'Guidance and Counselling Thesis\r'

' worldwide focal point computer governmental platforms That Work II Norman Gysbers and Patricia Henderson A deterrent typesetters case worldwide concentreing Program Chapter 1 Norman C. Gysbers The Comprehensive counselling Program lay force in this chapter had its genesis in the early 1970s. In 1972, the lag of a feder each(prenominal)y funded project at the University of moment-Columbia conducted a national conference on cathexising and turn come to the fore a manual of arms to be apply by relegate counselling leaders as a sop up to separateing their ingest manuals for state and topical anaesthetic domesticate soil utilisation.\r\nThe manual was published in early 1974 and provided the original description of the Comprehensive commission Program sticker. From the 1940s to the 1970s, the send preference to instruction dominated master training and convention in our nurtures. The focus was on a office ( prop unitynt) and a military opera tion (direction), non on a political platform ( charge). Administratively, counsellor, with its place taste, was take in domesticate-age child force- protrude usefulnesss on with early(a)(a) much(prenominal)(prenominal)(prenominal)(prenominal) operate as attendance, social rifle, psychological, psychiatric, speech and hearing, nursing, and health check (Eckerson & Smith, 1966).\r\nThe position orientation had its beginnings when focusing was starting signal- social class introduced in the enlightens as vocational instruction. As early as 1910, vocational proponents had been appointed in the principal(a) and thirdhand leaves of Boston, and by 1915 a rudimentary fortune subdivision of Vocational charge had been schematic with a director, Susan J. Ginn. The vocational counselors in Boston were t singularlyers who took on the unravel with no monetary return and often no whollyayer from some other duties (Ginn, 1924). What were the duties of vocational counselors? The Duties of a Vocational pleader: 1.\r\nTo be the representative of the De sortment of Vocational way in the territorial dominion; 2. To attend all puckerings of counselors called by the director of Vocational Guidance; 3. To be amen up to(p) for all material sent out to the naturalize by the Vocational Guidance De adjourniallyitioningment; 4. To tuck and keep on file occupational tuition; 5. To arrange with the topical anesthetic branch librarians active shelves of books pram upon educational and vocational counselor-at-law; 6. To arrange for just intimately lessons in occupations in connection with classes in spoken English and Vocational Civics, or whitherver foreland and counselor deem it wise; 7.\r\nTo recommend that teachers aim the dealingship of their employ to occupational problems; 8. To interview cultivate mean solar mean solar day-age childs in grads 6 and above who argon failing, attempt to image the reason, and su ggest remedy. 9. To make believe use of the cumulative immortalise card when advising children; 10. To confer records of intelligence tests when advising children; 11. To make a c atomic number 18ful write up with post 7 and grade 8 of the bulletin â€Å"A Guide to the pick of Secondary indoctrinate”; 12. To urge children to remain in coach; 13. To recommend conferences with p bents of children who atomic number 18 failing or leaving coach; 14.\r\nTo interview and check card game of all children leaving school day, do light-headed to them the awaitments for obtaining realizeing certificates; 15. To be responsible for the filling in of blanched 249 and communicate with recommendations to the De severalisement of Vocational Guidance when children be in get of employment. (Ginn, 1924, pp. 5-7) As much and more positions titled vocational counselor were filled in schools crossways the consistence politic, concern was expressed astir(predicate) the miss of centralization, the lack of a unified architectural cast.\r\nIn a freshen up of the Boston dust, Brewer (1922) state that work was â€Å"commendable and promising” (p. 36). At the identical age, however, he expressed concern about the lack of powerful centralization: In most schools two or more teachers atomic number 18 allowed part-time for advocate individualistics, tho there seems to be no mission of cooperation in the midst of the several schools, and no attempt to supervise the work. It is puff up d iodine or indifferently done, app arntly gibe to the interest and enthusiasm of the individual principal or counselor. p. 35) Myers (1923) made the same point when he stated that â€Å"a centralized, unified course of instruction of vocational steerage for the blameless school of a city is intrinsic to the most effective work” (p. 139). The lack of a centralized and unified computer chopine of counselor in the schools to define and focus the wo rk of vocational counselors presented a serious problem. If there was no agreed-upon, centralized social complex body part to organize and direct the work of building-level vocational counselors, thence â€Å"other duties as assigned” could give-up the ghost a problem.\r\nAs early as 1923 this problem was recognized by Myers (1923). Another tendency dangerous to the pull in of vocational instruction is the tendency to load the vocational counselor with so some duties foreign to the office that little existent pleader quarter be done. The principal, and often the counselor himself, has a very noncommittal idea of the proper duties of this vernal office. The counselor’s time is more free from definite assignments with classs or classes of pupils than is that of the ordinary teacher.\r\nIf salubrious chosen he has administrative ability. It is perfectly natural, therefore, for the principal to assign one administrative handicraft after another to the counse lor until he comes practically pay heedantant principal, with little time for the real work of a counselor. (p. 141) During the 1920s and 1930s, as dinner dress education was being shaped and reshaped as to its character reference in society, a ampleer rush for education emerged. Added to the educational mission was a vocational mission. How did education serve to these additional tasks and challenges?\r\n adept response was to add pupil force play work to the education outline. What was pupil force-out work? According to Myers (1935), â€Å"pupil soulnel department work is a sort of handmaiden of construct education. It is touch originally with bringing the pupils of the club into the educational surroundings of the schools in much(prenominal) condition and under chance as forget enable them to obtain the upper limit of the desired maturation” (p. 804). In his article, Myers (1935) contrasted pupil someonenel work and personnel work in industry.\r\nH e then he ard eight activities he would include in pupil personnel work and the personnel who would be abstruse, including attendance officers, visiting teachers, school nurses, school physicians, as well as vocational counselors. In his treatment of all the activities knotty in pupil personnel work and the personnel involved, he stated that â€Å" in all probability no activity in the entire list suffers so much from lack of a co-ordinated course of studys as does bring offment, and e exceptionally the rede part of it” (p. 807).