SCHOOL GUIDANCE COUNSELOR

ETHICS AND REGULATIONS OF CYBER-COUNSELLING. ERIC DIGEST Rosemarie S. Hudges

WHAT ARE CRITICAL ISSUES IN CYBERCOUNSELLING?

 

1.       Truth in advertising

2.       Confidentiality and privileged communication

3.       Duty to warn

4.       Competence

5.       Dual relationships

6.       How does a counselee know that the assigned homework or specific directions or specific directions are valid for the type of problem presented?

7.       Some cyber counselors may do inadequate pre-screening of potential counselees.

8.       There may be lack of cybercounselors knowledge of the circumstances or culture of the client.

9.       The anonymity of the counselee may be problematic for the cybercounselor.

10.   Fee structures vary

11.   Is the counselee actually receiving advice from the person who is on the web page? In the text counseling how does one verify this?

Chapter 6: CURRENT TRENDS AND ISSUES IN GUIDANCE AND COUNSELLING

We have learnedfrom this chapter that the  three main issues among the issues a school counseling profession is facing are:

 Professional titles- where counselors wanted to be seen as professionals in a large system in professional world. Evaluation- where counselors performance with the different workloads are difficult undertaking. Prevention versus Remediation- just like the saying "prevention is better than cure", so counselors do some interactions to students before crisis occured.

We also learned that the following were some of many difficulties students might be involved:

 1. Gangs- participating in troublesome activities
2. Dropouts- termination in the school
3. Teen Pregnancy- early pregnancy
4. Substance Abuse- engaging on drugs, alcohol and other chemicals
5. School Violence- teasing and bullying in the school
6. Diversity- acceptance of all races, sexes, ages, etc.
7. Child abuse- minors are being abuse by others especially older people.
8. Terrorism

Multiculturalism has been defined as a wide range of multiple groups without grading,
comparing or ranking them as better or worse than one another.

The four dimensions of cultures are:
1. Power distance
2. Uncertainty avoidance
3. Individualism
4. Masculinity/ Femininity

The Multicultural Awareness Continuum- designed to illustrate the areas of awareness

through which a counselor must go in the process of counseling a cultural different people.

There are some multicultural awareness, this are the self-awareness, awareness of one's own culture, awareness of racism, sexism, and poverty, awareness of individual differences, awareness of other cultures,  awareness of diversity and the skills or techniques.

Self awareness is self- understanding about oneself before giving actions to others. Awareness of one's own culture is considering your own behaviors, actions and understanding about yourself. Awareness of racism, sexism, and poverty  are aspects of a culture that must be understood from the perspective of how ane views their effect both upon oneslf and upon others. Awareness of individual differences is being aware of individual differences and come to believe in the uniqueness of the individual before movingnto the level of awreness of othe culture. Awareness of other cultures is being sensitive to words which are unique to a particular culture as well as body language and other non verbal behaviors to which cultural significance is attached. Awareness of diversity is the  old world practices were altered, discarded, or maintained within the context of the new culture and lastly, the skills or  techniques which is implementing what has been learned about working with culturally different groups and add specific techniques to acquire counseling skills.

Chapter 5: OBJECTIVES OF GUIDANCE SERVICES

 To organize a fully functional counseling and testing center that would cater to the students and other members of the institution.
 To promote the services of the Guidance Center to the students, faculty members and employees of the institution.
 To establish a “catharsis center” where students, parents and faculty can pour their feelings in full confidentiality.
 To provide opportunities for the students to enrich their social lives through the development of ski8lls in interpersonal relationship, with the end in view of helping facilitates the maximum of their academic potentials.

Chapter 5: GUIDANCE SERVICES

 COUNSELING SERVICES

- Designed to facilitate self-understanding and development through dyadic or small group services.

- Considered as the “heart and soul” of the guidance program.


Different approaches, skills and theories are implemented by counselors because people and situations are different. Sometimes one or the other is the best and sometimes the combination of techniques produces the most benefit. These counseling services are the following:

 Individual counseling
 Group counseling
 Family counseling
 Counseling special cases
 TESTING/ASSESSMENT SERVICES

- Designed to collect, analyze and use a variety of objective and subjective personal, psychological and social data about each pupil.

- Its purpose is to help the individual to better understand herself.


- In many educational institutions as well as employment offices, tests are probably the most widely used specialized techniques in guidance. Tests will be useful as a guidance tool if combined with appropriate planning for individual development. Test provides “information in meaningful terms through quantitative description.”


These services cove the administration, scoring, interpreting and evaluating results of selected tests such as:

 Admission tests
 Intelligence tests
 Individual Intelligence tests
 Group Intelligence tests
 Aptitude tests
 Interest tests
 Personality tests
 Projective tests
 Special tests

INFORMATION SERVICE

- Designed to provide accurate and current information in order that the students may make an intelligence choice of an educational program, an occupation, or a social activity.

- Orientation and Information Service consists of accumulation and dissemination of information about the different guidance activities, vocational opportunities and educational information for better adjustment and personal growth.

 STUDENT INVENTORY RECORD

- This is a continuous process of accumulating, recording and utilizing information on each student for guidance and counseling purposes and for obtaining a complete picture of the individual.


