Compilation on Guidance and Counseling

7/23/2019 Compilation on Guidance and Counseling

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School Guidance and Counseling Services

One of the functions of education is to provide opportunities for each student to

reach his full potential in the areas of educational, vocational, personal, and emotional

development. Guidance is an integral part of education and is centered directly on this

function. Guidance and counseling services prepare students to assume increasing

responsibility for their decisions and grow in their ability to understand and accept the

results of their choices (Gibson, 2008; aucha!, 20""#.

What is Counselling? Its Meaning, Need and Significance

a) MEANING OF COUNSEING

Counseling is the service offered to the individual who is undergoing aproblem and needs professional help to overcome it. $he problem !eeps himdisturbed high strung and under tension and unless solved his development ishampered or stunted. %ounseling therefore is a more speciali&ed service re'uiringtraining in personality development and handling eceptional groups of individuals.

)ccording to *illey and )ndrew %ounseling involves two individuals one see!inghelp and other a professionally trained person helped solved problems to orient anddirect him to words a goals. *hich needs to his maimum development and growth+

%ounseling services are therefore re'uired for individuals havingdevelopmental problems because of the handicap they suffer in any area ofemotional either because of hereditary factors or environment conditions.Generally such cases are only about five to seven percent in a population andtherefore counseling is re'uired only for such a small number. )s compared toguidance which is for percent of individuals. %ounseling involves a lot of time for theclient to unfold the problem, gain an insight in to the comple situation.

%ounseling techni'ues involve active listening, emphatic understandingreleasing the pent up feelings confronting the client and so on counseling thereforeis offered to only those individuals who are under serious problem and needprofessional help to overcome it.

!efe"ences#

$% Guidance and %ounseling for teachers parents and students ister.-ary *ishala /&% undamental 1rinciples of Guidance %ounselling. 34.harma


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') NEE( OF COUNSEING

%ounselling is an integral part of an over5all programme of guidance.6%ounselling is a specific process of assistance etended by an epert in anindividual situation to a needy person7. $his means the counseling situation arises

when a needy person is face to face with and epert who ma!es available hisassistance to the needy individual to fulfill his needs.

Need of counseling

$here is an urgent need of introducing and strengthening the counselingservice in the schools and colleges of our country to meet the various needs of thestudents administrational and the educational system.

". $o help in the total development of the student5 )long with the intellectual development proper motivation and

clarification of goals and ideas to pupils in conformity with their basicpotentialities and social tendencies are important total development of thestudent nauseates that individual differences among them are epected,accepted, understood and planned for and all types of eperiences in aninstitution are to be so organi&ed as to contribute to the total development of thestudent.2.$o help in the proper choices of courses9. $o help in the proper choices of carvers:. $o help in the students in vocational development. $o develop readiness for choices and changes to face new challenges.. $o identify and motivate the students form wea!er sections of society."0. $o help the students in their period of turmoil and confusion."". $o help in chec!ing wastage and stagnation."2. $o identity and help students in need of special help."9. $here are such students as the gifted, the bac!ward the handicapped whoneed special opportunities. $hey need special attention and opportunities.":. $o ensure the proper utili&ation of time spent outside the classrooms.$he manner in which student spend their non5class hours clearly affects theirsuccess in achieving both academic competence and personal development ofall types a positive direction to students should be provided by influencing howthey can use those non class hours.". $o help in tal!ing problems arising out of students population eplosion"


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"=. $o ma!e up for the deficiencies of home."8. $o minimi&e the incidence of indiscipline.

?argadon has mentioned the following situations where counseling inre'uired

". *hen a pupil re'uires not only reliable information but also aninteresting introspection of those in formations which can solve hispersonal difficulties.

2. *hen a pupil needs intelligent listener who has more eperience thanthe pupil to whom he can recite his difficulties and through which can see!suggestions for his wor!ing plan.

9. *hen the counsellor has to assess those facilities which can help inresolving the pupil problems but the pupil doesn@t enAoy such an access tothose facilities.

:. *hen the pupil has some problem but he is unaware of that problemand his development, he is to be made aware of that problem.

. when the pupil is aware of the problem and difficulties created by theproblem but he feels difficult to define it and to understand it that is, whenthe pupil is familiar with the presence of the problem and its nature but heis unable to face the problem due to this temporary tension anddistraction.


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2. Guidance and %ounselling5). . aya!

') SIGNIFICANCE OF COUNSEING A SECON(A!* E+E

Int"oduction

$he student life is getting comple day by day. Guidance and counselling isneeded to help the students for optimum achievement and ade'uate adAustment inthe varied life situations. eed analysis of the students in the schools shows theneed of guidance and counselling services, in the education, profession, vocation,social, health, moral, personal and marital areas. Bt is a simple enough to say thatguidance is a function of secondary education. $his statement has been made overand over again.

$here is a strong tendency among personnel in secondary schools to brea! up into considerable array of interest groups principles, supervisors, class room teachers

and counselors all Aoin organi&ations and associations to which they manifestconsiderable interest.

Counseling

%ounseling is a process of assistance etended by an epert in an individualsituation to needy person. )ccording to %arl 4ogers counselling is a series of directcontact with the individual which aims to offer him assistance in changing theattitudes and behavior.

Cha"acte"istics of Adolescence

)dolescence is best defined in relation to puberty. $his is period which begins withpuberty and ends with the several cessation of physical growth, it emerges from thelater childhood and merges into adulthood. )dolescence is a critical period in thedevelopment of personal identity ).$.Cersild observes )dol is that span of yearsduring which boys and girls move from childhood to adulthood mentally, emotionally,socially and physically.

Significance of Guidance At Seconda" e-el

$o help understand on going behavior interference theory provides a frame of

reference in terms of four ideas.

$he first is that people behave as they do because of various attitudes,assumptions and beliefs, they have about themselves from these assertions anindividual ma!es decision about the feasibility of various !inds of behaviour. $heade'uacy of his behavior is largely a function of the validity of this assertions.$he second idea is that as an individual initiates behavior he observes its effects.$his feed bac! to the individual can either confirm or disconfirm his assertions 3


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$he third idea is that when assertions are disconfirmed, tent ions result which inhibitthe reappraisal of assertions.ourth, because of the infleibility and rigidity resulting from tensions, the individualstrives harder to confirm initial assertions.

Significance of Counseling

". Decision marking construct5 $he psychological problems of adolescentscan be seen as decision ma!ing problems.

2. Conflict5 $hese decision ma!ing problems almost always involve someconflict, either because of factor emotional ambiguities or both.

9.Assertions5 ?ehavior is a result at the assumptions, beliefs, and attitudesthat one his about himself, others and the world in which her lives.

:. Disconfirmations5$he effects of behavior following decisions are feed bac!to the individual perceived and they confirm or disconfirm ascertain to varyingdegrees.

. Tension5 *hen assertions are disconfirmed, tensions result.


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the public, so that they can help tudent $eachers confront and criti'ue these

misconceptions. ome of the important misconceptions are listed below

Guidance and counselling deal only with severe psychological problems and,

hence, are not re'uired for schoolchildren.

*hen dealing with schoolchildren, there is not much relationship between the

theory and practical aspects of guidance and counselling.

Guidance is always provided in group form, as many students have more or less

similar issues on which they need guidance.

%ounselling is always counselee5centred, and the counselee plays a proactive

role.

$here is a single theory of guidance and counselling that can be applied to all

scenarios.

%ounselling is a comple process that can only be facilitated by professional

eperts. ) teacher cannot be a counsellor.

Dvery teacher can be a counsellor without undergoing any counselling training,

as it does not re'uire specific s!ills.

%ounselling cannot be given in a classroom situation because it involves the

utili&ation of various resources.

%ounselling for personal, emotional, and social problems is the responsibility of

the parents, not the teacher.

%ounselling is only for children who are eperiencing problems, and not for

children who are bright and happy at school.

) counsellor can provide a readymade solution to all problems. E Guidance is a

service or process that should be employed to address an emergency situation

%ounselling is for developed countries.

o ethical issues are involved in counselling.

%ounselling is a one5meeting problem5solving strategy. )dapted from teaching

notes by -aroof ?in 4auf et. al.


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Guidance +S Counseling

1sychology, the study of behavior and of mental processes, is a diverse field. Bt

involves the process of understanding the reasons why people behave and thin! as

they do and applies scientific methods in observing and gathering information, in orderto come up with an applicable principle of behavior and motivation.

Bt is subAective and is applied according to the specific re'uirements of an

individual. )mong the many branches and applications of psychology are the fields of

Guidance and %ounseling.

Guidance and %ounseling both involve helping an individual in ma!ing choices

about the different things that might confront and confuse him. $hey are totally different

fields though and to help distinguish between the two, here are some of the things that

are used to describe them

Counseling

%ounseling is a psychological specialty that deals with research and applied wor!

in supervision, training, career development, prevention, and health. Bt focuses on a

person@s strengths, assets, environmental interactions, educational bac!ground, career

development and personality.

