School Counselor Roles: Discrepancies between Actual Practice and Existing Models.

School administrators, teachers, parents, and other interested groups often view the school counselor's role differently (Cole, 1991; Homburger, 1991; Remley & Albright,1988; Snyder & Daly,1993). Even school counselors have differing views about their role and how to best use their time and skills. With long-standing discussions and discrepant viewpoints found in the literature (Murray, 1995; Paisley & Hubbard, 1994), school counseling roles are often problematic in definition, interpretation, and implementation. This role ambiguity, present since the early days of the guidance movement, currently remains an issue today (Hoyt, 1993; Schmidt,1991,1999). Yet, clearly stated models for school counselors are available (Sink & MacDonald, 1998). These models provide suggested emphasis, role definition, and time allocation (e.g., American School Counselor Association, [ASCA], 1990; Gysbers & Henderson,1994; Myrick, 1993; Paisley & Hubbard, 1994; Perry & Schwallie-Giddis, 1993; Sears, 1993). In light of the national trends for school counseling transformation, current research, and the program models available in school counseling (Borders, Drury & Gerler, 1992; Campbell & Dahir, 1997; Carter, 1993; Dahir,1997; Dustin & Ehly,1992; Fairchild & Seeley, 1994; Guerra,1998; Gysbers & Henderson, 1994; Gysbers, Starr, & Magnuson, 1998; Hardesty & Dillard, 1994; McDonald & Sink, 1999; Miller, 1998; Education Trust, 1997; Sears, 1999; Sink & McDonald, 1998; Texas Education Agency, 1998) we have undertaken this study to compare what school counselors are actually doing to what has been suggested by two widely accepted counseling models. This is an in-depth comparison of actual emphasis versus ideal emphasis. The results of this study were generated from a school counselor questionnaire. This study offers valuable information to K-12 counselors, counseling supervisors, and counselor educators. Information on counseling roles and discrepancies in role implementation based on cited models is presented. Insight can be gained by carefully analyzing the consistently reported discrepancies. Further, the school counselor questionnaire provides a tool for future research to be conducted and provides a needed starting point to aid in addressing the gap between "the real" and "the ideal" counseling roles. Development of the Counselor Role The role and function of the school counselor has been redefined and broadened through the years. The services provided have characteristically changed and developed in response to various societal events and influences (Aubrey,1977; Baker, 1992; Gibson, 1990; Cladding, 1996; Gysbers & Henderson, 1994; Muro & Kottman, 1995; Myrick, 1993; Schmidt, 1999). The pattern of response to societal events continues today. For example, Von Villas (1995) remarked that the School-to-Work Opportunities Act of the 1990s changed the expectations of guidance programs (e.g., an increased delivery of career counseling skills for life-long learning is now expected). Further, as we enter the 21st century, transformations are taking place. Campbell and Dahir (1997) developed new national standards and noted numerous organizations involved in the transformation of school counseling (e.g., American College Testing, the College Board, The National Association of College Admissions Counselors). The Education Trust supported by the Dewitt Wallace-Reader's Digest Fund is also associated with role transitions for the school counselor. Role Definition Today, well-established program models are available for school counselors. Within these models, clearly defined role descriptions outline the tasks and major functions to be performed by counselors (e.g., Gysbers & Henderson, 1994; Myrick, 1993; Vernon & Strubb, 1991). Even though some variation in focus or level of importance for a specific function has been reported (i. …