School Counselors’ Experiences with Transitioning Military-Dependent Students

This phenomenological study examined Asia-Pacific military school counselors’ lived social-emotional experiences. The study aimed to provide a qualitative transcendental phenomenological perspective of Asia-Pacific school counselors. Furthermore, this study focused on the counselors’ reported lived experiences with military-dependent students newly transitioned from the United States to Asia-Pacific. This study investigated a phenomenon to understand human experience and how the events are perceived and experienced by school counselors in the phenomena. The theoretical framework was informed by the invitational theory, Bronfenbrenner’s theory, and the contextual model of family stress. Three research questions were answered: (a) What are the lived experiences of Asia-Pacific school counselors as they work with military-dependent students struggling with transitions from the United States to the Asia-Pacific during deployments and separation? (b) What are school counselors’ reported social-emotional experiences of K-12 military-dependent students newly transitioned from the United States to Asia-Pacific? (c) How have school counselors’ lived experiences met the social-emotional needs of K-12 military-dependent students who relocated from the United States to Asia-Pacific? Data was collected through semi-structured interviews, journaling, surveys, and a focus group. This study addressed school counselors’ experiences with military-dependent students who move from the United States to Asia-Pacific. Six themes emerged from data analysis: a) coping skills, b) socio-emotional learning, c) emotional regulation, d) self-regulation, e) unique experiences, and f) support for the military family.