School counselor

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A schoolteacher works in primary (primary and secondary) and/or high school to provide academic, career, college/affordability/acceptance and social-emotional competence to all students through a school counseling program. School counselors in most countries have at least a master's degree in school and state counseling and/or national certification.

Video School counselor

Academic, college, career, lecture, and social-emotional intervention and services

Four major school counseling interventions include yearly school and academic counseling curriculum classes, career access/college/college access, and social-emotional planning for each student; and group and individual counseling for some students. School counseling is an integral part of the education system in countries representing more than half the world's population and in other countries it emerges as an important support for elementary, secondary, and high school learning and/or student health problems.

The old term for the profession is guidance counselor ; school counselors are used as a school counselor role advocating for every child's academic, career, access to college/affordability, and socio-emotional competence and success in all schools. In America, Africa, Asia, Europe, and the Pacific, some countries without formal school counseling programs use teachers or psychologists to counsel schools that emphasize career development.

Countries vary in terms of school counseling programs and services provided on an economic basis (funding for schools and school counseling programs), social capital (independent schools versus public schools), and certification of school counselors and credentialing movements in education, professional and national education departments and local legislation. School counseling was established in 62 countries and appeared in seven other countries.

An international scoping project on school-based counseling indicates that school counseling is mandatory in 39 countries, 32 US states, one Australian state, 3 German states, 2 countries in the UK, and three provinces in Canada. The largest accreditation body for the Counselor Education/School Counseling program is the Council for Accreditation of Counseling and Related Education Program (CACREP). The International Counselor Education Program is accredited through the affiliation of CACREP, the International Program on Enrollment of Educational Advisors (IRCEP).

In some countries, school counseling is provided by school counseling specialists (eg, Botswana, China, Finland, Israel, Malta, Nigeria, Romania, Taiwan, Turkey, USA). In other cases, school counseling is provided by classroom teachers who have such tasks added to their typical teaching load or just teaching a limited burden that also includes school counseling activities (India, Japan, Mexico, South Korea, Zambia). IAEVG focuses on career development with several international school counseling articles and conference presentations. Both IAEVG and Vanguard of Counselors promote international school counseling.

Maps School counselor

History, school counselor-to-school ratio, and mandate

Armenia

After the collapse of the Soviet Union, post-Soviet Psychologists from Armenia and the government expanded the position of School Counselors in Armenian schools.

Australia

While national policies support school counseling, only one Australian country needs it. The ratio of school-counselor counselors ranges from 1: 850 in the Australian Capital Territory to 1: 18,000 in Tasmania. School counselors play an integral part in the Australian school system; they provide support to teachers, parents, and students. Their roles include counseling students and helping parents/guardians to make decisions about their child's education for learning and behavioral issues. School counselors sssist and parents/guardians in assessing disability and they collaborate with outside agencies to provide the best support for schools, teachers, students, and parents.

Austria

Austria mandates school counseling at the secondary school level.

Bahamas

Bahamas mandated school counseling.

Belgium

Although not mandated, some school counseling takes place in schools and community centers in three areas of the country.

Botswana

Botswana mandates school counseling.

Canada

In Canada, most provinces have adapted to K-12 comprehensive school counseling programs similar to those initiated by and adapted in the National ASCA Model. School counselors reported in 2004 at a conference in Winnipeg on issues such as budget cuts, lack of clarity about the role of school counselors, high student-to-school counselor ratios, especially in primary schools, and how to use the comprehensive school counseling model to help clarify school counselor role with teachers and administrators and strengthen the profession. In 2009, The Canadian Counseling Association (CCA) became the Canadian Counseling and Psychotherapy Association (CCPA). Three Canadian provinces require school counseling.

CCPA created a page dedicated to the special needs of Parenting, Children and Classroom called Counseling Connect located at http://www.ccpa-accp.ca/blog/?cat=9

China

China has placed substantial financial resources into school counseling with strong growth in urban areas but less than 1% of rural students receive it; China does not mandate school counseling.

In China, Thomason & amp; Qiong discusses major influences on school counseling as the Chinese philosophers Confucius and Lao-Tzu, which provide early models of child and adult development that influence the work of Abraham Maslow and Carl Rogers.

Only 15% of high school students are admitted to college in China, so entrance exams are very competitive. Students enter university graduates with 99% level. Much pressure is placed on children and adolescents to learn and attend college. This pressure is the focus of central school counseling in China. The additional emphasis is that there is not enough room for students to attend lectures, and more than a third of college graduates can not find work, so career and employment counseling and development is central counseling in schools.