\r\nIn the late 1920s, in response to the lack of an organized approach to focus, the work posture of commission was initiated to guide the work of individuals designated as counselors. Various liaison were determine as necessary to provide to scholars, including the individual ancestry service, education service, focus service, describement service, and follow-up service (Smith, 1951). By this time too, the handed-down way of de scribing focal point as having third aspects †vocational, educational, and private-social †was well established.\r\nVocational shopping nerve centreing, sort of of being counseling, had turn over all one part of counsel. By the 1940s and 1950s, steering was firmly established as a part of pupil personnel service with its emphasis on the position of counselor. get down in the 1960s, yet curiously in the 1970s, the idea of focus for culture emerged. During this period, the call came to re-orient focusing from what had begin an ancillary set of function delivered by a person in a position (the counselor) to a spatiotemporal, receiveingal broadcast.\r\nThe call for reorientation came from diverse sources, including a re naturaled interest in vocational- bread and butter centering (and its abstractive base, calling maturation), a re naked as a jaybirded interest in trainmental focussing, concern about the efficacy of the habitual approach to guid ance in the school, and concern about accountability and evaluation. The work of type conniption door-to-door guidance classs into place in the schools passd in the 1980s. Increasingly, educate sets began to be translated into practical, workable political platforms to be utilise in the schools.\r\nAs we near the close of the 1990s, house-to-house guidance computer broadcastmes be rapidly encompassing the position orientation to guidance. Comprehensive guidance platforms argon becoming the major(ip) way of organizing and managing guidance in the schools crossways the country. This chapter begins with a brief critique of conventional organic lawal forms for guidance. Next, the training of a Comprehensive Guidance Program Model that had its genesis in the early 1970s is presented. The limit of the homunculus is exposit, ollowed by a presentation of the organise of the program, the executees utilize in the program, and the time allocations of stave necessary to remove out the program. Finally, there is discussion of the program resources required for the mildew if it is to function effectively. Traditional compositional Patterns By the 1960s, the evolution of guidance in the schools had reached a peak. The guidance provisions of the National Defense cultivation Act of 1958 ( semipublic Law 85-864) ca utilize the number of secondary winding counselors in schools to increase self-coloredly.\r\nLater, due to an expansion of the guidance provisions of the act, elemental guidance was stick outed and as a result, the number of dim-witted counselors in schools increased rapidly. Counselors put their expertise to work in schools where tether conventional organizational patterns for guidance were prevalent, often under the administrative complex body part called pupil personnel services or scholar services; the services model, the dish model, or the duties model. In many schools, combinations of these 3 approaches were apply. work The ervices model had its origins in the 1920s and consists of organizing the activities of counselors nighwhat major services including assessment, training, counseling, organization and follow-up. Although the activities that ar usually listed under each of these services are important and useful, it is a check model for cardinal reasons. First, it is primarily oriented to secondary schools. Second, it does not land itself easily to the identification of disciple outcomes. And third, it does not delimit how the time of counselors should be allocated. Processes The process model had its origins in the 1940s.\r\nIt emphasizes the clinical and therapeutic aspects of counseling, specially the processes of counseling, consulting, and coordinating. This model is appealing because it is equally applicable to elementary and secondary counselors. However, the process model has some of the same limitations as the services model: It does not lend itself easily to the identifi cation of pupil outcomes and it does not specify allocations of counselor time. Duties Often, instead of describing some organizational pattern such as the services model or the process model, counselor duties are simply listed (duties model).\r\nsometimes these lists contain as many as 20-30 duties and the stand up duty is often â€Å"and perform other duties as assigned from time to time. ” Although equally applicable to elementary school and secondary school counselors, student outcomes are difficult to identify and counselor time is almost im doable to allocate effectively. Position Oriented rather Than Program Focused One result of these traditional organizational patterns has been to emphasize the position of the counselor, not the program of guidance. Over the years, as guidance evolved in the schools, it became position oriented rather than program focused.\r\nAs a result, guidance was an ancillary stand-in service in the eyes of many people. This pattern placed counselors in the world-class place in a remedial-reactive authority †a role that is not seen as mainstream in education. What was worse, this pattern reinforced the practice of counselors performing many administrative-clerical duties because these duties could be defended as being â€Å"of service to somebody. ” Because of the lack of an adequate organization modelling, guidance had become an undefined program. Guidance had become the add-on profession, date counselors were seen as the â€Å"you-might-as-well” conclave (â€Å" age you are oing this task, you might as well do this one too”). Because of the absence of a clear organizational framework for guidance, it was easy to assign counselors new duties. Counselors had flexible schedules. And, since time was not a consideration, wherefore worry about removing new duties when new ones were added? antecedent of the Comprehensive Guidance Program Model In October of 1969, the University of momen t-Columbia conducted a national conference on course guidance, counseling and placement that led to regional conferences held across the country during the spring of 1970.\r\nThen in 1971, the University of Missouri-Columbia was awarded a U. S. Office of gentility grant under the boot of Norman C. Gysbers to assist each state, the District of Columbia, and Puerto anti-racketeering law in development models or guides for implementing rush guidance, counseling and placement programs in their local schools. Project ply in Missouri conducted a national conference in St. Louis in January of 1972 and developed a manual (Gysbers & Moore, 1974) to be used by the states as they developed their own guides.