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FUNCTIONS OF GUIDANCE AND COUNSELLING BUREAU
          IN AN EDUCATIONAL INSTITUTE
INTRODUCTION:

1.     The students have to face many types of difficult situations, make a wise
curricular and co-curricular choice; live with and share facilities with students from
varied social and economic backgrounds; adjust to, the peers and parents, teachers
and administrators; secure adequate financial aid to carry on the studies; spend
leisure properly; adjust to heterosexual relations satisfactorily, and so on. The
students need expert help for optimum achievement and adequate adjustment in
these varied life situations. The primary objective of every guidance and counselling
programme is to adjust the perceptions and ambitions of the target (the client) to
match the expectations of the deliverer (The counsellor or guidance professional).

Guidance and counselling are interchangeable terms, but the main difference is
guidance refers to helping somebody plan or choose a path or direction, whereas
counselling it giving general advice that could pertain to almost anything. An
example of counselling, that may not be considered guidance might be therapy.
Many therapists counsel their clients and attempt to improve their coping skills
without actually pushing them in any direction.

HISTORY:

2.     Guidance and Counselling, concept that institutions, especially schools,
should promote the efficient and happy lives of individuals by helping them adjust to
social realities. The disruption of community and family life by industrial civilization
convinced many that guidance experts should be trained to handle problems of
individual adjustment. Though the need for attention to the whole individual had been
recognized by educators since the time of Socrates, it was only during the 20th cent.
that researchers actually began to study and accumulate information about
guidance.

This development, occurring largely in the United States, was the result of two
influences: John Dewey and others insisted that the object of education should be to
stimulate the fullest possible growth of the individual and that the unique qualities of
personality require individual handling for adequate development; also in the early
20th cent., social and economic conditions stimulated a great increase in school
enrolment. These two forces encouraged a re-examination of the curricula and
methods of secondary schools, with special reference to the needs of students who
did not plan to enter college. The academic curriculum was revised to embrace these
alternative cultural and vocational requirements.

Early guidance programs dealt with the immediate problem of vocational placement.
The complexities of the industrial economy and the unrealistic ambitions of many
young people made it essential that machinery for bringing together jobs and
workers be set up; vocational guidance became that machinery. At the same time,
counselling organizations were established to help people understand their
potentialities and liabilities and make intelligent personal and vocational decisions.
The first vocational counselling service was the Boston Vocational Bureau,
established (1908) by Frank Parsons, a pioneer in the field of guidance. His model
was soon copied by many schools, municipalities, states, and private organizations.

Modern high school guidance programs also include academic counselling for those
students planning to attend college. In recent years, school guidance counsellors
have also been recognized as the primary source for psychological counselling for
high school students; this sometimes includes counselling in such areas as drug
abuse and teenage pregnancy and referrals to other professionals (e.g.,
psychologists, social workers, and learning-disability specialists). Virtually all
teachers colleges offer major courses in guidance, and graduate schools of
education grant advanced degrees in the field.

FUNCTIONS:

3.     Based on the understanding and goals to be achieved then the compilers of
the book by Tim Guidance and Counselling Guidelines (1994, 2004) that guidance
services can function as follows:

      a. Understanding the function, ie guidance and counselling that will yield an
      understanding of something by specific parties in accordance with the
      purposes of development of students; understanding that includes:

             (i). Students' understanding of self, especially by the students
             themselves, parents, teachers, and counsellors.

             (ii). Students' understanding of the environment (including family and
             school environment), especially by the students themselves, parents,
             teachers, and counsellors.

             (iii). Understanding of the environment "wider" (including educational
             information, information position / job, and information bdaya / values),
             especially by students.

      b.     Prevention function, which is guidance and counselling that will result
      from the students prevented or avoided the problems that would interfere with,
      hinder or cause difficulties in the process of development.

      c.      Repair function, namely the function of guidance and counselling that
      will result in the splitting various problems experienced by students.

      d.    Maintenance and Development function, the function of guidance and
      counselling that will result in maintained various potentials and positive
conditions for students within the framework of the development itself well and
      sustainably.

      e.     Understanding the function, i.e. the function of guidance and
      counselling that will yield an understanding of something by certain parties in
      accordance with the interests of the development of learners, understanding it
      includes:

             (i). Understanding of self-learners, especially by learners
             themselves, parents, teachers in general, and the supervising teacher;

             (ii). Understanding of the environment learners (family environment,
             and school environment), especially by learners themselves, parents,
             teachers in general, and the supervising teacher,

             (iii). Understanding of the environment "wider" (including information
             in the office / employment, and social information and culture / values),
             especially by learners.

      f.     Adjustment function, namely the function of guidance and counselling
      in order to help learners to gain personal adjustment and make progress in
      the development of optimal.

      g.    The distribution function, the function of guidance and counselling in
      terms of helping learners to choose the school department, school type
      connection, employment in accordance with the ideals, talents, interests.

      h.      Adaptation function, which is a function in terms of guidance to help
      officers in schools, particularly teachers to adapt programs to their interests,
      abilities and needs of learners.