%ounseling started as a result of **BB. ince then, it has been used by

individuals, institutions, families, rehabilitation agencies and other organi&ations. Bt

utili&es psychological methods in the collection of case history datathrough personal

interview, testing and aptitude.

Bt helps clients to choose the best solution to a problem, through the process of

listening and 'uestioning. Bt is important to note that counseling is not a giving of opinion

and it is based on a wellness model rather than a medical one.

) counselor@s basic concern should go beyond treating dysfunction or pathology.

Bt should deal with a client@s self5awareness which should help him towardspersonal

growth and wellness.

Guidance

Guidance is defined as the act of guiding, giving leadership, supervision,

direction or professional guidance for future actions. Bt is usually provided to students in

preparation for a vocation.
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Guidance helps a person discover and develop his psychological, vocational and

educational potential in order to be happier and more useful in society. Dach person is

responsible for his decisions and actions, but when he is young he will needsomeone

more mature and eperienced to guide him through life and towards ma!ing the rightdecisions for himself.

Fi!e counseling, it assists clients towards a decision or an appropriate course of

action. Bt may be used as therapeutic aid in the treatment of minor emotional

disturbances and disorders.

Su..a"

". %ounseling is a psychological field that deals with research and applied wor! toprovide training and supervision, while Guidance is a psychological field that deals with

assisting clients in their need to choose the right course of action.

2. *hile both are being used in organi&ations and by individuals, counseling has a

broader reach, while Guidance is usually being used in schools to guide students

towards proper actions.

9. ?oth can help in the treatment and rehabilitation of a person suffering from a mental

illness or disorder, but counseling is more etensive than guidance.

:. %ounseling encompasses several other fields of psychology, while Guidance tends to

be more specific.

unction Guidance and %ounselling is nderstanding the function, ie function of

counseling, guidance and help counselees to have an understanding of his(potential# and environmental (education, occupation, and religiousnorms#.?ased on this understanding, counselees are epected to develop herpotential in an optimal, and adapt themselves to the environment is dynamic andconstructive.

1reventive functions, namely functions relating to the counselorHs efforts to

continuously anticipate any problems that might occur and attempt to prevent it,

so that is not eperienced by the counselee. $hrough this function, the counselor

will provide guidance to the counselee about how to act or refrain from activities

that endanger themselves. $he techni'ue can be used is the orientation services,

information, and guidance of the group. everal problems need to be informed to
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the counselee in order to prevent the occurrence of unepected behavior,

including the dangers of alcohol, smo!ing, drug abuse, drop out, and free se

(free se#.

/evelopment function, which is a function of guidance and counseling moreproactive nature of the functions of another. %ounselors strive to create a

conducive learning environment, which facilitates the development of

counselee. chool counselors and personnel I other -adrasah in synergy as

teamwor! collaborate or cooperate to plan and implement programs in a

systematic and continuous guidance in an effort to help the counselee achieve

their development tas!s. Guidance techni'ues that can be used here is the

ministry of information, tutorials, group discussion or brainstorm (brain storming#,

home room, and field trips.

Jealing functions, namely functions of guidance and counseling which is

curative. $his function is closely related to efforts to provide assistance to the

counselees who have eperienced the problems, both related to aspects of

personal, social, learning, or career. $he techni'ue can be used is counseling,

and remedial teaching.

$he distribution functions, namely functions in guidance and counseling to help

counselees choose etracurricular activities, maAors or courses of study, and

consolidate control of your career or Aob that interests, talents, s!ills and otherpersonality traits. Bn performing this function, counselors need to wor! closely

with other educators within and outside educational institutions.

)daptation functions, ie functions to assist the implementers of education, head

of chool and staff, counselors, and teachers to tailor educational programs to

educational bac!ground, interests, abilities and needs of counselees. ?y using

ade'uate information about the counselee, counselor I counselor can help

teachers in treating appropriately counselees, both in selecting and preparing

material for chool, selecting methods and learning processes, and developteaching materials in accordance with the capacity and speed counselee

.

)dAustment functions, namely functions in guidance and counseling can help the

counselee to adAust to the self and environment in a dynamic and constructive.


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4epair function, namely the function guidance and counseling to help the

counselee so it can fi the mista!e in thin!ing, feeling and acting

(willed#. %ounselor to intervene (to treatment# to the counselee in order to have a

healthy pattern of thin!ing, rational and have the right feelings so that they can

deliver them to act or will of a productive and normative.

acilitation functions, providing convenience to the counselee in achieving

optimal growth and development, harmonious and balanced in all aspects of self5

counselee.

-aintenance functions, namely functions of guidance and counseling to assist

the counselee in order to protect themselves and maintain a conducive situation

that has been created within him. $hese functions facilitate the counselee to

avoid conditions that would cause a decrease in productivity alone. $his function

is reali&ed through the implementation of programs that are interesting,

recreative and facultative (options# in accordance with the interests counselee.

$here are some basic principles that are considered as the cornerstone or

foundation for counseling services.

$hese principles are derived from philosophical concepts of humanity which is

the basis for the provision of assistance or counseling services, both in the

chool and outside the chool. $hese principles are

Guidance and counseling is for all the counselee. $his principle means that the

guidance given to all the counselee or counselees, both which are not

problematic and that problematic; both men and women, both children,

adolescents, and adults. Bn this case the approach used in more of a preventive

counseling and development of the healing (curative# and preferred techni'ue of

the individual groups (individuals#.

Guidance and counseling as a process of individuation. Dach counselee isuni'ue (different from each other#, and through the guidance of counselees are

helped to maimi&e the development of such uni'ueness. $his principle also

means that the focus target is to help counselees, although guidance services

using group techni'ues.


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Guidance emphasi&es the positive. Bn fact there are still counselee has a

negative perception tuition, because tuition is seen as one way to suppress the

aspirations. BtHs different with this view, the guidance is actually a process that

emphasi&es the strength and support of success, because tuition is a great way

to build a positive outloo! about yourself, giving encouragement, andopportunities for growth.

Guidance and counseling is a Aoint venture. Guidance is not only the counselor

duties or responsibilities, but also the duty of teachers and head of chool in

accordance with the duties and roles of each. $hey wor! as a teamwor!.

/ecision5ma!ing is essential in Guidance and counseling. Guidance is directed

to help the counselee to be able to ma!e choices and decisions. Guidance has a

role to provide information and advice to the counselees, who were all very

important to him in ma!ing decisions. %ounseleeHs life directed by the goal, and

guidance facilitating counselees to consider, adAust, and refine goals through the

right decision. )bility to ma!e appropriate choices is not an innate ability, but the

ability to be developed. $he main obAective is to develop guidance counselee

ability to solve problems and ma!e decisions.

Guidance and counseling Jeld in Karious ettings (%DD# Fife. 1roviding

counseling services not only ta!e place at the chool, but also in the family

environment, the company I industry, government agencies I private sector and

society in general. )ny field of guidance services are multi5faceted, covering

aspects of personal, social, education, and employment.

uccessful guidance and counseling services is largely determined by the

accomplishment of the following principles.

%onfidentiality principle, namely the principle of guidance and counseling which

re'uires all data and information about the counselee (counselee# who becomes

the target services, ie data or information which should not be and not worth

!nown by others. Bn this case the supervising teacher is obliged to fully maintainand protect all data and information so that absolutely guaranteed.

Koluntarism, namely the principle of the guidance and counseling which re'uires

preferences and willingness counselee (counselee# to follow I lead services I

activities that it too! him. Bn this case the supervising teacher is obliged to foster

and develop such volunteerism.


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$he principle of openness, namely the principle of guidance and counseling who

willed that counselees (counselee# who becomes the target of service I activities

are open and do not pretend, either in providing information about themselves

and in receiving various information and materials from outside which is usefulfor the development of himself. Bn this case the supervising teacher is obliged to

develop openness counselee (counselee#. $his openness is very relevant to the

implementation of the principle of confidentiality and the voluntary self5counselee

on the target service I activity. $o be able to open counselee, counselor teacher

must first be open and not to pretend.

$he principle of activity, namely the principle of guidance and counseling who

willed that counselees (counselee# services targeted to participate actively in the

management of service I activity guidance. Bn this case the supervising teacher

should encourage the counselee to be active in every service I guidance and

counseling activities are intended for him.

$he principle of independence, namely the principle of guidance and counseling,

which refers to the general guidance and counseling purposes, namely

counselee (counselee# as targets for guidance and counseling services are

epected to be a counselee counselees5characteristics independently recogni&e

and accept himself and his environment, able to ta!e decisions, directing and to

manifest themselves. upervising teachers should be able to direct all the

guidance and counseling services are held for the development of independence

counselee.

$he principle of novelty, namely the principle of guidance and counseling who

willed that target obAect is guidance and counseling services counselee problems

(counselees# in current condition. ervices related to Lfuture or past conditions

wereL seen the impact and I or relation to eisting conditions and what is done

now.

$he principle of dynamism, namely the principle of guidance and counseling

services re'uires that the contents of the target service (the counselee# is e'ual

to his will always move forward, not monotonous, and continues to develop, and

sustainable in accordance with the needs and stage of development from time to

time.


