vulms.vu.edu.pk of handou… · web viewsel gives social awareness that helps in taking the...

Student Guidance and Counselling (Course Code) VU

Course Title (Course Code) (font size 14; font style Garamond)

Table of Contents:(font size 14; font style Garamond)Lesson No.

Lesson Topic(font size 11; font style Garamond) Pg. No.

1. Introduction, functions and levels of Guidance and Counselling. 3

2.Difference and comparison between guidance and counselling. Purpose of guidance and counselling

3

3.

Significance of G&C: Cultivation of life skills, reduction of antisocial behaviour, self-understanding and realization of potential, need of guidance and counselling in schools.

4

4. Need, significance and areas of guidance and counselling. 4

5.

Principles of Guidance: Continuity, Assistance, Support, Respecting Individuals, Stakeholder’s Position, Cooperation, Flexibility, Self-Awareness and Dignity of individuals.Principles of counselling: Student-focused, Goal-directed and Confidentiality.

4

6.

Principles of counselling: Empathetic understanding, Genuineness (congruence, spontaneity, positive regard), Raising awareness, Respecting uniqueness, Developing self-efficacy and rapport, Warmth, Encouragement for decision-making and Focus on social adjustment.

5

7.

Types of guidance: Educational guidance, vocational guidance, Personal and social guidance, Avocational guidance, Health guidance (awareness of nutrition and fitness) and Moral guidance.

5

8.

Types of counselling: Directive/perspective counselling, Non-directive/permissive counselling, Eclectic counselling, Crisis counselling, Preventive counselling and Facilitative counselling.

5

9.Theories: Client-centered theory, Holistic health theory and Solution-focused theory.

6

10.Theories: Existential theory, Cognitive behavioural theory and Strength based theory.

6

11. Introduction, elements and importance of affective education, the neglect of effective education

6

12.

Theories of affective education: Humanistic theory, Carl Roger’s theory and Maslow’s theory. Components of affective education: Empathy, Pro-Social behaviour and Affective Cognitive Education.

7

13.

Social Emotional Learning (SEL). The need of SEL, SEL standards fpr schools. Ecological system theory. Self-determination theory. Hindrances in the development of SEL.

7

14.

SEL and personality development.SEL raises self-awareness, SEL teaches self-management, SEL and social awareness, Relationship management, Responsible decision-making and Importance of SEL programmes.

8

15. What is moral and character development? Factors influencing moral and character development. Components of character.

8

___________________________________________________________________________________©Copyright Virtual University of Pakistan 1


What is social-emotional learning? Why Social-emotional learning? Why SEL in schools?

16.

Integration of character education alongside standard curriculum. Teaching character education. Building a caring classroom community. Merits of moral and character development.

8

17.What is self-esteem? Self-esteem levels. Components of self-esteem. Self-efficacy. Sources of acquiring self-efficacy.

9

18.

Sources of acquiring self-efficacy. Strategies for developing self-efficacy: Problem-based learning, Community-based learning, Self-mentoring, Self assessment.

9

19.

Need to integrate SEL into curriculum. Key elements for implementing SEL. Strategies for implementing SEL in the school: Responsive classroom.

9

20.

Strategies for implementing SEL in the school: Responsive classroom, Violence prevention program, Interplay solution, Teachers’ autonomy, Higher-order thinking, Flexibility to lesson planning.

10

21.

The role of a teacher as a guide in school: Affective teacher – Caring. Effective teacher : fairness & respect, Interaction with students, Enthusiasm, Motivation, Attitude towards teaching.

10

22. Effective teacher – Reflective practice. Teacher as a Guide. 11

23.

Are teachers in a better position to provide counselling? Hindrances for teachers in providing counselling services: Time, Number of audience, Training, Lack of awareness.Essential qualities for teachers as a counsellor: Keen observant.

11

24.

Essential qualities for teachers as a counsellor: Being sensitive, Being Empathetic, Being objective, Holding high expectations, Motivating, Trustworthy & Reliable, Interpersonal skills, Leadership, Professional competence.

12

25.Different counselling services that a teacher can provide to students: Appraisal services, Information services.

12

26.

Different counselling services that a teacher can provide to students: Counselling services, Vocational services, Remedial and enrichment services, Follow-up services.

12

27. Importance of ethics in counselling. Ethics in G&C: Confidentiality, Tolerance.

13

28.Ethics in G&C: Autonomy, Exceeding Competence, Countertransference.

13

29.

Organizing guidance and counselling in school: Prevention level.Procedures: Introducing guidance to principal, acquiring office space, Introduction to stakeholders, Procurement of appraisal and information data.

13

30.

Procedures: Need assessment and ascertainment, Settlement and action plan, Evaluation.Steps of counselling: Positive relationship building, Problem assessment, Goal setting, Intervention and Evaluation.

