Sourcebook Overview power point presantation

7/22/2019 Sourcebook Overview power point presantation

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MANITOBA

SOURCEBOOKfor Guidance and

Counselling Services:A Comprehensive and

Developmental Approach


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Manitoba Education, Citizenship and Youth

OVERVIEW SESSIONBy the end of this morning, you will know

1) How the Sourcebook is organized and what is contained within it

2) What the key components of a comprehensive and

developmental guidance and counselling program are

3) The value-added capabilities of school counsellors and how a

school counsellor is different from a clinician, a resource

teacher, or a behaviour specialist4) How guidance is different from counselling and how to infuse

guidance and counselling into regular school activities

5) The importance of ethics, referrals, and caseload management


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OVERVIEW SESSIONBy the end of this afternoon, you will have

1) Started to use the Sourcebook as a guide to planning

2) Considered data sources in your school to assist you in

determining which services would be most helpful in your context

3) Clarified your current activities as a school counsellor

4) Envisioned how infused guidance and counselling services may

be enhanced at your school

5) Started a calendar of activities to assist in your planning

6) Started a professional dialogue that leads to ongoing development

as a teacher and counsellor


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INTENDED AUDIENCE for theSOURCEBOOK

SCHOOL COUNSELLORS

TEACHERS

ADMINISTRATORS

OTHER INDIVIDUALS WHO SUPPORT STUDENTLEARNING AND SUCCESS


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WHAT IS THE SOURCEBOOK?Source of information and resources for

school counsellors K 12

Integrated approach for a comprehensiveand developmental program for

school guidance and counselling

Description of the breadth and depth of

school counselling activities in Manitoba

Discussion of ethical considerations in

guidance education, counselling, record-keeping,

reporting and information-sharing


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SOURCEBOOK STRUCTURE8 Chapters

Each chapter begins with a point-form overview

Each chapter ends with a summary and supportive resources

Sidebars and GraphicsEach chapter contains consistent graphics to alert the reader of

further information or resources

Each graphic is followed by an explanatory note for the reader


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SOURCEBOOK STRUCTUREAppendices

Ready-to-use templates and forms

Informed consent template

Referral forms, transition forms, summary formsCase note templates, Suspicion of Child Abuse and Neglect

form, functional behavioural analysis forms

Sample guidance//compulsory curriculum connections

Resources for ethical decision-makingManitoba Teachers Society

Manitoba School Counsellors Association

Canadian Counselling Association


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CONTENTS

CHAPTER 1: Foundation of Guidance and Counselling Services+ Supportive Resources

CHAPTER 2:Scope of Activities + Supportive Resources

CHAPTER 3: CounsellingComponent 1 of School Guidanceand Counselling Services + Supportive Resources

CHAPTER 4: PreventionComponent 2 of School Guidanceand Counselling Services + Supportive Resources


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CONTENTSCHAPTER 5:Guidance Education Component 3 of School

Guidance and Counselling Services

+ Supportive Resources

CHAPTER 6: CoordinationComponent 4 of SchoolGuidance and Counselling Services + Supportive Resources

CHAPTER 7: Notetaking, Information-Sharing and Record-Keeping + Supportive Resources

CHAPTER 8: Professional Growth and Awareness+ Supportive Resources


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CONTENTSAPPENDIX A: Guidance Education Learning Outcomes and

Curriculum Connections

APPENDIX B: Guidelines for Ethical Behaviour

APPENDIX C: Sample Forms

APPENDIX D: Reserved for specific school and school divisioninformation


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School Guidance and Counselling ServicesPersonal/Social Development

Educational Development

Career DevelopmentPROGRAMMATIC

(student co ntact)COUNSELLING

Individualcounselling

Small group

counselling

Crisis counselling

Career counselling

Referrals

Peer helpingprograms

STRUCTURAL

(non -student c ontact)

