The field of school counseling is rapidly changing. The counseling framework established in the 1990s focused on programs that were developmental, comprehensive, and collaborative (Paisley & Borders, 1995). At that time, the focus was on defining what school counselors do and should be doing on the job. Although the field of school counseling continues to define appropriate roles in the schools, the focus is shifting from what counselors do to what counselors do for children, and specifically, for children's academic success (Bowers & Hatch, 2002). The shift in the forefront of current trends does not negate past discussions. In fact, the need to clearly define developmental counseling and apply the concept appropriately in schools continues to be an issue with current counseling programs (Paisley & McMahon, 2001). With increased attention to the academic success of students, implementing quality school counseling programs that address the developmental needs of all students is more important than ever.
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