There is a stigma associated with socio-emotional and mental health issues although most universities and many elementary and secondary schools have school counselors, but many students are reluctant to seek counseling for problems such as anxiety and depression. There is no national system for certification of school counselors. Most are trained in Western-developed cognitive methods including REBT, Rogerian, Family Systems, Behavior Modification, and Object Relationships. School counselors also recommend Chinese methods such as qi-gong (deep breathing), acupuncture, and music therapy. Chinese school counselors work in a traditional Chinese world view of community and family-based systems that reduce the focus on the individual. In Hong Kong, Hui (2000) discusses work moving toward a comprehensive school counseling program and removes older remediation style models.

High school students are a priority for school counseling services in China.

Costa Rica

Costa Rica mandates school counseling.

Croatian

School counseling is only available in certain schools.

Cyprus

In 1991 Cyprus mandated school counseling with the goal of a 1:60 school-to-student ratio and a full-time school counselor for every high school but none of these goals has been fully achieved.

Czech Republic

The Czech Republic mandates school counseling.

Denmark

Denmark mandated school counseling.

Egypt

School counseling services are delivered by primary school psychologists with a ratio of 1 school psychologist to every 3080 students.

Estonian

School counseling is only available in certain schools.

Finnish

In Finland, legislation has been passed to school counseling systems. The Basic Education Act of 1998 states that every student should receive school counseling services. All Finnish school counselors must have a teaching certificate, a master's degree in a particular academic field, and a special certificate in school counseling. Finland has a school-student counselor ratio of 1: 245.

French

France mandated high school counseling.

Gambia

Gambia mandates school counseling.

Georgia

The ratio of school counselors in Georgia is 1: 615.

German

Two German states require school counseling at all levels of the building; high school counseling is established in all states.

Ghana

Ghana mandated school counseling

Greek

There are provisions for academic and career counseling in high school and above but school counseling is not mandated. Social-emotional and mental-health counseling is conducted in community institutions. The National Guidance Resources Center in Greece was founded by researchers at Athens University of Economics & amp; Business (ASOEE) in 1993 under the leadership of Professor Emmanuel J. Yannakoudakis. The team received funding under the European Union (PETRA II Program): Establishment of a national job guidance resource center in 1993-1994. The team organized seminars and lectures to train first career counselors in Greece in 1993. Further research projects at Athens University of Economics & amp; Business implemented as part of the European Union (LEONARDO Program): a) A pilot project on the use of multimedia for career analysis, 1995-1999, b) guide to the future, 1995-1999, c) When moving to guidance system, 1996-2001 and, d) Eurostage for guidance systems, 1996-1999.

Dutch

School counseling is present in high school.

Hong Kong

Hong Kong mandates school counseling.

Iceland

Iceland mandated school counseling.

India

In India, the Central Board of Secondary Education guidelines estimate that a school counselor will be assigned to each affiliated school, but this is less than 3% of all Indian students attending public schools. Confluence Educational Services Private Limited is a School Counseling service.

Indonesia

Indonesia mandated high school and high school counseling.

Iran

High school students are a priority for school counseling in Iran. It is mandated in high school but there are not enough school counselors especially in rural areas.

ireland

In Ireland, school counseling began in County Dublin in the 1960s and entered the country in the 1970s. However, laws in the early 1980s severely restricted movement due to budget constraints. The main organization for the school counseling profession is the Institute of Guidance Counselors (IGC), which has a code of ethics.

Israel

In Israel, a 2005 study by Erhard & amp; Harel from 600 elementary, junior and senior high school counselors found that one-third of school counselors provide traditional individual counseling services, about one-third provide precedence classroom counseling lessons, and the third provides individualized counseling services and school counseling curricula in comprehensive school development counseling programs. The role of school counselors varies because of three elements: personal preferences of school counselors, school level, and expectations of principals. Erhard & amp; Harel states that the profession in Israel, like so many other countries, is changing from marginal and additional services to integral comprehensive school counseling approaches in total school education programs. In 2011-12, Israel has a school-student counselor ratio of 1: 570.

Italy

School counseling is not well developed in Italy.

Japanese

In Japan, school counseling was a new phenomenon with school counselors introduced in the mid-1990s and often part-time focused on behavioral issues. High school students are a priority for school counseling in Japan and it is mandated.

Jordan

Jordan mandated school counseling with 1,950 school counselors working in 2011-12.

Latvian

School counseling was introduced in Latvia in 1929 but lost in World War II.

Lebanon

In Lebanon, the government sponsored the first school counselor training for primary and secondary schools in 1996. There are now school counselors in 1/5 of elementary and secondary schools in Lebanon but none in high school. School counselors have been trained in providing prevention, development and improvement services. Private schools have several school counselors that serve all grade levels but the focus is individual counseling and improvement. Challenges include regular violence and wartime disputes, insufficient resources, and a lack of professional school counseling organizations, assigning school counselors that include two or more schools, and only two graduate school counseling programs in the country. Finally, for people trained in Western school counseling models there is a danger to view the unique cultural and family aspects of Lebanese society.