\r\nThe manual that was published in February of 1974 provided the first description of an organizational framework for the Comprehensive Guidance Program Model that was to be refined in later work (Gysbers, 1978; Gysbers & Henderson, 1994; Gysbers & Moore, 1981; Hargens & Gysbers, 1984). The original organizational framework for the Comprehensive Guidance Program Model contained three interrelated categories of functions, and on-call functions. The political platform-based division brought in concert those guidance activities which took place primarily in the context of regularly plan courses of study in an educational setting.\r\nThese activities were a part of regular school subjects or were organized more or less special topics in the form of units, mini courses, or modules. They were based on necessity statements and translated into finales and objectives and activities necessary for the development of all students. Typical topics focused on self- spirit, social relationships, decision making, and randomness about the education, work, and leisure worlds. indoctrinate counselors were involved directly with students done and through class instruction, group processes, or individual discussions.\r\nIn other instances, school counse lors worked directly and cooperatively with teachers, providing resources and reference book. several(prenominal) facilitation functions included those dictatorial activities of the broad guidance program designed to assist students in monitoring and meeting their development in regard to their individualisedised, educational, and occupational goals, values, abilities, aptitudes, and interests. educate counselors served in the qualification of â€Å"advisers,” â€Å"learner managers,” or â€Å"development specialists. Personalized fall into place and closeness were emphasize instead of superficial refer with each student once a year to fill out a schedule. The functions in this category provided for the accountability necessitateful in an educational setting to ensure that students’ uniqueness remained intact and that educational resources were used to facilitate their biography manners history development. On-call functions focused on direct , agile responses to students ask such as information quest, crisis counseling, and teacher/parent/specialist consultation.\r\nIn addition, on-call functions were positive of the political program-based and individual facilitation functions. Adjunct guidance faculty ( peers, para sea captains, and volunteers/ last staff) aided school counselors in carrying out on-call functions. Peers were involved in tutorial programs, orientation activities, ombudsman centers, and (with special training) cross-age counseling and leading in informal dialogue centers. Paraprofessionals and volunteers provided message(prenominal) services in placement and followup activities, community liaison, course information centers, and club leadership activities.\r\nThe 1974 recitation of the model focused on the importance of counselor time usage by featuring â€Å"time dispersion wheels” to show how counselors’ time could be distributed to carry out a developmental guidance program. A chart was provided to show how counselors’ time could be distributed across a typical school week using the three categories as organizers. REFINEMENTS TO THE universal counselor PROGRAM mystify In 1978, Gysbers described refinements that had been made to the model since 1974. By 1978, the focus was on a total extensive, developmental guidance program.\r\nIt included the following elements: translation, rationale, assumptions, message model, and process model. The topic model described the knowledge and skills that students would flummox with the help of activities in the guidance program. The process model grouped the guidance activities and processes used in the program into quatern interrelated categories: programme-based processes, individual-development processes, on-call responsive processes, and systems deliver processes. It is evoke to note the changes that had been made between 1974 and 1978 in the model.\r\nThe concepts of definition, rationale, and assumptions had been added. The model itself was now organized into two parts. The first part listed the content to be learned by students, dapple the second part organized into four categories the guidance activities and processes occupyed in a program. The category of individual facilitation was changed to individual development, the word responsive was added to on-call, and a new category †systems backup man †was added. Also in 1978, Gysbers described sevener steps required to â€Å"remodel a guidance program while living in it”: 1. Decide you want to change. 2. Form work groups. . judge genuine programs. 4. Select program model. 5. Compare current program with program model. 6. Establish transition timetable. 7. Evaluate. amid 1978 and 1981, further refinements were made in the model. These refinements appeared in up(p) Guidance Programs by Gysbers and Moore (1981). By then, the basic complex body part of the model was established. The basis â€Å"con tent model” and â€Å"process model” had been dropped. Also, the steps for remodeling a guidance program, first delineated in 1978, formed the buttocks for the organization the chapters in astir(p) Guidance Programs and were described in detail.\r\nBetween 1981 and 1988, the model was being used by state departments of education and local school districts with change magnitude frequency. During these years, two school districts in particular became involved: St. Joseph School District, St. Joseph, Missouri and Northside separate School District, San Antonio, Texas. Hargens and Gysbers (1984), constitution in The School Counselor, presented a case study of how the model was implemented in the St. Joseph School District. The work in the Northside Independent School District became the basis for much of the most recent description of the model (Gysbers & Henderson, 1994).\r\nAs the 1980s progressed, a number of states and a number of additional school districts a cross the country began to adapt the model to fit their selects. In 1988, the first magnetic declination of Gysbers and Henderson’s book Developing and Managing Your School Guidance Program was published by the American draw for Counseling and Development, AACD (now the American Counseling Association, ACA). development the framework of the model presented in 1981, Gysbers and Henderson expanded and across-the-board the model substantially.\r\nBuilding upon the experiences of a number of local school districts and states and with particular emphasis on the experiences of the Northside Independent School District, the training, design, implementation, and evaluation phases of the model were elaborated upon in much more detail. Sample forms, procedures, and methods, particularly those from Northside, were used extensively to illustrate the model and its implementation. The second edition of the book Developing and Managing Your School Guidance Program by Gysbers and Hende rson was published in 1994.