14

31. Counselling competencies: Knowledge, Counselling relationship. 1432. Counselling competencies: Counselling relationship, Counselling 14



skills, Professional and ethical attitude and practice.33. Who requires Counselling services? 1534. Who requires Counselling services? 15

35.Problem-solving therapy as a counselling therapy.Introduction & Significance of Problem-solving therapy.Steps in therapy: Problem orientation

15

36.Steps in Problem-solving therapy: Identifying problem, Selecting and defining the problem, Generating solution, Decision making, Creating and implementing Action plan, Reviewing progress.

16

37.Referral in case of severe behavioural problems: Introduction, Significance, Need assessment, Where to get help?

16

38.Referral for severe behavioural problems: Effective refferals, Barriers to collaboration & Major behaviour problems.

16

39.Challenges for guidance and counselling: Internal, External, System & personal challenges. Organizational theory.

17

40.Challenges for guidance and counselling: Organizational theory, Institutional theory & Political theory.

18

41.Guidance & counselling programmes in a school setting – Role of counsellor as a:teacher, Facilitator and Manager.

18

42. Guidance & counselling programmes in a school setting – Role of counsellor as: an Advocate, a Coordinator, Consultant & Counsellor.

19

43. Strategies for collaborating and communicating with various stakeholders: Assistance in Parenting. Communicating. Promoting Volunteering. Facilitating at home learning. Decision making. Collaborating with community.

20

44. Implementing guidance & counselling in primary school setting: Initial Phase, Guidance plan, Identifying partners, Relevant policies, Carrying out stock-take.

20

45. Implementing guidance & counselling in primary school setting: Carrying out stock-take, Carrying out review, Action planning, Evaluation.

21

Lesson No. 1

1. Lecture 1: Introduction, functions and levels of Guidance and Counselling

This lecture introduces the core components of the course. It explains the terms, guidance and counselling and establishes the difference and link between them .

“In educational context, guidance is a process of helping a young person to learn to adjust to self, to others and to circumstances.”

Skinner



The lecturealso looks at the social and emotional development of students and outlays strategies for its integration in the education system. The lecture also explains thatcounselling is a part of guidance programme. Both guidance and counselling are the processes of helping students in choosing from a variety of available options to make a wise decision.Moreover, the lecture examines the functions of guidance and counselling, describes guidance and counsellingand inspects the levels of counselling.

Lesson No. 2

Comparison between guidance and counselling

The lecture gives a comparison of both services, highlighting similarities and differences of guidance and counselling. Moreover, it describes the purpose of both services; that is to provide the required information and assistance to students, to facilitate wise decisions and choices and developing better self-understanding. Both services intend to facilitate people in better adjustment in their surroundings and in the adaptation process.

“It is not the most intellectual of the species that survives; it is not the strongest that survives; but the species that survives is the one that is able to adapt to and to adjust best to the changing environment in which it finds itself”

Unknown (often quoted in Charles Darwin’s name which is not true)

Some other purposes of guidance and counselling are development of confidence and independence, enhancing productivity and capabilities and overall personal grooming.

Lesson 3

Significance of guidance and counselling

Guidance and counselling plays significant role in cultivating essential life skills in students, empowering them in managing their own future and improving on their academic and non-academic progress. These services help them in handling in-school problems that lead towards anti-social activities. Guidance and counselling inculcate positivity through better self-understanding and facilitate psychological maturity. These services help students in their career planning and cultivate appropriate work attitude. These services develop readiness to face challenges and facilitate making up deficiencies of home.



Lesson 4

Need, significance and areas of guidance and counselling

Guidance and counselling provide the students with the opportunity of talking to an intelligent listener who understands his/her difficulties, provide good suggestions for his/her working plan, help them in vocational development and ensure proper utilization of time spent outside the classrooms.

Counselling is a series of direct contact with the individual that offers him assistance in changing the attitudes and behaviour.

Carl Rogers

Counselling addresses students’ individual needs and helps reaching their full potential. It helps students gain an insight into the origins and development of emotional difficulties that leads to an increased capacity to take rational control over feelings and actions. It develops decision making and conflict resolution skills and reduces unnecessary behaviour.

Special educational needs, gifted students, egocentrism problems, disabilities/bereavement, family breakdown situations, major accidents, depression, violence, disruption, delinquency problems, developmental problem socio-economic and vocational problems, and nervousness issues are the areas that must be catered in guidance and counselling.

Lesson 5

Principles of Guidance

The lecture describes the principles that govern guidance programme. Continuity is the foremost principle of guidance, constant support brings about good results. Guidance does not prompt, rather it assists in the developmental process. Guidance believes in respecting individuality and takes differences into account. It is always provided by a trained person and deals with every aspect of life. It is intended for the all-round development of a person and caters to everyone regardless of age, gender, ethnicity, religion and socioeconomic status. Guidance programmes must be flexible and tailored to the individual and community needs. It promotes cooperation among people, self-awareness and values their dignity. Guidance programmes need to hold a regular assessment (evaluation).

Principles of Counselling

Counselling is a problem-focused, goal-directed and goal-oriented approach that concentrates on students’ difficulties. It’s effectiveness is determined



by students’ readiness to make a change and their relationship with the counsellor. Confidentiality is an essential key in this process.

