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School counselor

A school counselor is a certified/licensed professional that provides academic, career, college readiness, and social-emotional support for all students. There are school counselor positions within each level of schooling (elementary, middle, high, and college). By developing and following a school counseling program, school counselors are able to provide students of all ages with the appropriate support and guidance needed for overall success.[1]

Foundation (Define as of 2019) – a school counseling program mission statement, a vision statement, a beliefs statement, SMART Goals; ASCA Mindsets & Behaviors & ASCA Code of Ethics;

Delivery System (Deliver as of 2019) – how school counseling core curriculum lessons, planning for every student, and individual and group counseling are delivered in direct and indirect services to students (80% of school counselor time);

Management System (Manage as of 2019) – calendars; use of data tool; use of time tool; administrator-school counselor agreement; school counseling program advisory council; small group, school counseling core curriculum, and closing the gap action plans; and

Accountability System (Assess as of 2019) – school counseling program assessment; small group, school counseling core curriculum, and closing-the-gap results reports; and school counselor performance evaluations based on school counselor competencies.

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Types of school counselors[edit]

Elementary school counselor[edit]

Elementary school counselors provide[21] academic, career, college access, and personal and social competencies and planning to all students, and individual and group counseling for some students and their families to meet the developmental needs of young children K–6.[22] Transitions from pre-school to elementary school and from elementary school to middle school are an important focus for elementary school counselors. Increased emphasis is placed on accountability for helping close achievement and opportunity gaps at the elementary level as more school counseling programs move to evidence-based work with data and specific results.[23][24]


School counseling programs that deliver specific competencies to all students help to close achievement and opportunity gaps.[25] To facilitate individual and group school counseling interventions, school counselors use developmental, cognitive-behavioral, person-centered (Rogerian) listening and influencing skills, systemic, family, multicultural,[26] narrative, and play therapy theories and techniques.[21][27] Sink & Stroh (2003) released a research study showing the effectiveness of elementary school counseling programs in Washington state.[28]

Middle school counselor[edit]

Middle school counselors provide school counseling curriculum lessons[21] on academic, career, college access, and personal and social competencies, advising and academic/career/college access planning to all students and individual and group counseling for some students and their families to meet the needs of older children/early adolescents in grades 7 and 8.[29]


Middle School College Access curricula have been developed to assist students and their families before reaching high school. To facilitate the school counseling process, school counselors use theories and techniques including developmental, cognitive-behavioral, person-centered (Rogerian) listening and influencing skills, systemic, family, multicultural,[26] narrative, and play therapy. Transitional issues to ensure successful transitions to high school are a key area including career exploration and assessment with seventh and eighth grade students.[30][31] Sink, Akos, Turnbull, & Mvududu released a study in 2008 confirming the effectiveness of middle school comprehensive school counseling programs in Washington state.[32]

High school counselor[edit]

High school counselors provide[21] academic, career, college access, and personal and social competencies with developmental classroom lessons and planning to all students, and individual and group counseling for some students and their families to meet the developmental needs of adolescents (Hatch & Bowers, 2003, 2005, 2012).[33] Emphasis is on college access counseling at the early high school level as more school counseling programs move to evidence-based work with data and specific results[34] that show how school counseling programs help to close achievement, opportunity, and attainment gaps ensuring all students have access to school counseling programs and early college access/affordability/admission activities.[35] The breadth of demands high school counselors face, from educational attainment (high school graduation and some students' preparation for careers and college) to student social and mental health, has led to ambiguous role definition.[36] Summarizing a 2011 national survey of more than 5,330 middle school and high school counselors, researchers argued: "Despite the aspirations of counselors to effectively help students succeed in school and fulfill their dreams, the mission and roles of counselors in the education system must be more clearly defined; schools must create measures of accountability to track their effectiveness; and policymakers and key stakeholders must integrate counselors into reform efforts to maximize their impact in schools across America".[37]


Transitional issues to ensure successful transitions to college, other post-secondary educational options, and careers are a key area.[38] The high school counselor helps students and their families prepare for post-secondary education including college and careers (e.g. college, careers) by engaging students and their families in accessing and evaluating accurate information on what the National Office for School Counselor Advocacy calls the eight essential elements of college and career counseling: (1) College Aspirations, (2) Academic Planning for Career and College Readiness, (3) Enrichment and Extracurricular Engagement, (4) College and Career Exploration and Selection Processes, (5) College and Career Assessments, (6) College Affordability Planning, (7) College and Career Admission Processes, and (8) Transition from High School Graduation to College Enrollment.[39] Some students turn to private college admissions advisors but there is no research evidence that private college admissions advisors have any effectiveness in assisting students attain selective college admissions.


