National Vocational Guidance Association Research Articles

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. 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 discussion of the consequences of these competing and often conflicting messages, as well as description of three strategies to combat the role stress associated with this ongoing debate.Keywords: school counseling, counseling history, professional identity, supervision, educational settingThe 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 National Model (American School Counselor Association [ASCA], 2012) that provides an example of comprehensive programmatic approach, many practicing school counselors and administrators continue to work with outdated service models and reactive approaches (Hatch & Chen-Hayes, 2008; Lambie & Williamson, 2004). 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 PracticeAt 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 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 educational function requiring special natural qualifications and special (p. 139, emphasis in original). However, vocational guidance was mostly being performed by teachers in addition to their other duties, with very few schools hiring specialized personnel. Although Myers (1924) and others expressed concerns over the lack of training and supervision, educators and administrators were slow to recognize the consequences of asking teachers to perform such vital duties in addition to their teaching responsibilities without proper training and extra compensation. Additionally, districts in which specific individuals were hired as vocational guidance professionals soon overloaded these professionals with administrative and clerical duties, which inhibited their effectiveness. Myers (1924) highlighted the situation as follows:Another tendency dangerous to the cause of vocational guidance is the tendency to load the vocational counselor with so many duties foreign to the office that little real counseling can be done. …

The Historical Importance of Social Justice in the Founding of the National Career Development Association

The authors discuss the role of social justice in the founding of the National Career Development Association (NCDA). They discuss the historic context of the founding, the social justice work of the pioneers of vocational guidance, and the social justice influences that permeate the fabric of NCDA even today.

Jesse Buttrick Davis (1871–1955): Pioneer of Vocational Guidance in the Schools

Jesse Buttrick Davis is considered to be the 1st school counselor in the United States because he was the 1st to implement a systematic guidance program in the schools. Through his work in the Michigan public schools, he became an important leader in the development of vocational guidance in the late 1800s and early 1900s. His pioneering work in the Detroit and Grand Rapids public schools laid the foundation for the counseling specialties of career counseling and school counseling. He was also 1 of the founders of the National Vocational Guidance Association (now National Career Development Association) and National Association of Secondary School Principals.

Reclaiming Our History: The National Career Development Association Journal Editors (1911–2011)

The Career Development QuarterlyVolume 56, Issue 4 p. 291-293 Reclaiming Our History: The National Career Development Association Journal Editors (1911–2011) Mark Pope, Mark Pope Editor (2005–2008)Search for more papers by this author Mark Pope, Mark Pope Editor (2005–2008)Search for more papers by this author First published: 23 December 2011 https://doi.org/10.1002/j.2161-0045.2008.tb00094.xCitations: 3AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume56, Issue4June 2008Pages 291-293 RelatedInformation

Celebrating 50 Years of Excellence!

The year was 1952. Dwight Eisenhower was elected president in a landslide over Adlai Stevenson. The first contraceptive pill was developed. Dr. Jonas Salk developed the polio vaccine. Hemingway's The Old Man and the Sea was published, and the New York Yankees won the World Series over the Brooklyn Dodgers in seven games. And on July 1st, the Counseling Association (ACA) was incorporated as a nonprofit organization. Of course, 50 years ago, ACA was not called Many people think that it was called the American and Guidance Association (APGA), but that was actually the second name. For a very short period of time, we were called the Personnel Guidance Association (PGA). However the PGA, the Professional Golfers' Association of America, took a dislike to our initials and their lawyers suggested that we change our name (D. Coy, personal communication, November 10, 2001). So APGA (ACA) was born. To understand ACA, it is instructive to examine two aspects of our past. The first is the impetus for our beginning. The year 1952 marked the coming together of four existing organizations to form the APGA: The National Vocational Guidance Association (NVGA), the National Association of Guidance and Counselor Trainers (NAGCT), the Student Association for Teacher Education (SPATE), and the College Association (ACPA; Counseling Association, n.d.). This coming together was for very practical purposes: to pool resources so that a national conference could be held (the first one was in Los Angeles) and to save money by sharing administrative staff. Thus ACA (APGA) was instituted as an umbrella organization that served a wide variety of constituencies. This attitude continues to be ingrained in the ACA culture. A second aspect revolves around the four organizations that came together to form ACA. NVGA, ACPA, SPATE, and NAGCT were already established organizations in 1952 and so brought established identities to the newly formed umbrella organization. These identities have defined professional counseling and set it apart from other helping professions. The oldest of the four founding groups was NVGA. Established in 1913, NVGA was formed to prepare young people for the world of work (Sheeley, 1988). NVGA has evolved into the National Career Development Association (NCDA) and has expanded its focus to career development across the life span. It is because of NCDA (NVGA) that professional counselors are trained in career counseling and methods for helping clients fit their occupation into a healthy lifestyle. Counseling is the only mental health profession that focuses on career development, and it is a core part of our identity. Without NVGA, this would never have happened. The College Association (ACPA) was founded in 1924. ACPA triggered an important debate in ACA over the minimum qualifications necessary to be an ACA member. Why did this issue come from ACPA? It arose because unlike, the other divisions, many of ACPA's members had positions that did not revolve around the provision of counseling services. Although many ACPA members worked in college counseling centers, many others worked in student affairs: college admissions, housing, financial aid, and so on. Many counselors believed that the minimum academic credential necessary for ACA membership was a graduate degree. However, the ACPA student affairs membership believed that a bachelor's degree was appropriate for ACA membership eligibility. The issue was resolved in 1992 in a way that helped both ACPA and ACA. ACPA left ACA to focus on student affairs professionals and is still a vibrant organization. ACA then established the College Counseling Association (ACCA) to focus on college counselors. ACA also established a master's degree as the minimum requirement for membership. As a result, the identity of professional counselors now includes the earning of a master's or doctoral degree. …