PREVENTION

Primary, secondary,

tertiary plans and

programs

Individual

assessments

Coordinated student

support team

activitiesStudent advocacy

Transitional planning

GUIDANCE

EDUCATION

Integrated,

developmental student

learning outcomes

Classroom-based

guidance instruction and

assessment

Career explorationGroup guidance

activities

Professional resources

Post-secondary

education and career

resource materials and

programs

COORDINATIONProfessional development

Consultation and

collaboration

Program management

and operationsData-informed decision-

making

Advocacy for guidance-related classroom-based

learning outcomesNeeds assessment

Time allotments and

caseload management

Calendar of activities

School-based planning


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SERVICE AREAS

1. Coun sel l ing

Individual

GroupPlease turn to page 5 and Chapter 3

(healing/therapeutic)


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SERVICE AREAS

1. Coun sel l ing

Individual

Group


2. Prevention

Primary

Secondary

TertiaryPlease turn to pp. 5-7 and Ch. 4

(informational+ healing)


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SERVICE AREAS

1. Coun sel l ing

Individual

Group


2. Prevention

Primary

Secondary

Tertiary


3. Guidance Education

Infused/whole class

Individual

Group Please turn to p. 7 and Chapter 5

(instructional/informational)


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SERVICE AREAS

1. Coun sel l ing

Individual

Group


2. Prevention

Primary

Secondary

Tertiary


3. Guidance Education

Infused/whole class

Individual

Group(instructional/informational)

4. Coord inat ion

Consultation

Collaboration

Data-informed decisionsPlease turn to p. 4 and Chapter 6

(managerial)


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Break for Discussion


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SERVICE DELIVERY PROCESS

UNIVERSAL-School-wide system support

-Guidance-related learning outcomes

-Guidance education activities

TARGETED-Classroom and small-group strategies

- Guidance education

TARGETED-Group guidance education

TARGETED-Group counselling

INDIVIDUAL-Guidance education and counselling

INDIVIDUAL

NEEDS

FEW STUDENTS WITH SIMILAR

COUNSELLING/PREVENTION NEEDS

SOME STUDENTS WITH SIMILAR

INFORMATIONAL NEEDS

MANY STUDENTS WITH SIMILAR

INFORMATIONAL NEEDS

ALL STUDENTS WITH SIMILAR

INFORMATIONAL NEEDS


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AREAS OF FOCUSPERSONAL/SOCIAL DEVELOPMENT

- self and family/family dynamics/human dynamics

- social skills

- safe communities

EDUCATIONAL DEVELOPMENT

- self and learning

- social skills for learning

- community learning

CAREER DEVELOPMENT

- self and work

- social skills for working

- safe workplaces


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AREAS OF FOCUS:

Sample TopicsPERSONAL/SOCIAL DEVELOPMENT (1 of 2 slides)-emotional development / anger mgt / behaviour mgt /

time and organization management-youth issues (emotional maturation [moods, grief, anxiety,

suicide, depression])

-alcohol / drug / extremes

-conflict resolution / mediation / respect

-friendships / relationships (peer pressure, realisticexpectations, responsibility, abusive relationships, dating

violence)


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AREAS OF FOCUS:

Sample TopicsPERSONAL/SOCIAL DEVELOPMENT (2 of 2 slides)-peer helper/peer mediator/volunteerism

-active listening-lifestyles (decision-making, sexuality)

-diversity (special needs / multiple intelligences / individuality /

culture)

-violence prevention / risk-taking / gang awareness/safe

neighbourhoods-personal safety / internet safety/luring

-harassment / intimidation / cyberbullying

-bullying / manipulation


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AREAS OF FOCUS:

Sample TopicsEDUCATIONAL DEVELOPMENT(1 of 2 slides)

-metacognition: thinking about thinking / critical inquiry skills-learning styles and learning differences (incl. special needs,

ADHD)

-habits of mind / attitudes

-problem solving strategies

-connections (skill/knowledge transfer)

-group work / sharing / activity centres

-portfolio writing


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AREAS OF FOCUS:

Sample TopicsEDUCATIONAL DEVELOPMENT(2 of 2 slides)

