School Counselor Roles: Discrepancies between Actual Practice and Existing Models.

Abstract

School administrators, teachers, parents, and other interested groups often view school counselor's role differently (Cole, 1991; Homburger, 1991; Remley & Albright,1988; Snyder & Daly,1993). Even school counselors have differing views about their role and how to best use their time and skills. With long-standing discussions and discrepant viewpoints found in literature (Murray, 1995; Paisley & Hubbard, 1994), school counseling roles are often problematic in definition, interpretation, and implementation. This role ambiguity, present since early days of guidance movement, currently remains an issue today (Hoyt, 1993; Schmidt,1991,1999). Yet, clearly stated models for school counselors are available (Sink & MacDonald, 1998). These models provide suggested emphasis, role definition, and time allocation (e.g., American School Counselor Association, [ASCA], 1990; Gysbers & Henderson,1994; Myrick, 1993; Paisley & Hubbard, 1994; Perry & Schwallie-Giddis, 1993; Sears, 1993). In light of national trends for school counseling transformation, current research, and program models available in school counseling (Borders, Drury & Gerler, 1992; Campbell & Dahir, 1997; Carter, 1993; Dahir,1997; Dustin & Ehly,1992; Fairchild & Seeley, 1994; Guerra,1998; Gysbers & Henderson, 1994; Gysbers, Starr, & Magnuson, 1998; Hardesty & Dillard, 1994; McDonald & Sink, 1999; Miller, 1998; Education Trust, 1997; Sears, 1999; Sink & McDonald, 1998; Texas Education Agency, 1998) we have undertaken this study to compare what school counselors are actually doing to what has been suggested by two widely accepted counseling models. This is an in-depth comparison of actual emphasis versus emphasis. The results of this study were generated from a school counselor questionnaire. This study offers valuable information to K-12 counselors, counseling supervisors, and counselor educators. Information on counseling roles and discrepancies in role implementation based on cited models is presented. Insight can be gained by carefully analyzing consistently reported discrepancies. Further, school counselor questionnaire provides a tool for future research to be conducted and provides a needed starting point to aid in addressing gap between the real and the ideal counseling roles. Development of Counselor Role The role and function of school counselor has been redefined and broadened through years. The services provided have characteristically changed and developed in response to various societal events and influences (Aubrey,1977; Baker, 1992; Gibson, 1990; Cladding, 1996; Gysbers & Henderson, 1994; Muro & Kottman, 1995; Myrick, 1993; Schmidt, 1999). The pattern of response to societal events continues today. For example, Von Villas (1995) remarked that School-to-Work Opportunities Act of 1990s changed expectations of guidance programs (e.g., an increased delivery of career counseling skills for life-long learning is now expected). Further, as we enter 21st century, transformations are taking place. Campbell and Dahir (1997) developed new national standards and noted numerous organizations involved in transformation of school counseling (e.g., American College Testing, College Board, The National Association of College Admissions Counselors). The Education Trust supported by Dewitt Wallace-Reader's Digest Fund is also associated with role transitions for school counselor. Role Definition Today, well-established program models are available for school counselors. Within these models, clearly defined role descriptions outline tasks and major functions to be performed by counselors (e.g., Gysbers & Henderson, 1994; Myrick, 1993; Vernon & Strubb, 1991). Even though some variation in focus or level of importance for a specific function has been reported (i. …

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