Reply to Lindsey Grimm and Jeannette Cortorreal-Fullman.

1. Lindsey Grimm History of School CounselingThe history of assessments stood out to me most when reading this article. I didn’t know intelligence and personality assessments in education originated from the military during the early 20th century. Around WWII, Carl Rogers’ work shifted the school counseling perspective from “counselor-centered models towards more developmentally oriented helping relationships” (Schmidt, 2008, p. 6). This felt like a very important shift to me because it changed how counselors approached the job and the position was viewed. School counselors weren’t primarily doing talk therapy with students but were supporting their educational and developmental growth as a human being in school and for the future.Understanding the evolution of the school counselor role is important because it’s still a relatively new position. Knowing where, how, and why things have changed is important because it allows us to see how education has changed and impacted our role. Legislation, like the George-Barden Act, infused schools with financial support for guidance and counselors (Schmidt, 2008). School counseling made another large leap after Russia launched Sputnik I and the government focused more money and energy into academic development of students (Schmidt, 2008). These are just a few early events that initiated changes to school counseling. These changes brought attention to the need for counseling services, the need for comprehensive programs that intervene and prevent, and a way to determine effectiveness and measure outcomes (Schmidt, 2008). The history of how the school counselor profession grew out of reactivity to national and world events is important for understanding the uncertainty around the position. It doesn’t look or is described the same depending on the state or district because the varying titles for the position and responsibilities. ASCA has been a unifying association to provide guidelines for counselors to follow which has helped provide national standards and expectations.2. Jeannette Cortorreal-Fullman History of School CounselingThe counseling profession was formed to meet the needs of others through interventions and services. Schmidt (2008) describes the school counselors as helping individuals in different forms by providing the services required, preventing future difficulties, and developing human ability and problem-solving solutions (Schmidt, 2008). Elementary school counselors in the 1960’s provided similar services which are currently offered in schools. Services provided were individual counseling, collaboration with parents and school personnel, and appropriate referrals (Schmidt, 2008).Vocational programs were implemented. Not every individual can attend a four-year college, but it is important to see how others were given the chance to excel in furthering their education. Creating vocational programs allowed many students the opportunity to assess their skills and limitations, understand the employment opportunities, and identify the differences between the two (Schmidt, 2008). The evolution of school counseling is important for a future counselor to know. Understanding how the changes have evolved in the past centuries demonstrates how counseling was developed and how far it has come. It also allows the school counselor to understand how the vocational development programs began and what initiated the development of assessments to be used in schools. Throughout the years the educational system has progressed with the passing of the National Defense Education Act (NDEA) of 1958. Within the current educational system there are many students with various disabilities who require additional support. Understanding the NDEA allows school counselors to know what services and supports students are entitled too.Having knowledge allows the school counselor the capacity to support children during their educational years. REFERENCESSchmidt, J.J. (2008) Handbook of School Counseling. Retrieved from https://www.routledgehandbooks.com/doi/10.4324/9780203874806.ch1