Journal of Counselor Preparation and Supervision Journal of Counselor Preparation and Supervision
Volume 13 Number 3 Article 7
2020
Experiential Learning in School Counselor Preparation: Supporting Experiential Learning in School Counselor Preparation: Supporting
Professional Skill Development Professional Skill Development
Jennifer S. Barna
Marywood University
Follow this and additional works at: https://research.library.kutztown.edu/jcps
Part of the Counselor Education Commons
Recommended Citation Recommended Citation
Barna, J. S. (2020). Experiential Learning in School Counselor Preparation: Supporting Professional Skill
Development.
Journal of Counselor Preparation and Supervision, 13
(3). http://dx.doi.org/10.7729/
42.1405
This Article is brought to you for free and open access by Research Commons at Kutztown University. It has been
accepted for inclusion in Journal of Counselor Preparation and Supervision by an authorized editor of Research
Commons at Kutztown University. For more information, please contact [email protected].
Experiential Learning in School Counselor Preparation: Supporting Professional Experiential Learning in School Counselor Preparation: Supporting Professional
Skill Development Skill Development
Abstract Abstract
Professional standards require school counselor educators to prepare students to competently perform
the many necessary skills of a school counselor. Integration of experiential learning activities into existing
pre->eldwork school counseling courses supports both skill development and standard compliance. A
framework for planning, implementing, and evaluating this classroom pedagogy is detailed.
Keywords Keywords
school counselor education, experiential learning, professional skill development
This article is available in Journal of Counselor Preparation and Supervision: https://research.library.kutztown.edu/
jcps/vol13/iss3/7
Many students face a variety of obstacles that can have a significant impact on their
academic success including behavior challenges, poverty, substance abuse, depression, and suicide
(Bagalman & Cornell, 2018; Centers for Disease Control, 2019; Ghandour et al., 2019; Taylor &
Vollman, 2017). School counselors must be ready to address these issues through leadership of a
data driven, culturally responsive, and comprehensive program (ASCA, 2019a). Stakeholders
expect school counselors to demonstrate a high level of competence performing numerous tasks
(Burnham & Jackson, 2000; Ruiz et al., 2019). Furthermore, school districts often contend with
limited budgets when hiring (Dahir et al., 2019), making it more likely resources will be
maximized by hiring applicants with experience so that the impact on student success is more
immediate. Thus, school counselors entering the profession cannot afford a lack of on-the-job
skills to impede their ability to design and deliver a comprehensive program with positive
outcomes for students (ASCA, n.d.).
Counselor educators who teach, supervise, and mentor the next generation of school
counselors have the challenge of preparing them for a profession where they will assume many,
and sometimes undefined, roles (Havlik et al., 2019). Training is further complicated by the
expectation to simultaneously adhere to different student preparation regulations including those
from national accrediting bodies (e.g., The Council for the Accreditation of Counseling and
Related Educational Programs, CACREP, www.cacrep.org; Council for the Accreditation of
Educator Preparation, CAEP, www.caepnet.org), state certification requirements, and discipline
specific standards (ASCA, 2019b). Closer examination of these mandates reveals in addition to
knowledge acquisition, there is a distinct emphasis on practical skill development. For example,
the American School Counselor Association (ASCA) School Counselor Professional Standards
and Competencies outlines 24 behaviors and 134 competencies related to skills school counselors
must measurably perform while on the job (ASCA, 2019b). Sample items include “demonstrate
advocacy in a comprehensive school counseling program,” “consult to support student
achievement and success,” and “evaluate and report program results to the school community”
(ASCA). Likewise, the 2016 CACREP specialty area standards for school counseling programs
lists 15 practice standards, each expecting that counselor preparation programs demonstrate how
students have mastered each competency (CACREP, 2015). For example, students must know how
to implement “interventions to promote college and career readiness,” to facilitate “core
curriculum design, lesson plan development, classroom management strategies, and differentiated
instructional strategies,” and to incorporate “use of data to advocate for programs and students”
(CACREP). Finally, ASCA’s position statement on school counselor preparation highlights the
need for programs to teach students the knowledge, attitudes and skills to design and implement
their school counseling programs (ASCA, 2014). These competencies include collaborating with
stakeholders, facilitating appraisal and advisement, addressing legal and ethical issues in P-12
schools, and using data and advocacy to close achievement gaps (ASCA).
