Liaison work with regular teachers, parents, administrators, resource room teachers, Group counselling, psycho education with parents, guidance and counselling programs in regular school

1. SCHOOL COUNSELLING
LIAISON WORK WITH REGULAR TEACHERS, PARENTS, ADMINISTRATORS,
RESOURCE ROOM TEACHERS, GROUP COUNSELLING, PSYCHO EDUCATION WITH
PARENTS, GUIDANCE AND COUNSELLING PROGRAMS IN REGULAR SCHOOL

2. REGULAR TEACHERS
 Regular teachers play vital roles in the lives of the
students in their classrooms. teachers are best known
for the role of educating the students that are
placed in their care. beyond that, teachers serve
many other roles in the classroom.
 Teaching knowledge
 Creating classroom environment
 Role modelling
 Mentoring
 Signs of trouble

3. PARENT LIAISON
A Parent Liaison is a LCPS staff member (not a volunteer) who
works to bridge the gap between home and school by helping
parents get the information and support they need to ensure their
child’s academic and social success. As a parent, you have a
private link, connection, and bridge to your child’s school.

4. Parent Liaison can connect you to important information's, available
resources, help you to make a comfortable connection with the
school, connect you to support in crisis situations (emotional,
physical, and academic) such as:-
 Contacting Teachers and Counselors
 Absentee Calls
 Kindergarten Registration
 Special Education
 Accidents
 Illness
 Food
 Family Deaths

5.  Public Library Use
 Athletic Programs
 Medial Assistance/Glasses
 Bullying
 Attendance/Tardiness
 Substance and Physical Abuse

6. ADMINISTRATOR'S
 School administrators work in every level of education.
 They may direct programming, hire and supervise staff, manage
budgets, and make decisions that affect the academic community.
 The actual specific job functions for an education administrator
will vary depending on the institution of employment.
For schools, this job is usually the role of a principal or
assistant principal. For private schools and businesses, the job
may be as a director of programs or head master.

7. Education administrator's responsibilities include:
Handling relations with parents, students, employers, and the
community.
Managing budgets and ensuring financial systems are followed.
Overseeing record-keeping programs.
Training, supervising, and motivating faculty including teachers
and auxiliary staff.

8. Working on committees including academic boards, governing
bodies and task groups.
Assisting with recruitment, public or alumni relations and
marketing activities.
Providing administrative support to an academic team of
lecturers, tutors or teachers.

9.  Organizing and facilitating a variety of educational or
social activities.
 Maintaining high levels of quality assurance, including
course evaluation and course approval procedures.
 Contributing to policy and planning.

10. Purchasing goods and equipment, as required, and
processing invoices.
 Liaising with partner institutions, other institutions,
external agencies, government departments and
prospective students.

11. RESOURCE ROOM TEACHERS
 A resource room is a separate, remedial classroom in a school
where students with educational disabilities, such as specific
learning disabilities, are given direct, specialized instruction and
academic remediation and assistance with homework and related
assignments as individuals or in groups.
 Resource rooms are learning spaces where a special education
teacher instructs and assists students identified with a disability.

12. The resource teacher is a trained specialist who works with, and
acts as a consultant to other teachers, providing materials and
methods to those who are having difficulties within the regular
classroom. Usually the resource teacher works with the mildly
handicapped population in a centralized resource room.

13.  THE ROLE OF RESOURCE ROOM TEACHERS
 Identify the student’s strengths and weaknesses.
 Involve parents in setting goals for their children.
 Design a variety of alternative teaching strategies.
 Develop a flexible time schedule that provides for learning, as
well as the physical needs of each student.

14. Prepare lessons for a child who cannot function in a regular
classroom.
Identify the physical or academic adaptations needed for the
student to function in the regular class
Participate in planning for mainstreaming activities
Determine goals for each student that are appropriate, realistic
and measurable

15. GROUP COUNSELING
Group counseling is one service that school counseling programs
responsive to students' needs can utilize. Unlike individual
counseling, group counseling consists of a few students who meet
together with their school counselor on a regular basis to deal
with specific concerns, topics, or developmental issues and to
support each other. In group counseling sessions, the counselor
supports students in the group and facilitates and leads members
through discussions and activities designed to support the group's
goals.

16. HOW ARE GROUP MEMBERS CHOSEN?
 A willingness to engage in self-improvement and reflection.
 A commitment to group progress.
 A desire to help others.
 The language and social skills to communicate effectively with
others within the group.
 Compatibility with other group members.

17. GROUP COUNSELING STAGES (TUCKMAN & JENSEN, 1977)
 Dependency: Initially, students often have little confidence and
will look to the school counselor for direction and reassurance.
 Conflict: This stage can result in volatility if the school
counselor is not aware of the group dynamics or actively
monitoring the group's direction. At this stage, students can
verbally push and shove for position or status within the group.
 Cohesion: This is the stage occurring after the dust has
settled. Students have become comfortable with their position
within the group and have accepted all others' positions as well.

18.  Interdependence: The Interdependence stage is the time when
most progress will be made by the group. This is when the most
insightful contributions are usually made and also when students
are in the correct frame of mind to accept the ideas of others as
well as freely share their own opinions constructively.
 Termination: At the end of a group counseling program,
students often deal with varying levels of loss. The intimacy
shared between group members can be powerful and difficult to
let go. This is a time for the school counselor to help the group
focus on the achievements of the group and perhaps revisit the
growth of the individuals.

19. GROUP COUNSELING LEADERSHIP SKILLS
The school counselor must be sensitive on responsive to all types
of group dynamic indicators such as the style of language used,
gestures, the pattern of hierarchy developing between group
contributors, etc.
Group facilitors must know when to intervene to help more shy
individuals become part of the discussion as well as when to block
more vocal member from monopolizing the conversations.
Finally, group facilitators need to keep notes and follow
discussions on a higher level in order to keep discussion goals in
mind and to be able to reconstruct the conclusions reached by the
group.

20. PSYCHOEDUCATION
Psychoeducation refers to the process of providing education and
information to those seeking or receiving mental health services,
such as people diagnosed with mental health conditions (or life-
threatening/terminal illnesses) and their family members.

21. Psychoeducation is usually implemented by a psychologist or
anybody who is an expert in the specific condition the individual is
experiencing and who has experience in psychotherapies.A medical
doctor can also implement a degree of psychoeducation when they
diagnose a disease or condition.

22. PSYCHOEDUCATION FOR PARENTS
Education about a condition is relevant not only to the individual
with the problem, but also the people who share their life.
Therefore psychoeducation programs for the whole family are
commonly used; this can reduce stress at home and encourage
better relationships between the family members. Psychoeducation
works well in family situations as the therapists and family can
brainstorm and discuss issues well together. Psychoeducation can
be implemented for a number of families at the same time.

23. GUIDANCE AND COUNSELLING
PROGRAMS IN REGULAR SCHOOLS
Guidance and counseling is the process which helps the students
to know their skills, interests, personality that will help students
in further career selection. Guidance is the process in which
person able to know their ability, interest, a capacity that will
help in the encounter of problems faced by them. Guidance is the
process of a dynamic interpersonal relationship that is prepared
to influence the person’s attitude and follow-up behavior.

24. The school education system provides psychological counselling,
which focusses on addressing learning and educational problems
and on developing educational skills, to children, young people,
parents and teachers.
By guidance and counseling, students will be able to know about
themselves and easily encounter the problems that they face in
day to day life. So, in the current trend, guidance and counseling
are very much required for school/college going students to
identify their strength, weakness and at the same time work on
their strength and area of interest to do wonders in future.

25. THANK YOU