Lapan, Gysbers & Sun showed correlational evidence of the effectiveness of fully implemented school counseling programs on high school students' academic success.[40] Carey et al.'s 2008 study showed specific best practices from high school counselors raising college-going rates within a strong college-going environment in multiple USA-based high schools with large numbers of students of non-dominant cultural identities.

African Counseling Association (AfCA)

Asociacion Argentina de Counselors (AAC-Argentina)

Associacao Portuguesa de Psicoterapia centrada na Pessoa e de Counselling (APPCPC-Portugal)

Australian Guidance and Counselling Association (AGCA)

Hong Kong Association of Guidance Masters and Career Masters (HKAGMCM)

Cypriot Association of School Guidance Counsellors (OELMEK)

European Counseling Association (ECA)

France Ministry of Education

Hellenic Society of Counselling and Guidance (HESCOG-Greece)

International Baccalaureate (IB)

(ISPC)

International Society of Psychotherapy and Counselling

International Vanguard of Counsellors (IVC)

International Association for Educational and Vocational Guidance (IAEVG)

Association Internationale d'Orientation Scolaire et Professionnelle (AIOSP)

Internationale Vereinigung für Schul- und Berufsberatung (IVSBB)

Asociación Internacional para la Orientación Educativa y Profesional (AIOEP)

Institute of Guidance Counselors (IGC) (Ireland)

Kenya Association of Professional Counselors (KAPC)

Department of Education-Malta

New Zealand Association of Counsellors/Te Roopu Kaiwhiriwhiri o Aotearoa (NZAC)

Counseling Association of Nigeria (CASSON)

Philippine Guidance and Counseling Association (PGCA)

Counseling & Psychotherapy in Scotland (COSCA)

Singapore Association for Counseling (SAC)

Federación Española de Orientación y Psicopedagogía (FEOP-Spain)

The Taiwan Guidance and Counseling Association (TGCA)

Counselling Children and Young People (BACP affiliate, UK)

British Association for Counselling and Psychotherapy (BACP-UK)

American Counseling Association (ACA-USA)

American School Counselor Association (ASCA-USA)

Center for Excellence in School Counseling and Leadership (CESCaL) (USA)

Center for School Counseling Outcome Research (CSCOR-USA) Council for the Accreditation of Counseling and Related Educational Programs (CACREP-USA and international)

National Board for Certified Counselors (NBCC, USA)

National Office for School Counselor Advocacy (NOSCA) at The College Board (USA)

National Center for Transforming School Counseling (NCTSC) at The Education Trust (USA)

Overseas Association of College Admissions Counselors (OACAC an affiliate of National Association of College Admissions Counselors-USA)

Canadian Counselling and Psychotherapy Association – National School Counsellors Chapter (CPPA)

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Newfoundland and Labrador Counsellors' and Psychologists' Association

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PEI Counselling Association

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British Columbia School Counsellors

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Guidance Council of the Alberta Teachers' Association

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Ontario School Counsellors' Association

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Nova Scotia School Counsellors Association

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Education, certification, training, & accreditation[edit]

In the United States, a master's degree in counseling, school counseling, or related fields is required to become a school counselor. A few states may require additional training and/or certification to be eligible for employment. However, all public school counselors must receive a state government issued credential in order to practice counseling.[53] Obtaining  certification/licensure requires a master's degree, an internship and/or practicum experience with a licensed school counselor, and completion of either a state or national test.[54] A few states may require counselors to have classroom teaching experience prior to becoming a school counselor.[53]


Those wanting to pursue a career in school counseling should ensure that their university program maintains the appropriate accreditation. In the United States, the largest accreditation body for Counselor Education/School Counseling programs is the Council for the Accreditation of Counseling and Related Educational Programs (CACREP).[55] International Counselor Education programs are accredited through a CACREP affiliate, the International Registry of Counselor Education Programs (IRCEP).


The education of school counselors around the world varies based on the laws and cultures of countries and the historical influences of their educational and credentialing systems and professional identities related to who delivers academic, career, college readiness, and personal/social information, advising, curriculum, and counseling and related services.[56]


Additional information is needed to review the necessary requirements for other countries.

Salary, benefits, and expected job growth[edit]

In 2021, the median pay for school counselors in the United States was $60,510 annually or $29.09 per hour. But, a school counselor's salary can range anywhere between $37,550 to $98,190 according the most recent report completed by the U.S. Bureau of Labor Statistics.[53]


Most State Education Boards require that school districts offer school counselors health, dental, and vision insurance. Additionally, school counselors can receive retirement plans as well as professional development assistance.[57][58] Lastly, school counselors enjoy the same vacation time as students, meaning counselors receive time off for each holiday that falls within the school calendar as well as a summer vacation each year.


The U.S. Bureau of Labor Statistics projects the school counselor position to grow 10% between 2021 and 2031; meaning there will be an additional 32,000 job openings within the next 10 years.[53]


Additional information is needed to report on worldwide salary, benefits, and expected job growth statistics.