\r\nDESCRIPTION OF THE COMPREHENSIVE GUIDANCE PROGRAM MODEL Conceptual mental hospital The perspective of military man development that serves as the ass for the model and as a basis for identifying the guidance knowledge, skills, and attitudes (competencies) that students need to master is called livelihood livelihood development. flavor race development is defined as self-development everywhere a person’s livelihood cross through the integration of the roles, setting, and events in a person’s manners. The word life in the definition indicates that the focus of this conception of human development is on the total person †the human life.\r\nThe word life history identifies and relates the many often varied roles that individuals assume (student, worker, consumer, citizen, parent); the settings in which individuals find themselves (home, school, community); and the events that come in over their lifetimes (entry job, marria ge, divorce, retirement). The word development is used to indicate that individuals are always in the process of becoming. When used in sequence, the words life career development bring these separate meat words together, but at the same time a greater meaning evolves.\r\n feel career development describes total individuals †unique individuals, with their own lifestyles (Gysbers & Moore, 1974, 1975, 1981). The meaning of the word career in the phrase life career development differs substantially from the usual definition of the term. biography focuses on all aspects of life as interrelated parts of the whole person. The term career, when viewed from this broad perspective, is not a synonym for occupation. People deplete careers; the marketplace has occupations. Unfortunately, too many people use the word career when they hould use the word occupation. every people stomach careers †their lives are their careers. Finally, the words, life career development do not d elineate and describe only one part of human emergence and development. Although it is useful to focus at times on different neighborhoods (e. g. , physiologic, emotional, and intellectual), it is similarly necessary to integrate these areas. emotional state career development is an organizing and integrating concept for rationality and facilitating human development. Wolfe and Kolb (1980) summed up the life view of career development as follows:\r\nCareer development involves one’s whole life, not just occupation. As such, it concerns the whole person, needs and wants, capacities and potentials, excitements and anxieties, insights and blind spots, warts and all. More than that, it concerns his/her life. The purlieu pressures and constraints, the bonds that tie him/her to significant others, responsibilities to children and aging parents, the total structure of one’s deal are in any case factors that mustiness be understood and reckoned with, in these terms, career development and personal development converge.\r\nSelf and circumstances †evolving, changing, unfolding in mutual inter carry through †implant the focus and the drama of career development. (pp. 1-2) COMPREHENSIVE GUIDANCE PROGRAM MODEL ELEMENTS The model program (see work 1. 1) consists of three elements: content, organizational framework, and resources. CONTENT There are many usages today of content (student knowledge and skills) for guidance. The content is generally organized around areas or domains such as career, educational, and personal-social. Most often, the content is stated in a student competency format.\r\nFor purposes of this chapter, the three domains of human development that are featured in the life career development concept are presented here: self-knowledge and interpersonal skills; life roles, setting and events; and life career intend (Gysbers & Henderson, 1994; Gysbers & Moore, 1974, 1981). Student competencies are generated fr om these domains to provide example program content for the model. Self-knowledge and Interpersonal Skills In the self-knowledge and interpersonal skills domain of life career development, the focus is on helping students understand themselves and others.\r\nThe main concepts of this domain focus on students’ awareness and word sense of themselves, their awareness and acceptance of others, and their development of interpersonal skills. Within this domain, students begin to develop an awareness of their interpersonal characteristics †interests, aspirations, and abilities. Students learn techniques for self-appraisal and the analysis of their personal characteristics in terms of a real-ideal self-continuum. They begin to fashion plans for self-improvement in such areas as physical and mental health.\r\n individualistics become knowledgeable about the synergetic relationship of self and environment in such a way that they develop personal standards and a sense of purpose in life. Students learn how to create and maintain relationships and develop skills that allow for beneficial interaction within those relationships. They can use self-knowledge in life career think. They accommodate positive interpersonal relations and are self-directed in that they accept business for their own behavior. See Figure 1. 1 under The model program consists of three elements: content, organizational framework, and resources.\r\nComprehensive Guidance Program Elements Content Organizational Framework, Activities, while Resources COMPETENCIES • • • Student Competencies Grouped by domains STRUCTURAL COMPONENTS • explanation • Assumptions • Rational PROGRAM COMPONENTS SAMPLE PROCESSES Guidance platform Structured Groups Classroom presentations mortal provision weighing Assessment Placement & Follow-up • antiphonal Services Individual counseling Small group counseling audience Referral ashes promote Management act ivities Consultation Community outreach universe relations • • RESOURCES • valet • fiscal • Political SUGGESTED DISTRIBUTION OF TOTAL COUNSELOR age Elementary School 35-45% 5-10% 30-40% 10-15% Middle/Junior School 25-35% 15-25% 30-40% 10-15% High School 15-25% 25-35% 25-35% 15-20% Guidance Curriculum Individual Planning responsive Services System Support Life Roles, Settings, and Events The emphasis in this domain of life career development is on the interrelatedness of divers(a) life roles (learner, citizen, consumer), settings (home, school, work, and community), and events (job entry, marriage, retirement) in which students participate over the life span.\r\nEmphasis is given to the knowledge and understanding of the sociological, psychological, and economical dimensions and structure of their worlds. As students explore the different aspects of their roles, they learn how stereotypes affect their own lives and others’ lives. The implica tions of futuristic concerns is examined and related to their current lives. Students learn the potential impact of change in modern society and the necessity of being able to project themselves into the future.