* History of School Counseling in a Nutshell, Current Trends, and WA State School Counseling Law

Introduction

Dr. Norman Gysbers (pictured here) from the University of Missouri, Columbia, is considered by many the "father of modern guidance and counseling". Gysbers and Henderson's book (Developing and Managing Your Guidance and Counseling Program) is one of the seminal texts on comprehensive school counseling programs. This text does an excellent job of summarizing the evolution of guidance and counseling from the early 1900s to the present. For example, at the turn of 20th century, Frank Parsons (1854-1908) was a major force in the development of vocational guidance. He along with his colleagues established the Bureau of Vocational Guidance. This organization was dedicated to helping young people make the transition from school to work. Subsequently, C. Gilbert Wrenn's 1962 book, The Counselor in a Changing World, emphases the value of school-based counseling, including the personal and social needs of students.

The history continues in fits and starts until the mid-1990s, when the counselors became more "professionalized" and more central to and influential in schools. Others like Robert Myrick, Edwin Herr, Susan Whiston, Diane Borders, Pamela Paisley, and John Schmidt have been influential on the profession over the years. Their body of work is highly recommended reading.

School counselors are now working in all levels of education and operate from a developmental and prevention orientation, one that is programmatic in nature (i.e., comprehensive school counseling program). They view students within their social ecology (i.e.., their sub-systems such as peers, family, community, etc.). The American School Counselor Association has led the way for contemporary school counselors to find their professional identity.  Comprehensive school counseling programs are now the standard framework to guide the delivery of school counseling services. the American School Counselor Association (2005) National Model is a template for states and school districts to fashion their programs on (see Executive Summary).

Sample research supporting the implementation of a comprehensive school counseling program

  • Dahir, C.A., Stone, C.B. (2003). Accountability a M.E.A.S.U.R.E of the impact school counselors have on student achievement. Professional School Counseling, 6(3), 214-220. 
  • Gratama, C. A. (2007). Predicting academic achievement and classroom environment using counselor and school variables in elementary level comprehensive school counseling programs. Dissertation Abstracts International Section A: Humanities and Social Sciences, 68(3-A), 885.
  • Lapan, R. T., Gysbers, N. C., & Petroski, G. F. (2001). Helping seventh graders be safe and successful: A statewide study of the impact of comprehensive guidance and counseling programs. Journal of Counseling & Development, 79, 320-330.


Current Trends

School counseling remains a profession on the forefront of innovation. In my view, among others, the following areas are key areas for professional school counselors to learn more about:
  • Student spirituality and meaning making
  • Positive psychology and strengths-based education and counseling
    • Positive Behavior Support (PBS)
    • Response to Intervention (RTI)
  • Creating schools that are caring learning communities
  • Program evaluation
  • Research methods for accountability leadership

Washington State School Counselor Law

Created by the 2007 Washington State Legislature, the following law ―put school counselors on the map. The law gives standing to the important job that school counselors do to help the students of our state.

The statute provides for the certification of school counselors and provides language outlining the importance of the counseling position. You can see by the Findings – Intent the importance the Legislature placed on the position of school counselor.

RCW 28A.410.043

School counselor certification. A school counselor is a professional educator who holds a valid school counselor certification as defined by the professional educator standards board. The purpose and role of the school counselor is to plan, organize, and deliver a comprehensive school guidance and counseling program that personalizes education and supports, promotes, and enhances the academic, personal, social, and career development of all students, based on the national standards for school counseling programs of the American school counselor association. [2007 c 175 § 2.]

Notes:
Findings -- Intent -- 2007 c 175: "The legislature finds that the professional school counselor is a certificated educator with unique qualifications and skills to address all students' academic, personal, social, and career development needs. School counselors serve a vital role in maximizing student achievement, supporting a safe learning environment, and addressing the needs of all students through prevention and intervention programs that are part of a comprehensive school counseling program. The legislature further finds that current state statutes fail to mention anything about school counselors. Therefore, the legislature intends to codify into law the importance and the r ole of school counselors in public schools." [2007 c 175 § 1.]





  • Poynton, T., Carlson, M., Hopper, J. A., & Carey, J. C. (2006). Evaluation of an innovative approach to improving middle school students’ academic achievement. Professional School Counseling, 9(3), 190-196.
  • Sink, C. A., & Stroh, H. R. (2003). Raising achievement test scores of early elementary school students through comprehensive school counseling programs. Professional School Counseling, 6, 352-364.
  • Sink, C. A., Akos, P., Turnbull, R. J., & Mvududu, N. (2008). An investigation of comprehensive school counseling programs and academic achievement in Washington state middle schools. Professional School Counseling, 12, 43-53.
  • Wong, K.-S. (2009). School counseling and student achievement: The relationship between comprehensive school counseling programs and school performance. Dissertation Abstracts International Section A: Humanities and Social Sciences, 69(7-A), 2620.