Role Conflict and Role Ambiguity for School Counselors and Current and Preferred Clinical Supervision Practices
AuthorMoore, Kelli Paloolian
Counseling and Educational Psychology
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This study explored the differences in role conflict and role ambiguity among practicing school counselors who engage in clinical supervision practices and those who do not engage in clinical supervision practices in a Western state. Current and preferred supervision was also explored. Results indicated that there are differences in role conflict and role ambiguity scores for school counselors engaged in clinical supervision activities and those who do not. Role conflict and role ambiguity levels differed among current and preferred practices. School counselors not recently observed engaged in American School Counseling Association (ASCA, 2019) recommended school counseling tasks (within the last 12 months) or never observed engaged in recommended school counseling tasks by supervisors had significantly higher role conflict and role ambiguity levels. Findings support the importance of engagement in clinical supervision among practicing school counselors and the importance of commitment of school counselor educators, practicing school counselors and school counselors-in-training to advocacy for clinical supervision within the school setting.