singly challenged in todayÆs school and social environment.
Further, criticism of the public school system continues to grow as postsecondary educators claim in increasing numbers that students are not graduating with the basic skills needed for career and personal success. Such factors have contributed to the new emphasis on developmental counseling programs that enable counselors to adopt an expanded role that adds to the growth and development of all students and just not those deemed ôin needö of counseling services. This research will investigate the expanded role and function of the secondary school counselor in contemporary education.
In our complex and troubled society, school counselors are often pressed to adopt a larger role in the lives of students and their families. The demands on counselors continue to grow in light of the challenges faced by todayÆs secondary school students. As such, Sears (1991) argues that to be effective school counselors must focus on ôstudentsÆ personal/social, educational, and career needs,ö (2). Traditionally, secondary school counselors have been limited in role and function primarily by principals who have a major influence over their duties and roles. Because of this, many argue that counselors are often given administrative duties that ôhave little to do with the actual role of school counselors or the needs of students,ö (Sears 1991, 2). Because of this there has been a move among professional organizations to influence secondary
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