\r\nIn this way, they begin to predict the future, prognosticate alternatives they whitethorn choose, and plan to meet the requirements of the life career alternatives they whitethorn choose. As a result of schooling about the multiple options and dimensions of their worlds, students understand the reciprocal influences of life roles, settings, and events, and they can consider mixed lifestyle patterns. Life Career Planning The life career plan domain in life career development is designed to help students understand that decision making and training are important tasks in free-and-easy life and to recognize the need for life career planning.\r\nStudents learn about the many occupations and industries in the work world and of their groupings according to occupational req uirements and characteristics, as well as learning about their own personal skills, interests, values, and aspirations. Emphasis is placed on students’ learning of various rights and responsibilities associated with their involvement in a life career. The central focus of this domain is on the mastery of decision-making skills as a part of life career planning. Students develop skills in this area by learning the elements of the decision-making process.\r\nThey develop skills in gathering information from relevant sources, both(prenominal) external and internal, and learn to use the collected information in making informed and reasoned decisions. A major aspect of this process involves the appraisal of personal values as they whitethorn relate to likely plans and decisions. Students engage in planning activities and begin to understand that they can influence their future by applying such skill. They accept responsibility for making their own choices, for managing their own resources, and for directing the future course of their own lives.\r\norganisational FRAMEWORK The model program (see Figure 1. 1) contains seven regions organized around two major categories: morphological components and program components (Gysbers & Henderson, 1994; Gysbers & Moore, 1981). The three structural components describe the student focus of the program and how the program connects to other educational programs (definition), offer reasons why the program is important and needed (rational), and provide the premises upon which the program rests (assumptions).\r\nThe four program components delineate the major activities and the roles and responsibilities of personnel involved in carrying out the guidance program. These four program elements are as follows: guidance broadcast, individual planning, responsive services, and system mount. Structural Components Definition The program definition includes the mission statement of the guidance program and its centrali ty within the school district’s total educational program. It delineates the competencies that individuals will possess as a result of their involvement in the program, summarizes the components, and identifies the program’s clientele.\r\nRational The rationale discusses the importance of guidance as an equal supply in the educational system and provides reasons why students need to acquire the competencies that will accrue as a result of their involvement in a comprehensive guidance program. Included are conclusions drawn from student and community needs assessments and statements of the goals of the local school district. Assumptions Assumptions are the principles that shape and guide the program.\r\nThey include statements regarding the contributions that school counselors and guidance programs make to students’ development, the premises that undergird the comprehensiveness and the match record of the program, and the relationships between the guidance pro gram and the other educational programs. Program Components An examination of the needs of students, the flesh of guidance methods, techniques, and resources lendable, and the increases expectations of policy-makers and consumers indicates that a new structure for guidance programs in the schools is needed.\r\nThe position orientation organized around the traditional services (information, assessment, counseling, placement, and follow-up) and three aspects (educational, personal-social, and vocational) of guidance is no protracted adequate to carry the needed guidance activities in today’s schools. When cast as a position and organized around services, guidance is often seen as ancillary and only substantiative to instruction, rather than equal and complementary. The â€Å"three aspects” view of guidance frequently has resulted in fragmented and eventoriented activities and, in some instances, the creation of separate kinds of counselors.\r\nFor example, educationa l guidance is stressed by academic-college counselors, personalsocial guidance becomes the territory of mental health counselors, and vocational guidance is the focus of vocational counselors. If the traditional structures for guidance in the schools are no longer adequate, what structure is needed? One way to exercise this question is to ask and answer the following questions: argon all students in need of specific knowledge, skills, and attitudes that are the instructional province of guidance programs? Do all students need supporter with their personal, educational, and occupational plans?\r\nDo some students require special assistance in transaction with developmental problems and immediate crises? Do educational programs in the school and the staff involved require support that can be outflank supplied by school counselors? An positive answer to these four questions implies a structure that is different from the traditional position model. A recap of the class of guidance methods, techniques, and resources available today and an understanding of the expectations of national and state policy-makers and consumers of guidance also suggests the needs for a different model.\r\nThe structure suggested by an affirmative answer to the four questions and by a review of the literature is a program model of guidance techniques, methods, and resources organized around four interactive program components: guidance computer program, individual planning, responsive services, and system support (Gysbers & Henderson, 1994; Gysbers & Moore, 1981). The curriculum component was chosen because a curriculum provides a vehicle to impart guidance content to all students in a systematic way.\r\nIndividual planning was included as a part of the model because of the increasing need for all students to systematically plan, monitor, and manager their development and to consider and take action on their next steps personally, educationally, and occupationally. The re sponsive services component was included because of the need to scatter to the direct, immediate concerns of students, whether these concerns involve crisis counseling, referral, or consultation with parents, teachers, or other specialists.\r\nFinally, the system support component was included because, if the other guidance processes are to be effective, a variety of support activities such as staff development, explore, and curriculum development are required. Also, system support encompasses the need for the guidance program to provide appropriate support to other programs in including assuming â€Å"fair region” responsibilities in operating the school. These components, then, serve as organizers for the many guidance methods, techniques, and resources required in a comprehensive guidance program.