This document discusses current issues and trends in guidance and counseling in the Philippines. It outlines several challenges, including a shortage of guidance counselors compared to the recommended student-counselor ratio. Counselor education programs need reforms to better prepare counselors for emerging roles in areas like online counseling, disaster response, and helping students transition under the K-12 educational reform. The Philippines also recently passed a mental health act to strengthen protections for individuals seeking mental health services. Overall, the document analyzes how counselor education must adapt to changing needs and contexts in the Philippines.
The document discusses evaluation in guidance and counseling. It defines evaluation as assessing the worth, quality or impact of a guidance and counseling program. There are two main types of evaluation - formative evaluation which is done during program implementation by internal staff to monitor activities, and summative evaluation which is done at the end by external experts to assess overall effects. The evaluation process involves setting goals, planning, collecting information, analysis, reflection, and follow-up. Stakeholders providing input can include students, teachers, administrators and parents. Common tools used are tests, ratings scales, interviews, questionnaires and observations.
This document outlines the organization and administration of guidance services. It defines guidance services and their essential components, which include individual inventory, information, counseling, consultation, referral, placement, follow-up, and research/evaluation services. It discusses the necessary elements for organizing a comprehensive guidance program, including establishing an underlying philosophy, objectives, services, staff roles, and community resources. Basic principles for developing and managing an effective guidance program are presented through a sample model that can be used as a guide.
The document discusses the evaluation of guidance programs. Evaluation is a critical part of developmental guidance and counseling programs. It determines the value and effectiveness of the program and its activities in order to make decisions about the future. Evaluation measures service delivery and outcomes to ensure continuous improvement. It aims to determine the program's impact, whether goals are being achieved, identify effective and ineffective parts, and establish goals for counselor development. Evaluation provides objective evidence about whether the program met its desired objectives and allows for program planning and decision-making.
The document discusses the history and development of guidance in various parts of the world including the United States, Europe, and the Philippines. It outlines the key figures in establishing early guidance programs and movements. It also describes the typical organizational structure of guidance programs, listing the roles and responsibilities of different guidance personnel like administrators, teachers, counselors, specialists, librarians, parents, and the community. Basic principles for developing an effective organizational structure and guidance program are also presented.
School guidance and counseling provides services mainly to students to support their social, academic, and personal development. It aims to ensure students' education and ease transitions between educational stages. Services include counseling, career development opportunities, research, new projects, prevention programs, and consultation. They are provided when extra support is needed in development areas and are aimed at helping both students and teachers. The services are delivered in schools by personnel including directors, coordinators, counselors, information officers, and advisors.
The document defines guidance services as procedures, tools, and facilities that assist individuals in securing knowledge and skills needed to make plans and interpret life. It discusses the purposes of guidance services in helping students recognize their potential, adjust to school, and develop coping skills. The scope of guidance services includes services for individuals, staff, and evaluating programs. Basic guidance services outlined are information services, individual inventories, placement, counseling, vocational/career services, remedial/enrichment services, and follow-up services. Guidance activities to support each service are also described.
This document discusses the various disciplines that provide the foundations for guidance and counseling. It covers philosophy, psychology, biology, anthropology, and sociology. Philosophy explored questions around the mind-body and human nature, sparking debates around dualism, monism, materialism, determinism, mechanism, rationalism, empiricism, and existentialism. Psychology is cited as largely deriving from general, developmental, social, educational, and environmental psychology. Biology helps understand the human organism's uniqueness. Anthropology provides insight into human groups and their influences. Sociology aims to determine laws governing human behavior in social contexts.
This document discusses various techniques and tools used in collecting individual inventory data. It describes observational methods, autobiographical sketches, anecdotal records, case studies, cumulative records, interviews, standardized tests, sociometry, projective techniques and rating scales. The purpose of individual inventory is to systematically collect, evaluate and interpret data to identify each student's characteristics and potential in order to facilitate proper diagnosis, predict progress, ensure accurate placement and allow program evaluation. Data is kept confidential in students' cumulative folders.
The document discusses evaluation in guidance and counseling. It defines evaluation as assessing the worth, quality or impact of a guidance and counseling program. There are two main types of evaluation - formative evaluation which is done during program implementation by internal staff to monitor activities, and summative evaluation which is done at the end by external experts to assess overall effects. The evaluation process involves setting goals, planning, collecting information, analysis, reflection, and follow-up. Stakeholders providing input can include students, teachers, administrators and parents. Common tools used are tests, ratings scales, interviews, questionnaires and observations.
This document outlines the organization and administration of guidance services. It defines guidance services and their essential components, which include individual inventory, information, counseling, consultation, referral, placement, follow-up, and research/evaluation services. It discusses the necessary elements for organizing a comprehensive guidance program, including establishing an underlying philosophy, objectives, services, staff roles, and community resources. Basic principles for developing and managing an effective guidance program are presented through a sample model that can be used as a guide.
