School Counseling agenda assosication and Implementation

Practice Problems - School Counseling agenda assosication and Implementation

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Practice Problems

Counseling programs are a vital component to any school. They provide students with resources, support, and nurturance throughout the whole period of their elementary and secondary school years. Elementary school years are a time when children are growing socially, exterior of the home. In the first few years of school they learn public skills that help them to interact with other students and adults. Counseling activities should focus on the healthy socialization of all students. Counselors at this level should offer group counseling, private counseling, classroom guidance, media presentations showing positive interactions, and "no put-downs" type of curriculum that promotes kind public exchanges. The secondary school years bring rapid changes, physically and environmentally, to students. Adolescents are growing and changing, turning away from authority, and developing their own sense of self. effective counseling activities must focus on human relations amelioration such as: occupation training or instruction programs, college preparatory programs, group and private guidance, sensitivity training, and classroom advice (Gibson, 2003, pp. 5-51).

Counseling activities branch well beyond assistance with various occupation choices or personal counseling into the realm of human possible where physical, emotional, educational, and other aspects of the private are considered. These isolate parts are often difficult to distinguish, as individuals possess talents, needs, and desires that are enmeshed with one another. There are
dardized tests, learner assessment, consultations, occupation data and guidance, educational advice and placement, prevention services, intervention activities, executive duties, developmental tasks, data dissemination, and public relations. School counselors can engage in many separate activities in a one-hour time period. The period of work is well defined to the former school calendar.

Elementary school counselors have recently become a staple in most states. They are the most new addition to school staffs. However, Secondary counselors have been employed in schools for the longest time, as their role in helping students in transition between school, college, and work, has been authentically identifiable. Secondary counselors provide educational data like scheduling and college placement, private counseling, executive services, prevention activities, group counseling and guidance, developmental activities, data sessions, standardized testing and interpretation, and consultation activities. In addition, secondary and elementary counselors are often involved in non-counseling activities (lunchroom duty, etc.). Remediation is a focus for counselors like addiction counseling, sexual concerns, and association adjustments. establishment students becomes less prominent as development decisions since there are immediate or impending choices to be made. Consultation and an comprehension of the student's environment shape behavioral modifications. Both elementary and secondary counselors are proactive in their arrival to their counseling population.

Philosophy

All students should have access to advice and counseling services, thorough to their developmental stages. The program will be based on the tenet that studying is a lifelong process and therefore, counseling services should be a part of an wide continuum that contributes to the prolonged growth, learning, and amelioration of each student. The advice program must encompass the whole school society and shall be developed and implemented by the counseling staff and school administrators. All students have the free time and responsibility for development choices within the constraints of the educational system, and will have access to the counseling staff to support them with development those choices (DoDds-E, 1994, p. 7).

Objectives

At the elementary level, this program will promote studying by helping children to specialist the skills and create the attitudes significant to be successful. There will be an emphasis on decision development skills, developing awareness, and foundational occupation exploration. The program will stress the self idea amelioration and skill enhancement significant for each student.
The middle school program will focus on the ever changing needs of young adolescents. It will emphasize continuation of skills learned in the former grades but will alter the program to fit the needs of these students. It will address high school planning, inventory for learner educational and occupational plans, and address any public factors that may limit potential.
The high school program will support students in becoming responsible adults who can create realistic and promising life plans based on clear comprehension of themselves and their needs, abilities, interests, and skills. attention will focus on helping students to create competencies in decision making, occupation planning, working with others, and taking responsibility for one's own behavior.

In order to reach the goals set for each level of the program, the counseling program must be seen as an integral part of each school's total educational program. The program will be organized and implemented by the school counselors with the support of faculty, staff, parents, and the society (Gibson, pp. 2-5). It will be proactive in addressing the needs, goals, and concerns of all students by together with the following components:

Analysis and counseling of private students

Student placement services for extra programs (gifted and talented, extra education, etc.)

Follow-up services post extra program placement

Information and reserved supply services (guidance activities linked to vocational choices, group instruction on topics of interest, educational planning, etc.)

Research and appraisal of academic policies and procedures

Test management services

Group counseling services

Parent and Faculty support services

Administrative services to support with significant school functions.

This program will seek to serve youth populations and support with developmental adjustment.
It is the mission of this document to create a wide competency based advice program that can be implemented school-wide. In development provisions for this program, all students will have the opportunities and advice significant to create skills for:

Accessing and processing information

Dealing with change

Thinking, mental and question solving

Developing creativity

Demonstrating positive human relationships

Practicing studying as a lifelong process

The program will advantage students, parents, teachers, administrators and counseling staff by promoting educational development, addition knowledge of self and others, addition interaction, providing support, addition opportunities, providing structure, and clearly defining responsibilities that must be carried out to perform school-wide goals (Gibson, p. 1).

The counseling program will be structured systematically and should comprise the following goals:

Students have applied knowledge of self and others

Students have developed competencies in life and occupation planning

Students have achieved educational success

In addition to the above, annual goals should be established to monitor the effectiveness of the program. The following should be considered:

Educational- Have students developed study skills, and awareness of opportunities, engaged in lifelong learning, shown thorough test scores?