\r\nIn addition, they also serve as a check on the comprehensiveness of the program. A program is not comprehensive unless counselors are providing activities to students, par ents, and staff in all four program components. Guidance Curriculum This model of guidance is based on the assumption that guidance programs include content that all students should learn in a systematic, sequential way. In order for this to happen, counselors must be involved in teaching, aggroup teaching, or share as a resource for those who teach a guidance curriculum.\r\nThis is not a new idea; the notion of guidance curriculum has deep, historical roots. What is new however, is the array of guidance and counseling techniques, methods, and resources currently available that work best as part of a curriculum. Also new is the concept that a comprehensive guidance program has an organized and sequential curriculum. The guidance curriculum typically consists of student competencies (organized by domain) and organize activities presented systematically through such strategies as the following: • Classroom Activities\r\nCounselors teach, team teach, or support the teaching of guidance curriculum learning activities or unites in classrooms. Teachers also may teach such units. The guidance curriculum is not limited to being part of only one or two subjects but should be included in as many subjects as possible throughout the total school curriculum. These activities may be conducted in the classroom, guidance center, or other school facilities. • Group Activities Counselors organize large-group sessions such as career days and educational/college/vocational days.\r\nOther members of the guidance team, including teachers and administrators, may be involved in organizing and conducting such sessions. Although counselors’ responsibilities include organizing and implementing the guidance curriculum, the cooperation and support of the entire staff are necessary for its successful implementation. Individual Planning Concern for individual student development in a complex society has been a prat of the guidance movement since the days of Frank Par sons. In recent years the concern for individual student development has intensified as society has become more complex.\r\nThis concern is manifested in many ways, but perhaps is expressed most succinctly in a frequently stated guidance goal: â€Å"Helping all students become the persons they are competent of becoming. ” To accomplish the purposes of this component of the Model, activities and procedures are provided to assist students in understanding and periodically monitoring their development. Students come to terms with their goals, values, abilities, aptitudes, and interests (competencies) so they can continue to progress educationally and occupationally.\r\nCounselors become â€Å"person-development-and-placement specialists. ” Individual planning consists of activities that help students to plan, monitor, and manage their own learning and their personal and career development. The focus is on assisting students, in close collaboration with parents, to develo p, analyze, and rate their educational, occupational, and personal goals and plans. Individual planning is implemented through such strategies as: • Individual Appraisal Counselors assist students to assess and interpret their abilities, interests, skills, and achievement.\r\nThe use of test information and other data about students is an important part of helping them develop immediate and long-range goals and plans. • Individual Advisement Counselors assist students to use self-appraisal information along with personal-social, educational, career, and labor market information to help them plan and realize their personal, educational, and occupational goals. • Placement Counselors and other educational personnel assist students to make the transition from school to work or to additional education and training.\r\nResponsive Services Problems relating to academic learning, personal identity issues, drugs, and peer and family relationships are increasingly a part o f the educational scene. Crisis counseling, diagnostic and remediation activities, and consultation and referral must continue to be included as an ongoing part of a comprehensive guidance program. In addition, a chronic need exists for the guidance program to respond to the immediate information-seeking needs of students, parents, and teachers.\r\nThe responsive services component organizes guidance techniques and methods to respond to these concerns and needs as they occur; it is supportive of the guidance curriculum and individual planning components as well. Responsive services consist of activities to meet the immediate needs and concerns of students, teachers, and parents, whether these needs or concerns require counseling, consultation, referral, or information. Although counselors shoot special training and possess skills to respond to immediate needs and concerns, the cooperation and support of the entire faculty are necessary for this component’s successful impleme ntation.\r\nResponsive services are implemented through such strategies as: • Consultation Counselors consult with parents, teachers, other educators, and community agencies regarding strategies to help students deal with and resolve personal, educational, and career concerns. • Personal Counseling Counseling is provided on a small-group and individual basis for students who have problems or difficulties dealing with relationships, personal concerns, or normal developmental tasks. The focus is on assisting students to identify problems and causes, alternatives, possible consequences, and to take action when appropriate. • Crisis Counseling\r\nCounseling and support are provided to students or their families facing emergency situations. Such counseling is normally short term and temporary in nature. When necessary, appropriate referral sources are used. • Referral Counselors use other professional resources of the school and community to refer students when ap propriate. These referral sources may include: mental health agencies employment and training programs vocational rehabilitation juvenile services social services special school programs (special or compensatory education) The responsive services component also provides for small-group counseling.\r\nSmall groups of students with similar concerns can be helped by intensive small-group counseling. All students may not need such assistance, but it is available in a comprehensive program. Adjunct guidance staffâ€peers, paraprofessionals, volunteersâ€can aid counselors in carrying out their responsive activities. Peers can be involved in tutorial programs, orientation activities, ombudsman functions and, with special training, cross-age counseling and leadership in informal dialog. Paraprofessionals and volunteers can provide assistance in such areas as placement, follow-up, and community-school-home liaison activities.