beverly by egb73CV


									An Induction-Mentoring Model
     for New Counselors:
between School and University

American Counseling Association (ACA)
       2001 Annual Conference

    March 19, 2001 6:00 p.m. - 7:30 p.m.
 Beverly B. Kahn, Assistant Professor, Department of
 Education and Human Services, Villanova University,
 Villanova, PA; email:

 Robert Murray, Assistant Professor, Department of
 Education and Human Services, Villanova University,
 Villanova, PA; email:

 Wallace J. Kahn, Professor, Department of Counselor
 and Educational Psychology, West Chester University,
 West Chester, PA; email:

 to download a copy of handouts and this presentation go
 to the following web address:
Session Goals
• To review the existing literature on induction and
  mentoring for new school counselors and explore a
  rationale for a more comprehensive model.
• To gain knowledge of a comprehensive
  Developmental Induction Model for New Counselors
  (0 to 3 years).
• To understand the nature of the triadic relationship
  among the counselor educator, induction-mentor,
  and new counselor.
• To apply this model to practical situations and
  levels of participants’ school sites.
• Introductions
• Goals
• A Highlight of Existing Models of Induction-
  Mentoring for New Counselors
• A Comprehensive Developmental Induction Model
  for New Counselors
• The Triadic Relationship of Counselor Educator,
  Induction-Mentor, and New Counselor
• Applying the Model to Participants’ Sites
  and Levels
• Discussion and Questions
• Induct (in-dukt) v. to bring in as a member; to
  initiate in knowledge, experience, etc.

• Mentor (men-tor) n. a wise and trusted guide

• “a person who cares deeply about the
  development of his or her protégé and in
  addition, is ready willing and able to help the
  protégé accomplish the developmental tasks
  of life. The scope of the role may be broad,
  encompassing life itself, or narrower,
  focusing only on career” (Data, 1991)
Issues of concern expressed by new
school counselors:

• Many counselors work in isolation.
• Counselor role is inadequately defined.
• Case-loads are not adjusted for their novice state.
• Support personnel are frequently the same
  faculty/administrators who evaluate performance.
• Graduate programs did not prepare them for the
  reality of the practicing counselor’s world.
• School districts either ignore new counselors in
  professional induction or employ a teacher
  induction process for new counselors.
Possible limitations of existing
induction/mentoring programs for new
school counselors:
• Programs are determined by state legislatures or
  mandates instead of needs of new counselors.
• Programs follow a teacher-induction model.
• Counselors are mentored by teachers or principals
  who also evaluate them, instead of a peer counselor.
• Mentors are in essence “buddies” with little training.
• Mentor’s time with new counselor is only spent in
  clinical supervision/case management and does not
  cover other issues and roles.
• Programs are haphazard with little structure.
What we have learned from effective
induction/mentoring programs
• There is a need for extensive mentor training and
  support throughout the process.
• Mentor selection must include specific criteria; one
  aspect of criteria should include a taped sample of
  mentor’s work with a group or individual; potential
  mentors should not be generated by volunteerism alone.
• Mentors need to be provided a tangible token for their
  time and effort, such as reimbursement, certificates,
  CEU’s, or course credit.
• Districts and administrators must fully support program
  and be prepared to provide released time to mentor and
  new counselor, in addition to adjusting new counselor’s
What we have learned from effective
induction/mentoring programs

• The process of mentoring should reflect a developmental
  process, consistent with cognitive developmental stage
  theory of adult learning.

• The process of mentoring should encompass all the
  roles and issues of the new counselor.

• “Methods of reflection” should be built into process to
  allow the new counselor to gain meaning from
What Research tells us about Adult
Learning and Mentoring
(Knowles, 1980; Zachary, 2000):

•   Adults learn best when they are involved in diagnosing,
    planning, implementing, and evaluating their own learning.
•   The role of the mentor is to create and maintain a supportive
    climate that promotes conditions necessary for learning to take
•   Adult learners have a need to be self-directing.
•   Readiness for learning increases when there is a specific need
    to know.
•   Life’s reservoir of experience is a primary learning resource;
    the life experiences of others enrich the learning process.
•   Adult learners have a inherent need for immediacy of
•   Adults respond best when they are internally motivated to
          Developing Induction Model
          for New School Counselors

Career Transition (CT) -    Legal, ethical, and certification issues;
                            Career Development

System Learning (SL) -      Demographic and physical organization;
                            Structure of school district/school/program
                            as a system

Support Development (SD) - Support relationship, professional friend

Resource/Information (RI) - Resources, internal and external;

Skill Refinement/Program - Skill development, case management,
Development                developmental conceptual problem-solving
                           and decision making (theory-practical
                           linking); program development
The Triadic Relationship of Counselor
  Educator, Induction-Mentor, and
    New Counselor; the benefits
      accrued from this model
              Induction- Mentor

Counselor Educator              New Counselor
     Consultant                 Develop and Implement
      Trainer                         Program

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