Mentoring Novice School Counselors: A Grounded Theory

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.