Philosophies of School Counseling Analytical Essay by scribbler

A discussion on the four basic philosophies of school counseling and their role in the contemporary school environment.
# 152123 | 1,101 words | 3 sources | APA | 2012 | US
Published on Jan 02, 2013 in Education (Education Psychology) , Psychology (Child and Adolescent)

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The paper outlines four basic philosophies of school counseling that have been developed over the years in order to help educators better link to the development of secondary education. The paper then discusses how professional school counselors make available culturally competent services to students, parents, school staff and the community in regards to the areas of school curriculum, individual student planning, responsive services and system support. The paper shows how school counseling has evolved over the years as necessary in order to grow with the changing times of society as a whole; the paper then asserts that the developmental guidance philosophy of counseling has all the criteria necessary to aid counselors in carrying out the requirements that have been set forth today.

From the Paper:

"The philosophy of education is defined by a number of different sources including state departments of education, superintendents, principals, parents and teachers. There are two basic philosophies- traditional and progressive. The traditional philosophy holds the primacy of subject matter, mastery of content and preservation of the existing national cultural heritage. The progressive philosophy can be characterized by primacy of the child, active learning and the recognition of student's individual differences (Dollarhide and Saginak, 2008, p. 12).
"Nowadays, public schools have to answer to the federal and state governments about education in regards to accountability and funding (Dollarhide and Saginak, 2008). The No Child Left Behind Act of 2001 (NCLB) was an extension of the Elementary and Secondary Education Act (ESEA), the main federal law affecting education from kindergarten through high school. NCLB is based on four ideologies: accountability for results, more choices for parents, greater freedom for states and communities for more local control and flexibility, and an emphasis on using proven education methods based on scientific research (No Child Left Behind (NCLB), 2010)."

Sample of Sources Used:

  • Dollarhide, Colette T. and Saginak, Kelli A. (2008). Comprehensive School Counseling Programs. Boston: Pearson Education, Inc.
  • No Child Left Behind (NCLB). (2010). Retrieved April 1, 2010, from NYSED Web site:
  • The Role of the Professional School Counselor. (2009). Retrieved April 1, 2010, from American School Counselor Association Web site:

Cite this Analytical Essay:

APA Format

Philosophies of School Counseling (2013, January 02) Retrieved August 08, 2020, from

MLA Format

"Philosophies of School Counseling" 02 January 2013. Web. 08 August. 2020. <>