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ABSTRACT
This article discussed Professional School Counselors (PSC) in rural communities’ perceptions of job performance and preparedness through individual interviews as part of a phenomenological study. Results of this study indicated participants experienced role conflict and role ambiguity, revealed a continued development of professional identity, demonstrated role visualization using idioms, and a strong sense of community and pride when discussing their experiences as a PSC serving in a rural school. Implications for the school counseling profession are discussed as a result of this study.
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No potential conflict of interest was reported by the author(s).
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Notes on contributors
Tamra Kelly
Dr Tamra Kelly is an assistant professor at Angelo State University in the Department of Curriculum and Instruction, primarily in the counselor education programs. She is also a Certified School Counselor (CSC), Licensed Professional Counselor (LPC) Associate, and a Nationally Certified Counselor (NCC). Kelly received her bachelor’s and master’s degree from Angelo State University and her Ph.D. in Counselor Education from Texas Tech University. Her research interests include counselor development and career preparation, holistic online learning and instruction, mental health and wellness practices, and adolescent mental health concerns.