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School counselor - Wikipedia

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A school counselor is a professional who works in primary (elementary and middle) schools or secondary schools to provide academic, career, ... Schoolcounselor FromWikipedia,thefreeencyclopedia Jumptonavigation Jumptosearch Educationalresearch Disciplines Evaluation History Organization Philosophy Psychology (school) Technology (electronicmarking) Internationaleducation Schoolcounseling Specialeducation Femaleeducation Teachereducation Coreideas Freeeducation Righttoeducation Curriculardomains Arts Business Computerscience Earlychildhood Engineering Language Literacy Mathematics Performingarts Science Socialscience Technology Vocational Methods Casemethod Conversationanalysis Discourseanalysis Factoranalysis Factorialexperiment Focusgroup Meta-analysis Multivariatestatistics Participantobservation vte Educationoccupation Aschoolcounselorisaprofessionalwhoworksinprimary(elementaryandmiddle)schoolsorsecondaryschoolstoprovideacademic,career,collegeaccess/affordability/admission,andsocial-emotionalcompetenciestoallstudentsthroughaschoolcounselingprogram. Contents 1Academic,career,college,andsocial-emotionalinterventionsandservices 2History,schoolcounselor-to-studentratios,andmandates 2.1Armenia 2.2Australia 2.3Austria 2.4Bahamas 2.5Belgium 2.6Bhutan 2.7Botswana 2.8Brazil 2.9Canada 2.10China 2.11CostaRica 2.12Croatia 2.13Cyprus 2.14CzechRepublic 2.15Denmark 2.16Egypt 2.17Estonia 2.18Finland 2.19France 2.20Gambia 2.21Georgia 2.22Germany 2.23Ghana 2.24Greece 2.25Netherlands 2.26HongKong 2.27Iceland 2.28India 2.29Indonesia 2.30Iran 2.31Ireland 2.32Israel 2.33Italy 2.34Japan 2.35Jordan 2.36Latvia 2.37Lebanon 2.38Lithuania 2.39Macau 2.40Malaysia 2.41Malta 2.42Nepal 2.43NewZealand 2.44Nigeria 2.45Norway 2.46Oman 2.47Philippines 2.48Poland 2.49Portugal 2.50Romania 2.51Rwanda 2.52SaudiArabia 2.53Serbia 2.54Singapore 2.55Slovakia 2.56SouthKorea 2.57Spain 2.58St.Kitts 2.59Sweden 2.60Switzerland 2.61Syria 2.62Taiwan 2.63Tanzania 2.64Thailand 2.65TrinidadandTobago 2.66Turkey 2.67Uganda 2.68UnitedArabEmirates 2.69UnitedKingdom 2.70UnitedStates 2.71Venezuela 2.72Vietnam 3Roles,schoolcounselingprograms,ethics,andschoolcounselingprofessionalassociations 3.1Elementaryschoolcounseling 3.2Middleschoolcounseling 3.3Highschoolcounseling 4Educationcredentials,certification,andaccreditation 4.1Canada 4.2China 4.3Korea 4.4Philippines 4.5Taiwan 4.6UnitedStates 5Jobgrowthandearnings 6Notableschoolcounselors 7Seealso 8References 8.1Evidence-andresearch-basedschoolcounselingarticles,books,DVDs 8.1.1Abilities,disabilities,gifts,talents,andspecialeducationinschoolcounseling 8.1.2Academicinterventions,closingachievementgaps 8.1.3Accountability;evidence-anddata-basedschoolcounselingprogramcurricula,evaluation,andpractices 8.1.4Advocacy,empowerment,equity,socialjustice 8.1.5ASCANationalModel,schoolcounselingprograms,closinggaps 8.1.6Bilingualschoolcounseling 8.1.7Careerandcollegeaccess/admission/readiness;closingopportunity/attainmentgaps 8.1.8Caseloads,collaboration,resources,schedulechanges,schoolcounselor/studentratios 8.1.9Counselingtheoriesinschools 8.1.10Credentialingexamsforschoolcounselors 8.1.11Culturalcompetence,ethnic/racialidentitydevelopmentinschools 8.1.12Counselingcorecurriculum,lessonplans,classroommanagement 8.1.13Ethicsandlawinschoolcounseling 8.1.14Gay,lesbian,bisexual,transgenderschoolcounseling 8.1.15Groupcounselinginschools 8.1.16Internationalschoolcounseling 8.1.17Leadership,systemicchange,principalperceptionsofschoolcounseling 8.1.18Outcomeresearchinschoolcounseling 8.1.19Personal/socialinterventions:abuse,addictions,anxiety,bullying,conflict,obesity,peermediation,self-mutilation,violence) 8.1.20Poverty,homelessness,classism 8.1.21Ruralschoolcounseling 8.1.22School-family-communitypartnerships;parentinginterventionsforacademicsuccess 8.1.23Supervision,sitesupervisors,andschoolcounseloreducation 8.1.24Technologyandschoolcounseling 8.1.25Transformingschoolcounselingrolesandprofessionalidentity 9Externallinks Academic,career,college,andsocial-emotionalinterventionsandservices[edit] Thefourmainschoolcounselingprograminterventionsincludeschoolcounselingcurriculumclassroomlessonsandannualacademic,career/collegeaccess/affordability/admission,andsocial-emotionalplanningforeverystudent;andgroupandindividualcounselingforsomestudents.[1]Schoolcounselingisanintegralpartoftheeducationsystemincountriesrepresentingoverhalfoftheworld'spopulationandinothercountriesitisemergingasacriticalsupportforelementary,middle,andhighschoollearning,post-secondaryoptions,andsocial-emotional/mentalhealth.[2] IntheAmericas,Africa,Asia,Europe,andthePacific,somecountrieswithnoformalschoolcounselingprogramsuseteachersorpsychologiststodoschoolcounselingemphasizingcareerdevelopment.[3] Countriesvaryinhowaschoolcounselingprogramandservicesareprovidedbasedoneconomics(fundingforschoolsandschoolcounselingprograms),socialcapital(independentversuspublicschools),andschoolcounselorcertificationandcredentialingmovementsineducationdepartments,professionalassociations,andlocal,state/province,andnationallegislation.[3]Schoolcounselingisestablishedin62countriesandemerginginanotherseven.[2] Aninternationalscopingprojectonschool-basedcounselingshowedschoolcounselingismandatoryin39countries,32USAstates,oneAustralianstate,threeGermanstates,twocountriesintheUnitedKingdom,andthreeprovincesinCanada.[2]ThelargestaccreditationbodyforCounselorEducation/SchoolCounselingprogramsistheCouncilfortheAccreditationofCounselingandRelatedEducationalPrograms(CACREP).[4]InternationalCounselorEducationprogramsareaccreditedthroughaCACREPaffiliate,theInternationalRegistryofCounselorEducationPrograms(IRCEP). Insomecountries,schoolcounselingisprovidedbyschoolcounselingspecialists(forexample,Botswana,China,Finland,Israel,Malta,Nigeria,Romania,Taiwan,Turkey,UnitedStates).Inothercases,schoolcounselingisprovidedbyclassroomteacherswhoeitherhavesuchdutiesaddedtotheirtypicalteachingloadorteachonlyalimitedloadthatalsoincludesschoolcounselingactivities(India,Japan,Mexico,SouthKorea,Zambia).[3]TheIAEVGfocusesoncareerdevelopmentwithsomeinternationalschoolcounselingarticlesandconferencepresentations.[3]BoththeIAEVGandtheVanguardofCounsellorspromoteschoolcounselinginternationally.[3] History,schoolcounselor-to-studentratios,andmandates[edit] Someschoolcounselorsusebibliotherapy,i.e.,booksandothermedia,tohelpstudentsinindividualandgroupcounselingandclassroomcounselinglessons. Armenia[edit] AfterthecollapseoftheSovietUnion,thepost-SovietPsychologistsofArmeniaandthegovernmentdevelopedtheSchoolCounselorpositioninArmenianSchools. Australia[edit] Whilenationalpolicysupportsschoolcounseling,onlyoneAustralianstaterequiresit.Theschoolcounselor-to-studentratiorangesfrom1:850intheAustralianCapitalTerritoryto1:18,000inTasmania.[2]SchoolcounselorsplayanintegralpartintheAustralianschoolingsystem;theyprovidesupporttoteachers,parents,andstudents.Theirrolesincludecounselingstudentsandassistingparents/guardianstomakeinformeddecisionsabouttheirchild'seducationforlearningandbehavioralissues.Schoolcounselorsassistschoolsandparents/guardiansinassessingdisabilitiesandtheycollaboratewithoutsideagenciestoprovidethebestsupportforschools,teachers,students,andparents.[5] Austria[edit] Austriamandatesschoolcounselingatthehighschoollevel.[2] Bahamas[edit] TheBahamasmandateschoolcounseling.[2] Belgium[edit] Althoughnotmandated,someschoolcounselingoccursinschoolsandcommunitycentersinthreeregionsofthecountry.[2] Bhutan[edit] Bhutanmandatesaschoolcounselingprogramforallschools.Allschoolshavefull-timeschoolguidancecounselors.[2] Botswana[edit] Botswanamandatesschoolcounseling.[2] Brazil[edit] SchoolcounselorsinBrazilhavelargecaseloads.[citationneeded] Canada[edit] Therootsofschoolcounselingstemmedfromaresponsetotheconditionscreatedbytheindustrialrevolutionintheearly1900s.[6]Originally,schoolcounselingwasoftenreferredtoasvocationalguidance,wherethegoaloftheprofessionwastohelpindividualsfindtheirpathinatimewhereindividualspreviouswaysofmakingalivinghadbeendisplaced.[6]Aspeoplemovedtowardsindustrializedcities,counselingwasrequiredtohelpstudentsnavigatethesenewvocations.Withagreatdiscrepancybetweentherichandthepoor,vocationalcounselingwasinitiatedtohelpsupportdisadvantagedstudents.[6]AfterWorldWarII,vocationalguidancebegantoshifttowardsanewmovementofcounseling,whichprovidedatheoreticalbacking.[6]Astheroleofschoolcounselorsprogressedintothe1960s,1970sand1980stherehasbecomemoreuncertaintyastowhattheroleentails.[6]Thisroleconfusioncontinuesintothe21stcentury,wherethereisalackofclearconsensusbetweencounselors,otherteachers,administration,studentsandparentsonwhatschoolcounselorsshouldbeprioritizing.[7] ThroughoutCanada,theemergingtrendamongschoolcounselingprogramsistoprovideacomprehensiveandcohesiveapproach.[8]Theseprogramsaddressthepersonal,social,educationalandcareerdevelopmentofstudents.[8][9]Acomprehensiveprogramconsistsoffourcomponents,includingdevelopmentalschoolcounselingclassroomlessons,individualstudentplanning,responsiveservices,andschoolandcommunitysupport. DevelopmentalSchoolCounselinglessonsinvolvesmallgroupandclasspresentationsaboutvaluablelifeskills,whichisgenerallysupportedthroughclassroomcurriculum.[8] Individualstudentplanninginvolvesassessingstudentsabilities,providingadviceongoalsandplanningtransitionstoworkandschool.