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$he principle of integration, ie principles of guidance and counseling, which calls

for a variety of services and guidance and counseling activities, whether

conducted by the supervising teacher or the other, complementary, harmonious,

and integrated. or this cooperation between teacher mentors and parties thatplay a role in the organi&ation of guidance and counseling services need to be

developed. %oordination of all services I guidance and counseling activities

should be carried out with the best.

$he principle of harmony, namely the principle of guidance and counseling which

re'uires that all services and activities are based on guidance and counseling

and must not conflict with eisting values and norms, namely the values and

religious norms, laws and regulations, customs, !nowledge, and

habits applicable. ot the service or guidance and counseling activities that can

be accounted for if the content and implementation was not based on values and

norms which meant it. urthermore, care and guidance and counseling activities

actually have to improve the ability of counselees (counselee# to understand,

appreciate, and practice the values and norms.

$he principle of epertise, namely the principle of guidance and counseling,

which re'uires that services and guidance and counselling activities conducted

on the basis of professional norms. Bn this regard, the implementers of services

and activities of guidance and counseling personnel should truly eperts in thefield of guidance and counseling. upervising teacher professionalism must be

achieved both in the organi&ation of the types of services and activities and

counseling as well as in the enforcement of codes of ethics guidance and

counseling.

$ransfer %ase Jand 1rinciple, namely the principle of guidance and counseling

who willed that the parties who are unable to carry out guidance and counseling

services appropriately and completely above a counselee problems (counselee#

issue to the parties that more eperts. $eacher mentors can receive a hand overthe case of parents, other teachers, or other eperts, and so did the supervising

teacher to teacher can case subAects I practices and others.

Ai.s of Guidance and Counseling 0"og"a.s


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$he aims of the guidance and counseling service are similar to the purposes of

education in generalMto assist the student in fulfilling her basic physiological needs,

understanding herself and acceptance of others, developing associations with peers,

balancing between permissiveness and controls in the educational setting, reali&ing

successful achievement, and providing opportunities to gain independence (Jeyden,

%JOOFBG 20""#. $he purposes of guidance and counseling provide emphasis andstrength to the educational program. ome specific aims of the school guidance and

counseling program include the following (Gibson, 200>#

o 0"o-ide fo" the !eali1ation of Student 0otentialities

$o all students, the school offers a wide choice of courses and co5curricular

activities. ) significant function of education is to help students identify and develop their

potentialities. $he counselorHs role is to assist students to distribute their energies into

the many learning opportunities available to them. Dvery student needs help in planning

his maAor course of study and pattern of co5curricular activities.

o 2el/ Child"en 3ith (e-elo/ing 0"o'le.s

Dven those students who have chosen an appropriate educational program for

themselves may have problems that re'uire help. ) teacher may need to spend from

one5fifth to one5third of his time with a few pupils who re'uire a great deal of help, which

deprives the rest of the class from the teacherHs full attention to their needs. $he

counselor, by helping these youngsters to resolve their difficulties, frees the classroom

teacher to use his time more efficiently.

o Cont"i'ute to the (e-elo/.ent of the School4s Cu""iculu.

%ounselors, in wor!ing with individual students, !now their personal problems

and aspirations, their talents and abilities, as well as the social pressures confronting

them. %ounselors, therefore, can provide data that serve as a basis for curriculum

development, and they can help curriculum developers shape courses of study that

more accurately reflect the needs of students. $oo often, counselors are not included in

curriculum development efforts.

o 0"o-ide eache"s 3ith echnical Assistance


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1re5service teacher training institutions typically provide very limited eperience

with the more technical aspects of guidance wor!. $hus, a need eists in most schools

for assistance with guidance and counseling functions essential to the educational

program. pecifically, the guidance counselor is 'ualified to assist teachers with

selecting, administering, and interpreting tests; selecting and using cumulative,

anecdotal, and other types of records; providing help and suggestions relative tocounseling techni'ues, which teachers can use in counseling their students; and

providing leadership in developing and conducting professional development of

teachers in guidance functions.

o Cont"i'ute to the Mutual Ad5ust.ent of Students and the School

Guidance has a responsibility for developing and maintaining a cooperative

relationship between students and the school. $eachers and counselors must be

cogni&ant of studentsH needs. tudents also must ma!e adAustments to the school. $hey

have a responsibility to contribute something to the school. ) maAor contribution of

students is that of ma!ing appropriate use of the schoolHs resources and wor!ing toward

accomplishments. uch mutual adAustment of students and school is facilitated by

providing suggestions for program improvements, conducting research for educational

improvements, contributing to studentsH adAustment through counseling, and fostering

wholesome school5home attitudes.

he !ole of the Counselo"

$he maAor goals of counseling are to promote personal growth and to preparestudents to become motivated wor!ers and responsible citi&ens. Dducators recogni&e

that in addition to intellectual challenges, students encounter personalIsocial,

educational, and career challenges. chool guidance and counseling programs need to

address these challenges and to promote educational success.

$he guidance and counseling program is an integral part of a schoolHs total

educational program; it is developmental by design, focusing on needs, interests, and

issues related to various stages of student growth. $he scope of the developmental

guidance and counseling program in todayHs school include the following components

(%ooley, 20"0; %oy, 200:#

E Personal/Social 6 Bn addition to providing guidance services for all students,

counselors are epected to do personal and crisis counseling. 1roblems such as

dropping out, substance abuse, suicide, irresponsible seual behavior, eating disorders,

and pregnancy must be addressed.

E Educational- tudents must develop s!ills that will assist them as they learn.

$he counselor, through classroom guidance activities and individual and group


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counseling, can assist students in applying effective study s!ills, setting goals, learning

effectively, and gaining test5ta!ing s!ills. %ounselors also may focus on note ta!ing, time

management, memory techni'ues, relaation techni'ues, overcoming test aniety, and

developing listening s!ills.

ECareer

5 1lanning for the future, combating career stereotyping, and analy&ings!ills and interests are some of the goals students must develop in school. %areer

information must be available to students, and representatives from business and

industry must wor! closely with the school and the counselor in preparing students for

the world of wor!.

Ma5o" Guidance and Counseling Se"-ices

$he primary mission of a schoolHs guidance and counseling program is to provide

a broad spectrum of personnel services to the students. $hese services include student

%JOOFBG assessment, the information service, placement and follow5up, andcounseling assistance. $hese four areas should constitute the core of any guidance

program and should be organi&ed to facilitate the growth and development of all

students from !indergarten through post high school eperiences (Drford, 20"0; Drford,

20""; eu!rug, 20""#.

Assess.ent

$he assessment service is designed to collect, analy&e, and use a variety of

obAective and subAective personal, psychological, and social data about each pupil. Btspurpose is to help the individual to better understand herself. %onferences with pupils

and parents, standardi&ed test scores, academic records, anecdotal records, personal

data forms, case studies, and portfolios are included. $he school counselor interprets

this information to pupils, parents, teachers, administrators, and other professionals.

1upils with special needs and abilities are thus identified.

Info".ation

$he information service is designed to provide accurate and current information

in order that the students may ma!e an intelligent choice of an educational program, an

occupation, or a social activity. Dssentially, the aim is that with such information students

will ma!e better choices and will engage in better planning in and out of the school

setting. tudents must not only be eposed to such information but must also have an

opportunity to react to it in a meaningful way with others.

0lace.ent and Follo36u/


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$he school assists the student in selecting and utili&ing opportunities within the

school and in the outside labor mar!et. %ounselors assist students in ma!ing

appropriate choices of courses of study and in ma!ing transitions from one school level

to another, one school to another, and from school to employment. Placement thereby

involves pupil assessment, informational services, and counseling assistance

appropriate to the pupilHs choices of school subAects, co5curricular activities, andemployment. Follow-up is concerned with the development of a systematic plan for

maintaining contact with former students. $he data obtained from the follow5up studies

aid the school in evaluating the schoolHs curricular and guidance programs.

Counseling

$he counseling service is designed to facilitate self5understanding and

development through dyadic or small5group relationships. $he aim of such relationships

tends to be on personal development and decision ma!ing that is based on self5

understanding and !nowledge of the environment. $he counselor assists the student to

understand and accept himself thereby clarifying his ideas, perceptions, attitudes, and

goals; furnishes personal and environmental information to the pupil, as re'uired,

regarding his plans, choices, or problems; and see!s to develop in the student the

ability to cope withIand solve problems and increased competence in ma!ing decisions

and plans for the future. %ounseling is generally accepted as the heart of the guidance

service.

Methods of Counseling

%ounseling students is one of the basic functions of the school guidance

program. %ounseling s!ills are needed by school principals, teachers, teacher5advisors,

athletic coaches, and club sponsors as well as by professional counselors. )lthough

counseling of serious emotional problems is best handled by professional counselors,

teachers and other faculty personnel find themselves in situations daily where

counseling is necessary (%oleman, 200>#. )c'uaintance with counseling methods and

points of view is useful to them.

