1950年代アメリカにおけるガイダンスからカウンセリングへの転換の教育的意義 : ギルバート・レンの「パーソナル・ワーク」概念を媒介にして

The development of counseling theory in1950s America should be considered as a transition of educational thought: from guidance to counseling. This paper aims to reveal the process of transition, and to investigate an educational implication of that transition by focusing on C. Gilbert Wrenn's "personnel work". The title of APA's Division 17, one of major professional associations of counseling, was changed from "Division of Counseling and Guidance" to "Division of Counseling Psychology" in 1952. The title of change best symbolized the transition from guidance to counseling in the 1950s. Before the '50s, there was a tendency for "counseling" to be considered as asimple interview in guidance and as psychotherapy. When it began to be recognized that the necessity to distinguish counseling from interviews in guidance and psychotherapy, Wrenn, the chair of the Division of Counseling Psychology, called the Northwestern Conference in terms of "counseling psychology" in 1951. It was the first time in this conference, for the terms "counseling psychology" and "counseling psychologist" to be adopted officially in this field. Due to the appearance of "counseling psychology", counseling could be introduced as a core function or central field in education rather than peripheral function as the part of guidance. Thus, we have to consider the Conference as the turning point of the shift: from guidance focusing on solving problems to counseling which aims primarily to help human development. One of the origins of counseling as education can be found in his "personnel work" at university. Related to "personnel work", Wrenn insisted on the necessity of the conceptualization of "counseling" and of clarification of the theoretical foundations underlying counseling theory before the '50s. Counseling was not seen as a marginal work for personnel work. Wrenn recognized counseling as the core function related closely to learning. Personnel work became to be the grounds for which an educational technique was combined with an educational philosophy; it provides the critical base to develop counseling theories. This paper concludes by the suggestion that Wrenn's idea of personnel work has the significant meaning for the introduction of school counseling in Japan.