Birth of the National Vocational Guidance Association

The Career Development QuarterlyVolume 36, Issue 4 p. 293-306 Birth of the National Vocational Guidance Association W. RICHARD STEPHENS, W. RICHARD STEPHENS This article is a reprint of Chapter 6 of Social Reform and the Origins of Vocational Guidance, by W. Richard Stephens, 1970, Washington, DC: National Vocational Guidance Association. Reprinted by permission of the publisher and author.Search for more papers by this author W. RICHARD STEPHENS, W. RICHARD STEPHENS This article is a reprint of Chapter 6 of Social Reform and the Origins of Vocational Guidance, by W. Richard Stephens, 1970, Washington, DC: National Vocational Guidance Association. Reprinted by permission of the publisher and author.Search for more papers by this author First published: June 1988 https://doi.org/10.1002/j.2161-0045.1988.tb00499.x AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume36, Issue4June 1988Pages 293-306 RelatedInformation

The Past and Future: The National Vocational Guidance Association

The Past and Future: The National Vocational Guidance Association

A Definition of Career Guidance Terms: A National Vocational Guidance Association Perspective

Vocational Guidance QuarterlyVolume 31, Issue 2 p. 137-143 A Definition of Career Guidance Terms: A National Vocational Guidance Association Perspective SUSAN SEARS, SUSAN SEARS Assistant Professor Susan Sears is an assistant professor at Ohio State University. This article culminates the work of a panel of career guidance experts. It was accepted for publication by the NVGA Board of Directors with editing assistance by the Quarterly editors.Search for more papers by this author SUSAN SEARS, SUSAN SEARS Assistant Professor Susan Sears is an assistant professor at Ohio State University. This article culminates the work of a panel of career guidance experts. It was accepted for publication by the NVGA Board of Directors with editing assistance by the Quarterly editors.Search for more papers by this author First published: December 1982 https://doi.org/10.1002/j.2164-585X.1982.tb01305.xCitations: 61 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume31, Issue2December 1982Pages 137-143 RelatedInformation

Symposium: Testing for Career Counseling, Guidance, and Education—Trends and Applications

This symposium was an attempt to outline trends in test development and interpretation over the past 10 years and to explore their applications in career counseling, career guidance, and career education. Its focus grew out of the work of the National Vocational Guidance Association (NVGA) Commission on Assessment and Testing chaired by Dale Prediger. At the 1980 APGA Convention the Commission solicited ideas through an open forum. One idea was a request for a review of recent trends and applications in test usage. The Commission decided an appropriate response would be to invite a blue-ribbon panel to review key events over the past 10 years as they affected test usage in services designed to promote career development. The three papers and two reactions are presented substantially as they were presented at the 1981 APGA Convention.