Lesson 6

Principles of Counselling

Counselling is not possible without Empathetic understanding. At the primary level, a counsellor must respond in in such a way that exhibits that the counselor has understood the counselee’s major themes whereas at an advanced level, the counsellor needs to explore themes, issues, meanings and emotions that are below the surface of what is being shared by the counselee.

Genuineness is another important principle of counselling. The counsellor must be open, sincere and honest to his/her student; and consistent in his/her words, actions and feelings. He/she should try to raise awareness and develop insight in students and must respect uniqueness of issue instead of generalizing it.Supporting self-efficacy and developing good rapport are also very important in counselling. For that purpose he/she must express warmththrough verbal and nonverbal ways; and respect student’s right of decision-making. Counsellor must be flexible for students’ needs and deal the issues professionally.

Lesson 7

Types of Guidance

Guidance caters to different aspects of life thus it is categorized into different types. Educational guidance provides assistance in course choices and adjustment to the school curriculum and school life.Vocational guidance helps students in choosing an occupation, preparing for, entering into and making progress in the vocation of choice. Personal and social guidance helps a student to behave with consideration to other people and facilitate adjustment in social relationship. Avocational guidance helps a person to judiciously utilize the leisure time and balances out lack of interest, over enthusiasm or inability (due to health issues) for sports, arts or any other co-curricular activity.Health guidance provides awareness on nutrition, body fitness, physical exercises and about prevention of pollution and facilitates

preventive measures as well as promoting cooperation among principal, doctors, counsellor/ psychologist, teacher, students and parents. Moral guidance helps all-round development and becomes a base platform for students’ social as well as cultural development.

Lesson 8___________________________________________________________________________________

©Copyright Virtual University of Pakistan 6


Types of Counselling

There are different types of counselling; an effective counsellor is supposed to choose the approach wisely according to the nature of issue and student’s personality. Directive/perspective counselling is a counsellor-centered approach that is ideal for less mature and less intelligent students who cannot analyze on their own.The counsellor directs the student for problem solving in this approach and gives more importance to intellectual aspect rather than emotional aspects. Non-directive/permissive counselling is client-centered approach that respects students’ independence and the counsellor only facilitates students in working out their problems. It puts more focus on emotional elements rather than intellectual elements.Eclectic counselling is a combination of both the above mentioned types where the counsellor follows the middle course. It is a highly flexible and balanced method. Crisis counselling focuses on a single or recurrent problem that is overwhelming or traumatic. Preventive counselling reduces emotional and physical distress through prevention. Facilitative counselling helps students to correct mistakes, solve problems and plan for their future.

Lesson 9

Theories of guidance and counselling

Rogerian/client-centered theory places more responsibility of treatment on student, and the counsellor remains non-directive. It boosts self-esteem and develops openness to new experiences. Holistic health (biopsychosocial) theory posits that psychological and social factors play a significant role as biological factors do in human functioning, therefore, health must be understood in combination of all three.This theory seeks eclectic freedom, the ability to individualize counselling according to student’s needs. Solution-focused theory is client-centered approach that focuses on individual needs and employs therapies that tend to be hopeful and solution oriented.

Lesson 10

Theories of guidance and counselling

Existential theory is a humanistic approach that focuses upon raising self-awareness; increasing potential choices,sense of responsibility and meaningfulness. It believes that:

“Man is nothing else but what he makes of himself”

Jean Paul Sartre

Cognitive behavioural theory posits that personality includes both genetic endowment and social influence and our perception, interpretations and



assumptions shape our behaviour and emotions.Maladjustment is a result of irrational beliefs and inaccurate cognition, and it limits people. Maladaptive behaviour can be replaced by adaptive behaviour by cognitive restructuring and various behavioural techniques. Strength-based theory is also known as positive thinking. This theory emphasizes positivity. “Problem” is not the focal point, instead “what good can come from this?” and “what can I learn from this?” are the central questions.A negative situation is not a complete defeat. Instead, it is a learning lesson, a temporary setback.

Lesson 11

Introduction, elements and importance of effective education; the neglect of effective education.

Affective domain is the way to deal with feelings and values, appreciation and enthusiasms, motivations and attitudes.

“Emotion is central to the development of morality and learning”

Goleman

Elements associated with affective education include interpersonal relations, humanitarianism, curiosity, risk-taking, complexity, imagination, character and leadership. When school curriculum focuses only on cognitive development, the other domains develop unevenly therefore students suffer emotionally as a result. Inclusion of affective components within the curriculum enhances the whole student rather than a mere focus upon cognitive development. This is a misperception that if the school meets the child’s cognitive needs, affective development will automatically follow. Schools need to make intentional efforts for providing affective education.

Lesson 12

Theories of affective education

According to Humanistic theory the goals of education are related to the ideals of personal growth, integrity and autonomy. Theory suggests that the unbalanced teacher pupil relationship needs to be humanized for effective personal development of students.

