School Counseling: An Evolving Specialty

Paisley, Pamela O.; Borders, L. DiAnne

doi:10.1002/j.1556-6676.1995.tb01840.x

Cited by 69 publications

(51 citation statements)

References 8 publications

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“…These counselors focused on classroom guidance activities or small group counseling, activities that consumed about a third of their time. This profile's characteristics reflect the spirit of the 1980s, when counseling's professional thrust shifted from individual guidance and counseling to primary prevention (American School Counselor Association, 1979;Borders & Drury, 1992;Klingman, 1984;Paisley & Borders, 1995;Raviv, Klingman, & Horowitz, 1980). According to this model, counseling is the mainstay of a prevention orientation that is implemented in a structured, pre-planned format and presented to all students in their classrooms.…”

Section: Discussionmentioning

confidence: 97%

Role Behavior Profiles of Israeli School Counselors

Erhard

Harel

2005

Int J Adv Counselling

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This study of 681 school counselors in Israel examines how counselors allocate their time between counseling tasks and whether their role behavior can be characterized according to distinctive profiles. Three distinctive profiles of role behavior were identified: The traditional profile (40% of the sample), in which individual counseling to students was prominent; the prevention profile (20% of the sample), in which a guidance curriculum with an emphasis on prevention programs was preva1ent; and the balanced profile (40% of the sample), in which the time devoted to the main counseling responsibilities is allocated in relatively equal proportions. Three variables were found to affect the profiles: the school setting (i.e., level), the principal's expectations from the counselor and the counselor's personal preferences. The findings of this study can contribute to the effort of defining and clarifying the role and function of school counseling in Israel and other countries.

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Section: Discussionmentioning

confidence: 97%

Role Behavior Profiles of Israeli School Counselors

Erhard

Harel

2005

Int J Adv Counselling

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“…During World War I, vocational testing was used to sort out those who could serve as leaders vs. those better suited to less frontline positions (Brewer, 1918). Based on ideas espoused by noted humanists like Rogers (1995), a second wave of career and college counseling emerged in the 1940s, emphasizing the revelation of a given client's personal attributes while eschewing overreliance on psychometrics (Paisley & Borders, 1995). The founders and arbiters of school counseling in the United States, virtually all white men, moved increasingly toward 'talent identification' and natural skill refinement in the guidance process, and notably, 'to give boys and girls [emphasis added] a broad familiarity with industrial processes, which will open them to a wide range of useful employments' (Stephens, as cited in Gysbers, 2010, p. 19).…”

Section: Juncture 1: the Guidance Counseling Momentmentioning

confidence: 99%

Changing the frame: queering access to higher education for trans* students

Marine

2017

International Journal of Qualitative Studies in Education

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Higher education Program, Merrimack college, north andover, Ma, uSa ABSTRACT College access and graduation results in significant life advantages, including higher lifetime incomes, better physical and mental health outcomes, and greater rates of civic engagement. Unfortunately, trans* youth have been systematically prevented from full participation in post-secondary education due to genderist practices and policies. Employing a queer theoretical frame, this manuscript identifies three critical junctures in the college access process where genderist norms inhibit college access and persistence for trans* youth. Five specific strategies for queering college access by ending or minimizing the impact of genderism are advanced, including cultivating the role of school counseling personnel as advocates, reformation of admissions practices, and attention to fostering gender-inclusive co-curricular activities and student communities.

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“…School counselors have historically responded to social, economic, educational and political reforms (Baker & Gerler, 2008;Herr, 2002;Paisley & Borders, 1995;Schimmel, 2008) and in recent years the profession has undergone significant transformations. The American School Counseling Association's (ASCA) National Standards (Campbell & Dahir, 1997) and National Model (ASCA, 2005), and the ASCA Ethical Code for School Counselors' two most recent revisions (ASCA, 2004(ASCA, , 2010) made significant strides in establishing clear expectations around school counseling standards (academic, career, and personal/social) and shifted the focus from school counseling duties to school counselor outcomes.…”

Section: Influential School Counseling Reform Movementsmentioning

confidence: 99%