ABSTRACT
Professional school counselors assist students in achieving their academic goals as well as the developmental tasks of childhood and adolescence. They promote and enhance student growth, specifically academic, career, and personal/social development. School counselors may assume numerous roles such as counselor, educator, advocate, or liaison. School counselors may even engage in an additional role as a coach or assistant coach for school-based athletic teams. Coaching offers school counselors a different opportunity for positively contributing to their well-being. This duality also necessitates the intentional management of roles and the ethics of working with students in a varied capacity. This chapter will briefly discuss the history and established ethics regarding school counselors occupying a secondary role as coach within a school system, as well as provide a case vignette for how to navigate potential conflict between the two roles. The Indivisible Self Model will be utilized to examine student dimensions of well-being (creative, coping, physical, emotional, and social) and how this can inform the bridge between a professional’s role as both a school counselor and coach.
