A PHENOMENOLOGICAL STUDY OF THE LIVED EXPERIENCES OF PROFESSIONAL SCHOOL COUNSELORS WORKING IN COMMUNITIES OF COLOR DURING THE COVID-19 PANDEMIC
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2023
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Abstract
In 2020, the world faced a significant obstacle that halted day-to-day living; the COVID-19 pandemic. During this time students from low-income families in communities of color faced additional barriers, such as a lack of healthy food at home, little to no health insurance, and limited access to mental health services. Given these barriers, some students' most stable support system was ultimately at their enrolled school.There was substantial literature on the importance of Professional School Counselors (PSC) supporting students in communities of color. However, many studies and research efforts determined that PSC experiences were associated with non-counseling duties and job stress, leading to burnout (Bardhoshi et al., 2014; Caple, 2017; Fye et al., 2020; Kim & Lambie, 2018; Moyer, 2011; Mullen et al., 2018; Mullen & Gutierrez, 2016).
This hermeneutic phenomenological study indicated several challenging experiences for Professional School Counselors, including perceptions of support, role conflict, and access to resources. Additionally, their experiences aligned well with the strengths-based capitals in Tara Yosso’s Community Cultural Wealth Theory Framework.
Professional School Counselors continue to face the same work-related challenges during the pandemic as they did before. Therefore, they must continue to advocate for their roles and responsibilities to align with what is suggested by ASCA. This alignment will allow PSCs to provide academic, behavioral, and social/emotional services to all students, including those in communities of color.
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School counseling, American School Counseling Association (ASCA), Community Cultural Wealth Theory (CCW), non-counseling duties, Professional School Counselor (PSC), role conflict
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106 pages
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