Career- Do students have knowledge of occupation opportunities, vocational requirements, and need for positive work habits?

Personal- Have students developed healthy self-concepts, thorough public behaviors, and effective communication skills?
Lastly, the counseling staff should evaluate all of the following areas of services to ensure that they are meeting the diverse tasks that may be required:

Academic concerns

Tardiness

Absences or truancy

Misbehavior

Drop out prevention

Relationship concerns

All types of abuse

Grief, loss, and death

Substance abuse

Family issues

Sexuality issues

Coping issues

Crisis intervention (Gibson, pp. 9-11).

Organization

The wide competency based advice program includes sequential activities organized and implemented by certified school counseling in collaboration with teachers, administrators, students, and parents. The program will provide a fill array of advice and counseling services and activities straight through these components:

1. Guidance curriculum

2. Individual students planning

3. Responsive services

4. System support

Students will be assisted in acquiring competencies in occupation planning and exploration, knowledge of self and others, educational development, and occupation amelioration (Gibson, p. 6).
Personnel

There will be one counselor allotted for every 250 students enrolled in a given school. These counselors will be hired from a pool of eligible applicants who have completed a graduate program in school counseling with no less than 30 semester reputation hours of graduate level study. The courses should have covered the following topics:

Human growth and development

Counseling theories

Counseling techniques

Professional orientation

Career guidance

Statistics

Educational research

Multicultural issues in counseling

Tests and measurements

In addition to the above areas of study, eligible counselors will have also completed an internship in an educational setting consisting of no less than 300 hours. They also must be state certified in advice and counseling.
Budget

The school counseling program funds should be included in the annual school funds planning process. It should be established per annum to ensure that the program is developed, implemented, and managed effectively. Funds should be provided to cover the following:

Equipment and materials

Staff salaries

Continuing instruction and pro development

Community resources

Career advice materials

Computerized resources

Testing materials

Literature

The above list of resources should be carefully a requirement for the permissible functioning of the competency based advice program (p. 9).
Evaluation of Effectiveness

In order to evaluate the counseling program, it is vital to create standards and indicators based on the program organizational framework, to ensure the effectiveness of the program. It is also significant to create and used thorough forms to supervise and evaluate school counselors based on their qualifications and job descriptions. management should encourage pro growth of counseling staff and collate learner mastery of advice competencies. The school management must evaluate the impact of the program on the school atmosphere and how well it reaches established goals. This can be done straight through personal evaluation, independent observation, and by surveying program users as to their use of and pleasure with the program (p. 31). The following criteria can support in supplementary appraisal of effectiveness:

Is there evidence that all students are given the occasion to gain awareness, knowledge, skills, values, and attitudes that lead to a socially responsible and sufficient life? Is there proof that students have acquired frequent data to help them make informed choices?

Is there evidence that all students have access to advice in overcoming problems that are impeding their personal, social, education, or occupation development?

Is there proof that a team of educators provides counseling services to students within the school environment?

Is there evidence of the implementation of the program that reflects the wise use of resources according to the needs of the students?

Is there evidence that staff members are in roles that meet their pro qualifications and competence?

Is there evidence that the program is an integral part of the wide educational program?

Is there evidence that the counseling program is reviewed and renewed annually? (Gibson, pp. 31-39).

Integration of the Counseling program into School Functions

Integration of the counseling program into the wide educational program will want a society effort. There is a witness form at the end of this document that can be used in the implementation of the counseling program. It should be given to teachers, parents, administrators or whatever else who would like to provide feedback on their expectations of the counseling program. It is prominent to remember that counselors do not work in a vacuum. They are enduringly interacting with students come from varying cultural and environmental backgrounds, which impact their development, interpersonal skills, and behavior. Because the counselor is concerned with holistic wellness for each student, they must be sensitive to the differing needs of the students they serve.

Each counselor develops a personal style based on educational training, personal preference, values, attitudes, experiences, and cultural influence. Since no two counseling settings are the same, counselors must have very developed adaptive abilities to succeed. pro training programs and organizations, licensure boards, limitations, and accreditation standards all shape the counselor's role. Personal factors that sway counseling comprise personal likes and dislikes, rewards and encouragement for accomplishing tasks, and the perception the counselor has to the thorough role and function for a specific setting (Gibson, 2003, pp. 204-226). In as much as each counselor will lead unique characteristics in each school, there must be some uniformity in the implementation of the program. Each program should be implemented by:

Considering each private as a unique being whose uniqueness is to be valued.

Recognizing that variations exist within each individual. Counseling should be geared toward identifying extra skills, talents, and interests while avoiding over-generalizations about abilities. Strengths should be highlighted while shortcomings are recognized, overcome, or bypassed.

In order for counseling to be meaningful, a man must be directly involved. Input, feedback, clarification, and interpretation are all included in this participation.

Accurate human counseling is miniature by instruments and personnel. There are shortcomings unique to each technique or instrument so it must be assumed that appraisal only provides clues or samples, not absolutes.

Counselors must accept the positive and possible of each person.