[8] Responsiveservicesincludescounselingwithstudents,consultingwithparentsandteachers,andreferralstooutsideagencies. Supportfromtheschoolandcommunityincludessuchthingsasprofessionaldevelopment,communityoutreachandprogrammanagement.[8] Theprocesstobecomeaschoolcounselorvariesdrasticallyacrosseachprovince,withsomerequiringagraduateleveldegreeincounselingwhileothersrequireateachingcertificationorboth.SomeprovincesalsorequireregistrationwiththerelevantprovincialCollegeofRegisteredPsychotherapists.[10]Thesedifferenceshighlightthevastrangeofexpertiserequiredwithintheroleofaschoolcounselor.Regardlessoftheprofessionalrequirements,allschoolcounselorsareexpectedtoadvisestudentswithintherealmofmentalhealthsupport,coursechoices,specialeducationandcareerplanning.[11]TheCanadianCounsellingandPsychotherapyAssociation,Canada'sleadingassociationforcounselingandpsychotherapy,isworkingtowardsalignmentamongtheprovincesthroughpartnershipandcollaborationbetweenprovinces.[12]Recentconferencesshareinformationonthedifferencesandsimilaritieswithineachprovinceandhowprogressisbeingmadetoensureproperregulationsareinplaceatanationallevel.[10] IntheprovinceofOntario,Canada,schoolcounselorsarefoundinbothelementaryandsecondarysettings,tovaryingdegrees.TheGreaterTorontoArea,thelargestmetropolisinthecountry,hasschoolcounselorsin31%ofelementaryschools,howevertheremainderoftheprovinceaverages6%.[9]Additionally,theelementaryschoolsthathaveaschoolcounselorarescheduledforanaverageof1.5daysperweek.[9]Thesecounselorsaregenerallyclassroomteachersfortheremainderofthetime.InsecondaryschoolsinOntario,Canada,theaverageratioofstudentstoschoolcounselorsis396:1.[9]In10%ofOntarioschools,thisaverageincreasesto826:1.[9]Thereisconcernamongadministrationthatthesestaffinglevelsarenotsufficienttomeettheneedsofstudents.[9]Thishasbeenproveninrecentarticlesappearinginthenewsfeaturingstudentstoriesoffrustrationastheyprepareforgraduationwithoutthesupporttheyexpectedfromschoolcounselors.[13]Consideringtheextensiveexpectationsplacedonschoolcounselors,[11]futureresearchneedstoaddresswhetherornottheycanbemetwithinoneprofessionwhileeffectivelyequippingstudentswithsupportandinformation. Schoolcounselorsreportedin2004ataconferenceinWinnipegonissuessuchasbudgetcuts,lackofclarityaboutschoolcounselorroles,highstudent-to-schoolcounselorratios,especiallyinelementaryschools,andhowusingacomprehensiveschoolcounselingmodelhelpedclarifyschoolcounselorroleswithteachersandadministratorsandstrengthenedtheprofession.[14]Morethan15yearslater,theprofessioniscontinuingtoevolveandmeetthechangingneedsof21stcenturystudentsinCanada. China[edit] Chinahasputsubstantialfinancialresourcesintoschoolcounselingwithstronggrowthinurbanareasbutlessthan1%ofruralstudentsreceiveit;Chinadoesnotmandateschoolcounseling.[2] InChina,[15]Thomason&QiongdiscussedthemaininfluencesonschoolcounselingasChinesephilosophersConfuciusandLao-Tzu,whoprovidedearlymodelsofchildandadultdevelopment[16]whoinfluencedtheworkofAbrahamMaslowandCarlRogers.[17] Only15%ofhighschoolstudentsareadmittedtocollegeinChina,soentranceexamsarefiercelycompetitive.Studentsenteringuniversitygraduateatarateof99%.[18]Muchpressureisputonchildrenandadolescentstostudyandattendcollege.ThispressureisacentralfocusofschoolcounselinginChina.Anadditionalstressoristhattherearenotenoughplacesforstudentstoattendcollege,andoverone-thirdofcollegegraduatescannotfindjobs,[19]socareerandemploymentcounselinganddevelopmentarealsocentralinschoolcounseling. InChina,thereisastigmarelatedtosocial-emotionalandmentalhealthissues;therefore,eventhoughmostuniversitiesandmany(urban)primaryandsecondaryschoolshaveschoolcounselors,manystudentsarereluctanttoseekcounselingforissuessuchasanxietyanddepression.Thereisnonationalsystemofcertifyingschoolcounselors.MostaretrainedinWestern-developedcognitivemethodsincludingREBT,Rogerian,FamilySystems,BehaviorModification,andObjectRelations.[15]SchoolcounselorsalsorecommendChinesemethodssuchasqigong(deepbreathing)andacupuncture,aswellasmusictherapy.[15][20]ChineseschoolcounselorsworkwithinatraditionalChineseworldviewofacommunityandfamily-basedsystemthatlessensthefocusontheindividual.InHongKong,Hui(2000)discussedworkmovingtowardcomprehensiveschoolcounselingprogramsandeliminatingtheolderremediation-stylemodel.[21] MiddleschoolstudentsareapriorityforschoolcounselingservicesinChina.[2] CostaRica[edit] CostaRicamandatesschoolcounseling.[2] Croatia[edit] Schoolcounselingisonlyavailableincertainschools.[2] Cyprus[edit] In1991,Cyprusmandatedschoolcounselingwithagoalofa1:60schoolcounselor-to-studentratioandonefull-timeschoolcounselorforeveryhighschool,butneitherofthesegoalshasbeenaccomplished.[2] CzechRepublic[edit] TheCzechRepublicmandatesschoolcounseling.[2] Denmark[edit] Denmarkmandatesschoolcounseling.[2] Egypt[edit] Schoolcounselingservicesaredeliveredbyelementaryschoolpsychologistswitharatioof1schoolpsychologisttoevery3,080students.[2] Estonia[edit] Schoolcounselingisonlyavailableincertainschools.[2] Finland[edit] InFinland,legislationhasbeenpassedforaschoolcounselingsystem.TheBasicEducationActof1998statedthateverystudentmustreceiveschoolcounselingservices.[2]AllFinnishschoolcounselorsmusthaveateachingcertificate,amaster'sdegreeinaspecificacademicsubject,andaspecializedcertificateinschoolcounseling.[citationneeded]Finlandhasaschoolcounselor-to-studentratioof1:245.[2] France[edit] Francemandatesschoolcounselinginhighschools.[2] Gambia[edit] Gambiamandatesschoolcounseling.[2] Georgia[edit] Theschoolcounselor-to-studentratioinGeorgiais1:615.[2] Germany[edit] TwoGermanstatesrequireschoolcounselingatalleducationlevels;highschoolcounselingisestablishedinallstates.[2] Ghana[edit] Ghanamandatesschoolcounseling.[2] Greece[edit] Thereareprovisionsforacademicandcareercounselinginmiddleandhighschoolsbutschoolcounselingisnotmandated.Social-emotionalandmental-healthcounselingisdoneincommunityagencies.[2]TheNationalGuidanceResourcesCenterinGreecewasestablishedbyresearchersatAthensUniversityofEconomics&Business(ASOEE)in1993undertheleadershipofProfessorEmmanuelJ.Yannakoudakis.TheteamreceivedfundingundertheEuropeanUnion(PETRAIIProgramme):Theestablishmentofanationaloccupationalguidanceresourcescenterin1993–94.TheteamorganizedseminarsandlecturestotrainthefirstcareercounselorsinGreecein1993.FurtherresearchprojectsatAthensUniversityofEconomics&BusinesswereimplementedaspartoftheEuropeanUnion(LEONARDOProgramme):a)Apilotprojectontheuseofmultimediaforcareeranalysis,1995–1999,b)guidancetowardthefuture,1995–1999,c)Onthemovetoaguidancesystem,1996-2001and,d)Eurostageforguidancesystems,1996–1999. Netherlands[edit] Schoolcounselingispresentinhighschools.[2] HongKong[edit] HongKongmandatesschoolcounseling.[2] Iceland[edit] Icelandmandatesschoolcounseling.[2] India[edit] InIndia,theCentralBoardofSecondaryEducationguidelinesexpectoneschoolcounselorappointedforeveryaffiliatedschool,[22]butthisislessthan3%ofallIndianstudentsattendingpublicschools.[23] Indonesia[edit] Indonesiamandatesschoolcounselinginmiddleandhighschool.[2] Iran[edit] MiddleschoolstudentsarethepriorityforschoolcounselinginIran.Itismandatedinhighschoolsbuttherearenotenoughschoolcounselorsparticularlyinruralareas.[2] Ireland[edit] InIreland,schoolcounselingbeganinCountyDublininthe1960sandwentcountrywideinthe1970s.However,legislationintheearly1980sseverelycurtailedthemovementduetobudgetconstraints.ThemainorganizationfortheschoolcounselingprofessionistheInstituteofGuidanceCounsellors(IGC),whichhasacodeofethics.[24] Israel[edit] InIsrael,a2005studybyErhard&Harelof600elementary,middle,andhighschoolcounselorsfoundthatathirdofschoolcounselorsweredeliveringprimarilytraditionalindividualcounselingservices,aboutathirdweredeliveringpreventiveclassroomcounselingcurriculumlessons,andathirdweredeliveringbothindividualcounselingservicesandschoolcounselingcurriculumlessonsinacomprehensivedevelopmentalschoolcounselingprogram.Schoolcounselorrolesvariedduetothreeelements:theschoolcounselor'spersonalpreferences,schoollevel,andtheprincipal'sexpectations.[25]Erhard&HarelstatedthattheprofessioninIsrael,likemanyothercountries,istransformingfrommarginalandancillaryservicestoacomprehensiveschoolcounselingapproachintegralinthetotalschool'seducationprogram.[25]In2011–12,Israelhadaschoolcounselor-to-studentratioof1:570.[2] Italy[edit] SchoolcounselingisnotwelldevelopedinItaly.[2] Japan[edit] InJapan,schoolcounselingisarecentphenomenonwithschoolcounselorsbeingintroducedinthemid-1990sandoftenpart-timefocusedonbehavioralissues.[26]MiddleschoolstudentsarethepriorityforschoolcounselinginJapananditismandated.[2] Jordan[edit] Jordanmandatesschoolcounselingwith1,950schoolcounselorsworkingin2011–12.[2] Latvia[edit] SchoolcounselingwasintroducedinLatviain1929butdisappearedinWorldWarII.[2] Lebanon[edit] InLebanon,thegovernmentsponsoredthefirsttrainingofschoolcounselorsforpublicelementaryandmiddleschoolsin1996.Therearenowschoolcounselorsinone-fifthoftheelementaryandmiddleschoolsinLebanonbutnoneinhighschools.[27]Schoolcounselorshavebeentrainedindeliveringpreventive,developmental,andremedialservices.Privateschoolshavesomeschoolcounselorsservingallgradelevelsbutthefocusisindividualcounselingandremedial.[27]Challengesincluderegularviolenceandwartimestrife,notenoughresources,andalackofaprofessionalschoolcounselingorganization,assignedschoolcounselorscoveringtwoormoreschools,andonlytwoschoolcounselinggraduateprogramsinthecountry.Last,forpersonstrainedinWesternmodelsofschoolcounseling,therearedangersofoverlookinguniqueculturalandfamilyaspectsofLebanesesociety.[27] Lithuania[edit] Schoolcounselingwasintroducedin1931butdisappearedduringWorldWarII.