Historical Highlights

In the United States, "the school counseling profession began as a vocational guidance movement at the beginning of the 20th century” (Schmidt, 2003, p. 6). Jesse B. Davis is considered the first to provide a systematic guidance program. In 1907, he became the principle of a high school and encouraged the school’s English teachers to use compositions and lessons to relate career interests , develop character, and avoid behavioral problems. Many others during this time did the same. For example, in 1908, Frank Parsons (Father of Guidance) established the Bureau of Vocational Guidance to assist young people in making the transition from school to work.

From the 1920’s to the 1930’s, school counseling and guidance grew because of the rise of progressive education in schools. This movement emphasized personal, social, moral development. Many schools reacted to this movement as anti-educational, saying that schools should only teach the fundamentals of education. This combined with the economic hardship of the Great Depression led to a decline in school counseling and guidance. In the 1940’s, the U.S. used psychologists and counselors to select, recruit, and train military personnel. This propelled the counseling movement in schools by providing ways to test students and meet their needs. Schools accepted these military tests openly. Also, Carl Rogers’ emphases on the helping relationships during this time influenced the profession of school counseling. In the 1950’s, the government developed the Guidance and Personnel Services Section in the Division of State and Local School Systems was established. In 1957, the Soviet Union launched Sputnik I. The American government reacted in anxiety, that the Russians were beating the U.S. in the space race, which had military implications. The American government, out of concerns that there were not enough scientists and mathematicians, established the National Education Act ; which spurred a huge growth in vocational guidance through large amounts of funding. Since the 1960’s, the profession of school counseling has continued to grow as new legislation and new professional developments were established to refine and further the profession and improve education (Schmidt, 2003)

Theoretical Framework and Services

Professional School Counselors meet the needs of student through three basic domains: Academic development, Career development, and Personal/Social Development. These domains are developed through appraisal, consultation, counseling, coordination, and collaboration. School counselors may use a variety of personality and vocational testing to help students explore vocation needs and interests or observe a student in a class, and provide their expertise to teachers and other personnel to develop a plan to address the student’s behavioral problems. They also help by providing consultation services to family members. Additionally, professional school counselors may lead classroom guidance on any variety of personal/social issues relative to student needs, or establish groups to address common issues among students, such as divorce or death. Often counselors will coordinate outside groups that wish to help with student needs such as academics, or coordinate a state program that teaches about child abuse or drugs, through on stage drama (Schmidt, 2003).

Education and Training

According to the Council for Accreditation of Counseling and Related Educational Programs (CACREP), a school counseling program should meet several standards such as the professional identity of school counseling (history, organizations, so on), cultural diversity courses, human development and growth, and career development. Additionally, it has to have core components for helping relationships (consultation, counseling, so on), group work, assessment, research and program evaluation, knowledge and requirements for school counselors, contextual dimensions of school counseling, and foundations of school counseling. In programs that are, CACREP accredited, a school counseling student must have 600 clock hours of internship under a highly qualified school counselor (Master’s degree or higher, and appropriate licenses and certifications) (CACREP, 2001). Lastly, according to CACREP, a school counseling program should be a master’s level (or higher) graduate program. Certification for a school counselor is voluntary, but each state has its own licensure requirements.

School Counselors may opt for national (American) certification through two different boards. The National Board for Professional Teaching Standards (NBPTS) requires a two-to-three year process of performance based assessment, and demonstate in writing content knowledge in human growth/development, diverse populations, school counseling programs, theories, data, and change and collaboration. As of February, 2005, 30 states offer financial incentives for this certification.

The National Board of Certified Counselors (NBCC) require passing score on the National Certified School Counselor Examination (NCSC) which includeds 40 multiple choice questions and seven simulated cases which assess school counselors abibilities to make critical decisions on the spot. Additionally, a master's degree and 3 years of supervised experinace are required. NBTS also requires three eyars of experiance, however a master's degree is not required, but only state certification (41 of 50 require a master's degree). At least four states offer financial incentives for the NCSC certification (McLeod, 2005). Both certifications have benefits and costs that a school counselor would want to consider for national certification. For more information, see external links.

Job Growth and Earnings

According to the [Occupational Outlook Handbook] (OOH)the median salary for school counselors in 2002 was $41,400. "The middle 50 percent earned between $33,160 and $56,770" (OOH). Moreover, school counselors could earn additional money working summer jobs as counselors for schools or community agencies, and among all counseling fields, are currently (2002)paid the highest salary. Although overall employment for counselors is faster than average, school counseling job growth is as fast as the average and relates to population and student growth.

References

Mcleod, K. (March/April 2005). Certification by the books. ASCA School Counselor. Alexandria, VA: American School Counseling Association.

National Clearinghouse for professions in Special Education. (n.d.) School counselor. Retrieved on February 26, 2005 from

http://www.special-ed-careers.org/pdf/schcoun.pdf

Schmidt, J.J. (2003) Counseling in schools: Essential services and comprehensive programs. 4th ed. Boston: Allyn & Bacon

Studer, J.R. (2005) The Professional School Counselor: An Advocate for Students.Belmont, CA: Wadsworth

Related Articles

• Teacher
• School Psychologist
• School Social Worker
• Career Devlopment
• Career Education

External Links

• http://www.schoolcounselor.org (American School Counseling Association
• http://www.aca.org (American Counseling Association)
• http://www.cacrep.org/ (CACREP)
• http://www.nbcc.org/ (National Board of Certified Couselors)
• http://www.nbts.org (National Board of Teaching Standards)
• http:/www.schoolcounseling.com (School Counseling and Technology)
• http://www.bamaed.ua.edu/counselor-ed/BCE511/classnotes/wk2bac.511.ppt (Power Point Presentation on School Counseling)

Contributers

--Joseph Wayne Hicks (orginal contributer) 03:52, Feb 25, 2005 (UTC)