TYPES AND AREAS

3.    Here are some of the most common types of counsellors:

a.    Marriage and family counselling

b.    Guidance and career counselling

c.    Rehabilitation counselling

d.    Mental health counselling

e.    Substance abuse counselling

f.    Educational Counselling

As society becomes more complex, the partnership among school personnel,
parents and students becomes more essential. Preparing students for life and work
after high school is a goal shared by all. To reach that goal, certain information must
be available and specific steps followed. The following are major areas of education
in which guidance and counselling services shall provided to assure that students
receive the help they need and deserve to prepare for life and work.

· Academic Counselling

· Personal/Social Counselling

· Career Counselling

· Graduation Requirements

· Promotion/Retention Policy

· Reports on Student Progress

· College Admissions (applications, admissions testing)

SCHOOL COUNSELLING

4.    School Counsellors design and deliver comprehensive school counselling
programs that promote student achievement. These programs are comprehensive in
scope, preventive in design and developmental in nature. A comprehensive school
counselling program is an integral component of the school’s academic mission.
Comprehensive school counselling programs, driven by student data and based on
standards in cognitive, career and socio-emotional development, promote and
enhance the learning process for all students.

School Counsellors participate as members of the educational team and use skills of
leadership, advocacy and collaboration to promote systemic change as appropriate.
Effective school counselling programs are a collaborative effort between the school
counsellor, parents and other educators to create an environment that promotes
student achievement. School staff and school counsellors value and respond to the
diversity and individual differences in our societies and communities. Comprehensive
school counselling programs ensure equitable access to opportunities and rigorous
curriculum so that all students may graduate “career and college ready” as school
counsellors focus their skills, time and energy on direct and indirect services to
students.

One has to complete an approved master’s degree counsellor education program in
a regionally accredited college or university in order to be a licensed school
counsellor. Within these counsellor education programs, several standards are
studied such as the professional identity of school counselling, cultural diversity,
human growth and development and career development. Also required are the core
components for helping relationships, group and individual work, assessment,
research and program evaluation, knowledge and requirements for school
counsellors, contextual dimensions of school counselling, and an internship under a
highly qualified school counsellor. School counsellors are expected to apply their
professional training in schools as leaders, advocates and collaborators in order to
support student achievement.

Comprehensive guidance and counselling programs and services are systematically
planned to meet the needs of all students and are infused into the daily activities of
schools. Comprehensive guidance and counselling programs and services support
student learning in areas of personal/social, educational and career development.
Comprehensive guidance and counselling programs and services are inclusive; they
respond to the unique and special needs of all students from Kindergarten to Grade
12. Comprehensive guidance and counselling programs and services provide a
range of guidance/counselling services from a developmental/preventive focus to a
responsive/remedial focus. Four types of services are provided: counselling,
prevention, guidance education, and consultation (see diagram below).

School Division Plans, Student Services Plans, and School Plans include guidance
and counselling services and programs. Plans for a comprehensive guidance and
counselling program include provisions for regular, systematic identification of needs
and priorities, specification of expected outcomes, descriptions of activities, and
identification of success indicators. Guidance programs and services should be
evaluated on a regular basis. The provision of comprehensive guidance and
counselling programs and services is the shared responsibility of all staff. A team
approach should be employed, wherein all staff members have specified roles to
play. School counsellors play a key role in planning and implementing programs and
services.
COLLEGE COUNSELLING:

5.       College counsellors have the incredible opportunity—and responsibility—of
counselling students through some of the most consequential decisions of their lives.
The term “college counsellor” can refer to professionals who work in admissions,
career services, academic counselling, or placement counselling or to those who
provide specialized psychological services. In each of these roles, a counsellor
provides individualized attention to a student who is in the midst of making important
decisions about courses, jobs, financial aid or graduation. Sometimes a counsellor
provides even more fundamental guidance to students experiencing academic
difficulties or challenging life circumstances. A college counsellor has the unusual
opportunity to use his own powers of observation for the benefit of the students he
counsels and to make a significant difference in students’ academic and personal
lives.

