Development Guidance For A School Or A Community Agency Research Paper

Length: 6 pages Sources: 6 Subject: Teaching Type: Research Paper Paper: #67883423 Related Topics: Professional Development, School Counselor, Professional Development Plan, Adult Development
Excerpt from Research Paper :

¶ … Guidance and Counseling Program for a school or a community Agency

Comprehensive School Counseling Program Guide of the - Public School

Guidance and counseling has been included as a professional course by the Higher Education Commission document publicized in 2010. The teachers must have a basic know how about the school guidance and counseling techniques in order to tackle the personal and social issues which students face within the classroom as per Higher Education Commission (2012). Comprehensive School Counseling Program Guide of the - Public School is a brief explanation of design, application and assessment of SPS school counseling program (Dahir, 2009).

Objectives of the model:

The basic aims of this model are as follows:

Outlining school counseling and transitioning of conventional practice into transformed practice (Dahir, 2009).

Comprehending the different roles the guidance and counseling system entails for backing the students in their future goals and social challenges

This model will also facilitate the student's listening skills, work with them, help them in reaching a solution, assist them on number of solutions to a given problem, make correct decisions and take suitable social choices (Higher Education Commission, 2012).

This model will facilitate provision of counseling and guidance demands of students

It will promote the mutual respect of personal strengths and weaknesses as cultural and social diversity can bring students closer and develop strong bonds

It will facilitate the students to attain and plan their educational objectives whilst contemplating personal career opportunities

It will also facilitate coordination and consultation services for parents, teachers and administrators

It guarantees the availability of guidance and counseling to each and every student. It will also facilitate preventive, developmental as well as reactive services (Nova Scotia Education, 2007).

A Mission Statement:

The model's mission statement is to' develop a platform which ensures fulfillment of core student needs with respect to counseling and guidance by instituting appropriate understanding whilst make students capable enough to tackle social educational and personal challenges themselves'.

Apart from that, it will entail career, academic, social and personal development in itself. The model covers the entire school faculty such as teachers, administrators, counselors, consultation, parents / guardians. It will furnish the regional and administrative backing for the program (New Nouveau Brunswick,2002).

The model will express the competencies of students from K. To 12 grades, whilst incorporating the curricular activities to assist students to attain those aims. Professional level personnel will be sought help from and their job description will be defined with resources (monetary, manpower and political), materials all available at their disposal to support this program. The planning will be done according to the learning curves of the students and its application will be put in effect in a sequential fashion. It's a comprehensive model which covers Counseling, Follow up, Referral, Grade placement, Assessment, Consultation and Information.

The program will schedule activities to fulfill the expanding needs of students in schools to work on their study skills whilst boosting their business potential and attain individuality. Apart from that, the program will also assist in stimulating a concept about desirable behavior and values. The students will grow into mature adults by drawing out vocational plans, social and family relationships (Oluremi, 2013).

Philosophy of the Model:

The core aim of the this model is to serve all kinds of students equally at an educational level and assist them in working well with groups as that inculcates and expands student's individuality whilst helping the students in social, personal, career and educational growth. It ensures remedial services as well as development and preventive services.

It equips the parents, students, community and administration with coordination and consultation services to work with students (New Nouveau Brunswick, 2002 ). In entirety, the counseling program and comprehensive developmental guidance programs aren't a complimentary service rather a fundamental constituent of the educational program (South Carolina Guidance and Counseling Writing Team, 1999). The school counseling program is autonomous and necessary constituent of the school program. But, it will be worked upon constantly to improve and refine...

...

Learning is a process which extends to an entire lifetime. Developing a fine self-image of an individual is the joint task of community, home and school which develops a model citizen. This model specifically states that the all kinds of students must be dealt with properly according to their needs on an educational level with the usage of counseling and guidance program. A student requires certain personal and social skills to reap the maximum benefits of an educational program. Hence, proper guidance along with a counseling program gives great rewards to students from different backgrounds by tapping into their social, intellectual, psychological and emotional needs (Rex, 1999).

Program Design

However, the process mentioned is a bit recurring, the school community will determine the features of the plan they deem necessary for implementation every year. Hence, all components and domains need to be present in the dynamic process. It's important to facilitate assessment and planning time. Apart from that, it's also necessary to take comprehensive guidance and counseling program like a communal duty. The stakeholders will be present as the plan is drafted, increased involvement will be facilitated and responsibility will be on enforcing the program. For competent application, the program will be constantly monitored and assessed (Nova Scotia Education, 2007).

A plan drafted with precision and care is necessary for adjusting to the varying needs, demands and priorities of the school community. The development of a plan is a constant process which grows and builds up on preceding work. The primary aim is to make sure that program is competent, effective and sufficient with the help of continuous planning, appraisal and assessment.

Initiation of Program:

The focus of the program is primarily on guidance curriculum, system support, responsive services and individual planning.

