Volume_4_Issue_5_Digest

84 TPC D igest standards, it may be possible to determine gaps in training and how counselors compensate for their lack of knowledge in serving their students. According to a 2000 article by Perrone, Perrone, Chan, and Thomas, career counseling theory and application play a role in how school counselors work with students on postsecondary planning, and where a lack of knowledge exists, a lack of service exists as well. While school counseling students may gain training experiences in career counseling while completing internship hours at the master’s level, career development is not required in the master’s- level internship and therefore these experiences cannot be considered adequate or consistent career development training. This phenomenological study documents nine school counselors’ feelings of competence in the area of career counseling. Five themes emerged, including challenges to delivery, opportunity, self- doubt, reliance on colleagues, and the use of technology. The authors incorporated the findings from The College Board National Office of School Counselor Advocacy report to gain support for more comprehensive school counselor training and continuing education experiences in career counseling. Specific recommendations regarding school counselor accountability are included. Full article and references: Morgan, L. W., Greenwaldt, M. E., & Gosselin, K. P. (2015). School counselors’ perceptions of competency in career counseling The Professional Counselor , 4 , 481–496. doi:10.15241/lwm.4.5.481 The Professional Counselor DIGEST Volume 4, Issue 5 http://tpcjournal.nbcc.org © 2014 NBCC, Inc. and Affiliates