Median annual earnings of educational, vocational, and school counselors in 2002 were $44,100. The middle 50 percent earned between $33,160 and $56,770. The lowest 10 percent earned less than $24,930, and the highest 10 percent earned more than $70,320. School counselors can earn additional income working summers in the school system or in other jobs. Median annual earnings in the industries employing the largest numbers of educational, vocational, and school counselors in 2002 were as follows:
| Elementary and secondary schools | $49,530 |
| State government | 45,480 |
| Junior colleges | 43,250 |
| Colleges, universities, and professional schools | 36,990 |
| Individual and family services | 26,910 |
Median annual earnings of substance abuse and behavioral disorder counselors in 2002 were $30,180. The middle 50 percent earned between $24,350 and $37,520. The lowest 10 percent earned less than $19,540, and the highest 10 percent earned more than $45,570.
Median annual earnings of mental health counselors in 2002 were $29,940. The middle 50 percent earned between $23,950 and $39,160. The lowest 10 percent earned less than $19,760, and the highest 10 percent earned more than 50,170.
Median annual earnings of rehabilitation counselors in 2002 were $25,840. The middle 50 percent earned between $20,350 and $34,000. The lowest 10 percent earned less than $16,840, and the highest 10 percent earned more than $44,940.
For substance abuse, mental health, and rehabilitation counselors, government employers generally pay the highest wages, followed by hospitals and social service agencies. Residential care facilities often pay the lowest wages.
Median annual earnings of marriage and family therapists in 2002 were $35,580. The middle 50 percent earned between $26,790 and $44,620. The lowest 10 percent earned less than 20,960, and the highest 10 percent earned more than $59,030. Median annual earnings in 2002 were $29,160 in individual and family social services, the industry employing the largest numbers of marriage and family therapists.
Self-employed counselors who have well-established practices, as well as counselors employed in group practices, usually have the highest earnings.
Counselors assist people with personal, family, educational, mental health, and career decisions and problems. Their duties depend on the individuals they serve and on the settings in which they work.
Educational, vocational, and school counselors provide individuals and groups with career and educational counseling. In school settings—elementary through postsecondary—they are usually called school counselors and they work with students, including those considered to be at risk and those with special needs. They advocate for students and work with other individuals and organizations to promote the academic, career, and personal and social development of children and youths. School counselors help students evaluate their abilities, interests, talents, and personality characteristics in order to develop realistic academic and career goals. Counselors use interviews, counseling sessions, tests, or other methods in evaluating and advising students. They also operate career information centers and career education programs. High school counselors advise students regarding college majors, admission requirements, entrance exams, financial aid, trade or technical schools, and apprenticeship programs. They help students develop job search skills such as resume writing and interviewing techniques. College career planning and placement counselors assist alumni or students with career development and job-hunting techniques.
Elementary school counselors observe younger children during classroom and play activities and confer with their teachers and parents to evaluate the childrenÕs strengths, problems, or special needs. Elementary school counselors do less vocational and academic counseling than do secondary school counselors.
School counselors at all levels help students understand and deal with social, behavioral, and personal problems. These counselors emphasize preventive and developmental counseling to provide students with the life skills needed to deal with problems before they occur and to enhance the studentÕs personal, social, and academic growth. Counselors provide special services, including alcohol and drug prevention programs and conflict resolution classes. Counselors also try to identify cases of domestic abuse and other family problems that can affect a studentÕs development. They consult and collaborate with parents, teachers, school administrators, school psychologists, medical professionals, and social workers in order to develop and implement strategies to help students be successful in the education system.
Vocational counselors who provide mainly career counseling outside the school setting are also referred to as employment counselors or career counselors. Their chief focus is helping individuals with their career decisions. Vocational counselors explore and evaluate the clientÕs education, training, work history, interests, skills, and personality traits, and arrange for aptitude and achievement tests to assist in making career decisions. In addition, career counselors provide support to persons experiencing job loss, job stress, or other career transition issues.
Rehabilitation counselors help people deal with the personal, social, and vocational effects of disabilities. They counsel people with disabilities resulting from birth defects, illness or disease, accidents, or the stress of daily life. Rehabilitation counselors interview both individuals with disabilities and their families, evaluate school and medical reports, and confer and plan with physicians, psychologists, occupational therapists, and employers to determine the capabilities and skills of the individual. Conferring with the client, they develop a rehabilitation program that often includes training to help the person develop job skills. Rehabilitation counselors also work toward increasing the clientÕs capacity to live independently.
