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Teachers began visiting with students and their parents in settelement houses or through community organizations in order to provide guidance and support for problem students.
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Frank Parsons established the Vocational Bureau of the Civic Services, which eventually took root as a free service provided from within the High Schools of Boston.
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Frank Parsons published the influential Choosing a Vocation (printed posthumously). This work introduced the highly influential trait and factor approach, which included the following: Develop a clear understanding of yourself and your abilities, then acquire knowledge of conditions requried for success, then develop true reasoning on how to connect those ideas together.
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Psychiatry was introduced to the school system in the form of referrals for mental health evaluations and counseling. These referrals were usually made to clinics operating outside of the school system itself, and were reserved for the most problematic students (behavior problems and truancy).
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New York was the first state to formally craft a system of official licensing for school guidance counselors.
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New York is the first state to hire full-time counseling staff for the state department of education. The purpose was to provide oversight and training to counselors in local school districts.
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Many school districts around the United States began using social workers for outreach in the local communities. These social workers operated as a conduit for connecting parents, students, and school officials. Social Workers represented a shift away from traditional law-and-order discipline to a new modality that incorporated understanding and counseling for problem students.
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the federal government established the Guidance and Personnel Branch of the Division of Vocational Education in the U.S. Office of Education. This newly created government agency worked with vocational guidance in local school districts around the United States.
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The publication of Carl Rodger's landmark work created a new emphasis on client-centered counseling. This new paradigm was integrated over time in the model of school counseling.
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American School Counseling Association was founded. This organization gave voice and value to the discipline of school guidance counseling. In particular, ethics, standards, and training guidelines were established.
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Created as a branch of the U.S. Office of Education, the Pupil Personnel Services Organization worked to stretch the mandate of school counseling to cover territory beyond that of just vocational advice.
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The NDEA recognized the value of school counselors in relation to larger national goals and agendas. A key provision within the NDEA called for the hiring of large numbers of school counselors to work in high schools across the country. The idea was that school counselors could aid in steering gifted students to the science and math fields, thus making the United States more competitive with the USSR.
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james B. Conant published the American High School Today. This seminal work argued for the strengthening of the secondary education model. Among his many recommendations, Conant emphasized the need for an improved full-time school counselor to student ration (one for every 250 to 300 students). This book was extemely infuential in the development of high schools for the next several decades.
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This federal legislation called for the training and hiring of additional school counselors across the nation. This bill was designed as part of President Johnson's "War on Poverty".
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Provided for additional funds for training and hiring counselors for both primary and secondary schools.
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Affirmed the need for vocational guidance to be at the forefront of school counseling efforts and expanded funding for school guidance counseling.
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Federal law that expanded funding for school guidance counseling in regards to career guidance.
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Federal law that expanded funding for school guidance counseling in regards to career guidance.
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Congressional bill that further emphasized the need to work with graduating students in crafting post-graduation plans.
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Expanded funding for additional school counselors and emphasized the the need for school counselors to be prepared to deal with a variety of personal of social needs, not just voational guidance.
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Federal law that mandated standards for student achievement and demonstration of student growth. This bill created a new avenue for school counselors to demonstrate their value to the academic life of schools and the futures of students.
