INTRODUCTION TO

SCHOOL COUNSELING

WEEK ONE

Dr. Pınar Aylin Yırtıcı

 Definitions - Counseling

• American Counseling Association (2019):

«A professional relationship that empowers diverse individuals, families, and groups to

accomplish mental health, wellness, education, and career goals.»
 Definitions - Counselor

• Mesleki Yeterlilik Kurumu (2017):

«Çocukluktan yaşlılığa değin farklı yaşam dönemlerindeki bireylerin eğitsel, mesleki, kişisel
ve sosyal gelişim alanlarında ve uyum konularında yardımcı olmak amacıyla bireyle veya
grupla psikolojik danışma ve rehberlik hizmetleri sunan nitelikli kişidir.»
 Definitions – School Counselor

• American School Counselor Association:

«School counselors are certified/licensed educators who improve student success for all
students by implementing a comprehensive school counseling program.»
 History of School Counseling - USA

• School counseling is a special field that has its roots in the vocational
guidance movement of the Industrial Revolution during the late 19th and
early 20th cc.

• At the beginning of the 20th cc, the first school counselors were trained
in response to an increased need for vocational guidance.

• Recognizing the need to train experts in vocational guidance, Parsons

organized the Boston Vocational Bureau in 1908.
 History of School Counseling - USA

• During the 1930s and into the 1940s, school guidance workers used
Williamson’s directive approach to counseling (counselor-centered
approach).

• For Williamson, directive counseling is good to address the problems

relating to educational and vocational adjustment.
 History of School Counseling - USA
Directive counseling has 6 steps:

1. Analysis: It includes collection of information about the individual via

structured interviews, psychological case history, interaction with family
members, etc.

2. Synthesis: After data collection, the information is organized logically to

analyze individuals in terms of their qualifications, potentials, adjustment, etc.

3. Diagnosis: It consists of the interpretation of data in relation to the nature of

the problem, the causes of the problem
 History of School Counseling - USA
Directive counseling has 6 steps:

4. Prognosis: Under this step, a prediction is made about the future development
of the problem.

5. Counseling: It is to bring about adjustment and re-adjustment to the individual

in relation to his problem. Attitudes and interests of individuals are considered
during counseling.

6. Follow-up: After counseling, the individual is followed up on (whether he can

deal with the same problems in the future on his own or not)
 History of School Counseling - USA

• During the 1940s, the directive approach was overshadowed by the non-
directive relationship-oriented humanistic approach of Rogers.

• Client-centered approach became more vital.

 History of School Counseling - USA
• The George Barden Act: It provided federal government funding for the first
time to support counseling guidance in schools.

• In 1953, the American School Counseling Association (ASCA) was founded.

• The National Defense Education Act of 1958: Its goal was to train vocational
counselors. It helped create and define counseling positions within public
schools. It allocated funds for training institutes to graduate secondary school
counselors. Those counselors’ task was to identify young people who had math
and science talent and encourage them to pursue further studies in science.
 History of School Counseling - USA

In the middle and late 1960s:

• The Elementary and Secondary Education Act,

• The Vocational Education Act occurred.

➢ These acts focused on implementing specialized programs that include

services for students from families with low income, school dropouts, and
those with severe academic problems.
 History of School Counseling - USA
During the 1960s, 1970s and 1980s:

• Graduate programs in school counseling gave greater attention to

developmental theories, how school counselors could have an impact on
predictable stages of development experienced by all students.

• They offered a preventive and developmental approach to counseling

from kindergarten to high school.

• Such an approach included the three Cs of school counseling.

 History of School Counseling - USA

Three Cs of school counseling

Counseling:

One-on-one counseling is most effective for students struggling with

sensitive matters that are best not discussed in a group setting.

➢ e.g., Crises, emotional trouble, problems with parents, transitional

difficulties
 History of School Counseling - USA
Three Cs of school counseling

Consultation:

It is a pairing of all those involved in a student’s life coming together to help and provide
support and needed assistance to students.

It is an indirect service to students, providing information to parents to help them know

how to best help their child in whatever area they are struggling with.

The school counselors are the center of this communication. They are in touch with
students, parents, teachers, and administrators, which may be essential to student success.
 History of School Counseling - USA

Three Cs of school counseling

Coordination:

School counselors must be great coordinators who are highly organized,

able to plan, implement, and manage different components of school
counseling.
 School Counselor Qualifications - USA

• Hold, at minimum, a master’s degree in school counseling.

• Meet the state certification/licensure standards

• Fulfill continuing education requirements

• Uphold ASCA ethical and professional standards

 History of School Counseling - Türkiye
The development of psychological counseling and guidance services in
Turkey is divided into five periods.

(1) The Early Years (1950–1956)

In 1947, within the framework of the Marshall Plan, American education

experts came to Turkey to examine the Turkish education system. These
experts traveled to various cities and gave conferences and seminars on
contemporary educational approaches and guidance services. They also
conducted pilot studies in the field of counseling.
 History of School Counseling - Türkiye
The development of psychological counseling and guidance services in Turkey is divided
into five periods.

(1) The Early Years (1950–1956)

American education specialists recommended using objective methods to determine

individual differences among students, such as interests, abilities, and needs.

In 1953, a "Testing and Research Bureau" was established in Ankara under the Ministry of
National Education's Board of Education and Discipline, focused on developing various
achievement tests and translating many American aptitude tests into Turkish (Özoğlu,
1997; Tan, 1992).
 History of School Counseling - Türkiye
The development of psychological counseling and guidance services in Turkey is
divided into five periods.

