Counselor burnout has become a concern for the counseling profession. This article focuses on avoiding counselor burnout through role renewal and makes generic role renewal recommendations for the counselor facing the possibility of burnout.
Pre and Post-eounsel.ing Comparison o! Pr~ortions o£ Peer Groups Rejecting Students in the lbperimenta:l. Group (A) 109 70. P~e and Fo.St-counsell.ng Comparison o:t Proportions o:t Peer Groups Rejecting Students in the Tradi. tiona1 Control.
The school counselor's struggle for role identity still continues. The counselor's commitment to counseling pupils is being questioned by those with a sociological view of the counselor's role. Several writers suggest that the counselor's role be changed so that the counselor will function as a "cultural architect" or "social engineer." The main thesis of this article is that the facilitation of human potentiality calls for a complementary approach to the resolution of school and pupil problems and not the diminution and prostitution of one role for another. It is proposed that a new position be created in our schools-that of a school sociologist.LTHOUGH the role of the school coun-A selor has developed dramatically over the past decade, debate still continues to be heard from some quarters. In the period prior to 1958, many school administrators had serious reservations regarding the school counselor's tendency toward therapeutic counseling and his desire to extricate himself from the trivia of clerical work and the coordination of administrative loose ends. During this period, many school counselors behaved admirably by realizing their deficiencies as born fide counselors and moving ahead to engage themselves in graduate programs which would enable them justifiably to call themselves counselors. With the advent of Title VB of the 1958 National Defense Education Act, the professionalization of school counseling made significant advances through federally funded counseling and guidance institutes in which long-employed and neophyte school counselors pursued counselor-education programs which greatly improved their performance skills as counselors (Pierson, 1965). School administrators, who previously had serious reservations regarding the counselor's ability to carry on therapeutically inclined preventive counseling, began to feel far more comfortable with the school counselor's emerging skill in performing a legitimate counseling function. School counselors lielped school administrators become more comfortable by adopting an evolutionary attitude toward their (the counselors') professional emergence and by not engaging in threatening harangues.As one looks back on those years, one sees that perhaps the school administrator was right in his apprehension regarding the counselor's ability to engage in therapeutic counseling. Many school counselors were not professionally educated to render personal counseling services to students. Many were former classroom teachers who inherited their positions through a pro-
Personnel and Guidance ] m m l
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