03. the role of the guidance counsellor docaug 07 (1)
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Contents
Page
Introduction
3
Definition 3
Membership 4
Adult Guidance 5
The Role of the Guidance Counsellor
7
Vocational, Education & Personal Guidance
8
Labour Market Education & Training 14
Equality & Diversity 15
Managing A Service & Programme Delivery 15
Information & Resource Management 16
Counselling Skills 17
Ethical Principles & Professional Practice 18
A Model of Practice of the Guidance Counsellor 20
Who is entitled to access Guidance & Counselling Service? 21
Locations & Settings 23
Referral Services 24
References 25
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Welcome to the IGC
The Institute of Guidance Counsellors established in 1968, is the
professional body representing over 1300 practitioners in
second level schools, third level colleges, adult
guidance services, private practice and in other settings.
On behalf of it's members and their clients the Institute has a
liaison and advocacy role with government departments,
management and trade union organisations, national parent
bodies, higher and further education institutions, employment
and training agencies.
Introduction to the Role Document
Members of the Executive of the Institute of Guidance Counsellors
have prepared this document. This document seeks to reflect best
practice for Guidance Counsellors. This document is not
prescriptive. Its primary purpose is to provide useful information for
those interested in the profession of Guidance Counselling and to
assist existing Guidance Counsellors in planning and fulfilling their
role and function, in the context of the ethos, culture, and
environment in which they work. The Institute of Guidance
Counsellors wishes to promote the highest standards of professional
practice. This document should be read in conjunction with the
current Constitution & Code of Ethics of the Institute of Guidance
Counsellors.
Definition
The role of the Guidance Counsellor is to engage in personal,
educational, and vocational counselling with clients throughout the
lifespan, in the particular circumstances of their life.
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Membership
Membership of the Institute of Guidance Counsellors is open to
those individuals, who have successfully completed a programme of
study, recognised by the Institute, for the purpose of admission to
membership.
The Institute recognises two strands, through which individuals can
obtain membership.
1. The first of these strands admits to membership graduates of
professional training programmes, constituted to prepare
individuals to work as Guidance Counsellors in second level
and further and higher education
2. The second strand admits to membership graduates of
programmes constituted to work with adults in a guidance and
counselling role.
Both strands admit suitably qualified applicants to full membership
of the Institute of Guidance Counsellors, upon successful completion
of their separate courses. Such membership does not of itself confer
any employment rights, in specific Guidance and Counselling roles,
given that employers of Guidance and Counselling graduates may
lay down a range of other qualification requirements, for
employment in their specific sector.
Education
The institute recognises at the time of publication of this document,
the following Irish Guidance and Counselling programmes, currently
being offered by third level institutions, as meeting its entry
requirements, for those seeking employment in education settings.
An up to date list of recognised qualifications is always available on
the Institutes website at www.igc.ie
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Higher Diploma in School Guidance and Counselling (NUI
Maynooth)
Higher Diploma in Guidance and Counselling (NUI Cork)
Graduate Diploma in Guidance and Counselling (University of
Limerick)
Masters of Education - Guidance and Counselling (Trinity
College Dublin)
M.Sc. in Educational Guidance and Counselling - Mode B
(Trinity College)
Postgraduate Certificate/Diploma/MSc in Counselling and
Therapeutic Communication (University of Ulster) plus (DAS)
Adult Guidance
The Institute recognises the following Irish Guidance and
Counselling programme, currently being offered, by NUI Maynooth,
as meeting its entry requirements, for those seeking employment in
an adult guidance role. All courses currently accepted for
membership of the IGC, will be reviewed every three years.
Individuals presenting qualifications obtained from colleges in other
jurisdictions will have to fulfil a basket of entry requirements, which
must include the following generic core components.