It is clear from the professional standard language that to lead a successful school
counseling program students must possess requisite skills in the areas of advocacy, curriculum
development, data analysis, and collaboration. However, just because a skill is taught does not
automatically translate to competent performance (Eyler, 2009; Girvan et al., 2016). Students are
better prepared when they participate in practical, carefully planned, feedback rich activities
throughout their training (Granello, 2000). Required fieldwork experiences such as practicum and
internship are a common best practice for clinical skill development (Akos & Scarborough, 2004).
However, value is added to training when students are presented with activities prior to fieldwork
that offer opportunities to practice real world application as part of their academic coursework
(Furr & Carroll, 2003). Integration of pre-fieldwork experiential learning activities into existing
courses can not only support standard mastery but also cultivate skills and abilities needed to be a
successful school counselor. Eyler (2009) explains this is because “students in experiential
education learn as workers or community participants with a need to know in order to get a job
done, not just as students who need to take a test” (p. 29).
Experiential learning is a pedagogy that emphasizes a transformative process of creating
knowledge through experiences and includes any direct exposure to concepts under study (Kolb,
1984; Kolb & Kolb, 2005). It has been cited by the Association of American Colleges and
Universities (2008) as a high impact instructional practice widely used in various disciplines
including management (Tomkins & Ulus, 2016), social work (Beest et al., 2018), and education
(Girvan et al., 2016). Students participate in experiential learning through carefully planned
exercises balanced between experiencing, reflection, thinking, and action (Kolb & Kolb, 2005). In
contrast to traditional lecture methods, learning occurs when students become involved in and
adapt from the experience. Experiences encompass a wide variety of classroom (Dollarhide et al.,
2007; Ricke, 2018) and field-based (Furr & Carroll, 2003; Ricke, 2018) learning opportunities.
Examples include service-learning (Burnett et al., 2004; Choi et al., 2018; Ricke, 2018), project-
based learning (Efstratia, 2014), and immersion trips (Shannonhouse et al., 2018).
Furr and Carroll (2003) recommended applying experiential learning principles to
counselor preparation so students can link concrete experiences, knowledge, and self-reflection to
professional competencies. Additional benefits include intentional exposure to the realities and
roles of school-based practice, (Burnett et al., 2004), increased access to the affective domains of
learning, (Arthur & Achenbach, 2002; Furr & Carroll, 2003), and students’ perceptions of such
activities as stress relieving and enjoyable (Ziff & Beamish, 2004). Likewise, counselor education
literature reveals successful application of experiential activities to specific counselor preparation
areas such as social justice advocacy (Decker et al., 2016), group counseling (Anderson & Price,
2001), micro-skills development (Bayne & Jangha, 2016; Osborn & Costas, 2013) and
multicultural competence (Arthur & Achenbach, 2002; Villalba & Redmond, 2008). Bemak and
Chung (2011) explained how counselor trainees learn valuable social justice advocacy and
counseling skills through participation in field-based post disaster community service. Similarly,
Arthur & Achenbach (2002) discussed how when properly implemented and correctly debriefed,
experiential classroom activities increase students’ abilities to provide effective multicultural
counseling. Experiential learning is also present in the form of personal growth groups where
students participate as members and/or facilitators (Anderson & Price, 2001; Springer &
Schimmel, 2016). Research suggests this type of instruction allows for modelling of group
facilitation skills, fostering of group leader self-efficacy (Springer & Schimmel, 2016), and
experiencing emotions similar to that of clients. Finally, experiential learning has been explored
in creative course activities such as popular film critique (Villalba & Redmond, 2008) and
improvisation (Bayne & Jangha, 2016).
This growing body of research suggests that experiential learning is not new to counselor
education (Furr & Carroll, 2003). Rather, experiential learning has been clearly established as a
valuable instructional practice particularly with skill acquisition (Granello, 2000; Springer &
Schimmel, 2016). What is currently missing is a discussion of how experiential learning activities
can be integrated into pre-fieldwork school counseling courses to reinforce skill development.
Moreover, suggestions for how to align such experiences with professional standards as well as
recommendations for evaluation is absent. Practical, detailed examples that school counselor
educators can replicate in their classrooms are needed to ensure both skill-based training and
standard compliance. Therefore, the purpose of this manuscript is to provide a framework for the
integration of experiential learning activities within pre-fieldwork school counseling coursework
to enhance professional skill development. First, experiential learning modes (Kolb, 1984) as a
foundation for planning, aligning, and evaluating activities are outlined. The final section explains
how three community-based experiential activities were implemented within school counseling
courses by a full-time school counselor educator.