The document discusses the evaluation of guidance programs. Evaluation is a critical part of developmental guidance and counseling programs. It determines the value and effectiveness of the program and its activities in order to make decisions about the future. Evaluation measures service delivery and outcomes to ensure continuous improvement. It aims to determine the program's impact, whether goals are being achieved, identify effective and ineffective parts, and establish goals for counselor development. Evaluation provides objective evidence about whether the program met its desired objectives and allows for program planning and decision-making.
The document discusses the history and development of guidance in various parts of the world including the United States, Europe, and the Philippines. It outlines the key figures in establishing early guidance programs and movements. It also describes the typical organizational structure of guidance programs, listing the roles and responsibilities of different guidance personnel like administrators, teachers, counselors, specialists, librarians, parents, and the community. Basic principles for developing an effective organizational structure and guidance program are also presented.
School guidance and counseling provides services mainly to students to support their social, academic, and personal development. It aims to ensure students' education and ease transitions between educational stages. Services include counseling, career development opportunities, research, new projects, prevention programs, and consultation. They are provided when extra support is needed in development areas and are aimed at helping both students and teachers. The services are delivered in schools by personnel including directors, coordinators, counselors, information officers, and advisors.
The document defines guidance services as procedures, tools, and facilities that assist individuals in securing knowledge and skills needed to make plans and interpret life. It discusses the purposes of guidance services in helping students recognize their potential, adjust to school, and develop coping skills. The scope of guidance services includes services for individuals, staff, and evaluating programs. Basic guidance services outlined are information services, individual inventories, placement, counseling, vocational/career services, remedial/enrichment services, and follow-up services. Guidance activities to support each service are also described.
This document discusses the various disciplines that provide the foundations for guidance and counseling. It covers philosophy, psychology, biology, anthropology, and sociology. Philosophy explored questions around the mind-body and human nature, sparking debates around dualism, monism, materialism, determinism, mechanism, rationalism, empiricism, and existentialism. Psychology is cited as largely deriving from general, developmental, social, educational, and environmental psychology. Biology helps understand the human organism's uniqueness. Anthropology provides insight into human groups and their influences. Sociology aims to determine laws governing human behavior in social contexts.
This document discusses various techniques and tools used in collecting individual inventory data. It describes observational methods, autobiographical sketches, anecdotal records, case studies, cumulative records, interviews, standardized tests, sociometry, projective techniques and rating scales. The purpose of individual inventory is to systematically collect, evaluate and interpret data to identify each student's characteristics and potential in order to facilitate proper diagnosis, predict progress, ensure accurate placement and allow program evaluation. Data is kept confidential in students' cumulative folders.
Guidance and counselling services provide students with assistance in self-understanding, career exploration, and personal development. They include individual and group counselling, as well as career guidance, academic advising, drug prevention education, and coordination with parents and outside agencies. The document outlines 10 types of guidance services offered and describes in detail individual counselling, group counselling, and maintaining student records to support students' personal and academic growth. Counsellors must maintain high ethical standards including responsibility, confidentiality, and unbiased assessment to effectively help students.
Trends and issues in guidance and counseling mt nsg eduWarriorDimple
This microteaching document discusses trends and issues in guidance and counseling. It defines guidance as assistance given to help individuals make intelligent choices and adjustments. Counseling is defined as helping clients see things more clearly from a different perspective to facilitate positive change. The document outlines the need for guidance and counseling in education due to increasing student numbers and career uncertainties. It describes the types of guidance including educational, vocational, personal, health, social, and advocational. The document also discusses the qualities of counselors, counseling strategies, levels of counseling, counseling approaches, and issues for counseling in nursing.
This document discusses student follow-up services in guidance and counseling. Follow-up involves monitoring current and former students to evaluate the effectiveness of academic advising, counseling, and other interventions. It ensures students have learned appropriate behaviors and can identify weaknesses in the educational program. Follow-up takes the form of research, surveys, interviews and other techniques to determine students' progress after leaving school. The information obtained through follow-up can be used to improve curriculum, teaching, and guidance services.
Referral and Follow Up (Guidance and Counseling)A. D.
This document discusses referral and follow-up procedures in counseling. It defines referral as helping clients find expert assistance beyond a counselor's own competence, and outlines situations warranting referral such as unresolvable personality conflicts. Follow-up is defined as monitoring student progress after interventions like counseling or placement. The purposes of follow-up include evaluating guidance services, identifying weaknesses, and improving curriculum based on former student experiences. Methods of referral, follow-up, and sample forms are presented.
Organization of guidance programme in educational intuitionsmonika kalsi
This document discusses organizing a guidance program in educational institutions. It explains that guidance programs aim to personalize education for each student and improve their adjustment. The programs are collaborative efforts between administration, instruction, and guidance.
The document outlines basic organizational principles for guidance programs, including basing the program structure on its goals and reflecting the school's mission. It also discusses defining roles and responsibilities clearly. Objectives of guidance programs include facilitating career planning, academic achievement, and student transitions.
