1. Chapter 11 Becoming a Professional School Counselor: Current Trends, Historical Roots, and Future Issues Chapter 1

2. 2 The Rise of School Counseling in the United States Throughout history, every society has found methods to give selected young people direction and support as they questioned who they might become. But “guidance” and “counseling” were neither planned nor made available to all young people. With educational reform in the late 19 th century and the impending industrial revolution, the field of school guidance and counseling was formed. –the roots of school counseling are in vocational guidance.

3. Chapter 13 Vocational Guidance Frank Parsons - “the father of guidance in America!” Parsons’ legacy in vocational guidance lived on through his book, Choosing a Vocation, which laid out the principles and methods for implementing vocational guidance.

4. Chapter 14 Vocational Guidance His most famous contribution to the field is what became known as the trait and factor approach. This involves a person’s self- evaluated traits and personal needs being matched with a career. This approach involved 3 steps: –Understanding self –Having knowledge of the careers/work –Combining both for true reasoning in making a decision for a good match/fit between self and the career. Many leaders in American education then began to adapt to Parsons’ paradigm of vocational guidance.

5. Chapter 15 Educational Reform At the turn of the century, the rapidly growing industrial society called for less bookish information and more of a focus on industrial education. School systems began to focus on individualized education. This facilitated the use of the guidance worker for not only vocational guidance but also for educational success.

6. Chapter 16 School Counseling in the 1920s, 1930s, and 1940s Five other roles of the professional school counselor in addition to vocational guidance. Student Personnel Administration: Counselors became the Dean of Students in some schools. Their job was to deal with personal and disciplinary problems. They were also in charge of admissions and placement. Psychologists: Counselors administered achievement and diagnostic tests. Also, they were responsible for providing specialized services to students experiencing learning or behavioral problems.

7. Chapter 17 School Counseling in the 1920s, 1930s, & 1940s Personnel Work in Industry: This involved preparatory work for entrance into personnel work in industry. Social Work: While professional school counselors traditionally have been involved in community outreach, social workers became more available in schools allowing the role of the professional school counselor to become more school-bound. Mental Hygiene and Psychiatry: This role involved advocacy for students with emotional problems to aid in the development of wholesome personalities.

8. Chapter 18 School Counseling Comes into Its Own: The 1950s and 1960s Carl Rogers’ theory of client-centered counseling became integrated into the model of school counseling programs. The American School Counselor Association (ASCA) was founded in 1952. In 1959 the National Association of Guidance Supervisors and Counselor Trainers took on a five year project to outline standards for education in the preparation of secondary school counselors.

9. Chapter 19 School Counseling Comes into Its Own: The 1950s and 1960s The National Defense Education Act (NDEA) identified professional school counselors as sociopolitical instruments to achieve national goals. The impetus for this legislation was the launch of Sputnik in 1957 by the Soviet Union.

10. Chapter 110 School Counseling Comes into Its Own: The 1950s and 1960s The launch of Sputnik in 1957 by the Soviet Union suggested that the American schools were turning out students whose mathematical and scientific skills were not competitive with the students of the Soviet Union. To ensure the United States’ competitiveness in the “space race,” counselors began to test students and encourage high achieving students to go into the “hard sciences.”

11. Chapter 111 The Effects of the National Defense Education Act NDEA made training available to professional school counselors to enhance their skills as testers. Many university programs were beginning to train professional school counselors. By the end of the 1960s professional school counselors were vital in achieving the multiple missions in schools –dropout prevention, academic scheduling, educational and career guidance, crisis intervention.

12. Chapter 112 The Great Society Legislation of the 1960s The Elementary and Secondary Education Act (ESEA) designated funds for guidance and counseling. The Vocational Education Act Amendments of 1968 advocated for career guidance programs, responses to the disadvantaged or those with disabilities, and expanding the concept of guidance and counseling, including its extension into elementary schools.

13. Chapter 113 Multicultural Diversity Federal legislation in the 1960s banned segregated schools. School counselors were given the responsibility of working with culturally diverse groups of students, allowing them to “air” their concerns about integration, and creating a plan to help students respect one another. There was, however, a lack of attention to issues of cultural diversity in counseling theory and practice. During the past 35 years, ethnic and racial differences have been emphasized and incorporated into counseling theory and practice, and will be a constant presence in training counselors throughout the 21 st century.

14. Chapter 114 The Latter Decades of the 20 th Century Most legislation during the 1980s and 1990s focused on the need for counselors to deal with issues such as child abuse, drug abuse and prevention, and dropout prevention. There was also an emphasis on career guidance. Carl D. Perkins Vocational Education Act of 1984/Carl D. Perkins Vocational and Applied Technology Act of 1990: –These two acts were the major federal sources of funding for guidance and counseling in schools.

15. Chapter 115 The Latter Decades of the 20 th Century School to Work Opportunities Act: –This Act reinforced the importance of career guidance as students make the transition from school to employment. In 2003, the National Career Development Guidelines Project was commissioned by the U.S. Department of Education’s Office of Vocational and Adult Education.

16. Chapter 116 The Latter Decades of the 20 th Century In 2005, they created a website for counselors including new guidelines aligned with the No Child Left Behind Act and learning activities and strategies for K-12 students, teachers, and parents. The Elementary School Counseling Demonstration Act (1995) was the first major legislative departure from the emphasis on career guidance. –This act provided $20 million to assist schools to provide greater access to counseling services and to create a more positive ratio of counselors to students.

17. Chapter 117 The Latter Decades of the 20 th Century By the beginning of the 21 st century, the Elementary School Counseling Demonstration Act expanded to secondary schools and provided grants to school districts who demonstrate the greatest need for counseling services or propose the most innovative program. The need for and support of school counseling is evident in the No Child Left Behind Act (2002). –Areas targeted include drop-out prevention, career counseling, drug/alcohol counseling, and dealing with children who are neglected and delinquent, among others.

18. Chapter 118 Traditional and Emerging Roles and Practices Realizations Guiding the Transformation of the Professional School Counselor’s Role: 1) Professional school counselors receive the most extensive specialized training in consultation, collaboration and team relationship building. 2) Professional school counselors can’t do it all! Caseloads are increasing as are serious psychological problems among students. Counselors should take the initiative, then partner with students, teachers, and community organizations for support.

19. Chapter 119 Traditional and Emerging Roles and Practices 3)Well-organized and well-run comprehensive developmental school counseling programs work very well and are greatly needed in today’s schools. 4)Since all professional school counselors have strengths and weaknesses, they may all provide varying quality levels of service to varying populations. 5)Many students are not getting what they need from our educational and mental health systems.

20. Chapter 120 Traditional and Emerging Roles and Practices Roles of the Professional School Counselor: –Professional –Agent of Diversity and Multicultural Sensitivity –Advocate for Social Justice –Developmental Classroom Guidance Specialist –Provider of Individual and Group Counseling Services –Career Development and Educational Planning Specialist

21. Chapter 121 Traditional and Emerging Roles and Practices Roles of the Professional School Counselor: –School and Community Agency Consultation/Collaboration Specialist –School Reform and Accountability Expert –Safe Schools, Violence Prevention, At-Risk Specialist –Advocate for Students with Special Needs

22. Living the Transformed Role A systemic perspective is important. A comprehensive school counseling program needs the help of the entire school and community to meet all student needs. Chapter 122