Lithuania

School counseling was introduced in 1931 but lost during World War II.

Macau

Macau mandated school counseling.

Malaysia

Malaysia mandates school counseling in high and high schools.

Malta

In Malta, the school counseling service began in 1968 at the Ministry of Education on the recommendation of a UNESCO consultant and used these titles: Education Officer, School Counselor, and Teacher Guidance. During the 1990s they incorporated the position of school counselors in elementary and commercial schools in addition to high school. Teacher guidance is mandated at the ratio of teachers and students 1: 300. Malta mandates school counseling.

Nepal

Nepal mandates school counseling.

New Zealand

New Zealand mandated school counseling but since 1988 when education was decentralized, there was a decline in the prevalence of school counselors and the quality and delivery of school counseling services.

Nigeria

In Nigeria, school counseling began in 1959 in several high schools. Rarely at the ground level. Where there is a federal government-funded secondary school, there are some professionally trained school counselors. However, in many cases, the teacher serves as the master/mistress of a career. School counselors often have teaching and other responsibilities that take time away from their school counseling assignments. The Counseling Association of Nigeria (CASSON) was formed in 1976 to promote the profession, but there was no code of ethics. However, the certification/licensing board has been established. Aluede, Adomeh, & amp; Afen-Akpaida (2004) discusses excessive reliance on textbooks from the United States and the need for school counselors in Nigeria to take an overall school approach, reduce individual approaches, and respect traditional African world views that value the role of family and society in decision-making as most important for effective decision making in schools.

Norwegian

Norway mandated school counseling.

Oman

There is some evidence of school counseling services at the secondary school level.

Philippines

The Philippines mandates school counseling in high and high schools. The Philippine Congress passed the 2004 Counseling and Counseling Act with a special focus on Professional Practice, Ethics, National Certification, and the establishment of the Regulatory Body, and specialists in school counseling are subject to this law.

Polish

School counseling was introduced in 1918 but lost during World War II.

Portugal

Portugal mandates school counseling at the secondary school level.

Romanian

Romania mandates school counseling.

Rwanda

School counseling focuses on trauma-based counseling

Saudi Arabia

School counseling is growing in Saudi Arabia. In 2010, 90% of secondary schools had several types of school counseling services.

Serbian

School counseling is available in selected schools.

Singapore

Singapore mandated school counseling.

Slovakia

Slovakia mandated school counseling.

South Korea

In South Korea, school counselors should teach subjects other than counseling, but not all school counselors are appointed for counseling positions, although Korean law requires school counselors in all high schools and above.

Spanish

Spain provides school counseling at the secondary school level although it is unclear whether it is mandated.

St. Kitts

St. Kitts mandated school counseling.

Swedish

Sweden mandated school counseling.

In Sweden, the work of school counselors was divided into two working groups in the 1970s. Working groups are called "curators" and "studie -och yrkesvÃÆ'¤gledare." They work with communication methodologies but curator jobs are more therapeutic, often psychological and socio-emotional issues in schools, and future yrkesvÃÆ'¤gledare research work is focused with educational and career guidance. Study-och yrkesvÃÆ'¤gledaren works in elementary, secondary, mature, tertiary education and various training centers and most have a Bachelor of Arts in Career Studies and Guides.

Switzerland

School counseling is found at the secondary school level.

Syria

School counseling focuses on student trauma-based counseling. Before the war it was done in schools but now found either in school clubs or refugee camps sponsored and managed by UNICEF.

Taiwan

In Taiwan, school counseling is traditionally done by "supervising teachers." Recent advocacy by the China Guidance and Counseling Association encourages licensing for school counselors in Taiwan's public schools. Prior to this, the main focus was individual and group counseling, play therapy, career counseling and development, and stress related to national university examinations.

Tanzania

Tanzania mandates school counseling

Thai

The Thai government has allocated substantial funds for school counseling but has not mandated it.

Trinidad and Tobago

Trinidad and Tobago mandates school counseling.

Turkish

Turkey mandates school counseling and it exists in all schools.

Uganda

Uganda mandates school counseling.

United Arab Emirates

There is some evidence of high school counseling at the high school level in the United Arab Emirates.

United Kingdom

School counseling is from the UK to support outstanding students and engage specialist training for teachers. Two British states need school counseling.

United States

In the United States, the school counseling profession began with a vocational guidance movement in the early 20th century which is now known as career development. Jesse B. Davis was the first to provide a systematic school counseling program that focused on career development. In 1907, he became headmaster and encouraged school English teachers to use compositions and lessons to link career interests, character development, and avoid behavior problems. Many others have so far focused on what is now called career development. For example, in 1908, Frank Parsons, "Father of Career Counseling" established the Vocational Guides Bureau to help transition young children from school to work.