%ounseling methods and points of view have developed from research and

theories about how individuals grow and develop, change their behavior, and interact

with their environment. $hese counseling methods are generally classified into threebroad types or schools of thought directive, nondirective, and eclectic (eu!rug, 20"";

1arsons, 200>a; 1arsons, 200>b; 1arsons, 200>c#. One of the most fundamental

philosophical and theoretical 'uestions that confronts the counselor in the course of her

training and professional practice is which method to select in counseling students.


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$he directive counselor is said to be more interested in the problem than he is in

the counselee. $his belief is an eaggeration. $he student and her problem cannot be

separated. )ll service professions are, by their very nature, concerned with the person

to be helped. )ll teaching, for eample, is pupil centered even when a teacher has thirty

students in a class. $he directive counselor, however, focuses attention on identifying

and analy&ing the problem and finding an appropriate solution to it. Je tends to ma!euse of test data, school records, and reports, and to be more disposed to giving advice

and information based on such data. Directive counseling is the method most commonly

used by counselors in school settings (%oleman, 200>#.

/irective counseling seems to be most successful when the counselee is

relatively well adAusted, the problem is in an intellectual area, a lac! of information

constituted the problem, the counselee has little insight into the problem, inner conflict is

absent, and the client suffers from aniety, insecurity, or impatience (%oleman, 200>;

1arsons, 200>a# .$he nondirective approach is more effective in the treatment of many types of

emotional problems. Jowever, many students who come to the counselor have few if

any such emotional problems. -any cases merely call for information or some other

routine assistance.

)lthough there are many proponents of nondirective counseling, %arl 4ogers is

best !nown, because he started the movement and has given it leadership for more

than si decades (4ogers, ">:2#. $he aim of nondirective counseling is, according to

4ogers, to help the student Lto become a better organi&ed person, oriented aroundhealthy goals which Nhe has clearly seen and definitely chosenL (p. 22=#. Bt aims to

provide the student with a united purpose, the courage to meet life and the obstacles

that it presents. %onse'uently, the client ta!es from his counseling contacts, not

necessarily a neat solution for each of his problems, but the ability to meet his problems

in a constructive way. 4ogers defines effective counseling as a definitely structured,

permissive %JOOFBG relationship that allows the client to gain an understanding of

himself to a degree that enables him to ta!e positive steps in the light of his new

orientation. $his hypothesis has a natural corollary, that all the techni'ues used should

aim toward developing this free and permissive relationship, this understanding of self in

the counseling and other relationships, and this tendency toward positive, self5initiatedaction (all, 20""; 1arsons, 200>b; 4ogers, ">:2#.

1ossibly the greatest contribution of the nondirective techni'ue has been its

influence in personali&ing counseling. evertheless, even though this approach may be

more effective in certain counseling situations, it is unli!ely that this approach will be


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used in most schools because of the etreme training essential to its application in the

counseling process (%oleman, 200>#.

Eclectic counseling is the result of selecting concepts from both directive and

nondirective approaches. $hus, the eclectic counselor uses whatever approach seemsbest suited to the situation. 4eal help given to most students in schools would be

located between the highly directive and the eclectic views rather than client centered

(%oleman, 200>; 1arsons, 200>c#.

$he effectiveness of the counselor will depend more on the relationship eisting

between the student and his counselors than on the method she chooses and how well

she performs within the method she employs.

E-aluation of Guidance and Counseling 0"og"a.s

Dvaluation consists of ma!ing systematic Audgments of the relative effectiveness

with which goals are attained in relation to specified standards. Bn evaluating a function

li!e guidance and counseling services, we attempt to determine to what etent the

obAectives of the service have been attained. $he maAor obAectives of guidance are to

assist individuals to develop the ability to understand themselves, to solve their own

problems, and to ma!e appropriate adAustments to their environment as the situation

dictates (Gibson, 2008#. Dvaluation is the means by which school personnel can betterAudge the etent to which these obAectives are being met (1opham, 20"0#. $he ten

characteristics cited following provide criteria for evaluating the effectiveness of a

schoolHs guidance and counseling services (%obia, 200=; /immitt, %arey, Jatch,

200=; Gysbers, 200


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Coo/e"ation

$he staff of effective guidance programs wor!s cooperatively. %ooperation is

ehibited in the degree of active interest, mutual help, and collaboration among

teachers, counselors, and administrators.

0"ocess and 0"oduct

Dffective guidance programs are concerned with both process and product. $he

'uestions LJow well is the program operating+L and L*hat are the outcomes+L guide

the focus in effective guidance programs. $he most important outcome of a guidance

program is desirable change in the behavior of students, such as improved school

attendance, better study habits, better scholastic achievement, fewer scholastic failures,

lower dropout rate, better educational planning, and better home5school relations.

7alance

Dffective guidance programs balance corrective, preventive, and developmental

functions. 1ersonnel in such programs !now when to etricate pupils from potentially

harmful situations, when to anticipate pupil difficulties, and when to provide assistance

necessary to a pupilHs maimum development.

Sta'ilit

$he ability to adAust to loss of personnel without loss of effectiveness is

associated with program 'uality. tability re'uires that the system is able to fill vacant

positions 'uic!ly and satisfactorily.

Fle8i'ilit

Dffective guidance programs manifest fleibility. leibility enables the program to

epand or contract as the situation demands without significant loss of effectiveness.

9ualified Counselo"s

%ounselors hold a graduate degree in counseling and are fully certified by the

state in which they practice.


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Ade:uate Counselo"6Student !atio

-ost accrediting agencies (outhern )ssociation, orth %entral )ssociation, for

eample# re'uire a counselor5student ratio of one full5time counselor for 20 to 900

students. ) caseload of this magnitude is satisfactory if counselors are to have

ade'uate time to counsel students individually and in small groups, as well as consultwith faculty, administrators, and parents.

0hsical Facilities

)re the facilities for guidance wor! sufficient for an effective program+ 1hysical

facilities that are well planned and provide for ade'uate space, privacy, accessibility,

and the li!e are characteristic of 'uality guidance programs.

!eco"ds

)ppropriate records are maintained on each student including achievement test

scores, information supplied by teachers, administrators, parents, employers, and other

professional personnel.

)lthough many of the aforementioned ten characteristics are useful, they should

not be accepted un'uestioningly. $o some etent each guidance program is uni'ue to

its particular setting and conse'uently would either add other characteristics to the list

or stress those cited previously in varying degrees.

Conclusion

Guidance and counseling services play an integral part in the overall student

services department of any elementary or secondary school. $he aims of guidance and

counseling programs in schools are to assist individuals to develop the ability to

understand themselves, to solve their own problems, and to ma!e appropriate

adAustments to their environment. -aAor guidance services include student appraisal,

information giving, placement and follow5up, and counseling. ?roadly conceived, two

methods of counseling include directive and nondirective approaches. On the one hand,

directive counseling focuses attention on identifying and analy&ing the problem andfinding an appropriate solution to it using all available data. ondirective counseling, on

the other hand, provides the counselee not with a neat solution, but instead with the

ability to meet her problem in a constructive way. $en criteria are used in evaluating

guidance and counseling programs student needs, cooperation, process and product,

balance, stability, fleibility, 'uality counselors, ade'uate counselor5student ratio,

ade'uate physical facilities, and appropriate record !eeping.


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!efe"ences#

%obia, /. %. (200=#. Developing an effective and accountable school counseling

program. pper addle 4iver, C 1rentice Jall.

%oleman, J. F. (200>#. Handbook of school counseling. -ahwah, C Fawrence

Drlbaum.

%ooley, F. (20"0#. The power of groups: Solution-focused group counseling in schools .

$housand Oa!s, %) %orwin 1ress.

%oy, /. 4. (200:#. Developmental guidance and counseling in toda!s schools.

)leandria, K) ational )ssociation of econdary chools.

/immitt, %., %arey, C. %., Jatch, $. (200=#. Evidence-based school counseling:

"aking a difference with data-driven practices. $housand Oa!s, %) %orwin 1ress.

Drford, ?. $. (20"0#. #roup work in schools. pper addle 4iver, C 1rentice Jall.

Drford, ?. $. (20""#. Transforming the school counseling profession. pper addle

4iver, C 1rentice Jall.

all, . ). (20""#. Theoretical models of counseling and pschotherap. lorence, P

$aylor rancis.

Gibson, 4. F. (2008#. $ntroduction to guidance and counseling. pper addle 4iver, C

1rentice Jall.

Gysbers, . %. (200a#. Thinking and acting like a cognitive school counselor.


1arsons, 4. /. (200>b#. Thinking and acting like a solution-focused counselor.$housand Oa!s, %) %orwin 1ress.

1arsons, 4. /. (200>c#. Thinking and acting like an eclectic school counselor. $housand

Oa!s, %) %orwin 1ress.

1opham, *. C. (20"0#. Educational assessment: 'hat school leaders need to know.



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4ogers, %. 4. (">:2#. %ounseling and pschotherap. ?oston, -) Joughton -ifflin

Globalization and Counseling: Professional Issues for Counselors on!a "orelle#ebe$a% &!rd te'%anie Cro($ett (%olars %a)e e*a+ined globalization for +an!