      a.     Work Environment:          College counsellors generally work in two-
      and four-year colleges and universities or in high schools or preparatory
      schools to facilitate a student’s transition from high school to college. A
      counsellor typically works a standard forty-hour work week in an office setting;
      increasingly, though, part-time positions are available for college counsellors
      as well. Counsellors split their work time between direct interaction with
      students and administrative duties.

      b.    Education: Most institutions require that candidates possess a
      bachelor's degree, although some prefer candidates who have obtained a
      master’s degree. The specific type of bachelor’s degree is not particularly
      important, but many college counsellors do have a degree in psychology.
      Counsellors who have a degree in another field may find it advantageous to
      counsel students who are pursuing education or a career that resembles the
      counsellor's own discipline. For example, a college counsellor who has
      earned a bachelor of science degree in biology may counsel pre-med
      students. College counsellors who provide psychological services usually
      must possess advanced degrees, such as an MS, PhD, or PsyD.

      c.      Training:   College counsellors who do not provide formal
      psychological care usually receive on-the-job training from their employing
      institution through orientation and continuing education seminars. Those
      counsellors who provide psychological care must complete graduate training
      in psychology, which usually entails a minimum of two to three years of study
      and includes a supervised practicum where the student practices under a
      licensed professional.

GROUP COUNSELLING:

6.    Group counselling is a form of therapy, which posits that people benefit from
shared experiences. Usually group counselling is focused on a particular issue, for
example obsessive-compulsive disorder or anger management. While a therapist
usually manages group counselling, contributions from other members in the group
are considered valuable since all in the group share similar issues. One of the main
principals behind group counselling is the idea that dealing with specific issues may
cause isolation, and a feeling that one is alone in facing one’s problems. Group
counselling attempts to counteract this isolation by assembling people with similar
issues to enforce that difficulties are not singular to one person. Additionally,
knowing other people with similar troubles can be comforting to each individual, who
may not have access in their own family and friends to people with the same
problem.

Group counselling may be highly organized, with people doing specific activities
together and then sharing the results. Alternately, it may be more freeform, where
people share current issues related to the group’s purpose. One person’s verbal
contributions to a group might be discussed, validated, and provoke problem solving
by other group members in a session. It might also be an entry into a discussion
regarding a certain aspect of an illness or condition that is then primarily led by the
therapist. Group counselling may also embrace different psychological schools of
thought. For example a Jungian-oriented group dealing with depression might
evaluate symbols in dreams that could shed insight on each member’s condition. A
Gestalt-oriented group might be encouraged to question a person’s motives and
evaluate both verbal and body language. Confrontation in Gestalt therapy is
considered a vital part of healing. Some forms of group counselling take place in
psychiatric hospitals. The success of such therapy often depends upon the diversity
of people’s conditions. Other group counselling is more like A.A. meetings and may
not be cou+nsellor directed, but may merely be a group of people meeting to help
find their way out of addiction.

Occasionally, group therapy suffers if a group is too large or small. Group therapy
may also become problematic when one person appears to monopolize the group.
Usually group counselling works best when an experienced counsellor can redirect a
person who is sharing too much, and allow equal time for people to share their ideas,
problems or opinions. People may vary in their need for therapy, and generally
those who monopolize a group should not be despised but should be redirected to
private counselling, where the person is the sole focus of attention. After some time
in private sessions, a person may feel less need to monopolize a group counselling
session.

CHARACTERISTICS OF EFFECTIVE COUNCELLOR:

7.     Effective counselling is a two way street. It takes a cooperative effort by both
the person receiving counselling and the counsellor. And it takes a commitment to
make sometimes difficult changes in behavior or thinking patterns.
a.     What you expect to achieve with your counsellor should be clearly
      defined as you begin your counselling. You and your counsellor should
      discuss realistic time frames for reaching your goals and agree on how you
      will measure your progress.

      b.      It’s important that you and your counsellor establish a good relationship
      that allows you to be completely honest about your thoughts and feelings.
      Often, this requires an elusive “chemistry” between both of you in which you
      feel comfortable with your counsellor’s personality, approach and style. If after
      the first few sessions you don’t feel this chemistry, look for another counsellor
      with whom you feel more comfortable.

      c.     Once you think you’ve found the right counsellor, how do you tell if your
      relationship is effective? Here are some signs to look for:

      d.     While you are responsible for making changes in your life, an effective
      counsellor can help pinpoint the obstacles in your way. If you have control
      over these obstacles, a counsellor can suggest behavioural changes to help
      you overcome them. If these obstacles involve factors outside of your control,
      your counsellor can teach you coping mechanisms that will foster your well
      being in trying circumstances.