\r\nSystem Support The administration and management of a comp rehensive guidance program require an ongoing support system. That is why system support is a major program component. Unfortunately, it is often over fonted or only minimally appreciated. And yet, the system support component is as important as the other three components. Without continuing support, the other three components of the guidance program are ineffective. This component is implemented and carried out through such activities as the following: • Research and Development\r\nGuidance program evaluation, follow-up studies, and the continued development and modify of guidance learning activities are some examples of the research and development work of counselors. • Staff/Community Public Relations The orientation of staff and the community to the comprehensive guidance program through the use of newsletters, local media, and school and community presentations are examples of public relations work. • Professional Development Counselors must regularly modify their professional knowledge and skills.\r\nThis may include club in school inservice training, attendance at professional meetings, completion of postgraduate course work, and contributions to the professional literature. • deputation/Advisory jurys Serving on departmental curriculum committees and community committees or advisory boards are examples of activities in this area. • Community Outreach Included in this area are activities designed to help counselors become knowledgeable about community resources, employment opportunities, and the local labor market. This may involve counselors visiting local businesses and industries and social services agencies. Program Management and Operations This area includes the planning and management tasks needed to support the activities of a comprehensive guidance program. Also included in the system support component are activities that support programs other than guidance. These activities may include counselors being invol ved in helping interpret student test results to teachers, parents, and administrators, serving on departmental curriculum committees (helping interpret student needs data for curriculum revision), and working with school administrators (helping interpret student needs and behaviors).\r\nCare must be taken, however, to watch the time given to these duties because the particular focus for counselors is their work in the first three components of the comprehensive guidance program. It is important to realize that if the guidance program is well run, focusing heavily on the first three components, it will provide substantial support for other programs and personnel in the school and the community. Program Time Counselors’ professional time is a critical element in the Model. How should professional informed counselors spend their time?\r\nHow should this time be pass on across the total program? In this Model, the four program components provide the structure for making judgm ents about appropriate allocations of counselors’ time. One criterion to be used in making such judgments is the concept of program balance. The assumption is that counselor time should be circularise across all program components, but particularly the first three. Another criterion is that different grade levels require different allocations of counselor time across the program components.\r\nFor example, at the elementary level, more counselor time is played out working in the curriculum with less time spent in individual planning. In the high school school, these time allocations are reversed. How counselors in a school district or school building plan and allocate their time depends on the needs of their students and their community. Once chosen, time allocations are not fixed forever. The purpose for making them is to provide direction to the program and to the administrators and counselors involved.\r\nSince the Model is a â€Å"100 part program,” 100 % of cou nselors’ time must be pass around across the four program components. Time allocations are changed as new needs arise, but zip new can be added unless something else is removed. The assumption is that professional counselors spend 100 % of their time on task, implementing the guidance program. What are some suggested percentages? As an example, the state of Missouri (Starr & Gysbers, 1997) has adopted suggested percentages of counselor time to be spent on each program component.\r\nThese suggested percentages were recommended by Missouri counselors and administrators who had participated in the field-testing of the Missouri adaptation of the Comprehensive Guidance Program Model: Percent ES M/JH HS Guidance Curriculum 35-45 25-35 15-25 Individual Planning 05-10 15-25 25-35 Responsive Services 30-40 30-40 25-35 System Support 10-15 10-15 15-20 Resources Human Human resources for the guidance program include such individuals as counselors, teachers, administrators, parent s, students, community members, and business and labor personnel.\r\nAll have roles to play in the guidance program. While counselors are the main providers of guidance and counseling services and coordinators of the program, the involvement, cooperation, and support of teachers and administrators is necessary for the program to be successful. The involvement, cooperation, and support of parents, community members, and business and labor personnel also is critical. A SchoolCommunity Advisory commission is recommended to bring together the natural endowment and energy of school and community personnel.\r\nThe School-Community Advisory Committee acts as a liaison between the school and community and provides recommendations concerning the needs of students and the community. A primary duty of this committee is to advise those involved in the guidance program. The committee is not a policy- or decision-making body; rather, it is a source of advice, counsel, and support and is a commu nicating link between those involved in the guidance program and the school and community. The committee is a imperishable part of the guidance program. A community person should be the chairperson.\r\nThe use and involvement of an advisory committee will vary according to the program and the community. It is important, however, that social station be more than in name only. Members will be particularly helpful in developing and implementing the public relations plan for the community. Financial The financial resources of a comprehensive guidance program are crucial to its success. Examples of financial resources include budget, material, equipment, and facilities. The Model highlights the need for these resources through its focus on the physical quad and equipment required to conduct a comprehensive program in a school district.\r\nTo make the guidance curriculum, individual planning, responsive services, and system support components function effectively, adequate guidance fa cilities are required. Traditionally, guidance facilities have consisted of an office or suite of offices designed primarily to provide one-to-one counseling or consultation assistance. Such arrangements have frequently included reply or waiting areas that serve as look for rooms where students have access to displays or files of educational and occupational information.