US politician

Jamaal Bowman

US politician

Fernando Cabrera

Canadian politician

Ern Condon

Canadian politician

Derrick Dalley

US politician

Susie Sadlowski Garza

Canadian politician

François Gendron

US politician

Steve Lindberg

US politician

Lillian Ortiz-Self

US lacrosse player

Tony Resch

US politician

Tom Tillberry

US politician

Tom Villa

Advocacy

Career counseling

Career development

Character education

Counselor education

Educational equity

Educational leadership

Frank Parsons

List of counseling topics

Mental health counseling

Multicultural education

Play therapy

School social worker

School psychology

Bauman, S. S. M. (2010). "School counselors and survivors of childhood cancer: Reconceptualizing and advancing the cure". Professional School Counseling. 14 (2): 156–164. :10.5330/prsc.14.2.k047w39u78hm1713 (inactive 2024-02-07).{{cite journal}}: CS1 maint: DOI inactive as of February 2024 (link)

doi

Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). 101 solutions for school counselors and leaders in challenging times. Thousand Oaks, CA: Corwin.

Erford, B. T.; Erford, B. M.; Lattanzi, G.; Weller, J.; Schein, H.; Wolf, E.; Hughes, M.; Darrow, J.; Savin-Murphy, J.; Peacock, E. (2011). "Counseling outcomes from 1990 to 2008 for school-age youth with depression: A meta-analysis". Journal of Counseling & Development. 89 (4): 439–458. :10.1002/j.1556-6676.2011.tb02841.x.

doi

Hamlet, H. S.; Gergar, P. G.; Shaefer, B. A. (2011). "Students living with chronic illness: The school counselor's role". Professional School Counseling. 14: 202–210. :10.5330/PSC.n.2011-14.202 (inactive 2024-02-07).{{cite journal}}: CS1 maint: DOI inactive as of February 2024 (link)

doi

Krell, M.; Perusse, R. (2012). "Providing college readiness counseling for students with Autism spectrum disorders: A Delphi study to guide school counselors". Professional School Counseling. 16: 29–39. :10.1177/2156759X1201600104. S2CID 72577317.

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Marshak, L. E., Dandeneau, C. J., Prezant, F. P., & L'Amoreaux, N. A. (2009). The school counselor's guide to helping students with disabilities. San Francisco, CA: Jossey-Bass.

Milsom, A (2007). "Interventions to assist students with disabilities through school transitions". Professional School Counseling. 10 (3): 273–278. :10.5330/prsc.10.3.c322443236564507 (inactive 2024-02-07).{{cite journal}}: CS1 maint: DOI inactive as of February 2024 (link)

doi

Milsom, A (2006). "Creating positive school experiences for students with disabilities". Professional School Counseling. 10: 66–72. :10.5330/prsc.10.1.ek6317552h2kh4m6 (inactive 2024-02-07).{{cite journal}}: CS1 maint: DOI inactive as of February 2024 (link)

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Milsom, A.; Dietz, L. (2009). "Defining college readiness for students with learning disabilities: A Delphi study". Professional School Counseling. 12 (4): 315–323. :10.5330/PSC.n.2010-12.315 (inactive 2024-02-07).{{cite journal}}: CS1 maint: DOI inactive as of February 2024 (link)

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Peterson, J. S. (2006). "Addressing counseling needs of gifted students". Professional School Counseling. 10: 43–51. :10.5330/prsc.10.1.b76h32717q632tqn (inactive 2024-02-07).{{cite journal}}: CS1 maint: DOI inactive as of February 2024 (link)

doi

Trolley, B. C., Haas, H. S., & Patti, D. C. (2009). The school counselor's guide to special education. Thousand Oaks, CA: Corwin Press.

Wood, S. M. (2010). "Best practices in counseling the gifted in schools: What's really happening". Gifted Child Quarterly. 54: 42–58. :10.1177/0016986209352681. S2CID 145307205.

doi

Wood, S. M. (2010). "Nurturing a garden: A qualitative investigation into school counselors' experiences with gifted students". Journal for the Education of the Gifted. 34: 261–302.

Wood, S. M. (2009). "Counseling concerns of gifted and talented adolescents: Implications for school counselors". Journal of School Counseling. 7: 1.

Wood, S. M.; Portman, T.; Cigrand, D. L.; Colangelo, N. (2010). "School counselors' perceptions and experience with acceleration as a program option for gifted and talented students". Gifted Child Quarterly. 54 (3): 168–178. :10.1177/0016986210367940. S2CID 143893497.

doi

American School Counselor Association

Counselling Tutor

Center for Excellence in School Counseling and Leadership

Center for School Counseling Outcome Research and Evaluation

Evidence Based School Counseling Conference

School and Career Counselors

National Association for College Admission Counseling

National Career Development Association