Carl Roger’s theory views therapy as a learning method to be used by the curriculum worker and teacher. It believes that positive human relationships enable people to grow. Interpersonal relationships among learners are as important as cognitive.

Maslow’ theory expresses the human desire for love, belongingness, friendship, andintimacy. It posits that students need to feel emotionally and



physically secure and acknowledged in the classroom to progress and reach their full potential

Components of affective education

Empathy:

“Empathy plays a crucial role in developing kindness and peaceful conflict resolution and decreasing disruptive classroom behaviour.”

Burnside

Schools play an essential role in preparing children to be knowledgeable, responsible, caring adults.

Prosocial behaviours are students’ ability to cooperate with others, participate in classroom discussions and activities, follow classroom rules, share with others, treat others with kindness,actively listen and display socially acceptable behaviours.

Curricula that integrate Cognitive and affective skills have been found to yield academic and social success for students.Cognition and emotion work in unison; one without the other is ineffective.

Lesson13

Social Emotional Learning (SEL)

SEL is the process of integrating thinking, feeling and behaviour to become aware of the self and of others. It helps to make responsible decisions, and regulates human behaviours. Focus on SEL is seen to have also improved the learning environment. Schools need to foster caring relationships between teachers and students, reduce conflicts among students and provide greater sense of school safety.Social and emotional assets and learning of students needs to be enhanced across the curriculum. Ecological systems theory of SEL posits that the settings youth inhabit (like school) shape their development. According to self- determination theory, youth are more likely to flourish when in settings that address their social and emotional needs.

Low family socioeconomic status, economically depressed neighborhoods, poor learning climates, high stakes testing regimes, poor teaching, poor demonstration of social and emotional skills by teachers and elders are the factors that hinder SEL implementation.

Lesson 14

SEL and personality development

SEL develops self-awareness by channelizing feelings and interests, and maintaining well-grounded sense of self-confidence. It cultivates self-



management that helps in overcoming obstacles, monitoring progress and regulates one’s emotions to handle stress and control impulses. SEL gives social awareness that helps in taking the perspective of and empathizing with others, recognizing and appreciating individual and group similarities and differences, and in best utilization of family, school, and community resources. SEL helps in establishing and maintaining healthy and rewarding cooperative relationshipsand resisting inappropriate social pressures. Responsible decision making is also linked to SEL, it helps in following appropriate social norms, respecting others, realizing consequences of various actions and applying decision-making skills to academic/social situations. In short, students who do not develop SEL are likely to meet with failure in schools and society at large.

Lesson 15

Moraland character development

Character is a set of emotional, cognitive and behavioural patterns learned from experience.Character continues to evolve throughout life and is dependent on one’s moral development. Development of proper attitudes and behaviours towards others, based on social and cultural norms, rules and laws indicates moral development. Temperament and environment are 2 major factors influencing person’s moral and character development. Character is composed of empathy, fairness, integrity and ethical behaviour. SEL enables students to acquire and effectively apply knowledge, attitudes and skills which are essential for understanding and managing emotions.Social and emotional skills are essential to cultivate sense of responsibility. SEL based efforts can help eliminating or reducing risky behaviours like drug use, bullying, violence etc. Being social places, schools are the best platform to provide the foundation for learning essential skills of social and emotional learning.

Lesson 16

Integration of character education alongside standard curriculum

Schools need to identify the values that reflect community consensus and show the importance of good decision-making, then guide teachers accordingly through proper training programmes and provide ample time for planning. Teachers need to be supported during the implementation phase. Performance-based assessments should be promoted. Teachers should know how to incorporate the affective domain alongside the cognitive domain. Teacher should model respectful behaviour, exhibit warm and supportive attitude, give students autonomy to make important choices and opportunities to interact and collaborate. Moral and character development through SEL bring about best results in school attitude, school



behaviour and school performance through equipping students with effective lifelong skills.

Lesson 17

What is self-esteem?

Person’s overall sense of self-worth or personal value is called self-esteem. It has two dimensions, competence and worth. Self-esteem levels at the extreme high and low ends of the spectrum can be damaging. One must have realistic yet positive view of the self. Self-esteem is an essential human need, vital for survival, normal and healthy development. It arises automatically from within and based upon a person’s beliefs and consciousness. It occurs in conjunction with a person’s thoughts, behaviours, feelings and actions.

Self-efficacy is a person’s beliefs or expectations about his/her capabilities. Weak self-efficacy leads towards avoidance challenges, failures, negative outcomes and low confidence whereas strong self-efficacy encourages to take challenges, develops interest in given tasks, develops strong commitment to the interests and enables quick recovery from setbacks and disappointments. Bandura (1997) describes 4 ways of acquiring strong self-efficacy:

1. Performance accomplishments: Gaining relevant experience because success boosts up one’s self-efficacy.

2. Vicarious learning: Observing others doing same/similar task.

Lesson 18

Sources of acquiring self-efficacy

3. Verbal persuasion: Encouragement supports self-efficacy.4. Physical/affective status: Brain functions best in a supportive

environment rather than under perceived threats.

