Guidance and Counseling Reviewer development in such a way he/she gets

satisfactorily adjusted in his milieu.

Lesson 1: The Development of Counseling
and Guidance o To make a person aware of the available
What Is Guidance educational and vocational opportunities
 Guidance does not focus on the to keep with his abilities.
problems of the individuals but on their
strengths and abilities of the individual to o To help the person to make correct
solve their problems independently. interpretation of the facts of a given
situation.
 The process of acquainting the individual
with various ways, including special o To help the person become capable of
training, in which he may discover his solving problems in changing social
natural endowments so that he makes a situations in such a way they render
living to his own best advantage and that maximum good to themselves.
of the society.
What to Remember About Guidance?
 Guidance helps the person in making  Guidance is for the total development of
choices and adjustments in solving a subject's personality.
problems. It aims at aiding the recipient  Everybody needs guidance.
in growing in his independence and the  Guidance recognizes inherent individual
ability to be responsible for himself. differences.
 Guidance is based on the study of an
Therefore, We Can Say That: individual and its evaluation.
 Guidance is an integrated, organized,  Guidance is a cooperative effort.
and creative process which is useful and
 Guidance is a lifelong process.
applicable to all spheres of life.
 Guidance promotes self-development
and inspires self-reliance.
 It's a process aimed at ensuring the all-
 Guidance should be imparted by trained
around development of the client so that
persons with knowledge of human
they can solve their problem themselves.
psychology.
 It aids the process of self-discovery in the
Legal Bases of Guidance
client and helps them to develop their
Education Act of 1982
own personality, point of view, and a
 Students have the right to school
unique way of handling problems.
guidance and counseling services for
making decisions and selecting the
 Assistance provided by a professional
alternatives in the fields of work suited to
counselor is done in an organized,
their potentials.
scientific, and professional activity.
Art XIV Sec 3 of the 1987 Constitution
Scope of Guidance
 All educational institutions shall inculcate
 Cannot be limited to only educational or
patriotism and nationalism, foster love of
vocational spheres of life.
humanity, respect for human rights,
 Guidance is related to every aspect of appreciation of the role of national heroes
life. in the historical development of the
 Today, guidance is being extensively country, teach the rights and duties of
used in almost every sphere of man's citizenship, strengthen ethical and
activity. spiritual values, etc.
 It is not meant for a particular or a special
type of individual, rather it is meant for an R.A 9258: Guidance and Counseling Act of
individual who may need guidance at any 2004 Article 1: Title, Declaration of Policy,
stage in his/her life. Definition of Terms Section 1: This Act shall
be known as the "Guidance and Counseling
Objectives of Guidance Act of 2004" Section 2: Declaration of Policy
o To make the individual aware of his/her  It is hereby declared a policy of the state
inherent potential, interests, talents, and to promote the improvement, adjustment,
capabilities. and protection of the guidance and
counseling professional, ethical,
o To help the person to develop their relevant, efficient, and effective guidance
abilities, interests, and skills in a way that and counseling services for the
he can make a useful contribution to the development and enrichment of
society according to his capacity. individuals and group lives.
 Recognizes the important role of
o To assist the person in balanced guidance counselors in nation-building
physical, mental, emotional, and social and promotes the sustained
 development of a reservoir of guidance
counselors.  It is a profession that involves the use of
an integral approach to the development
What Is Psychotherapy? of well-functioning individuals primarily
 Focuses on serious problems associated by.
with intrapsychic disorders, internal
conflicts, and personality issues. What Is Counseling
 It is a profession that grew out of the
 Analytically based therapy, has progressive guidance movement of the
emphasized the past more than the early 1900s.
present, insight more than change, the
detachment of the therapist, and the  Its emphasis was on prevention and
therapist's role as an expert. purposefulness-- on helping individuals
of all ages and stages avoid making bad
 It has historically involved a long-term choices in life while finding meaning,
relationship (20-40 sessions over a direction, and fulfillment in what they did.
period).
 The focus is on wellness, development,
 Short-term - 8-12 sessions spread over a mindfulness, meaningfulness, mattering,
period of less than 6 months. and growth. As well as the remediation of
mental disorders, for individuals, groups,
 It's a process associated with inpatient couples, and families.
settings- some of which are residential,
such as mental hospitals. Characteristics of Counseling
 Process related to two individuals -
 Outpatient settings - non-residential client or counselee and counsellor.
(e.g., community agencies).  In counseling, the counsellor and the
counselee or the client have face-to-face
Psychotherapy contact.
