The Birth and Infancy of <i>Counselor Education and Supervision</i>

Hoyt, Kenneth B.

doi:10.1002/j.1556-6978.1986.tb00678.x

Cited by 3 publications

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References 8 publications

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“…Doctoral preparation in counseling was strongly stimulated in 1958 when Title V of the National Defense Education Act (NDEA) became a reality. By 1961, NDEA had funded 92 institutes for counselor preparation that were dedicated almost exclusively to preparing counselors for kindergarten to Grade 12 school settings (Hoyt, 1986). The increase in counselor preparation institutes required an increase in faculty to meet the new instructional demands, which led in turn to growth in doctoral programs.…”

Section: A Brief Look At the Development Of The Doctoral Degreementioning

confidence: 99%

The Doctoral Degree in Counselor Education and Supervision

West

Bubenzer

Brooks

et al. 1995

Jour of Counseling & Develop

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Section: A Brief Look At the Development Of The Doctoral Degreementioning

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The Doctoral Degree in Counselor Education and Supervision

West

Bubenzer

Brooks

et al. 1995

Jour of Counseling & Develop

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“…regarding the nature and rigor of the training standards as well as the qualifications of graduate-level educators (Litwack, 1964;Peters, 1962;Stripling & Dugan, 1961). In the midst of this turbulence, Kenneth B. Hoyt undertook the inaugural editorship of CES in 1961 (Hoyt, 1986) and, with the assistance of other scholars in the field (e.g., Robert Stripling, William Dugan, and George Hill), turned crisis into opportunity. The dedication and persistence of these professionals in concert with many other scholars, editors, and editorial board members helped CES flourish into the scholarly medium of its day.…”

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Defining Moments: The Golden Anniversary of Counselor Education and Supervision

Black

Helm

2010

Couns Edu & Supervision

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The September 2010 edition of Counselor Education and Supervision (CES) marks the 50th year of the publication of the journal. We, the current coeditors, along with our editorial assistants join members of the Association of Counselor Education and Supervision (ACES), members of the American Counseling Association (ACA) and its related divisions, as well as counselors and supervisors in the field in acknowledging and celebrating this defining moment. Defining moments are described as critical junctures or crossroads at which individuals, groups, or societies evaluate exigent circumstances and determine a course of action; the 50th year of CES provides an opportunity for such an assessment.Much has changed in the field of counselor education and supervision in the last 50 years. For example, professionals have witnessed dramatic changes in the variety and intensity of client concerns, the advancement of women and members of underrepresented groups in the counseling profession, the extent of accreditation standards, and the variety and use of technology in counseling and counselor training. Much has also remained constant, as indicated by the continued desire to provide sound and effective services for clients and students, the ongoing dialogue and debate related to professional identity of counselor educators and professional counselors, and the concerns regarding the quality and relevance of scholarship. To illustrate this point, one needs only to reflect on the context out of which CES emerged.

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“…Beginning in 1959, faculty members and administrators of colleges and universities hurried to develop programs to meet the impending need for school counselors. The development of programs was so rapid that questions arose concerning the qualifications of the educators who staffed these programs (Hoyt, 1986;Litwack, 1964;Richardson, 1968).There were disagreements between educators and counseling psychologists concerning the training requirements for school counselors…”

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A Content Analysis of Counselor Education and Supervision: The Formative Years

Hosie¹

1986

Couns Edu & Supervision

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Counselor Education and Supervision originated in 1961. Changes in content of the ensuing 25 volumes are indicative of the evolution of the profession. The content of the articles, volumes 0 through 25, was analyzed, producing 51 categories and five cross-referenced categories. Data on authors and type of counselor for whom the article was written were gathered. The discussion of results emphasizes the differences between recent and early volumes of the journal.The founder and first editor of Counselor Education and Supemision (CES), Kenneth B. Hoyt (1986), presents in this issue a frank description of the early years of the journal. These years were marked by momentous growth and change in the training of counselors. School counseling was considered a new profession (Hill, 1964), and many practicing school counselors were viewed as having little training (Patterson, 1963). With funds from the National Defense Education Act (NDEA) of 1958, the number of school counselors increased from 12,000 in 1958-1959 to 33,000 in 1964-1965 (Shertzer 8c Stone, 1971). Beginning in 1959, faculty members and administrators of colleges and universities hurried to develop programs to meet the impending need for school counselors. The development of programs was so rapid that questions arose concerning the qualifications of the educators who staffed these programs (Hoyt, 1986;Litwack, 1964;Richardson, 1968).There were disagreements between educators and counseling psychologists concerning the training requirements for school counselors (Pepinsky, Hill-Frederick, & Epperson, 1978;Peters, 1962;Whiteley, 1984 Stripling & Dugan, 1961). The March 1986 issue of CES culminates the 25th year of the journal. The journal has provided a medium through which those who represent the field exchange ideas and knowledge. The articles in the journal serve as an expression of the needs, beliefs, and intentions of the individuals involved in the education and supervision of counselors. In this study I conducted a content analysis of the articles in volumes 0 through 25. The purpose is to describe the evolution of the journal's content. One must remember that the profession was in the beginning stage in the 1960s and that the content changes in the journal are indicative of the development and identity of the profession. There are other sources, including journals, that contain information about the field. No other source, however, represents the field or contains as much consecutive input to this one area as CES.Based on the advice of Holsti (1969) for determining the categories for a content analysis, I conducted a literature review. Articles on topics and categories for the Journal of Counseling Psychology (Munley, 1974; Pepinski et al., 1978), the Journal of College Student Personnel (Hood, Hull, & Mines, 1979), and the Journal of Educational Psychology (Ball, 1984) were found. The category systems in each case, however, were not relevant for the types of articles in CES. Gade and Zaccaria (1966) reviewed the first four volumes of CES and spec...

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The Birth and Infancy of Counselor Education and Supervision

Cited by 3 publications

References 8 publications

The Doctoral Degree in Counselor Education and Supervision

The Doctoral Degree in Counselor Education and Supervision

Defining Moments: The Golden Anniversary of Counselor Education and Supervision

A Content Analysis of Counselor Education and Supervision: The Formative Years

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