A Case Study of School Counselors-in-Training Addressing Diversity in Child Maltreatment

Authors

  • Zachary Pietrantoni

    Department of Counseling, Recreation, and School Psychology, Florida International University, United States
  • Szu-Yu Chen

    Department of Counseling, Palo Alto University, United States
  • Caroline Vollaro

    Department of Counseling, Recreation, and School Psychology, Florida International University, United States
  • Christopher Cheung

    Florida International University
  • Maria Jose Gavilanes

    Department of Counseling, Recreation, and School Psychology, Florida International University, United States

DOI:

https://doi.org/10.30564/jiep.v8i1.5568
Received: 13 November 2024 | Revised: 5 January 2025 | Accepted: 10 January 2025 | Published: 9 April 2025

Abstract

School counselors-in-training are required to develop attitudes, knowledge, and skills throughout their training programs to address child maltreatment. Diversity might influence how school counselors-in-training acquire this information. This study examines how school counselors-in-training address cultural considerations in child maltreatment. We utilized a multiple case study to interview three school counselors-in-training who were completing their internship. We identified five themes and four sub-themes from the data. The five themes were (a) context, (b) awareness, (c) perceptions and beliefs, (d) training development, and (e) family support. The results provided context to how school counselors-in-training consider cultural differences in addressing child maltreatment. 

Keywords:

Child maltreatment; Diversity; School counselors-in-training; Case study

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How to Cite

Pietrantoni, Z., Chen, S.-Y., Vollaro, C., Christopher Cheung, & Gavilanes, M. J. (2025). A Case Study of School Counselors-in-Training Addressing Diversity in Child Maltreatment. Journal of International Education and Practice, 8(1), 1–14. https://doi.org/10.30564/jiep.v8i1.5568

Issue

Vol. 8 , Iss. 1 (June 2025)

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ARTICLE

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Copyright © 2025 Zachary Pietrantoni, Szu-Yu Chen, Caroline Vollaro, Christopher Cheung, Maria Jose Gavilanes

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.