Finally, the document provides examples of how to analyze guidance programs and steps to organize and manage one, including needs assessment, setting priorities and goals, and ongoing program evaluation.
The document discusses various guidance services including orientation services, information services, placement services, and counseling services. It provides details on the objectives, tools, phases, and types of each service. The guidance services are systematic procedures that assist individuals in gaining knowledge and skills to make plans, interpret life, and secure suitable education or employment through the provision of tools and facilities.
This document outlines the key aspects of guidance services. It defines guidance services as systematic procedures that help individuals gain knowledge and skills to make plans. It discusses the scope of guidance, which includes services for individuals, staff, and evaluating services. It also outlines the history and factors leading to the development of guidance services. Finally, it describes the characteristics, forms (group and individual), types of problems addressed, and goals of guidance services.
Counseling has its roots in helping people clarify and address problems through wise advice and planning. It aims to facilitate change, promote decision making, enhance coping skills, and improve relationships. Counseling can involve individual therapy, marital/pre-marital counseling, or family counseling to address issues like anxiety, depression, relationships, abuse, and adjustments. The goals are to help clients reach their potential through understanding problems and developing skills for a fulfilling life journey.
The document discusses the importance of evaluating guidance programs. Evaluation is defined as determining the value and effectiveness of a program by measuring outcomes and processes. Evaluations are important for improving programs, verifying practices, identifying effective and ineffective components, and providing accountability information. Evaluation results should be used by counselors, administrators, and policy-makers to make modifications to programs and allocate resources.
Topic: Functions & Scope of Guidance & Counselling
Student Name: Numrah
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Development of Educational Guidance Program
Student Name: Ruqaya Gilal
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Educational and vocational placement services help students choose appropriate subjects and careers based on their qualifications and abilities. Placement involves finding a suitable role for an individual to be successfully absorbed in their occupation. Effective placement considers both a person's abilities for the task and satisfaction. Placement services aim to help students find part-time jobs, full-time jobs, encourage extra-curricular activities, select proper curriculums, and choose the right training programs.
Guidance aims to help people by addressing issues before problems arise. The document discusses the history of guidance in the Philippines. It identifies Sinforoso Padilla as the father of guidance in the Philippines. It also discusses the Guidance and Counseling Act of 2004 which aims to promote ethical and effective guidance services. The movement of guidance in the Philippines began in the 1930s and the first guidance institute was established in 1945.
Services of the Guidance Office:
1. Individual Inventory
2. Information
3. Counseling
4. Assessment and Appraisal
5. Referral
6. Follow-up
7. Consultation
8. Research and Evaluation
9. Prevention and Wellness
The counseling process involves 5 main steps: 1) Relationship building where the counselor engages with the client to understand their issues. 2) Problem assessment where information is collected about the client's situation. 3) Goal setting where specific outcomes are defined that the client wants to achieve. 4) Intervention where the counselor provides support depending on their theoretical approach. 5) Evaluation, follow-up, termination or referral where progress is reviewed and the counseling relationship is closed or the client is referred elsewhere for additional support. The overall process is a structured dialogue where the counselor helps the client identify and overcome problems through increased self-understanding and new skills.
Role and Qualities of a school counsellorSonal Bharal
The document discusses the roles and qualities of an effective school counselor. It outlines that school counselors help students with academic, career, and personal issues to ensure their success. Their main roles include being a consultant, personal counselor, peer facilitator, anti-bullying specialist, and career counselor. Key qualities of an effective counselor are being a good listener, patient, non-judgmental, observant, an excellent communicator, research-oriented, authoritative when needed, a problem-solver, and well-versed in various topics to connect with students. Counselors must understand students' backgrounds and challenges to provide tailored guidance and support.
This document discusses guidance services and the types of problems they address. It defines guidance services as assisting individuals in securing knowledge and skills to make plans and interpret life. Guidance services include inventorying student needs, providing counseling, follow-up studies, and assisting teachers. There are two main forms of guidance: group guidance involving face-to-face interactions, and individual guidance tailored to specific student needs and problems. Common individual student problems addressed by guidance services relate to health, home/family, personality, social/moral issues, school, leisure time, religion, and vocational concerns.
The document outlines the key principles of an effective guidance program. It should be a system designed to improve adjustment for all students. It must be responsive to student needs and recognize each student as an individual. The program also requires qualified guidance personnel to ensure competence and leadership. Administrative support is crucial for the program's success.
This document discusses counseling techniques, specifically the directive technique. It defines counseling as a professional relationship that empowers individuals to accomplish mental health and education goals. Techniques are methods used to accomplish a desired aim. The directive technique is a counseling method where the counselor plays an active role, focusing on a particular problem and providing possible solutions, making it counselor-centered. The counselor guides the client's thinking and decision making. While it is time and cost effective, the directive technique can lead to dependency and new adjustment issues for the client.