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http://www.nuim.ie/academic/education/Courses/sgc.htmhttp://www.nuim.ie/academic/education/Courses/sgc.htmhttp://www.ucc.ie/en/CKC02/http://www.ul.ie/education/programmes/gdgcb.htmlhttp://www.ul.ie/education/programmes/gdgcb.htmlhttp://www.tcd.ie/Education/courses/masters.phphttp://www.tcd.ie/Education/courses/masters.phphttp://www.tcd.ie/Education/MScinEducationalGuidanceandCounselling.htmhttp://www.tcd.ie/Education/MScinEducationalGuidanceandCounselling.htmhttp://prospectus.ulster.ac.uk/course/?id=3233http://prospectus.ulster.ac.uk/course/?id=3233http://www.nuim.ie/academic/education/Courses/sgc.htmhttp://www.nuim.ie/academic/education/Courses/sgc.htmhttp://www.nuim.ie/academic/education/Courses/sgc.htmhttp://www.ucc.ie/en/CKC02/http://www.ul.ie/education/programmes/gdgcb.htmlhttp://www.ul.ie/education/programmes/gdgcb.htmlhttp://www.tcd.ie/Education/courses/masters.phphttp://www.tcd.ie/Education/courses/masters.phphttp://www.tcd.ie/Education/MScinEducationalGuidanceandCounselling.htmhttp://www.tcd.ie/Education/MScinEducationalGuidanceandCounselling.htmhttp://prospectus.ulster.ac.uk/course/?id=3233http://prospectus.ulster.ac.uk/course/?id=3233http://prospectus.ulster.ac.uk/course/?id=3233 -
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COMPONENT HOURS1. KnowledgeRole and functions of the guidance counsellor (managing
the guidance service)Career development and the nature of work 24 hours
The Psychology of Human Development and Behaviour 24 hoursCounselling theory 24 hoursProfessional issues (e.g. ethics, record keeping) 12 hoursMulticultural, Special Educational needs and equality issues 6 hoursGuidance programme planning / Whole school planning 6 hours2. Skills DevelopmentGuidance skills development 24 hoursCounselling skills development 24 hoursExperiential group work 24 hoursPsychometric testing 30 hoursInformation management and systems 12 hoursPersonal growth/development, which should include
personal counselling.
12 hours
3. Field PracticeGuidance practice and supervision. 24 hoursCounselling practice and supervision. 24 hoursAppropriate placements 48 hours
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The Role of the Guidance Counsellor
The seven areas of professional practice of the Guidance Counsellor
are as follows:
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Ethical
Principles&
Professional Practice
CounsellingSkills
Information
& ResourceManagement
Managing ofGuidanceService &
ProgrammeDelivery
Equality &Diversity
LabourMarket
Education& Training
The practiceof PersonalEducation &VocationalGuidance
throughoutthe lifespan
GuidanceCounsellor
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1.
The practice of vocational, educational, and
personal guidance across the lifespan.
The Guidance Counsellor has the competency:
To facilitate career/life choices through the lifespan
To facilitate educational choices through the lifespan
To facilitate personal choices through the lifespan
To assess through the lifespan
Facilitation of career/life choices through the lifespan
The Guidance Counsellor will have knowledge of the major
vocational guidance theories, understand the theoretical origins of
career development work, and use a theoretical framework, through
which to understand individual career development.
The Guidance Counsellor will demonstrate the ability to: Describe change and transition in the context of lifespan
career development
Help individuals adapt to and manage change and
transition
Help individuals understand and accept that change and
transition are normal parts of life
The Guidance Counsellor will demonstrate the
ability to describe work/life balance in the context
of lifespan career development
Understand the need to balance the multiple roles assumed
by individuals throughout their career development
Understand and integrate into practice that making a living
is only one component of ones identity
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Understand that individuals, their values and the
environment are interdependent
Can foster career management strategies by helping
individuals develop the skills to effectively manage their
careers
Helping individuals understand that career management is
a lifelong process
Helping individuals understand how societal trends play a
major role in career management
Promoting individuals independence and self-confidence
Increasing individuals awareness of opportunities and
options
Understanding and agreeing on possible outcomes
Working out steps needed to make and implement a
decision so individuals achieve goals
Can refer individuals to the appropriate sources by
Assisting clients in selecting services and resources to
meet their needs
Helping individuals to develop skills for research
Assisting individuals in obtaining services outside the
boundaries of the Counsellors expertise
Facilitating case management
Can conduct a needs assessment by Assisting individuals identify their career development needs
holistically in the context of their lives
Determining whether individuals needs are within the scope
of practice of the Counsellor and, if not, determine appropriate
referral
Providing a context for the career development service
Assisting the Counsellor and individual to negotiate and
contract the service to be provided
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Where appropriate to assist teachers/tutors to enhance their
formal and non-formal methodologies in the use of guidance
resources in a school/adult setting.
Facilitate teaching colleagues in implementing appropriate
aspects of guidance programme within the curriculum.
When working with adult clients:
Facilitate their successful engagement, with appropriate
education/training.
Support the individual in long term planning and the guidance
of a personal portfolio.
Provide continuity of support across modules and tutors /
trainers.
Facilitate Adult Education Colleagues to implement
appropriate aspects of guidance within the adult education
programme.
Facilitation of Personal Choices through the
lifespan
The guidance Counsellor is involved in Personal/Social Guidance.
This requires the capacity to:
Assist clients to develop self-awareness of their personal
values, attitudes, beliefs and those of others.
Help clients identify strategies for building self-esteem and
that of others.
Facilitate clients in identifying and expanding existing coping
strategies.
Assist clients to understand the importance of emotional
expression and develop appropriate ways to express feelings
in different contexts.
Assist clients develop their communications skills
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Help clients in understanding the importance of positive
thinking and help clients develop the ability to use this life skill
effectively.
