The Professional Counselor | Volume 13, Issue 2 124 Conclusion This study examined the experiences of school counselor trainees in a self-care course based on mindfulness and SEL, consisting of 10 seminar sessions over 5 weeks. The findings revealed information about the transformation process, the importance of self-care in counseling preparation programs, and the empowering effects on graduate students becoming agents of change. Participants experienced a transformation leading to a change in their relationship with their mind, body, and emotions, and this transformation extended to their relationships with family, friends, students, and colleagues, empowering them to be more engaged with their communities and society. They embodied Carl Rogers’s (1980) core conditions for change, including unconditional positive regard, genuineness, and empathy (Campbell & Christopher, 2012), both personally and professionally, describing the experience as encountering a new self through fresh eyes. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References American Counseling Association. (2014). ACA code of ethics. https://www.counseling.org/docs/default-source/ default-document-library/2014-code-of-ethics-finaladdress.pdf American School Counselor Association. (2019). The ASCA national model: A framework for school counseling programs (4th ed.). https://www.schoolcounselor.org/About-School-Counseling/ASCA-National-Modelfor-School-Counseling-Programs Baker, S. (2016). Working in the present moment: The impact of mindfulness on trainee psychotherapists’ experience of relational depth. Counselling and Psychotherapy Research, 16(1), 5–14. https://doi.org/10.1002/capr.12038 Berila, B. (2016). Mindfulness as a healing, liberatory practice in queer anti-oppression pedagogy. Social Alternatives, 35(3), 5–10. https://socialalternatives.com/wp-content/uploads/2021/02/berila_soc_alt_vol_35_3.pdf Bohecker, L., & Horn, E. A. D. (2016). Increasing students’ empathy and counseling self-efficacy through a mindfulness experiential small group. The Journal for Specialists in Group Work, 41(4), 312–333. https://doi.org/10.1080/01933922.2016.1232322 Bohecker, L., Vereen, L. G., Wells, P. C., & Wathen, C. C. (2016). A mindfulness experiential small group to help students tolerate ambiguity. Counselor Education and Supervision, 55(1), 16–30. https://doi.org/10.1002/ceas.12030 Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological wellbeing. Journal of Personality and Social Psychology, 84(4), 822–848. https://doi.org/10.1037/0022-3514.84.4.822 Camangian, P., & Cariaga, S. (2021). Social and emotional learning is hegemonic miseducation: Students deserve humanization instead. Race Ethnicity and Education, 25(7), 901–921. https://doi.org/10.1080/13613324.2020.1798374 Campbell, J., & Christopher, J. (2012). Teaching mindfulness to create effective counselors. Journal of Mental Health Counseling, 34(3), 213–226. https://doi.org/10.17744/mehc.34.3.j75658520157258l Carrell, S. E., & Carrell, S. A. (2006). Do lower student to counselor ratios reduce school disciplinary problems? Contributions to Economic Analysis & Policy, 5(1), 1–24. https://www.schoolcounselor-ca.org/files/Advocacy/ Lower%20Counselor%20Ratios%20Equal%20Less%20Discipline.pdf
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