John R. Culbreth

Bio: John R. Culbreth is an academic researcher from University of North Carolina at Charlotte. The author has contributed to research in topics: Clinical supervision & Substance abuse. The author has an hindex of 8, co-authored 10 publications receiving 393 citations.

Examining Discrepancies Between Actual and Preferred Practice of School Counselors

Abstract: An ongoing issue within the school counseling profession is the discrepancy between the actual practice of school counselors and what is advocated as best practice (Brott & Myers, 1999; Burnham & Jackson, 2000) The implication is that what school counselors are actually doing in schools may not adequately address the needs of the students they intend to serve One of the reasons for the discrepancy lies in the rich and diverse history of the development of the school counseling profession (Burnham & Jackson, 2000; Herr, 2001) Burnham and Jackson highlighted the problems associated with a history of divergent definitions of the roles of school counselors, "with long-standing discussions and discrepant viewpoints found in the literature, school counseling roles are often problematic in definition, interpretation, and implementation" (p 41) Therefore, the historic lack of an organizing structure for school counseling programs has been a primary focus of professional associations, school counselor education programs, and research * Defining and Outlining Best Practices This attention on defining an organizational structure has resulted in a focus on the development and implementation of a comprehensive, developmental school counseling program The school counseling program has characteristics similar to other educational programs, including a focus on student competencies, activities, and interventions to assist students in achieving the outcomes related to these competencies, and accountability methods (American School Counselor Association [ASCA], 1999) The ASCA National Standards for School Counseling Programs (Campbell & Dahir, 1997) outline the knowledge, attitudes, and skill competencies that all students should achieve as a result of participating in the school counseling program There are four fundamental interventions related to a school counseling program: counseling (individual and small group), curriculum (classroom lessons), consultation (eg, with teachers, parents, and other professionals), and coordination (the organization and management of regular and special program activities; ASCA, 1999; Borders & Drury, 1992; Myrick, 2003) These interventions can be further specified in terms of activities related to each intervention Models exist that outline the components of the school counseling program, offer suggestions for its implementation, and provide guidelines for balancing time spent in each of the interventions (Gysbers & Henderson, 2000; Myrick, 2003) In 2003, ASCA published the National Model for School Counseling Programs The comprehensive, developmental school counseling program is also emphasized through training standards in school counselor education programs (Council for Accreditation of Counseling and Related Educational Programs [CACREP], 2001) Research indicates that this focus on an organized structural framework for school counseling has begun to have an impact on school counseling practice (Sink & MacDonald, 1998) Empirical research supports the benefits of the four overarching interventions put into practice by school counselors (counseling, consultation, coordination, curriculum; Borders & Drury, 1992; Whiston & Sexton, 1998) Research findings also reveal that more fully implemented comprehensive, developmental school counseling programs have positive effects on overall student development, including academic, career, and emotional development; academic achievement; and quality of life (Gysbers, Lapan, & Blair, 1999; Lapan, Gysbers, & Petroski, 2001; Lapan, Gybers, & Sun, 1997) * The Discrepancy Remains In spite of the best efforts of professional associations, accrediting bodies, and training programs to define the profession of school counseling, studies indicate that the actual functions of counselors in the schools do not always reflect what have been identified as the best practices in school counseling …

Role Stress Among Practicing School Counselors

Abstract: Practicing school counselors (N = 512) were surveyed, using the Role Questionnaire (J. R. Rizzo, R. J. House, & S. I. Lirtzman, 1970), to determine levels of role conflict, role incongruence, and role ambiguity. Additionally, 8 characteristics of the participants' positions as school counselors were examined to determine what factors might affect role stress. Data were examined for the total group and by school level. Elementary school counselors were found to have lower levels of role conflict and role incongruence than high school counselors. Believing that the job matched their initial perceptions, that they were adequately trained, and that peer supervision was available were predictors of reduced role stress among the group and for various school level subgroups.

Developing Multicultural Competence Using the Structured Peer Group Supervision Model

Abstract: Interest in the role of supervision in counselor training has increased concurrent with the interest in effective strategies for developing multicultural counseling competency. L. D. Borders (1991) proposed a model of group supervision appropriate for use with supervisees of differing skill levels; however, the model does not overtly provide for supervisees' development of multicultural awareness and skills. This article presents a format of peer group multicultural supervision in which supervisees work to increase their multicultural competencies while engaging in helper roles important for working with culturally diverse clients.

Clinical Supervision of Substance Abuse Counselors: Current and Preferred Practices

Abstract: A national survey of substance abuse counselors (N = 134) was conducted to learn their current and preferred supervision practices. Results are presented for the entire sample, as well as within-group comparisons based on counselor recovery status and education level.

Factors Impacting the Development of Substance Abuse Counseling Supervisors

Abstract: In this study, the authors sought to examine factors that contribute to the overall development of supervisors in the substance abuse field. Significant predictors for supervisor development were found as were differences in these predictors that were based on supervisor recovery status.

Emotional exhaustion and turnover intention in human service occupations: the protective role of coworker support

Abstract: Human services occupations are prone to high rates of burnout and turnover. These outcomes have adverse implications for service providers and the clients in their care. Several studies have assessed the structural causes and consequences of burnout and turnover, but little attention has been paid to the potentially protective role of coworker support. We estimate a structural equation model including job characteristics, coworker support, and workplace justice to predict turnover intention, both directly and indirectly through emotional exhaustion. More than 1,800 substance abuse treatment counselors provided survey data for these analyses. Net of demographic and workload measures, low autonomy, and a lack of distributive justice significantly predicted emotional exhaustion, while coworker support was inversely associated with exhaustion. In turn, exhaustion was a significant predictor of intent to quit. Coworker support exhibited direct inverse effects on intent to quit, while counselors reporting low a...

Using Leader-Member Exchange Theory to Examine Principal–School Counselor Relationships, School Counselors’ Roles, Job Satisfaction, and Turnover Intentions:

Abstract: Principals have considerable influence on shaping the role of school counselors with whom they work (Amatea & Clark, 2005; Dollarhide, Smith, & Lemberger, 2007; Ponec & Brock, 2000). Researchers used leader-member exchange theory (Graen & Uhl-Bien, 1995) to examine the relevance of principal-school counselor relationships to school counselors' role definition, job satisfaction, and turnover intentions. A path analysis model explained 15% of the variance in how school counselors' roles are defined at the building level, 49% of the variance in school counselors' job satisfaction, and 20% of the variance in school counselors' turnover intentions. Implications for school counseling practice and leadership are provided.