Schools must employ efficacy-based interventions to develop positive self-efficacy expectations in students that leads to their career development. Contextual learning, problem-based learning and community-based learning are few good strategies for developing positive self-efficacy in students. Self-mentoring and self-assessment also enhance self-efficacy.

Lesson 19

Need to integrate SEL into curriculum

Social-emotional skills are implicitly embedded in standard curriculum – whether the implementers are aware of it or not. Intentional preparation



and teaching would facilitate incorporation of SEL. Teacher’s enthusiasm and passion play significant role in this regard.

Key elements of implementing SEL are structural support to ensure that teachers do know their students and their needs very well and address them accordingly, cultivation of a community through shared norms, values and language, acceptance of differences, constructive alternatives to destructive disciplinary policies and student motivation through adopting learner-centered approaches.

Building a responsive classroom is one the of very effective strategies for implementing SEL. A responsive classroom engages student in rules formulation, arranges for guided discovery and academic choices, and facilitates collaboration and problem-solving.

Lesson 20

Strategies for implementing SEL in the school

Responsive classroom: A responsive classroom encourages students’ to set rules for developing safe, respectful and a caring classroom environment. Teacher needs to be careful with selection of word and tone to promote sense of community. Modeling and role playing can be effective tools, energizing activities must be included.

Violence prevention curriculum: It integrates social-emotional and academic learning by addressing empathy, impulse control, problem-solving and anger management. Parents should also be involved to support children on learnt skills.

Curriculum interplay solution: This approach enhances students’ listening and focusing skills. It includes stories, role plays and structured activities to develop supportive classroom communities. Students write down their reflections that how others have helped them master the skill on which class is working.

Teacher’s autonomy: Teacher training programmes can equip teachers with core competencies necessary to foster social and emotional learning; and enable them to develop innovative modes of teaching that nurtures social consciousness as well as addressing academic goals.

Higher-order thinking: Higher-order thinking must be developed in every subject. It includes information-processing, enquiry, creative thinking, reasoning and evaluation.

Flexibility for Lesson Planning: Curriculum must be flexible in terms of lesson planning, teachers must be clear about the objectives and able to think ahead to design structure for SEL.



Lesson 21

The role of a teacher as a guide in school: Affective teacher

Caring: the core component of an affective teacher is her/his caring attitude, which includes listening, gentleness, understanding, knowing student as an individual, warmth and encouragement, and love for students.

Fairness and respect: An effective teacher models, demonstrates and practices fairness and respect. He/she does not show favouritism, rather he/she is always honest whit the students. He/she respects students and never attempts to embarrass them in front of others.

Their interaction with students is not limited to classroom only, they develop positive social relationship with students to enhance their self-esteem and sense of belongingness to school.

Enthusiasm: Teacher’s efficacy is strongly conveyed through enthusiasm. It is a positive reinforcement that engages students in the learning process.

Motivation: Only a motivated teacher can motivate students to learn. It comes through encouragement and appreciation, empowering students, collaboration, setting high standards, assigning appropriate challenges, providing feedback and opportunities to improve.

Attitude towards Teaching: Teacher must be dedicated, willing to collaborate and motivated for their professional grooming.

Lesson 22

Effective teacher

Reflective practice. Reflection is a:

“careful review of and thoughtfulness about one’s own teaching process”

Evaluating one's own practice helps to improve it. Effective teacher is fully aware of own strengths and weaknesses.

Teacher as a guide: Teacher must be able to guide the students on varied issues, whether it is separating anxiety in early years, academic guidance, confidence building or behaviour management. She/he must be available for affective guidance. An effective teacher knows her/his students as an individual and can fix the problem through providing positive attention and affiliation.

Lesson 23

Are teachers in a better position to provide counselling ?___________________________________________________________________________________



Teachers have a long tradition of helping students with personal problems. They interact with their students daily which put them in the most appropriate position to provide guidance. Good teachers habitually develop positive relationship with both students and parents thus their role is closely allied to that of counsellor.

Hindrances for Teachers in Providing Counselling Services

Time: Counselling is a time taking and continuous process. One needs series of counselling sessions to overcome their problems whereas teachers are already overwhelmed with schedule and responsibilities.

Number of Audience: Middle and senior school teachers and tertiary educators have to deal with a huge number of students. They hardly spend an hour with each class which makes it difficult for them to know their students individually.

Lack of training: Counselling is a professional service. It is a skill to be learnt. Schools must provide teachers with multiple and ongoing opportunities for their professional development.

Lack of awareness: A number of misconceptions about counselling also hinder schools from considering it seriously. For instance, “it’s only required in severe psychological problems or emergency situation”, “it’s basically parents’ responsibility, not teacher’s”, “A teacher cannot be counsellor OR every teacher can be a counsellor without training or specific skills”.

Essential qualities for a teacher as a counsellor: Teachers must be keen observants to know students’ personal interests, strengths and weaknesses in order to address them.

