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This article is the second of a two-part series that describes the development of the "Taxonomy of Policy Levers to Promote High Quality School-Based Counseling." Previous article (Morshed & Carey, 2020) described the development of the taxonomy using content analysis of existing published descriptions of policy levers. This article tested the utility and comprehensiveness of the taxonomy by having experts from South Korea, Nigeria, and West Virginia review policies in their regions. They analyzed the taxonomy by using it to describe the school-based counseling policy landscape in their own contexts. Overall, the taxonomy provided a useful framework for identifying policy levers that were implemented as well as the levers which were not implemented but could be used to further improve school-based counseling. A revised taxonomy adding four new levers is presented. Further research to expand the taxonomy is suggested, and its utility to guiding policy research and evaluation is explained. [For "Development of a Taxonomy of Policy Levers to Promote High Quality School-Based Counseling," see EJ1274913.]

This article describes a factor analytic study designed to identify the underlying dimensions of school-based counseling practice that will be useful in describing cross-national differences in school-based counseling practice and in enabling comparative research on school-based counseling policy and effectiveness. Practicing school-based counselors (N = 2913) from 10 countries (China, Costa Rica, India, Kenya, South Korea, Malta, Nigeria, Turkey, the United States, and Venezuela) used the International Survey of School-Based Counseling Activities (ISSCA) to rate the centrality of 40 activities to the role of a school-based counselor. Factor analysis determined that five dimensions adequately described the school-based counselor role: Counseling Services; Advocacy and Systemic Improvement; Prevention Programs; Administrator Role; and Educational and Career Planning. Analysis of Bartlett Factor Score averages revealed that each country demonstrates a unique profile which reflects that country's dominant mode of practice. This lead article describes these dimensions and the cross-national differences on these dimensions. Subsequent articles in this special issue describe country-specific results and explain factors that affect practice within each country.

The current study aims to identify a typology of burnout in Korean school teachers and also examines the discriminant variables that contribute to burnout group's differences. A total of 345 Korean school teachers in middle and high school participated in this study. Each participant filled out a Korean version of the Maslach Burnout Inventory-Educator Survey and Mini-Markers, which is a simplified version of the Goldberg Unipolar big-five questionnaire. First, cluster analysis was performed to identify the types of Korean teacher burnout using the SPSS software. Three types of burnout were identified among the Korean teachers, these being; (a) the "Laissez-Faire" teacher, (b) the "Well-Adjusted" teachers, and (c) the "Distressed" teachers. Next, descriptive discriminant analysis was performed to examine the discriminant variables differentiating the burnout groups. The results indicated that the "Well-Adjusted" group of teachers obtained higher scores on particular factors, such as extraversion, conscientiousness, and agreeableness than the "Laissez-faire" group and the "Distressed" group of teachers. In addition, the "Distressed" group of teachers obtained lower scores on the emotional stability factor than the "Well-Adjusted" group as well as the "Laissez-Faire" group of teachers. We conclude our study with both the implications and a few notes about the limitations.

The population of international students in South Korea is growing. During the career development phase, international students face unique challenges related to their bicultural identity and acculturation experiences. The present study examined the role of bicultural self-efficacy on mediating the relationship between acculturation and career decision-making self-efficacy for international students in South Korea. Responses from 120 international students in South Korea were analyzed using structural equation modeling. The results showed that bicultural self-efficacy fully mediated the relationship between acculturation to mainstream culture and career decision-making self-efficacy but did not mediate the relationship between acculturation to heritage culture and career decision-making self-efficacy. The implications for effective educational intervention for international college students' career development were discussed based on the results. [ABSTRACT FROM AUTHOR]