!ears in ter+s of its i+'a(t on indi)iduals, but it re+ains a (on(e't not oftendis(ussed in t%e (ounseling literature -Paredes et al., 2008/. s (ounselingtransfor+s fro+ a esternbased 'ra(ti(e to a global '%eno+enon, it is i+'ortantto understand (ounseling it%in an international (onte*t. In t%is arti(le, t%e a!s in%i(% t%e 'ro(ess of globalization are (urrentl! i+'a(ting t%e eld of (ounseling,i+'li(ations and future resear(% dire(tions are e*a+ined. %e ProfessionalCounselor olu+e 2, Issue 2 ul! 2012 Pages 115123 2012 &CC and ;liates.nb((.org %tt':


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+inorit! orientation. ?ore re(entl!, s(%olars understand t%is 'ro(ess to be+ultidi+ensional, in)ol)ing bot% a((ulturation and en(ulturation -Fi+ breu,2001/. on!a "orelle, CC is an d=un(t Professor at t%e Hni)ersit! of ort% Carolinaat C%arlotte. #ebe$a% &!rd is an ssistant Professor at ast ennessee tateHni)ersit!. te'%anie Cro($ett is and ssistant Professor at Ja$land Hni)ersit!.

Corres'onden(e (an be addressed to son!alorelleK%ot+ail.(o+.%e ProfessionalCounselor: #esear(% and Pra(ti(e L ol.2, Issue 2 116 i+ilar to +odern t%eories ofglobalization, (ounselors are in(reasingl! aare of t%e d!na+i( inter'la! t%at e*istsbeteen do+inant and indi)idual (ulture. In t%is +anner, as t%e (ounseling'rofession is introdu(ed and de)elo'ed in international (o++unities, not onl! illlo(al (o++unities and indi)iduals li)ing in t%ose (o++unities be transfor+ed, butt%e 'ra(ti(e of traditional, estern (ounseling +a! be funda+entall! redened aslo(als a(ti)el! rea(t and ada't to t%e 'ra(ti(e. Indi)idual )ies and e*'erien(es ofglobalization are (ontingent u'on so(ial lo(ation and 'ersonal e*'erien(es-Beat%erstone 1996 o+linson, 1999/. In (onsidering t%e globalization of(ounseling, t%e a''li(ation of t%is assu+'tion i+'lies t%at ea(% lo(al (o++unit!and indi)idual assigns 'ersonal +eaning and rea(ts diMerentl! to t%e e*'erien(e of(ounseling. s a result, (ounseling and t%e i+'le+entation of (ounseling ser)i(es innonH.. (ultures diMers signi(antl! fro+ (ountr! to (ountr! and (o++unit! to(o++unit!, it% ea(% +odel being a )alid and eMe(ti)e +et%od of %el'ingindi)iduals it%in a gi)en so(ial (onte*t. Cultural @i)ersit! and Counseling &e!ondH.. &orders Bor nearl! %alf a (entur!, t%e eld of (ounseling %as gained i+'ro)edaareness and understanding of t%e (ultural diMeren(es t%at e*ist it%in t%e H..Counselors %a)e s'e(i(all! fo(used on understanding t%e (ultural d!na+i(s t%ato((ur on a +i(ro le)el, beteen t%e (ounselor and an indi)idual (lient or s+allgrou' of (lients, in order to i+'ro)e t%e 'ro)ision of ser)i(es in t%e H.. s(ounselors be(a+e in(reasingl! alert to and a((e'ting of t%e (ultural si+ilaritiesand diMeren(es beteen ra(ial%otA to'i( int%e 'rofession. In re(ent !ears t%e eld %as begun to e*'and (ounseling be!ondH.. borders to a orld t%at is in(reasingl! inter(onne(ted and interde'endent. %is>ft% for(eA in (ounseling %as been gaining s'eed o)er t%e 'ast de(ade as +an!(ountries t%roug%out t%e orld e*'ress an interest in 'ro+oting t%e +ental %ealt%of t%eir (itizens -Oo%ens%il, 2010/. Morts to assist t%e de)elo'+ent of (ounselinginternationall! %a)e been fa(ilitated t%roug% t%e or$ and leaders%i' of t%e H..(ounseling 'rofession. Jne su(% eMort in(ludes t%e (reation of &CC International-&CCI/, a di)ision of t%e ational &oard for Certied Counselors -&CC/. &CCIas (reated in 2003 to 'ro+ote t%e (ounseling 'rofession on a global s(ale -&CCI,2012/. ((ording to t%e &CC ebsite, t%e organization loo$s to >s'read t%e

a)ailabilit! of (o+'etent, reliable 'rofessional ser)i(es to an! 'art of t%e orld t%atindi(ates an interest in a(Duiring t%e+, . . .it% ut+ost (are and res'e(t for t%eso(ial, (ultural, 'oliti(al, and e(ono+i( realities of t%e )arious areas %ere t%e!Qare in)itedA -Clason, 2011, 'ara. 2/. %e inter 2010 issue of %e ournal ofCounseling and @e)elo'+ent -C@/ %ig%lig%ted t%e globalization of (ounseling in as'e(ial se(tion de)oted to des(ribing de)elo'+ent and future of (ounseling in eig%t(ountries -C%ina, &otsana, "ebanon, ?ala!sia, #o+ania, Ital!, ?e*i(o, and@en+ar$/. Bor t%e +a=orit! of (ountries detailed in t%e s'e(ial se(tion, (ounseling


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began t%roug% t%e need for (areer guidan(e in 'ubli( s(%ool s!ste+s. o+e(ountries %ad itnessed t%e e*'ansion of (ounseling ser)i(es into lo(al(o++unities -ee g, 2010 to($ton, itza, &%usu+ane, 2010/, %ile ot%ersindi(ated t%e need to e*tend aMordable (ounseling ser)i(es be!ond edu(ationalsettings -!!as%bdo, la+uddin, ?u$allid, 2010/. ?ost (ountries e*'erien(ed a

s%ortage of Dualit! (ounselor training 'rogra+s as t%e need for 'ra(ti(ing(ounselors gre +ore Dui($l! t%an t%e de)elo'+ent of training 'rogra+s.#egarding t%e future of (ounseling in t%ese (ountries, +ost e*'ressed t%at t%e needfor (ounseling ser)i(es ould (ontinue to gro, but e*'ressed t%e need fors!ste+ati(, Dualit! (ounselor training 'rogra+s as ell as t%e de)elo'+ent ofnational (ounseling asso(iations, (ounselor training standards, and a (redentialing+e(%anis+ -!!as%bdo, la+uddin, ?u$allid, #e+le!, &a((%ini, Frieg, 2010ee g, 2010 to($ton, itza, &%usu+ane, 2010/. %e eMorts of t%e (ounseling'rofession regarding +ulti(ultural (o+'eten(e 'ro)ides t%e eld it% a solidfoundation for t%e i+'le+entation of (ounseling on a global s(ale %oe)er,(ounselors +ust re+ain alert to t%e broader i+'li(ations t%at ste+ fro+ 'ro+oting(ounseling to di)erse indi)iduals on a +a(ro le)el. %ile t%e (urrent literaturea($noledges %at (ountries need in order to in(or'orate (ounseling, it re+ainsi+'ortant to (onsider t%e i+'a(t of globalization and %o t%e (ounseling 'rofession+a! need to ada't to +eet t%e needs of t%e lo(al (o++unities. %e a''li(ation ofH.. (ounseling t%eories and te(%niDues, +ulti(ultural (ounseling in(luded, isdoubtfull! su;(ient to ensure t%e e;(a(! of international (ounseling. Instead,(ounselors ill %a)e to +o)e be!ond a national +ulti(ultural 'ers'e(ti)e toard aglobal )ision for t%e eld.%e Professional Counselor: #esear(% and Pra(ti(e L ol.2,Issue 2 117 I+'a(t of Globalization on Counseling Oe''ner -1997/ suggested t%at(ounseling >(an 'la! an i+'ortant role in building a global )illage t%at %el's 'eo'lei+'ro)e t%eir ellbeing, alle)iate distress and +alad=ust+ent, resol)e (rises,+odif! +alada'ti)e en)iron+ents, and in(rease t%eir abilit! to li)e +ore %ig%l!