This document discusses the roles and responsibilities of a school social worker. It begins by defining school social work as focusing on helping students succeed academically while also addressing issues they face at home. A key role of school social workers is to help students handle problems and provide resources to support their academic and social success. The document also notes important trends in the field, such as the expected growth in jobs for social workers through 2016.
The document summarizes the work of an NGO called Smile Foundation located in New Delhi. The NGO focuses on education, healthcare, and livelihood programs to benefit underprivileged children and their families. For education, they operate pre-schools, non-formal schools, remedial programs, and bridge courses. For healthcare, they run mobile medical clinics called Smile on Wheels and organize health camps. They also have a livelihood program called Smile Twin e-Learning Programme to provide skills training. The NGO aims to empower underserved communities through these various social welfare initiatives.
Guidance and counselling services provide students with assistance in self-understanding, career exploration, and personal development. They include individual and group counselling, as well as career guidance, academic advising, drug prevention education, and coordination with parents and outside agencies. The document outlines 10 types of guidance services offered and describes in detail individual counselling, group counselling, and maintaining student records to support students' personal and academic growth. Counsellors must maintain high ethical standards including responsibility, confidentiality, and unbiased assessment to effectively help students.
Trends and issues in guidance and counseling mt nsg eduWarriorDimple
This microteaching document discusses trends and issues in guidance and counseling. It defines guidance as assistance given to help individuals make intelligent choices and adjustments. Counseling is defined as helping clients see things more clearly from a different perspective to facilitate positive change. The document outlines the need for guidance and counseling in education due to increasing student numbers and career uncertainties. It describes the types of guidance including educational, vocational, personal, health, social, and advocational. The document also discusses the qualities of counselors, counseling strategies, levels of counseling, counseling approaches, and issues for counseling in nursing.
This document discusses student follow-up services in guidance and counseling. Follow-up involves monitoring current and former students to evaluate the effectiveness of academic advising, counseling, and other interventions. It ensures students have learned appropriate behaviors and can identify weaknesses in the educational program. Follow-up takes the form of research, surveys, interviews and other techniques to determine students' progress after leaving school. The information obtained through follow-up can be used to improve curriculum, teaching, and guidance services.
Referral and Follow Up (Guidance and Counseling)A. D.
This document discusses referral and follow-up procedures in counseling. It defines referral as helping clients find expert assistance beyond a counselor's own competence, and outlines situations warranting referral such as unresolvable personality conflicts. Follow-up is defined as monitoring student progress after interventions like counseling or placement. The purposes of follow-up include evaluating guidance services, identifying weaknesses, and improving curriculum based on former student experiences. Methods of referral, follow-up, and sample forms are presented.
Organization of guidance programme in educational intuitionsmonika kalsi
This document discusses organizing a guidance program in educational institutions. It explains that guidance programs aim to personalize education for each student and improve their adjustment. The programs are collaborative efforts between administration, instruction, and guidance.
The document outlines basic organizational principles for guidance programs, including basing the program structure on its goals and reflecting the school's mission. It also discusses defining roles and responsibilities clearly. Objectives of guidance programs include facilitating career planning, academic achievement, and student transitions.
Finally, the document provides examples of how to analyze guidance programs and steps to organize and manage one, including needs assessment, setting priorities and goals, and ongoing program evaluation.
The document discusses various guidance services including orientation services, information services, placement services, and counseling services. It provides details on the objectives, tools, phases, and types of each service. The guidance services are systematic procedures that assist individuals in gaining knowledge and skills to make plans, interpret life, and secure suitable education or employment through the provision of tools and facilities.
This document outlines the key aspects of guidance services. It defines guidance services as systematic procedures that help individuals gain knowledge and skills to make plans. It discusses the scope of guidance, which includes services for individuals, staff, and evaluating services. It also outlines the history and factors leading to the development of guidance services. Finally, it describes the characteristics, forms (group and individual), types of problems addressed, and goals of guidance services.
Counseling has its roots in helping people clarify and address problems through wise advice and planning. It aims to facilitate change, promote decision making, enhance coping skills, and improve relationships. Counseling can involve individual therapy, marital/pre-marital counseling, or family counseling to address issues like anxiety, depression, relationships, abuse, and adjustments. The goals are to help clients reach their potential through understanding problems and developing skills for a fulfilling life journey.
The document discusses the importance of evaluating guidance programs. Evaluation is defined as determining the value and effectiveness of a program by measuring outcomes and processes. Evaluations are important for improving programs, verifying practices, identifying effective and ineffective components, and providing accountability information. Evaluation results should be used by counselors, administrators, and policy-makers to make modifications to programs and allocate resources.
Topic: Functions & Scope of Guidance & Counselling
Student Name: Numrah
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Development of Educational Guidance Program
Student Name: Ruqaya Gilal
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Educational and vocational placement services help students choose appropriate subjects and careers based on their qualifications and abilities. Placement involves finding a suitable role for an individual to be successfully absorbed in their occupation. Effective placement considers both a person's abilities for the task and satisfaction. Placement services aim to help students find part-time jobs, full-time jobs, encourage extra-curricular activities, select proper curriculums, and choose the right training programs.