From 1920 to 1930, school counseling grew because of progressive education in schools. This movement emphasizes personal, social, and moral development. Many schools react to this movement as anti-education, saying that schools should teach only the fundamentals of education. Combined with the economic difficulties of the Great Depression, both challenges lead to a decline in school counseling. At the same time, the National Association for College Entrance Counseling was established as the first professional association to focus on counseling and advising high school students to college. In the early 1940s, psychologists and counselors chose, recruited, and trained military personnel to fight. This encourages the school counseling movement in schools by providing ways to test students and meet wartime needs. Schools accept military tests. At the same time, Carl Rogers' researcher emphasizes the power of non-directive assisting relationships and counseling for all ages and influenced counseling professions to move from directive "guidance" to "non-directive or person-centered" counseling as a basis for school counseling.

In the 1950s the government established the Guidance and Personnel Service Section in the Division of State and Local School Systems. In 1957, the Soviet Union launched Sputnik I. Due to concerns that Russia won the space race and that there were not enough scientists and mathematicians, the government passed the National Defense Education Act, spurring growth in vocational and career counseling through greater funding.. In the 1950s, the American School Counselor Association (ASCA) was established as one of the earliest divisions of what is now known as the American Counseling Association (ACA).

In the 1960s, new legislation and professional development perfected the school counseling profession (Schmidt, 2003). The 1960s kept a lot of federal funds for graduate colleges and universities grant recipients to establish masters and doctoral programs of Educational Advisors. School counseling shifts from a major focus on career development to adding social-emotional issues that align the emergence of the social justice movement and civil rights. In the early 1970s, research and advocacy. Norm Gysbers helps the transfer of professions from school counselors as solitary professionals who focus on individual academic, career, and social-emotional students' issues into a comprehensive school counseling program for all K-12 students including individual and group counseling for some students and lessons at classes and guidance/activities and annual activities for each student. He and his colleagues examined the strong correlation between fully implemented school counseling programs and students' academic success; an important part of the evidence base for the school counseling profession is their work in the state of Missouri. Dr. Chris Sink & amp; colleagues demonstrated similar evidence-based success to the elementary and secondary school counseling programs in Washington State.

But school counseling in the 1980s and early 1990s did not exist in educational reform efforts. The profession faces irrelevance with little evidence of systemic effectiveness for school counselors and only correlational evidence of the effectiveness of school counseling programs. In response, consult with primary, secondary, and secondary school counselors and create an American School Counsel Association (ASCA) Standards with three core domains (Academic, Career, Personal/Social), nine standards, and specific competencies and indicators for K- 12 students. A year later, Whiston & amp; Sexton publishes the first systematic meta-analysis of school counseling research results in academic, career, and personal/social domains and individual counseling, group counseling, classroom lessons, and effectiveness of parent/guardian workshops.

In the late 1990s, former mathematics teachers, school counselors and administrators Pat Martin, were employed by The Education Trust to focus the school counseling profession on issues of equality by helping close achievements and opportunity gaps adverse to children and youth of the color class skin, poor and workers. children and adolescents, bilingual and adolescent children, and children and adolescents with disabilities. Martin developed a focus group of K-12 students, parents, guardians, teachers, building leaders, and section heads, and interviewed the School of Educational Counselors professor. He hired professor of University of Oregon Education professor, Dr. Reese House, and after several years of work from the late 1990s they created in 2003, the National Center for Transforming School Counseling (NCTSC).

NCTSC focuses on changing the education of school counselors at the graduate level and changing the practice of school counselors in local districts to teach school counselors how to help identify, prevent, and close gaps in achievements and opportunities. In focus groups, they discover what Hart & amp; Jacobi has indicated --- too many school counselors are guardians of the gatekeepers for the status quo rather than supporting the academic success of every child and adolescent. Too many school counselors use unfair practices, support unfair school policies, and do not want to change.

This professional behavior keeps many students from non-dominant backgrounds (ie, color students, poor students and working classes, students with disabilities, and bilingual students) from receiving challenging courses (AP, IB, and honors classes) and academic, career , and the college access skills required to successfully graduate from high school and pursue a post-secondary option including lectures. In 1998, they funded six $ 500,000 grants for the Counselor Education/School Counseling program, focusing on urban and rural settings, to change the School Counselor Education program to teach advocacy, leadership, collaboration and collaboration, equity assessment using data, and programs culturally competent counseling and co-ordination skills in addition to counseling: Indiana State University, University of Georgia, University of West Georgia, University of California-Northridge, University of North Florida, and, Ohio State University. 25 additional courses National School Counseling/Counseling Counseling became a companion agency in the following decade with an average grant of $ 3000. In 2008, NCTSC consultants have worked in more than 100 school districts and large cities and rural areas to change the work of the school counselors nationwide.