      e.      An effective counsellor can identify negative thinking patterns that may
      be feeding feelings of sadness, depression or anxiety. By encouraging you to
      build upon personal strengths and suggesting skills that can overcome self-
      inflicted feelings of hopelessness, a counsellor can help you develop a more
      positive attitude.

      f.      A good counsellor can assist you in making positive changes in your
      relationships with others, helping you recognize behaviors that may be
      contributing to a troublesome relationship. Your counsellor can teach you
      effective ways of communicating, clearing the way for honest exchanges with
      people in your life who may bGe causing you emotional pain.

      g.      You can determine whether your work with your counsellor is effective
      if you begin to obtain insights about your own thoughts and behaviors that
      may have eluded you before. Over time, you should be able to recognize
      patterns in the way you act, trace their sources and identify stumbling blocks
      to your happiness that you may have unwittingly created. The end result is
      personal growth that empowers you to control your life and enjoy positive, life-
      affirming relationships with others.

TECHNIQUES FOR EFFECTIVE GUIDANCE & COUNSELLING:

8.      Effective Counselling Techniques are discreet skills which, when practiced
effectively by a knowledgeable person, counsellor or not, make possible a trusting
environment where a client (or friend) can share what has been held "secretly" or
privately.

      a.      First of the effective counselling techniques is the creation of an
      encouraging and empathic belief in the counsellor's head for the initial phone
      call or return call. I think it is important to offer words of encouragement, and
      choices. A warm, friendly tone of voice is very important. I like to offer initial
      sessions at no charge and indicate we will explore whether I am the best fit for
      their issues, allying for the time being the financial burden a client may or may
      not be worried about.

      b.   When the client arrives, I great them cordially, and ask, "What has
      changed since your phone call?" I want to set the expectation that change is
      happening already.

      c.     Then comes the discreet listening and speaking skills that overall
      indicate to the client that his or her issues are worth "the gift of attention",
      which is a phrase one of my early mentors, Tony Kubicki, taught me, in the
      early 1990's.

      d.    Those skills are taught in most basic counselling skills classes, and
      sometimes are given a little bit different name, but run along these lines;

      e.      Active listening happens when you "listen for meaning". The listener
      says very little but conveys empathy, acceptance and genuiness. Tony
      Kubicki would add to this that I repeat the clients words in my own head, to
      keep from creating my retort. At some point in the process, I repeat back to
      the client what I have been hearing, and ask if I heard them correctly. If the
      answer is yes, we go on, if the answer is no, I ask them to repeat what they
      said until they hear my reflection/repeat and answer 'yes' to my reflection
      question. The experience of having an individual pay close attention can be
      very calming for someone struggling with some strong feelings.

      f.     Developing encouraging body language can take some practice.
      Remember that communication is 55% body language, 38% tone and 7%
      words. One of the interesting phenomena in the body language arena is that I
      perceive nonverbal cues and respond in 1/18th second according to Mihalyi
      Csikszemihalyi, author of "FLOW". (That means that I can process 126 bits of
      data every second). That is about twice as fast as I can blink my eyes. Paul
      Ekman, who has been studying facial expressions, reports we can process
      nonverbal cues from the face in 1/25th second, subconsciously, and I will
      respond emotionally (perhaps with adrenalin and cortisol) faster than I can
      create words in the prefrontal cortex. And I am always amazed at how much
      modeling goes on in as session, how much client and counsellor adopt very
      similar postures.
g.      Asking questions - open and closed - is an important tool in the
      counselling kit. Open ended questions, which encourage an ongoing story
      line, are preferrable. Closed questions can be answered with one word, and
      stop the communication.

      h.      Paraphrasing is when you, the listener, restate succinctly and
      tentatively what the speaker said - conveying empathy, acceptance and
      genuineness. This is very similar to what I called reflective listening above.

      j.    A summary, in counselling, is when you focus on the main points of a
      presentation or session in order to highlight them. Both you and the client may
      have forgotten something and this gives you both a quick review.

      k.     Note taking is the practice of writing down pieces of information, often
      in a shorthand and messy manner. I do not usually do this during a session,
      but get to it right after if at all possible, because note taking helps me
      remember the feelings around issues and the story line too, which will come
      up again. I think the client feels affirmed when the details come back to me in
      the next session, or I begin the second session with the question, "What has
      changed in regards to ...(their issue)?" Also very important for progress
      reports for third party referring agencies.

      l.     Homework in counselling is fun and informative work done outside of
      the session. It extends the length of the session and increases progress. If the
      homework is not done, we have something to explore at the beginning of the
      next session.