Experiential Learning Modes
The central tenet of experiential learning theory is the transformative process through
which a student engages with four dynamic but distinct learning modes during participation in an
experiential activity: (1) concrete experience (experiencing), (2) reflective observation (reflecting),
(3) abstract conceptualization (thinking), and (4) active experimentation (acting) (Kolb, 1984,
2015). Concrete experiences involve students in carefully designed learning activities such as role
plays, service-learning projects, or field trips. The intention is to minimize bias and anxiety by
preparing students to be fully engaged with open minds during the experiences. Following the
event, formal (e.g., graded journal entry) and/or informal (e.g., class discussion) reflection occurs.
The purpose of reflection is to encourage expression of feelings and emotions, to consider new
perspectives, and to make meaning from the experience (Kolb, 2015). Regular reflection has been
shown to help students make explicit connections between experiences and course content (Choi
et al., 2018). Abstract conceptualization encompasses thinking about how the experience connects
to relevant concepts under study, including integration of lectures, class discussions, or required
readings. New theories, strategies, or perspectives are considered, modified, or rejected. Finally,
students apply what they have learned to various professional roles and responsibilities. Through
active experimentation students not only test and evaluate concepts and ideas formed during the
experiential activity, but also distinguish between effective and ineffective problem-solving
strategies (Kolb, 1984, Kolb & Kolb, 2005).
Using the experiential learning modes as a framework, activities can be integrated into
existing pre-fieldwork school counseling coursework to support professional skill competency.
Compliance with professional standards is simultaneously increased because students have more
opportunities to demonstrate proficiency with tasks associated with the leadership of a
comprehensive school counseling program. An explanation of how each of the four learning modes
(i.e., concrete experience, reflective observation, abstract conceptualization, active
experimentation, Kolb, 1984) contributes to the development of experiential activities will assist
school counselor educators with proper implementation and assessment.
Concrete Experiences
A concrete experience is an intentionally designed event conducted in the classroom or
community that becomes the foundation for student observation and reflection (Dollarhide et al.,
2007; Furr & Carroll, 2003; Kolb & Kolb, 2005; Ricke, 2018). For example, as part of counseling
theories course, students participated in didactic role plays where the session could be stopped by
the counselor to invite feedback from the audience (Dollarhide et al., 2007). In a creative arts
course, students experimented with different media to learn how to integrate the arts into their
counseling practice (Ziff & Beamish, 2004). Field-based activities include cultural immersion as
a concrete experience for students to increase their multicultural counseling competence
(Shannonhouse et al., 2018). Likewise, directed contact with non-profit organizations outside of
the classroom can increase program evaluation skills (Hausheer, 2019).
When developing concrete experiences for students, there are several important
considerations. First, what courses would be best suited for inclusion of experiential activities? For
some school counselor educators, such activities may be most appropriate in classes utilizing
extensive lecture. Including just one experiential activity may increase engagement with class
content as ideas and concepts come to life. Others may decide courses with opportunities for
community engagement as possibilities to accommodate experiential activities. For example,
faculty can opt to design a parent or teacher consultation experience with a willing partner
school(s). Finally, faculty in programs with adequate resources and willing instructors may decide
to incorporate a concrete experience in every school counseling course. In this case, each learning
opportunity could focus on a different skill based on professional standards.
Once the course(s) have been selected, accreditation and/or certification standards that
emphasize skill development must be identified and aligned with the concrete experience. An
initial exercise is to review relevant standards from all required accreditation/certification bodies
for each school counseling course. Faculty can look for action-oriented language such as
“demonstrate,” “model,” and “collaborate”. Then a decision can be made for which standard(s)
will be most meaningfully addressed by a concrete experience. When writing student learning
outcomes, concrete experiences should incorporate the most salient aspects of the appropriate
standard(s) and emphasize what skills(s) the student should be able to demonstrate after
completion of the activity. Creating a simple table detailing each standard, how relevant content is
covered, and how skill competency is assessed by the concrete experience solidifies the connection
between the experience and the standard.
