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The history of school counseling as a specialty of the counseling profession has been well documented in the literature (Baker, 2000; Gysbers & Henderson, 2000; Herr, 2001; Myrick, 1997; Paisley & Borders, 1995). The specialty was initially shaped by the social reform movement during the late 19th Century and has evolved from an early focus on career and moral development to today's comprehensive, developmental, and collaborative school counseling programs. During the intervening years, school counseling programs and their particular areas of emphases have alternated based on the social, political, economic, and psychological issues facing schools, communities, families, children, and adolescents. At times, school counselors have worked more exclusively in educational and career arenas while at other times, much more attention has been paid to the personal and social development of students.
Most recently, the National Standards for School Counseling Programs (Campbell & Dahir, 1997) adopted by the American School Counselor Association have outlined a balanced approach to school counseling, including support for student development in three domains: academic, career, and personal/ social. Programs based on the National Standards employ several intervention strategies, including individual counseling; small group counseling; classroom interventions; consultation with parents, teachers, and outside agencies; and coordination of certain related whole-school activities. These strategies may be appropriate as crisis interventions or for remediation as well as for preventative purposes or to promote healthy development. In addition, programs based on the National Standards are clearly anchored in the mission and needs of the school, and school counselors in such programs serve as advocates for all students. School counselors working with the National Standards also understand the need to collaborate with all stakeholders in order to effectively meet the needs of school-aged children.
Currently, discussions concerning appropriate roles and areas of focus for school counseling are taking place in the professional literature, through conference presentations, and informally through professional collaboration. As the specialty continues to evolve, school counselors and school counselor educators and supervisors will need to continue to engage in these important discussions. As the 21st Century unfolds, there is a need to consider the context in which school counselors practice as well as the corresponding challenges and opportunities that this context presents. Some of these challenges and opportunities have been debated throughout the...