References:

1.    PNS RAHNUMA IT Docket Chapter-IV

2.    Guidance and Counselling by Indira Madhkar

3.    http://www.sbo.hampton.k12.va.us/departments/guidance/guidance.html

4.    http://www.wisegeek.com/what-is-group-counselling.htm

5.    http://www.askmikethecounsellor2.com/effective-counselling-techniques.html

6.    http://www.edu.gov.mb.ca/k12/specedu/guidance/comprehensive_g_c.html

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Guidance & counselling

  • 1. FUNCTIONS OF GUIDANCE AND COUNSELLING BUREAU IN AN EDUCATIONAL INSTITUTE INTRODUCTION: 1. The students have to face many types of difficult situations, make a wise curricular and co-curricular choice; live with and share facilities with students from varied social and economic backgrounds; adjust to, the peers and parents, teachers and administrators; secure adequate financial aid to carry on the studies; spend leisure properly; adjust to heterosexual relations satisfactorily, and so on. The students need expert help for optimum achievement and adequate adjustment in these varied life situations. The primary objective of every guidance and counselling programme is to adjust the perceptions and ambitions of the target (the client) to match the expectations of the deliverer (The counsellor or guidance professional). Guidance and counselling are interchangeable terms, but the main difference is guidance refers to helping somebody plan or choose a path or direction, whereas counselling it giving general advice that could pertain to almost anything. An example of counselling, that may not be considered guidance might be therapy. Many therapists counsel their clients and attempt to improve their coping skills without actually pushing them in any direction. HISTORY: 2. Guidance and Counselling, concept that institutions, especially schools, should promote the efficient and happy lives of individuals by helping them adjust to social realities. The disruption of community and family life by industrial civilization convinced many that guidance experts should be trained to handle problems of individual adjustment. Though the need for attention to the whole individual had been recognized by educators since the time of Socrates, it was only during the 20th cent. that researchers actually began to study and accumulate information about guidance. This development, occurring largely in the United States, was the result of two influences: John Dewey and others insisted that the object of education should be to stimulate the fullest possible growth of the individual and that the unique qualities of personality require individual handling for adequate development; also in the early 20th cent., social and economic conditions stimulated a great increase in school enrolment. These two forces encouraged a re-examination of the curricula and methods of secondary schools, with special reference to the needs of students who did not plan to enter college. The academic curriculum was revised to embrace these alternative cultural and vocational requirements. Early guidance programs dealt with the immediate problem of vocational placement. The complexities of the industrial economy and the unrealistic ambitions of many young people made it essential that machinery for bringing together jobs and
  • 2. workers be set up; vocational guidance became that machinery. At the same time, counselling organizations were established to help people understand their potentialities and liabilities and make intelligent personal and vocational decisions. The first vocational counselling service was the Boston Vocational Bureau, established (1908) by Frank Parsons, a pioneer in the field of guidance. His model was soon copied by many schools, municipalities, states, and private organizations. Modern high school guidance programs also include academic counselling for those students planning to attend college. In recent years, school guidance counsellors have also been recognized as the primary source for psychological counselling for high school students; this sometimes includes counselling in such areas as drug abuse and teenage pregnancy and referrals to other professionals (e.g., psychologists, social workers, and learning-disability specialists). Virtually all teachers colleges offer major courses in guidance, and graduate schools of education grant advanced degrees in the field. FUNCTIONS: 3. Based on the understanding and goals to be achieved then the compilers of the book by Tim Guidance and Counselling Guidelines (1994, 2004) that guidance services can function as follows: a. Understanding the function, ie guidance and counselling that will yield an understanding of something by specific parties in accordance with the purposes of development of students; understanding that includes: (i). Students' understanding of self, especially by the students themselves, parents, teachers, and counsellors. (ii). Students' understanding of the environment (including family and school environment), especially by the students themselves, parents, teachers, and counsellors. (iii). Understanding of the environment "wider" (including educational information, information position / job, and information bdaya / values), especially by students. b. Prevention function, which is guidance and counselling that will result from the students prevented or avoided the problems that would interfere with, hinder or cause difficulties in the process of development. c. Repair function, namely the function of guidance and counselling that will result in the splitting various problems experienced by students. d. Maintenance and Development function, the function of guidance and counselling that will result in maintained various potentials and positive