Mental health counselors work with individuals, families, and groups to address and treat mental and emotional disorders and to promote optimum mental health. They are trained in a variety of therapeutic techniques used to address a wide range of issues, including depression, addiction and substance abuse, suicidal impulses, stress management, problems with self-esteem, issues associated with aging, job and career concerns, educational decisions, issues related to mental and emotional health, and family, parenting, and marital or other relationship problems. Mental health counselors often work closely with other mental health specialists, such as psychiatrists, psychologists, clinical social workers, psychiatric nurses, and school counselors. (Information on other mental health specialists appears in the Handbook statements on physicians and surgeons, psychologists, registered nurses, and social workers.)
Substance abuse and behavioral disorder counselors help people who have problems with alcohol, drugs, gambling, and eating disorders. They counsel individuals who are addicted to drugs, helping them identify behaviors and problems related to their addiction.
Marriage and family therapists apply principles, methods, and therapeutic techniques to individuals, family groups, couples, or organizations for the purpose of resolving emotional conflicts. In doing so, they modify peopleÕs perceptions and behaviors, enhance communication and understanding among all family members, and help to prevent family and individual crises. Marriage and family therapists also may engage in psychotherapy of a nonmedical nature, with appropriate referrals to psychiatric resources, and in research and teaching in the overall field of human development and interpersonal relationships.
Other counseling specialties include gerontological, multicultural, and genetic counseling. A gerontological counselor provides services to elderly persons who face changing lifestyles because of health problems; the counselor helps families cope with the changes.
Overall employment of counselors is expected to grow faster than the average for all occupations through 2012, and job opportunities should be very good because there are usually more job openings than graduates of counseling programs. In addition, numerous job openings will occur as many counselors retire or leave the profession.
Employment of educational, vocational, and school counselors is expected to grow as fast as the average for all occupations as a result of: increasing student enrollments, particularly in secondary and postsecondary schools; State legislation requiring counselors in elementary schools; and an expansion in the responsibilities of counselors. For example, counselors are becoming more involved in crisis and preventive counseling, helping students deal with issues ranging from drug and alcohol abuse to death and suicide. Although schools and governments realize the value of counselors in achieving academic success in their students, budget constraints at every school level will dampen job growth of school counselors. However, Federal grants and subsidies may fill in the gaps and allow the current ongoing reduction in student-to-counselor ratios to continue.
Demand for vocational or career counselors should grow as the notion of staying in one job over a lifetime continues to be rejected and replaced by the concept of managing oneÕs own career and taking responsibility for it. In addition, changes in welfare laws that require beneficiaries to work will continue to create demand for counselors by State and local governments. Other opportunities for employment counselors will arise in private job-training centers that provide training and other services to laid-off workers, as well as to those seeking a new or second career or wanting to upgrade their skills.
Demand is expected to be strong for substance abuse and behavioral, mental health, and marriage and family therapists and for rehabilitation counselors, for a variety of reasons. For one, California and a few other States have recently passed laws requiring substance abuse treatment instead of jail for people caught possessing a drug. This shift will require more substance abuse counselors in those States. Second, the increasing availability of funds to build statewide networks to improve services for children and adolescents with serious emotional disturbances and for their family members should increase employment opportunities for counselors. Under managed care systems, insurance companies are increasingly providing for reimbursement of counselors as a less costly alternative to psychiatrists and psychologists. Also, legislation is pending that may provide counseling services to Medicare recipients.
The number of people who will need rehabilitation counseling is expected to grow as the population continues to age and as advances in medical technology continue to save lives that only a few years ago would have been lost. In addition, legislation requiring equal employment rights for people with disabilities will spur demand for counselors, who not only will help these people make a transition into the workforce, but also will help companies comply with the law.
Employment of mental health counselors and marriage and family therapists will grow as the Nation becomes more comfortable seeking professional help for a variety of health and personal and family problems. Employers also are increasingly offering employee assistance programs that provide mental health and alcohol and drug abuse services. More people are expected to use these services as society focuses on ways of developing mental well-being, such as controlling stress associated with job and family responsibilities.
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All States require school counselors to hold State school counseling certification and to have completed at least some graduate course work; most require the completion of a masterÕs degree. Some States require public school counselors to have both counseling and teaching certificates and to have had some teaching experience before receiving certification. For counselors based outside of schools, 47 States and the District of Columbia had some form of counselor credentialing, licensure, certification, or registration that governed their practice of counseling. Requirements typically include the completion of a masterÕs degree in counseling, the accumulation of 2 years or 3,000 hours of supervised clinical experience beyond the masterÕs degree level, the passage of a State-recognized exam, adherence to ethical codes and standards, and the satisfaction of annual continuing education requirements.