 Focuses on personality change.  Solution of the problems is arrived at
 Listens more and engages in less through mutual discussion.
informing, advising, and listening.  The counselor, being a trained person,
 Deals more severe disturbance. finds out the problem and its importance
More medical terms in his counselee's life through his skillful
questioning.
Counseling  The counselor, through the process of
 Focuses on helping people to use counseling, makes the student vomit
existing resources for coping with life facts.
better.  Counseling is an active part of the entire
 More on listening. process of guidance.
 Less severe disturbance.  Counseling is a learning-oriented
process.
Similarities  Counseling helps in solving individuals'
 Use the same theoretical models. behavioral problems in which emotions
 Stress the need to value the client as a and motivations are the main factors.
person.  Counseling is an educational and
vocational device.
Counseling and Psychotherapy  Counseling is based on an interview.
 Process that involves a trained person  The process of counseling is a mutual
who practices the artful application of effort.
scientifically derived principles for  Counseling is possible only by a qualified
establishing a professional helping and trained person.
relationship with a person who seeks  Counseling is possible in a cordial and
assistance in resolving large or small cooperative environment.
psychological or relational problems.  In counseling, effort is made to provide
an opportunity to an individual to solve
Guidance vs Counseling and understand their problems.
 Focuses on helping people make
important choices that affect their lives, The Contextual factors: the alliance, the
such as choosing a preferred lifestyle. relationship, the personal and interpersonal
skills of the therapist, client agency
 One distinction between guidance and
counseling is guidance-- focuses on Extra-Therapeutic Factors: The primary
helping individuals choose what they determinants of therapeutic outcome.
value most and counseling-- helps them
make change.
  therapy relationship and the  They can manipulate the environment.
therapy methods used influence  They are the only ones who can
the outcomes of treatment. understand about the past and future.
 They have the ability to reason and gain
LESSON 2: Characters You Should Have as insights.
a Guidance Counselor
Ethical Issues in Counseling Practice
Having a personal identity:
(Corey)
1. Someone who respects and appreciates
 Ethical practice is what a professional can
themselves
2. Someone who is open to change form as a sound basis for making ethical
3. Someone who is life-oriented decisions.
4. Authentic, sincere, and honest o Consult with colleagues.
5. Have a sense of humor o Keep oneself informed about laws
6. You accept that you make mistakes and are affecting your practice.
willing to accept mistakes o Keep up to date in your specialty
7. Lives at present field.
8. Appreciate the influence of culture o Stay abreast of developments in
9. Have a sincere interest in the welfare of ethical practice.
others o Reflect on the impact your values
10. Possess effective interpersonal skills have on your practice.
11. Deeply involved in their work and derive
o Be willing to engage in honest self-
meaning from it
examination.
12. Passionate
13. Able to maintain healthy boundaries 3 Types of Ethics

Communicated Genuine Desire 1. Mandatory ethics - Ethical practice that

 The client will feel that you are really deals with the minimum level of professional
genuine in helping the client. practice.
 Could be verbal but it should also be non- 2. Aspirational ethics - A higher level of
verbal. ethical practice that addresses doing what is
 Demonstrated acceptance and respect in the best interests of clients.
for the client. 3. Positive ethics - An approach taken by
 Ability to Understand the Client's practitioners who want to do their best for
Psychological Pain in Their Own clients rather than simply meet minimum
Perspective standards to stay out of trouble.
 Therapeutic Communication Skill
 Training Putting Clients' Needs Before Your Own
 You Have Self-awareness on Your A useful question to frequently ask yourself:
Strengths and Weaknesses  "Whose needs are being met in this
relationship, my client or my own?"
Counselor Values and the Therapeutic  An ethical problem exists when we meet our
Process needs, in either obvious or subtle ways at the
1. Personal values - right / keeping values expense of your client's needs.
out of ourselves  As helping professionals, we have
2. We should not think that our values are responsibilities to work actively toward
correct. expanding our own self-awareness and
3. Our personal values should not be learning to recognize areas of prejudice and
imposed on our client. vulnerability.
4. Bracketing - Managing your personal  If certain problem areas surface and old
values so that they do not contaminate conflicts become reactivated, we have an
the counseling process. ethical obligation to do whatever it takes to
5. Values imposition - attempt to define avoid harming our clients.
the client's values, attitude, belief.
