2017

A qualitative grounded theory study was conducted to examine the perceptions
and needs of eight novice school counselors beginning their first or second year.
An emergent model (i.e., starting over, relying on previous knowledge and
experiences, gaining/learning new knowledge and experiences, integrating
previous and new knowledge and experiences, and looking forward) describing
the mentoring process in relation to novice school counselors is presented.
Recommendations are offered to enhance county or district student services or
counseling programs, school counselor mentors, and school counselor education
programs. In conclusion, suggestions are offered for future researchers.

Keywords: novice school counselor, induction process, grounded theory