In 2002, the American School Counselor Association released the paper. Trish Hatch and Dr. Judy Bowers: ASCA National Model: A framework for school counseling programs consisting of a key school counseling component: ASCA National Standards, and a skills-based focus to cover the achievements and opportunities gaps of the new educational vision of the Trust Trust about education into one document. This model is drawn from the principal theorists in school counseling with four main areas: Foundation (mission statement of school counseling program, vision, statement, statement of belief, and annual goals); Delivery (direct services including individual and group counseling, classroom counseling lessons, planning and advice for all students); Management (use of action plans and outcome reports to close gaps, small group work and lessons in the classroom, assessment of school counseling programs, annual school administrator counselors' agreements, time tracking tools, and school counseling data and Accountability) annual evaluation of school counselors and use School Counseling Program Advisory Council to monitor data, outcomes and effectiveness) In 2003, Dr. Jay Carey and Dr. Carey Dimmitt created the Center for School Counseling and Evaluation Research Center (CSCORE) at the University of Massachusetts-Amherst as a clearinghouse for evidence-based practice with regular research reports, original research projects, and eventually co-sponsors of the annual Evidence Based School Counseling conference in 2013.

In 2004, ASCA Ethics Standards for School Counselors were revised to focus on issues of equality, achieving closure and opportunity gaps, and ensuring all K-12 students receive access to school counseling programs. Also in 2004, an equity-focused entity in the role of school counselors in college acceptance and counseling counseling, the National Office for School Advocacy Advocacy (NOSCA) appeared on The College Board led by Pat Martin and Dr. Vivian Lee. NOSCA developed a research scholarship for counseling research at college by K-12 school counselors and how it was taught in the School Counselor Education program.

In 2008, the first NOSCA study was released by Dr. Jay Carey and his colleagues focused on innovation in selected schools "Inspiration Award" schools where school counselors collaborated inside and outside of their schools for high college level and strong college culture in schools with a large number of students with a background rear non-dominant. In 2008, ASCA released the School Counseling Competency which focused on helping school counseling programs to effectively implement the ASCA National Model .

In 2010, the Center for Excellence in School Counseling and Leadership (CESCAL) at San Diego State University sponsored the first of four school counselors and educator conferences devoted to the needs of lesbian, bisexual, gay, and transgender students in San Diego, California.

In 2011, Counseling at Intersections: The perspective and promise of school counselors in American education, the largest survey of high school and middle school counselors in the United States with more than 5,300 interviews, was released by Pat Martin and Dr. Vivian Lee by the National Office for School Advocacy Advocacy, National Headmaster Association, and the American School Counselors Association. The study shared the views of school counselors on education policies, practices and reforms, and how many of them, especially in urban and rural schools, were not given the opportunity to focus on what they were trained to do, especially career access and counseling and lecture courses for all students, partly because of high caseloads and inappropriate tasks. School counselors suggest changes in their roles to be responsible for the success of all students and how the school system needs to change so that school counselors can be key supporters and leaders in student success. Implications for public policy and changes in districts and schools are addressed. The National Trust Center for Transforming School Counseling in The Education Trust releases a brief report, Preparing for Lead: How School Counselors Can Drive Career and School Readiness, challenges all schools to take advantage of school counselors for equality and access to challenging courses (AP, IB, honors) for all students and ensuring skills and competence of access and competence in college as the main focus for K-12 school counselors.

In 2012, CSCORE assisted in evaluating and publishing six statewide research studies assessing the effectiveness of a school counseling program based on systemic school counseling across countries such as ASCA National Model and publishing their results in American School. Research journal Association Counselors Professional School Counseling. Research shows strong correlational evidence between fully implemented school counseling programs and the ratio of counselors to low-school students provides better academic achievement of students, careers and higher college access/readiness/acceptance, and reduces problems socio-emotional issues including better school security, reduced disciplinary issues, and better attendance.

Also in 2012, the American School Counselor Association released the third edition of the ASCA National Model. Also, the National Center for School Counseling Transformation (NCTSC) created the School Counsel Educators Coalition to further transform the Graduate School Counseling program in a new vision of school counseling for K-12 school counselors. Twenty universities are represented and four faculty mentors Advisory School Advisors are named.

From 2014-16, the White House, under the leadership of the First Lady Office, Michelle Obama, partnered with key school counselor educators and professional college access nationwide to focus on the key roles of school counselors and college access professionals. Their collaboration resulted in a series of National/School Counseling Meetings and College Meetings at Harvard University, San Diego State University, University of North Florida, and American University. The First Lady also started the Reach Higher and Better Make Room program to focus on access to colleges for under-represented students, and she began hosting the School of Advisory Schools of the American Guiding Association of the Year at the White House. The initiative culminates in an unprecedented collaboration among several major professional associations focused on school counseling and college access including the American Counseling Association, American School Counselors Association, National Association for College Entrance Counseling, College Board, and ACT that enhance profiles and the excellence of the school counselor's role in collaborating on college access, affordability, and acceptance for all students..