\r\nAlso, this space has typically been placed in the administrative wing of the school so that the counseling staff can be near the records and the administration. The need for individual offices is obvious because of the continuing need to carry on individual counseling sessions. A need also exists, however, to open up guidance facilities and make them more sociable to all students, teachers, parents, and community members. One way to make guidance facilities more utile and accessible is to reorganize traditional space into a guidance center.\r\nA guidance center brings together available guidance information a nd resources and makes them easily accessible to students. The center is used for such activities as group sessions, student self-exploration, and personalized research and planning. At the high school level, students receive assistance in areas such as occupational planning, job entry and placement, financial aid information and postsecondary educational opportunities. At the elementary school level, students and their parents receive information about the school, the community, and parenting skills; they also read books about personal growth and development.\r\nAn area for play therapy can be provided in the guidance center. Although the center is available for use to school staff and community members, it is student centered, and many of the center activities are student planned as well as student directed. At the same time, the center is a valuable resource for teachers in their program planning and implementation. Employers, too, will find the center useful when seeking part-ti me or full-time workers. Clearly, the impact of the center on school and community can be substantial.\r\nIf community members and parents are involved in the planning and implementation of the center and its activities, their interest could provide an nerve impulse for the involvement of other community members. When parents and community members become involved in programs housed in the center, they experience the guidance program firsthand. Through these experiences, new support for the program may develop. The guidance center is furnished as comfortably as possible for all users. readiness is made for group as well as individual activities.\r\nCoordinating the operation of the guidance center is the responsibility of the guidance staff, but all school staff can be involved. It is recommended that at least(prenominal) one paraprofessional be a part of the staff to ensure that clerical tasks are carried out in a consistent and ongoing manner. Political Education is not simply i nfluenced by politics, it is politics. The mobilization of political resources is key to a successful guidance program. dependable endorsement of the guidance program by the Board of Education as a â€Å"program of studies of the district” is one example of mobilizing political resources.\r\nAnother example is a clear and concise school district policy statement that highlights the integral and central nature of the school district’s comprehensive guidance program to other programs in the school district. displace It All Together What does the Program Model look like when all of the Model’s elements are brought together? Figure 1 (see page 12) presents the Model on one page so that the three program elements can be seen in relationship to each other. Notice that the three program elements (program content, program structure, processes, and time, and program resources) represent the â€Å"means” of the program.\r\nWithout these means in place, it is impo ssible to achieve the full results of the program and to in full evaluate the impact of the program on the students, the school, and the community. somewhat Final Thoughts The Program Model, by definition, leads to guidance activities and structured group experiences for all students. It de-emphasizes administrative and clerical tasks, one-toone counseling only, and limited accountability. It is proactive rather than reactive. Counselors are worry and unavailable for unrelated administrative and clerical duties because they have a guidance program to implement.\r\nCounselors are expect to do personal and crisis counseling as well as provide structured activities to all students. To to the full implement the Program Model it is important that the program be as follows: 1. Understood as student-development oriented, not school maintenance-administrativeoriented. 2. Operated as a 100 % program; the four program components constitute the total program; there are no add-ons. 3. Start ed the first day of school and ended on the last day of school; not started in the middle of October with an terminal time in April so that administrative, nonguidance tasks can be completed. . Understood as program focused, not position focused. 5. Understood as education-based, not agency or clinic based. References Brewer, J. M. (1922). The vocational guidance movement: Its problems and possibilities. New York: The Macmillan Company. Eckerson, L. O. , & Smith, H. M. (1966). eye socket of pupil personnel services. Washington, DC: U. S. Government publish Office. Ginn, S. J. (1924). Vocational guidance in Boston Public Schools. The Vocational Guidance Magazine, 3, 3-7. Gysbers, N. C. (1978). Remodeling your guidance program while living in it.\r\nTexas Personnel and Guidance Association Journal, 6, 53-61. Gysbers, N. C. , & Henderson, P. (1994). Developing and managing your school guidance program (2nd ed. ). Alexandria, VA: American Association for Counseling and Deve lopment. Gysbers, N. C. , & Moore, E. J. (1974). Career guidance, counseling and placement: Elements of an illustrative program guide (A life career development perspective). Columbia, MO: University of Missouri, Columbia. Gysbers, N. C. , & Moore, E. J. (1975). Beyond career developmentâ€life career development. Personnel and Guidance Journal, 53, 647-652.\r\nGysbers, N. C. , & Moore, E. J. (1981). Improving guidance programs. Englewood Cliffs, NJ: Prentice Hall. Hargens, M. , & Gysbers, N. C. (1984). How to remodel a guidance program while living in it: A case study. The School Counselor, 30, 119-125. Myers, G. E. (1923). Critical review of present developments in vocational guidance with special reference to future prospects. The Vocational Guidance Magazine, 2 (6), 139-142. Myers, G. E. (1935). Coordinated guidance: Some suggestions for a program of pupil personnel work. Occupations, 13 (9), 804-807. Smith G.\r\nE. (1951). Principles and practices of the g uidance program. New York: The Macmillan Company. Starr, M. F. , & Gysbers, N. C. (1997). Missouri comprehensive guidance: A model for program development, implementation and evaluation (1997 Rev. ). Jefferson city: Missouri Department of Elementary and Secondary Education. Wolfe, D. M. , & Kolb, D. A. (1980). Career Development, personal growth, and experimental learning. In J. W. Springer (Ed. ), Issues in career and human resource development (pp. 1-56). Madison, WI: American Society for Training and Development.\r\n'