6. The groups Students Teachers Administrators Parents Counselors themselves Those who, though not counselors themselves, are professionally involved in the field “Counselor’s Publics”
7. Views: Students Students see their function as primarily one of helping with educational and vocational planning Though some see them as able to help with personal problems, this is not typical
8. Views: Teachers The idea the teachers have depends on what they observe counselors of that school do Thus they share beliefs of students and parents: they provide educational and vocational assistance Teachers, more often than students expect counselors to help students with personal-social problems
9. Views: Administrators Also expect help with students with school related problems, but: Sees counselors are involved in instructional or quasi-instructional activities Curriculum-planning Testing Attendance Schedule making
10. Views: Counselors Recognizes the role in both counseling and in the guidance program, but with more emphasis on the former He assumes other roles, such as consultant, resource person, researcher and educator but only as these support counseling relationships
11. Views: Counselors It is essential that the majority of a school counselor’s time be devoted to individual or small-group counseling. In a counseling relationship the counselor – Assists the pupil to understand & accept himself as an indiviual, thereby making it possible for the pupil to express & develop an awareness of his own ideas, feelings, values & needs Furnishes personal & environmental information to the pupil, as required, regarding his plans, choices or problems Seeks to develop in the pupil a greater ability to cope wth & solve problems & and increased competence in making decisions & plans for which he & his parents are responsible
12. Views: Counselors Responsibilities in planning a Guidance Program Assisting in defining objectives Developing plans of action Assist in continued Guidance program and curriculum development Identifying guidance needs of students Evaluating the program Assisting other staff in evaluating their own contribution to the Guidance Program
13. Views: Counselors Others view the functions of the counselor in terms of problem solving or crisis needs. “Trouble-shooting” views Emphasis is on aiding in development
14. Views: non-counseling professions Commission on Guidance in American Schools Counseling with students Consulting with staff and parents Studying changes in the character of the student population Performing a liasion function
15. Elementary Schools “Elementary school counselor” is comparatively new Its more difficult to differentiate functions as a specialist and as a member of the guidance team Secondary counselors frequently work directly with individuals, while elementary counselors work indirectly
16. Elementary Schools Requires closer teacher-counselor and parent-counselor relationships Greater need for manipulation of environment Elementary children are not able to benefit from direct counseling Must be tuned in to the dynamics of the classroom
17. Secondary schools Although not too different from Elementary Guidance, the context of secondary education focuses on Educational and Vocational assistance Primary role: provide assistance in development Secondary role: participating as a member of the guidance team
18. What does the counselor actually do? There is a discrepancy between what he should do and what is done No complete consensus on what should he do Its only recent that professional groups presented their detailed views on this Schools have different resources
19. Sample Calendar of Activities Since there is no consensus, these are generally only suggested activities. Guidance needs vary from school to school.
20. Sample Calendar of activities Recurring activities Conducting counseling interviews w/ students Supervising or assisting with the maintenance of cumulative records Interviews with parents Consulting with teachers Orienting new students Making studies of students having special problems Arranging referrals Conducting exit interviews
21. Sample Calendar of activities September Become acquainted with new teachers Interview new students who were not seen during spring orientation Review cumulative records of entering students Request records of those students whom records have not been retrieved from previous schools Alert teachers of students that may need special help Supervise and assist orientation activities Arrange distribution of handbook Have new students fill up questionnaires for the cumulative record
22. Sample Calendar of activities October Supervise clerical workers in entering cumulative records scores done previously Check scores for those who needs special help Inform seniors for college entrance testing Make sure the new teachers that are part of information services are informed about available resources Review and update occupational information file Bring up to date information on scholarships
23. Sample Calendar of activities May Assist with orientation meeting for pupils expecting to enter highschool/college next year Preparing the removal of the graduating seniors’ files form the active file Assist in students seeking summer employment Prepare annual reports Complete next years plan for guidance services
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