 TRAINING/SEMINAR/FORUM- There are programs designed to help students discover their innate ability and talents as well as develop their emotional intelligence.

Symposium and Forum are organized as information to tackle important life issues like Love, Dating and Marriage; Natural Family Planning; Abortion and Contraceptive Methods; Gender Issues and other relevant topics affecting life of a person.


 PLACEMENT AND CAREER SERVICES
- The school assist the student in selecting and utilizing opportunities with the school and in the outside labor market. Counselors assist students in making appropriate choices of courses of study and in making transitions from one school level to another, one school to another, and from school to employment.

Placement hereby involves pupil assessment, informational services and counseling assistance appropriate to the pupil’s choices of school subjects, co-curricular activities, and employment.

Follow-up is concerned with the development of a systematic plan for maintaining contact with the former students.


 RESEARCH SERVICES


 CAREER AND LIFE PLANNING

- Package of activities designed to develop skills in self-exploration, values clarification, career planning, decision making and life goal setting.


 FRESHMEN ENHANCEMENT PROGRAM- Package of activities for freshmen designed to facilitate adjustment into college life, enhance self-awareness and understanding and develop the basic skills in coping effectively with rigors of academic life.


 REFERRAL
- Special cases, which require service beyond the scope of guidance and counseling program, are referred to other agencies.


 LINKAGES- The Guidance and Counseling Program also carry out collaborative activities with school and community-based organizations.

 EXTENSION SERVICES- Guidance staff functions and responsibilities go beyond the students. They extend themselves by helping others through training, seminars/workshops, or conduct research as they are often invited in occasion needing their skills and knowledge. In most instances, their render their services for free.

 PEER FACILITATION
- Peer facilitators are trained to help the staff in the delivery of the guidance services, as well as extension services.

Chapter 4: GUIDANCE PERSONNEL (ROLES AND FUNCTIONS) PART 1

The Guidance Director is responsible to meet with parents about
their children's concerns, meets with students, establishes and maintains
mutually beneficial relationships with staff, attends national and regional
conferences, prepares reports and yearly budget plan and provides counseling
to students advisers.

The Guidance Counselor assists and talks to students, people with
personal, family, educational, mental health and career decisions and problems;
listens to problems, and helps students to become problem-solvers on their own.

Counseling in schools includes the following services:
• Individual Counseling
• Group Counseling
• Student Appraisal
• Referral
• Consultation
• Coordination

The qualities and behaviors as well as the important part of the counseling
process for students are as follows:
• Intellectual Competence
• Energy
• Flexibility
• Support
• Good Will

The advantages of school counseling are:
• get to touch the life of the students
• able to reach out and help someone solve problem;
for the students to grow emotionally and be ready for more challenging life events
• have the opportunity to work with a variety of professionals

The disadvantages of school counseling are:
• both emotionally and physically draining
• can cause stress
• listening to the problems with no solutions

Psychometrician is someone develops test, while the one who conducts testing is called a psychbometrist.

A psychometrician identifies and selects tests, setting the schedule of testing services,
provides counselors with the result of the tests, encodes and makes summaries of test result,
prepares testing materials and keeps test materials and tests results.

A Researcher designs, collects, manages, analyze information, and formulates and
conducts research projects..

Guidance Secretary makes appointments, puts files in order, writes letters and anwser
the phone, makes travel plans, and makes sure that the information that leaves the office is right.

Chapter 4: GUIDANCE AND PERSONEL (ROLES AND FUNCTIONS) PART 2

AUXILIARY PERSONNEL
PSYCHOLOGIST-Study of human mind and human behavior.

CLINICAL PSYCHOLOGIST- The most popular area of specialization.
- Often work in health and social care settings as part of a multidisciplinary team.

CLINICAL PSYCHOLOGISTS
work w/ people of all ages who experience mental or physical health problems.
 Anxiety and depression;
 Serious and enduring mental illness;
 Adjustment to physical illness;
 Neurological disorders;
 Addictive behaviors;
 Eating disorders;
 Personal and family relationship problems;
 Learning disabilities.

COUNSELING PSYCHOLOGIST- Assess and evaluate individuals’ problems through the use of case history.

TYPICAL DUTIES OF COUNSELING PSYCHOLOGISTS
 Select, administer and interpret psychological tests.
 Consultation
 Referral
 Conducting of research
 Guide clients
 Analyze data
 Collect information
 Counseling individuals

SCHOOL PSYCHOLOGIST- Will work with students, parents and teachers to promote academic, emotional and behavioral success.

DEVELOPMENTAL PSYCHOLOGIST- Explore the influence of the environment vs. genes, a comparison often referred to as nature vs. nurture.

PSYCHIATRIST- primary caregivers in the area of mental health.

SOCIAL WORKER
- works w/ people who have been socially excluded or who are experience crisis.
Over 50% of social workers work w/ young people and their. They may also work w/ the following groups:
 young offenders;
 people w/ mental heath problems;
 school non-attenders;
 drug and school abusers;
 people with learning and physical disabilities;
 the elderly.