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