fun(tioning li)esA -'.7/. %ile e re(ognized t%e i+'ortan(e of (onsidering (ross(ultural understandings as (ounselors ta$e on an international role, e +ust(ontinuousl! as$ %o ill dene t%is +ore %ig%l! fun(tioning. "eung -2003/a($noledged t%e et%no(entri( bias of uro+eri(an assu+'tions in%erent intraditional (ounseling t%eories. Bor e*a+'le regarding atta(%+ent t%eor!, Rou and?alle!?orrison -2000/ (onr+ed t%e traditional denition of %ealt%! atta(%+entdid not transfer to sian (ultures. %e resear(%ers found Forean students to s(ore%ig%er on t%e 'reo((u'ied atta(%+ent (o+'ared to +eri(an students. it% anet%no(entri( )ie, (ounselors +ig%t +ista$enl! belie)e t%e! s%ould 'ro+ote t%e>%ig%er fun(tioningA se(ure atta(%+ent st!le %oe)er, in sian (olle(ti)isti((ultures %ere t%ere is greater )alue 'la(ed on ot%ers t%an t%e self, atta(%+ent

st!les 'resent diMerentl! due to diMerent inter'retations and +eanings asso(iatedit% 'arent(%ild intera(tions -#ot%bau+, #osen, H=ie, H(%ida, 2002 Rou ?alle!?orrison, 2000/. It also is i+'ortant to understand %o globalization (an i+'a(t t%e(ounseling eld at t%e +a(ro le)el as ell as at t%e +i(ro le)el %ere indi)idualsare aMe(ted in a!s t%at are rele)ant to (ounselors. In t%e folloing se(tion, ee*a+ine t%ree a!s in %i(% globalization +a! %a)e an i+'a(t on t%e (ounselingeld and on t%e 'eo'le li)ing in international (o++unities. Birst, e ill e*'lore %oglobalization i+'a(ts t%e transfer of estern )alues transnationall! %i(% in turn


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inEuen(es t%e lo(al (ulturesN ideas and e*'erien(es of +ental %ealt% and ellness.e(ond, e ill (onsider t%e (o++oditization of t%e %el'ing relations%i' and %o ittranslates internationall!. Binall!, t%roug% t%e globalization lens, e (onsider t%eissues it% a((ess and t%e stru(tural li+itations of international (ounseling. Global?ental Oealt% and ellness arl! studies suggested t%at +ental %ealt% ser)i(es

%i(% ere rooted in %ite +iddle(lass )alue s!ste+s led to t%e +isdiagnosis ofra(ial


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globalization, t%e estNs )alue s!ste+s s'read to di)erse (ultures, (reating a +ore%o+ogenized orld. ot onl! do t%ese estern ideas of diagnosis %a)e t%e'otential to (reate altered e*'ression of s!+'to+s in a lo(al (o++unit!, t%e )er!'resen(e of t%e estern )alues in t%e e(ono+i( and so(ial s'%eres (an (reate netensions for indi)iduals to resol)e. Bor e*a+'le, se)eral s(%olars %a)e noted %o

t%e )alue of indi)idualis+ %as been introdu(ed into so+e as'e(ts of t%e a'aneseand C%inese, (reating dual roles of indi)idualit! and (o++unit! for 'eo'le in t%ose(ultures and internal (onEi(t in %o to resol)e t%e dual roles -@uan ang, 2000Iasa$i, 2005/. Iasa$i stated: >oda!Ns a'anese +ental %ealt% 'roble+s reEe(tt%e (onfusion a+ong a'anese indi)iduals %o li)e in an unstable 'eriod beteenenduring interde'endent (ultural )alues and e+erging estern )alues ofinde'enden(eA -'. 129/. C%en -2009/ de)elo'ed a (ounseling t%eor! to addresst%ese inter'ersonal and 's!(%ologi(al disturban(es t%at o((ur in indi)iduals inaian. s indi)iduals struggle to resol)e t%e traditional )ersus t%e +odern, C%ensuggested t%at (ounselors (ould %el' (lients to ad=ust %o t%e! resol)e t%e (onEi(tbased on t%e t!'e of situation t%e! are in at t%e +o+ent. Oe also suggested t%atin(or'orating t%e (ultureNs )alue on fa+il! (an be %el'ful to resol)e +arital (onEi(tb! as$ing t%e +ost aut%oritati)e +e+ber in t%e fa+il! to ser)e t%e role of +ediatorto resol)e t%e dis(ord. Binall!, t%ere are (ertain as'e(ts in)ol)ed in t%e globalization'ro(ess itself su(% as in(reased +obilit! %i(% also (an aMe(t t%e t!'es of 'roble+sindi)iduals in t%e lo(al (o++unit! +a! 'resent in (ounseling. s e(ono+i( for(ess%ift t%e de+and of labor to diMerent global en)iron+ents, t%e rate of adult+igration (ontinues to gro in (ountries it% li+ited lo(al e+'lo!+ent o'tions-Pottinger, tair, &ron, 2008/. %is +igration of one or bot% 'arents (an aMe(tbot% t%ose +e+bers %o +igrate and t%ose fa+il! +e+bers %o are left be%ind(reating s'e(ial needs. Pottinger et al. -2008/ noted t%at t%is +igrator! se'arationis (o++on in t%e Caribbean, and (%ildren often need attention fro+ (ounselors to%el' ad=ust to t%e loss of t%eir 'arents. %e! also re(o++ended (ounselors ta$e a

's!(%oedu(ational role %en %el'ing Caribbean fa+ilies aMe(ted b! t%is situation.%e global trans+ission of estern ideas of +ental %ealt% (an (%ange t%e a!international (o++unities (on(e'tualize and e*'erien(e t%eir on +ental %ealt%,and t%e trans+ission of estern )alues into a (ulture (an (reate internal's!(%ologi(al (onEi(t. %e e(ono+i( for(es of globalization (an reDuire fa+ilies tobe se'arated a(ross (ontinents (reating s%ifts in roles and ad=ust+ent issues for(%ildren. Hnderstanding %o t%e s'e(i( a!s in %i(% globalization i+'a(ts+ental %ealt% (on(e'tualizations and t%ose indi)iduals and fa+ilies re(ei)ing t%eseser)i(es is )itall! i+'ortant in order to better (reate international +odels of +ental%ealt% (ounseling ser)i(es. Co++oditization of a #elations%i' %e )alue ofindi)idualis+ is not t%e onl! estern (on(e't s'reading t%roug%out t%e globe t%at

ill %a)e an i+'a(t on t%e (ounseling eld. Ca'italis+ also is t%e dri)ing e(ono+i(for(e of globalization, %i(% (reates an in%erent di(%oto+! of 'ubli( and 'ri)ates'%eres -($er, 2004/. Be+inist s(%olars %a)e (riti(ized %o t%e global e(ono+!de)alues t%is 'ri)ate and infor+al se(tor and o)er)alues 'rodu(tion and 'rot-($er, 2004 ?ies, 1994/. It is i+'ortant to (onsider %o t%is fa(tor inEuen(es t%e(ounseling eld and indi)iduals re(ei)ing (ounseling internationall!. Counseling atits )er! nature is an inti+ate e*(%ange s%aring >se(retsA be%ind (losed doors,%el'ing it% 'roble+s of lifeNs +ost 'ri)ate to'i(s of lo)e, se*, loss and deat%. It is a


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(ore '%iloso'%i(al (ounseling )alue t%at t%e >relations%i'A is t%e )ital as'e(t of t%e'ro(ess. %roug% t%is relations%i' (ounselors %o'e to %el' (lients gro, %eal, fulll'otential, learn to (o'e or +a$e ot%er 'ositi)e (%anges. Bor +an! (ultures t%e ideaof dis(ussing t%ese to'i(s outside of t%e fa+il! is (ounterintuiti)e sin(e t%eseinti+ate e*(%anges are traditionall! addressed in t%e relations%i's of t%e fa+il! and

t%e 'ri)ate s'%ere of t%eir li)es. Ooe)er, (ounselors do not onl! suggest 'eo'les%ould bring t%ese 'roble+s out of t%e bedroo+ and ot%er 'ri)ate s'a(es, t%e! alsoas$ t%at (lients 'a! to do so. In t%e H.. t%is in%erentl! 'ri)ate (onne(tion %as beentransfor+ed into a 'ubli( (o++odit!. ue and ue -2003/ noted t%at >+ental %ealt%'ra(ti(e %as been des(ribed %e Professional Counselor: #esear(% and Pra(ti(e Lol.2, Issue 2 119 as a %ite +iddle(lass a(ti)it! t%at often fails to re(ognize t%ee(ono+i( i+'li(ations in t%e deli)er! of +ental %ealt% ser)i(esA -'. 97/. %ile t%e(ounseling relations%i' (an be )er! 'oerful and a (atal!st for (%ange, t%e aut%orsare aare of and res'e(t t%e (ounterintuiti)e as'e(ts of t%e (o++oditization of t%isrelations%i'. In line it% t%e estern (a'italisti( fra+eor$ it +a$es sense to(%arge for t%e ser)i(es and ti+e 'ro)ided, and see+s natural to translate t%eseinti+ate e*(%anges into inti+ate e(ono+ies. Ooe)er, as t%e aut%ors ree*a+inet%is '%eno+enon under t%e lens of globalization, t%e! belie)e (ounselors s%ould bear! of t%is as'e(t as t%e (ounseling 'rofession de)elo's in (o++unities %ere(a'italis+ is not t%e do+inant orld )ie and %ere t%e 'ri)ate se(tor of t%e %o+eand fa+il! are +ore )alued. ot onl! (ould t%ese e(ono+i( e*(%anges aMe(t %ot%e (ounseling relations%i' is )ieed and e*'erien(ed, but also %o (ounseling isa((essed. In t%e folloing se(tion e ill furt%er address t%e a((ess and stru(turalli+itations of (ounseling. ((ess and tru(tural "i+itations (%olars %a)e re'ortedt%e fa(t t%at indi)iduals fro+ (ulturall! di)erse ba($grounds are not as li$el! to see$(ounseling and %en (ounseling is used, t%ese (lients tend to ter+inate +orera'idl! -t$inson, 2004 ue ue, 2003/. t$inson outlined +an! reasons for t%eunderutilization of ser)i(es and dis(ussed (ultural +istrust, so(ial stig+a asso(iated