Counselors must be aware of educational and training requirements that are often very detailed and that vary by area and by counseling specialty. Prospective counselors should check with State and local governments, employers, and national voluntary certification organizations in order to determine which requirements apply.
As mentioned, a masterÕs degree is typically required to be licensed or certified as a counselor. A bachelorÕs degree often qualifies a person to work as a counseling aide, rehabilitation aide, or social service worker. Some States require counselors in public employment to have a masterÕs degree; others accept a bachelorÕs degree with appropriate counseling courses. Counselor education programs in colleges and universities usually are in departments of education or psychology. Fields of study include college student affairs, elementary or secondary school counseling, education, gerontological counseling, marriage and family counseling, substance abuse counseling, rehabilitation counseling, agency or community counseling, clinical mental health counseling, counseling psychology, career counseling, and related fields. Courses are grouped into eight core areas: Human growth and development, social and cultural diversity, relationships, group work, career development, assessment, research and program evaluation, and professional identity. In an accredited masterÕs degree program, 48 to 60 semester hours of graduate study, including a period of supervised clinical experience in counseling, are required for a masterÕs degree.
In 2003, 176 institutions offered programs in counselor education—including career, community, gerontological, mental health, school, student affairs, and marriage and family counseling—that were accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). CACREP also recognizes many counselor education programs, apart from those in the 176 accredited institutions, that use alternative instruction methods, such as distance learning. Another organization, the Council on Rehabilitation Education (CORE), accredits graduate programs in rehabilitation counseling. Accredited masterÕs degree programs include a minimum of 2 years of full-time study, including 600 hours of supervised clinical internship experience.
Many counselors elect to be nationally certified by the National Board for Certified Counselors, Inc. (NBCC), which grants the general practice credential "National Certified Counselor.Ó To be certified, a counselor must hold a masterÕs or higher degree, with a concentration in counseling, from a regionally accredited college or university; must have at least 2 years of supervised field experience in a counseling setting (graduates from counselor education programs accredited by CACREP are exempted); must provide two professional endorsements, one of which must be from a recent supervisor; and must have a passing score on the NBCCÕs National Counselor Examination for Licensure and Certification (NCE). NBCC also offers specialty certification in school, clinical mental health, and addiction counseling. Beginning January 1, 2004, new candidates for NBCCÕs National Certified School counselor (NCSC) credential must pass a practical simulation examination in addition to fulfilling the current requirements. To maintain their certification, counselors retake and pass the NCE or complete 100 hours of acceptable continuing education credit every 5 years.
Another organization, the Commission on Rehabilitation Counselor Certification, offers voluntary national certification for rehabilitation counselors. To become certified, rehabilitation counselors usually must graduate from an accredited educational program, complete an internship, and pass a written examination. Employment experience, for example, is required for those with a counseling degree in a specialty other than rehabilitation.) After meeting these requirements, candidates are designated "Certified Rehabilitation Counselors.Ó To maintain their certification, counselors must successfully retake the certification exam or complete 100 hours of acceptable continuing education credit every 5 years.
Other counseling organizations also offer certification in particular counseling specialties. Usually these are voluntary, but having one may enhance oneÕs job prospects. Counselors must participate in graduate studies, workshops, and personal studies to maintain their certificates and licenses.
Persons interested in counseling should have a strong interest in helping others and should possess the ability to inspire respect, trust, and confidence. School counselors can move to a larger school; become directors or supervisors of counseling, guidance, or pupil personnel services; or, usually with further graduate education, become counselor educators, counseling psychologists, or school administrators. (See the statements on psychologists and education administrators elsewhere in the Handbook.) Some counselors choose to work for a StateÕs department of education.
Counselors help people evaluate their interests, abilities, and disabilities and deal with personal, social, academic, and career problems. Others who help people in similar ways include teachers, social and human service assistants, social workers, psychologists, physicians and surgeons, registered nurses, members of the clergy, occupational therapists, and human resources, training, and labor relations managers and specialists.
For general information about counseling, as well as information on specialties such as school, college, mental health, rehabilitation, multicultural, career, marriage and family, and gerontological counseling, contact:
For information on accredited counseling and related training programs, contact:
For information on national certification requirements for counselors, contact:
State departments of education can supply information on those colleges and universities which offer guidance and counseling training that meets State certification and licensure requirements.
State employment service offices have information about job opportunities and about entrance requirements for counselors.
Some may focus their counseling primarily in the area of student assistance, college planning, academic testing or a more general guidance delivery model. However, all School Counselors, without regard to their assignment, practice in a manner designed to advance student learning in the areas of academics, social/emotional and career development. submit student work samples and videotapes in English and/or Spanish showing your interactions with your students. present evidence of how the use of data guides your counseling with a group of students related to social/emotional issues. School Counseling and Student Competencies Accomplished school counselors apply deep and broad understanding of academic, career, and personal/social student competencies.