Each concrete experience must be clearly detailed in the syllabus and discussed in class
prior to implementation. Students should understand the purpose of the activity, specific skill(s) to
be demonstrated, expectations for participation, and grading policies. Finally, end-of-course
student evaluations of concrete activities will guide future revisions and improvements. If
university evaluations do not allow for assessment of specific experiences, faculty can consider
developing a brief, supplemental evaluation which asks students to rate on a Likert-type scale the
degree to which the concrete activity contributed to skill development and standard mastery.
Reflective Observation
Following the concrete experience, students should participate in informal or formal
reflection opportunities defined by Harvey et al. (2016) as “a deliberate and conscientious process
that employs a person’s cognitive, emotional and somatic capacities to mindfully contemplate on
past, present or future (intended or planned) actions in order to learn, better understand and
potentially improve future actions” (p. 9). To engage in deeper levels of critical thinking, students
should develop the ability to reflect on their concrete experience from many perspectives (Kolb,
2015), arguably prior to fieldwork (Tobin et al., 2009). Furthermore, reflective observation is
particularly important because research suggests some experiential learning activities, especially
those that include service-learning, can cause students and faculty to elicit emotional responses in
one another during the experience (Carson & Domangue, 2013). For example, students, seeing
compassion modelled from their instructor, may also feel empathy towards a specific student
group. Incorporating regular opportunities for reflection can help students manage strong emotions
that may emerge during and after a concrete experience (Choi et al., 2018). It is important for
faculty to cultivate a safe environment for reflection where students feel comfortable sharing,
diverse viewpoints are encouraged, and confidentiality is respected (Tobin et al., 2009).
Strategies to promote reflection in the classroom have been explored in the literature and
include written (Woodbridge & Rust O’Beirne, 2017) and video (Parikh et al., 2012) journaling,
as well as class discussion (Goodman-Scott et al., 2019). In a study by Parikh et al. (2012), school
counseling interns used video journaling as a method to record their experiences working with
economically disadvantaged students. Results indicated this technique was effective in reinforcing
the value of self-reflective practice and increasing clear communication with their students.
Similarly, in a course focused on effective service to students with diverse learning needs, school
counseling students engaged in focused class discussion as a way to consider their skill
development (Goodman-Scott et al., 2019). The reflection exercises required students to share a
description of the activity, their feelings and thoughts pertaining to the experience, and how they
would apply the knowledge and skills gained while working with students living with disabilities
(Goodman-Scott et al.). During these reflective discussions, the Socratic method can be employed
by the instructor to investigate student values related to their clinical decision-making process
(Griffith & Frieden, 2000). Students can be asked to identify their values, explore how they impact
clinical judgement, and evaluate alternative intervention options.
If the assignment includes a writing component, asking students to reflect on the
experience, describe the relationship between the experience and other school counseling concepts,
or detail a plan for application are effective self-report measures of skill development. In addition,
each activity can be infused with key themes such as multicultural competence, ethics, research,
and advocacy. For example, students can be asked to apply relevant research, modify interventions
for students with diverse learning needs, identify ethical considerations, or develop an advocacy
plan for stakeholders.
Abstract Conceptualization
As part of the reflection process, it is important that students think about how the
experience is connected to concepts within the school counseling profession. Abstract
conceptualization occurs through an experiential activity when existing knowledge is revised,
tested, and/or changed to form new ideas or actions (Kolb, 2015). For example, students may begin
an experiential activity focusing on collaboration with families holding a particular set of beliefs
that may be reinforced or discarded after the experience. Faculty can prime a conceptualization
discussion or journaling activity by asking questions that evoke comparisons, constructive
critiques, brainstorming ideas, or problem-solving skills. Prompts such as “connect this experience
to two concepts you have learned about school counseling in this course,” “what would you have
done differently and why?,” and “describe the steps you would take to solve this problem” promote
new learning and help students to generalize the experiential activity to their roles as future school
counselors.
Active Experimentation
Finally, students must apply learning from experiential activities to professional roles. Kolb
(2015) emphasizes simply that simply contemplating an experience is not sufficient. Rather, the
student must be provided ample time to hone the targeted skills. Due to time constraints and the
large amounts of content to be covered, extensive practice may not be possible in all school
counseling courses. However, skill application can be promoted through the development of an
essential learning log that students complete during their fieldwork experience. Log activities
connect the experiential activities learned in class with opportunities to practice during fieldwork.
For example, if students participate in an experiential activity focused on career development in
class, in fieldwork they can be required to develop a career plan with a high school student, create
a classroom guidance unit on career exploration or participate in college and career programs.
