TPC Journal-Vol 10- Issue 2-FULL ISSUE

248 The Professional Counselor | Volume 10, Issue 2 Conclusion In conclusion, our results provide an expansion of findings related to relative contributions for individual and organizational factors with school counselor multidimensional burnout. In short, burnout dimensions are uniquely related to personal and work context factors. It is difficult to conceive of burnout absent its relationship to some aspect of the work setting. School counselors and supervisors can use our results to conceptualize burnout from a multidimensional perspective, which may in turn help them find new ways to remain professionally vital to themselves, their students, and their school community. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References American School Counselor Association. (2016). ASCA ethical standards for school counselors. https://www.schoo lcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf American School Counselor Association. (2018). ASCA membership demographics. https://www.schoolcounselor. org/asca/media/asca/home/Member-Demographics.pdf American School Counselor Association. (2019). The ASCA national model: A framework for school counseling programs (4th ed.). Baggerly, J., & Osborn, D. (2006). School counselors’ career satisfaction and commitment: Correlates and predictors. Professional School Counseling , 9 (3), 197–205. https://doi.org/10.1177/2156759X0500900304 Bardhoshi, G., Schweinle, A., & Duncan, K. (2014). Understanding the impact of school factors on school counselor burnout: A mixed-methods study. The Professional Counselor , 4 (5), 426–443. https://doi.org/10.15241/gb.4.5.426 Bryant, R. M., & Constantine, M. G. (2006). Multiple role balance, job satisfaction, and life satisfaction in women school counselors. Professional School Counseling , 9 (4), 265–271. https://doi.org/10.1177/2156759X0500900403 Butler, S. K., & Constantine, M. G. (2005). Collective self-esteem and burnout in professional school counselors. Professional School Counseling , 9 (1), 55–62. https://doi.org/10.1177/2156759X0500900107 Carver, C. S. (1997). You want to measure coping but your protocol’s too long: Consider the Brief COPE. International Journal of Behavioral Medicine , 4 (1), 92–100. https://doi.org/10.1207/s15327558ijbm0401_6 Cervoni, A., & DeLucia-Waack, J. (2011). Role conflict and ambiguity as predictors of job satisfaction in high school counselors. Journal of School Counseling , 9 (1), 1–30. http://www.jsc.montana.edu/articles/v9n1.pdf Cohen, J. (1992). A power primer. Psychological Bulletin , 112 (1), 155–159. https://doi.org/10.1037/0033-2909.112.1.155 Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior , 24 (4), 385–396. https://doi.org/10.2307/2136404 Cohen, S., & Williamson, G. (1988). Perceived stress in a probability sample of the United States. In S. Spacapan & S. Oskamp (Eds.), The social psychology of health: The Claremont symposium on applied social psychology (2nd ed., pp. 31–67) . SAGE. Coll, K. M., & Freeman, B. (1997). Role conflict among elementary school counselors: A national comparison with middle and secondary school counselors. Elementary School Guidance & Counseling , 31 (4), 251–261. Cook, R. M. (2020). Addressing missing data in quantitative counseling research. Counseling Outcome Research and Evaluation. https://doi.org/10.1080/21501378.2019.1711037