-internet research / plagiarism-positive behaviours for learning / communication skills /

strategies for asking for help

-research skills

-time management / organization skills / agenda books-study skills / homework strategies / test preparation /

strategies to reduce frustration / test anxiety

-brainstorming / thinking aloud / critical thinking


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AREAS OF FOCUS:

Sample TopicsCAREER DEVELOPMENT(1 of 2 slides)

-career exploration-matching aptitudes and interests to career choices

-career planning / course selection / graduation requirements /

entrance requirements / apprenticeship

-aptitudes / interests / strengths

-job shadowing / volunteerism / part-time work-balancing school / life / work


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AREAS OF FOCUS:

Sample TopicsCAREER DEVELOPMENT(1 of 2 slides)

-personal safetyworkplace safety and health /employment standards act

-work skills / certification / training / on-the-job training /

entrepreneurship

-resume writing / portfolio writing

-application forms / cover letters / interview skills

-workplace attitudes / expectations / responsibilities

-bullying in the workplace


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READY-MADE CONNECTIONSPlease see Appendix A and online Manitoba Sourcebook Guid ance Educat ion Curr iculum Conn ect ions

PERSONAL /SOCIAL DEVELOPMENT

- linked to specific learning outcomes in health education,

social studies and language arts

EDUCATIONAL DEVELOPMENT

- linked to specific learning outcomes in language arts,

social studies, and health education

CAREER DEVELOPMENT

- linked to specific learning outcomes in language arts,

social studies, and Blueprint for Life/Work Designs

Avai lable onl ine grade-by-grade, ou tcom e by ou tcom e


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CREATING THE PROGRAMPlease turn to Chapter 6

Consulting and collaborating

Working within the student support team

Working in the broader school community

Management and operations

Advocating

Planning

Informing

Referring


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CREATING THE PROGRAM

Data-informed decision-making

Classroom profiles

Needs assessments

Incident reports

Progress reports

Determining needs

Proactive needs in guidance and counselling

Responsive needs in guidance and counselling


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CREATING THE PROGRAM

Creating time allotments and a calendar of activities

Coordinated, structured, infused guidance education

delivery

Balanced approach to responding to needs

School-based planning

Connection to school-wide outcomes planning

Measurement of school-based results


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ADDRESSING COMMON CONCERNSPlease turn to Chapter 7 and Appendix BRecord-keeping, reporting, and case notes(Please turn to pp. 93-97)

Balancing the need for professional records with theneed for student contact

Policies, procedures, legislation regarding retention,

disposal, and sharing of files

Information-sharing and disclosure (Please turn to p. 98, App. B)

Determining the degree of sharing

Effective collaboration in the best interest of the

student


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ADDRESSING COMMON CONCERNSResolving ethical dilemmas (Please turn to pp. 99-101)

Strategies for effective and consistent decision-

making

The limits of the law, ethical considerations,

informed consent and confidentiality

Disclosures (Please turn to pp. 102-3 and Appendix C)

Effective responses, note-taking, reporting, and

issues of confidentiality


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ADDRESSING COMMON CONCERNS(Chapter 7)Referrals

Decision-making for referrals

Scope of activities

Pledge of Confidentiality

Sample pledge

Limits to information sharing


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ADDRESSING COMMON CONCERNS(Please turn to Chapter 8)

Stress and time management

Importance of self-careProfessional learning opportunities

Caseload management

Cultural and personal history awarenessSelf-reflection for assumptions

Recognition of open- and closed-systems


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DISTRIBUTION OF SOURCEBOOKSchool Counsellors

School Principals

Student Services Administrators

Superintendents

Chairperson of School Boards

Chairperson of Parent Advisory Councils

Others on request


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GETTING STARTED:Developmental and Comprehensive Guidance and

Counselling Programs

Do what you can

With what you have

Where you are

Winston Churchill


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For further information:www.edu.gov.mb.ca

Lorna MartinSchool Support Unit


945-7964 or toll free 1 800 282-8069 ext 7964

[email protected]

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Sourcebook Overview power point presantation