Likewise, after completion of an experiential activity involving advocacy, students can become
involved in some form of student or professional advocacy at their fieldwork placement. Ideas
include staff presentations, collaboration with educational partners, and meeting with
administrators. To increase accountability, instructors can require students to obtain signatures
from site supervisors which then can be included in professional portfolios as evidence of skill
competency for potential employers.
Experiential Learning Integration in School Counseling Coursework
The following examples of experiential learning activities apply each of Kolb’s (1984)
learning modes: concrete experience (CE), reflective observation (RO), abstract conceptualization
(AC), and active experimentation (AE). Mention of learning modes in each of the featured
activities will be noted by these abbreviations. All activities were created and facilitated by the
author, a full-time school counselor educator and imbedded in the curriculum of a nationally
accredited, state department of education approved, PK-12 school counseling program. This 60-
credit program is one of two counseling tracks offered within a moderately sized counseling
program located in a small, private university in the northeast. The school counseling degree
requires successful completion of four school counseling specialization courses (12 credits) that
emphasize the knowledge and skills needed to effectively fulfil the responsibilities of a
professional school counselor. The first two courses include an intense focus on the ASCA
National Model (ASCA, 2012, 2019a) and leadership of a comprehensive school counseling
program. The other two courses are devoted to the school counselor role in supporting student
social/emotional development and college and career readiness respectively. Each course includes
a minimum of one field-based and one in-class experiential activity. All field-based activities
include some form of interaction with local school districts totaling 15 hours across all four
courses. Detailed assignment descriptions, standard alignment, and grading rubrics are included in
the appropriate course syllabus. Prior to participation, content lectures, detailed explanation of
expectations, feedback on assignments, and opportunities to ask questions are provided. After the
experience, student-developed products such as handouts and lesson plans become part of an
electronic professional portfolio that serves as evidence of skill competency for potential
employers.
School Board Advocacy Project
The purpose of this activity is to teach students skills for building effective, collaborative
partnerships with administrators that are built on role clarification, data sharing, mutual respect,
and open communication. Students must become competent in professional advocacy skills to
educate administration, including school boards, on the appropriate role of school counselors. To
accomplish this, students attend 1-hour of a school board meeting of their choice (CE). Public
meeting information can be found on the school district website. After the meeting, students write
a reflection paper which becomes part of a future class discussion on successful advocacy skills
(RO). The following information is required: agenda highlights, description of attendees,
atmosphere, meeting organization, group dynamics, feelings experienced during the observation,
and a preparation plan for speaking at a school board meeting. The group discussion emphasizes
making connections to concepts learned in class (e.g., advocacy skills), as well as implications for
their roles as advocates (AC). Discussion questions include: “for what reasons might it be
important to advocate at a school board meeting?” and “what steps would you need to take to be
prepared to advocate at a school board meeting?”
Meeting attendance and the reflection paper become the foundation for the creation of a
school board advocacy presentation. Students develop and present during class a timed 5-minute
advocacy presentation and corresponding 1-page handout (AE). Students choose between two
perspectives: (1) Why school counseling positions should not be eliminated from the school district
budget or (2) Why school counseling positions should be added to the budget to reduce student-
counselor ratios. Presentations must be supported by reliable and recent data as well as motivate
school board members toward action. Handouts must include all salient information shared in the
presentation, be reader friendly to all stakeholders, and include APA style citations and references.
To ensure the experience is as close to reality as possible, school counseling students not enrolled
in the class are invited to portray various school board member roles. Audience volunteers are
provided with predetermined scripts and asked to remain ‘in character’ throughout all
presentations. They are expected to ask questions of and respectfully challenge all presenters.
Examples of roles include school board chairperson, a board member who believes district monies
should not be spent on counseling services, a parent whose child was supported by a school
counselor, and a teacher who desires more programming from school counselors for their students
at-risk for academic failure.
ASCA (2019b) professional competencies measured by the school board advocacy project
include: “advocate responsibly for school board policy and local, state, and federal statutory
requirements in students’ best interests” and “explain the benefits of a comprehensive school
counseling program for all stakeholders, including students, families, teachers, administrators, and
other school staff, school boards, department of education, school counselors, school counselor
educators, community stakeholders, and business leaders”. Likewise, CACREP (2015) specialty
area standards assessed by this activity include “competencies to advocate for school counseling
roles” and “use of data to advocate for programs and students”.