6. Theistic- who believes in the existence Some of Counselors' Needs That Can Hinder
of a god or gods. Good Relationship Between Our Client:
7. Clinical-humanistic- sensitivity to the  The need for control and power.
other person's needs in the context of  The need to be nurturing and helpful.
their illness and their life story.  The need to change others in the
The Client direction of our own values.
 Our client is someone who is  The need to be respected and
experiencing pain. appreciated.
 Our client has the greatest potential for  The need for feeling adequate,
growth and development. particularly when it becomes overly
 Higher level of communication skills important that the client confirms our
(capable of making their own decisions). competence.
 Aspects of Informed Consent Process
Ethical Decision Making
 Apply ethics code of your profession to  Goals and responsibilities.
the many practical problems you face.  Limitations and exceptions to
 Professionals are expected to exercise confidentiality.
prudent judgment.  Legal and ethical parameters.
 Learning about the resources from which  Fees, services, length of the process.
you can draw when you are dealing with  Benefits, risks, and the possibility to be
an ethical question. discussed with the therapist's colleague.
 Be aware of the consequences of
practicing in ways that are not sanctioned Challenging of Fulfilling the Spirit of
by organizations of which you are a Informed Consent
member.  To strike a balance between giving
clients too much information and giving
Role of Ethics Code as a Catalyst for them too little.
Improving Practice
 Educate counseling practitioners and the Informed Consent Can Be Either:
general public about the responsibilities  Oral, written, or combination.
of the profession.
 Provides a basis for accountability. Dimensions of Confidentiality
 Ethics codes can provide a basis for o Confidentiality - Ethical concept, legal duty
reflecting on and improving your of therapists not to disclose information
professional practice. about a client.
o Privileged communication - Legal concept
Unfortunate Trends in Ethics Codes that generally bars the disclosure of
confidential communications in a legal
 Many practitioners are so anxious to
avoid becoming embroiled in a lawsuit proceeding.
o Confidentiality is central to
 They gear their practices mainly toward
developing a trusting and
fulfilling legal minimums rather than
productive client-therapist
thinking of what is right for the clients.
relationship.
o No genuine therapy can occur
Some Steps in Making Ethical Decisions
unless clients trust in the privacy
 Identify the problem. of their revelations.
 Identify potential issues. o Counselors have an ethical and
 Look at relevant ethics codes for general legal responsibility to discuss the
guidance on the matter. nature and purpose of
 Consider the applicable laws and confidentiality with their clients
regulations and determine how they may early in the counseling process.
have a bearing on an ethical dilemma.
 Seek consultation from more than one Exceptions to Confidentiality and Privileged
source to obtain various perspectives of Communication
dilemma.  In determining when to breach
 Brainstorm various possible courses of confidentiality, therapists must consider
action. the requirements of the law, the
 Enumerate the consequences of various institution in which they work, and the
decisions and reflect on the implications clientele they serve.
of each course of action for your client.  Whenever counselors are not clear about
 Decide on what appears to be the best their obligations regarding confidentiality
possible course of action. or privileged communication, it is critical
to seek consultation and to document
The Right of Informed Consent these discussions.
INFORMED CONSENT  Remley and Herlihy (2016) identify at
 Ethical and legal requirement that is an least 15 exceptions to confidentiality
integral part of the therapeutic process. and privileged communication.
 Involves the rights of the clients to be
informed about their therapy and to make Circumstances in Which Information Must
autonomous decisions. Legally Be Reported by Counselors:
 By educating them, you are both  When the therapist believes a client
empowering and building a trusting under the age of 16 is the victim of incest,
relationship with them. rape, child abuse, or some other crime.
 When the therapist determines that the
client needs hospitalization.
 When information is made an issue in a
court action.
 When clients request that their records
be released to them or a third party.
The Role of Assessment and Diagnosis in Perspective on Multiple Relationships
Counseling What Makes Multiple Relationships
- Assessment may be subject to revision Problematic?
as the clinician gathers further data  They are pervasive.
during therapy sessions. Some  They can be difficult to recognize.
practitioners consider assessment as a  They are unavoidable at times.
part of the process that leads to a formal  They are potentially harmful but not
diagnosis. necessarily always harmful.
 Assessment - Consists of evaluating  They can be beneficial.
the relevant factors in a client's life to
 They are subject to conflicting advice
identify themes for further exploration
from various experts.
in the counseling process.
 Diagnosis - Sometimes part of the  Code of professional organizations
assessment process, and consists of advises against forming multiple
identifying a specific mental disorder relationships mainly because of the
based on a pattern of symptoms. potential for misusing power, exploiting
the client, and impairing objectivity.