it% +ental illness or (ounseling see$ing be%a)ior, t%e (ounseling 'ro(ess alltoget%er, and li+ited a((ess -t$inson, 2004/. Counselors are in(reasingl! aare of%o ineDuit!, dis(ri+ination and o''ression ad)ersel! aMe(t t%e li)es of (lients, and%o t%ese in=usti(es (an be s!ste+i(all! 'er'etuated b! ell+eaning indi)iduals in'ri)ileged grou's -rredondo Perez, 2003 Cret%ar, orres#i)era, as%, 2008/.?an! so(ial =usti(e and ad)o(a(! eMorts (ontinue to g%t on t%e lo(al, state, andfederal le)el for ser)i(es to be +ore a((essible for all. t$inson -2004/ re'orted t%at+an! loin(o+e et%ni( +inorities +ust rel! on 'ubli( and non'rot +ental %ealt%ser)i(es sin(e t%e! often do not %a)e insuran(e t%at (o)ers t%ese t!'es of ser)i(es.tru(tural barriers su(% as trans'ortation, %ours of o'eration, and (%ild (are, as ellas e+otional barriers su(% as fears about being =udged also (an (reate li+itations

for 'eo'le it% feer resour(es to a((ess (ounseling -nderson et al., 2006/.o'ore$ -2009/ noted t%at t%ere is a %istor! of inadeDuate ser)i(e for +arginalized'o'ulations and, >o''ression, dis(ri+ination, ineDuitable 'oli(ies, and la($ of a((essand resour(es (reate en)iron+ental barriers t%at 'er+eate +ental %ealt% and ellbeingA -'.12/. &! ignoring t%ese stru(tural barriers and a)oiding ad)o(ating for(%ange in t%ese greater s!ste+i( arenas, (ounselors end u' (olluding it% t%eo''ressi)e s!ste+ -o'ore$/. Gi)en t%ese li+itations are 'resent in t%e H.., t%e(on(e'ts of a((ess and aMordabilit! are e*tre+el! i+'ortant %en dis(ussing


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(ounseling in international s'a(es as ell. e (aution t%at ser)i(es oMered it%outissues of a((ess ta$en into a((ount +a! lea)e t%ose 'eo'le it% t%e greatest needit%out ser)i(es. If (ounseling is stru(turall! establis%ed internationall! it% asi+ilar e(ono+i( +odel, and if t%ere is li+ited stru(tural su''ort for 'ubli(s'onsored 'rogra+s, t%en e ris$ 'ro)iding ser)i(es onl! to t%ose it% t%e +ost

+eans. s ad)o(a(! eMorts are attended to in t%e H.., (ounselors ill need toattend to si+ilar s!ste+i( barriers internationall! as ell, b! addressing so(ial andso(ioe(ono+i( fa(tors t%at +a! (reate li+itations. %ile (onsidering t%esestru(tural li+itations for (lients, it also ill be i+'ortant to (onsider %o (ounselorsare 'aid for t%eir ser)i(es if (ounseling is to gro as a 'rofession in international(o++unities. %ile t%e H.. relies on 'ri)ate 'a!, insuran(e, go)ern+ental and'ri)ate non'rot agen(ies, and sliding s(ales, for (ountries t%at do not %a)e a+anaged (are s!ste+, (ounselors +a! need to ad)o(ate for t%eir role to be addedto as an o;(ial =ob 'osition in t%eir )o(ational s!ste+. I+'li(ations for t%eCounseling Bield Gi)en t%e 'otential i+'a(t globalization (an %a)e on t%e(ounseling eld and t%e international (o++unities (ounselors ill ser)e, ane*'ansion of t%e +ulti(ultural (o+'eten(ies t%at in(lude an international or +oreglobal 'ers'e(ti)e of (ounseling is needed -C%ung, 2005/. ue and ue -2003/en(ouraged (ounselors to broaden t%eir understanding of +ulti(ultural (ounseling+et%ods of treat+ent to in(lude infor+al or natural s!ste+s of su''ort, alternati)e%ealing %e Professional Counselor: #esear(% and Pra(ti(e L ol.2, Issue 2 120+et%ods, and (ulturall! s'e(i( s!ste+s of %el'ing. ue and ue suggested >es%ould a(ti)el! tr! to nd out %! t%e! +a! or$ better t%an estern for+s of(ounseling and 's!(%ot%era'!A -'. 44/. In order for (ounselors to understandnatural for+s of %el'ing in (ountries %ere for+al >(ounselingA +a! not bea)ailable, s'ea$ing to and gat%ering infor+ation fro+ indi)iduals fro+ ot%er(ountries is i+'erati)e. C%ung -2005/ addressees a +ore global 'ers'e(ti)e of(ounseling and stated t%at being +ulti(ulturall! (o+'etent is an essential starting

'oint for being an eMe(ti)e (ounselor on a global or international s(ale. C%ung-2005/ dis(ussed t%at (ounselors need to $ee' (urrent of (ultural issues t%at are notestern based and a($noledged t%at (ounselors need to be +ore aare of t%ei+'a(ts of globalization. raining Counselors Paredes et al. -2008/ suggested t%at(ounselor edu(ation 'rogra+s ad+it +ore international students in order to traint%e+ as (ounselors %o ill in turn ta$e t%eir infor+ation ba($ to t%eir (ountries oforigin and 'ro)ide ser)i(es to indi)iduals, start 'rogra+s and ser)i(e initiati)es andedu(ate ot%ers. Ooe)er, t%e a! in %i(% e train (ounselors, %et%erinternational or not, s%ould in(lude global 'ers'e(ti)es and t%e a!s in %i(%globalization i+'a(ts indi)iduals and (o++unities. Courses t%at e*a+ine t%e role of'ri)ilege and o''ression s%ould not onl! e*a+ine %o t%ese issues i+'a(t 'eo'le

it%in H.. borders, but t%e inter(onne(tion of global s!ste+s as ell. %e so(ial=usti(e lens s%ould be idened to in(lude 'ers'e(ti)es on global ad)o(a(! t%atin(ludes aareness of %o (%oi(es 'eo'le +a$e in t%e H.. i+'a(ts ot%erindi)iduals a(ross t%e orld. International (ounselor edu(ation 'rogra+s also needto be addressed. %e need for adeDuate graduate training 'rogra+s in (ounseling isgreat. %e nu+ber of s(%ools around t%e orld t%at for+all! tea(% (ounseling isDui($l! groing -"o, 2009/. Jne 'otential a! to +eet t%e need for trained ser)i(e'ro)iders ould be to (reate a tiered s!ste+ of training. Oin$le and Oenderson


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-2007/ t%roug% &CCI %a)e de)elo'ed a (urri(ulu+ for a ?ental Oealt% Ba(ilitator'rogra+ t%at sends trainers to international (o++unities, %ere t%ere is little to no+ental %ealt% ser)i(es, to train lo(al 'eo'le on t%e basi( %el'ing s$ills and %o tore(ognize +ental %ealt% issues -?(Grat%, 2009 &CC, n.d./. Bor for+al (ounseling'rogra+s t%roug%out t%e orld, regulation is i+'ortant to i+'le+ent to ensure

adeDuate training. tair -2010/, %o 'resented at t%e +eri(an Counselorsso(iationNs -C/ national (onferen(e on t%e to'i( of (ounseling in a+ai(a,dis(ussed %o t%ere ere no regulations or a((reditation reDuire+ents for(ounselor training 'rogra+s in %er %o+e (ountr!. %e outlined t%is )oid of aregulating bod! left (lients un'rote(ted fro+ 'seudo'rofessionals (lai+ing to be(ounselors it%out %olding (redentials. %e leaders of t%e a+ai(a sso(iation forGuidan(e Counsellors and du(ation -GC/ as$ed &CCI to 'artner it% t%e(ounseling organization in order to or$ toards de)elo'ing su(% (redentials andet%i(al standards -. (%eiger, 'ersonal (o++uni(ation, ?a! 4, 2012/. %eir(ollaboration is es'e(iall! geared toards t%e s(%ool (ounselors in a+ai(a. tairindi(ated t%at as (ounselor edu(ation 'rogra+s de)elo' internationall!, it is )ital to+eet t%e +ental %ealt% needs of a +ore globall! (onne(ted 'o'ulation %ile(onsidering t%e (ulture and s'a(e in %i(% t%e! ill be edu(ating and ser)ing. Bore*a+'le, s%e s'e(i(all! addressed %o t%e issue of boundaries and dualrelations%i's s%ould be (onsidered diMerentl! in a+ai(a (onsidering t%e(olle(ti)isti( (ulture and t%e s+all s'a(es of t%e (ountr!. (%eiger stated t%at inorder to be sensiti)e to (ultural diMeren(es, H.. (ounselors %o (ollaborate it%GC leaders as$ Duestions as to %at t%e! need so t%at de(isions (an be +ade asto %at t%e standards ill be s'e(i(all! for a+ai(a, rat%er t%an estern(ounselors telling a+ai(a %at t%e! s%ould be. Buture #esear(% @ire(tions +etaanal!sis of a to' (ounseling =ournal re)ealed a deart% of arti(le sub+issions oninternational or global to'i(s -Cro($ett, &!rd, rford, Oa!s, 2010/. Gi)en %o t%e'ro(ess of globalization (an i+'a(t t%e in(or'oration of (ounseling into a ne