Career Exploration Service-Learning Project
School counselors must be able to identify and eliminate gaps in educational opportunity,
increase equity and access, and support students’ preparedness to choose from a variety of post-
secondary options. To accomplish this, school counseling students participate in a project which
includes the development and facilitation of a college and/or career readiness unit for middle
school students. First, a collaborative partnership with the principal of a local, independent, faith-
based middle school with a nearly 100% racially and/or ethnically diverse student population was
established. The school’s mission is to provide a tuition free, academically rigorous education to
children living in urban, low-income areas. The project was explained first via email, then an in-
person meeting including the principal, school volunteer coordinator, and instructor was scheduled
at the middle school. Agenda items included college and career readiness topics that would most
benefit the middle school students, facilitation dates/times, available technology for lessons, and
methods of communication to families. Parent permission forms explaining the project were
created and translated into Spanish by the university’s foreign language department. The instructor
also attended an evening family question and answer session at the middle school. Finally, parental
consent forms for all middle school students were collected by classroom teachers prior to the start
of the project.
In preparation, school counseling students were required to produce copies of all required
clearances. They participated in instruction on lesson plan creation, adolescent development,
classroom management strategies, and relevant college and career readiness activities for racially
and/or ethnically diverse middle school students. Additionally, students were assigned a cultural
awareness paper based on one of the racial or ethnic groups represented at the middle school. The
purpose of this component was to increase culturally sensitive intervention development and
delivery. Paper requirements included a description of the student population, the impact of bias,
stereotypes, oppression, and discrimination on the population, family culture and norms, specific
cultural considerations for counseling, strategies for increasing equity and access to post-
secondary options, and identification of appropriate counseling techniques. A cultural awareness
roundtable, facilitated during class, allowed each student to present the unique needs of their
specific population to their peers. Students were encouraged to apply their research to stress the
most important factor a school counselor must know to work effectively with this group. Finally,
students participated in a 2-part class journaling activity where they wrote about their own
perceptions and biases of their identified cultural group. Entries were discussed in class with a
specific focus on what they learned about themselves and how their backgrounds, cultures, and
values impacted their worldview.
After the extensive preparation, pairs of school counseling students developed 1 lesson to
contribute to a 6-lesson career exploration classroom guidance unit. Topics were based on the
following five career families: Arts and Communication, Business, Engineering, Human Services,
and Science and Health (https://www.onetonline.org/find/family). Each lesson was required to
contain all of the following components: title, learning goals, ASCA developmental domain, a
standards crosswalk including ASCA and state department of education standards, materials
needed, total time required, procedures (i.e., warm-up, introduction of topic, activity for teaching
or modeling, activity for individual or group practice, and closure activity), evaluation of learning,
modifications for diverse learners, and a consideration for delivering a culturally responsive
lesson. Lessons included information about careers found in each family as well as a corresponding
employability skill. For example, the Arts and Communication lesson explored careers in graphic
design and public relations, and also reinforced the importance of effective communication and
active listening skills within these jobs. School counseling students were encouraged to report on
their lesson plan development progress during class for peer support and feedback. The instructor
also offered revisions to all lessons and emailed the final versions to the middle school principal
for approval. Lessons were uploaded to a shared Google drive which students could use as a
resource for fieldwork.
Each weekly 45-minute lesson was facilitated by a pair of school counseling students and
directly supervised by the instructor (CE). Schedules were coordinated so that the school
counseling students and instructor met at the middle school and delivered the lessons during the
first hour of class before returning to campus (a 20-minute drive from the middle school). Students
who were not scheduled to facilitate observed and provided feedback to presenters. The instructor
developed a classroom guidance delivery feedback form to measure student performance during
lesson presentations. The skill-based evaluation included 13 items assessed by a 9-point Likert-
type scale with possible scores ranging from 1-3 = Emerging (no or little demonstration of skills),
4-6 = Satisfactory (satisfactory to good demonstration of skills), or 7-9 Advanced (strong to
excellent demonstration of skills). Sample items included: prepared for the lesson, evidence of
classroom management strategies, clear and confident communication style, remained flexible to
meet the needs of students, and appropriate professional and ethical behavior. At the conclusion
of each lesson, a reflective discussion with the school counseling students was facilitated by the
instructor (RO). Sample questions posed during this conversation include “what did you learn
about classroom guidance lesson delivery?”, “what was the impact of culture on the lesson?”, and
“did adolescent development play a role in the lesson? If so, explain how”. The students also
participated in a second class journaling activity where they revisited their perceptions and biases
of their selected cultural group (AC). For this post experience assessment, the emphasis was on
(1) what they had learned about their cultural group, (2) what had changed based on their
experience, and (3) how they would apply what they learned to their work as future school
counselors. During internship, students are required to have direct involvement with facilitating
both an individual and classroom college and career readiness activity at the elementary and
secondary levels (AE). Activities are documented via an essential learning log which site
supervisors sign to verify completion.
