Journal of Counselor Preparation and Supervision
Document Type
Empirical Research Article
Keywords
experiential learning, transformative learning, first-generation, low-income, school counseling, social justice
Subject Area
Counseling, Counselor Education, School Counseling
Abstract
Through the use of interpretative phenomenological analysis (IPA), this study examined the impacts of counseling first-generation, low-income college-bound students by way of a school counselor experiential learning program at one small, private university in the eastern United States. This study explored experiential learning, including from a transformative learning perspective, as well as its overall impact on school counseling student preparation. Themes that emerged indicated that school counseling graduate student interns, when placed in a culturally diverse experiential learning setting, have the potential to increase their counselor competencies including multicultural competencies, and to have a transformative learning experience. These impacts were discussed along with a social justice advocacy perspective. Implications of these findings, including encouragement for the development of similar university-community partnerships, were included.
DOI
http://dx.doi.org/10.7729/42.1408
Recommended Citation
Pompeo-Fargnoli, A. M., Pulliam, N., Lapa, A., & Dutil, J. (2020). Experiential and Transformative Learning for School Counselors: Impacts of Counseling First-Generation, Low-Income, College-Bound Students. Journal of Counselor Preparation and Supervision, 13(3). http://dx.doi.org/10.7729/42.1408