[2] Macau[edit] Macaumandatesschoolcounseling.[2] Malaysia[edit] Malaysiamandatesschoolcounselinginmiddleandhighschool.[2] Malta[edit] InMalta,schoolcounselingservicesbeganin1968intheDepartmentofEducationbasedonrecommendationsfromaUNESCOconsultantandusedthesetitles:EducationOfficer,SchoolCounsellor,andGuidanceTeacher.Throughthe1990stheyincludedschoolcounselorpositionsinprimaryandtradeschoolsinadditiontosecondaryschools.Guidanceteachersaremandatedata1:300teachertostudentratio.[citationneeded]Maltamandatesschoolcounseling.[2] Nepal[edit] Nepalmandatesschoolcounseling.[2] NewZealand[edit] NewZealandmandatesschoolcounselingbutsince1988wheneducationwasdecentralized,therehasbeenadeclineintheprevalenceofschoolcounselorsandthequalityandservicedeliveryofschoolcounseling.[2] Nigeria[edit] InNigeria,schoolcounselingbeganin1959insomehighschools.Itrarelyexistsattheelementarylevel.Wheretherearefederallyfundedsecondaryschools,therearesomeprofessionallytrainedschoolcounselors.However,inmanycases,teachersfunctionascareereducators.Schoolcounselorsoftenhaveteachingandotherresponsibilitiesthattaketimeawayfromtheirschoolcounselingtasks.TheCounselingAssociationofNigeria(CASSON)wasformedin1976topromotetheprofession,butthereisnocodeofethics.However,acertification/licensureboardhasbeenformed.Aluede,Adomeh,&Afen-Akpaida(2004)discussedtheover-relianceontextbooksfromtheUSandtheneedforschoolcounselorsinNigeriatotakeawhole-schoolapproach,lessenindividualapproaches,andhonorthetraditionalAfricanworldviewvaluingthefamilyandcommunity'srolesindecision-makingasparamountforeffectivedecision-makinginschools.[28] Norway[edit] Norwaymandatesschoolcounseling.[2] Oman[edit] Therearesomeschoolcounselingservicesatthehighschoollevel.[2] Philippines[edit] ThePhilippinesmandatesschoolcounselinginmiddleandhighschool.[2]TheCongressofthePhilippinespassedtheGuidanceandCounselingActof2004withaspecificfocusonProfessionalPractice,Ethics,NationalCertification,andthecreationofaRegulatoryBody,andspecialistsinschoolcounselingaresubjecttothislaw.[29] Poland[edit] Schoolcounselingwasintroducedin1918butdisappearedduringWorldWarII.[2] Portugal[edit] Portugalmandatesschoolcounselingatthehighschoollevel.[2] Romania[edit] Romaniamandatesschoolcounseling.[2] Rwanda[edit] Schoolcounselingfocusesontrauma-basedcounseling.Itfocusesonacademicperformance,prevention,andinterventionwithHIV/AIDS,andestablishing peace-buildingclubs. SaudiArabia[edit] SchoolcounselingisdevelopinginSaudiArabia.In2010,90%ofhighschoolshadsometypeofschoolcounselingservice.[2] Serbia[edit] Schoolcounselingisavailableincertainschools.[2] Singapore[edit] Singaporemandatesschoolcounseling.[2] Slovakia[edit] Slovakiamandatesschoolcounseling.[2] SouthKorea[edit] InSouthKorea,schoolcounselorsmustteachasubjectbesidescounseling,butnotallschoolcounselorsareappointedtocounselingpositions,eventhoughKoreanlawrequiresschoolcounselorsinallmiddleandhighschools.[2][30] Spain[edit] Spainprovidesschoolcounselingatthehighschoollevelalthoughitisunclearifmandated.[2]Therewasaroundonecounselorforevery1,000primaryandsecondary(highschool)studentsasof2018[update].[31] St.Kitts[edit] St.Kittsmandatesschoolcounseling.[2] Sweden[edit] Swedenmandatesschoolcounseling.[2]InSweden,schoolcounselors'workwasdividedintotwoworkgroupsinthe1970s.Theworkgroupsarecalledkuratorandstudie-ochyrkesvägledare.Theyworkedwithcommunicationmethodologybutthekurator'sworkismoretherapeutic,oftenpsychologicalandsocial-emotionalissues,andthestudie-ochyrkesvägledare'sworkisfuture-focusedwitheducationalandcareerdevelopment.Studie-ochyrkesvägledarenworkinprimary,secondary,adulteducation,highereducationandvarioustrainingcentersandmosthaveaBachelorofArtsdegreeinStudyandCareerGuidance. Switzerland[edit] Schoolcounselingisfoundatthehighschoollevel.[2] Syria[edit] Schoolcounselinghasfocusedontrauma-basedcounselingofstudents.PriortothewaritwasdoneinschoolsbutitisnowfoundineitheraschoolcluborrefugeecampsponsoredandstaffedbyUNICEF.[2] Taiwan[edit] InTaiwan,schoolcounselingtraditionallywasdonebyguidanceteachers.RecentadvocacybytheChineseGuidanceandCounselingAssociationpushedforlicensureforschoolcounselorsinTaiwan'spublicschools.Priortothistime,thefocushadbeenprimarilyindividualandgroupcounseling,playtherapy,[32]careercounselinganddevelopment,[33]andstressrelatedtonationaluniversityexaminations. Tanzania[edit] Tanzaniamandatesschoolcounseling.[2] Thailand[edit] TheThaigovernmenthasputsubstantialfundingintoschoolcounselingbutdoesnotmandateit.[2] TrinidadandTobago[edit] TrinidadandTobagomandateschoolcounseling.[2] Turkey[edit] Turkeymandatesschoolcounselinganditisinallschools.[2] Uganda[edit] Ugandamandatesschoolcounseling.[2] UnitedArabEmirates[edit] Thereissomeschoolcounselingatthehigh-schoollevelintheUnitedArabEmirates.[2] UnitedKingdom[edit] SchoolcounselingoriginatedintheUKtosupportunderachievingstudentsandinvolvedspecialisttrainingforteachers.[2]HeadofYear(e.g.,HeadofYear7,HeadofYear8,etc.)areschoolstaffmembers,usuallyteachers,whooverseeayeargroupwithinasecondaryschool.TheseHeadsofYearensurestudentswithintheyearcohortbehaveproperlywithintheschool,buttheseHeadsalsosupportstudentsintheirsocialandemotionalwell-beingandcourseandcareerplanningoptions.WalesandNorthernIrelandrequireschoolcounseling. TherehasalsobeenahugeleapforwardintheUnitedKingdomwithinschools,wherenowprofessionaltrainedcounsellorsarebeingemployedtooverseementalhealthofchildren.CounsellorsdoneedtobeamemberofanAccreditingOrganisationsuchastheISPCtogaintherelevantcredentialstoworkinschools.[2] UnitedStates[edit] Mainarticle:HistoryofschoolcounselingintheUnitedStates IntheUnitedStates,theschoolcounselingprofessionbeganwiththevocationalguidancemovementintheearly20thcentury,nowknownascareerdevelopment.JesseB.Daviswasthefirsttoprovideasystematicschoolcounselingprogramfocusedoncareerdevelopment.[34]In1907,hebecametheprincipalofahighschoolandencouragedtheschoolEnglishteacherstousecompositionsandlessonstorelatecareerinterests,developcharacter,andavoidbehavioralproblems.Manyothersduringthistimefocusedonwhatisnowcalledcareerdevelopment.Forexample,in1908,FrankParsons,the"fatherofcareercounseling",[35]establishedtheBureauofVocationalGuidancetoassistyoungpeopletransitionfromschooltowork.[36] Fromthe1920stothe1930s,schoolcounselinggrewbecauseoftheriseofprogressiveeducationinschools.Thismovementemphasizedpersonal,social,andmoraldevelopment.Manyschoolsreactedtothismovementasanti-educational,sayingthatschoolsshouldteachonlythefundamentalsofeducation.CombinedwiththeeconomichardshipoftheGreatDepression,bothchallengesledtoadeclineinschoolcounseling.Atthesametime,theNationalAssociationforCollegeAdmissionCounselingwasestablishedasthefirstprofessionalassociationfocusedoncounselingandadvisinghighschoolstudentsintocollege.Intheearly1940s,theschoolcounselingmovementwasinfluencedbytheneedforcounselorstohelpassessstudentsforwartimeneeds.Atthesametime,researcherCarlRogersemphasizedthepowerofnon-directivehelpingrelationshipsandcounselingforallagesandtheprofessionofcounselingwasinfluencedtoshiftfromdirective"guidance"tonon-directiveorperson-centered"counseling"asthebasisforschoolcounseling. Inthe1950sthegovernmentestablishedtheGuidanceandPersonnelServicesSectionintheDivisionofStateandLocalSchoolSystems.In1957,theSovietUnionlaunchedSputnikI.OutofconcernthattheRussianswerewinningthespaceraceandthattherewerenotenoughscientistsandmathematicians,thegovernmentpassedtheNationalDefenseEducationAct,spurringgrowthinvocationalandcareercounselingthroughlargerfunding.Inthe1950stheAmericanSchoolCounselorAssociation(ASCA)wasfoundedasoneoftheearlydivisionsofwhatisnowknownastheAmericanCounselingAssociation(ACA). Inthe1960s,newlegislationandprofessionaldevelopmentsrefinedtheschoolcounselingprofession(Schmidt,2003).[37]The1960scontinuedlargeamountsoffederalfundingforland-grantcollegesanduniversitiestoestablishCounselorEducationmaster'sanddoctoralprograms.[38]Schoolcounselingshiftedfromaprimaryfocusoncareerdevelopmenttoaddingsocial-emotionalissuesparallelingtheriseofsocialjusticeandcivilrightsmovements.Intheearly1970s,Dr.NormGysbers'sresearchandadvocacyhelpedtheprofessionshiftfromschoolcounselorsassolitaryprofessionalsfocusedonindividualacademic,career,andsocial-emotionalstudentissuestoacomprehensivedevelopmentalschoolcounselingprogramforallstudentsK-12thatincludedindividualandgroupcounselingforsomestudentsandclassroomlessonsandannualadvising/planningandactivitiesforeverystudent.[39]Heandhiscolleagues'researchevidencedstrongcorrelationsbetweenfullyimplementedschoolcounselingprogramsandstudentacademicsuccess;acriticalpartoftheevidencebasefortheschoolcounselingprofessionwastheirworkinMissouri.[40]Dr.ChrisSink&associatesshowedsimilarevidence-basedsuccessforschoolcounselingprogramsattheelementaryandmiddleschoollevelsinWashingtonState. Schoolcounselinginthe1980sandearly1990swasnotinfluencedbycorporateeducationalreformefforts.[41]Theprofessionhadlittleevidenceofsystemiceffectivenessforschoolcounselorsandonlycorrelationalevidenceoftheeffectivenessofschoolcounselingprograms.Inresponse,Campbell&Dahir[42]consultedwithelementary,middle,andhighschoolcounselorsandcreatedtheAmericanSchoolCounselorAssociation(ASCA)StudentStandardswiththreecoredomains(Academic,Career,Personal/Social),ninestandards,andspecificcompetenciesandindicatorsforK-12students.[43]Therewasnoresearchbase,however,forschoolcounselingstandardsasaneffectiveeducationalreformstrategy.Ayearlater,Whiston&Sextonpublishedthefirstsystemicmeta-analysisofschoolcounselingoutcomeresearchinacademic,career,andpersonal/socialdomainsandindividualcounseling,groupcounseling,classroomlessons,andparent/guardianworkshopeffectiveness.