ASCA (2019b) standards measured by the career exploration service-learning project
include: “demonstrate pedagogical skills, including culturally responsive classroom management
strategies, lesson planning, and personalized instruction” and “include career opportunities, labor
market trends, and global economics to help students develop immediate and long-range plans”.
CACREP (2015) specialty area standards assessed by this activity include “interventions to
promote college and career readiness” and “core curriculum design, lesson plan development,
classroom management strategies, and differentiated instructional strategies”.
Parents of Students with Special Needs Panel
For this in class activity, parents raising students with special needs were invited to be part
of an interactive panel. The purpose of this experience was for families to showcase the realities
of navigating the educational system to support the academic success of their students as well as
how school counselors can play a positive role in this process. Parent(s)/Guardians(s) were
identified through personal contacts and local social media support sites and invited via email by
the instructor. To inform student interaction with the panelists, class lectures included information
on the school counselor’s role in the special education process, implementation of a comprehensive
program which serves all students, advocacy skills, and modification of interventions to address
diverse learning needs. Students were required to develop three questions for the panelists based
on information presented during lectures. The panel took place during class and was moderated by
the instructor (CE). Each parent shared their child’s educational story, emphasizing what
educators, including school counselors, did to support their child as well as the challenges they
faced with regards to equity and access. Parents detailed what school counselors needed to know
about working with children with special needs, including advocacy efforts. Examples included
providing explanations when needed at school meetings, following up to ensure interventions were
being implemented with fidelity, and providing encouragement during difficult times. Past
panelists have included parents with children living with severe food allergies, Down’s Syndrome,
and Autism Spectrum Disorder. A class discussion took place immediately following the panel to
highlight students’ perceptions, reactions, and emotions (RO). Students were asked to provide
written responses to the following prompts: (1) most salient ideas or concepts learned, (2) personal
biases and stereotypes confronted, (3) theories and techniques best suited to address the needs of
this population, and (4) specific application of learning to their work as future leaders and
advocates (AC). Opportunities for in-class practice include (1) dyadic role plays in which one
student embodies common concerns experienced by parents while the other conveys the empathy
and understanding of a compassionate and informed school counselor and (2) a mock
multidisciplinary meeting in which each student plays the role of an educational partner, including
parents and the school counselor (AE). Additionally, during internship, students are required to
devote a minimum of twenty hours to working with students with special needs at both the
elementary and secondary levels (AE). Evidence of compliance is recorded in an essential learning
log which site supervisors verify with written signature.
An example of an ASCA (2019b) standard measured by the parents’ panel includes:
“gather information on student needs from families, teachers, administrators, other school staff
and community organizations to inform the selection of strategies for student success”. CACREP
(2015) specialty area standards assessed by the panel include “school counselor roles in
consultation with families, P-12, and postsecondary school personnel, and community agencies”.
Implications and Future Research
To meet the needs of all students, future school counselors must graduate possessing the
skills to perform and advocate for their many roles (Havlik et al., 2019). This lofty objective is
nearly impossible to accomplish solely through traditional lecture methods (Granello, 2000;
Griffith & Frieden, 2000). During training, school counselor educators must not only provide
opportunities to practice real world skills but also simultaneously satisfy several sets of
accreditation and/or certification requirements. Experiential activities give students direct contact
with real issues and people, allowing them the freedom to practice problem solving skills in a safe
environment which encourages tolerance of ambiguity (Eyler, 2009). Applying experiential
learning activities to pre-fieldwork school counseling specialization courses is one instructional
strategy that provides both structured opportunities for practical application and skills-based
standard compliance. Experiential learning activities can be easily adapted to meet program needs
because the instructional possibilities are endless.