Guidance aims to help people by addressing issues before problems arise. The document discusses the history of guidance in the Philippines. It identifies Sinforoso Padilla as the father of guidance in the Philippines. It also discusses the Guidance and Counseling Act of 2004 which aims to promote ethical and effective guidance services. The movement of guidance in the Philippines began in the 1930s and the first guidance institute was established in 1945.
Services of the Guidance Office:
1. Individual Inventory
2. Information
3. Counseling
4. Assessment and Appraisal
5. Referral
6. Follow-up
7. Consultation
8. Research and Evaluation
9. Prevention and Wellness
The counseling process involves 5 main steps: 1) Relationship building where the counselor engages with the client to understand their issues. 2) Problem assessment where information is collected about the client's situation. 3) Goal setting where specific outcomes are defined that the client wants to achieve. 4) Intervention where the counselor provides support depending on their theoretical approach. 5) Evaluation, follow-up, termination or referral where progress is reviewed and the counseling relationship is closed or the client is referred elsewhere for additional support. The overall process is a structured dialogue where the counselor helps the client identify and overcome problems through increased self-understanding and new skills.
Role and Qualities of a school counsellorSonal Bharal
The document discusses the roles and qualities of an effective school counselor. It outlines that school counselors help students with academic, career, and personal issues to ensure their success. Their main roles include being a consultant, personal counselor, peer facilitator, anti-bullying specialist, and career counselor. Key qualities of an effective counselor are being a good listener, patient, non-judgmental, observant, an excellent communicator, research-oriented, authoritative when needed, a problem-solver, and well-versed in various topics to connect with students. Counselors must understand students' backgrounds and challenges to provide tailored guidance and support.
This document discusses guidance services and the types of problems they address. It defines guidance services as assisting individuals in securing knowledge and skills to make plans and interpret life. Guidance services include inventorying student needs, providing counseling, follow-up studies, and assisting teachers. There are two main forms of guidance: group guidance involving face-to-face interactions, and individual guidance tailored to specific student needs and problems. Common individual student problems addressed by guidance services relate to health, home/family, personality, social/moral issues, school, leisure time, religion, and vocational concerns.
The document outlines the key principles of an effective guidance program. It should be a system designed to improve adjustment for all students. It must be responsive to student needs and recognize each student as an individual. The program also requires qualified guidance personnel to ensure competence and leadership. Administrative support is crucial for the program's success.
This document discusses counseling techniques, specifically the directive technique. It defines counseling as a professional relationship that empowers individuals to accomplish mental health and education goals. Techniques are methods used to accomplish a desired aim. The directive technique is a counseling method where the counselor plays an active role, focusing on a particular problem and providing possible solutions, making it counselor-centered. The counselor guides the client's thinking and decision making. While it is time and cost effective, the directive technique can lead to dependency and new adjustment issues for the client.
This document discusses the roles and responsibilities of a school social worker. It begins by defining school social work as focusing on helping students succeed academically while also addressing issues they face at home. A key role of school social workers is to help students handle problems and provide resources to support their academic and social success. The document also notes important trends in the field, such as the expected growth in jobs for social workers through 2016.
The document summarizes the work of an NGO called Smile Foundation located in New Delhi. The NGO focuses on education, healthcare, and livelihood programs to benefit underprivileged children and their families. For education, they operate pre-schools, non-formal schools, remedial programs, and bridge courses. For healthcare, they run mobile medical clinics called Smile on Wheels and organize health camps. They also have a livelihood program called Smile Twin e-Learning Programme to provide skills training. The NGO aims to empower underserved communities through these various social welfare initiatives.
The role of the welfare and protection sectors in ensuring the realization of the rights of children with disabilities.
From the parallel working sessions of the 4th Child Protection Forum in Tajikistan, 2013.
This document discusses issues related to child welfare and the need for improved human services. It notes that a child's development is influenced by their financial and social status, so community assistance is important. It also discusses concerns around financial constraints, societal structures, legal support, healthcare, education and more as it relates to human services. Finally, it emphasizes that early childhood requires enhanced monitoring and support services in order to foster healthy development and prevent issues in the future.
The document discusses the importance of governments supporting mental health education in schools and universities. It notes that mental health issues negatively impact students' academic performance and well-being. The document advocates for including mental health education in school curriculums to raise awareness, reduce stigma, and teach students how to manage their own mental health and support peers dealing with mental illness. The benefits of mental health education include students learning to identify issues, providing help to others, and creating a more accepting environment that can improve both mental health and academic outcomes.
Role Of A Care Coordinator At The Community Care Access...Diane Allen
The community intervention plan aims to improve children's mental health in the Hillside-Quadra area through establishing a monthly parent support group, conducting a needs assessment to identify gaps in services, and developing after-school programs for at-risk youth to increase social engagement and support.
