The school counseling profession has evolved over time into a collaborative model. This collaborative model involves teachers, school administrators, parents, counselors, other school personal, and community stakeholders. The first guidance program was developed in 1895. In 1926 New York became the first state to require guidance workers to be certified; in 1929 New York became the first state to have full time guidance workers. In 1952 the American Personnel and Guidance Association (APGA) was established, now known as the American Counseling Association (ACA). In 1952 The American School Counselor Association (ASCA) was established. In 1958 the National Defense Education Act was passed, which increased training and hiring of school counselors. In 1964 NDEA Title A was passed, providing counseling to elementary schools. In 1997 ASCA published their National Standards, providing benchmarks for student’s competency in academic, career, and personal/social domains. In 2003 the ASCA National Model was published as a framework for school counseling programs it was revised in 2005 and 2012 (Erford, 2015). The collaborative model of school counseling is a cooperative process where the school counselor “helps others in the school community to think through problems and to develop skills that make them more effective in working with student” (Erford, 2015, p.35). Through this model the school counselor partners with parents, educators, and community resources and organizations to promote the career, academic, and personal/social development of all students.
The role of the professional school counselor is evolving to a new vision, in which the school counselor focuses on the whole school not just individual studen...
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...ation for counseling programs CACREP promotes clear and coherent professional identity that will hopefully help unify the accrediting organizations and unify the progression of counseling (Bobby, 2012).
Through advocacy, the use of data driven research, collaboration community resources, parents, teachers, and other school personnel, we can begin to close the achievement gaps in the school. Our ethical standards state that we as school counselors must respect and advocate for all students. Students have the right to opportunities that will enhance their career, academic, and personal/social development. As school counselors, we will ask ourselves how are our students different because of what we have done? Through collaboration, we can close achievement gaps, close accessibility gaps, and provide with the best opportunities possible for them to succeed academically.
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