Guidelines for the Preparation and Evaluation of Career Information Literature

Vocational Guidance QuarterlyVolume 28, Issue 4 p. 291-296 Guidelines for the Preparation and Evaluation of Career Information Literature NATIONAL VOCATIONAL GUIDANCE ASSOCIATION, NATIONAL VOCATIONAL GUIDANCE ASSOCIATIONSearch for more papers by this author NATIONAL VOCATIONAL GUIDANCE ASSOCIATION, NATIONAL VOCATIONAL GUIDANCE ASSOCIATIONSearch for more papers by this author First published: June 1980 https://doi.org/10.1002/j.2164-585X.1980.tb01001.xCitations: 4 These guidelines are a revision of the NVGA guidelines for career literature published in 1971. This revision was prepared under the direction of James Calliotte, Old Dominion University, Norfolk, Virginia (CIRS Chairperson) with the assistance of the Career Information Review Service Committee of the National Vocational Guidance Association. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume28, Issue4June 1980Pages 291-296 RelatedInformation

National Vocational Guidance Association 1979–1980

National Vocational Guidance Association 1979–1980

Guidelines for the Preparation and Evaluation of Nonprint Career Media

Vocational Guidance QuarterlyVolume 26, Issue 2 p. 99-107 Guidelines for the Preparation and Evaluation of Nonprint Career Media NATIONAL VOCATIONAL GUIDANCE ASSOCIATION, NATIONAL VOCATIONAL GUIDANCE ASSOCIATION These guidelines are based in part upon a revision of NVGA guidelines originally published in 1971 [1] and subsequently modified by Vernon Moeller, Frontinae County Board of Education; Helen Faust, School District of Philadelphia; Theodore J. Cote, Temple University; William Hopke, North Carolina State University; and C. Todd Strohmenger, Appalachia Educational Laboratory. The members of the NVGA Career Information Evaluation Committee who were responsible for the preparation and field-testing of the guidelines are: C. Todd Strohmenger (chair), Appalachia Educational Laboratory; Stephen G. Weinrach, Villanova University; Leonard Goodman, University of North Carolina at Charlotte, and Jack Oberhart, Chicago Public Schools. The name of this committee has subsequently been changed to the Media Production and Review Service in order to more accurately reflect its scope and function.Search for more papers by this author NATIONAL VOCATIONAL GUIDANCE ASSOCIATION, NATIONAL VOCATIONAL GUIDANCE ASSOCIATION These guidelines are based in part upon a revision of NVGA guidelines originally published in 1971 [1] and subsequently modified by Vernon Moeller, Frontinae County Board of Education; Helen Faust, School District of Philadelphia; Theodore J. Cote, Temple University; William Hopke, North Carolina State University; and C. Todd Strohmenger, Appalachia Educational Laboratory. The members of the NVGA Career Information Evaluation Committee who were responsible for the preparation and field-testing of the guidelines are: C. Todd Strohmenger (chair), Appalachia Educational Laboratory; Stephen G. Weinrach, Villanova University; Leonard Goodman, University of North Carolina at Charlotte, and Jack Oberhart, Chicago Public Schools. The name of this committee has subsequently been changed to the Media Production and Review Service in order to more accurately reflect its scope and function.Search for more papers by this author First published: December 1977 https://doi.org/10.1002/j.2164-585X.1977.tb00956.xCitations: 4 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume26, Issue2December 1977Pages 99-107 RelatedInformation

Counseling for a Third of a Lifetime

The Personnel and Guidance JournalVolume 55, Issue 3 p. 145-147 Counseling for a Third of a Lifetime Charles Odell, Charles Odell Charles Odell: is Commissioner in the Connecticut Department of Aging. In 1975 he retired after 29 years in the career service of the United States Employment Service, where he held the positions of Director and Deputy Associate Manpower Administrator. He has served as Treasurer, Vice President, and President of the National Vocational Guidance Association and President of the National Employment Counselors Association. He was also a member of the Board of Trustees of APGA.Search for more papers by this author Charles Odell, Charles Odell Charles Odell: is Commissioner in the Connecticut Department of Aging. In 1975 he retired after 29 years in the career service of the United States Employment Service, where he held the positions of Director and Deputy Associate Manpower Administrator. He has served as Treasurer, Vice President, and President of the National Vocational Guidance Association and President of the National Employment Counselors Association. He was also a member of the Board of Trustees of APGA.Search for more papers by this author First published: November 1976 https://doi.org/10.1002/j.2164-4918.1976.tb04438.xCitations: 1 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Citing Literature Volume55, Issue3November 1976Pages 145-147 RelatedInformation

