Recent History
In 2002, the American School Counselor Association released the ASCA National Model framework for school counseling programs, written by Dr. Trish Hatch and Dr. Judy Bowers, comprising some of the top school counseling components in the field into one model—the work of Norm Gysbers, Curly & Sharon Johnson, Robert Myrick, Dahir & Campbell's ASCA National Standards, and the skill-based focus for closing gaps from the Education Trust's Pat Martin and Reese House into one document. ASCA also developed the RAMP (Recognized ASCA Model Programs) Awards to honor school counseling programs that have fully implemented the ASCA National Model with demonstrable evidence of success for K-12 students (www.schoolcounselor.org).
In 2003, the Center for School Counseling Outcome Research was developed as a clearinghouse for evidence-based practice with regular research briefs disseminated and original research projects developed and implemented with founding director Jay Carey. One of the research fellows, Tim Poynton, developed the EZAnalyze software program for all school counselors to use as free-ware to assist in using data-based interventions.
In 2004, the ASCA Code of Ethics was substantially revised to focus on issues of equity, closing gaps, and ensuring all students received access to a K-12 school counseling program. Pat Martin left the Education Trust and moved to the College Board. She hired School Counselor Educator Dr. Vivian Lee and they developed an equity-focused entity on school counselors and college counseling, the National Office for School Counselor Advocacy (NOSCA). NOSCA developed scholarships for research on college counseling by K-12 school counselors and how it is taught in School Counselor Education programs. They also created Advocacy Awards to focus on best practices in college counseling programs in K-12 schools that show effective school counseling practices in creating college-going cultures with demonstrated results in ensuring high rates of college admissions for large percentages of students of nondominant backgrounds.
In 2008, The first NOSCA study was released by Jay Carey and colleagues focusing on innovations in selected College Board "Inspiration Award" schools where school counselors collaborated inside and outside their schools for high college-going rates and strong college-going cultures in schools with large numbers of students of nondominant backgrounds. Also in 2008, the American School Counselor Association released School Counseling Competencies focused on assisting school counseling programs to effectively implement school counseling programs based on the ASCA Model (www.schoolcounselor.org).
The ASCA Model encourages professional school counselors to use crosswalking strategies and to create action plans and results reports that demonstrate "how" school counselors are making a difference in the lives of students. In 2008, Dr. Rita Schellenberg introduced Standards Blending as a crosswalking strategy to aid in aligning school counseling more directly with the academic achievement mission of schools. Scholars have identified Standards Blending as a promising approach for enhancing academic achievement and closing the achievement gap. At the same time, Dr. Schellenberg introduced the School Counseling Operational Plan for Effectiveness (SCOPE) and the School Counseling Operational Report of Effectiveness (SCORE), a data reporting system to demonstrate accountable practices and program outcomes. The SCOPE and SCORE are designed to simplify the task of creating action plans and results reports with immediate access to the ASCA and core academic standards, data sources, and data analysis tools. The most recent version of the ASCA National Model was published in 2012.
The history of the profession continues shifting as more students, parents, guardians, teachers, building leaders, and government officials learn of changes in the profession, and as the evidence base and equity-building skills of school counselor candidates and school counselors in K-12 schools develop through the dissemination of results and successful outcomes of increased student academic, career, college, and personal/social competencies including reduced achievement and opportunity gaps for all students.
Read more about this topic: History Of School Counseling, United States
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