guidance chap 4

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CHAPTER 4

(4: HIGH SCHOOL GUIDANCE LIT-2a AND COUNSELING

High school years are full of growth, promise, excitement, frustration, disappointment

and hope. it is the ti ..-e vvi c sders bezin to nisc,ivur what. thn f Jture holds for them.Secondary school enoarice toe !earn: -1g pocesS and pro:note academic achievement..

Schooi counselig orogtams are essential for students to achieve ontimEI personal cliovrt7Cr fire socitPt skills and values, set appropriate career goes and reali:e fuR E oadernio

potential to oecime productive. contributing rnenters of the world ornt nunity. rodays

young people are living in an exciting time, viti an increasingly diverse and mchile

society, new technologies, and expanding opportunities. To help ensure triat they at eprepareu to becon ie the next generation or parents, workers, leaders, and citizens,

eyerystudent needs support, guidance, and opportunities during adolescence, e time of

rapid growth and change. Adolescents face unique and diverse challenges, both

personally and developmentally, that impact academic achievement. High School yearsare the moments that a student continues awareness and exploration activities, but

learning .0 focused on


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66 Guidance and Counseling

skill development and planning activities.

Improving academic self-concept Acquiring skills for improving learning

Achieving school success

Improving learning Planning to achieve goals

High School / Secondary School Counseling

In high school, the school counselor continues to provide responsive services andprovides ;fewer classroom guidance strategies. The high school counselor proviues large

group guidance units and lessons on pcst-secoodary options. For example, the high

school counselor helps students prepare for post-secondary education ad/or training

ontions cg college, trade; echoo:) by engaging students in finding accto-ate and meanngful information on entrance requirements, financial aid, I peon nendation letters. tesi

preparation and so fo,-th.

Professional School Counselors at the higli school level spend much of their time ne!ping

students monitor their progress toward graduation and .being adecwtly prepared forpost-secoede. options. While some high schoo coenselors spend time developing the

schools ciass schedule, this is consideced a no guiciance tas and tees valuhte time aw a

from fCi , ith St,r4crt

ira FIVE MAJOR RESPONSIBIITIES OF SCHOOL / COUNSELORS

Sometimes. even students are not fully aware of all the school counseling services thatare available to them. There are five major responsibilities that are important for parents

to k, low.

First, the school guidance counselor is expected to assist each child and his or her

parents, in mapping out the most High School Guidance & Counseling 61

appropriate educational program. Counselors help select courses and programs that willbest fit the students abilities and interests and at the sOrne time provide him or her a

learning challenge.

Second, guidance counselors are available to assist students as they prepare to graduate

from high school and continue their education. The counselor can help a student to

identify colleges, universities, vocational-technical schools, and other educationalopportunities that will best fit the students needs. The counselor assists students in

completing applieations for admission to postsecondary schools. If a student needs a

scholarship, a student loan, or a grant in order to continue his or her education, the

counselor can help with applications for these as well.


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Third, the guidance counselor is ayaable to ass:st st relent, who have personal problems.

These personal proulems may involve teacher-student orstudent-student relationships.orthe problems often associated with growing into adulthood. Sometimes, the. coonselor

is t esponsible for : ielrAg students deal with and solve their drug or alcohol abuse

problems or those among their families or frienus.

Fourth, regardless of whether the guidance counselor is in charge of thesehcols

soendardized-testing p, ogram he or She is very qualificJ tc interpret Cli explain testresults to students and their parents, A founselor can help a student to determine his or her

areas of greatest academic; strengtn end the vocational areas in which the student h3s tire

most interest and aptitude:

Efth, the guidance counselor is able to assists students Who may be having difficulty in

their studies by showing them the best ways to study and eRne material.

Guidance counselors are busy educators. They or ing together in one place considerableana valuable information that can nelp a student to be more successful in school, now and

later. Much of the counselors time is spent in conferences with students, teachers, andparents in an effort to help make the school


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62. Guidance and Counseling

experience of each child a positive one. When assistance is needed, neither a student norhis or her parents should hesitate to make an appointment with a counselor. A guidance

counselor can provide seLig,gestIons, advice, and assistance that may well mean the

difference between success and failure for a student. / yn-dit I .proving Career Guidancefor Young People

To improve career guidance for young people, policy makers must address challenges incompulsory schooling, in upper secondary schooling, in tertiary education., and for

young people at riSk There are chaiienges in meeting gaps in access, and in ,mproving

the nature, level an.: quality of services.. in schools, the principal challenges are: to

provide sufficient hurnar. and capital resources of the right type, both within the schco.and within its surrounding community; to ensure that these resoerces are jeclicatet to ca.-

eer guidance; and to make the best use of the i esoerees that are available. Gaps in access

are particularly evldenz in primary schoola and in the vocational tracks of 3-2p4er seco,cl

.-i se:- Dol Policy options include formally strengthening collanoration between ll it. 6-n:: stakeholders, cm-- king the acquisftion of career manage7nent skills by students the

focus of career edueaon programs, and irnpreved accountability inecnanisms. Fnber ofyoui ig people leave schooi early, without qualifcations. it ley need programs in the

comrnunityto help them make transitions to the working v odd and to re-engage with

further learning and career guidance needs to he part of such programs. Career guidancealso needs to be a stronger pa t of prog.ains within the school designed to prevent early

leaving. There is generally a lack of career guidance provision for students in tertiary

education, despite the significant cost of such studies to both participants and taxpayers.

