functions of the counselor
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FUNCTIONS OF THE COUNSELOR
FUNCTIONS OF THE COUNSELOR
What a counselor does in the COUNSELING RELATIONSHIP
Centered upon the person whose primary functions are that of a counselor• Ideal: •What should the counselor do?
• Actual: •What does he actually do?
WHAT SHOULD A COUNSELOR DO?
Depends upon who is asked: Different groups expect somewhat
different things
THE GROUPS
Students Teachers Administrators Parents Counselors themselves Those who, though not counselors
themselves, are professionally involved in the field
“Counselor’s Publics”
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
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
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
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
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
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
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
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
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
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
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
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
SAMPLE CALENDAR OF ACTIVITIES
Since there is no consensus, these are generally only suggested activities. Guidance needs vary from school to school.
SAMPLE CALENDAR OF 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
Recurring activities
SAMPLE CALENDAR OF ACTIVITIES
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
September
SAMPLE CALENDAR OF ACTIVITIES
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
October
SAMPLE CALENDAR OF ACTIVITIES
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
May