In 2018, in response to a call from a report issued by the Reach Higher initiative, the American University created the Center for Readiness and Secondary Readiness and Success, a national research center tasked with identifying new and effective models for strengthening post-secondary pathways for all students, low income and first generation. The center is directed by Professor Research Counseling, Dr. Laura Owen..

Venezuela

School counseling is mandated in Venezuela and has focused on cultural competence.

Vietnamese

School counseling is mandated in Vietnam.

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Roles, school counseling programs, ethics and professional associations of school counseling

Professional school counselors should ideally implement a school counseling program that promotes and enhances student achievement (Hatch & Bowers, 2003, 2005; ASCA, 2012). The appropriate and inappropriate framework for responsibilities and role of school counselors is outlined in the National ASCA Model (Hatch & Bowers, 2003, 2005; ASCA, 2012). School counselors, in most US states, usually have a master's degree in school counseling from the Education Advisor graduate program. In Canada, they should become licensed teachers with additional counseling training schools and focus on academic, career, and personal/social issues. China needs at least three years of college experience. In Japan, school counselors were added in the mid-1990s, part-time, mainly focused on behavioral issues. In Taiwan, they often become teachers with recent legislation requiring a school counseling license that focuses on individual and group counseling for academic, career, and personal issues. In Korea, school counselors are mandated in high school and high school.

School counselors work in primary, secondary, and high schools, and in district supervision settings and in counselor education positions (usually with a Ph.D. in an Education Counselor in the United States or an overseas doctoral graduate), and post-school medium-sized arrangements undertaking academic, career, college readiness, and personal/social counseling/consulting, consulting, and program coordination. Their work includes a focus on the stage of development of student growth, including the needs, duties, and interests of students associated with that stage (Schmidt, 2003).

Professional school counselors meet the needs of students in three basic domains: academic development, career development, and socio-emotional development (Dahir & Campbell, 1997; Hatch & Bowers, 2003, 2005; ASCA, 2012) with increasing emphasis on access to college. The knowledge, understanding and skills in this domain are developed through classroom instruction, assessment, consultation, counseling, coordination, and collaboration. For example, in assessments, school counselors may use various personal and career assessment methods (such as or (based) to help students explore career and college needs and interests.

Interventions of school counselors include individual and group counseling for some students. For example, if a student's behavior interferes with his performance, the school counselor can observe the student in the classroom, providing consultations to teachers and other stakeholders to develop (with students) plans to address behavioral issues (s), and then collaborate to implement and evaluate plans. They also provide consulting services to family members such as access to college, career development, parenting skills, learning skills, child and youth development, and help with home-school transition.

School counselor interventions for all students include annual K-12 academic/career/academic access planning and leading classroom development lessons on academic, career/lecture, and socio-emotional topics. Character education topics, diversity and multiculturalism (Portman, 2009), and school security are important areas of focus for school counselors. Often school counselors will coordinate outside groups who want to help with the needs of students such as academics, or coordinate programs that teach about child abuse or drugs, through drama on stage (Schmidt, 2003).

School counselors develop, implement and evaluate school counseling programs that provide academic, career, college, and social-emotional access to all students in their schools. For example, the National ASCA Model (Hatch & Bowers, 2003, 2005; ASCA, 2012) includes the following four key areas:

• Foundation - mission statement of the school counseling program, statement of confidence/vision, SMART Objectives; ASCA Student Standards & amp; ASCA Code of Conduct;
• The Delivery System - how the core curriculum lessons of school counseling, individual student planning and individual and group counseling are delivered in direct and indirect services to students (80% of school counselor time);
• Management System - calendar; use of data tools; use of time tools; agreement of school administrator counselor; counseling counseling school counseling board; small groups, core curricula of school counseling, and the closure of gap-action plans; and
• Accountability System - assessment of school counseling programs; small groups, core school counseling curricula, and closing-gap reports; and performance evaluation of school counselors based on the competence of school counselors.

The model of the school counseling program (ASCA, 2012) is implemented using the key skills of the Education's Transforming School Counseling Initiative: Advocacy, Leadership, Teaming and Collaboration, and Systemic Change.

School counselors are expected to follow professional codes of ethics in many countries. For example, In the United States, they are the American School Counselor Association (ASCA) Code of Ethics of School Counselors, the Code of Ethics of the American Counseling Association (ACA), and the National Association for Higher Education Counseling Reception (NACAC). Statement of Good Practice Principles (SPGP).

