Transcript Developmental Guidance

Background of the School
Counseling Profession
History
 Jesse
B. Davis - introduced
“vocational and moral guidance” as a
curriculum into an English course
 This was the first systematic guidance
program in public schools
History
Frank Parsons - the “Father of Guidance”
 His work had significant impact on the
vocational guidance movement
 1909 - Wrote the book, Choosing a
Vocation, which offered a method to
match a person’s personal characteristics
with an occupation (Trait and Factor
Approach)

History
The work of Jesse Davis, Eli Weaver, and
Frank Parsons and a host of other
pioneers created momentum for the
development of a school counseling
profession.
 During the 1920s-1940s, many events
occurred that gave clarity and direction to
this emerging profession.

History
 World
War I - gave more reason for
testing individuals
 The term “counselor” rarely heard
prior to the depression, was now a
part of the vocabulary (e.g. Freud).
Prior to this time, the term
“guidance” was used
History
World War II - and it’s aftermath
created a greater emphasis on
“psychological testing” that directly
influenced school guidance
 World War II - government requested
assistance from counselors for
screening, selecting military and
industrial specialist

History
 1930s
- the first theory of guidance
was introduced. E. G. Williamson’s
Trait and Factor theory.
 This was known as directive or
counselor-centered
History

1946 - George Barden Act - legislation
that provided funds to develop and
support guidance and counseling activities
in schools and other settings

This was the first time school counselors
and state and local supervisors received
resources, leadership and financial support
from the government
History
1957 - Sputnik - first earth satellite that
was launched by the Soviet Union
 Sputnik was the “lift-off” and “orbit” for
counseling & guidance in the US
 1958 - Nat’l Defense Ed. Act (NDEA)provided funding to United States
education institutions at all levels. The act
authorized funding for four years,
increasing funding per year

History
Part of the NDEA focused on:
 1. Providing funds to help states establish
and maintain school counseling, testing,
guidance activities
 2. Authorized the establishment of
counseling institutions and training
programs in colleges and universities

History
 1962
- Wrenn’s book, The Counselor
in a Changing World -solidified the
goals of school counseling
History
1965 - Elem & Secondary Education Act provided funding to improve educational
opportunities of low-income families
 1960-70s - Collaboration with teachers
 1974 - PL 94-142 (Education of All
Handicapped Children Act; IDEA)

History
 1997
- National Standards for School
Counseling Programs is published
 Late 1990s-00s - Transforming school
counseling
School Guidance
 (1900
- 1920) - Occupational
Selection and Placement was
emphasized
 (1930 -1960) - School Adjustment
 (1960- present) - Personal
Development
Defining School Counseling
A profession that focuses on the relations
and interactions between students and
their school environment with the
expressed purpose of reducing the effect
of environmental and institutional barriers
that impede student academic success.
The Education Trust
The Goal of School Counseling
To
remove barriers which
impede academic and life
success
Focus of Barrier Removal
Student-focused
System-focused
STUDENT-FOCUSED
SCHOOL COUNSELING
Academic Development
Career Development
Personal/Social Development
Student-Focused
School Counseling:
GUIDANCE
The help all students
receive from parents,
teachers, counselors,
community members
and others to assist
with educational and
career development.
COUNSELING
The help some students
receive from
credentialed
professionals to
overcome personal and
social problems that
interfere with learning.
Guiding All Kids:
SYSTEMIC SCHOOL COUNSELING
Curriculum
Delivered
Systemically
Data-Driven
For ALL Kids
Aligned with
Achievement Goals
Guiding All Kids: Systemic School
Counseling
Connecting to the Mission of the School
What are the knowledge and skills
our students need, in the areas of
academic, career, &
personal/social development, in
order to reach our vision of
student success (school’s
mission)?
ASCA Standards + Local
Indicators
ASCA National Standards and Local Indicators
Academic Development
All 4th graders will describe their personal learning style.
All 8th graders will develop a 4-yr high school course plan.
All 10th graders will describe postsecondary education options.
Career Development
All 5th graders will describe their career interest areas.
All 8th graders will describe the career majors offered at the HS.
All 9th graders will conduct an information interview.
Personal-Social Development
All 3th graders will demonstrate a conflict mediation skills.
All 6th graders will demonstrate anger management techniques.
All 11th graders will demonstrate consensus building skills.
Guiding All Kids: Systemic School
Counseling
Continuum of School Counseling
Activities
System Focused
Activities
Student Focused
Activities
Advocacy/Leadership
Ask “Hard” Questions
Gather & Present Data
Task Group Facilitation
Standard/Issue
Classroom Guidance
Small Group Interventions
Individual Interventions
Referral
Leadership
LEADERSHIP ACTIVITIES
Create an environment
supportive of high achievement
for all students
LEADERSHIP ACTIVITIES
Advocacy
Promoting high achievement for all students
Promoting positive relationships
Identifying students who are “left behind”
Using data to spur change
Asking the “hard questions”
Teaming and collaborating to create the
programs, services, policies, etc.
needed so no student is left behind
LEADERSHIP ACTIVITIES
Leadership for School Improvement
Serving on school improvement teams
Facilitating school improvement teams
Collaborating with teachers to help all students
learn
Providing in-service programs for teachers:
Learning styles
Career interest inventories
Labor market trends
Conflict management
ASCA Ethical Standards

Responsibilities
 To
 To
 To
 To
 To
 To
students
parents
colleagues and professional associates
the school and community
self
the profession
(Cobia & Henderson)
EXERCISES:

1. Professional identity is an important issue
for school counselors. If you were hired by
a school tomorrow as its new counselor,
what five actions would you take to begin
establishing a professional identity? Discuss
and compare your actions with a group of
your classmates.

Discuss factors and events that influenced your
decision to enter or consider the counseling
profession
 Select and write down any historic leader’s
name. In 15 minutes, describe how the leader
would have benefited from counseling at some
particular point of his/her career.
Exercises

Review the ASCA role statement (see
Appendix A in Cobia & Henderson) and
identify any aspects that are different
from the previous perceptions of a school
counselor’s role. Reflecting on these
differences, speculate about how you
came to hold these beliefs. How might
your awareness of these preconceptions
influence your training experiences?
Exercises