Summary of: http://www.nbpts.org/candidates/guide/whichcert/27SchoolCounseling2004.html
School counselors, counselor educators, counseling supervisors, state supervisors, school administrators and superintendents are invited to participate in the Academy. This Academy is part of our continuing efforts to put school counselors front and center in the mission of schools ‰Ž" helping all students reach proficiency. School staff members are accountable for the academic success of all groups of students and school counselors are in the unique position of knowing more, seeing more and hearing more. Be prepared to take what you have learned back to share with colleagues involved in implementing transforming school counseling strategies. Concrete examples of improving access, equity and success for all students will be featured.
Summary of: http://www2.edtrust.org/EdTrust/Transforming+School+Counseling/academy.htm
All but three States require some form of licensure or certification for practice outside of schools; all States require school counselors to hold a State school counseling certification. Their duties depend on the individuals they serve and on the settings in which they work. Educational, vocational, and school counselors provide individuals and groups with career and educational counseling. They also operate career information centers and career education programs. The middle 50 percent earned between $33,160 and $56,770.
Summary of: http://www.bls.gov/oco/ocos067.htm
Link to Fall Conference info Are you ready for the ASCA National Model. Applications will be accepted from students at the end of their junior year, with recipients selected and scholarships awarded to students in their senior year. This year's conference will occur from August 8-9, 2005 at the Atlantic City Convention Center. The toolbox contains strategies, tools, resources, and stories about successful schools and programs. School Counselors who can provide opportunities for Graduate Student practica or internships.
Summary of: http://www.njsca.org/
They talk with students about their goals for the future. Sometimes counselors give students tests to get more information about their interests. Counselors also work with students who do not plan to go to college. They help people who are out of work because they have lost a job. They like to see the results of their work and to use their strongest abilities.
Summary of: http://www.iseek.org/sv/13000.jsp?pg=13000&id=100288
I am so proud of the work of the board members and their passion for the profession. Without them, I would not have accomplished half of what I set out to do. Accessibility to documents, trainings, conferences, and each other in a timely manner have been invaluable factors that make us a stronger professional voice in our state. (You can read Anna Cicero's entire message in the AzSCA, Inc. in School Counseling and Guidance at the University of Arizona will be required to complete a research project as one of their culminating experiences.
Summary of: http://www.azsca.org/
They discuss with students their interests, abilities, and skills and help them assess their own personality and talents. They also consult with school nurses, school psychologists, and other school personnel to develop programs to address student problems. Work ActivitiesThe following list of occupational tasks is specific to this career. They like work activities that deal with artistic forms, designs, and patterns. Counselors must complete a certain number of continuing education hours each year.
Summary of: http://www.iseek.org/sv/13000.jsp?id=120107
Their duties depend on the individuals they serve and the settings in which they work. Counselors use interviews, counseling sessions, tests, or other methods when evaluating and advising students. High school counselors advise on college majors, admission requirements, entrance exams, and financial aid and on trade, technical school, and apprenticeship programs. Rehabilitation counselors help people deal with the personal, social, and vocational effects of disabilities. In 1999, 45 States and the District of Columbia had some form of counselor credentialing, licensure, certification, or registry legislation governing practice outside schools.
Summary of: http://www.umsl.edu/services/govdocs/ooh20002001/250.htm
Some may focus their counseling primarily in the area of student assistance, college planning, academic testing or a more general guidance delivery model. However, all School Counselors, without regard to their assignment, practice in a manner designed to advance student learning in the areas of academics, social/emotional and career development. present evidence of how the use of data guides your counseling with a group of students related to social/emotional issues. School Counseling and Student Competencies Accomplished school counselors apply deep and broad understanding of academic, career, and personal/social student competencies. School Climate Accomplished school counselors work to establish and foster an emotionally, socially, and physically safe learning environment for students, staff, and families.
Summary of: http://www.nbpts.org/candidates/guide/whichcert/27SchoolCounseling.html
The Ethical Standards for School Counselors were developed to clarify the nature of ethical responsibilities held in common by school counseling professionals. Has a primary obligation to the student, who is to be treated with respect as a unique individual. Is knowledgeable of laws, regulations and policies relating to students and strives to protect and inform students regarding their rights. The meaning and limits of confidentiality are defined in developmentally appropriate terms to students. Keeps information confidential unless disclosure is required to prevent clear and imminent danger to the student or others or when legal requirements demand that confidential information be revealed.
Summary of: http://www.schoolcounselor.org/content.asp?contentid=173