This document discusses guidance and counseling in nursing education. It provides definitions of guidance and counseling, outlines some principles of guidance and counseling including that it aims to help individuals discover themselves and achieve their maximum potential. It also discusses some current issues in nursing education and practice that counseling can help address, such as lack of job satisfaction, long working hours, and inadequate facilities. Overall the document presents an overview of the concepts and need for guidance and counseling in nursing.
Speaking at the 2015 CCIH Annual Conference, Frank Dimmock, MPH, World Mission Catalyst, Presbyterian Church, U.S.A. analyzes the causes and effects of extreme poverty and shares the Presbyterian World Mission's efforts to strengthen education as a deterrent to poverty. He also shares case studies of the church's work in specific areas, such as Thailand.
The document discusses family welfare services in India. It defines family and outlines the aims of family welfare services, which include ensuring citizen welfare, reducing maternal and child mortality, and controlling population growth. It describes the various services provided, including antenatal care, immunization, family planning methods, and more. It details the role of community health nurses in providing leadership and delivering family welfare interventions like education, motivation, and distribution of supplies at the community level.
The field of prevention is undergoing significant changes due to factors like new technologies, political climates, and decreased funding. Access to the field is expanding as universities offer new prevention-focused programs. There is increased collaboration between prevention specialists and other professionals, but also potential duplication of efforts. The language of prevention is also changing as specialists are asked to quantify outcomes and participate more in behavioral research. The scope of issues addressed by prevention is expanding beyond substances to include other social problems. Through it all, prevention specialists must continue sharing their knowledge and advocating for families and communities.
Vulnerability of Children in Disaster SituationJaved Iqbal
Children are more vulnerable during disasters due to their dependence on others and increased susceptibility to malnutrition, disease, abuse, and exploitation. To protect children, measures must be taken to prevent physical harm, family separation, psychological distress, gender-based violence, recruitment by armed groups, and issues related to displacement or lack of access to education. While Pakistan has established some laws and policies to protect children, more effective implementation is still needed. Private organizations and society can support the government by discouraging harmful child labor, including children's perspectives, promoting education opportunities, and forming alliances between private and nonprofit sectors focused on children's rights.
Running head HOMELESSNESSHOMELESSNESS2 Homelessnes.docxcowinhelen
Running head: HOMELESSNESS
HOMELESSNESS
2
Homelessness
Christopher Malone
HHS 497
Instructor: Michelle Wilson
February 13, 2017
Example of human service careers aligned with the homeless society.
Social workers- are sometimes referred to as case managers. Their main duty is to connect with people to ensure the current situation does not get out of hand. They coordinate social services across multiple agencies and service providers like helping children living with HIV/AIDS, the homeless and orphaned kids. They are also responsible for acting as child rights activists in certain organizations.
Youth counsellors- they offer short-term counselling and case management services to youths in institutions that are set apart for the homeless or also in the streets where they sometimes indulge themselves in substance abuse due to lack of counselling, that’s why these counsellors are of very much assistance to the homeless societies. Youth counsellors assist in crisis intervention, psycho-education and also in the management of cases.
Professional responsibilities
The youth counsellors are responsible for providing counselling services, case management and also advocating for their clients, ensuring that there is a linkage between the youths and the community referral resources. Professional youth counsellors also provide necessary documents required in case of consultation or available programs for the youths by managing the relevant documents. The counsellor provides any necessary statistical information and any information that is necessary for any form of evaluation. They also ensure and provide ongoing outreach to young people.
Social workers, on the other hand, represent their clients by providing secondary consultation to the relevant lawyers and also ensure that there is a healthy relationship between the homeless and relevant agencies and services. The social workers may at times collaborate with other professionals in writing up assessments that meet specified standards and timescales. In cases such as child protection or mental disorder, they are involved in the multidisciplinary teams or any other meetings that the individuals may be involved in. They also ensure that they have the relevant documents available and ensure they are up to date as much as they represent their clients in the relevant meetings. They can also be present in court to give evidence pertaining a case related to their clients.
Knowledge, skills, and attributes.
For the social workers, one should demonstrate strong interpersonal skills such as being in a position to handle challenging or complex personalities. One should also possess high level of writing and communication skills and the ability to handle relevant official documents and keep them confidential, accurate and up to date. One should also be able to indulge in teamwork, be able to negotiate and mediate representing the service users. The individual should be resilient, have the abilit ...
Assessment Of Psychological Counseling Service For Higher Education Instituti...Bria Davis
The document discusses a study that assessed students' awareness and use of psychological counseling services at a public university in Ethiopia. The study found that demographic factors like gender and year of study influenced students' awareness and use of counseling services. Male students had lower awareness than females. Over 60% of students prioritized counseling services but their use varied based on place of origin and academic year. Students believed counseling contributed to their academic success. The study concluded that counseling services play an important role in students' university life but awareness and use of services needs to be improved, especially among male students.