In order to attain the fundamental objective of the guidance program in schools, a program balance will be created for channel the proper allocation of funds and resources for all components (Neeley, Scott, Barnes, Travillion, Lucas, and Rodriguez, 2004).

In case of commencement of program in the school, first a meeting with staff and administration department will be held for demonstrating the basic idea, design and the implementation process whilst predicting any extra needs along the way for instance, professional development. The teaching staff of the school would be informed of the program and will engage in active decision making process for initiating proper application. The school board staff as well as the school community would be actively involved with the application of the program as well. Before proper application, the school guidance counselor will be trained along with the school administrator. It's a given that Department of Education will be actively involved in provision of professional development opportunities for schools to administer this program (Nova Scotia Education, 2007).

Implementation of Program:

The design of the program will be developed according to the demands of the community and evaluating student's needs. This step is critical to the development of the local program process. The local program will be designed keeping the student's knowledge in view, needs of the community and keeping in view the plausible and relevant resources available for the application of the program. Useful information will be accumulated in schools and district improvement planning process. The student information will be collected for the improvement of school plan development. The counseling and guidance program consists of demographic data which focuses on categories such as language, socioeconomic scale, economic shortcomings, Mobility rate, special program, enrollment, parent's educational level, immigration pattern, homelessness, patterns, single parents and neighborhood

The student achievement data consists of scores mastery of basic elements, rate of dropout, promotions / retentions and student grades.

In case of student conduct data, discipline, involvement in extracurricular activities, attendance, follow up studies and co-curricular activities will be taken in consideration (Gysbers & Henderson, 2001).

Qualitative design and quantitative design decisions will be taken. Quantitative design will furnish the shape of the program numerically. It will show the amount of resources that are needed to be allotted to every component, content area, to amount of population served and lastly, it will incorporate counselor's time.

The qualitative design is tasked with explaining the purpose of every program aspects in particular and designs the program on a qualitative basis. Descriptive definition will be given for every component as well. The content will include aims, objectives, competencies, priorities according to each grade and populations will indicate student classification (such as developmental, intervention), adults (such as teachers, parents, administrators, other specialists). A list of components or activities will be the indicator of minimum level of service (Lapan, Gysbers, & Sun, 2011).

Measurement and Assessment of Program:

The aim of the measurement of program is a twofold task which is to examine the range till the aims have been achieved whilst facilitating the means to alter and…

Sources Used in Documents:

References

Connecticut State Department of Education (2008).Comprehensive School Counseling. Retrieved from http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/counseling.pdf

Dahir, C. (2009).Comprehensive School Counseling Program Guide. Working Document. Retrieved from http://www.sps.springfield.ma.us/webContent/Policies/Comprehensive%20School%20Counseling%20Program%20Guide%20&%20Appendix.pdf

Higher Education Commission (2012).Introduction to Guidance and Counseling. Retrieved from http://www.hec.gov.pk/InsideHEC/Divisions/AECA/CurriculumRevision/Documents/GuidanceCounseling_Sept13.pdf

Gysbers, N.C., & Henderson, P. (2001). Comprehensive Guidance and Counseling Programs: A Rich History and a Bright Future. Professional School Counseling, 4 (4), 246-259. Retrieved from http://fcett.nu.edu/sites/default/files/file_file/gysbers_history.pdf
Lapan, R.T., Gysbers, N.C., & Sun, Y. (2011).The Impact of More Fully Implemented Guidance Programs on the School Experiences of High School Students: A Statewide Evaluation Study. Journal of Counseling & Development, 75 (4), 292-302. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/j.1556-6676.1997.tb02344.x/abstract
Nova Scotia Education (2007). Comprehensive Guidance and Counseling. Retrieved from https://studentservices.ednet.ns.ca/sites/default/files/Comp%20Guidance%20and%20Couns%20Prog.pdf
Neeley, S.J., Scott, R., Barnes, S., Travillion, G., Lucas, J., & Rodriguez, V. ( 2004). A Model Comprehensive, Developmental, Guidance and Counseling Program for Texas Public Schools. Texas Education Agency. Retrieved from http://www.dpisd.org/cms/lib4/TX01001079/Centricity/Domain/152/counseling%20program-TX.pdf
New Nouveau Brunswick (2002). Implementing a Comprehensive and Developmental School Counseling Program. Retrieved from http://www.gnb.ca/0000/publications/ss/NBSchoolCounsellingREV.pdf
Oluremi, F.D. (2013). Functional guidance and counseling centre in tertiary institution. The Journal of International Social Research, 31(7), 697-705. Retrieved from http://www.sosyalarastirmalar.com/cilt7/sayi31_pdf/6egitim/oluremi.pdf
Rex, J. (1999). The South Carolina Comprehensive Developmental Guidance and Counseling Program Model. South Carolina Guidance and Counseling. Retrieved from https://ed.sc.gov/agency/programs-services/174/documents/SCCDGCPM06-23-08Final.pdf


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