TPC-Journal-V4-Issue5

417 The Professional Counselor Volume 4, Issue 5, Pages 417–425 http://tpcjournal.nbcc.org © 2014 NBCC, Inc. and Affiliates doi:10.15241/dc.4.5.417 Daniel Cinotti is an assistant professor at the New York Institute of Technology. Correspondence can be addressed to Daniel Cinotti, Department of School Counseling, NYIT, 1855 Broadway, New York, NY 10023-7692, dcinotti@nyit.edu. Daniel Cinotti Competing Professional Identity Models in School Counseling: A Historical Perspective and Commentary Recent research has focused on the discrepancy between school counselors’ preferred roles and their actual functions. Reasons for this discrepancy range from administrators’ misperceptions of the role of the school counselor to the slow adoption of comprehensive school counseling approaches such as the American School Counselor Association’s National Model. A look at counseling history reveals that competing professional identity models within the profession have inhibited the standardization of school counseling practice and supervision. School counselors are counseling professionals working within an educational setting, and therefore they receive messages about their role as both counselor and educator. The present article includes a discussion of the consequences of these competing and often conflicting messages, as well as a description of three strategies to combat the role stress associated with this ongoing debate. Keywords : school counseling, counseling history, professional identity, supervision, educational setting The profession of school counseling has existed for more than 100 years, and throughout that time, competing professional identity constructs have impacted the roles, responsibilities and supervision of school counselors. Since the inception of school counseling, when it was known as vocational guidance , confusion has existed on how best to use and manage the resource that is the school counselor (Gysbers & Henderson, 2006; Pope, 2009). Although the focus of the profession has changed from vocational guidance to the current concept of comprehensive school counseling, problems surrounding the use and supervision of school counselors persist. Today, although the profession has identified a National Model (American School Counselor Association [ASCA], 2012) that provides an example of a comprehensive programmatic approach, many practicing school counselors and administrators continue to work with outdated service models and reactive approaches (Hatch & Chen-Hayes, 2008; Lambie & Williamson, 2004). A look at the historical roots of school counseling provides insight into the lasting problems for school counselor utilization and supervision. Historical Context of School Counselor Practice At the outset of the school counseling profession, the role of vocational guidance slowly became recognized as an integral ingredient in effective vocational placement and training. With the creation of the National Vocational Guidance Association in 1913, and the proliferation of vocational guidance programs in cities such as Boston and New York, the profession rapidly expanded (Gysbers & Henderson, 2006). Concerns over the lack of standardized duties, centralized supervision and evaluation of services soon followed. As Myers (1924) pointed out in a historic article titled “A Critical Review of Present Developments in Vocational Guidance with Special Reference to Future Prospects,” vocational guidance was quickly being recognized as “a specialized