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School Counseling

School Counseling . Historical Overview . Knowing our history will help us grow and develop to meet the needs of our community. Historical overview. READ YOUR BOOK At the turn of the century Psychologists Sigmund Freud, Alfred Adler, Carl Jung

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School Counseling

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  1. School Counseling Historical Overview

  2. Knowing our history will help us grow and develop to meet the needs of our community

  3. Historical overview READ YOUR BOOK At the turn of the century • Psychologists Sigmund Freud, Alfred Adler, Carl Jung • Educational psychologists: J.B. Watson G. Stanley Hall • Vocational guidance: Frank Parsons, Eli Weaver, Jesse Davis • Educators: John Dewey

  4. 1940s to early 1960s • testing movement continues: WII test and place draftees • term “mental health “ was coined • Federal Legislations were passed in support of guidance • George Barden Act of 1946 • Sputnik

  5. 1950s • “Mental Health” • colleges created programs to train counselors • ASCA formed in1958 as a division of APGA now ACA

  6. 1960s + • 1964 and extension of the NDEA Act was passed: provided funds for training elem S. Counselors • Elementary and Secondary Education Act of 1965 (Titles I and II) • Late1960s: Service Model • 1970’s Influence of developmental theory on school counseling (Piaget-cognitive, Kohlberg-moral Erikson-psychosocial) • 1980s Emergence of developmental guidance and counseling programs

  7. Major influences on the development of Comprehensive Guidance and Counseling Programs(adopted from Sink and McDonald, 1998) • Research literature • Position Statement of ASCA • “The role of the professional School Counselor” • “National Standards for School Counseling Programs”

  8. Influences continued… • Recommendations of state departments of education http://www.cde.ca.gov/spbranch/ssp/guidelines.rtf • resurgence of vocational interests • concern for efficacy of guidance in schools- accountability and evaluation • societal changes

  9. Society’s current (1990 forward) issues creating changes in school counseling • prevention and early-intervention; family cohesiveness (parents working, single parents); multi-cultural society (norms and values and different); mainstreaming; learning effectiveness. • Rogerian counseling won’t do the job • So…….

  10. Traditional ApproachedversusContemporary Approachesof Counseling and Guidancein the Schools

  11. Traditional / Contemporary • Help those in crisis Effect ALL students • Reactive Proactive • Information services Guidance Curriculum • Ancillary Integral • Task oriented Goal-oriented • Unstructured Accountable

  12. What do we need from school counselors and school psychologists? Where do we go from here?

  13. Student Ecosystem

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