Unit 14: Professional School Counselling Flashcards
Describe at least five important roles or tasks of school counsellors at the middle school level
Working with students individually and in groups
Working with teachers and administrators
Working in the community with education agencies, social services, and businesses
Partnering with parents to address unique needs of specific children
Create peer support systems
Student assessment
Evaluation of guidance services
Focusses on the child’s total development and the process of transition involved in leaving childhood and entering adolescence
Describe at least five important roles and or tasks of school counsellors at the secondary school level
Providing direct counselling services individually, in groups, and to the school as a whole
Providing educational and support services to parents
Offering consultation and in-service programs to teachers and staff
Delivering classroom guidance
Facilitating referrals to outside agencies
Networking to post secondary schools and businesses
Advising academically
The act of trying to make a situation right. The word implies that something is wrong and that it will take work to implement correction.
Remediation
It is too late for prevention, in which counsellors try to stop something before it occurs
Provide examples of prevention and remediation at the elementary school level
Prevention: counselling program strive to create a positive school environment, emphasizing the four C’s- counselling services, coordination of activities, consultation with others, and curriculum development.
Spend much time delivering classroom guidance, informing students about school-wide opportunities, distributing information, and addressing student needs.
Make themselves known and establish links with others, work with parents and the community when the children are at risk for developing either low self concepts or anti-social attitudes, preventing potential destructiveness through multiple concurrent actions where counsellors access more than one set of services within the community at a time.
Guidance activities focussed on structured learning, such as understanding oneself, decision-making, problem-solving, establishing healthy girl-boy relations, and how to get along with teachers and make friends. Also addresses conflict resolution and peer mediation in which students learn peaceful and constructive ways of settling differences and preventing violence.
Preventing bullying by addressing it through the use of peer-perform psychoeducational drama, and meeting with at risk children in individual sessions to assess how there are functioning and what interventions might be helpful to them or significant others
Remediation: helping low self-esteem children, who are at risk for failure, improve their critical school academic competencies, self-concept, communication skills, coping ability, and control.
Using active participation such as play therapy, bibliotherapy, and the use of games to establish rapport with young children and facilitate their self understanding
Provide examples at the middle school level of prevention and remediation
Using prevention approaches such as the succeeding in school approach, geared toward helping children become comfortable with themselves, their teachers, and their schools and is designed to help students focus on behaviors, attitudes, and human relation skills that lead to improved academic success.
Using the child’s preferred developmental orientation to relate better including sensorimotor, concrete, formal operations, and dialectic/systemic.
Peer mentoring where an older student is paired with a younger student and teaches the younger student to a cooperative learning arrangement
Remediation: combine remediation with a preventative approach that involve students, teachers, parents, and the community.
Eight service areas – communication service cluster, curriculum service cluster, assessment, counseling, community contact, professional growth, crisis center, career resources
Provide examples of prevention and remediation at the secondary school level
Prevention: classroom educative experiences that affect students intellectual and personal development simultaneously
Counsellors should become familiar with current popular songs to become more knowledgable about adolescent subcultures and to be better able to help teenagers cope with the typical adolescent problems.
Run groups, particularly thematic groups, which bring together students experiencing similar problems and allow counsellor to make effective use of their time and skills
Teach prevention-based curriculum offerings in classes such as anxieties about school and tests, study skills, interpersonal relationships, self-control, and career planning
Prevention for substance abuse, adolescent suicide/homicide, prevention of HIV infection/aids, and abusive relationships
Remediation: interventions for common mental disorders that manifest themselves clearly at this time such as problems centring around adjustment, behavior, anxiety, substance abuse, and eating
Interventions directly addressing the problems of divorce including individual and group counselling services
Preventing teenage parents from having a second child and keeping unwed mothers and fathers in school and increasing their success
Describe the role of school counsellors in the 21st-century. What challenges do you think they will face in implementing that role?
School counsellors roles within schools and society are both evolving and being debated. Major task will be not for sake in or abandoning rolls that are vital for the academic and environmental health of the schools they serve, but envisioning and making changes that increase their influence and service in educational settings is vital.
The education trust, a social advocacy organization has the goal of improving schools and has proposed a vision of school counselling that had counsellors engaging in change-oriented activities. School counsellors must make three major shifts:
- From service delivery for individuals, students, and their families to a focus on schoolwide concerns
- From primarily responsive service orientation to school counselling partnerships that are proactive and developmental
- From working primarily as individuals to developing professional teams or communities
Those children most likely to develop problems because of their backgrounds or present behaviours
At-risk children
Results from the comparison of oneself to others in a peer group. Basically how well individuals like what they see or how people evaluate themselves
Self-esteem
Structured surveys that focus on the systematic appraisal of the types, depths, and scope of problems in particular populations
Needs assessments
Helps school counsellors address specific problems uncovered from needs assessments that fall and four main areas: school, family relations, relationships with others, and the self
A specialized way of working with children that requires skill and training and helps counsellors establish rapport with young children and facilitate their self understanding. Children express emotions by manipulating play media such as toys
Play therapy
The use of books or media as aids to help children gain insight into their problems and find appropriate solutions.
Bibliotherapy
Children between the ages of 10 and 14 and who encompass grades 6 to 9 are often referred to as
Transescents or bubblegumers
In addition to experiencing the normal problems that exist in the family, school, and community, middle school boys and girls adjust to changes in the body, pressure from peers, demand by the school for excellence, conflicting attitudes of parents, and other problems with establishing self identity. There is little homogeneity about them, and their most common characteristic is unlikeness.
A stress situation that is foreseeable and avoidable, such as not walking in a dangerous area at night
Type A situation
A situation that is neither foreseeable nor avoidable, such as an unexpected death
Type B situation