(1) The Early Years (1950–1956)

In the 1953–1954 academic year, the Gazi Education Institute included the course
of Guidance as a compulsory subject in the Pedagogy and Special Education
departments.

In 1955, the first Guidance Center was established at Ankara Demirlibahçe Primary
School (Yeşilyaprak, 2009).
 History of School Counseling - Türkiye
The development of psychological counseling and guidance services in
Turkey is divided into five periods.

2) The Formative Years (1957–1969):

During this period, developments at universities were noteworthy.

In 1960, at Middle East Technical University, a Psychological Counseling

Laboratory was established alongside the Psychology Department, and
psychological counseling sessions with some students began.
 History of School Counseling - Türkiye
2) The Formative Years (1957–1969):

Establishment of the Faculty of Education at Ankara University (1964). This was the first Faculty
of Education in Turkey.

In 1965, an academic structure titled the "Department of Educational Psychology" was formed.

By 1969, the program awarded the first undergraduate degrees under the title «School
Psychology and Guidance.»

In the 1966–1967 academic year, the Department of Education at Hacettepe University began
offering graduate-level education in the field of Guidance and Psychological Counseling.
 History of School Counseling - Türkiye

3) Establishment of Guidance and Psychological Counseling Services in

Schools (1970–1981)

Between 1970 and 1971, the Ministry of National Education (MEB) began
efforts to establish guidance services in secondary schools and to appoint
educational specialists (school counselors) to these services (Özgüven,
1990).
 History of School Counseling - Türkiye
3) Establishment of Guidance and Psychological Counseling Services in
Schools (1970–1981)

For the first time, during the 1970–1971 academic year, the "Regulations on
the Establishment and Duties of Guidance Services in Secondary Schools"
were developed.

With this initiative, the number of schools implementing guidance and

psychological counseling services increased to 91 within four years, starting
with 24 secondary schools (Kepçeoğlu, 1994).
 History of School Counseling - Türkiye

3) Establishment of Guidance and Psychological Counseling Services in

Schools (1970–1981)

In 1981, with the enactment of Law No. 2547 on Higher Education, which
restructured academic, institutional, and administrative aspects of
universities, leading to the establishment of the Council of Higher
Education (YÖK).
 History of School Counseling - Türkiye
3) Establishment of Guidance and Psychological Counseling Services in
Schools (1970–1981)

Following this development, as of 1982, the field of Guidance and

Psychological Counseling (PDR) began operating as a Department of
Educational Psychological Services or Psychological Counseling and
Guidance within the Education Sciences departments of universities. These
departments started providing services and graduated their first students
at the end of the 1985–1986 academic year.
 History of School Counseling - Türkiye

4) Establishment of Undergraduate PDR Programs (1982–1994)

In 1981, Hacettepe University and, by 1982, five other universities opened

undergraduate programs in Guidance and Psychological Counseling. By
1989, the number of these programs had increased to 11.
 History of School Counseling - Türkiye

5) Efforts Toward Standardization (1995–present)

The year 1995 marks the beginning of efforts to standardize PDR programs.
At the same time, under the leadership of the Turkish PDR Association, an
Ethics Committee was established to create ethical standards for
professional practices.
 School Counselor Definition in Türkiye
«In collaboration with teachers, families, and other stakeholders, from
preschool through the end of secondary education, they are individuals who
support students' academic, career, and social-emotional development.
Using techniques to understand the individual, they develop preventive,
developmental, and problem-solving school counseling programs,
implement and evaluate these programs, and engage in direct interactions
with students through individual and group counseling, classroom
guidance, and indirect interactions through consultation and other
collaborative activities with relevant parties at school.»
 Roles of School Counselors
The professional roles and tasks of school counselors, as defined by professional
standards, are as follows:

• Implementing occupational health and safety as well as environmental

protection measures,

• Organizing work processes,

• Developing the school counseling program (including needs analysis, goal and
vision setting, creating an annual work calendar, and designing classroom
guidance programs).
 Roles of School Counselors
• Implementing the core school counseling education program (applying
classroom guidance programs, leading group activities),

• Assisting students in making individual development plans (preparing

career planning portfolios, conducting individual meetings to support
students’ development, meeting with relevant individuals),

• Providing intervention services (psychological counseling, psycho-

education, home visits, educational and counseling measures, crisis
intervention),
 Roles of School Counselors
• Offering indirect services to students (referral, consultation,
collaboration),

• Evaluating the school counseling program (preparing evaluation tools,

implementing them, compiling results into reports, and making
necessary adjustments),

• Improving the quality of psychological counseling services (monitoring,

evaluation, developing psycho-educational programs, creating materials,
and measurement tools).
 Roles of School Counselors
• Carrying out professional development activities (keeping up with
innovations and changes in legislation, participating in events such as
training, symposiums, and conferences, engaging in supervision,
providing training in areas of expertise, and contributing to the
professional development of interns in the field).

In summary, school counselors are professionals who provide services

aimed at supporting the academic, career, and social-emotional
development of all students.
 Roles of School Counselors - ASCA

School counselors are vital members of the education team, maximizing

student success.

According to ASCA (2019), school counselors develop their programs in

line with ASCA’s ethical and professional standards, guided by the four
domains of the ASCA National Model.
REMINDER:

Please complete your required readings

before the next week’s class.

If you have any questions;

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