The range of career services that are offered within tertiary education needs to bebroadened. Policy levers te ensure that a broader range of services is provided need to be

sti engthened. Options available to policy High School Guidance & Counsel 63

makers include the specification of goals for tertiary career services, and more explicitly

linking public funding arrangements for tertiary education to the level and quality yf or

ree- scrylces. \14 VThe student outcomes identified were:

1. Do the students develop greater underdtanding 01 their abilities, aptitudes, and

interests?

2. Are students, and their parents, fully aware of opportunities and requirements for

education and careers?

3. Do students select courses, and achieve in them, in line with their abilities, aptitudes,

interests, and opportunities?

4. Do tnose students who are able to do so finish . secondary school?

5. Do those students who are capable of doing so continue education beyonci the

secondary school?

6. Are those students who continue education beyond the secondary school successful in


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their ourseits?

7. Are significant numbers of the especiplly atie students getting more extensive

background in mnthematics, science. and the foreign languages? .46-17( Eij , I iHighSchool Students Developmental Needs

1.--73 Challenges

High school is the final trarisition into adulthood and +he world of work as students

Arke,LAtil

-..,e`4P*;,..v begin separating from parents .`---siael and exploring and defining

their independence. Students are deciding who they are, what they do well, and wnat they

will do when they graduate. During these adolescent years. students are evaluating their

strengths, skills and abilities. The biggest influence is their peer group. They aresearching for a place to


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64 L Guidancc and Counseling

belong and reiy on peer acceptance and feedback. They faced incrersed pressuresregarding risk behaviors involving sex, alcohol and drugs while exploring the boundaries

of more acceptable behavior and mature; meaningful relationships. They need guidance

in making concrete and compounded decisions. They must deal with academic pressuresas they face high-stakes testing, the challenges of college admissions, the scholarship and

financial aid application process and entrance into competitive job market.

rieilE0Oeeting the Challenges

Secondary school coun.selors ar3 professional educators with a me i ital health erspecive

who understand and respond to the challenges presented by todays diverse studentpopulation. Secondary school counselors do not work in isolation; rather they are itegral

to thc total educational program. They prOvide proactive leadership that engages all

stakeholders in the deliqery of programs and services to help the student achieve success

in school. Professional school counselors align and work with the schools mission tosuoport the academic achievement of all students as they prepare for the ever-changing

worid of the 21st century. This mission is accomplished through the design, dcelopmenrimplementation and evaluation o a comprehensive. developmental and systematic

school-counseling program. The ASCA National Standards in the academic career, and

personal/ social dorna;ns are the foundation for this work. The ASCA National Modei: AFramework For School Counseling Programs (2), with its data-drivel land results-based

focus serves as a guide for todays school counselor who is uniquely traineu to implement

ti iis program/ tevcvyitCounseling Program in the Secondary Sc no!

Secondary School Counselors Imnlement the Counseling Program by Providing: CLO

11)4V4V Classroom Guidance

1. Acadrnic skills support High School Guidance & Counseling 65

2. Organizational, study and test-taking skills3. Post-secondary planning and application process

4. Career planning

5. Education in understanding. self and othei-s

6. Coping strategies7. Peer relationships an effective social skills

8. Communication, problem-solving Cecision-making. conflict resolution End study

skills4. CEreer a,.areness and the wor ic cTne

10. Substance abose education

11. Multicultural/diversity aL-nnes &A./ICY Ktrtindividual Student Planning

1. Goal setting


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2. Academic plans


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66 Guidance and Counseling

3. Career plans

4. Problem solving

5. Education in understandng 6 self, including strengths and v21Knesse

6. Transition plans

/Responsive Services

1 Individlial and small-group counseling

2. Individuajfamily/school crisis intervention

3. Peer facilitation

4. Consultation/collaboration

-5. Referrals

/System Support

Professional development Consultation, collaboration and teaming Program

management and operation High School Guidance & Counseling 67

3Aecondary School Counselors Collaborate with: Parents

0 Alf

Academic planning/support Post-secondary planning Scho!3rsip/financial search process

School-to-parent communications School-to-work transition programs uneOon-onnparent conferencing Referral process

. Students

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1, ::-1 r `---\ 11*,. .1., ,v

7tig .1./ ,......,,,--y.._, itf rti i ,i..t7T10.....-. 4Vzif.3

7.3:-: ,_1... tti

ArsaJ3mic support services Program planning Peer education program Peer mediation

program Crisis management Transition programs


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68 luiclance and Counseling Teachers

Portfolio development, providing recommendations and assisting students vvith the post-

secondary auPlivailoil process Classroom guidane post-secondary planning, stuay skills,

career development, etc. School-to-/or V, transition program Academic support, lerningstyle assessment and education to help students succeed academically Classroom spea,ets

At risk-student identiflcation and implementatl:o of intervention to enhance success

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School climate Academic support interventions Behavioral management plans School-

wide needs assessments Data sharing Studelt assistance team development High SchoolGuidance & Counseling j 69

Community

Job shadowing, worked-based learning, part-time jobs, etc. Crisis interventions Referrals

Career education

guidance chap 4

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