[44] Inthelate1990s,formermathematicsteacher,schoolcounselor,andadministratorPatMartin,washiredbycorporate-fundededucationalreformgroup,theEducationTrust,tofocustheschoolcounselingprofessiononequityissuesbyhelpingcloseachievementandopportunitygapsharmingchildrenandadolescentsofcolor,poorandworkingclasschildrenandadolescents,bilingualchildrenandadolescents,andchildrenandadolescentswithdisabilities.Martin,underconsiderableheatfromCounselorEducatorswhowerenotopentoherequity-focusedmessageofchange,developedfocusgroupsofK-12students,parents,guardians,teachers,buildingleaders,andsuperintendents,andinterviewedprofessorsofSchoolCounselorEducation.ShehiredOregonStateUniversitySchoolCounselorEducationprofessoremeritusDr.ReeseHouse,andafterseveralyearsofworkinthelate1990stheycreated,in2003,theNationalCenterforTransformingSchoolCounseling(NCTSC). TheNCTSCfocusedonchangingschoolcounseloreducationatthegraduatelevelandchangingschoolcounselorpracticeinstateandlocaldistrictstoteachschoolcounselorshowtohelprecognize,prevent,andcloseachievementandopportunitygaps.Intheirinitialfocusgroups,theyfoundwhatHart&Jacobi[45]hadindicatedyearsearlier—toomanyschoolcounselorsweregatekeepersforthestatusquoinsteadofadvocatesfortheacademicsuccessofeverychildandadolescent.Toomanyschoolcounselorsusedinequitablepractices,supportedinequitableschoolpolicies,andwereunwillingtochange. Thisprofessionalbehaviorkeptmanystudentsfromnon-dominantbackgrounds(i.e.,studentsofcolor,poorandworkingclassstudents,studentswithdisabilities,andbilingualstudents)fromreceivingchallengingcoursework(AP,IB,andhonorsclasses)andacademic,career,andcollegeaccess/affordability/admissionskillsneededtosuccessfullygraduatefromhighschoolandpursuepost-secondaryoptionsincludingcollege.In1998,theEducationTrustreceivedagrantfromtheDeWittWallace/Reader'sDigesttofundsix$500,000grantsforCounselorEducation/SchoolCounselingprograms,withafocusonruralandurbansettings,totransformSchoolCounselorEducationprogramstoteachadvocacy,leadership,teamingandcollaboration,equityassessmentusingdata,andculturallycompetentprogramcounselingandcoordinationskillsinadditiontocounseling:IndianaStateUniversity,theUniversityofGeorgia,theUniversityofWestGeorgia,theUniversityofCalifornia-Northridge,theUniversityofNorthFlorida,and,theOhioStateUniversityweretherecipients.Over25additionalCounselorEducation/SchoolCounselingprogramsnationwidebecamecompanioninstitutionsinthefollowingdecadewithaveragegrantsof$3000.By2008,NCTSCconsultantshadworkedinover100schooldistrictsandmajorcitiesandruralareastotransformtheworkofschoolcounselorsnationwide. In2002,theAmericanSchoolCounselorAssociationreleasedDr.TrishHatchandDr.JudyBowers'work:theASCANationalModel:Aframeworkforschoolcounselingprograms[46]comprisingkeyschoolcounselingcomponents:ASCANationalStandards,andtheskill-basedfocusforclosingachievementandopportunitygapsfromtheEducationTrust'snewvisionofschoolcounselingintoonedocument.Themodeldrewfrommajortheoreticiansinschoolcounselingwithfourkeyareas:Foundation(schoolcounselingprogrammissionstatements,vision,statements,beliefstatements,andannualgoals);Delivery(directservicesincludingindividualandgroupcounseling;classroomcounselinglessons;planningandadvisingforallstudents);Management(useofactionplansandresultsreportsforclosinggaps,smallgroupworkandclassroomlessons;aschoolcounselingprogramassessment,anadministrator-schoolcounselorannualagreement,atime-trackertool,andaschoolcounselingdatatool;andAccountability(schoolcounselorannualevaluationanduseofaSchoolCounselingProgramAdvisoryCounciltomonitordata,outcomes,andeffectiveness).In2003,Dr.JayCareyandDr.CareyDimmittcreatedtheCenterforSchoolCounselingOutcomeResearchandEvaluation(CSCORE)attheUniversityofMassachusetts-Amherst[47]asaclearinghouseforevidence-basedpracticewithregularresearchbriefs,originalresearchprojects,andeventualco-sponsorshipoftheannualEvidence-BasedSchoolCounselingconferencein2013. In2004,theASCAEthicalStandardsforSchoolCounselorswasrevisedtofocusonissuesofequity,closingachievementandopportunitygaps,andensuringallK-12studentsreceivedaccesstoaschoolcounselingprogram.[48]Alsoin2004,anequity-focusedentityonschoolcounselors'roleincollegereadinessandadmissioncounseling,theNationalOfficeforSchoolCounselorAdvocacy(NOSCA)emergedattheCollegeBoardledbyPatMartinandDr.VivianLee.[49]NOSCAdevelopedscholarshipsforresearchoncollegecounselingbyK-12schoolcounselorstaughtinSchoolCounselorEducationprograms. In2008,thefirstNOSCAstudywasreleasedbyDr.JayCareyandcolleaguesfocusedoninnovationsinselectedCollegeBoard"InspirationAward"schoolswhereschoolcounselorscollaboratedinsideandoutsidetheirschoolsforhighcollege-goingratesandstrongcollege-goingculturesinschoolswithlargenumbersofstudentsofnon-dominantbackgrounds.[50]In2008,ASCAreleasedSchoolCounselingCompetenciesfocusedonassistingschoolcounselingprogramstoeffectivelyimplementtheASCANationalModel.[48][51] In2010,theCenterforExcellenceinSchoolCounselingandLeadership(CESCAL)atSanDiegoStateUniversityco-sponsoredthefirstoffourschoolcounselorandeducatorconferencesdevotedtotheneedsoflesbian,bisexual,gay,andtransgenderstudentsinSanDiego,California.[52]ASCApublisheda5theditionoftheASCAEthicalStandardsforSchoolCounselors.[53] In2011,CounselingattheCrossroads:TheperspectivesandpromiseofschoolcounselorsinAmericaneducation,thelargestsurveyofhighschoolandmiddleschoolcounselorsintheUnitedStateswithover5,300interviews,wasreleasedbyPatMartinandDr.VivianLeebytheNationalOfficeforSchoolCounselorAdvocacy,theNationalAssociationofSecondarySchoolPrincipals,andtheAmericanSchoolCounselorAssociation.Thestudysharedschoolcounselors'viewsoneducationalpolicies,practices,andreform,andhowmanyofthem,especiallyinurbanandruralschoolsettings,werenotgiventhechancetofocusonwhattheyweretrainedtodo,especiallycareerandcollegeaccessandreadinesscounselingforallstudents,inpartduetohighcaseloadsandinappropriatetasks. Schoolcounselorssuggestedchangesintheirroletobeaccountableforsuccessofallstudentsandhowschoolsystemsneededtochangesoschoolcounselorscouldbekeyadvocatesandleadersforeverystudent'ssuccess.Implicationsforpublicpolicyanddistrictandschool-widechangewereaddressed.[54]TheNationalCenterforTransformingSchoolCounselingreleasedabrief,PoisedtoLead:HowSchoolCounselorsCanDriveCareerandCollegeReadiness,challengingallschoolstoutilizeschoolcounselorsforequityandaccessforchallengingcoursework(AP,IB,honors)forallstudentsandensuringcollegeandcareeraccessskillsandcompetenciesasamajorfocusforschoolcounselorsK-12.[55] In2012,CSCOREassistedinevaluatingandpublishingsixstatewideresearchstudiesassessingtheeffectivenessofschoolcounselingprogramsbasedonstatewidesystemicuseofschoolcounselingprogramssuchastheASCANationalModelandpublishedtheiroutcomesintheAmericanSchoolCounselorAssociationresearchjournalProfessionalSchoolCounseling.[56][57]Researchindicatedstrongcorrelationalevidencebetweenfullyimplementedschoolcounselingprogramsandlowschoolcounselor-to-studentratiosprovidedbetterstudentacademicsuccess,greatercareerandcollegeaccess/readiness/admission,andreducedsocial-emotionalissueconcernsincludedbetterschoolsafety,reduceddisciplinaryissues,andbetterattendance.[56][57] Alsoin2012,theAmericanSchoolCounselorAssociationreleasedthethirdeditionoftheASCANationalModel.[58] From2014–16,theWhiteHouse,undertheOfficeoftheFirstLadyMichelleObama,partneredwithkeyschoolcounseloreducatorsandcollegeaccessprofessionalsnationwidetofocusontherolesofschoolcounselorsandcollegeaccessprofessionals.TheircollaborationresultedinaseriesofnationalReachHigher/SchoolCounselingandCollegeAccessconveningsatHarvardUniversity,SanDiegoStateUniversity,theUniversityofNorthFlorida,andAmericanUniversity.MichelleObamaandherstaffalsobegantheReachHigherandBetterMakeRoomprogramstofocusoncollegeaccessforunderrepresentedstudents,andshebeganhostingtheAmericanSchoolCounselorAssociation'sSchoolCounseloroftheYearawardsceremonyattheWhiteHouse.TheinitiativesculminatedinanunprecedentedcollaborationamongmultiplemajorprofessionalassociationsfocusedonschoolcounselingandcollegeaccessincludingtheAmericanCounselingAssociation,theAmericanSchoolCounselorAssociation,theNationalAssociationforCollegeAdmissionCounseling,theCollegeBoard,andACTraisingtheprofileandprominenceoftheroleofschoolcounselorscollaboratingoncollegeaccess,affordability,andadmissionforallstudents.[59] In2015,ASCAreplacedtheASCANationalStudentStandardswiththeevidence-basedASCAMindsets&BehaviorsforStudentSuccess:K-12CollegeandCareerReadinessStandardsforEveryStudent,[60]createdfrommeta-analysesdonebytheUniversityofChicago'sConsortiumonEducationalReformshowingkeycomponentsofraisingstudentacademicsuccessovermultiplewell-designedresearchstudies.WhileanimprovementoverthelackofresearchintheASCAstudentstandardsthattheyreplaced,schoolcounselorssharedfeedbackthattheydonotgointoenoughdepthforcareer,collegeaccess/admission/affordability,andsocial-emotionalcompetencies. In2016,ASCApublishedanewlyrevisedsixthversionoftheASCAEthicalStandardsforSchoolCounselorsusingtworoundsoffeedbackfrompracticingschoolcounselorsinall50states;italsoincluded,forthefirsttime,aGlossaryofethicaltermsforheightenedclarity.[61] In2019,ASCAreleasedthe4theditionoftheASCANationalModel,aFrameworkforSchoolCounselingPrograms.