Development Of Guidance And Counseling Program

Discuss about the Development of Guidance and Counseling Program.

The study concentrates on the development of Counseling and Guidance Unit in Iskandhar School of Maldives. The function of any education system is not only bound to provide academic learning to the students but also all types of development to the students. Socio active development such as self-discipline, independence of thought, recognizing relationships with other natives, taking initiatives should be involvement in the activities if a school (Wichmann, Thomsen & Nordentoft, 2015). The personal-social development includes the development of understanding, knowledge, skills and abilities in relation to oneself and others. Guidance and counseling are considered as a part of the curriculum in the eyes of National Curriculum Framework (Egbo, 2015).

We know that the number of the most number of students in the Iskandhar School of Maldives is local. The local students face several problems alongside with the negative influences that will remain for the next generations. In order to eliminate this issue and make the students able to understand themselves and their circumstances more effectively the need of guidance and counseling is essential (Meijers, Kuijpers & Gundy, 2013).

Another reason behind using the development unit is making the parents or family of the student able to provide them complete and right guidance. It is because the parents or guardians serve as the main role in the lives of their children. The best activity of the school counselors is collaborating with the parents in terms of making better future of the students (Alemu, 2013).

The first mission of the task is to develop the guidance and counseling program for helping all the students of Iskandhar School of Maldives.

Offering required guidance and information to the students and assisting individual students to take wise decisions. Enhancing self understanding of the students along side with facilitating the adjustments.

The student will be assisted in adapting to the new environment and changes.

Another mission of the development will be improving and promote the success of the student through the counseling, leadership, guidance, collaboration and advocacy with teachers, community partners, administrator, leaders and mainly with the parents.

Individual planning, responsive services, guidance curriculum and system support will be included in the program structure. For meeting the key mission that is providing guidance to the students in Iskandhar School, the implementation of the program must be done through the proper allocation of the resources.

Mission and Vision

The recognized elements of the guidance curriculum are motivation for achieving, responsible activities, the proper way of communicating with others, decision making, planning, vision establishment, problem solving skills and development of self-confidence. The class room-sized amount of students will be gathered to be taught in the curriculum, and it will be done through units.

The classroom will be divided as per the age of the students. Grades Pre-Kindergarten-Kindergarten, grades 1 – 3, grades 4 – 6, grades 7 – 9 and grades 10 – 12 will be consisting of students of ages 3-4, 5-6, 7-10, 11-16 respectively (Glasheen, Campbell & Shochet, 2013).

The need of the responsive services can be considered for those students whose instant personal issues are creating risk for their career, personal-social needs, and education (Bitsika & Sharpley, 2014). Though the counselors will be ready to deal with any kind circumstances that is concerning the student, some issues that are listed below has the most priority.

• school drop-outs
• harassment issues
• adolescent and child suicide
• academic success
• gang pressures or involvement
• school-age pregnancy
• severe stress
• substance abuse

Analyzing Counselor Use of Time: Every counselor in the school will be taking part in the task analysis procedure (Barclay et al., 2013). As a result the various aspects of the school counseling program can be recognized and assessed.

Table 1: The Activity Log of Counselors

(Source: Created by Author)

The counselors will be making a document for recording all the processes that they will carry out. 

Table 2: Counselor Time Analysis

(Source: Created by Author)

Completing the model audit and program review: Through this model audit and program review the requirements and strong parts of the program can be identified (Chireshe, 2012). The program team will keeping track of the current program regarding foundation, management, delivery and accountability. The school counseling program will be implemented, developed and evaluated through the guidance of philosophy.

Table 3: Foundation of Beliefs and Philosophy

(Source: Created by Author)

Analyzing program strengths and needs: The time analysis and the audit outcome now will be examined and compared. The emerging of the present program requirements and strengths will be discussed through the visual review (Egbo, 2015). Currently the counselors are working on making the philosophy for the program. The counselors are charged with making the program set up ready as soon as possible so that the planned tasks can be initiated in the right time and some analysis can be accessed on the planning so that required modifications can be carried out. The common strengths among the counselor is the bondage and willingness to make the program successful (Dicke et al., 2014).

Preconditions

Table 4: Engagement of the Stakeholders

(Source: Created by Author)

Abdulla Fazeel, Ali Ismail and Mohamed Hashim is currently working on reviewing the national standards and state academic standards regarding the counseling program. The process of review will be completed within three to four working days.

