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Career guidance counsellors’ competence requirements in Norwegian schools have been the subject of decades-long discussion. Practitioners, experts, and stakeholders have called for precise requirements and professionalized status for counsellors, but with little results. In the Finnish context, however, career guidance is more professionalized, and the counsellor competence requirements are defined by law. Why have the two systems developed differently? In this research, we used ‘historical institutionalism’ as our lens and compared the two developmental histories of the counsellor role and the reasoning behind these differentiating systems. By utilizing Toulmin’s model of argumentation, we analysed rationales in policy documents from ministries to expert groups to reveal how the policy rationales have formed the different statuses of the career counsellor profession in the 1950s, 1960s and 1990s. Norway and Finland saw the counsellor role similarly, but eventually, decisions on qualifications and competency were made from different perspectives.

Using grounded theory methodology, authors utilized four online focus groups to explore counselor trainees’ understanding of diversity in a mental health diagnosis course. Four overarching themes, each embodied by two subthemes, emerged from the data. Implications for counselor educators teaching diversity in diagnosis to counselor trainees are provided.

The evaluation of clinical mental health counseling competencies is essential for preparation programs. Therefore, our article (a) reviews the developmental nature of counselors‐in‐training, (b) presents the importance of quality evaluation measures, (c) introduces the Assessment of Clinical Mental Health Counseling Competencies, and (d) offers implications for research and practice.

Experiences of 17 school counselor educators who integrated LGBTQI+ issues in their school counseling curricula were explored. This consensual qualitative research study resulted in four categories: turning points, professional reasons to integrate, school counseling andragogy, and integration and balance of knowledge/skills/awareness. Implications for teaching and future research will be explored.

We investigated the relationship between self-reported multicultural competence and social issues awareness among school counselors and raters’ assessment of multicultural orientation skills (cultural humility and cultural comfort) using a recorded mock counseling session. Results revealed a positive correlation between multicultural competence and cultural comfort. However, findings demonstrated overestimated self-reports of multicultural competence compared to raters’ assessment of cultural humility. We discuss overreliance on self-report of multicultural competence and address implications for further research.

Thirty‐two counselor educators completed Q sorts measuring beliefs about helpful learning for clinical mental health counseling students. Four viewpoints developed: Preparing Scientists of Counseling, Preparing Agents of Change, Preparing Lifelong Learner‐Practitioners, Preparing Artists of Counseling. Implications for teaching and curricula within counselor education programs and future research directions are discussed.

Attitude is one of the important constructs for the effective undertaking of any role. This study examined secondary school teachers’ attitudes toward counseling service provision. The study was guided by pragmatic philosophical paradigm and adopted a concurrent embedded design with mixed-method approach. It involved 250 secondary school teachers who completed the questionnaires; 46 teachers who participated in focus group discussions and 9 heads of schools were interviewed. Qualitative data were thematically analyzed, while descriptive and inferential statistics facilitated quantitative data analysis. The descriptive results indicated that teachers had a positive attitude toward counseling service provision. Results from the independent sample t-test revealed a statistically significant difference in attitude between teachers who attended in-service counseling training [M = 83.55, SD = 14.15] and those who did not [M = 79.29, SD = 12.27] at t-value p = .02. The statistically significant difference in attitude scores was arrived at through ANOVA statistical method based on the teachers’ teaching experiences (f(6, 243) = 2, 0.07, p = .05). There was no statistically significant difference in attitude score in providing counseling services by teachers’ sex, qualifications and working experiences as school counselors. Results from interviews and focused group discussions indicated a positive attitude toward counseling service provision. The study concludes that the teacher’s attitude is essential for effective counseling service provision. Policies have a role in influencing teachers’ attitude.

This study addresses school counselors’ perceptions of the importance of college and career readiness counseling and their preparedness to implement aspects of such counseling with students and families. Results from surveying school counselors in a large urban district serving a diverse, low-income student population indicated that school counselors did not believe they were well prepared to provide many aspects of college and career readiness counseling, although they perceived that each area was important to their work with students and families. We discuss implications for training school counselors in college and career readiness counseling.

The priority goal of modernizing the Russian education system is to ensure a high quality of knowledge. The psychological and counseling service is capable of implementing many qualitative changes in the higher education system. The development of the psychological and counseling service is due to its role in the modernization of Russian education, on the one hand, and the growing need for educational psychologists, on the other. The outflow of psychologists from the education system negatively affects the quality of the services and the image of the psychological and counseling service in education and society as a whole.