History of Career Counseling

Caleb Candelaria

Grand Canyon University

Master of Education in School Counseling

 Over the course of history, the professional field of counseling has evolved to assist the

needs of students. As the professional field of career counseling evolved, school counselors

identified and incorporated new duties and responsibilities. In accordance to the American

School Counselor Association (ASCA) National Model, school counselors incorporate career

exploration into their counseling program. In effort to develop a comprehensive counseling

program, school counselors collaborate with teachers, administration, stakeholders, and

community members. Moving forward, I will discuss the evolution of career counseling, how

school counselors assist in career exploration, importance of career counseling, and development

of career focused counseling programs.

School counseling has changed over the past three decades from a position-services

orientation to a comprehensive program firmly grounded in principles of human growth and

development (Gysbers, 2013). In regard to the above-mentioned, counseling programs have

transitioned from assisting students obtain careers based on need/availability versus career based

on interest and desire. For example, a student wants to become a lawyer instead of a mechanical

engineer. Therefore, during course enrollment, the school counselors enrolls the student in a pre-

law course versus a physics engineering course.

In continuation, to be able to define guidance in the first place, to understand its role in

the school and community setting, to formulate its purposes, and to plan its procedures, for all

these essential activities we require a fundamental philosophy of guidance, a conceptual

framework which will enable us to know what we are doing, why we are doing, and where we

are heading (Mathewson, 1962). Thus, as career counseling evolved, school counselors had to

identify new strategies in approaches to assist students achieve their full potential.
 As mentioned earlier, overtime school counselors began assisting students choose

careers based on interest rather than job availability. In effort to assist counselors, the ASCA

created a national model that provides an opportunity for counselors to develop a comprehensive

counseling program. In accordance to ASCA, school counselors utilize the national model to

identify and provide resources pertaining to career exploration. For example, school counselors

are able to advocate for Career Technical Education (CTE) courses. CTE courses allow students

to learn about various career fields as well as provide them with an opportunity to obtain

professional licenses upon graduating high school.

Moving forward, during the second decade of the 21 st century, the United States

continues to undergo vast and far-reaching changes economically and socially, resulting in a

rapidly changing workplace (Carey & Herr, 2012; Dutkowsky, 2013). These changes are

“required higher levels of achievement and preparation for the emerging workforce”

(Association for Career and Technical Education, 2006, p.1) Due to the above-mentioned,

developing a counseling program focusing on career exploration is beneficial for it prepares

students for life after graduation.

Lastly, culture and society are rapidly evolving. Therefore, counselors must keep pace

with change to be of value to their students (Paisley & McMahon, 2001). In effort to keep pace,

school counselors should practice assessing and evaluating their counseling program.

Assessment and evaluation provide school counselors an opportunity to develop a

comprehensive counseling program that continuously meets student needs. In addition, school

counselors should collaborate with teachers, community members, stake holders, and

administration in effort to effectively advocate for career exploration.

 In conclusion, career counseling and the role school counselors assist in career

exploration has changed overtime. Career counseling focuses more on student interest and desire.

In accordance with the ASCA national model, school counselors provide appropriate resources

to help provide students with an opportunity to explore careers. School counselors should assess

and evaluate their program to ensure they are efficiently implementing a comprehensive

counseling program. In addition, school counselors can collaborate with teachers, community

members, stakeholders, and administration to create a comprehensive counseling program.

 References:

Anderson, K. (2002). A Response to Common Themes in School

Counseling. Professional School Counseling, 5(5), 315.

Hughey, K. F. (2001). Comprehensive guidance and counseling programs. Professional

School Counseling, 4(4), 2. Retrieved from https://lopes.idm.oclc.org/login?url=https://www-

proquest-com.lopes.idm.oclc.org/scholarly-journals/comprehensive-guidance-counseling-

programs/docview/213356532/se-2?accountid=7374

Good, G. E., Fischer, A. R., Johnston Jr., J. A., & Heppner, P. P. (1994). Norman C.

Gysbers: A Proponent of Comprehensive School Guidance Programs. Journal of Counseling &

Development, 73(2), 115–120. https://doi-org.lopes.idm.oclc.org/10.1002/j.1556-

6676.1994.tb01722.x

Gysbers, Norman C (01/01/2001). "Comprehensive Guidance and Counseling Programs:

A Rich History and a Bright Future.". Professional school counseling (1096-2409), 4 (4), 246.