The history of school counseling around the world varies greatly based on how different countries and local communities have chosen to provide academic, career, college, and personal/social skills/competencies to K-12 children and their families based on economic and social resources of capital and public versus private education arrangements in what is now called the school counseling program.
Video History of school counseling
History
Initial years
The first school counselors in the United States appeared in the late 1800s, during the Industrial Revolution. However, the United States may not be the first place for recognized school counseling. There is a trail of school counselors dating from the late 16th century. An argument has been made which says that the principle of counseling and guidance began in ancient Greece and Rome with the philosophical teachings of Plato and Aristotle. Evidence shows that modern counseling techniques were practiced by Catholic priests in the Middle Ages. Tomaso Garzoni wrote a book entitled "Universal Plaza of All Professions in the World" (1626), which is the text of career choice. It deals with what a school counselor in high school and college will talk to students about today.
In the United States, the school counseling profession begins as a vocational guidance movement. Jesse B. Davis is considered the first school counselor in the United States because he was the first person to implement a systematic guidance program at school. In 1907, he became headmaster and encouraged school English teachers to use compositions and lessons to link career interests, character development, and avoid behavior problems. Many others have been doing the same thing. For example, in 1908, Frank Parsons, "Father of the Vocational Guides" formed the Vocational Guides Bureau to assist young people in making the transition from school to work.
From the 1920s through the 1930s, school counseling and guidance grew because of progressive education in schools. The National Association for College Entrance Counseling was established in 1937. The movement emphasizes the development of personal, social morals. Many schools react to this movement as anti-education, saying that schools should teach only the fundamentals of education. This, combined with the economic difficulties of the Great Depression, led to a decline in school guidance and guidance.
In the 1940s, the US used psychologists and counselors to select, recruit, and train military personnel. It encourages the counseling movement in schools by providing ways to test students and meet their needs. Schools accept this military test openly. Also, Carl Rogers' emphasis on helping relationships during this time affects the school counseling profession.
1950s and 60s
In the 1950s the government established the Guidance and Personnel Service Section in the Division of State and Local School Systems. In 1957, the Soviet Union launched Sputnik I. Due to concerns that Russia defeated the US in the space race, which had military implications, and that there were not enough scientists and mathematicians, the American government passed the National Defense Education Act, which spurred enormous growth in counseling vocational through a large amount of funds. Since the 1960s, the school counseling profession has grown steadily when new laws and new professional development are established to improve and advance the profession and improve education. On January 1, 2006, the congress officially declared February 6-10 as National School Counseling Week.
The 1960s was also the time of large federal funding in the United States for college land grants and universities interested in building and growing what is now known as the Counselor Education program. School counseling is beginning to shift from focus exclusively to career development to a focus on personal and social issues of students parallel to the emergence of the social justice movement and civil rights in the United States. It was also in the late 60s and early 1970s that Norm Gysbers began working to change from seeing school counselors as solitary professionals to more strategic and systemic objectives having comprehensive school development counseling programs for all K-12 students. His work and research and research show a strong correlation between fully implemented school counseling programs and students' academic success is essential to start showing evidence base for the profession, especially at the secondary school level based on their work in the state of Missouri.
1980s and 90s
But school counseling in the 1980s and early 1990s in the United States was not seen as a player in educational reform efforts that hit the educational community. The danger is that the profession becomes irrelevant because the standard-based education movement gained strength in the 1990s with little evidence of systemic effectiveness for school counselors. In response, Campbell & amp; Dahir (1997) has consulted extensively with school counselors at the primary, secondary and high school levels and created the ASCA National Standards for School Counseling with three core domains (Academic, Careers, Personal/Social), nine standards, and specific competencies and indicators for K-12 students.
The ASCA standard publication in 1997 delivered a unique period of professionalization and strengthening of school counseling identities, roles and counseling programs. A year later, the first systemic meta-analysis of school counseling was published and gave the wake-up calling profession in terms of the need to focus on research results and a small collection of accurately methodological school research studies in academic, career, and personal/social domains.
National Center for Transforming School Counseling
The National Center for Transforming School Counseling (NSTSC) at The Education Trust was established in 2003. The focus included (1) changing the way school counseling was taught at the graduate level in the Advisory Education program and (2) changing the K-12 practice of school counselors in the districts across the United States to teach prevention skills and school counselor interventions to help close the gap of achievement and opportunity for all students. In 2008, NCTSC consultants have worked in more than 100 districts including most major cities.
In 2008, Rowman Littlefield Education published The New School Counselor: Strategy for Universal Academic Achievement. The text, written by Rita Schellenberg, a counselor counselor and counselor, explains a new vision for school counseling and guides school counselors and pre-service school counselors through responsible and data-based programming. Schellenberg introduced the Blending Standard, a crossing strategy that holds the potential for culturally sensitive and effective in improving academic achievement and closing performance gaps.
Recent history
In 2002, the American School Counselor Association released the ASCA Model National framework for the school counseling program, written by Dr. Trish Hatch and Dr. Judy Bowers, which consists of several components of top school counseling in the field into a single model - the work of Norm Gysbers, Curly & amp; Sharon Johnson, Robert Myrick, Dahir & amp; ASCA National Campbell Standard, and a skills-based focus to close the gaps of Trust Martin Pat and Reese House in one document. ASCA also developed the RAMP Program (Recognized Model Program ASCA) to honor the school counseling program that has fully implemented the ASCA National Model with concrete evidence of success for K-12 students (www.schoolcounselor.org).
In 2003, the School Counseling Outcomes Research Center was developed as a clearinghouse for evidence-based practice with regular disseminated research summaries and original research projects developed and implemented with founding director Jay Carey. One of the researchers, Tim Poynton, developed the EZAnalyze software program for all school counselors to use as a free tool to assist in using data-based interventions.
In 2004, ASCA's Code of Conduct was substantially revised to focus on issues of equality, closing gaps, and ensuring all students received access to the K-12 school counseling program. The National Office for School Advocacy Advocacy (NOSCA) is developing a scholarship for counseling research in college by K-12 school counselors and how it is taught in the School Counselors Education program. They also made Advocacy Awards to focus on best practice in college counseling programs at K-12 schools that demonstrate effective school counseling practices in creating a college culture with the results shown in ensuring high levels of college admission for large percentage of background students rear is not dominant.
In 2008, the first NOSCA Study was released by Jay Carey and his colleagues who focused on innovation at the College's "Inspiration Award" schools where school counselors collaborated inside and outside of their schools for high-level colleges and a strong college culture in schools with a large number of students from non-dominant backgrounds. Also in 2008, the American School Counselor Association issued School Counseling Competencies that focused on helping school counseling programs to effectively implement school counseling programs based on the ASCA Model.
Source of the article : Wikipedia
0 Comments