[62]Changesincludedfewertemplatesandcombinedtemplatesfromthe3rdeditionafterschoolcounselorfeedbackthatthe3rdeditionhadbecometoocomplexandonerous.Thefouroutside-the-diamondskillsfromthefirstthreeeditions:advocacy,leadership,teamingandcollaboration,andsystemicchangewereincorporatedthroughoutthemodelandnolongerpartofthediamondgraphicorganizer.Thefourquadrantsofthemodelwerechangedtoverbsandaction-orientedwordstobetterclarifythekeycomponents: 1.Define(formerlyFoundation) 2.Deliver(formerlyDeliverySystem) 3.Manage(formerlyManagementSystem) 4.Assess(formerlyAccountabilitySystem). Thethreetypesofdatacollectedbyschoolcounselorsinschoolcounselingprogramshaveshiftedinnameto: 1.Participationdata(formerlyprocess) 2.Mindsets&Behaviorsdata(formerlyperception,i.e.,learning) 3.Outcomedata(results) The4thedition,whileeasiertoreadandusethanprioreditions,[editorializing]didnotcoverthehistoryofhowthemodelchangedovertimeandneglectedanymentionoftheoriginalauthors,Drs.TrishHatchandJudyBowers. Venezuela[edit] SchoolcounselingismandatedinVenezuelaandithasfocusedonculturalcompetency.[2] Vietnam[edit] SchoolcounselingismandatedinVietnam.[2] Roles,schoolcounselingprograms,ethics,andschoolcounselingprofessionalassociations[edit] Professionalschoolcounselorsideallyimplementaschoolcounselingprogramthatpromotesandenhancesstudentachievement(Hatch&Bowers,2003,2005;ASCA,2012).[43] AframeworkforappropriateandinappropriateschoolcounselorresponsibilitiesandrolesisoutlinedintheASCANationalModel(Hatch&Bowers,2003,2005;ASCA,2012).[43]Schoolcounselors,inUSAstates,haveamaster'sdegreeinschoolcounselingfromaCounselorEducationgraduateprogram.Chinarequiresatleastthreeyearsofcollegeexperience.InJapan,schoolcounselorswereaddedinthemid-1990s,part-time,primarilyfocusedonbehavioralissues.InTaiwan,theyareoftenteacherswithrecentlegislationrequiringschoolcounselinglicensurefocusedonindividualandgroupcounselingforacademic,career,andpersonalissues.InKorea,schoolcounselorsaremandatedinmiddleandhighschools. Schoolcounselorsareemployedinelementary,middle,andhighschools,indistrictsupervisorysettings,inCounselorEducationfacultypositions(usuallywithanearnedPh.D.inCounselorEducationintheUSAorrelatedgraduatedoctoratesabroad),andpost-secondarysettingsdoingacademic,career,collegeaccess/affordability/admission,andsocial-emotionalcounseling,consultation,andprogramcoordination.Theirworkincludesafocusondevelopmentalstagesofstudentgrowth,includingtheneeds,tasks,andstudentinterestsrelatedtothosestages(Schmidt,2003).[37] Professionalschoolcounselorsmeettheneedsofstudentinthreebasicdomains:academicdevelopment,careerdevelopmentandcollegeaccess/affordability/admission,andsocial-emotionaldevelopment(Dahir&Campbell,1997;Hatch&Bowers,2003,2005;ASCA,2012).[63]Knowledge,understandingandskillinthesedomainsaredevelopedthroughclassroominstruction,appraisal,consultation,counseling,coordination,andcollaboration.Forexample,inappraisal,schoolcounselorsmayuseavarietyofpersonalityandcareerassessmentmethods(suchastheSelf-DirectedSearch[SDS][64]orCareerKey[65][basedontheHollandCodes])tohelpstudentsexplorecareerandcollegeneedsandinterests. Schoolsplayakeyroleinassessment,accesstoservices,andpossiblereferraltoappropriateoutsidesupportsystems.[66]Theyprovideintervention,prevention,andservicestosupportstudents'academic,career,andpost-secondaryeducationaswellassocial-emotionalgrowth.Theroleofschoolcounselorsisexpansive.Schoolcounselorsaddressmentalhealthissues,crisisintervention,andadvisingforcourseselection.[67]Schoolcounselorsconsultwithallstakeholderstosupportstudentneedsandmayalsofocusonexperientiallearning,cooperativeeducation,internships,careershadowing,andentrancetospecializedhighschoolprograms.[9] Schoolcounselorinterventionsincludeindividualandgroupcounselingforsomestudents.Forexample,ifastudent'sbehaviorisinterferingwithhisorherachievement,theschoolcounselormayobservethatstudentinaclass,provideconsultationtoteachersandotherstakeholderstodevelop(withthestudent)aplantoaddressthebehavioralissue(s),andthencollaboratetoimplementandevaluatetheplan.Theyalsoprovideconsultationservicestofamilymemberssuchascollegeaccess/affordability/admission,careerdevelopment,parentingskills,studyskills,childandadolescentdevelopment,mentalhealthissues,andhelpwithschool-hometransitions. Schoolcounselorinterventionsforallstudentsincludeannualacademic/career/collegeaccess/affordability/admissionplanningK-12andleadingclassroomdevelopmentallessonsonacademic,career/college,andsocial-emotionaltopics.Thetopicsofmentalhealth,multiculturalism(Portman,2009),anti-racism,andschoolsafetyareimportantareasoffocusforschoolcounselors.Oftenschoolcounselorswillcoordinateoutsidegroupstohelpwithstudentneedssuchasacademics,orcoordinateaprogramthatteachesaboutchildabuseordrugs,throughon-stagedrama(Schmidt,[37]2003). Schoolcounselorsdevelop,implement,andevaluateschoolcounselingprogramsthatdeliveracademic,career,collegeaccess/affordability/admission,andsocial-emotionalcompetenciestoallstudentsintheirschools.Forexample,theASCANationalModel(Hatch&Bowers,2003,2005;ASCA,2012)[43]includesthefollowingfourmainareas:[68] Foundation(Defineasof2019)-aschoolcounselingprogrammissionstatement,avisionstatement,abeliefsstatement,SMARTGoals;ASCAMindsets&Behaviors&ASCACodeofEthics; DeliverySystem(Deliverasof2019)-howschoolcounselingcorecurriculumlessons,planningforeverystudent,andindividualandgroupcounselingaredeliveredindirectandindirectservicestostudents(80%ofschoolcounselortime); ManagementSystem(Manageasof2019)-calendars;useofdatatool;useoftimetool;administrator-schoolcounseloragreement;schoolcounselingprogramadvisorycouncil;smallgroup,schoolcounselingcorecurriculum,andclosingthegapactionplans;and AccountabilitySystem(Assessasof2019)-schoolcounselingprogramassessment;smallgroup,schoolcounselingcorecurriculum,andclosing-the-gapresultsreports;andschoolcounselorperformanceevaluationsbasedonschoolcounselorcompetencies.[62] Theschoolcounselingprogrammodel(ASCA,2012,2019)isimplementedusingkeyskillsfromtheNationalCenterforTransformingSchoolCounseling'sTransformingSchoolCounselingInitiative:Advocacy,Leadership,TeamingandCollaboration,andSystemicChange. ManyprovincesinCanadaofferacareerpathwayprogram,whichhelpstopreparestudentsfortheemploymentmarketandsupportasmoothschool-to-worktransition.[6][69] SchoolCounselorsareexpectedtofollowaprofessionalcodeofethicsinmanycountries.Forexample,IntheUS,theyaretheAmericanSchoolCounselorAssociation(ASCA)SchoolCounselorEthicalCode,theAmericanCounselingAssociation(ACA)CodeofEthics,andtheNationalAssociationforCollegeAdmissionCounseling(NACAC)StatementofPrinciplesofGoodPractice(SPGP).[70] Someschoolcounselorsexperienceroleconfusion,giventhemanytaskstheyareexpectedtoperform.[71][72][67][7][9][66]Thedemandsontheschoolcounselortobeageneralistwhoperformsrolesinleadership,advocacy,essentialservices,andcurriculumdevelopmentcanbetoomuchifthereisnotaclearmission,vision,andcomprehensiveschoolcounselingprograminplace.[66]Additionally,someschoolcounselorsarestretchedtoothintoprovidementalhealthsupportontopoftheirotherduties.[67] Theroleofaschoolcounseloriscriticalandneedstobesupportedbyallstakeholderstoensureequityandaccessforallstudents,particularlythosewiththefewestresources.[73]Therolesofschoolcounselorsareexpanding[74]andchangingwithtime[75]Asroleschange,schoolcounselorshelpstudentsprosperinacademics,career,post-secondary,andsocial-emotionaldomains.Schoolcounselorsreduceandbridgetheinequalitiesfacingstudentsineducationalsystems.[76] Schoolcounselorsaroundtheworldareaffiliatedwithvariousnationalandregionalschoolcounselingassociations,andabidebytheirguidelines.Theseassociationsinclude: AfricanCounselingAssociation(AfCA) AsociacionArgentinadeCounselors(AAC-Argentina) AssociacaoPortuguesadePsicoterapiacentradanaPessoaedeCounselling(APPCPC-Portugal) AustralianGuidanceandCounsellingAssociation(AGCA) HongKongAssociationofGuidanceMastersandCareerMasters(HKAGMCM) CypriotAssociationofSchoolGuidanceCounsellors(OELMEK) EuropeanCounselingAssociation(ECA) FranceMinistryofEducation HellenicSocietyofCounsellingandGuidance(HESCOG-Greece) InternationalBaccalaureate(IB) InternationalSocietyofPsychotherapyandCounselling(ISPC) InternationalVanguardofCounsellors(IVC) InternationalAssociationforEducationalandVocationalGuidance(IAEVG) AssociationInternationaled'OrientationScolaireetProfessionnelle(AIOSP) InternationaleVereinigungfürSchul-undBerufsberatung(IVSBB) AsociaciónInternacionalparalaOrientaciónEducativayProfesional(AIOEP) InstituteofGuidanceCounselors(IGC)(Ireland) KenyaAssociationofProfessionalCounselors(KAPC) DepartmentofEducation-Malta NewZealandAssociationofCounsellors/TeRoopuKaiwhiriwhirioAotearoa(NZAC) CounselingAssociationofNigeria(CASSON) PhilippineGuidanceandCounselingAssociation(PGCA) Counseling&PsychotherapyinScotland(COSCA) SingaporeAssociationforCounseling(SAC) FederaciónEspañoladeOrientaciónyPsicopedagogía(FEOP-Spain) TheTaiwanGuidanceandCounselingAssociation(TGCA) CounsellingChildrenandYoungPeople(BACPaffiliate,UK) BritishAssociationforCounsellingandPsychotherapy(BACP-UK) AmericanCounselingAssociation(ACA-USA) AmericanSchoolCounselorAssociation(ASCA-USA) CenterforExcellenceinSchoolCounselingandLeadership(CESCaL)(USA) CenterforSchoolCounselingOutcomeResearch(CSCOR-USA)CouncilfortheAccreditationofCounselingandRelatedEducationalPrograms(CACREP-USAandinternational) NationalBoardforCertifiedCounselors(NBCC,USA) NationalOfficeforSchoolCounselorAdvocacy(NOSCA)atTheCollegeBoard(USA) NationalCenterforTransformingSchoolCounseling(NCTSC)atTheEducationTrust(USA) OverseasAssociationofCollegeAdmissionsCounselors(OACACanaffiliateofNationalAssociationofCollegeAdmissionsCounselors-USA) CanadianCounsellingandPsychotherapyAssociation-NationalSchoolCounsellorsChapter(CPPA)[77] NewfoundlandandLabradorCounsellors’andPsychologists’Association[78] PEICounsellingAssociation[78] BritishColumbiaSchoolCounsellors[78] GuidanceCounciloftheAlbertaTeachers'Association[78] OntarioSchoolCounsellors'Association[78] NovaScotiaSchoolCounsellorsAssociation[78] Elementaryschoolcounseling[edit] Elementaryschoolcounselorsprovide[41]academic,career,collegeaccess,andpersonalandsocialcompetenciesandplanningtoallstudents,andindividualandgroupcounselingforsomestudentsandtheirfamiliestomeetthedevelopmentalneedsofyoungchildrenK-6.