Gysbers, Norman C; Henderson, Patricia. Professional School Counseling; Alexandria Том 4, Изд. 4, (Apr 2001): 246.
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How did guidance and counseling in the schools begin and then evolve to where it is today? How is guidance and counseling in the schools organized and practiced currently and what is its future? In answering these questions we first describe the evolution of guidance and counseling in the schools from a position to a service to a comprehensive program. Then we turn our attention to the present and describe the prevailing organizational structure, the comprehensive guidance and counseling program. Finally, we look into the future and briefly describe what we think is a bright future for comprehensive guidance and counseling programs in our nation's schools.
By the beginning of the 20th Century, the United States was deeply involved in the Industrial Revolution. It was a period of rapid industrial growth, social protest, social reform, and utopian idealism. Social protest and social reform were being carried out under the banner of the Progressive Movement, a movement that sought to change negative social conditions associated with the Industrial Revolution. Guidance was born during the height of this movement as "but one manifestation of the broader movement of progressive reform which occurred in this country in the late 19th and early 20th centuries" (Stephens, 1970, p. 5). Its beginnings can be traced to the work of a number of individuals and social institutions. People such as Frank Parsons, Meyer Bloomfield, Jessie Davis, Anna Reed, E. W. Weaver, and David Hill were instrumental in formulating and implementing early conceptions of guidance-- working through a number of organizations and movements such as the settlement house movement, the National Society for the Promotion of Industrial Education, and schools in Grand Rapids, Seattle, New York, and New Orleans.
The implementation of guidance and counseling in the schools during the first two decades of the 20th Century was accomplished by appointing teachers to the position of vocational counselor, often with no relief from their teaching duties and with no additional pay (Ginn, 1924). They were given a list of duties to perform in addition to their regular teaching duties. No organizational structure other than a list of duties was provided for vocational guidance, as it was called then. As a result, guidance and counseling in the schools.
