TPC-Journal-V5-Issue3

The Professional Counselor /Volume 5, Issue 3 392 The combination of possible normalizing attitudes toward sibling rivalry coupled with a lack of training and guidelines on identification and intervention is problematic. Furthermore, researchers have confirmed that survivors of childhood sibling abuse exhibit many long-term mental health concerns similar to those of children abused by an adult, such as depression, drug and alcohol abuse, low self-esteem, at-risk sexual behaviors, and continuing the cycle of violence in future relationships (Noland, Liller, McDermott, Coulter, & Seraphine, 2004; Oshri, Tubman, & Burnette, 2012; Simonelli, Mullis, Elliott, & Pierce, 2002; Tucker et al., 2013; Waite & Shewokis, 2012; Wiehe, 2002). A lack of awareness and professional training standards about sibling abuse might ultimately result in counselors not reporting this as abuse and lead to long-term psychological harm to children and adolescents. The purpose of this study was to examine and gain further insight into and awareness of current school counselors’ shared experiences with sibling abuse. Based on the review of the literature, it also was imperative to understand whether there might be exterior influences impacting school counselors’ ability to work with students experiencing sibling abuse. The two overarching questions for this study were the following: (1) How do school counselors describe their attitudes and beliefs about sibling abuse? (2) What contexts or situations have influenced or affected school counselors’ attitudes and beliefs about sibling abuse? Methodology According to Trusty (2011), “if little is known about a research area or target population, it is likely that a qualitative study would be needed first” (p. 262) before utilizing a quantitative approach. Thus, the researcher chose a qualitative design because no current studies have been conducted with school counselors about sibling abuse. Phenomenology was the most appropriate methodology because it is grounded in the paradigmatic assumption of constructivism and the belief that multiple realities exist and can be explored through in-depth descriptions of participants’ perspectives and lived experiences (Hays & Wood, 2011). Phenomenology was utilized as information was gathered and described, and meaning was interpreted from the data in order to better understand school counselors’ shared attitudes and beliefs about sibling abuse and its relevant contexts or situations. Participants This study utilized a purposeful sample of practicing school counselors across one Western state. By choosing a single state, the specific state laws and statutes in place to protect children from abuse and neglect were available to be thoroughly explored. In addition, each participant had at least 2 years of experience as a practicing school counselor. Soliciting school counselors with at least 2 years of experience increased the likelihood that the participants had experience working with children and abuse, and perhaps sibling abuse. Participants were solicited through local and regional professional organizations such as local school districts and the state school counseling association. To gain a balanced sample, participants were recruited at all three grade levels and from a variety of geographical locations and districts across one Western state. The participants in this study consisted of eight female school counselors. Two of the participants self-identified as European and the remaining six self-identified as Caucasian. The age range of these participants was 35–58 years old with a mean age of 44 years old. Participants reported a range of 4–21 years of experience as school counselors with a mean of 10 years of experience. All participants except for one graduated from a CACREP-accredited master’s degree counseling program between the years of 1989 and 2009. One participant later earned a PhD in higher education. Five of the