[79]Transitionsfrompre-schooltoelementaryschoolandfromelementaryschooltomiddleschoolareanimportantfocusforelementaryschoolcounselors.Increasedemphasisisplacedonaccountabilityforhelpingcloseachievementandopportunitygapsattheelementarylevelasmoreschoolcounselingprogramsmovetoevidence-basedworkwithdataandspecificresults.[80][47] Schoolcounselingprogramsthatdeliverspecificcompetenciestoallstudentshelptocloseachievementandopportunitygaps.[81]Tofacilitateindividualandgroupschoolcounselinginterventions,schoolcounselorsusedevelopmental,cognitive-behavioral,person-centered(Rogerian)listeningandinfluencingskills,systemic,family,multicultural,[82]narrative,andplaytherapytheoriesandtechniques.[41][32]Sink&Stroh(2003)releasedaresearchstudyshowingtheeffectivenessofelementaryschoolcounselingprogramsinWashingtonstate.[83] Middleschoolcounseling[edit] Middleschoolcounselorsprovideschoolcounselingcurriculumlessons[41]onacademic,career,collegeaccess,andpersonalandsocialcompetencies,advisingandacademic/career/collegeaccessplanningtoallstudentsandindividualandgroupcounselingforsomestudentsandtheirfamiliestomeettheneedsofolderchildren/earlyadolescentsingrades7and8.[43] MiddleSchoolCollegeAccesscurriculahavebeendevelopedtoassiststudentsandtheirfamiliesbeforereachinghighschool.Tofacilitatetheschoolcounselingprocess,schoolcounselorsusetheoriesandtechniquesincludingdevelopmental,cognitive-behavioral,person-centered(Rogerian)listeningandinfluencingskills,systemic,family,multicultural,[82]narrative,andplaytherapy.Transitionalissuestoensuresuccessfultransitionstohighschoolareakeyareaincludingcareerexplorationandassessmentwithseventhandeighthgradestudents.[37][84]Sink,Akos,Turnbull,&Mvududureleasedastudyin2008confirmingtheeffectivenessofmiddleschoolcomprehensiveschoolcounselingprogramsinWashingtonstate.[85] Highschoolcounseling[edit] Highschoolcounselorsprovide[41]academic,career,collegeaccess,andpersonalandsocialcompetencieswithdevelopmentalclassroomlessonsandplanningtoallstudents,andindividualandgroupcounselingforsomestudentsandtheirfamiliestomeetthedevelopmentalneedsofadolescents(Hatch&Bowers,2003,2005,2012).[51]Emphasisisoncollegeaccesscounselingattheearlyhighschoollevelasmoreschoolcounselingprogramsmovetoevidence-basedworkwithdataandspecificresults[86]thatshowhowschoolcounselingprogramshelptocloseachievement,opportunity,andattainmentgapsensuringallstudentshaveaccesstoschoolcounselingprogramsandearlycollegeaccess/affordability/admissionactivities.[87]Thebreadthofdemandshighschoolcounselorsface,fromeducationalattainment(highschoolgraduationandsomestudents'preparationforcareersandcollege)tostudentsocialandmentalhealth,hasledtoambiguousroledefinition.[88]Summarizinga2011nationalsurveyofmorethan5,330middleschoolandhighschoolcounselors,researchersargued:"Despitetheaspirationsofcounselorstoeffectivelyhelpstudentssucceedinschoolandfulfilltheirdreams,themissionandrolesofcounselorsintheeducationsystemmustbemoreclearlydefined;schoolsmustcreatemeasuresofaccountabilitytotracktheireffectiveness;andpolicymakersandkeystakeholdersmustintegratecounselorsintoreformeffortstomaximizetheirimpactinschoolsacrossAmerica".[89] Transitionalissuestoensuresuccessfultransitionstocollege,otherpost-secondaryeducationaloptions,andcareersareakeyarea.[90]Thehighschoolcounselorhelpsstudentsandtheirfamiliesprepareforpost-secondaryeducationincludingcollegeandcareers(e.g.college,careers)byengagingstudentsandtheirfamiliesinaccessingandevaluatingaccurateinformationonwhattheNationalOfficeforSchoolCounselorAdvocacycallstheeightessentialelementsofcollegeandcareercounseling:(1)CollegeAspirations,(2)AcademicPlanningforCareerandCollegeReadiness,(3)EnrichmentandExtracurricularEngagement,(4)CollegeandCareerExplorationandSelectionProcesses,(5)CollegeandCareerAssessments,(6)CollegeAffordabilityPlanning,(7)CollegeandCareerAdmissionProcesses,and(8)TransitionfromHighSchoolGraduationtoCollegeEnrollment.[91]Somestudentsturntoprivatecollegeadmissionsadvisorsbutthereisnoresearchevidencethatprivatecollegeadmissionsadvisorshaveanyeffectivenessinassistingstudentsattainselectivecollegeadmissions. Lapan,Gysbers&Sunshowedcorrelationalevidenceoftheeffectivenessoffullyimplementedschoolcounselingprogramsonhighschoolstudents'academicsuccess.[40]Careyetal.'s2008studyshowedspecificbestpracticesfromhighschoolcounselorsraisingcollege-goingrateswithinastrongcollege-goingenvironmentinmultipleUSA-basedhighschoolswithlargenumbersofstudentsofnon-dominantculturalidentities. Educationcredentials,certification,andaccreditation[edit] Theeducationofschoolcounselorsaroundtheworldvariesbasedonthelawsandculturesofcountriesandthehistoricalinfluencesoftheireducationalandcredentialingsystemsandprofessionalidentitiesrelatedtowhodeliversacademic,career,collegereadiness,andpersonal/socialinformation,advising,curriculum,andcounselingandrelatedservices.[3] Canada[edit] InCanada,theeducationalrequirementstobecomeaschoolcounselorvarybyprovince.Belowisanoverviewofthegeneralprovincialrequirementsforschoolcounselors: GeneralProvincialRequirementsforSchoolCounsellors[66] Province/ Territory EducationalLicensingAuthority TeachingLicenseRequired? CounselingTrainingRequired? PracticumTrainingRequired? Masters(MA,MEdRequired? AB MinistryofEducation Yes BC CollegeofTeachers Yes Yes Yes Yes MB MinistryofAdvancedEducationandLiteracy Yes Yes Yes Yes NB DepartmentofEducation Yes Yes Yes NL DepartmentofEducation Yes Yes NWT TeacherQualificationService NS MinistryofEducation Yes Yes NU DepartmentofEducation Yes ON CollegeofTeachers Yes PEI DepartmentofEducation Yes QC L'Ordredesconseillersetconseillèresd'orientationduQuébec Yes SK MinistryofEducation Yes Yes YT DepartmentofEducation Yes China[edit] InChina,thereisnonationalcertificationorlicensuresystemforschoolcounselors.[citationneeded] Korea[edit] Korearequiresschoolcounselorsinallmiddleandhighschools.[30] Philippines[edit] InthePhilippines,schoolcounselorsmustbelicensedwithamaster'sdegreeincounseling.[92] Taiwan[edit] Taiwaninstitutedschoolcounselorlicensureforpublicschools(2006)throughadvocacyfromtheChineseGuidanceandCounselingAssociation. UnitedStates[edit] IntheUS,aschoolcounselorisacertifiededucatorwithamaster'sdegreeinschoolcounseling(usuallyfromaCounselorEducationgraduateprogram)withschoolcounselinggraduatetrainingincludingqualificationsandskillstoaddressallstudents’academic,career,collegeaccessandpersonal/socialneeds.Onceonehascompletedamaster'sdegreeonecantakeoneofthecertificationoptionsinordertobecomefullylicensedasaprofessionalschoolcounselor.[93] OverhalfofallCounselorEducationprogramsthatofferschoolcounselingareaccreditedbytheCouncilontheAccreditationofCounselingandRelatedEducationalPrograms(CACREP)andallintheUSwithoneinCanada.In2010onewasunderreviewinMexico.CACREPmaintainsacurrentlistofaccreditedprogramsandprogramsintheaccreditationprocessontheirwebsite.[94]CACREPdesirestoaccreditmoreinternationalcounselinguniversityprograms.[94] AccordingtoCACREP,anaccreditedschoolcounselingprogramofferscourseworkinProfessionalIdentityandEthics,HumanDevelopment,CounselingTheories,GroupWork,CareerCounseling,MulticulturalCounseling,Assessment,ResearchandProgramEvaluation,andClinicalCoursework—a100-hourpracticumanda600-hourinternshipundersupervisionofaschoolcounselingfacultymemberandacertifiedschoolcounselorsitesupervisor(CACREP,[95]2001). WhenCACREPreleasedthe2009Standards,theaccreditationprocessbecameperformance-basedincludingevidenceofschoolcounselorcandidatelearningoutcomes.Inaddition,CACREPtightenedtheschoolcounselingstandardswithspecificevidenceneededforhowschoolcounselingstudentsreceiveeducationinfoundations;counselingpreventionandintervention;diversityandadvocacy;assessment;researchandevaluation;academicdevelopment;collaborationandconsultation;andleadershipinK-12schoolcounselingcontexts.[96] Certificationpracticesforschoolcounselorsvaryinternationally.SchoolcounselorsintheUSAmayoptfornationalcertificationthroughtwodifferentboards.TheNationalBoardforProfessionalTeachingStandards(NBPTS)requiresatwo-to-threeyearprocessofperformancebasedassessment,anddemonstrate(inwriting)contentknowledgeinhumangrowth/development,diversepopulations,schoolcounselingprograms,theories,data,andchangeandcollaboration.[97]InFebruary2005,30statesofferedfinancialincentivesforthiscertification. AlsointheUS,theNationalBoardforCertifiedCounselors(NBCC)requirespassingtheNationalCertifiedSchoolCounselorExamination(NCSC),including40multiplechoicequestionsandsevensimulatedcasesassessingschoolcounselors'abilitiestomakecriticaldecisions.Additionally,amaster'sdegreeandthreeyearsofsupervisedexperiencearerequired.NBPTSalsorequiresthreeyearsofexperience,howeverstatecertificationisrequired(41of50statesrequireamaster'sdegree).AtleastfourstatesofferfinancialincentivesfortheNCSCcertification.[98][99][100][101][102] Jobgrowthandearnings[edit] Theexamplesandperspectiveinthisarticlemaynotrepresentaworldwideviewofthesubject.Youmayimprovethisarticle,discusstheissueonthetalkpage,orcreateanewarticle,asappropriate.