This document discusses Community Based Rehabilitation (CBR), which is a strategy for rehabilitation, equal opportunities, and social inclusion of people with disabilities. CBR aims to improve quality of life through a holistic approach that involves partnerships within communities. It promotes social inclusion of people with disabilities in mainstream services through addressing physical, social, educational, economic, and other needs. The document outlines the principles, approaches, personnel, and components of effective CBR programs.
The document discusses the rehabilitation program of the Department of Social Welfare and Development (DSWD) for children in conflict with the law in the Philippines. It describes the various services provided, including treatment services with an interdisciplinary team, group living services with income-generating activities, special education tailored to individual needs, and a mentoring program where rehabilitated youth help current youth. It argues that this rehabilitation program should be improved rather than lowering the age of criminal liability.
The document introduces the Wellbeing Toolkit for Professionals, which provides 20 training sessions and resources to support the wellbeing of professionals working with children and young people. It notes the increasing stress faced by both students and teachers from factors like family problems, bullying, and school inspections. The Toolkit aims to give staff tools to enhance their own wellbeing so they can better support students and feel flourishing in their personal and professional lives. Each of the 20 topics in the Toolkit provides information, strategies, activities, and a presentation to build skills like stress management, resilience, communication, and self-care.
The United Healthcare Silver Compass H.S.A. 3600 plan is classified as a HMO (Health Maintenance Organization) plan. HMO plans require members to use in-network providers for all non-emergency care. Members must select an in-network primary care provider (PCP) who coordinates all care and referrals to specialists. Using out-of-network providers typically results in no coverage, except in emergencies. This plan's network structure and requirement to designate a PCP are characteristics of an HMO plan.
Similar to Current Issues Challenges and Trends in Guidance and Counseling (20)
2. Guidance and counseling services and
programs promote the personal/social,
educational, and career development
of students (UNESCO, n.d.).
3. 3
A guidance counselor is a natural person who has been
registered and issued a valid Certificate of Registration
and a valid Professional Identification Card by the
Professional Regulatory Board of Guidance and
Counseling and the Professional Regulatory Commission
(PRC) in accordance with this Act and by virtue of
specialized training performs for a fee, salary or other
forms of compensation, the functions of guidance and
counseling under Section 3 (a) of this Act.
TITLE
4. 4
PROFESSION
EMERGING CONCERNS AND CHALLENGES
OF GUIDANCE AND COUNSELING IN THE
PHIL.
PROFESSION
K to 12 Education Reform and School
Counseling
Great Demands for Counselors and Counseling
Paraprofessionals
Counseling Beyond School
SERVICE
Responding to the Need for Mental Health
Services in Disaster Situation
Employment and Employability in the Ever-
Changing Job Market
Clients’ Varied Issues
5. K TO 12 EDUCATION REFORM AND SCHOOL COUNSELING
- The government is currently implementing the K to 12 educational reform to replace the existing
10 year basic education program in the country. Under the K to 12 program, the public school system
will have one year in kindergarten, six years in elementary, four years in junior high school, and
two more senior high school (Luistro, 2011)
- The role of the counselors is critical in facilitating the successful transition of students from school to
work – one of the key goals of the reform.
- Counselor educators need to rethink the approach used and the content covered in the courses
directly relevant to school counseling.
-Theories and techniques used in counseling should be contextualized in counseling children and
adolescents.
- School teaching counseling courses should facilitate a more thorough and critical discussion how
counselor education programs can respond to the challenges of the K to 12 curriculum.
6. GREAT DEMAND FOR COUNSELORS AND COUNSELING
PARAPROFESSIONALS
As of May 2020, the Department of Education (DepEd) only has 1,096 active
counselors.
Education Undersecretary Jesus Mateo told Rappler on Thursday, September 3,
that there are a total of 5,398 "authorized" positions for the profession, but only
20% have been filled due to the low salary.
"The problem is limited supply given the low salary grade (SG) of 11," Mateo said.
SG 11 is equivalent to P22,316.
With 20 million public school students, it is next to impossible to meet the
recommended ratio of one guidance counselor for every 500 students, as
mandated by the agency.
https://www.rappler.com/nation/shortage-guidance-counselors-how-students-cope-pandemic
7. GREAT DEMAND FOR COUNSELORS AND COUNSELING
PARAPROFESSIONALS IN PANDEMIC TIMES
-Acknowledging the need for guidance counselors during the pandemic, Mateo
said that DepEd has partnered with different organizations to help them address
the need for psychosocial support among students and teachers.
-Mateo said that DepEd is also training teachers to provide counseling to students
-As mental health professionals, guidance counselors are trained to ensure the
development of students by offering both psychological and educational support
THROUGH ONLINE.
