | 68 |
| Key points | Argues that reshaping school counselor identity as educators oriented by counseling can mitigate role ambiguity and sharpen practice. |
Abstract
In this special issue, the editors and each team of contributing authors offer examples of how a combined identity as educator–counselor can affect the various roles and responsibilities associated with school counseling. The suggestion that school counselor identity is always both educator and counselor is neither trivial nor a semantic distinction. Reshaping the narrative to suggest that school counselors are situated as educators who are oriented by counseling has the potential to mitigate much of the role ambiguity that has persisted in the profession for decades and, more important, has the potential to sharpen practice and contribute to greater student and schoolwide outcomes.