Assist clients in understanding the impact of stress on
emotional and social health and assist them in developing
personal skills for managing stress.
Assessment
Assessment involves the integration and evaluation of data
inventories, tests, interviews, scales, and other techniques,
which measure an individuals abilities, aptitudes, barriers, life
roles, interests, personality, values, attitudes, educational
achievements, skills, and other relevant information.
The Guidance Counsellor identifies when the use of an
assessment is appropriate, which test instrument to use, test
interpretation, which is, interpreting, and explaining to a client
the results of an assessment and the implications thereof.
The one to one personal interview is a necessary first step in
attempting to establish an understanding of the clients
present circumstances, as well as an appreciation of his/her
personality, values, attitudes, interests, ambitions,
motivations and barriers or perceived. The interview will also
afford an opportunity to establish information as to clients
educational achievements to date.
The guidance counsellor is responsible for the maintenance of
professional standards in the administration, interpretation,
and dissemination of tests and results.
The guidance and counselling process aims to help clients to
grow in self-knowledge and self-esteem by assisting them
to:
Understand personal emotions, abilities, interests and special
aptitudes
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Acquire information about education and career opportunities
within a changing society
Make and carry out appropriate life choices and plans and
achieve satisfactory adjustments in life
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3.
Equality and Diversity
Guidance Counsellors recognise, understand, and respect
diversity and conduct their work in sensitive ways.
Counsellors should pay attention particularly to the language
they use in conversation with clients and avoid outdated
words or terms which may stereotype or cause offence to
individuals.
4.
Managing a Service and Programme Delivery
Guidance Counsellors maintain professional standards in
delivering and managing their service to clients by
Maintaining client records
Using planning and time management skills
Follow appropriate procedures and policies within their
employment
Establish and maintain collaborative work relationships
Evaluate the service provided
Liase with the appropriate relevant bodies
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5.
Information and Resource Management
Guidance Counsellors:
Recognise the need for systematic, efficient, and effective
information and resource management in their work
Have a knowledge of legislation governing freedom of
information, data protection etc.
Have a responsibility to ensure that current information is
gathered, organised and disseminated to provide clients with
the widest range of options.
Must keep up to date with ICT (Information and
Communications Technology)
Assist clients in accessing and interpreting information
effectively.
The effective management of information and resources
should provide for the following:
Access to information technology including Internet and e-mail
Research
Outreach work
Careers exhibitions
College open-day visits
Work-place/industry visits
College Open Days
Guest Speakers
Development of publications and resource material relevant to
the client base
Newsletters
Effective use of notice boards and information points
Up-dating careers library
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6
Counselling Skills
Counselling is central to the work of the Guidance Counsellor.
Guidance and counselling is an interactive process between
counsellor and client, which can involve working with the individual
in a one-to-one or group setting.
The skills of empathy, genuineness, and unconditional positive
regard facilitate clients in identifying options, making decisions, and
resolving difficulties. These skills also include: active listening,
clarifying, paraphrasing, setting boundaries, contracting,
challenging, focusing, motivating, utilising non verbal
communications, probing, questioning, reflecting feelings,
prioritising issues, structuring and summarising a session and
reviewing progress.
Counselling participation can be categorized under three
integrated areas of activity:
1. Educational Guidance and Counselling
2. Career and Vocational Guidance and Counselling
3. Personal Guidance and Counselling
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Guidance and counselling may involve facilitating and
assisting clients with the following:
Emotional issues
Social issues
Cultural issues
Relationship and developmental issues
Developing self management skills
Coping with transitions
Coping with crises
Promoting and developing personal awareness, working
with feelings, perceptions, and internal or external conflict.
Economic and labour market issues
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CareerVocationalGuidance &Counselling
EducationalGuidance &Counselling
PersonalGuidance &Counselling
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7.
Ethical principles and professional practice
Guidance Counsellors operate according to the Ethical Principles and
Professional Practices as laid out by the Institute of Guidance
Counsellors Code of Ethics.
Guidance Counsellors:
Respect the dignity, integrity and welfare of their clients
Set and maintaining appropriate boundaries
Adhere to appropriate confidentiality and legal limits
Safeguard the storage, retrieval and disposal of clients
records both written and electronic
Develop and maintain their professional competence
Engage in professional supervision of their work
Interpret instruments for which they are qualified
Recognise the limits of their training and experience and
make appropriate referrals
Membership of the IGC is maintained by adhering to the
Code of Ethics of the Institute. Failure to do so could lead
to loss of membership.