Diagnosis may include:
Ways of Minimizing Risk
 Explanation of the causes of the client's  Set healthy boundaries.
difficulties.  Involve clients in ongoing discussions
 An account of how these problems and decision-making processes.
develop over time.  Consult with fellow professionals.
 Work under supervision.
Managing Multiple Relationships in  Self-monitoring is critical throughout the
Counseling Practice process.
Dual or Multiple Relationship
 Either sexual or nonsexual
 Multiple relationship: is more often Establishing Personal and Professional
used than the term dual relationship Boundaries
because of the complexities involved in  Boundary crossing: Departure from a
these relationships, but both terms commonly accepted practice that could
appear in various professional codes of potentially benefit the client.
ethics.  Boundary violation: A serious breach
 ACA: nonprofessional relationship that harms the client and is therefore
 Occurs when counselors assume two or unethical.
more roles simultaneously or
sequentially with the client. Becoming an Ethical Counselor
 Both terms can be used interchangeably  Knowing and following your profession's
in various codes of ethics. code of ethics.
 American Counseling Association  Assume responsibility for deciding how to
(ACA) uses the term nonprofessional act in ways that will further the best
relationship. interest of the client.
 Throughout your professional life, seek
Examples of Nonsexual or Multiple consultation from trusted colleagues and
Relationship supervisors whenever you face an ethical
 Combining roles of teacher and dilemma.
counselor/therapist or supervisor and
therapist. Remember:
 Bartering for goods or therapeutic  Ethical decision-making is an
services. evolutionary process that requires you to
 Borrowing money from the client. be continually open and self-reflective.
 Providing therapy to a friend, an Becoming an ethical practitioner is not a
employee, or a relative. final destination but a journey that will
 Engaging in a social relationship with a continue throughout your career.
client.
 Accepting an expensive gift from a client.
 Going into a business venture with a
client.
History of Counseling 1910s: Milestones in Counseling
- Late 1890s and early 1900s:
Development
Counseling began emerging as an 1913: Founding of National Vocational
interdisciplinary profession from its Guidance Association (NVGA)
inception.
- Before the 1900s: Counseling primarily  Forerunner of the American Counseling
took the form of advice or information. Association (ACA).
- Mid- to late 1800s: Developed in  Publications: Began issuing bulletins in
response to the adverse effects of the 1915, evolving into various journals over
Industrial Revolution the years.
- Social welfare reform movement (now 1917: Smith-Hughes Act:
social justice): Public education, and
demographic changes like immigration.  Purpose: Provided funding for public
o Pioneers: identified as teachers schools to support vocational education.
and social reformers/advocates.  Impact: Instrumental in shaping and
- Before 1931: Counseling was not supporting vocational education
mentioned in the professional literature, initiatives in the public school system.
with classroom teachers and
administrators being the main
World War I (1914–1918):
practitioners.
- 20th Century: Acknowledgment that the  Counseling Recognition: Military began
development of counseling, like the utilizing testing and placement practices,
profession itself, is a dynamic process leading to increased recognition of
with overlapping names and events. counseling.
 Psychological Instruments: U.S. Army
1900-1909: Emergence of Counseling
commissioned the development of
Leaders psychological instruments, including the
Frank Parsons: Founder of Guidance Army Alpha and Army Beta intelligence
tests.
 1908: Founded Boston's Vocational
Bureau. Psychometrics:
 Focus: Growth and prevention in career  Effects:
decisions. o Positive: Strengthened the
 Legacy: Influential book "Choosing a scientific identity
Vocation" (1909) institutionalized o Negative: Distracted the attention
vocational guidance.
1920s: Consolidation and Milestones
Three factors: “Choosing a
in Counseling
Vocation.”
Consolidation Period:
1. A knowledge of work.
2. A knowledge of self.  Characteristics: Relatively quiet era for
3. A matching of the two through counseling development.
“true reasoning.”  Focus: Consolidation of the emerging
Jesse B. Davis: First person to set up a counseling profession.
systematized guidance program in the public Education Courses for Counselors:
schools
 1911: Harvard University initiated
 1907: Established a systematized education courses for counselors.
guidance program in Grand Rapids,  1920s: Courses almost exclusively
Michigan. emphasized vocational guidance.
 Philosophy: Advocated school
guidance as a preventive educational Certification of Counselors:
method.  Mid-1920s: Counselor certification in
Clifford Beers Boston and New York.