  • 3. conditions for students within the framework of the development itself well and sustainably. e. Understanding the function, i.e. the function of guidance and counselling that will yield an understanding of something by certain parties in accordance with the interests of the development of learners, understanding it includes: (i). Understanding of self-learners, especially by learners themselves, parents, teachers in general, and the supervising teacher; (ii). Understanding of the environment learners (family environment, and school environment), especially by learners themselves, parents, teachers in general, and the supervising teacher, (iii). Understanding of the environment "wider" (including information in the office / employment, and social information and culture / values), especially by learners. f. Adjustment function, namely the function of guidance and counselling in order to help learners to gain personal adjustment and make progress in the development of optimal. g. The distribution function, the function of guidance and counselling in terms of helping learners to choose the school department, school type connection, employment in accordance with the ideals, talents, interests. h. Adaptation function, which is a function in terms of guidance to help officers in schools, particularly teachers to adapt programs to their interests, abilities and needs of learners. TYPES AND AREAS 3. Here are some of the most common types of counsellors: a. Marriage and family counselling b. Guidance and career counselling c. Rehabilitation counselling d. Mental health counselling e. Substance abuse counselling f. Educational Counselling As society becomes more complex, the partnership among school personnel, parents and students becomes more essential. Preparing students for life and work after high school is a goal shared by all. To reach that goal, certain information must
  • 4. be available and specific steps followed. The following are major areas of education in which guidance and counselling services shall provided to assure that students receive the help they need and deserve to prepare for life and work. · Academic Counselling · Personal/Social Counselling · Career Counselling · Graduation Requirements · Promotion/Retention Policy · Reports on Student Progress · College Admissions (applications, admissions testing) SCHOOL COUNSELLING 4. School Counsellors design and deliver comprehensive school counselling programs that promote student achievement. These programs are comprehensive in scope, preventive in design and developmental in nature. A comprehensive school counselling program is an integral component of the school’s academic mission. Comprehensive school counselling programs, driven by student data and based on standards in cognitive, career and socio-emotional development, promote and enhance the learning process for all students. School Counsellors participate as members of the educational team and use skills of leadership, advocacy and collaboration to promote systemic change as appropriate. Effective school counselling programs are a collaborative effort between the school counsellor, parents and other educators to create an environment that promotes student achievement. School staff and school counsellors value and respond to the diversity and individual differences in our societies and communities. Comprehensive school counselling programs ensure equitable access to opportunities and rigorous curriculum so that all students may graduate “career and college ready” as school counsellors focus their skills, time and energy on direct and indirect services to students. One has to complete an approved master’s degree counsellor education program in a regionally accredited college or university in order to be a licensed school counsellor. Within these counsellor education programs, several standards are studied such as the professional identity of school counselling, cultural diversity, human growth and development and career development. Also required are the core components for helping relationships, group and individual work, assessment, research and program evaluation, knowledge and requirements for school counsellors, contextual dimensions of school counselling, and an internship under a highly qualified school counsellor. School counsellors are expected to apply their
  • 5. professional training in schools as leaders, advocates and collaborators in order to support student achievement. Comprehensive guidance and counselling programs and services are systematically planned to meet the needs of all students and are infused into the daily activities of schools. Comprehensive guidance and counselling programs and services support student learning in areas of personal/social, educational and career development. Comprehensive guidance and counselling programs and services are inclusive; they respond to the unique and special needs of all students from Kindergarten to Grade 12. Comprehensive guidance and counselling programs and services provide a range of guidance/counselling services from a developmental/preventive focus to a responsive/remedial focus. Four types of services are provided: counselling, prevention, guidance education, and consultation (see diagram below). School Division Plans, Student Services Plans, and School Plans include guidance and counselling services and programs. Plans for a comprehensive guidance and counselling program include provisions for regular, systematic identification of needs and priorities, specification of expected outcomes, descriptions of activities, and identification of success indicators. Guidance programs and services should be evaluated on a regular basis. The provision of comprehensive guidance and counselling programs and services is the shared responsibility of all staff. A team approach should be employed, wherein all staff members have specified roles to play. School counsellors play a key role in planning and implementing programs and services.