For faculty interested in experimenting with this pedagogy, performing a course audit may
be a reasonable starting point for discovering where experiential activities will make the most
meaningful impact on student learning. It is wise to consider the length of time the students will
spend participating in experiential activities as well as how many are appropriate for inclusion per
course. Research suggests the depth of an experiential learning experience is associated with
higher order thinking skills while number of experiences is correlated with increased ability to
work collaboratively with others (Coker et al., 2017). Once an experiential activity has been added
to the syllabus, students must also be presented with theory and relevant content so that they are
able to make the most of the experience (Dollarhide et al., 2007). Faculty must ensure that before
students participate in an experimental activity, they understand essential concepts undergirding
the experience. Ideally, students should begin the experience with a full understanding of what the
learning outcomes are. This can include a review of the activity expectations, specific skills to be
learned, and grading rubrics. It is also imperative that experiential activities be implemented
responsibly and with full adherence to ethical standards. For community-based activities, students
must be respectful of the culture and policies. They should seek to cultivate an openness to the
experience, viewing challenges as learning opportunities rather than situations for judgment or
criticism. They must understand their responsibilities with regards to confidentiality and
responding to crisis situations. For example, students should comprehend what to do if abuse or
harm to self or others is expressed by any member of the participating community. Regular,
preferably direct, faculty supervision is imperative with established plans in place for emergencies.
For class-based activities, boundaries should be established via the syllabus to limit inappropriate
self-disclosure and maintain the faculty-student relationship (Ziff & Beamish, 2004). Students
should be reminded that experiential activities are for training purposes only and not intended to
be used to address personal therapeutic needs. If it becomes clear a student could benefit from
mental health care, referrals can be provided for counseling.
For faculty who have already integrated experiential learning activities into their courses,
a critical review of student feedback or a re-evaluation of standard alignment might be a logical
next step. It is important that at the beginning of each semester, activities are reviewed to ensure
they still capture the skill-based learning objectives associated with the standards they are aligned
with. Likewise, student feedback can be reviewed for trends. For example, if the evaluations
indicate students need more time for practice, class time can be adapted to accommodate role plays
or demonstrations.
Finally, faculty with expertise in this area might consider revising existing activities to
reflect the most recent professional trends or seeking new ideas from colleagues or current
literature. For example, transitioning activities to meet the expectations of the newest version of
the ASCA National Model for School Counseling Program (ASCA, 2019a) helps students stay at
the forefront of their professional skills. Similarly, cultivating a network of colleagues who are
vested in experiential learning, attending professional development opportunities, and joining
relevant social media networks are all ways to keep current with trends in experiential learning.
Although experiential learning is empirically supported as an effective pedagogical tool, it
is associated with implementation challenges (Bergsteiner et al., 2010). A primary argument is that
experiential learning is more concerned with techniques and process to the exclusion of theory and
content (Kolb, 1984). Likewise, faculty may view such activities as too time intensive, especially
in courses with higher enrollment (Wurdigner & Allison, 2017). Furthermore, students may
perceive faculty involvement in experiential activities such as role plays and group facilitation as
problematic with regards to dual relationships and privacy concerns (Anderson & Price, 2001).
Finally, students’ perceptions of the experience can be subjective and influenced by bias, making
it difficult to see opposing perspectives the experience provides (Kolb, 2015). Thus, activities may
initially cause a “roller coaster” of emotions which based on the students’ past histories, can
include stress, anger, and bitterness toward the experience. Given these cautions, it is important
that faculty are aware of both the benefits and challenges when deciding to incorporate experiential
activities into their courses. Ample time must be devoted to student understanding of the
experience, reflection opportunities, and connection of skills learned to future roles.
To firmly establish experiential learning as effective for school counselor preparation a
stronger empirical foundation is required. Student feedback pertaining to the activities presented
in this manuscript reveal a positive trend towards a more complete understanding of course
objectives, more confidence in performing school counseling related tasks, and an overall increase
in enjoyment of learning. However, more research is needed to determine the true impact on skill
development. Future studies could establish the extent to which experiential learning activities are
currently being implemented and evaluated in school counselor preparation programs. Additional
inquiries could determine whether or not a relationship exists between students who are exposed
to experiential learning activities during training and increased competence once on the job.
Finally, research targeting employers could explore whether or not they are more likely to hire
candidates who demonstrate more experience with essential professional skills. Regardless of how
the future scholarly agenda associated with experiential learning unfolds, this type of instructional
approach holds exciting possibilities for better preparing school counselors to confidently fulfil
their many professional responsibilities.
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