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U3Template 1 - Grade: A
Introduction to School Counseling (COUN5280)
Capella University
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Running head: DEVELOPMENT OF SCHOOL COUNSELING 1
History and Development of the School Counseling Profession Angela Hammiel COUN5280 – Introduction to School Counseling Dr. Felicia Moutry July 28,
School counselors are a vital part of the educational leadership team and their role is to provide valuable assistance to all students (ASCA, 2019). The purpose of this paper is to provide you with a history of school counseling and how the profession has evolved and developed. In addition, I will briefly overview professional organization that are connected with this profession. Lastly, this paper will give insight into the legislature and government policy governing school counselors within North Carolina. History of School Counseling The school counseling profession has evolved and gone through drastic changes throughout the years since it was developed. The roots of counseling originated as a response to help individuals assess their needs, strategize interventions, and to offer services to support those in need of identifying their issues, developing self-awareness, and forming healthy personal and social relationships (Schmidt, 2008). To begin, the profession of school counseling dates back to the early 1800’s, however some have discovered findings that link counseling and guidance through the philosophical teachings by Aristotle. Frank Parsons was often credited as the founding father of vocational guidance, the organization that he developed influenced the need for vocational guidance within the United States and additional countries. During the 1920’s and throughout the 1930’s there was an expansion of the counseling roles that stretched beyond vocational needs. The social, personal, and educational aspects of a learner's life also required attention. In 1952, the group American Personnel and Guidance Association (AGPA) was founded which later became the American Counseling Association in 1992. However the foundation for school counselors was formed in 1958, when the American School Counselor Association (ASCA) was developed. This organization provided and supported school
foundation that expands the image and influence of school counselors through advocacy, leadership, collaboration and systemic change. Membership in the ASCA costs $129 for professional membership which requires you to hold at least a master’s degree in school counseling and hold credentials in the state. Student and retired membership costs are $69, and affiliate membership costs $129. ASCA membership also provides access to journal publication, professional liability insurance, professional development, networking and other free resources. Both organizations can be joined via online with payment and completion of applications. (schoolcounselor) State organizations. In Georgia, the Georgia School Counselor Association (GSCA) is available to support school counselors in Georgia to promote student success. The GSCA was founded in 1949 and assists counselors in delivering more effective services by providing the means and information to enhance their skills, by supporting self-evaluation, and by conducting research to measure counselor effectiveness. Benefits of membership in GSCA are very similar to benefits in the national organizations. GSCA also provides advocacy, journals, free resources, continuing education, mentoring, and networking opportunities. GSCA costs are $65 for professional and affiliate members. Professional members must hold a professional certificate with the Professional Standards Commission or a master’s or higher degree in school counseling. (ga.schoolcounselor) CACREP The Council for the Accreditation of Counseling and Related Education Program (CACREP) was developed in 1981 from the collaboration of the Association of Counselor Education and Supervision(ACES) and the American Personnel and Guidance Association (APGA), The ACES had developed a collection of standards and accreditation related documents
that allowed them to conduct voluntary accreditation of counseling programs and approached the APGA about cooperative accreditation efforts, and CACREP was formed. The CACREP is dedicated to encouraging and promoting the continuing development and improvement of preparation programs; and preparing counseling and related professionals to provide services consistent with the ideal of optimal human development. The CACREP bases it core values on creating and strengthening standards that reflect the needs of society, respect the diversity of instructional approaches and strategies, and encourage program improvement and best practices. It also believes in ensuring a fair, consistent, and ethical decision-making process; serving as a responsible leader in protecting the public; advancing the counseling profession through quality and excellence in counselor education; promoting practices that reflect openness to growth, change and collaboration; and advancing the counseling profession through quality and excellence in counselor education. (cacrep) Description of standards. The CACREP standards are outlined for students in the counseling profession. The standards address all the areas of study the student must demonstrate knowledge and skills to be successful in a counseling program. The standards must be able to be documented as offered and taught in a counseling program. The standards in a professional counseling program include eight common core areas of foundational knowledge. These areas that must be met are professional counseling orientation and ethical practices, which involve learning the history, philosophy and roles of a counselor, social and cultural diversity, human growth and development, career development, counseling and helping relationships, group counseling and group work, assessment and testing, and research and program development. The school counselors have specific areas that must be demonstrated in the professional knowledge and skills necessary to promote the academic, career, and personal/social development of all P–
hour per week of individual and/or triadic supervision throughout the internship, provided by (1) the site supervisor, (2) counselor education program faculty, or (3) a student supervisor who is under the supervision of a counselor education program faculty member is required. Internship students participate in an average of 1½ hours per week of group supervision on a regular schedule throughout the internship provided by a counselor education program faculty member or a student supervisor who is under the supervision of a counselor education program faculty member. (cacrep)
Legislation and Government Policy As with any other profession, school counseling too has laws and government policies that govern them and may vary from state to state. In Georgia, by law, all school counselors must obtain a master’s degree or higher in a school counseling program from a regionally accredited school or hold a master’s level or higher in any counseling field and verification of acceptance into state approved school counseling program. In Georgia, no experience is required but to obtain licensure a passing score on the GACE school counseling exam and GACE Basic assessment is required. State reciprocity is allowed, and background checks are required. In Georgia school counseling is mandated for grades K-12 by the state. The mandated school counselor to student ratio is 1:450. Funds are also mandated by the state with supplemental funding from local districts. The state funds are allocated per full-time employee, but education funding law allows local systems to move funds and school counselor numbers around as needed. Also, in Georgia, the recent passing of House Bills 713, 400, and 186 mandates funding for career readiness programs for all students. This also led to the development of career clusters
and individual graduation plans to be implemented through school counseling programs to make sure students are prepared for college, workforce, military. Etc. (gadoe) Conclusion As you prepare to enter a career in school counseling, it is always important to know the background or foundation of the career and all that it entails. In this paper, the history and foundations are clearly outlined showing how the profession has evolved to where it is now. Through the evolution of the profession, the various professional organizations were developed to provide support to school counselors. From this development, school counseling programs put in to place certain requirements for schools’ programs to provide to produce students with effective knowledge and skills to be successful as school counselors. Laws and legislations were also developed to mandate the profession of school counseling. Overall the profession of school counseling didn’t just occur overnight, it took years of theories, laws, and professional organizations to make it the reputable profession it is today. Hopefully the profession will continue to thrive and promote student achievement.
U3Template 1 - Grade: A
Course: Introduction to School Counseling (COUN5280)
University: Capella University
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