(July2012)(Learnhowandwhentoremovethistemplatemessage) Therateofjobgrowthandearningsforschoolcounselorsdependsonthecountrythatoneisemployedinandhowtheschoolisfunded—publicorindependent.Schoolcounselorsworkingininternationalschoolsor"American"schoolsgloballymayfindsimilarworkenvironmentsandexpectationstotheUSA.Schoolcounselorpayvariesbasedonschoolcounselorroles,identity,expectations,andlegalandcertificationrequirementsandexpectationsofeachcountry.AccordingtotheOccupationalOutlookHandbook(OOH),themediansalaryforschoolcounselorsintheUSin2010was(USD)$53,380or$25.67hourly.AccordingtoaninfographicdesignedbyWakeForestUniversity,themediansalaryofschoolcounselorsintheUSwas$43,690.[103]TheUSAhas267,000employeesintitlessuchasschoolcounselororrelatedtitlesineducationandadvisingandcollegeandcareercounseling.Theprojectedgrowthforschoolcounselorsis14-19%orfasterthanaveragethanotheroccupationsintheUSwithapredicted94,000jobopeningsfrom2008–2018.[104][105]InAustralia,asurveybytheAustralianGuidanceandCounselingAssociationfoundthatschoolcounselorsalaryrangedfrom(AUD)thehigh50,000stothemid-80,000s. Amongallcounselingspecialtyareas,publicelementary,middleandhighschoolcounselorsare(2009)paidthehighestsalaryonaverageofallcounselors.Budgetcuts,however,haveaffectedplacementofpublicschoolcounselorsinCanada,Ireland,theUnitedStates,andothercountries.IntheUnitedStates,ruralareasandurbanareastraditionallyhavebeenunder-servedbyschoolcounselorsinpublicschoolsduetobothfundingshortagesandoftenalackofbestpracticemodels.Withtheexpectationofschoolcounselorstoworkwithdata,research,andevidence-basedpractice,schoolcounselorswhoshowandshareresultsinassistingtocloseachievement,opportunity,andattainmentgapsareinthebestpositiontoargueforincreasedschoolcounselingresourcesandpositionsfortheirprograms(Hatch&Bowers,2003,2005;ASCA,2012).[43] Notableschoolcounselors[edit] JamaalBowman,USpolitician FernandoCabrera,USpolitician ErnCondon,Canadianpolitician DerrickDalley,Canadianpolitician SusieSadlowskiGarza,USpolitician FrançoisGendron,Canadianpolitician SteveLindberg,USpolitician LillianOrtiz-Self,USpolitician TonyResch,USlacrosseplayer TomTillberry,USpolitician TomVilla,USpolitician Seealso[edit] Educationportal Advocacy Careercounseling Careerdevelopment Charactereducation Counseling Counseloreducation Education Educationalequity Educationalleadership FrankParsons Listofcounselingtopics Mentalhealthcounseling Multiculturaleducation Playtherapy Schoolsocialworker Schoolpsychology Socialjustice Teacher References[edit] ^Chen-Hayes,Ockerman,&Mason,2014 ^abcdefghijklmnopqrstuvwxyzaaabacadaeafagahaiajakalamanaoapaqarasatauavawaxayazbabbbcbdbebfbgbhbibjbkblbmbnbobpDr.BelindaHarris,Internationalschool-basedcounsellingscopingreport"Archivedcopy"(PDF).Archived(PDF)fromtheoriginalon2018-02-14.Retrieved2018-02-14.{{citeweb}}:CS1maint:archivedcopyastitle(link) ^abcdefhttp://www.iaevg.orgArchived2014-12-17attheWaybackMachine;www.vanguardofcounsellors.org;Dr.BelindaHarris,Internationalschool-basedcounsellingscopingreport"Archivedcopy"(PDF).Archived(PDF)fromtheoriginalon2018-02-14.Retrieved2018-02-14.{{citeweb}}:CS1maint:archivedcopyastitle(link) ^"CouncilforAccreditationofCounselingandRelatedEducationalPrograms-WelcometoCACREP".Cacrep.org.2012-10-17.Archivedfromtheoriginalon2014-04-03.Retrieved2012-11-07. ^"SchoolCounsellingServices".NSWGovernmentEducationandCommunities.Archivedfromtheoriginalon2015-03-27. ^abcdefMacpherson,S.(2005)."TheRoleofGuidanceCounsellorsinCalgary'sCareerPathwaysInitiative".InternationalJournalofLearning.12(6):351–357. ^ab"Roleoftheguidanceteacher-counsellor"(PDF).OntarioSchoolCounsellorsAssociation.Archived(PDF)fromtheoriginalon2021-07-29. ^abcdeWalsh,E.M(2014)."ATeamApproachtoSchoolCounselling".AlbertaCounsellor.33(1):33–42. ^abcdefgh"Guidancecounsellors:Expandingroleslimitedaccess".PeopleforEducation.2018.Archivedfromtheoriginalon2021-06-15. ^abGraham‐Migel,J.,&Cheyne‐Zanyk,L.(2019).SchoolcounsellinginCanada:AnexaminationoftheschoolcounsellingprofessioninCanadianprovincesandterritories.CCPA/IAC2019Conference.TalkpresentedatCCPA/IACConference,Moncton,NewBrunswick. 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IntheUKwerefertotheISPC(InternationalSocietyofPsychotherapyandCounselling)andtheNCSforethicsandguidance. ^Chandler,J.W.,Burnham,J.J.,Riechel,M.E.K.,Dahir,C.A.,Stone,C.B.,Oliver,D.F.,…Bledsoe,K.G.(2018)."Assessingthecounselingandnon-counselingrolesofschoolcounselors".JournalofSchoolCounseling.16(7).{{citejournal}}:CS1maint:multiplenames:authorslist(link) ^Beningo,S.(2017)."Counselorperceptions:Letusdoourjob!".JournalofEducationandLearning.6(4):175–180.doi:10.5539/jel.v6n4p175. ^Deslonde,Vernell(December5,2018)."HighSchoolCounselors'InfluenceonLowSocioeconomicStudents'CollegeEnrollment".JournalofSchoolCounseling.24:1–29. ^Pascopella,Angela(July2004)."PositivePower".DistrictAdministration.40. ^Sackett,CorrineR.(October2018)."APhenomenologicalInquiryofHighSchoolStudents'MeaningfulExperienceswithSchoolCounselors".JournalofSchoolCounseling.16:1–31. ^Robinson,KarenJeong;Roksa,Josipa(2016-01-18)."Counselors,Information,andHighSchoolCollege-GoingCulture:InequalitiesintheCollegeApplicationProcess".ResearchinHigherEducation.57(7):845–868.doi:10.1007/s11162-016-9406-2.ISSN 0361-0365.S2CID 147579390. ^"Nationalassociation:SchoolCounsellorsChapter".CanadianCounsellingandPsychotherapyAssociation.2019. ^abcdef"ProvincialandTerritorialAssociationsforSchoolCounsellors".CanadianCounsellingandPsychotherapyAssociation.2019.Archivedfromtheoriginalon2021-03-08. ^(Hatch&Bowers,2003;ASCA,2012) ^Young,Anita;Kaffenberger,Carol(2009).MakingDATAwork.ISBN 978-1-929289-55-4.OCLC 1157317058. ^(Bryan,Holcomb-McCoy,Moore-Thomas,&Day-Vines,2009;CollegeBoard,2008;Holcomb-McCoy,2007) ^ab(Holcomb-McCoy&Chen-Hayes,2007;Portman,2009) ^Sink,C.A.;Stroh,H.R.(2003)."Raisingachievementtestscoresofearlyelementaryschoolstudentsthroughcomprehensiveschoolcounselingprograms".ProfessionalSchoolCounseling.6:352–364. ^Trolley,Barbara;Haas,Heather;Patti,DanielleCampese(2009).Theschoolcounselor'sguidetospecialeducation.ThousandOaks,Calif.:CorwinPress.ISBN 978-1-4416-5260-7.OCLC 639015889. ^Sink,Christopher;Akos,Patrick;Turnbull,Rebecca;Mvududu,Nyaradzo(October2008)."AnInvestigationofComprehensiveSchoolCounselingProgramsandAcademicAchievementinWashingtonStateMiddleSchools".ProfessionalSchoolCounseling.12(1):43–53.doi:10.5330/psc.n.2010-12.43.ISSN 1096-2409. ^(Young&Kaffenberger,2009;Dimmitt,Carey,&Hatch,2007) ^(ASCA,2010;Bryan,Holcomb-McCoy,Moore-Thomas,&Day-Vines,2009;Careyetal.,2008;Holcomb-McCoy,2007) ^Paisley,P(2001)."SchoolCounselingforthe21stCentury:ChallengesandOpportunities".ProfessionalSchoolCounseling.5(2):106. ^Bridgeland,J.andBruce,M.(2011).2011NationalSurveyofSchoolCounselors:CounselingataCrossroads.TheCollegeBoard. ^"Advocacy".collegeboard.com.19August2014.Archivedfromtheoriginalon25March2010.Retrieved9May2018. ^"NOSCATools&Resources-CollegeBoard-Advocacy|NOSCA:NationalOfficeforSchoolCounselorAdvocacy".Advocacy.collegeboard.org.Archivedfromtheoriginalon2011-08-12.Retrieved2012-11-07. ^PGCAArchivedJune9,2009,attheWaybackMachine ^"HowtoBecomeaCounselor".Archivedfromtheoriginalon2015-02-05.Retrieved2015-01-17. ^ab"Home".CACREP.Retrieved2021-08-19. ^CouncilforAccreditationofCounselingandRelatedEducationalPrograms(CACREP).(CACREP,2001,2009)The2001Standards.RetrievedonNovember25,2003,from"Archivedcopy".Archivedfromtheoriginalon2011-01-22.Retrieved2010-12-24.{{citeweb}}:CS1maint:archivedcopyastitle(link) ^"CouncilforAccreditationofCounselingandRelatedEducationalPrograms(CACREP)2009Standards"(PDF).Archived(PDF)fromtheoriginalon2021-08-02. ^"NBPTS|ShapingtheprofessionthatshapesAmerica'sfuture.-ElevatingTeaching,EmpoweringTeachers".Retrieved2021-08-19. ^Mcleod,K.(March/April2005). ^Schellenberg,R.(2008).Thenewschoolcounselor:Strategiesforuniversalacademicachievement.Lanham,MD:RowmanLittlefieldEducation ^"NBCC-NationalBoardforCertifiedCounselors&Affiliates".www.nbcc.org.Archivedfromtheoriginalon23April2018.Retrieved9May2018. ^"Vanguardofcounsellors.org".www.vanguardofcounsellors.org.Retrieved2021-08-19. ^Schellenberg,R.(2012).Theschoolcounselor’sstudyguideforcredentialingexams.NewYork:Routledge. ^"TheManyFacesofCounseling".WakeForestUniversity.Archivedfromtheoriginalon26January2015.Retrieved30September2014. ^"OccupationalEmploymentStatisticsHomePage".Bls.gov.2012-03-27.Archivedfromtheoriginalon2012-10-25.Retrieved2012-11-07. ^"EmploymentProjectionsHomePage".Bls.gov.Archivedfromtheoriginalon2012-11-10.Retrieved2012-11-07. Evidence-andresearch-basedschoolcounselingarticles,books,DVDs[edit] Abilities,disabilities,gifts,talents,andspecialeducationinschoolcounseling[edit] Bauman,S.S.M.(2010)."Schoolcounselorsandsurvivorsofchildhoodcancer:Reconceptualizingandadvancingthecure".ProfessionalSchoolCounseling.14(2):156–164.doi:10.5330/prsc.14.2.k047w39u78hm1713. Chen-Hayes,S.F.,Ockerman,M.S.,&Mason,E.C.M.(2014).101solutionsforschoolcounselorsandleadersinchallengingtimes.ThousandOaks,CA:Corwin. Erford,B.T.;Erford,B.M.;Lattanzi,G.;Weller,J.;Schein,H.;Wolf,E.;Hughes,M.;Darrow,J.;Savin-Murphy,J.;Peacock,E.(2011)."Counselingoutcomesfrom1990to2008forschool-ageyouthwithdepression:Ameta-analysis".JournalofCounseling&Development.89(4):439–458.doi:10.1002/j.1556-6676.2011.tb02841.x. Hamlet,H.S.;Gergar,P.G.;Shaefer,B.A.(2011)."Studentslivingwithchronicillness:Theschoolcounselor'srole".ProfessionalSchoolCounseling.14:202–210.doi:10.5330/psc.n.2011-14.202. Krell,M.;Perusse,R.