Perceptions and Experiences of School Counselor Trainees on Self-Care Grounded in Mindfulness and Social–Emotional Learning

Author(s)

Kyoung Mi Choi, San José State University
Jung H. Hyun, Nova Southeastern UniversityFollow

Document Type

Article

Publication Date

8-2023

Publication Title

The Professional Counselor

Volume

13

Issue/Number

2

First Page

113

Last Page

128

Abstract/Excerpt

This study, using a transcendental phenomenological approach, explored the perceptions and experiences of school counselor trainees participating in a self-care course grounded in mindfulness and social–emotional learning. Seven students who enrolled in a master’s-level school counseling program and completed a summer self-care course shared their experiences, leading to the identification of five key themes: (a) recognizing the importance and need for self-care, (b) cultivating a nonjudgmental mindset toward challenging emotions, (c) integrating self-care into both personal and professional settings, (d) an increase in compassion and empowerment, and (e) a commitment to ongoing learning and advocacy. The school counselor trainees’ narratives highlight the importance of self-care as a way to reclaim power within themselves and become change agents in their school communities.

DOI

10.15241/kmc.13.2.113

ORCID ID

0000-0002-1947-2898

Comments

© 2023 NBCC, Inc. and Affiliates

NSUWorks Citation

Mi Choi, K., H. Hyun, J. (2023). Perceptions and Experiences of School Counselor Trainees on Self-Care Grounded in Mindfulness and Social–Emotional Learning. The Professional Counselor, 13(2), 113-128.
Available at: https://nsuworks.nova.edu/cps_facarticles/2030