Lesson 24

Essential qualities for teachers as a counsellor

Teachers must be sensitive towards students’ needs and feelings, socio-cultural aspects, students’ learning style and effective use of pedagogical tools. They must be empathetic while responding to feelings students express at appropriate level of intensity. They should be objective by being unbiased and refrain from emotional involvement (no agitation, no distress). They need to hold high expectations from their students to boost their confidence. They must be motivating to improve their overall performance and for confidence building. They must be trustworthy and reliable so that students can comfortably share their confidential issues with them. They should have very strong interpersonal skills and should be able to communicate and understand verbal and non-verbal cues conveniently. They MUST have leadership qualities. They should be capable of making



wise decisions and courageous to take risks and overcome fears. And finally they must excel in professional competence.

Lesson 25

Different counselling services

Appraisal services: They provide assistance in attaining a clear sense of identity and understanding personal ability and potential.

Information service: It provides students with a greater knowledge of educational, vocational, personal-social opportunities. It enable students to make better informed choices and take better decisions in an increasingly complex society.

Lesson 26

Different counselling services

Counselling Service: It facilitates self-understanding, self-development and environmental knowledge through small-group relationship. This service is provided when there is a pressing need to the student urgently. This service can be provided in a group as well as individually, as per requirement.

Vocational/career service: It assists students in selecting and utilizing opportunities within school and in outside labour market. Seminar, workshops on effective resume and application writing, job posting and dissemination are the supported activities under this service.

Remedial and Enrichment Services: It caters to curriculum-related needs of learners, especially offered for those who need more attention to cope up with regular classes.

Follow-up Services: It ensures continued services for the students even after leaving school. It has 2 types: In-school follow-up reduces the number of drop-outs and helps in adjustment to student life whereas out-of-school follow-up instills sense of belongingness in alumni and helps the school analyze its effectiveness.

Lesson 27

Importance of ethics in counselling

Ethical framework creates transparency which develops trust and equality between counsellor and counselee.



Counselling ethics

Confidentiality: It ensures the success in this process by developing trust. Failure in maintaining confidentiality may cause extreme embarrassment for the counselee and discourage others from seeking guidance.

Tolerance: Counsellor/teacher must be sufficiently tolerant to hear out the counselee. Counsellor’s tolerance brings about the openness in counselee’s attitude and gets a teacher maximum amount of information that is required for good counselling.

Lesson 28

Ethics in guidance and counselling

Autonomy: Autonomy of decision making should reside with the counselee, decisions should not be imposed. Teacher should provide possible options, stating their merits and demerits.

Exceeding Competence: Teacher must be well trained to provide effective counselling services; and should avoid presenting herself/himself as more qualified then s/he actually is.

Countertransference: Teacher’s perceptions of a student is influenced by her own past experiences, her/his feelings and attitudes may get distorted the way she perceives her students. Countertransference may result in counsellor being too over-protective, treating students too cautiously and developing excessive emotional attachment with counselee. Countertransference can be beneficial if it is confined only to empathetic feelings.

Lesson 29

Organizing guidance and counselling in school

Counselling service functions at prevention level too as well as intervention level. On prevention level, it intends to prevent a problem from occurring, responds to early indications to lessen the impact of a problem and minimizes the immediate consequences of an existing problem.

Following procedures are to be followed while setting up a counselling programme in school/college.

1) Introducing guidance to the principal to get adequate support.2) Acquiring suitable space for office and equipping it with essential

resources.3) Counsellor/ teacher must be formally introduced to students,

parents and staff members to promote cooperation.4) All available resources for student’s appraisal should be collected.



Lesson 30

Procedures & Tools for guidance and counselling

5) Need Assessment and Ascertainment, that should cover 3 domains: Educational, Vocational and Social

6) Settlement and Action phase: counsellor should win school members’ confidence and establish respectful and cooperative environment.

7) Periodic evaluation must be carried out to adjust and improve the loopholes.

Steps for counselling:

i. Positive relation building and engaging students in exploring the issueii. Problem assessmentiii. Goal settingiv. Interventionv. Evaluation

Lesson 31

Counselling competencies

Counsellor must excel in the following competencies:

Knowledge: Counsellor must have knowledge of major theories of counselling, psychotherapy, developmental psychology, functioning and leadership. He/she must have a clear understanding of factors affecting well-being and distress and cultural diversity. Furthermore he/she must be aware of relevant professional development opportunities.

The counselling relationship: the counsellor must be able to develop a positive relationship through explaining counselling scope, meeting counselee’s expectations, discussing and maintaining confidentiality, collaboration and being vigilant. He/she must employ eclectic and balanced approaches.

Lesson 32

Counselling competencies

The counselling relationship: The counsellor should be able to help students change the focus of discourse and must have the confidence to challenge and get challenged. He/she must support them on emotional and behavioural issues and beware when losing ground and act appropriately.

The counselling skills: Counsellor must be able to structure the counselling mode on a frame work of counselling theory and development psychology,



work within their level of skills and knowledge, prioritize issues, assist students in dealing with conflicts, consider culturally relevant resources, identify relevant community resources, remain grounded in all circumstances and evaluate outcomes and practitioner’s role in process.

