Educator–Counselor: A Nondual Identity for School Counselors
Ian P. Levy, Matthew E. Lemberger-Truelove
Professional School Counseling January 1, 2021 DOI: 10.1177/2156759x211007630 (opens in new tab)
Summary
AI-generated from the abstractA combined educator-counselor identity can reduce role ambiguity in school counseling and sharpen practice, potentially improving student and schoolwide outcomes. The authors argue that viewing school counselors as educators oriented by counseling is not a trivial distinction but a substantive reframing that addresses persistent professional ambiguity.
Study at a glance
| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Citations | 68 |
| Key finding | 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.