The counseling program follows established pro guidelines, which define ethics, standards, and security for client and counselor.

Accountability refers to the provision of objective evidence to prove that counselors are successfully responding to needs that have been identified. responsibility evidence can be obtained from written documents, records, reports, tables, and computations. Counselors are responsible for the management, development, and leadership of any program they are involved in. In addition, counselors are responsible for prolonged advance and improvement. Therefore, continuous and accurate appraisal of needs of the target people becomes key to prosperous planning for goals and objectives. This appraisal is significant in establishing and maintaining program relevance and fostering accountability. responsibility can have positive and reaching impact on the furtherance of the counseling profession through:

Meeting the specified needs of the target population

Finding needed areas of specialization

Demonstrating the effectiveness of human aid organizations

Showing cost effectiveness of counseling programs

Providing programs that answer to client needs with proven results in an effective manner

It must be geared not toward individuals, but toward whole populations.

The create of the program must emphasize the unique nature of the people and environment.

An appraisal of influencing troops over the lives of the target people must be performed to maximum effectiveness.

Organizational support for the counseling program must by strong, indicating a willingness to ensue straight through with goals.

It must be based on some systematic arrival for identifying the needs of the learner populations.

Counselors engaged in prevention programs must be able to recapitulate and work with parents so that a condition association with children can be fostered from infancy.

In addition to the above list, the program will include:

Assistance in developing coping skills

Development of self-esteem and values

Building of support systems

Parental involvement for children engaged in prevention activities.

Peer mentoring

Environmental assessment

Instruction in life skills

Commitment to the time required for the program to be successful

Evaluative processes designed to ensure effectiveness of the program (pp. 297-309).

Finally, the school program should be structured in such a way as to provide ample opportunities for students to seek counseling services. This may involve the adoption of a block program where there is a argument period offered, or it may simply want teachers and management to be sensitive to the needs of their students so that they can find a convenient time during the course of the day to permit their students access to the counseling staff.

This inventory should also be given at the starting of each year to collate specific needs and goals for the implementation of the program.

Person filling out the form: (please circle one) learner parent instructor administrator
Please circle your response to each item below. Use the numbers to indicate the significance of each question:
1= not prominent 2= prominent 3= very prominent 4= very prominent 5= vital

1) How prominent is it that students
have access to occupation advice 1 2 3 4 5
information and materials?

2) How prominent is it that students
have access to a counselor so they 1 2 3 4 5
can discuss personal problems?

3) How prominent is it that students
have access to data about 1 2 3 4 5
colleges, vocational programs,
military service, and other post-
graduation options?

4) How prominent is it that the
counselor be involved in over- 1 2 3 4 5
seeing academic standardized
test programs?

5) How prominent is it that the
counselor utilize tests to identify 1 2 3 4 5
career options and talents for each
student?

6) How prominent is it for the
counselor to emphasize the 1 2 3 4 5
relationship between education
and careers?

7) How prominent is it that the
counselor provide job placement 1 2 3 4 5
assistance and referrals to students?

8) How prominent is it that the
counselor be involved in course 1 2 3 4 5
selection and planning?

9) How prominent is it that the
counselor support students who 1 2 3 4 5
are dropping out or failing?

10) How prominent is individual
Counseling for students? 1 2 3 4 5

11) How prominent is it that
the counselor provide group 1 2 3 4 5
counseling opportunities?

12) Please list any other services
that you think the counselor
should provide in the remaining
space.

References:

Berger, K.S. (1998). The developing man straight through the life span (4th ed.). New York: Worth.

Brown, D. (2003). occupation information, occupation counseling, and occupation amelioration (8th ed.). Boston: Allyn and Bacon.

Corey, G. (1996). Case arrival to counseling and psychotherapy (4th ed.). Pacific Grove, Ca: Brooks/Cole.

Corey, G. (2004). law and convention of group counseling (6th ed.). Pacific Grove, Ca: Brooks/Cole.

Corey, G. (2003). law and convention of counseling & psychotherapy (7th ed.). Pacific Grove, Ca: Brooks/Cole.

Department of Defense Dependent Schools Europe (DoDds-E). (1994).Comprehensive competency based advice program by hand K-12. DoDds.

Fraenkel, J. R., & Wallen, N. E. (2003). How to create and evaluate study in instruction (5th ed.). New York: McGraw-Hill.

Gibson, R. L. (2003). Introduction to counseling and advice (6th ed.). Upper Saddle River: Nj. Merrill Prentice Hall

Kalat, J.W. (1993). Introduction to psychology (3rd ed.). Pacific Grove: Brooks & Cole.

Kirk, S. A., Gallagher, J. A., & Anastasiow, N. J. (2003). Educating exceptional children (10th ed.). Boston: Houghton Mifflin.

Milne, A. (2003). Counseling. London: Hodder Headline Ltd.

Slavin, R. E. (2003). Educational psychology: law and practice. (7th ed.). Boston: Allyn & Bacon.

Thompson, C. L., Rudolph, L. B., & Henderson, D. (2004). Counseling Children (6th ed.). Belmont, Ca: Thompson Brooks/Cole.

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