Professional and ethical attitudes and practice: Counsellor needs to recognize the professional responsibility, engage in ongoing supervision, develop and implement methods to assess overall effectiveness, be open to ongoing reflection and dialogue, demonstrate knowledge of professional standards, engage in ongoing professional development, recognize own limitations and seek appropriate professional support and be aware when it is appropriate to refer to more specialized professionals.

Lesson 33

Who requires Counselling services?

Students with low motivation and unclear goals Students who need assistance in making proper choices of courses

and career Students who require guidance in dealing with adolescent issues and

in facing life situations boldly Gifted students Shy or withdrawn Students Students having school phobias or separation anxiety

Lesson 34

Who requires Counselling services?

Students with family problems Those in bereavement and loss situations Indisciplined students Students facing bullyism and harassment Students who require special educational needs Students who need guidance about spending their leisure time

Lesson 35

Problem-solving therapy as a counselling therapy

Problem-solving therapy (PST) is cognitive-behavioural intervention to improve an individual’s ability to cope with stressful situations. It is a positive and goal-oriented approach of solving problems. It assists individuals in adopting a realistically optimist view of coping and effectively understanding emotions.

Steps in PST



PST assists the students in:

i. Identifying problemsii. Coming up with all possible solutionsiii. Selecting the best oneiv. Developing and implementing an action planv. Assessing the efficacy of the process

Problem orientation: It refers to student’s attitude towards solving a problem, distinct from their problem solving skills. It has two elements; student’s thoughts and feelings about problems, and their thoughts and feelings about their own problem solving ability. Positive problem orientation is linked to a rational and effective problem solving style whereas negative problem orientation is linked with either impulsive/careless style or an avoidant style. The aim of problem-solving therapy is to develop more positive orientation.

Lesson 36

Steps in problem-solving therapy

Identifying Problem: Student is taught how to recognize an existing problem with the help of positive listing, tracking the indicators and using checklist.

Selecting and Defining a Clear Problem: One clear problem is selected to work on. Then students are asked to define it by gathering all facts and writing them objectively.

Generating Solution: Brainstorming to identify all possible and alternative solutions. A counsellor assists in decision making through teaching initial selection and grouping solutions techniques.

Implementing a SMART Action Plan: Student is asked to outline the step by step process to carry out his/her chosen solution. Then action plan is broken into small achievable steps with description of time and review date.

Reviewing Progress: The final step; purpose is to evaluate desired impact, need for improvement in plan and further development areas in student’s problem-solving skills.

Lesson 37

Referral in case of severe behavioural problems

Referral is a request to a specialist for investigation, opinion, treatment/solution or problem management which is made in writing by an authorized person. Referrals are required when a student is at risk of significant harm. It provides the students with the opportunity to discuss their concerns with a more qualified person. The most common problem



that requires referral, is conduct disorder which is comprised of repetitive and persistent patterns of anti-social behaviour, aggression and defiance. Significant and persistent violation of age appropriate social expectations indicates need of referral. Such behaviour usually indicates some other underlying problems that needs immediate attention. Untreated children with behaviour disorder may grow up to be dysfunctional adults. Early detection and intervention brings about better outcomes. Referrals can be made to child psychologist, child psychiatrist or a pediatrician as per requirement.

Lesson 38

Referral for severe behavioural problems

Referral provides the opportunity to address student’s unmet needs. Collaboration is the key to success for effective referrals. Parents need to be taught how to communicate and manage such children. The entire family is assisted through family therapy in improving communication and problem-solving skills. Teacher’s cooperation is also very important in this regard. Educational psychologist and occupational therapist; and in some cases speech therapist and physiotherapists may also need to assist.

Barriers to collaboration: Presence of multiple professionals may cause problems about who takes credit for the success? Structural barriers also play a role, for example, do school policies support the interventions? Confidentiality issues may also hinder the collaboration.

Major behaviour problems

1) Oppositional defiant disorder (ODD); that includes frequent temper tantrums, getting easily annoyed or irritated, refusal to obey rules etc.

2) Conduct disorder (CD); this includes refusal to obey, repeated truancy, lack of empathy, tendency of drug usage, sadistic behaviour, keenness for physical fights, frequent lying, criminal behaviour, tendency to run away from home and suicidal tendencies.

3) Attention deficit hyperactivity disorder (ADHD); includes inattention, impulsivity, and hyperactivity.

There are some common traits among different behaviour disorders. Correct identification and appropriate treatment is essential.

Lesson 39

Challenges for guidance and counselling

With adequate facilities, effective counselling can have lasting effect on a student’s personality. Different challenges may inhibit effective counselling if not addressed adequately.



