Document Type
Article
Publication Date
Fall 2019
Journal / Book Title
Professional School Counseling
Abstract
To learn about school counselors’ experiences in being assigned as their school’s antibullying specialist (ABS), per state legislation, we interviewed six school counselors and analyzed their responses using interpretative phenomenological design. The participants’ responses reflected three overarching themes describing their ABS experience: negotiating different bullying definitions, the “dumping ground” position, and inherent with role conflicts. We present implications for school counseling practice and recommendations for school counseling research.
DOI
DOI: 10.1177/2156759X19870799
Montclair State University Digital Commons Citation
Hannon, Michael D.; Sheely-Moore, Angela; Conklin, Thomas A.; Reitter, Andrew J.; and Gainor, Kathy A., "The experiences of school counselors as Anti-Bullying Specialists: A phenomenological study" (2019). Department of Counseling Scholarship and Creative Works. 125.
https://digitalcommons.montclair.edu/counseling-facpubs/125
Published Citation
Hannon, M. D., Sheely-Moore, A. I., Conklin, T.*, Reitter, A. J., & Gainor, K. (Fall 2019). The experiences of school counselors as Anti-Bullying Specialists: A phenomenological study. Professional School Counseling, 22(1), 1-10. https://doi.org/10.1177/2156759X19870799