A critical analysis of the function of guidance counselors

Abstract

The purpose of this study was to investigate the research into the function of guidance counselors. The critical analysis addresses the following objectives: to investigate the origin of guidance counseling, to investigate available research into the function of guidance of counselors, and to investigate the available research into teachers’ perceptions of the function of guidance counselors. The origin of guidance counseling was discussed in detail. Early guidance counselors focused solely on students’ careers after school, further emphasizing career vocation. The field has expanded through the implementation of placement testing, mental health counseling and federal legislation to emphasizing overall student well being. While there is some variance among experts and professional organization concerning the function of guidance counselors, most agree that school guidance today is developmental, comprehensive, and focuses on the overall well being of students. Guidance models have been developed, supplying guidance counselors a clear set of constructs in which to work. Competencies have been established to enhance student learning through student development. Teachers’ perceptions of the functions of guidance counselors were also examined. Research revealed that the perception of the function of school counselors contrasted greatly between teachers and counselors. The misperceptions result in inconsistent, incomplete, or ineffective guidance programs. Lack of communication and lack of appropriate training were addressed as key influences on teachers’ misperceptions. Finally, the research was analyzed and discussed. A summary of findings was presented and conclusions were drawn. Recommendations based upon the literature discussed were provided.