Internal challenges:

Teacher’s attitude towards counselling Pupil’s willingness to seek counselling

External challenges: Includes socio-economic issues beyond the school

System challenges: these are the issues within the guidance programme like:

law establishing its practice in schools resource planning referral procedures

Personal challenges:

Counsellor’s skills and techniques Training Supervision Attitude towards school system

Organizational theory

It looks into how effectively and efficiently an organization is achieving intended goals? School counselling (in most of cases) is seen as inconsistent and fragmented due to lack of planning, accountability and evaluation.

Lesson 40

Challenges for guidance and counselling

Organizational theory

Organizational challenges can be addressed in 2 ways:

i. Programme evaluationii. Programme improvement

Institutional theory

Institutional theory when applied to the school situation, explains that school counselling practice shows that rationalized myths exist in the school counselling profession.

Operational legitimacy: Structural elements are not institutionalized, there is no awareness of standards or model.

Social legitimacy: No involvement in site leadership and no legitimate voice in programmes, or policies.

These challenges can be addressed through:___________________________________________________________________________________



i. reporting resultsii. educating standards and model programmesiii. system changeiv. getting involved in decision makingv. student advocacy

Political theory

It defines that political decisions often hinge on two important weighted components namely, value versus resource. If a programme is highly valued, it is said to have earned social capital and resources and are more likely to be implemented year to year. Unfortunately the counselling profession lacks the ability to show that the value of the programme is worth their resources and has resulted in loss of positions, role definition and programmes.

Addressing these challenges is possible through:

i. Reporting programme resultsii. Marketing

Lesson 41

Guidance and counselling programmes in a school setting

Counsellor as a teacher:

Implements effective lessons Focuses on understanding self and others Inculcates coping strategies Fosters peer relationship Emphasizes students’ academic requirement, social development and

career exploration & growth Develops essential skills like problem-solving and decision making etc.

Counsellor as a facilitator helps students:

identify their skills, abilities, achievements and interests in transition between elementary and middle school; middle and high

school with college selection and application process in career decisions

Counsellor as a manager:___________________________________________________________________________________



reviews educational records and plans appropriate academic programmes

disseminates information to parents/ guardians about graduation requirements

arranges workshops for parents to inform about academic programming and post-secondary planning

reviews confidential and other school record

Lesson 42

Guidance and counselling programmes in a school setting

Counsellor as an advocate:

works with specialized populations which require special attention serves on school and community committees serves as liaisons between school and community resources coordinates meetings between parents, school staff, students and the

community

Counsellor as a coordinator:

communicates and exchanges information with parents via conferences, newsletters etc.

coordinates activities to promote student’s personal growth and skill development

Counsellor as a consultant:

provides consultation with teachers, administrators and staff makes appropriate referrals provides information to assist in meeting student’s academic and

emotional needs identifies the causes and determines the reasons behind absenteeism proposes solution

Role as a counsellor:

provides individual and group counselling deals with self image, interpersonal concerns, academic development

and personal concern

Lesson 43

Strategies for collaborating and communicating with various stakeholders



Parenting: School can assist families in providing basic needs because improved quality of life ensures better learning. Two forms of family interaction should be facilitated:

i. Educating value of education to their childrenii. Monitoring activities that enhance or diminish school behaviour

Communication: Positive and regular communication between school and parents must be ensured through newsletters, personal phone calls and home visits. Early notification of difficulty or a problem is considered more effective.

Family volunteering: Schools should encourage family and community involvement and arrange for recruitment and training programmes for volunteers. Acknowledgement and appreciation strategies should also be adopted.

At-home learning: Schools should design interactive home work and assignments to involve parents and community. Such activities enable families to better support, listen, react to, guide and mentor their children.

Family’s involvement in decision making: Schools need to involve students’ families into decision making without any discrimination. Parent organizations can be helpful in this regard.

Collaborating with community: The connection between schools and communities should be two-way. This collaboration brings about service integration that is more efficient service to children and their families.

Lesson 44

Implementing guidance and counselling in primary school setting

1) The initial step in developing a school guidance plan is to set up a school guidance planning task group. This group will: focus on the guidance support for all students in the school provide a discussion forum for school guidance related matters take stock of what work is currently being done in the area of

school guidance focus on areas of school guidance that are in need of development

and agree on the prioritization of the work arrange for the monitoring, implementation, and evaluation of

proposals aimed at improving the school guidance programme2) The school guidance plan may be organised as follows:

i. Establishing features of guidance plan i.e. aims record of current guidance provision and resources policies



ii. Areas of development guidance priorities action plans implementation/ monitoring/ evaluation procedures

3) Identifying all potential partners4) Formulating relevant policies5) Stock-take of current guidance programme

i. What personal and social education take place at this school?

Lesson 45

Implementing guidance and counselling in primary school setting

5) Stock-take of current guidance programmeii. What career education takes place at this school?iii. What educational guidance takes place at this school?

6) Carrying out school guidance review. Students and staff review must be obtained.

7) Action planning, keeping SMART targets and monitoring the action plan

8) Evaluation to measure the progress, examine the impact and identify areas for further attention


vulms.vu.edu.pk of handou… · web viewsel gives social awareness that helps in taking the...

Documents