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A Model of Practice of the Guidance
Counsellor
in a Guidance and Counselling Service
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CAREERCOUNSELLING
CLIENT
EDUCATIONALCOUNSELLING
PERSONALCOUNSELLING
PERSONAL & SOCIAL
CAREEREDUCATION
Job Search Goal Setting
InformationTechnology
VocationalEducation &training
InterviewPreparation
Career &EmploymentOpportunities
Planning
Choices: Subject Choice Courses
Levels Testing Administration Study Skills Exam Techniques
Motivation
Self Awareness
Self Management
Care & Support
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Who is entitled to access a Guidance and
Counselling Service?
The entitlement of citizens of the European Union to Guidance is
outlined in the Resolution Guidance throughout life in Europe,
adopted on the 28th May 2004, during the Irish Presidency. The
resolution states, All European citizens should have access to
guidance services at all life stages, with particular attention being
paid to individuals and groups at risk.
The Council states that:
1. In the context of lifelong learning, guidance refers to a range of
activities1 that enables citizens of any age and at any point in their
lives to identify their capacities, competences and interests, to
make educational, training and occupational decisions and to
manage their individual life paths in learning, work and other
settings in which these capacities and competences are learned
and/or used.
2. Guidance provision within the education and training system, and
especially in schools or at school level, has an essential role to play
in ensuring that individuals educational and career decisions are
firmly based, and in assisting them to develop effective self-
management of their learning and career paths. It is also a key
instrument for education and training institutions to improve the
quality and provision of learning.
3. Guidance throughout life contributes to the achievement of the
European Union goals of economic development, labour market
efficiency and occupational and geographical mobility by enhancing
the efficiency of investment in education and vocational training,
lifelong learning and human capital and workforce development.
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4. Effective guidance provision has a key role to play in promoting
social inclusion, social equity, gender equality and active citizenship
by encouraging and supporting individuals' participation in
education and training and their choice of realistic and meaningful
careers.
5. Guidance in the Member States of the European Union is provided
through a wide diversity of structures, delivery systems and
practices across education, training, employment, unemployment
and private and community sectors. Such diversity provides a rich
basis for cooperation and mutual learning.
6. Guidance can provide significant support to individuals during
their transition between levels and sectors of education and training
systems and from school to adult and working life; to young people
re-entering education or training after leaving school early; to
persons re-entering the labour market after periods of voluntary or
involuntary unemployment, or homemaking; to workers where
sectoral restructuring requires them to change the nature of theiremployment; and to older workers and migrants.
7. High quality guidance provision throughout life is a key
component of education, training and employability strategies to
attain the strategic goal of Europe becoming the worlds most
dynamic knowledge based society by 2010.
Foot Note 1
Examples of such activities include information and advice giving, counselling,
competence assessment, mentoring, advocacy, teaching decision-making and
career management skills. A variety of terms are used in Member States to
describe services engaged in these activities, including educational, vocational or
career guidance, guidance and counselling, occupational guidance/counselling
services, etc.
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Locations & Settings for the Practice of Guidance &
Counselling
The work of the guidance counsellor takes place in a variety of
locations and settings such as:
Primary Schools
Post Primary Schools
Higher Education Institutions
Colleges of Further Education
Adult education centres
Local Employment Service Network
FAS
Statutory agencies
Community Based Services
Area Based Partnership Companies
Prison Education Services
Ex-Offender Services
Drug Rehabilitation Services
Psychological Services
Special Education Services
Private practice
Referral Services
The guidance counsellorboth accepts referralsand, when necessary
and appropriate, refers clients to other professionals for specialised
services. The guidance counsellor initiates the referral and
supports the client at all stages of the process. Up to date referral
sources should be maintained.
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Listings of Referral Services
General Practitioners, Healthcare Services, NEPS, JLO, Victim
Support Services, Addiction Services, Youth Services, CommunityServices, Mental health Services, Attendance Officers,
Ethnic/Minority groups Services, Social Services, HSE, Employment
Services, Training Services, Disability Services,
Youth Cafes & Information Centres.
Support Groups & Help lines:
Suicide Bereaved, Bereavement, Addictions, Eating ( Body Whys),
Gay/Lesbian (Sexual) , Teen Between, Seedlings, Rainbows, Victim
Support, Aware, ISPCC, Samaritans, AA, NA, GA, Grow, Victim
Support, Court Supports, Teen Parents.
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References
European Union Resolution on Strengthening Policies, Systems andPractices in the field of Guidance throughout life in Europe adopted
at the 2585th Council meeting of the Education, Youth, and Culture
in Brussels, on 27-28 May 2004.
Guidelines for Second Level Schools on the Implications of Section 9
(c) of the Education Act 1998, relating to students access to
appropriate guidance.
Career Guidance and Public Policy, Bridging the Gap-OECD Paris
2004.
Irish Education Act 1998.
Ireland - National Development Plan 2007-2013.
Learning For life White Paper on Adult Education 2000.
Planning the School Guidance Programme NCGE and DES 2004.
Report Irish National Guidance Forum 2007. (Awaiting Publication
July 2007)
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