 New Psychological Instruments 1927:
 1908: Published "A Mind That Found Edward Strong's Strong Vocational
Itself." Interest Inventory (SVII) published in
 Background: Former Yale student, 1927, setting the stage for future
hospitalized for depression. assessment directions.
 Legacy: Considered a forerunner of
mental health counseling.
Marriage and Family Counseling: 1940s: Transformative Events
 1929 Event: Abraham and Hannah Shaping Counseling
Stone established the first marriage and Carl Rogers' Nondirective Approach (1940s):
family counseling center in New York
City.  1942: Carl Rogers publishes "Counseling
and Psychotherapy."
1930s: Influential Developments in  Nondirective Approach: Emphasizes
Counseling the importance of the client, advocating
for client responsibility and self-
Great Depression influences researchers
awareness.
and practitioners:
World War II Impact (1940s):
 Influence: Researchers and practitioners
in university and vocational settings  War Efforts: U.S. government requires
emphasized helping strategies and counselors and psychologists for military
counseling methods related to and industrial specialist selection and
employment. training.
Development of the First Counseling Theory  Brought new way of looking at
(1930s): vocations for men and women.

 Theorists: E. G. Williamson Government Involvement After World War II

(1940s):
 Colleagues: John Darley and Donald
Paterson. (Minnesota) George-Barden Act of 1946: provides
 Direct Emphasis: Counselor-centered vocational education funds for counselor
approach emphasizing teaching, training institutes.
mentoring, and influencing skills.
Ex: Minnesota point of view and Veterans Administration (VA): Funds training
Trait-factor counseling. of counselors and psychologists, introducing the
term "counseling psychologist."
 Scientific Basis: Grounded in a problem-
solving, empirical method tailored to 1950s: Decade of Profound Impact on
individual clients. Counseling
 Premise: Individuals possess traits
integrated into factors, guiding tailored Five major events:
decision-making.
1. American Personnel and
Broadening of Counseling beyond Guidance Association (APGA)
Occupational concerns (1930s): 2. American School Counselor
Association (ASCA)
 1920s: Seeds planted in the 1920s, 3. Division 17
challenged vocational orientation by 4. National Defense Education Act
Edward Thorndike. (NDEA)
 1932: John Brewer published 5. New guidance and counseling
"Education as Guidance" in 1932, theories.
advocating for every teacher to be a
counselor and integrating guidance into Establishment of American Personnel and
the school curriculum. Guidance Association (APGA):

Government Involvement in Guidance  1952: APGA established, originating

(1930s): from the Council of Guidance and
Personnel Associations (CGPA).
 1938 George-Dean Act: Creating the  Divisions: Initially, four divisions including
Vocational Education Division and the American College Personnel
Occupational Information and Guidance Association, National Association of
Service in the U.S. Office of Education. Guidance Supervisors and Counselor
 National Phenomenon: School Trainers, NVGA, and Student Personnel
counseling, still known as guidance, Association for Teacher Education.
became more widespread.
 U.S. Employment Service 1939: Chartering of the American School
Established, published the first edition of Counselor Association (ASCA):
the Dictionary of Occupational Titles  1953: ASCA chartered, becoming the
(DOT) in 1939. fifth member of APGA.
Establishment of Division 17 (Society of Training Standards: summarized role
Counseling Psychology): definitions for school counselors.
 1952: Formation of the Society of 1964 Greyston Condrence: establishment of
Counseling Psychology (Division 17) "The Counseling Psychologist" journal in 1969.
within APA.
ERIC Clearinghouse on Counseling and
 Rationale: Emerged from APA members'
Personnel Services (CAPS):
interest in working with a more "normal"
population than clinical psychologists.  1966: Founded at the University of
Michigan by Garry Walz, funded by the
National Defense Education Act (NDEA):
U.S. Department of Education.
 1958: Passage of NDEA following the  Role: Became a major resource on
Soviet Union's launch of Sputnik I. counseling activities and trends,
 Purpose: Identify and promote organizing conferences with national
development of scientifically and leaders.
academically talented students.
1970s: Transformative Trends and
 Impact: Funds provided Title V-A for
upgrading school counseling programs, Professional Advancements in
establishment of counseling and Counseling
guidance institutes, and training of Diversification in Counseling Settings:
counselors.
 1970: Rapid growth of counseling
Emergence of New Guidance and
beyond educational institutions.