Establishing the advisory Council: For making an assessable impact on the success of the students district advisory council will be involved in the program (Thomsen, 2014). The advisory council will be comprised of nine people who are very much interested in the program. The name of the advisory council members are Ibrahim Naseem, Mohamed Hashim, Fathimath Suza, Hussain Saeed Mohamed, Abdhullah Nashidh, Mohamed Ujail, Mizna Fauzee, Hamdhy Majdhy and Aminath Shaheedha.

Building the foundation: The advisory council and the counselor will be working jointly on the program development on the basis. The faculty will be providing their support through making the students and guardians understand the importune of the program. As the program is under process the procedure such as achievement gaps, recognition of student standards and other processes will be carried out later.

Accountability:  Hussain Saeed will be in charge of revisiting the program audit for analyzing the progress of the program. The impact of the counseling program and the effectiveness of it in student areas such as behavior, attendance, career maturity and many others will be analyzed by Mohamed Adil. Abdulla Fazeel will be responsible for keeping track of the growth and performance of the counselors. All the counselors will be conducting meeting once in a month to indentify the gaps in the program and closing the gap.

• The community will be getting the future generation youths who will be ready to face any challenge and will stand strong any obstacle that can harm them (Mapfumo & Nkoma, 2013).
• As stated in the issue in the local traditional obstacles to the community enhancement can be removed from the root.

Conclusion:

From the above study, it can be concluded that it is very important to develop the Counseling and Guidance unit in the Iskandir School. The counselor has the most important role in developing and maintaining the programs of the system. Through the individual student planning the issues that are related to distinct students can be eliminated. As the parents or guardians will be provided some lessons, the students will also be continue learning even in their individual homes. All the stakeholders have to behave like a responsible person so that the program doest fail in providing guidance to the students. The counselor and the teachers will be responsible for making the parents understand the significance of the program.

References:

Alemu, Y. (2013). Assessment of the provisions of guidance and counselling services in secondary schools of East Harerge Zone and Hareri Region, Ethiopia. Middle Eastern & African Journal of Educational Research, 2, 28-37.

Barclay, K., Crocket, K., Kotze, E., & Peter, M. (2013). A Window on School Guidance Counselling. New Zealand Journal of Counselling, 33(1), 15-35.

Bitsika, V., & Sharpley, C. F. (2014). Which psychological resilience attributes are associated with lower aspects of anxiety in boys with an autism spectrum disorder? Implications for guidance and counselling interventions. British Journal of Guidance & Counselling, 42(5), 544-556.

Borbely-Pecze, T. B., & Hutchinson, J. (2013). The Youth Guarantee and lifelong guidance.

Chireshe, R. (2012). Career guidance and counselling provisions at a South African University: Career advisors’ reflections. The Anthropologist, 14(4), 305-310.

Dicke, T., Parker, P. D., Marsh, H. W., Kunter, M., Schmeck, A., & Leutner, D. (2014). Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology, 106(2), 569.

Egbo, J. O. (2015). Guidance and counselling: a creativity for promoting sustainable well-being and adjustment of secondary school students in nigeria. British Journal of Education, 3(10), 49-57.

Glasheen, K., Campbell, M. A., & Shochet, I. (2013). Opportunities and challenges: School guidance counsellors' perceptions of counselling students online. Australian Journal of Guidance and Counselling, 23(2), 222.

Low, S. K., Kok, J. K., & Lee, M. N. (2013). A holistic approach to school-based counselling and guidance services in Malaysia. School Psychology International, 34(2), 190-201.

Mapfumo, J., & Nkoma, E. (2013). The State of Guidance and Counselling Programmes in High Schools in Manicaland, Zimbabwe. International Journal of Scientific Research in Education, 6(2), 100-116.

Meijers, F., Kuijpers, M., & Gundy, C. (2013). The relationship between career competencies, career identity, motivation and quality of choice.International Journal for Educational and Vocational Guidance, 13(1), 47-66.

Thomsen, R. (2014). Non-participation in guidance: An opportunity for development?. International Journal for Educational and Vocational Guidance, 14(1), 61-76.

Wichmann-Hansen, G., Thomsen, R., & Nordentoft, H. M. (2015). Challenges in Collective Academic Supervision: supervisors’ experiences from a Master Programme in Guidance and Counselling. Higher Education,70(1), 19-33.