TPC-Journal-V1-Issue2

109 Robert C. Reardon, NCC, is Professor Emeritus and Sara C. Bertoch, NCC, is a career advisor, both at the Career Center at Florida State University. Correspondence can be addressed to Robert C. Reardon, Florida State University Career Center, PO Box 3064162, Tallahassee, FL, 32306, rreardon@fsu.edu. Revitalizing Educational Counseling: How Career Theory Can Inform a Forgotten Practice Robert C. Reardon Sara C. Bertoch Educational counseling has declined as a counseling specialization in the United States, although the need for this intervention persists and is being met by other providers. This article illustrates how career theories such as Holland’s RIASEC theory can inform a revitalized educational counseling practice in secondary and postsecondary settings. The theory suggests that six personality types—Realistic, Investigative, Artistic, Social, Enterprising, and Conventional—have varying relationships with one another and that they can be associated to the same six environmental areas to assess educational and vocational adjustment. Although educational counseling can be viewed as distinctive from mental health counseling and/or career counseling, modern career theories can inform the practice of educational counseling for the benefit of students and schools. Keywords: educational counseling, career theory, Holland, secondary education, postsecondary education In searching for a formal definition of educational counseling, we found only one in the APA Dictionary of Psychology (VandenBos, 2007): The counseling specialty concerned with providing advice and assistance to students in the development of their educational plans, choice of appropriate courses, and choice of college or technical school. Counseling may also be applied to improve study skills or provide assistance with school-related problems that interfere with performance, for example, learning disabilities. Educational counseling is closely associated with vocational counseling because of the relationship between educational training and occupational choice. (p. 314) The Counseling Dictionary (Gladding, 2006) does not mention the term “educational counseling” in the following definition of counseling. The application of mental health, psychological or human development principles, through cognitive, affective, behavioral or systemic interventions, strategies that address wellness, personal growth, or career development, as well as pathology. (Gladding, 2006, p. 37) A renewed focus on educational counseling may be underway. The American Counseling Association meeting in Pittsburgh in 2010 brought together delegates from 29 major counseling organizations who agreed for the first time on a common definition of counseling. Educational goals were explicitly included in this definition: “Counseling is a professional relationship that empowers diverse individuals, families and groups to accomplish mental health, wellness, education, and career goals” ( Breaking News , May 7, 2010). The purpose of this article is to describe five functions essential for educational counseling (Hutson, 1958) and to use them to illustrate how Holland’s RIASEC theory might inform this counseling practice: (a) choosing a college or school for postsecondary training, (b) selecting an academic program or major, (c) adjusting to the college or academic program, (d) assessing academic performance, and (e) connecting education, career, and life decisions. Historical Perspective In tracing what has happened to educational counseling, a brief historical review can be helpful. In the early days of the vocational guidance movement, Brewer (1932) shifted the focus of guidance from vocation and occupation to education and The Professional Counselor Volume 1, Issue 2 | Pages 109-121 © 2011 NBCC, Inc. & Affiliates www.nbcc.org http://tpcjournal.nbcc.org doi:10.15241/rcr.1.2.109