(2012)."ProvidingcollegereadinesscounselingforstudentswithAutismspectrumdisorders:ADelphistudytoguideschoolcounselors".ProfessionalSchoolCounseling.16:29–39.doi:10.5330/psc.n.2012-16.29. Marshak,L.E.,Dandeneau,C.J.,Prezant,F.P.,&L'Amoreaux,N.A.(2009).Theschoolcounselor'sguidetohelpingstudentswithdisabilities.SanFrancisco,CA:Jossey-Bass. Milsom,A(2007)."Interventionstoassiststudentswithdisabilitiesthroughschooltransitions".ProfessionalSchoolCounseling.10(3):273–278.doi:10.5330/prsc.10.3.c322443236564507. Milsom,A(2006)."Creatingpositiveschoolexperiencesforstudentswithdisabilities".ProfessionalSchoolCounseling.10:66–72.doi:10.5330/prsc.10.1.ek6317552h2kh4m6. Milsom,A.;Dietz,L.(2009)."Definingcollegereadinessforstudentswithlearningdisabilities:ADelphistudy".ProfessionalSchoolCounseling.12(4):315–323.doi:10.5330/psc.n.2010-12.315. Peterson,J.S.(2006)."Addressingcounselingneedsofgiftedstudents".ProfessionalSchoolCounseling.10:43–51.doi:10.5330/prsc.10.1.b76h32717q632tqn. Trolley,B.C.,Haas,H.S.,&Patti,D.C.(2009).Theschoolcounselor'sguidetospecialeducation.ThousandOaks,CA:CorwinPress. Wood,S.M.(2010)."Bestpracticesincounselingthegiftedinschools:What'sreallyhappening".GiftedChildQuarterly.54:42–58.doi:10.1177/0016986209352681.S2CID 145307205. Wood,S.M.(2010)."Nurturingagarden:Aqualitativeinvestigationintoschoolcounselors'experienceswithgiftedstudents".JournalfortheEducationoftheGifted.34:261–302. Wood,S.M.(2009)."Counselingconcernsofgiftedandtalentedadolescents:Implicationsforschoolcounselors".JournalofSchoolCounseling.7:1. Wood,S.M.;Portman,T.;Cigrand,D.L.;Colangelo,N.(2010)."Schoolcounselors'perceptionsandexperiencewithaccelerationasaprogramoptionforgiftedandtalentedstudents".GiftedChildQuarterly.54(3):168–178.doi:10.1177/0016986210367940.S2CID 143893497. 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Cook,A.L.;Hayden,L.A.(2012)."ObesitypreventionamongLatinoyouth:Schoolcounselors'roleinpromotinghealthylifestyles".ProfessionalSchoolCounseling.16:7–17.doi:10.5330/psc.n.2012-16.7. Curtis,R.,VanHorne,J.W.,Robertson,P.,&Karvonen,M.(2010).Outcomesofaschool-widepositivebehavioralsupportprogram.ProfessionalSchoolCounseling,13159-164. Hagedorn,W.B.;Young,T.(2011)."Identifyingandinterveningwithstudentsexhibitingsignsofgamingaddictionandotheraddictivebehaviors:Implicationsforprofessionalschoolcounselors".ProfessionalSchoolCounseling.14(4):261–270.doi:10.1177/2156759X1101400401.S2CID 220156988. Lambie,G(2005)."Childabuseandneglect:Apracticalguideforprofessionalschoolcounselors".ProfessionalSchoolCounseling.8:249–258. McAdams,C.R.;Schmidt,C.D.(2007)."Howtohelpabully:Recommendationsforcounselingtheproactiveaggressor".ProfessionalSchoolCounseling.11(2):120–128.doi:10.5330/psc.n.2010-11.120. Moyer,M.S.;Nelson,K.W.(2007)."Investigatingandunderstandingself-mutilation:Thestudentvoice".ProfessionalSchoolCounseling.11:42–48.doi:10.5330/psc.n.2010-11.42. Phillips,V.I.;Cornell,D.G.(2012)."Identifyingvictimsofbullying:Useofcounselorinterviewstoconfirmpeernominations".ProfessionalSchoolCounseling.15(3):123–131.doi:10.5330/psc.n.2012-15.123. Rose,H.;Miller,L;Martinez,Y.(2009)."FRIENDSforLife":Theresultsofaresilience-building,anxiety-preventionprograminaCanadianelementaryschool".ProfessionalSchoolCounseling.12(6):400–407.doi:10.5330/psc.n.2010-12.400. Schellenberg,R.;Parks-Savage,A.;Rehfuss,M.(2007)."Reducinglevelsofelementaryschoolviolencewithpeermediation".ProfessionalSchoolCounseling.10(5):475–481.doi:10.5330/prsc.10.5.q7866077l3v5q044. Vera,E.M.;Shin,R.Q.;Montgomery,G.;Mildner,C.;Speight,S.L(2004)."Conflictresolution,self-efficacy,self-control,andfutureorientationofurbanadolescents".ProfessionalSchoolCounseling.8:73–80. Walley,C.T.,&Grothaus,T.(2013).Aqualitativeexaminationofschoolcounselors’trainingtorecognizeandrespondtoadolescentmentalhealthissuesJournalofSchoolCounseling11(11).Retrievedfrom[3] Young,A.;Hardy,V.;Hamilton,C.;Biernesser,K.;Sun,L-L;Niebergall,S.(2009)."Empoweringstudents:Usingdatatotransformabullyingpreventionandinterventionprogram".ProfessionalSchoolCounseling.12(6):413–420.doi:10.5330/psc.n.2010-12.413. Poverty,homelessness,classism[edit] Amatea,E.S.;West-Olatunji,C.A.(2007)."Joiningtheconversationabouteducatingourpoorestchildren:Emergingleadershiprolesforschoolcounselorsinhigh-povertyschools".ProfessionalSchoolCounseling.11(2):81–89.doi:10.5330/psc.n.2010-11.81. Gizir,C.A.;Aydin,G.(2009)."ProtectivefactorscontributingtotheacademicresilienceofstudentslivinginpovertyinTurkey".ProfessionalSchoolCounseling.13:38–49.doi:10.5330/psc.n.2010-13.38. Grothaus,T.;Lorelle,S.;Anderson,K.;Knight,J.(2011)."Answeringthecall:Facilitatingresponsiveservicesforstudentsexperiencinghomelessness".ProfessionalSchoolCounseling.14:191–201.doi:10.5330/psc.n.2011-14.191. Lapan,R.T.(2012)."Comprehensiveschoolcounselingprograms:Insomeschoolsforsomestudentsbutnotinallschoolsforallstudents".ProfessionalSchoolCounseling.16(2):84–88.doi:10.5330/psc.n.2012-16.84. Lapan,R.T.;Gysbers,N.C.;Bragg,S.;Pierce,M.E.(2012)."Missouriprofessionalschoolcounselors:Ratiosmatter,especiallyinhigh-povertyschools".ProfessionalSchoolCounseling.16:117–124.doi:10.5330/PSC.n.2012-16.124.S2CID 53004245. VanVelsor,P.;Orozco,G.L.(2007)."Involvinglow-incomeparentsintheschools:Communitycentricstrategiesforschoolcounselors".ProfessionalSchoolCounseling.11:17–24.doi:10.5330/psc.n.2010-11.17. Ruralschoolcounseling[edit] Carey,J.;Harrington,K.;Martin,I.;Hoffman,D.(2012)."AstatewideevaluationoftheoutcomesoftheimplementationofASCANationalModelschoolcounselingprogramsinruralandsuburbanNebraskahighschools".ProfessionalSchoolCounseling.16(2):100–107.doi:10.5330/psc.n.2012-16.100. Griffen,D.;Hutchins,B.C.;Meece,J.L.(2011)."Wheredoruralhighschoolstudentsgotofindinformationabouttheirfutures?".JournalofCounseling&Development.89(2):172–181.doi:10.1002/j.1556-6678.2011.tb00075.x. Montero-Leitner,J.;Asner-Self,K.K.;Milde,C.;Leitner,D.W.;Skelton,D.(2006)."Theroleoftheruralschoolcounselor:Counselor,counselor-in-training,andprincipalperceptions".ProfessionalSchoolCounseling.9(3):248–251.doi:10.5330/prsc.9.3.g108486473q49kh1. Sutton,J.M.;Pearson,R.(2002)."Thepracticeofschoolcounselinginruralandsmalltownhighschools".ProfessionalSchoolCounseling.5:266–276. 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Bryan,J.;Henry,L.(2008)."Strengths-basedpartnerships:Aschool-family-communitypartnershipapproachtoempoweringstudents".ProfessionalSchoolCounseling.12(2):149–156.doi:10.5330/psc.n.2010-12.149. Bryan,J.,&Holcomb-McCoy,C.(2010).Collaborationandpartnershipswithfamiliesandcommunities.ProfessionalSchoolCounseling,14ii-v. Bryan,J.;Holcomb-McCoy,C.(2004)."Schoolcounselors'perceptionsoftheirinvolvementinschoolfamilycommunitypartnerships".ProfessionalSchoolCounseling.7:162–171. Chen-Hayes,S.F.,Ockerman,M.S.,&Mason,E.C.M.(2014).101solutionsforschoolcounselorsandleadersinchallengingtimes.ThousandOaks,CA:Corwin. Dotson-Blake,K.P.(2010)."Learningfromeachother:Aportraitoffamily-school-communitypartnershipsintheUnitedStatesandMexico".ProfessionalSchoolCounseling.14:101–114.doi:10.5330/prsc.14.1.e1v4q1r65t585048. Epstein,J.L.;VanVoorhis,F.L.(2010)."Schoolcounselors'rolesindevelopingpartnershipswithfamiliesandcommunitiesforstudentsuccess".ProfessionalSchoolCounseling.14:1–14.doi:10.5330/prsc.14.1.m6070358408g9227. Griffen,D.,&Farris,A.(2010).Schoolcounselorsandschool-family-communitycollaboration:Findingresourcesthroughcommunityassetmapping,13248–256. Griffen,D.;Galassi,J.P.(2010)."Parentperceptionsofbarrierstoacademicsuccessinaruralmiddleschool".ProfessionalSchoolCounseling.14:87–100.doi:10.5330/prsc.14.1.9301852175552845. Griffen,D.;Steen,S.(2010)."School-family-communitypartnerships:ApplyingEpstein'stheoryofthesixtypesofinvolvementtoschoolcounselorpractice".ProfessionalSchoolCounseling.14(4):218–226.doi:10.5330/PSC.n.2010-13.218. Holcomb-McCoy,C(2010)."Involvinglow-incomeparentsandparentsofcolorincollegereadinessactivities:Anexploratorystudy".ProfessionalSchoolCounseling.14:115–124.doi:10.5330/prsc.14.1.e3044v7567570t04. Luke,M(2008)."School-family-communitypartnerships:Implicationsforschoolcounselorstobridgethegapinurbanschools".NewYorkStateSchoolCounselingJournal.5(2):13–22. Moore-Thomas,C.;Day-Vines,N.L.(2010)."Culturallycompetentcollaboration:SchoolcounselorcollaborationwithAfricanAmericanfamiliesandcommunities".ProfessionalSchoolCounseling.14:53–63.doi:10.5330/prsc.14.1.0876387q7466x634. Sheely-Moore,A.I.;Bratton,S.C.(2010)."Astrengths-basedparentinginterventionwithlow-incomeAfricanAmericanfamilies".ProfessionalSchoolCounseling.13(3):175–183.doi:10.5330/psc.n.2010-13.175. Steen,S.;Noguera,P.A.(2010)."Abroaderandbolderapproachtoschoolreform:Expandedpartnershiprolesforschoolcounselors".ProfessionalSchoolCounseling.14:42–52.doi:10.5330/prsc.14.1.puq62087h7q70801. Suarez-Orozco,C.,Onaga,M.,&deLardemelle,C.(2010).Promotingacademicengagementamongimmigrantadolescentsthroughschool-family-communitycollaboration.ProfessionalSchoolCounseling,1415-26. 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Thomas,S.R.;DeKruyf,L.;Hetherington,P.;Lesicko,D.(2009)."Developingaglobalcultureofcollaborationforschoolcounselors".JournalforInternationalCounselorEducation.1:15–31. Wilkerson,K.;Eschbach,L.(2009)."Transformedschoolcounseling:Theimpactofagraduatecourseontrainees'perceivedreadinesstodevelopcomprehensive,data-drivenprograms".ProfessionalSchoolCounseling.13:30–37.doi:10.5330/psc.n.2010-13.30. Externallinks[edit] LookupschoolcounselorinWiktionary,thefreedictionary. 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