School counselors around the world are affiliated with national and regional school counseling associations, and must adhere to their guidelines. These associations include:

• African Counseling Association (AFCA)
• Asociacion Argentina de Counselors (AAC-Argentina)
• Associacao Portuguesa de Psicoterapia centrada na Pessoa e de Counseling (APPCPC-Portugal)
• The Australian Guidance and Counseling Association (AGCA)
• Canadian Counseling Association (CCA)/Association of Canadienne de Counseling (ACC)
• Hong Kong Guidance Teacher Association and Career Masters (HKAGMCM)
• Cyprus School Counselor Counselor Association (OELMEK)
• European Counseling Association (ECA)
• French Ministry of Education
• The Hellenic Society on Counseling and Guidance (HESCOG-Greece)
• International Baccalaureate (IB)
• Vanguard International Advisor (IVC)
• The International Association for Education and Vocational Guidance (IAEVG)
• The Internationale d'Orientation Scolaire et Professionnelle (AIOSP) association
• Internationale Vereinigung fÃÆ'¼r Schul- und Berufsberatung (IVSBB)
• Asociación Internacional para la Orientación Educativa y Profesional (AIOEP)
• Institute of Counselor Guidance (IGC) (Ireland)
• The Kenya Professional Counselors Association (KAPC)
• Department of Education-Malta
• New Zealand Counselor Association/Te Roopu Kaiwhiriwhiri o Aotearoa (NZAC)
• Nigerian Counseling Association (CASSON)
• Philippine Guidance and Counseling Association (PGCA)
• Counseling & amp; Psychotherapy in Scotland (COSCA)
• Singapore Counseling Association (SAC)
• Federación Espanola de Orientacion y Psicopedagogia (FEOP-Spain)
• Taiwan Guidance and Counseling Association (TGCA)
• Child and Youth Counseling (BACP, UK affiliation)
• The British Association for Counseling and Psychotherapy (BACP-UK)
• The American Counseling Association (ACA-USA)
• The American School Counselors Association (ASCA-USA)
• Center for Excellence in School Counseling and Leadership (CESCaL) (USA)
• Center for Research on School Counseling Results (CSCOR-USA) for Accreditation of Counseling and Related Education Programs (CACREP-USA and internationally)
• National Council for Certified Counselors (NBCC, USA)
• National Office for School Counselor Advocacy (NOSCA) at The College Board (USA)
• National Center for Transforming School Counseling (NCTSC) at The Education Trust (USA)
• Association of Overseas Student Admissions Counselors (OACAC, affiliation of the National Counselors Association-US Admissions College)

Primary school counseling

The primary school counselors provide access to academic, career, lecture, and personal and social competence and planning for all students, and individual and group counseling for some of their students and families to meet the developmental needs of young K-6 children. The transition from pre-school to elementary school and from primary to secondary school is an important focus for elementary school counselors. Increased emphasis is placed on accountability to close achievement and opportunity gaps at the ground level as more school counseling programs move to evidence-based work with specific data and results.

School counseling programs that provide special competencies to all students help close the gap of achievement and opportunity. To facilitate individual and group school counseling interventions, school counselors use hearing skills and influence development, cognitive-behavior, person-centered (Rogerian) and influence, systemic, family, multicultural, narrative, and play therapy therapies and theories. released a study demonstrating the effectiveness of elementary school counseling programs in Washington state.

high school counseling

High school counselors provide curriculum counseling lessons in academic, career, college access, and personal and social competence, advise and academic/career/access planning for all students and individual and group counseling for some students and their families to meet the needs of the child older children/early teens in grades 7 and 8.

The SMP Access School curriculum has been developed by The College Board to help students and their families well before reaching secondary school. To facilitate the school counseling process, school counselors use theories and techniques including listening skills and influencing developments, cognitive-behavior, person-centered (Rogerian) and influencing, systemic, family, multicultural, narrative, and play therapy. Transition issues to ensure successful transition to secondary school are key areas including exploration and career assessment with seventh and eighth grade students. Sink, Akos, Turnbull, & amp; Mvududu released a study in 2008 confirming the effectiveness of a comprehensive high school counseling program in Washington state.

High school counseling

High school counselors provide access to academic, career, college access, and personal and social competencies with classroom development and planning lessons for all students, and individual and group counseling for some of their students and families to meet youth development needs (Hatch & Bowers, 2003, 2005, 2012). Emphasis is on college access counseling at the junior high school level as more school counseling programs turn to evidence-based work with specific data and results that show how school counseling programs help close the gap of achievement, opportunity, and achievement that ensures all students have access to school counseling programs and early college access activities. The widespread demands of high school counselors face, from educational attainment (high school graduation and some student and career preparatory) to students' social and mental health, have led to ambiguous role definitions. Summarizing a 2011 national survey involving more than 5,300 high school and high school counselors, the researchers argue: "Although counselor aspirations effectively help students succeed in school and fulfill their dreams, the mission and role of counselors in the education system must be more clearly defined, schools should make accountability measures to track their effectiveness, and policy-makers and key stakeholders should integrate counselors into reform efforts to maximize their impact in schools across America. "

