Abstract

This study is intended to investigate early development of school counseling during 1945 though 1970 in Korea. The study raises three major questions : ① In what context school counseling emerged ; ② How school counseling has been conceptualized thoughout this period? ; ③ How school counseling has been practiced thougout this period? Literature analysis and interview with counselors who worked at school during 1945 - 1970 are imployed. After the 1945 Liberation, Korean education faced two urgent tasks: "Eradicating Japanese colonial education" and "Building new education" which indicates "Democratic education" and "student-life-individuality" oriented education. At that time, many educators were greatly concerned with guidance and counseling as one of democrati educational methods. After the Korean War. the major public concern was the expansion of schooling system and increasing number of problem students. Traditional discipline method was criticized, and thus moral education was emphasized. Also guidance and counseling was recognized as one of democratic educational methods and a new solution to the student problems. "Guidance Program" which was held by the Seoul Council on Education was found to be official beginning school counseling. "Guidance Program" included organization of guidance committee, placement of school cunselors, and participation of all school teachers in guidance program. Many teachers did not recognize the role of school counselor. They perceived the role of school counselor as directive problem solution and punishment of students violating school regulations. They did not respect professionality of counselor and did not coorperate in guidance program. With respect to student's perception of school counseling, many of students did not recognize school counselor's professional role either. Actually, school counselors provided counseling services such as individual counseling, psychological testing, punishment, and discipline. One of diffiulties that school counselors have experienced was a conflict resulting from mixed nature of school ounseling which put an emphasis on discipline as well as directive problem solution. In providing counseling at school, they were found to use non-directive counseling approach to support students' development. Psychological testings were carried out in many schools. However the results of testing were not used in guidance and counseling activities. In providing disciplinary activities, school counselors had troubles with discipline teachers. School counselors experienced difficulties due to overresponsibilities and lack of professi nality. Also they were challenged by other teachers and education administrators because of low outcome of school counseling. In addition, counselor education emphasized more theory, than practical application, therefore even counselor education was not helpful for school counselors to practice counseling. There were counselor's role confusion with school teachers, especially with class teachers and disciplinary teachers. Besides, finacial aid and administrative support were not enough to support the activities of school counseling. In conclusion, the school counseling in Korea has been facing great impasse from the beginning.