GC 602 - The Elementary and Secondary School Guidance Program
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Transcript of GC 602 - The Elementary and Secondary School Guidance Program
THE ELEMENTARY
SCHOOL GUIDANCE PROGRAM
What is the purpose of elementaryschool guidance wherein fact: graders are too
young to start a career?
their problems are to be dealt / can be dealt by their parents and teachers
secondary students needed counseling
most.
According to Dinkmeyer & CaldwellThe elementary school child is at a crucial stage in his development of identifying his identity and self-concept. He must deal with social relationship problems and face the challenges in the world of educational achievement.
He must deal with his
affective and cognitive needs
According to Myrick:The best time to address academic and affective problems is during the formative years:- 50% occur from conception to 4 years old- 30% occur from 4 to 8 years old- 20% occur from 3 to 17 years old
Lifelong behavioral patterns can be
estalished during ages 6 – 10
Counselors
Parents
Pupils
Teachers
Can be factors in a child’s maladjustment and which hinder learning (emotional pressures upon the child by the school, his parents or his peers may create an emotional block will prevent his learning to read until the block is removed)
Requires programs that have as their major objective helping all children to be at ease with themselves and with others
According to Meek
According to PurkeyThere is a significant relationship between the self-concept and academic achievement that change in one seems to be associated with change in the other. (one’s view of self-concept in a successful student and failing student)
THE ELEMENTARY SCHOOL GUIDANCE
PROGRAM
Characteristics of theElementary School
1. Jam-packed (urban area)2. Teachers’ time are allotted
into visual aides, team teaching and other innovation practices
3. Thrust towards performance based evaluation (mps?)
The counselor is to assist the teacher in
the fulfilment of obligations related to
both categories of student needs,
cognitive and affective.
Characteristics of theElementary School
Students1. Unique2. Modifying and developing one’s
self-image / Identity seekerI - WORLD
Positive self-image ensures the development of one’s academic achievement.
The divergence of these characteristics
necessitate the placement of
counselors in our group-oriented
elementary schools
Elementary School Guidance is…
It is developmentally oriented. it is to assist all children to develop normally and go through developmental process without undue anxiety, self-doubts or threat.
Counselors as …
Is occupied full time on a one-on-one basis with children who have problems
Works virtually full time with teachers and parents to assist pupils in providing environments conducive to normal child development
Solely remedial oriented Developmental oriented
According to Dinkmeyer & CaldwellThe child needs to:1. Develop self-acceptance
and understanding of oneself
2. Mature in social relationships3. Develop responsibility and
independence4. Understand the role of work
in life
Are school’s guidance program deemed to be the
same with the other school’s guidance and counseling
programs?
Objectives…1. Provision for the early
identification of individual differences so that necessary educational programs may be designed to meet the needs of every student
2. Assistance to students to develop a positive self-image through efforts to improve their self understanding, self-direction and skills in problem solving and decision making.
By Ohio State Department of Education’s Division of Guidance and Testing (1976)
Objectives…3. Involvement of teachers and other
school staff members in developing a clearer understanding of the growth and development of students and a learning climate which facilitates that development.
4. Involvement of parents in ways which will help them understand the educational, career, personal and social development of their children
Objectives…5. Cooperation and work with
administrators, teachers, counselors, personnel specialists and parents in order to bring into focus a school’s total effort for every student.
6. Coordination and utilization of the resources of the school. Home, and community to increase the student’s opportunities for successful achievement in school.
Objectives…7. Contribution to ongoing
educational planning by examining the learning conditions and seeking improvements in the learning climate.Are school’s guidance program deemed to be the
same with the other school’s guidance and counseling
programs?
GC Should be Programmatic…
There is an agreement on the outcome that the staff will function in an active (goal-seeking) mode rather than a reactive mode (service-providing)
Are ready to provide whatever services may be demanded by a student, parent. Teacher or administrator
Program Services
The nature of the educational system
and the needs of the pupils dictate the
Guidance program
The program ideaThe counseling staff, in conjunction with others, will define specific program objectives and then will actively seek to attain these chosen objectives… Thus the couselors will not be involved in any unrelated activities that would ruin the goal.
Components of a programaccording to Show (1977)1. Rationale2. Goals and objectives3. Functions to be utilized in
achieving the objectives4. Evaluation strategies
For a guidance program to be effective…
Those who are expected to make use of the services are expected to:a. Understand themb. See a need for themc. Desire to use themd. Understand their role
responsibilities in relation to the services
e. Be prepared to alter their existing roles so that services can be maximized
Initiating a Program…1. THE FORMATION OF A
GUIDANCE COMMITTEEcompose of 3 to 4 teachers
whose judgments are respected by the facultya. Determine the populationb. Objectives of the programc. Methods and criteria by
which the program will be evaluated
Initiating a Program…2. A DETERMINATION OF
NEEDSCounselors provide recommended assessment forms for elementary schools and will furnish consultative assistance
Initiating a Program…3. A DETERMINATION OF
THE MOST PRESSING NEEDS IDENTIFIES THROUGH THE NEEDS ASSESSMENT STUDYThe identified needs become the focal points of he guidance program
Initiating a Program…4. A FORMULATION OF A
HIERARCHY OF THE SPECIFIC OBJECTIVES OF THE SCHOOLS GUIDANCE PROGRAM
Care should be taken to assure that the objectives are attainable with the resources available.
