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School counselors are vital in crisis prevention and intervention. In this article, we discuss the unified educator-counselor identity as it informs the suicide prevention work of school counselors, illustrated with a data-based case example from a quantitative study based in one high school. This case example includes a decision tree to show how school counselors can use data to understand the suicide prevention and intervention needs of a diverse student body in their own schools.

Professional school counselors have been advocating for their role as counselors in the schools for decades (Galassi & Akos, 2007; Gysbers, 2002; Slaten & Baskin, 2013). Although researchers have addressed this concern through advocacy in service and writing, school counselors continue to perform a significant amount of non-counseling activities. In this paper, we address one potential solution to this ongoing problem: the evaluation of school counselors. Currently, most school counselors are evaluated by school building administrators based on teaching standards. The author will introduce a protocol for administrators to utilize that is based on school counseling activities.

Professional counselors are responsible for providing crisis assessment, referral, and intervention (Council for Accreditation of Counseling and Related Educational Programs, 2009); however, little is known about their preparation and experiences in these areas. This study examined new professional counselors' (N= 193) crisis intervention preparation, crisis intervention self-efficacy, and crisis intervention experiences. Although participants had limited crisis preparation during their master's programs, most engaged in crisis intervention during their field experiences. Implications for continuing education and counselor education are explored. (Contains 2 tables.)

Content analysis was employed to explore research experiences and imposter phenomenon (IP) among 25 counselor educators. Six overarching categories emerged including inconsistent areas of efficacy in the research process, supports in conducting research, barriers in conducting research, experiences of IP across roles, triggers of IP, and factors that quiet IP, with implications for counselor educators. [ABSTRACT FROM AUTHOR]

Professional school counselors have been advocating for their role as counselors in the schools for decades (Galassi & Akos, 2007; Gysbers, 2002; Slaten & Baskin, 2013). Although researchers have addressed this concern through advocacy in service and writing, school counselors continue to perform a significant amount of non-counseling activities. In this paper, we address one potential solution to this ongoing problem: the evaluation of school counselors. Currently, most school counselors are evaluated by school building administrators based on teaching standards. The author will introduce a protocol for administrators to utilize that is based on school counseling activities. [ABSTRACT FROM AUTHOR]