  • 6. COLLEGE COUNSELLING: 5. College counsellors have the incredible opportunity—and responsibility—of counselling students through some of the most consequential decisions of their lives. The term “college counsellor” can refer to professionals who work in admissions, career services, academic counselling, or placement counselling or to those who provide specialized psychological services. In each of these roles, a counsellor provides individualized attention to a student who is in the midst of making important decisions about courses, jobs, financial aid or graduation. Sometimes a counsellor provides even more fundamental guidance to students experiencing academic difficulties or challenging life circumstances. A college counsellor has the unusual opportunity to use his own powers of observation for the benefit of the students he counsels and to make a significant difference in students’ academic and personal lives. a. Work Environment: College counsellors generally work in two- and four-year colleges and universities or in high schools or preparatory schools to facilitate a student’s transition from high school to college. A counsellor typically works a standard forty-hour work week in an office setting; increasingly, though, part-time positions are available for college counsellors as well. Counsellors split their work time between direct interaction with students and administrative duties. b. Education: Most institutions require that candidates possess a bachelor's degree, although some prefer candidates who have obtained a master’s degree. The specific type of bachelor’s degree is not particularly important, but many college counsellors do have a degree in psychology. Counsellors who have a degree in another field may find it advantageous to counsel students who are pursuing education or a career that resembles the counsellor's own discipline. For example, a college counsellor who has earned a bachelor of science degree in biology may counsel pre-med students. College counsellors who provide psychological services usually must possess advanced degrees, such as an MS, PhD, or PsyD. c. Training: College counsellors who do not provide formal psychological care usually receive on-the-job training from their employing institution through orientation and continuing education seminars. Those counsellors who provide psychological care must complete graduate training in psychology, which usually entails a minimum of two to three years of study and includes a supervised practicum where the student practices under a licensed professional. GROUP COUNSELLING: 6. Group counselling is a form of therapy, which posits that people benefit from shared experiences. Usually group counselling is focused on a particular issue, for
  • 7. example obsessive-compulsive disorder or anger management. While a therapist usually manages group counselling, contributions from other members in the group are considered valuable since all in the group share similar issues. One of the main principals behind group counselling is the idea that dealing with specific issues may cause isolation, and a feeling that one is alone in facing one’s problems. Group counselling attempts to counteract this isolation by assembling people with similar issues to enforce that difficulties are not singular to one person. Additionally, knowing other people with similar troubles can be comforting to each individual, who may not have access in their own family and friends to people with the same problem. Group counselling may be highly organized, with people doing specific activities together and then sharing the results. Alternately, it may be more freeform, where people share current issues related to the group’s purpose. One person’s verbal contributions to a group might be discussed, validated, and provoke problem solving by other group members in a session. It might also be an entry into a discussion regarding a certain aspect of an illness or condition that is then primarily led by the therapist. Group counselling may also embrace different psychological schools of thought. For example a Jungian-oriented group dealing with depression might evaluate symbols in dreams that could shed insight on each member’s condition. A Gestalt-oriented group might be encouraged to question a person’s motives and evaluate both verbal and body language. Confrontation in Gestalt therapy is considered a vital part of healing. Some forms of group counselling take place in psychiatric hospitals. The success of such therapy often depends upon the diversity of people’s conditions. Other group counselling is more like A.A. meetings and may not be cou+nsellor directed, but may merely be a group of people meeting to help find their way out of addiction. Occasionally, group therapy suffers if a group is too large or small. Group therapy may also become problematic when one person appears to monopolize the group. Usually group counselling works best when an experienced counsellor can redirect a person who is sharing too much, and allow equal time for people to share their ideas, problems or opinions. People may vary in their need for therapy, and generally those who monopolize a group should not be despised but should be redirected to private counselling, where the person is the sole focus of attention. After some time in private sessions, a person may feel less need to monopolize a group counselling session. CHARACTERISTICS OF EFFECTIVE COUNCELLOR: 7. Effective counselling is a two way street. It takes a cooperative effort by both the person receiving counselling and the counsellor. And it takes a commitment to make sometimes difficult changes in behavior or thinking patterns.
  • 8. a. What you expect to achieve with your counsellor should be clearly defined as you begin your counselling. You and your counsellor should discuss realistic time frames for reaching your goals and agree on how you will measure your progress. b. It’s important that you and your counsellor establish a good relationship that allows you to be completely honest about your thoughts and feelings. Often, this requires an elusive “chemistry” between both of you in which you feel comfortable with your counsellor’s personality, approach and style. If after the first few sessions you don’t feel this chemistry, look for another counsellor with whom you feel more comfortable. c. Once you think you’ve found the right counsellor, how do you tell if your relationship is effective? Here are some signs to look for: d. While you are responsible for making changes in your life, an effective counsellor can help pinpoint the obstacles in your way. If you have control