History And Development Of The School Counseling Profession

History and Development of School Counseling Profession Your Name Albany State University School Counseling Foundations Dr. Johnson August 23, 2020 Use the following to help you organize your paper

Briefly describe the history and evolution of the school counseling profession from the late 1800s to today, supported with evidence from the literature.

Identify the major professional organizations that support the development of school counselors and the profession of school counseling, including at least one national and one state organization. Describe how these organizations support the profession, how individuals can join, the costs of membership, and the benefits.

Describe the preparation standards (i.e., CACREP standards) and benefits of attending a CACREP-accredited school counseling program, including information about fieldwork requirements, hours, types of sites, site supervisor credentials, and liability insurance.

Identify and describe the state laws and government policies governing school counselors in your state, and compare these with CACREP standards and your program's requirements.

Ensure your paper is scholarly, professional, formatted in APA style, 3-4 pages excluding title and references, using Times New Roman 12-point font, and cite at least five current sources.

Paper For Above instruction

The profession of school counseling has a rich history that has evolved considerably from its inception in the late 1800s. Its development reflects broader societal changes, educational reforms, and the professionalization of counseling services within school settings. Historically, school counseling originated as guidance services aimed at student adjustment and career development, rooted in the broader mental health and educational movements of the early 20th century. Over the decades, this role expanded to include advocacy, crisis intervention, and comprehensive developmental counseling, aligning with increasing recognition of the importance of mental health and student well-being (Gysbers & Henderson, 2015).

The establishment of major professional organizations has been pivotal in shaping and supporting the field. The American School Counselor Association (ASCA), a prominent national organization founded in 1952, provides guidelines, ethical standards, professional development resources, and advocacy initiatives that bolster the profession. Membership benefits include access to research, certifications, and networking opportunities that help school counselors stay current with best practices (American School Counselor Association, 2020). At the state level, organizations like the California School Counselor Association (CSCA) support local advocacy, professional development, and policy influence, helping shape state-specific regulations and standards. These organizations support the profession by promoting ethical standards, providing certification pathways, and advocating for policies that enhance the role of school counselors in educational settings (Payne & Smith, 2013).

Support from these organizations ensures that counselors adhere to high standards of practice. Membership typically involves a fee, with national memberships costing around $75-$125 annually and state memberships varying by state but generally within a similar range. Joining these organizations entails completing an application, verifying licensure or certification, and paying the membership fee. Benefits include access to journals, conferences, training sessions, and professional liability insurance coverage, all of which contribute to ongoing professional growth and accountability (Holcomb-McCoy, 2016).

The Council for Accreditation of Counseling and Related Educational Programs (CACREP) establishes rigorous standards for counselor education programs to ensure quality preparation. CACREP accreditation assures that programs meet minimum standards related to curriculum, faculty qualifications, clinical training, and ethical training. Specifically, CACREP standards specify that school counseling students must complete 600 hours of supervised practicum and 600 hours of internship, including diverse experiences within schools and community agencies. These hours encompass direct counseling with students, group work, consultation, and assessments, supervised by qualified professionals with appropriate credentials (Council for Accreditation of Counseling & Related Educational Programs, 2016). Benefits of attending a CACREP-accredited program include legitimacy, enhanced job prospects, and preparation aligned with national standards that emphasize ethical, multicultural, and evidence-based practices.

In addition, state laws and policies significantly influence the practice of school counselors. These laws typically specify certification/licensure requirements, scope of practice, and employment conditions. For example, in Georgia, where this paper is focused, the Georgia Professional Standards Commission mandates specific certification standards, including coursework, fieldwork, and examinations. Comparing these regulations with CACREP standards reveals both overlaps—such as emphasis on supervised practicum—and distinctions—such as specific state licensing procedures. Consistency between CACREP standards and state laws ensures that school counselors are adequately prepared, credentialed, and able to serve effectively within their jurisdictions.

In conclusion, the evolution of school counseling from its early guidance origins to a recognized professional discipline reflects ongoing efforts to promote student success, mental health, and equitable access to educational resources. Major organizations like ASCA and state counterparts play essential roles in supporting professionals through advocacy, standards, and professional development. Accreditation standards, particularly CACREP, ensure high-quality education and training that prepare counselors for diverse challenges. Understanding state laws and policies further ensures that counselors adhere to legal standards, enhancing their capacity to serve effectively. As the profession continues to grow, ongoing advocacy, research, and adherence to standards remain critical to advancing the role and impact of school counselors nationwide.

References

  • American School Counselor Association. (2020). About ASCA. https://www.schoolcounselor.org
  • Council for Accreditation of Counseling and Related Educational Programs. (2016). 2016 CACREP Standards. https://www.cacrep.org/standard
  • Gysbers, N. C., & Henderson, P. (2015). Developing and managing your school guidance program (5th ed.). American Counseling Association.
  • Holcomb-McCoy, C. (2016). Advocacy and influence for school counselors: Moving beyond the individual level. Journal of School Counseling, 14(7).
  • Payne, S. J., & Smith, J. (2013). State policies and their impact on school counseling services. Journal of Education Policy, 28(4), 540-556.

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