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1881: Richards Lysander published Vocophy: The New Profession

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1909: Frank Parson published the book Choosing a Vocation

1914: Jessie B. Davis published Vocational and Moral Guidance

1915: Boston came up with a list of duties for every Vocational Counselor

To attend all meetings of counselors called by the Director of Vocational Guidance

To be responsible for all materials sent out to the school by the Vocational Guidance Department

To gather and keep on file occupational information

To urge children to remain in school

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1910-1920: The Progressive Movement

Vocational Education (Career & Technical Education) and Vocational Guidance were seen as twin reform movements to change the nature and structure of education

Vocational Guidance was taking on a larger presence in educational culture

Mental hygiene (now known as mental health)

Progressive education

Child development

Psychometric movement

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The discussion of which duties would constitute a complete program or as a Proctor (1930) stated, the "stands setup" for guidance and counseling

1931: Myers prepared a 37 item list of actual counselor duties

1930s-1970s: The Organizational Frameworks for School Counseling: The Middle Years

Guidance services are part of Pupil Personal Services

Titles of Guidance Personnel emerged (Principal, Vice Principal, Homeroom Advisor, etc)

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1946: An act to provide for the further development of vocational education (funds became available for guidance in the schools)

Terminology for "School Counselor" debate; Vocational Guidance, Educational Guidance, Counselor, Personnel Worker, etc.

Teacher certification and experience became a requirement

Standardization of training programs

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1958: The National Defense Education Act- in need of science and engineering students, more training and education needed in these two fields

1952: The American School Counselor Association

1953: ASCA formed their professional journal, The School Counselor

1960s: School counseling begins to take place in elementary schools

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The need for a unifying language and structure

To form a unified program

Mission and Vision Statement

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The Challenges

Education Reform- a nation at risk

Social Problems- substance abuse, violence, mental health

Economic Issues- changing labor force, globalization

The Responses

The Comprehensive Program approach became the major way to organize school counseling

Debates about school counselor role and function

There were official labels for the types of school counseling content

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2003: ASCA National Model

The program will emphasize :

1. Academic Achievement (No Child Left Behind- 2001)

2. Mental Health

3. Career Development

The debate continues of a school counselors work within direct or indirect services

ASCA & CACREP (The Council for Accreditation of Counseling & Related Educational Programs)

Many states and districts adopt the ASCA National Model as their model for school counseling programs

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ASCA National Model, third edition, is the first major revision to the ASCA National Model

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ASCA National Model, fourth edition, streamlines and clarifies language to reflect the current state of education

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Norman Gysbers: History of School Counseling

Gysbers, N. C. (2010), Remembering the Past, Shaping the Future: A History of School Counseling. Alexandria, VA: American School Counselor Association