Initiating a Program…5. A DETERMINATION OF
THE MOST IMMEDIATE GUIDANCE NEEDS EVOLVING FROM THE DERIVED OBJECTIVES
Step 4 identifies the objectives but step 5 asks the Q “Where shall we begin?”
Initiating a Program…6. THE PRESENTATION OF
THE COMMITTEE-DETERMINED OBJECTIVES AND MOST IMMEDIATE GUIDANCE NEEDS TO THE TOTAL FACULTY FOR THEIR REVISION AND ACCEPTANCE
- Participants in the development of the program- Necessary, benificial and practicable
Initiating a Program…7. A DETERMINATION OF
THE SPECIFIC FUNCTIONS AND ACTIVITIES REQUIRED OF THE COUNSELOR AND OF THE OTHER MEMBERS OF THE FACULTY AND STAFF FOR PROGRAM IMPLEMENTATION
Provisions for handling crises should be determined and publicized before the guidance program is initiated.
Initiating a Program…8. THE DEVELOPMENT OF
A FORMAL STATEMENT FOR THE FACULTY IN WHICH THEIR GUIDANCE PROGRAM RESPONSIBILITIES OR FUNCTIONS AND THOSE OF THE COUNSELOR ARE DESCRIBED
The faculty and administration must see that the program responsibilities are not just being superimposed upon them but the added functions are necessary to implement the guidance program which they helped to devise
Initiating a Program…9. THE COUNSELOR SHOULD
ORIENT THE STUDENTS TO THE PROGRAM THROUGH CLASSROOM DISCUSSIONS AND ASSIST THEM TO SEE HOW SPECIFIC COUNSELOR SERVICES MAYBE UTILIZED. ALSO, THE COUNSELOR SHOULD ORIENT PARENTS TO THE PROGRAM THROUGH PREPARED PRINTED STATEMENTS, PARENT-TEACHER MEETINGS, AND INDIVIDUAL PARENT CONFERENCES AS REQUESTED.
Initiating a Program…10. THE ESTABLISHMENT
OF PROCEDURES FOR GRADUAL, STEADY EXPANSION OF THE PROGRAM TO FULFIL ALL OBJECTIVES IN ORDER OF THEIR ESTABLISHED PRIORITIES.
Gradual expansion of the program to include the additional objectives deemed desirable by the guidance committee based upon the input from faculty, students and parents.
NO EXPANSION until the initial aspects of the program are being successfully achieved.
Initiating a Program…11. THE FORMULATION OF THE
SPECIFIC APPROACHES TO BE UTILIZED FOR THE EVALUATION OF THE GUIDANCE PROGRAM.
The implementation of the adopted evaluational procedures will be the counselor’s responsibility but the obtained evaluational data will be given to the committee to enable the group to determine the success and failure as well as needed program modification
Initiating a Program…12. PERIODIC MEETINGS OF
THE COMMITTEE AND THE TOTAL FACULTY MUST BE HELD TO DISSEMINATE THE EVOLUTIONAL FINDINGS AND TO EXPLAIN NEEDED PROGRAM MODIFICATIONS
The findings of the evaluation must be shared with the faculty to obtain new possible insights from faculty members about programmatic strengths and weaknesses
Implementing…a. It is not easy a task nor the
sole responsibility of the guidance counselor
b. The success of the program requires the involvement of the schools administrators, teachers, as well as its students and their parents and the utilization of the community resources
Responsibilites 1. To fulfill the objectives that have
been derived from the assessed needs of students, faculty and staff and parents
2. The counselor’s area of responsibility is dictated by the derived objectives of the program
3. He translates the area of responsibility into specific counselor functions so as to maximize the time of the counselor
Counseling Functions1. Counsel not only the
students but also teachers and parents (may it be done individually or by groups)
2. Time? Maintain a log of his daily activities
“Band-Aid” approach to counseling
For the developmentally oriented counselor, he recognizes the need to attend to the need of individual counseling and assist teachers to create a school and individual classroom learning climate that would prevent student traumas
Group counseling maximizes the time of the counselor. Understanding of oneself and others is more effectively acquired than through individual sessions
Probably should not be. Conducting such session is not a counseling function but a consultative function of the counselor
Consultative FunctionsThe guidance programs help the faculty and parents to understand and help diverse developmental needs of elementary school children. (Individualized Educational Program IEP)
The primary recipient of consultative functions are the members of the school staff who are assisted in modifying the curriculum as indicated by the students needs and developmental levels (career awareness activities, activities to facilitate self-concept development and to develop interpersonal relations skills)
Career Guidance FunctionJustifications:1. Career development is a part
of the individual’s “total” developmentMay it be social, emotional,
physical, / educational are interwoven and often difficult to separate and distinguish from each other. Career development is no exception.
