TPC-Journal-V1-Issue2

110 The Professional Counselor \ Volume 1, Issue 2 instruction. He went so far as to institutionalize guidance as a professional field by linking the terms education and guidance and even using them synonymously. This could have elevated educational counseling to a more prominent position in the profession, but that did not happen. Brewer and others viewed guidance as limited by the descriptive adjective “vocational” with an emphasis on occupational choice (Shertzer & Stone, 1976), and this resulted in an estrangement between vocational and educational counseling. Shertzer and Stone (1976) reported that the term “educational guidance” was first used in a doctoral dissertation by Truman L. Kelley at Teachers College, Columbia University, in 1914, and that he used it to describe the help given to students who had questions about choice of studies and school adjustment. Stephens (1970) pointed out that the shift from vocational choice to “guidance as education” ruptured the basic nature of the vocational guidance movement, separating the focus on “vocation” to “education.” Thus, vocational theory became associated with occupational choice and only tangentially related to educational choice, and we view this as leading to the separation of educational guidance and counseling from career theory. In a comprehensive review of educational guidance literature published from 1933–1956, Hutson (1958) saw the counseling element of the educational guidance program as its most important function. He devoted a chapter to “Counseling for Some Common Problems” in which he identified 10 discrete but overlapping counseling situations. Several elements focused on educational counseling, including choice of subjects and curriculums, college-going (choice of going to college or working; choice of a particular college), and length of stay in school. Each of these problem areas involved counseling related to student psychological and educational characteristics, goals, and decision-making skills. Of relevance to this article, Hutson identified no theory related to educational counseling and cited only the vocational theory of Eli Ginzberg (Ginzberg, Ginsburg, Axelrad, & Herma, 1946) as informing vocational counseling. Theory-based educational counseling had not yet arrived. The practice of educational counseling has faded from view in contemporary guidance and counseling literature. We conducted a search of journal titles and abstracts within the social sciences area using the term “educational counseling” and our university’s online library database system using Cambridge Scientific Abstracts (CSA) and PsychInfo. We were interested in how many “hits” for the past 10 years we would find in the following journals: Career Development Quarterly, Journal of Career Assessment, Journal of College Counseling, Journal of College Student Development, Journal of Counseling & Development, and Journal of Counseling Psychology . The search provided a total of seven results with only four falling into one of these six journals. Advising, Coaching, Brokering While the field of educational counseling seems to have been in decline for the past 50 years, other specialties have emerged to take its place, including academic advising, academic coaching, and educational brokering. The field of academic advising has been very active in the past 30 years. Ender, Winston, and Miller (1984) defined developmental academic advising as “a systematic process based on a close student-advisor relationship intended to aid students in achieving educational, career, and personal goals through the utilization of the full range of institutional and community resources” (p. 19). Later, Creamer (2000) defined it as “an educational activity that depends on valid explanations of complex student behaviors and institutional conditions to assist college students in making and executing educational and life plans” (p. 18). While generally careful to distinguish between the terms advising and counseling, the National Academic Advising Association (NACADA; http://www.nacada.ksu.edu/index.htm) has fully embraced most of the educational planning and adjustment issues faced by postsecondary students that heretofore might have been included in the domain of educational counseling. It is beyond the scope of this article to fully explore the notion of academic coaching, so we will limit our comments to the general field of life and career coaching (Chung & Gfroerer, 2003; Patterson, 2008). In general, proponents view coaching as a service focused on a student’s future goals and the creation of a new life path based on less formal collegial mentoring relationships and a positive, preventive wellness model. Opponents view coaching as practicing counseling