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Historical Development counselling
The programme areas which have been central to counselling education and training are twofold: counsellor education and counselling psychology. Until quite recently, the differences between the two programs were relatively indistinguishable and inconsequential. The common focus was the education and training in counselling for educational settings and contexts. Current efforts within the American Psychological Association (APA) to redefine professional psychology (Including Counselling Psychology) have resulted in a clear schism between the two fields at the doctoral level of training. The two areas, however, share the greater part of their histories.

The history of counselling in education is not easily drawn. It has a long past but little written history. It has many identified origins but no clearly established beginnings. In the least, the history comprises the following movements: vocational guidance, mental health; psychological testing; guidance and counselling in school; student personnel functions in colleges and universities, and counselling psychology as a speciality. The multiple competing, and sometimes conflicting. Origins of counselling account for the problem of consensual definition of the field. These varied streams of development and movements in American society come together in a shared purpose. That shared purpose is the humanizing, the individualizing, of education so as to enhance the development of the individual.

Education is not viewed as being confined to knowledge acquisition by students but is defined to contain psychosocial development and a process approach to learning. Further, the purpose involves societal change, or reform, implemented through the educational process, as education may occur in various contexts and settings but primarily, until recently, through the schools. The defining characteristic of this shared purpose is social reform-the reconstruction of society-through the reform of educational institutions in order to maximize the persona! development of the individual. The primary client of counselling in education has always been construed as dual in nature-the person and the system. Thus the individualizing of the educational process is the core so that the growth and development of the student as a person is as fundamental as knowledge acquisition.

There is a general agreement that the vocational guidance beginnings-associated with Frank Persons and the founding of the Vocational Bureau in Boston in 1980-represnt the major foundations of counselling. With respect to university involvement there is consensus on the following : (a) the first university level course in vocational guidance was established in 1911 by Harvard University; (b) the vocational Bureau of Boston was merged shortly thereafter with the Division of Education at Harvard; (c) these developments were followed by the establishment of courses at Columbia, at Stanford, at the University of California at Berkeley and at Several other universities. By 1938, there were some 20 institutions which had comprehensive programs of counsellor preparation {Brewer 19420. Hoyt reported that in 1946 there were some "80 colleges and universities purporting to train secondary school counsellor^ Half were operating undergraduate programs and half operated graduate programs." (Hoyt 1947 p. 503). Until then, counselling was primarily counselling in schools, and predominantly in secondary schools.

In tertiary education today, particularly in the United States, counsellors are trained for practice in many varied settings. Since the 1960s counsellor preparation programs have been moved from exclusive concern with education to an involvement with community mental health settings of such as clinics, agencies, and hospitals. Most preparation programs are now characterized as 65 to 85 percent community, and 15 to 35 percent school. Further, an increasing number of students who have any interest in schools wish to be identified as "counsellor in schools" and wish not as school counsellors that is, they identify with generic notions of counselling and not with the processes of schooling and of formal education.

The movement of counselling into the community has extended the counselling interacts with other professions such as social work and psychology, and since these professional also counsel, interactions and relationships in the counselling field have become more complex, problematic, and conflicting.

The education and training of counsellors in the United States today is a large scale activity. In 1980, the following degree programs in the area of counselling were identified: 218 doctoral programs with 959 graduates, 276 specialist and certificate programmes with 3452 graduates 880 master's programs with over 17000 graduates, and 79 baccalaureate programmes (including four 2 year curricula) with 682 graduates (Hollis and Wantz 1980). These figures include counsellors trained in all specializations.