Transitional issues to ensure successful transition to college, other post-secondary education options, and careers are key areas. High school counselors help students and their families prepare for post-secondary education including college and careers (eg lectures, careers) by involving students and their families in accessing and evaluating accurate information about what is called the National Office for School Counsel Advocacy 8 Elements of college and career counseling: (1) Higher Education Aspirations, (2) Academic Planning for Career and College Readiness, (3) Enrichment and Extracurricular Involvement, (4) Exploration and Selection of Higher Education and Career, (5) Assessment of Higher Education and Career, (6) University Affordability Planning, (7) Admission Process for Higher Education and Career, and (8) Transition from Secondary School Graduation to College Registration. Some students turn to private college admission advisors but there is no research evidence that private college admission advisors have effectiveness in helping students achieve selective college acceptance.

Lapan, Gysbers & amp; Sun shows correlational evidence on the effectiveness of school counseling programs that are fully implemented on the academic success of high school students. Carey et al's research in 2008 shows best practices from high school counselors who raise tariffs in strong campus environments in some USA-based high schools with a large number of students from non-dominant cultural identities.

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Education credentials, certification and accreditation

School counselor education (school counselors) worldwide varies by country's laws and culture and the historical influence of their educational system and their credentials and professional identity associated with providing academic, career, lecture, and personal/social information, advising, curriculum , and counseling and related services.

In Canada, school counselors should be certified teachers with additional counseling training schools.

In China, there is no national certification or licensing system for school counselors.

Korea needs school counselors in all high schools and above.

In the Philippines, school counselors should be licensed with a master's degree in counseling.

Taiwan instituted licensing school counselors for public schools (2006) through advocacy of

In the United States, school counselors are certified educators with a master's degree in school counseling (usually from the Education Advisor graduate program) with post-school counseling training including qualifications and skills to handle all academic, career, academic and personal access to students/social needs. After you complete your master's degree, you can take one of 2 certification options to become fully licensed as a professional school counselor.

More than half of all Advisor Education programs offering school counseling are accredited by the Council on Accreditation of Counseling and Related Education Program (CACREP) and all in the US with one in Canada. In 2010 one is being reviewed in Mexico. CACREP maintains a list of accredited programs and programs currently in the accreditation process on their website. CACREP wishes to accredit more international counseling university courses.

According to CACREP, the accredited school counseling program offers courses in the areas of Professional Identity and Ethics, Human Development, Counseling Theory, Group Work, Career Counseling, Multicultural Counseling, Assessment, Research and Program Evaluation, and Clinical Courses - 100 hours practicing and internship 600 hours in under the supervision of a school counseling instructor and school supervisor of a certified school advisor (CACREP, 2001).

When CACREP released the 2009 Standard, the accreditation process became performance-based including evidence of school counselor candidate learning outcomes. In addition, CACREP tightened school counseling standards with specific evidence required for how school counseling students receive education in foundations; prevention and counseling interventions; diversity and advocacy; assessment; research and evaluation; academic development; collaboration and consultation; and leadership in the context of K-12 school counseling.

The practice of certification for school counselors varies worldwide. School counselors in the US can choose national certification through two different boards. The National Council for Professional Teaching Standards (NBPTS) requires a two to three year performance-based performance assessment process, and demonstrates (in writing) content knowledge in human growth/development, diverse populations, school counseling programs, theory, data, and change and collaboration. In February 2005, 30 countries offered financial incentives for this certification.

Also in the United States, the National Council for Certified Counselors (NBCC) requires passing the National Certified School Counselor Examination (NCSC), including 40 multiple choice questions and seven simulation cases assessing the ability of school counselors to make key decisions. In addition, a master's degree and three years of supervised experience are required. NBPTS also requires three years of experience, but state certification is required (41 out of 50 countries require a master's degree). At least four countries offer financial incentives for NCSC certification.

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Job growth and income

Growth rates and job income for school counselors depend on the country in which a person works and how schools are funded - public or independent. School counselors working in international schools or "America" ​​schools globally may find work environments and expectations similar to the US. School counselors pay varies based on the role of school counselors, identity, expectations, and legal requirements and certification and expectations of individual countries. According to the Occupational Outlook Handbook (OOH), the average salary for school counselors in the US in 2010 was (USD) $ 53,380 or $ 25.67 per hour. According to an infographic designed by Wake Forest University, the average salary of school counselors in the US is $ 43,690. The United States has 267,000 employees in positions such as school counselors or related titles in education and consulting and educational and career counseling. The projected growth for school counselors is 14-19% or faster than the average compared to other jobs in the US with a predicted 94,000 job vacancies from 2008-2018. In Australia, a survey by the Australian Counseling and Counseling Association found that school counselor salaries ranged from (AUD) to a high of 50,000 to mid-80,000.

Source of the article : Wikipedia