Current Career Films

The films and filmstrips reviewed in this issue represent a portion of the entries in the 1975 NVGA Film Festival. All films and filmstrips are color and sound productions and have been reviewed according to the National Vocational Guidance Association's Guidelines for the Preparation and Evaluation of Career Information Media. Distributor's addresses are listed at the end of this section. The following rating codes are used in these reviews:**** Highly Recommended (maximum adherence to NVGA Guidelines)*** Recommended (general adherence to NVGA Guidelines)** Satisfactory (adequate adherence to NVGA Guidelines)* Useful (minimum adherence to NVGA Guidelines)NR Not Recommended (does not adhere to NVGA Guidelines)

National Vocational Guidance Association 1973–1974

National Vocational Guidance Association 1973–1974

The First 15 Years of Project TALENT: Implications for Career Guidance

Vocational Guidance QuarterlyVolume 22, Issue 1 p. 8-14 The First 15 Years of Project TALENT: Implications for Career Guidance JOHN C. FLANAGAN, JOHN C. FLANAGAN President John C. Flanagan is President, American Institutes for Research, Pah Alto, California. This article was originally presented at the annual meeting of the National Vocational Guidance Association in San Diego, California on February 12, 1973. The research was initially funded by the U.S. Office of Education and is being continued by the National Institute of Education.Search for more papers by this author JOHN C. FLANAGAN, JOHN C. FLANAGAN President John C. Flanagan is President, American Institutes for Research, Pah Alto, California. This article was originally presented at the annual meeting of the National Vocational Guidance Association in San Diego, California on February 12, 1973. The research was initially funded by the U.S. Office of Education and is being continued by the National Institute of Education.Search for more papers by this author First published: September 1973 https://doi.org/10.1002/j.2164-585X.1973.tb02097.xCitations: 1 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume22, Issue1September 1973Pages 8-14 RelatedInformation

National Vocational Guidance Association: OFFICERS

The Personnel and Guidance JournalVolume 43, Issue 2 p. 211-212 National Vocational Guidance Association: OFFICERS First published: October 1964 https://doi.org/10.1002/j.2164-4918.1964.tb02769.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume43, Issue2October 1964Pages 211-212 RelatedInformation

Minutes of Employment Counseling and Placement Section Meeting San Francisco — National Vocational Guidance Association

Journal of Employment CounselingVolume 1, Issue 1 p. 8-9 Minutes of Employment Counseling and Placement Section Meeting San Francisco — National Vocational Guidance Association Mary Archerd, Mary Archerd Employment Counseling and Placement Section, NVGASearch for more papers by this author Mary Archerd, Mary Archerd Employment Counseling and Placement Section, NVGASearch for more papers by this author First published: Spring 1964 https://doi.org/10.1002/j.2161-1920.1964.tb01288.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume1, Issue1Spring 1964Pages 8-9 RelatedInformation

VOCATIONAL GUIDANCE AND Skills of the Work Force

The Personnel and Guidance JournalVolume 35, Issue 1 p. 4-8 VOCATIONAL GUIDANCE AND Skills of the Work Force JAMES P. MITCHELL, JAMES P. MITCHELL Secretary of Labor The Honorable James P. Mitchell is the United States Secretary of Labor. This address was given at the annual luncheon of the National Vocational Guidance Association held during the APGA Convention at the Shoreham Hotel, Washington, D. C., March 27, 1956.Search for more papers by this author JAMES P. MITCHELL, JAMES P. MITCHELL Secretary of Labor The Honorable James P. Mitchell is the United States Secretary of Labor. This address was given at the annual luncheon of the National Vocational Guidance Association held during the APGA Convention at the Shoreham Hotel, Washington, D. C., March 27, 1956.Search for more papers by this author First published: September 1956 https://doi.org/10.1002/j.2164-4918.1956.tb01690.x AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Volume35, Issue1September 1956Pages 4-8 RelatedInformation

Resolutions Passed by the 1955 Delegate Assembly of the National Vocational Guidance Association

Vocational Guidance QuarterlyVolume 3, Issue 4 p. 121-122 Resolutions Passed by the 1955 Delegate Assembly of the National Vocational Guidance Association First published: Summer 1955 https://doi.org/10.1002/j.2164-585X.1955.tb01661.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume3, Issue4Summer 1955Pages 121-122 RelatedInformation