(ultural (o++unit!, t%e need to add international )oi(es in t%e eld is (lear.Paredes et al. -2008/ suggested t%at international students +a! be a )aluableresour(e to gain t%ese 'ers'e(ti)es for (ounselor edu(ation 'rogra+s. #esear(% isneeded t%at assesses (urrent %el'ing +et%ods of t%e (ountr!, stru(tural barriers, asell as s'e(i( +odels or t%eories t%at +a! be best ada'ted to t%e )alues of t%e(ulture. International 'ers'e(ti)es also (ould re)eal %e Professional Counselor:#esear(% and Pra(ti(e L ol.2, Issue 2 121 'otential stig+as, +isunderstandings, orreser)ations t%at indi)iduals in an! (ulture +a! %a)e about (ounseling. It ould bei+'ortant to %ig%lig%t an! dis(re'an(ies beteen t%e (ounseling '%iloso'%! and t%e(ulture t%at t%at +a! 're)ent indi)iduals fro+ utilizing t%e ser)i(es. Con(lusion st%e 'ro(ess of globalization %as i+'a(ted t%e orld e(ono+i(all!, 'oliti(all!,

(ulturall!, and so(iall!, it is i+'ortant to +aintain t%e global 'ers'e(ti)e %ene*a+ining t%e (ounseling eld as ell. g and oonan -2012/ suggested se)eralareas in %i(% (ounselors s%ould attend to %en (onsidering t%einternationalization of (ounseling. %e! noted international (ollaborations a(rosselds, agen(ies, and (ountries regarding training and ser)i(es s%ould be eDual'artners%i's. Gi)en t%is guideline, %en (ountries see$ (onsultation fro+ outside(ounselors, t%ese foreign (ounselors s%ould learn %at s!ste+s are (urrentl! in'la(e in t%at (ountr! as far as national (ounseling organizations or ot%er


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nongo)ern+ental organizations -GJs/ t%at are (urrentl! 'ro)iding ser)i(es for t%e(ountr!Ns (itizens. %ese organizations (an 'ro)ide insig%t into t%e +ental %ealt%issues of +ost (on(ern in t%eir (ountr! as ell as be 'otential 'la(es for (ounselingser)i(e deli)er!. not%er e*a+'le of t%is t!'e of (ollaboration ould beinternational interns%i's or training o''ortunities. s a s'e(i( e*a+'le, one of t%e

aut%ors 'arti(i'ated in an institute for %i(% 12 (ounselors t%roug% &CCI erein)ited to &%utan in order to (ollaborate it% s(%ools, a 's!(%iatri( %os'ital, ao+enNs (enter, uni)ersit! (ounseling (enters, and substan(e abuse ser)i(e'ro)iders. @uring t%is (ollaboration, t%e H. . (ounselors s%ared infor+ation on+ental %ealt% issues su(% as substan(e abuse and do+esti( )iolen(e, (ounselings$ills, and (ounseling 'rogra+s, !et t%e de(isions on %o s'e(i(all! to i+'le+ent'rogra+s in t%eir (ulture re+ains in t%e %ands of t%e &%utanese (ounseling leaders.%e (ounselors also s'ent ti+e learning t%e go)ern+entNs +ental %ealt% 'ro)iders!ste+ and ot%er GJNs t%at ere interested in (ollaborating on %o to 'ro)iding(ounseling ser)i(es. tarting Ball 2012, (ounselors fro+ t%e H.. ill return for ase+ester at a ti+e to (ontinue t%is 'artners%i'. g and oonan -2012/ alsore(o++ended t%e t%eoreti(al foundation of (ounseling s%ould %a)e a globalfra+eor$ t%at a((ounts for (ulture and is broadened to a)oid i+'le+enting>(ultures'e(i( +ental %ealt% inter)ention +odelsA -'. 11/. s s(%olars %a)ebe(o+e +ore +indful of our esternbased 'ra(ti(es and %o t%e! %a)e a'otential global i+'a(t, t%e aut%ors belie)e (ounselors %a)e t%e res'onsibilit! tonot onl! be Ee*ible enoug% to (%allenge 'ersonal assu+'tions, but +aintain aillingness to learn and ada't fro+ t%eir international neig%bors. s (ounselors alsobe(o+e +ore aare of t%e stru(tural i+'a(t of +arginalized 'o'ulations and (allout for a so(ial =usti(e and ad)o(a(! 'ers'e(ti)e, t%e! %a)e t%e obligation to ident%eir lens to in(lude not onl! t%e s!ste+s of our (o++unit!, but to t%e (onne(tedorld as a %ole. #eferen(es debi+'e, . #. -1981/. J)er)ie: %ite nor+s and's!(%iatri( diagnosis of &la($ 'atients. +eri(an ournal of Ps!(%iatr!, 138, 279

285. ($er, . -2004/. Gender, (a'italis+, and globalization. Criti(al o(iolog!, 30,1742. nderson, C. ?., #obins, C. ., Greeno, C. G., Ca%alane, O., Co'eland, . C., ndres, #. ?. -2006/. %! loer in(o+e +ot%ers do not engage it% t%e for+al+ental %ealt% (are s!ste+: Per(ei)ed barriers to (are. Sualitati)e Oealt% #esear(%,16, 926943. @JI: 10.1177


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What Is A Guidance Counselor?

A guidance counselor is an indispensable part of any school administration in the

elementary, middle school and high school levels. They are advocates in the students'

whole being because they administer guidance of both their personal and school life.

A counselor is usually licensed in their respective states and has a Master's degree in

Arts, Science or Education. They have advance training in Psychology and Sociology to

better assess the students' lives. They study different counseling techniues to

address different needs.

Job Duties

!uidance "ounselors ma#e freuent assessments of the students' performance and

progress. This enables them to gauge their individual reuirements. $igh school

counselors are often consulting with students regarding their future career path. So

their role is a vital part of shaping the individuality of the children. %ob duties vary

depending on the education level they are in. !enerally, they are student advocates.

Common Student Problems

&hat are the common problems school guidance counselors come across (t can

sometimes be frustrating for counselors to do their )ob. The )ob reuires e*ceptional

communication s#ills to be able to communicate with even the most difficult students

and their parents. (f a counselor does it right, they can serve as a secondary parent

whom students can trust and confide in.

Common Elementary School Problems

An elementary school student is fun and challenging to wor# with. They are in the

time of their lives that they start to become imaginative, self+reliant and free

spirited. isciplining them becomes a challenge because this is when they have new

e*periences and opportunities.

Bullying

-ehaving socially is relatively new to children in elementary level. ne of the

common problems school guidance counselors come across in elementary is bullying.

Elementary level is where #ids e*plore new grounds and meet new people with


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different characteristics. /esearch shows nine out of ten elementary students have

e*perienced being bullied by their classmates and peers. Si* out of ten showed that

they have participated on some bullying themselves.

A guidance counselor plays a big role in these matters. (f someone is being bullied, acounselor will help the child cope with it by giving strategies and ideas. (t will ma#e

the child feel less alone and eradicate the fear of going to school. The counselor will

also converse with the one bullying and assess the reason for the child's behavior.

Common High School Problems

The common problems school guidance counselors come across in $igh School are

more comple* because this is the transition into adulthood. They are beginning to

search for their independence and peer pressure is very powerful in influencing theirdecisions. Aside from creating a foreground to a student's future career, a counselor is

their guide to ma#ing sound decisions in their academic, social and individual lives.

Relationship with family and Parents

$ome issues are common problems of $igh school students that counselors regularly

address. The student may be undergoing the divorce of parents or the lac# of time

they spend with them. More often than not, their stress come from their time spent

at home than in school. Some teens also have a hard time tal#ing to their parentsregarding personal matters li#e peer pressure and se*, so they need an unbiased

opinion of an adult from time to time.

Substance Abuse

As peer pressure is most powerful during $igh School, it is also a common problem

that adolescents are pressured into drin#ing alcohol or trying drugs in order to get

their peers' approval. A counselor is an advocate in raising awareness of these abusive

substances to the students. They develop programs to educate students on the ris#sand health ha0ards of substance abuse.

Decisions about major, career, or just higher education in general

1astly, a high school counselor will give ideas and prospect for secondary school

students regarding their decisions after high school. This is a common problem for this


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level. Some individuals are unsure of what they want to do with their lives after

graduating. A counselor will give details and information about their individual s#ills

and academic performances.

Compilation on Guidance and Counseling

Documents

Transcript of Compilation on Guidance and Counseling