Career Guidance Function
The school should provide opportunities for pupils to develop an awareness of the meaning and significance of work and of the inevitability of career decision making
Justifications:2. Career education and related
career guidance programs should have a developmental emphasis in the elementary school
Career Guidance FunctionJustifications:3. Career development
programs are most effective as planned and coordinated total school efforts
The teachers, administrators, school counselor/s, and parents serve as a career development team for the graders
THE SECONDARY SCHOOL
GUIDANCE PROGRAM
Individual Analysis
Individual Counseling
Group Guidance and Counseling
Career Development
Placement and Follow-up
Research and Evaluation
Consultation
Individual AnalysisEmphasized the gathering of pupil data for both individual and group analysis (identifies the characteristics and potential of every student)
Individual CounselingA therapeutic and growth process through which individuals are helped to define goals, make decisions, and solve problems related to personal-social, educational, and career concerns
Group Guidance and Counseling
Is a process in which one counselor is involved in a relationship with a number of clients at the same time. Is purpose is to provide information and data to facilitate decision making and behavior
Career DevelopmentTo provide pupils with the necessary vocational and educational information to make appropriate occupational choices and related educational decisions. Later on, it emphasizes career planning and decision making as a developmental process
Placement and Follow-up- the temporary posting of someone in a workplace, especially to gain work experience. (placement of students in collegiate institutions or into jobs upon their graduation)- Is viewed as a means of evaluating the effectiveness of the placement activities / to make adjustments / necessary reassignments
Research and EvaluationIt can increase the counselor’s insights and deeper understanding of one’s self, one’s profession, and the relationship between the two – to become better at what we do
Consultation Enables the counselor to share his special knowledge and expertise with ohters such as teachers, administrators, parents in the process of helping their mutual client – the student
CHARACTERISTICS OF
SECONDARY SCHOOLS
Secondary Schools are…1. Large, Complex
Institutions Populated by a Heterogeneous Student Body
2. School faculties represent a variety of Academic Specialities
Secondary Schools are…3. Secondary school years
are important decision-making years for individual student
4. Subject matter oriented5. School spirit – quest for
attaining excellence
CHARACTERISTICS OF
SECONDARY SCHOOL
STUDENT
It is a…1. Transitional and rapid
physical growth period2. Period of rapid intellectual
growth3. Awareness of societal
issues and problems
It is a…4. New behavioral and
personality traits emerge5. Significant increase in
conflicting and aggressive behavors
6. Share many problems with his peers
PATTERNS OF ORGANIZATIO
NS
Coordinate Deans Model
Dean of Students
Dean (boys )
Dean (girls)
Teaching faculty
Male student Female student
Principal Other administrators
- Over emphasize disciplinary and administrative tasks rather than counseling and other guidance functions- appointed
Specialist Model
Director of StudentPersonnel Services
Principal Other program administrators
SchoolPsychometrist
Job Placementcounselor
College Placement counselor
Group Guidance And student
Activitiescoordinator
Teachingfaculty
Student body
Generalist Model
Director of Guidance
Principal
Faculty
Other counselors If any
Student Body
Takes all the responsibility
Common to small schools
Class Counselor Model
Class Counselors
Principal
Faculty
Senior Counselors
Junior Counselors
Sophomore Counselors
Freshmen Counselors
Senior Counselors
Junior Counselors
Freshmen Counselors
Sophomore Counselors
The Counselor-Consultant Model
Adminitration
Consultwith
Referals from
Teachers
Parents Para-professionals
STUDENTS
Counselors
Popular models to elementary
schools
Community-Youth Developer
Educational Agencies
Community Agencies
Youth Counselors
Community Employmentoppurtunities
Recreational Oppurtunities
Religious Institutions
Mental HealthClinics
Teachers
School Youth
Parents “career officers ” divide their time between school settings and local employment offices
Challenges of Contemporary Society1. Sexuality
2. Substance abuse
3. Stress
Sexuality In 1947…Over 40 % of unmarried 17-year-olds reported that they had sexual intercourse at least once.18% of the 15-year-olds reported having engaged in sexual intercourse.Nearly 12 thousand babies were born to girls who were not yet 15.
Insights and summary June 7, 2014