Counseling Theories:
 Federal laws like Title IX, affirmative
 1950: Transition from debates on action laws, and antidiscrimination
directive versus nondirective counseling, legislation
Before 1950, four main theories.  Coined the term "community counselor"
 Influence: Applied behavioral theories, to denote a counselor functioning in
cognitive theories, learning theory, and multidimensional roles.
self-concept theory.  Formation of the American Mental Health
Counseling Association (AMHCA) within
1960s: Evolution of Counseling Amid APGA (1976).
Social Change
Helping Skills Programs:
1960s Developmental Focus:
 Emergence of helping skills programs
 1960s Onset: Initial emphasis on focusing on relationship and
counseling as a developmental communication skills.
profession. o Pioneers: Truax, Carkhuff
 Influential Figures: Gilbert Wrenn's book, (1967), and Ivey (1971).
"The Counselor in a Changing World" o Emphasis on humanistic and
(1962a), set the tone. Leona Tyler and eclectic approaches.
Donald Blocher reinforced the
State Licensure:
developmental approach.
Three Events:  Mid-1970s: State boards for
psychologists became restrictive,
1. Vietnam War causing tension.
2. Civil rights movement  First State Licensure: Virginia adopted
3. Women's movement diverted professional counselor licensure law in
attention to societal needs. 1976.
Group Movement: Phenomenal growth of the A Strong APGA:
group counseling movement.
 1970s APGA strengthened its identity,
Behavioral Counseling: John Krumboltz's building its headquarters in Alexandria,
"Revolution in Counseling" (1966b) highlighted Virginia.
the importance of learning for change.  1973: Association of Counselor
1963 Community Mental Health Centers Act: Educators and Supervisors (ACES)
authorized the establishment of community outlined standards for a master's degree
mental health centers. in counseling.
 1977: ACES approved guidelines for
APGA published a "sound code of ethics for doctoral preparation in counseling
counselors" in 1961. (Stripling, 1978).
1980s: Advancements and 1990s: Transformations and
Transformations in Counseling Challenges in Counseling
Standardization of Training and 1st event 1992: AACD transforms into the
Certification: American Counseling Association (ACA).
 1981: Formation of the Council for 2nd event: Counseling included in health care
Accreditation of Counseling and Related human resource statistics, emphasizing its role
Educational Programs (CACREP): for as a first time mental health profession.
master's and doctoral programs in
3rd Event: Multicultural Counseling
various counseling specializations.
competencies and standards. (people of color)
 1987: CACREP achieved membership in
the Council on Postsecondary 4th Issue 1990s: A focus on health care and rise
Accreditation (COPA). of managed health care organizations.
 1982: National Board for Certified
Counselors (NBCC): established,
Current Trends in the 21st Century:
introducing a standardized test for In 2002, counseling formally celebrated its 50th
national certification. anniversary and in 2012 its 60th anniversary as
 1980s: Continued training standards and a profession under the umbrella of the ACA.
certifying mental health counselors.
Accreditation and Credentialing:
 1988: Initiation of mental health
counselor supervisor training  CACREP and CORE: Accreditation
Counseling as a Distinct Profession: history and merger, strengthening
counselor credentials.
 1984: APGA renamed American  NBCC Certification: Shift in certification,
Association for Counseling and post-2020 requiring CACREP-approved
Development (AACD) program for NCC credential.
 1985: Founding of Chi Sigma Iota (CSI)
Dealing with Violence, Trauma, and Crises:
 AACD's membership increased to over
58,000 by 1989.  Trauma: Recognition 9/11/2001,
 1986: American Association of State addressing trauma associated with
Counseling Boards (AASCB): various events.
Establishment by Ted Remley,  School Shootings and Terrorism:
association for bodies legally responsible Emergence of violence-related concerns.
for counselor registration, certification, or  ASD and PTSD: acute stress disorder
licensing. (ASD) and posttraumatic stress disorder
 1987: Steady growth, with a professional (PTSD)
standards conference.  Crisis counseling
Diversification of Counseling: The Challenges of Managed Care:
 1987 and 1990 New Divisions:  Managed care: as a contractual
Association for Adult Development and arrangement impacting mental health
Aging (AADA) and International practice.
Association for Marriage and Family
Counselors (IAMFC)
Emphasis on Human Growth and
Development:
 Focus on life span developmental
counseling.
 Gender Issues: Increased attention to
gender issues and sexual preferences.
 Moral Development: Renewed emphasis
on models like Lawrence Kohlberg’s
theory and research in moral
development.
 Multicultural Issues: Association for
Multicultural Counseling and
Development (AMCD) leading
discussions on multicultural issues,
diversity, and racism.