over these obstacles, a counsellor can suggest behavioural changes to help you overcome them. If these obstacles involve factors outside of your control, your counsellor can teach you coping mechanisms that will foster your well being in trying circumstances. e. An effective counsellor can identify negative thinking patterns that may be feeding feelings of sadness, depression or anxiety. By encouraging you to build upon personal strengths and suggesting skills that can overcome self- inflicted feelings of hopelessness, a counsellor can help you develop a more positive attitude. f. A good counsellor can assist you in making positive changes in your relationships with others, helping you recognize behaviors that may be contributing to a troublesome relationship. Your counsellor can teach you effective ways of communicating, clearing the way for honest exchanges with people in your life who may bGe causing you emotional pain. g. You can determine whether your work with your counsellor is effective if you begin to obtain insights about your own thoughts and behaviors that may have eluded you before. Over time, you should be able to recognize patterns in the way you act, trace their sources and identify stumbling blocks to your happiness that you may have unwittingly created. The end result is personal growth that empowers you to control your life and enjoy positive, life- affirming relationships with others. TECHNIQUES FOR EFFECTIVE GUIDANCE & COUNSELLING: 8. Effective Counselling Techniques are discreet skills which, when practiced effectively by a knowledgeable person, counsellor or not, make possible a trusting
  • 9. environment where a client (or friend) can share what has been held "secretly" or privately. a. First of the effective counselling techniques is the creation of an encouraging and empathic belief in the counsellor's head for the initial phone call or return call. I think it is important to offer words of encouragement, and choices. A warm, friendly tone of voice is very important. I like to offer initial sessions at no charge and indicate we will explore whether I am the best fit for their issues, allying for the time being the financial burden a client may or may not be worried about. b. When the client arrives, I great them cordially, and ask, "What has changed since your phone call?" I want to set the expectation that change is happening already. c. Then comes the discreet listening and speaking skills that overall indicate to the client that his or her issues are worth "the gift of attention", which is a phrase one of my early mentors, Tony Kubicki, taught me, in the early 1990's. d. Those skills are taught in most basic counselling skills classes, and sometimes are given a little bit different name, but run along these lines; e. Active listening happens when you "listen for meaning". The listener says very little but conveys empathy, acceptance and genuiness. Tony Kubicki would add to this that I repeat the clients words in my own head, to keep from creating my retort. At some point in the process, I repeat back to the client what I have been hearing, and ask if I heard them correctly. If the answer is yes, we go on, if the answer is no, I ask them to repeat what they said until they hear my reflection/repeat and answer 'yes' to my reflection question. The experience of having an individual pay close attention can be very calming for someone struggling with some strong feelings. f. Developing encouraging body language can take some practice. Remember that communication is 55% body language, 38% tone and 7% words. One of the interesting phenomena in the body language arena is that I perceive nonverbal cues and respond in 1/18th second according to Mihalyi Csikszemihalyi, author of "FLOW". (That means that I can process 126 bits of data every second). That is about twice as fast as I can blink my eyes. Paul Ekman, who has been studying facial expressions, reports we can process nonverbal cues from the face in 1/25th second, subconsciously, and I will respond emotionally (perhaps with adrenalin and cortisol) faster than I can create words in the prefrontal cortex. And I am always amazed at how much modeling goes on in as session, how much client and counsellor adopt very similar postures.
  • 10. g. Asking questions - open and closed - is an important tool in the counselling kit. Open ended questions, which encourage an ongoing story line, are preferrable. Closed questions can be answered with one word, and stop the communication. h. Paraphrasing is when you, the listener, restate succinctly and tentatively what the speaker said - conveying empathy, acceptance and genuineness. This is very similar to what I called reflective listening above. j. A summary, in counselling, is when you focus on the main points of a presentation or session in order to highlight them. Both you and the client may have forgotten something and this gives you both a quick review. k. Note taking is the practice of writing down pieces of information, often in a shorthand and messy manner. I do not usually do this during a session, but get to it right after if at all possible, because note taking helps me remember the feelings around issues and the story line too, which will come up again. I think the client feels affirmed when the details come back to me in the next session, or I begin the second session with the question, "What has changed in regards to ...(their issue)?" Also very important for progress reports for third party referring agencies. l. Homework in counselling is fun and informative work done outside of the session. It extends the length of the session and increases progress. If the homework is not done, we have something to explore at the beginning of the next session. References: 1. PNS RAHNUMA IT Docket Chapter-IV 2. Guidance and Counselling by Indira Madhkar 3. http://www.sbo.hampton.k12.va.us/departments/guidance/guidance.html 4. http://www.wisegeek.com/what-is-group-counselling.htm 5. http://www.askmikethecounsellor2.com/effective-counselling-techniques.html 6. http://www.edu.gov.mb.ca/k12/specedu/guidance/comprehensive_g_c.html