- But they may struggle to fulfill this role even more this year, especially for
students with no access to the internet or those who cannot enroll due to lack of
finances.
https://www.rappler.com/nation/shortage-guidance-counselors-how-students-cope-pandemic
8. COUNSELING BEYOND SCHOOL
-There is a need to create counselor education programs that respond to
the needs of underserved sectors as well.
-Rehabilitation, community, pastoral and family centers; public employment
services offices; and human resource development departments
-Counselor educators must continuously pursue advanced specialized
trainings to help prepare counselor-trainees to work across settings.
- Likewise, counselor education institutions can consider offering
advanced training for counseling specialties based on the strengths and
thrust of their counselor education programs.
9. RESPONDING TO THE NEED FOR MENTAL HEALTH
SERVICES IN DISASTER SITUATION
-Natural and human-induced disasters batter the Philippines regularly. The
country sits on both the typhoon and the Pacific seismic belts, making it
prone to typhoons, volcanic eruptions, earthquakes, fires.
-On the other hand, in some areas in the country which are targets of terrorist
attacks and armed conflict, communities barely receive psychosocial support
to help them cope with displacement and trauma.
-There is a growing need for psychosocial interventions to help communities
prepare for, recover, and cope with disasters. As such, counselors need to be
prepared to actively and systematically contribute to community- and school-
based mental health interventions related to grief and trauma work related to
natural and human-induced disasters.
10. EMPLOYMENT AND EMPLOYABILITY IN THE EVER- CHANGING JOB
MARKET
-Data from the Philippine Statistics Authority say that of the 5.3% unemployment
rate in October 2018, 24.0 percent of these were college graduates, 16.0 percent
were college undergraduates, and 27.5 percent have completed junior high school.
-As recently as May, Labor Secretary Rosalinda Baldoz said that only 10 out
of 1,000 Filipino applicants are getting hired because many lack the skills
needed for available jobs. https://www.rappler.com/business/edukasyon-ph-k12-labor-mismatch
"The worst statistic to my mind is that half of the students who do graduate
from college cannot find a job because the skills they picked up are not
relevant to the marketplace," Motte-Muñoz said. https://www.rappler.com/business/edukasyon-ph-k12-
labor-mismatch
-Career guidance help solve job-skill mismatch – TESDA 2014
11. A growing trend in the field of counseling in the focus on prevention instead
of remediation. The schools, community, and families are requesting
assistance in preventing students for being involved with many difficulties
such as:
13. MULTICULTURAL COUNSELING
a type of counseling where the therapist addresses the struggles of a
client whose race, gender, socioeconomic background, religion, or
any other part of their identity doesn't fit in with the majority.
Minorities have a history of dealing with racism and oppression,
and in this lens, a counselor that doesn't take that information
into account isn't able to effectively counsel. In the therapy
session, the sociocultural environment of the individual and
issues of power and privilege are given attention. This is a
strengths based approach; counselors focus on positive change in
both the process and the outcome.
14. “
“The greatest distance between
people is not space, the greatest
distance between people is
culture.”
Jamake Highwater
14
15. THE MULTICULTURAL COUNSELING PARADIGM
Counselor Client
Distinct Cultural Differences (e.g.)
* Race/Ethnicity/Culture
*Gender
* Ability Status
* Religion/Spirituality
* Age
*Language
17. 17
- An Act Establishing a National Mental Health Policy for the Purpose of
Enhancing the Delivery of Integrated Mental Health Services, Promoting
and Protecting the Rights of Persons Utilizing Psychosocial Health
Services, Appropriating Funds Therefor and Other Purposes.
- It mandates for the provision of psychiatric, psychosocial and
neurological services in all hospitals, and basic mental health services in
community settings. Compulsory treatment is limited to hospital settings,
and the Act does not provide for compulsory community treatment.
The Philippine Mental Health Act (Republic Act no. 11036)
18. 18
Under its provisions, the Philippine Mental Health Act protects the rights
of patients as follows: ‘a right to freedom from discrimination, right to
protection from torture, cruel, inhumane, and degrading treatment; right
to aftercare and rehabilitation; right to be adequately informed about
psychosocial and clinical assessments; right to participate in the
treatment plan to be implemented; right to evidence-based or informed
consent; right to confidentiality; and right to counsel, among others’.
The Philippine Mental Health Act (Republic Act no. 11036)
19. The Act also incorporates rights for ‘concerned
individuals’, incorporating patient relatives and mental
health professionals. In this context, a mental health
professional refers to a medical doctor, psychologist,
nurse, social worker or any other appropriately-trained and
qualified person with specific skills relevant to the provision
of mental health services (section 4 of the Act).
20. School Counselor: What Does the
Future Hold?
A school counselor occupies an important role during the global pandemic. That
role is to listen to students, help students transform their goals into actions and
support students’ mental health during challenging times.
School counselors are on the frontline of supporting our nation’s young people as
they move through their educational journey in times of new normal.
Counselors need further training s in handling the after effects of the pandemic as
they guide students/parents/guardians in facing the inevitabilities of the new normal.