Designing, Implementing, and Managing a Comprehensive School Guidance and Counseling Program

Sink (2005) not only emphasizes the significance of  Guidance and Counseling Programs in the development of individuals but also how it should be given an equal importance in the educational system. The program will provide support for the students in order for them to be able to gain insight and personal awareness about the changing environment around them. Moreover, Rahman (2013) stated the importance of implementing School and guidance Counseling Program in Asia as an essential part in the society due the emerging changes in the environment. Social Crisis, economic instability, technology as well as personal dilemmas are affecting every individual in our society. Therefore, a strong and organized support system is needed in order to address the daily crisis we and our young people face today. Sink (2005) also added that implementing a Guidance Counseling program in school will help attend to the need of every individual at present and in the future. Further presented are five specific needs such as: student development, self awareness, decision making, coping with the changing environment, placement assistance and career choice. Therefore, there is a need for schools and counselors to implement various activities and programs which will promote discipline and moral values, social and personal management skills, positive thinking and resilience. Rahman (2013) also stated that organizing activities such as keeping records of student profiles, teachers and parents’ conference, work dissemination, group and individual counseling as well as preventive education are important factors for a productive program management. The purpose of this paper will look into the guidelines goals and objectives in implementing a School Guidance and Counseling program. Also, various programs components, organizational system and design as well as the process of implementation are gathered from diverse organization and institution to serve as a guide in implementing a counseling program.

ORGANIZATIONAL FRAMEWORK STRUCTURAL COMPONENTS

Structural components identify the basis of the program such as the program definition, rationale and assumption. The program definition consists of the mission statement which also correlates to the district or the school’s educational program. It also includes the aims and goals of the program and how it will be implemented. The rationale component of the program includes and discusses how important is the implementation of the school guidance and counseling program and its relevance to the educational system. It will also include suggestions of how the guidance and counseling program is designed to provide students developmental assistance according to their individual as well as special needs. The assumption component of the program includes expectations and provision of the program carried out by the school staff and administration supervised by the program and professional school counselors. Moreover, Fezler and Brown (2011) provided four essential elements for a successful School and guidance counseling program such as beliefs and philosophy, mission, as well as standard and competencies which focus on main domains or components.

Contents

The content includes a list of standards which identifies areas of competencies students achieve through participation in the school guidance program. They are usually categorized such as career, personal and social as well as academic. Sink (2005) based from the American School Counselor Association, presented three domains which are Academic Development and Standards, Career Development Standard and Personal Social Standard. Furthermore, Fesler and Brown (2011) refers to as the four domains that promotes developmental learning of which is categorized as career/social, academic, career and global perspective.

Program Components

The Program component defines how the program addresses the needs of the students as well as other individuals who seek counseling services. Sink (2005) listed and define four components which are:

1.      Guidance Curriculum

This includes structured programs and activities ranging from K-12 which help and provide students opportunities to experience guidance and counseling skills organized through classroom and school-wide activities.

2.      Individual Planning

Lau (2008) acknowledged that Individual Planning is an essential part of the program. Helping students learn about their goals and values, formulate plans for their future as well as learn skills and resilience will help them progress into a productive future in their life and career.

Individual Planning Strategies:

Appraisal: The use of data and other assessment information to interpret abilities, skills and interest as well as academic achievement.

Advisement: The use of self appraisal information to assist students and help them plan and be aware of their occupational and educational goals.

Placement and Follow up: Assist students in making the transition and create connection between work and school and also to recognize educational and professional development. (Sink 2005).

3.      Responsive Services

This component adheres to the current need related to issues such as self identity issues, academic, drugs and social issues as well as those issues related to social relationships. It is implemented through the use of different programs such as:

Consultation - the school counselor consults different agencies regarding how to resolve social, personal, educational and career issues.

Small group and Individual Counseling- the school counselor provides individual or group counseling programs in order to assist individual with their personal choices and career plans or to help them accomplish normal development task.

Referral - The school counselor makes appropriate referrals to competent agencies such as vocational rehabilitation, mental health providers, as well as training and employment programs.

4.      System Support

A strong support system is essential in managing a comprehensive school counseling program. This program is realized through management programs such as: Program Management, Professional Development, Research and Development, Advisory Boards, Community Outreach and Fair-Share Responsibilities. It refers to the collaborative effort in the program management as well as to provide support to the other school programs.

IMPLEMENTING AND MANAGING THE PROGRAM

The Comprehensive Guidance and Counseling, Nova Scotia (2007) suggest that managing and implementing the program involves activities and strategies that would help maintain and enhanced the competency of the program. A strong program structure is important so that it is capable to adapt to the changing needs as well as determine the priorities of the school. Therefore it is important for the program to be carefully planned and consistently evaluated. The indicated steps below are essential and are advised to be followed sequentially in order to establish and implement a successful School Guidance and Counseling Program.

Also, Sink (2005) stated that implanting school guidance and counseling program requires an organized system and careful planning to be able to fully implement the program. The motto should be “plan twice and act once”. This would create understanding to change, how to resist change and better collaboration and develop trust between the school administrator and the counselors. He also suggested that two standing committees should be organized to lead out the plan.

            Steering Committee – The committee is in charge in setting up guidelines to ensure that the program maintains its district wide and or schoolwide system. The committee involves school counselors from elementary, middle school, high school and senior high school and administrators from the local school district including appointed by the school superintendents. The responsibilities of the committee are as follows:

• Learn about the program.
• Understand measures that are essential to meet and adapt to the local system.
• Meet with the board and the administration to proceed the development and implementation of the program.
• Design, set priorities and make decisions and ensure that necessary procedures are being done.
• Provide a progress report for the board of education.
• Appoint and supervise workgroups and assist them to ensure that requirements are fully done and implemented.

School Community Advisory Committee – The committee provides advice relating to the implementation and development of the program and is appointed by the superintendent. The committee provides support, advice, reviews the current activity of the program and presents new activities for the program. It should present a diverse group of members. There are important points to be considered when choosing members for the committee such as:

• It should represent diversity ranging from the school district’s business community and patrons.
• Representation should come from the parents, school board and staff, students as well as guardians and parents.
• Diverse perspective should also be considered.

It is also advised that additional work groups are necessary in order to foresee and micro manage the program such as those who conducts study and report on issues that may have an impact on the implementation and development of the program, those who study the impact of the community, and those who is responsible to take account the professional counselor’s time and provide a progress report to submit to the steering committee.

DESIGNING

Sink (2005) further added that priorities are important to consider when starting designing the program. It should be noted that results will be establish regarding how the students can benefit from the program, specific activities are included, determine what categories that students can participate and ensure that there are enough train staff and professional counselor available, also it is important to consider and determine which group of students are given more importance. Also it is important to write up a manual School Comprehensive Guidance and Counseling Program which at least contains five sections. The recommended sections are as follows:

• Structural Components: This includes statements defines that basis of the program such as: the rationale, the assumptions, program definition as well as competencies in progress and to be develop in the program.
• Recommended Design or Resource allocation: This includes what are priorities to be serve, stability of the four components, competencies that needs to be attain as well as the use of the counselor’s skills. It includes an overview of the program to be considered well balance and comprehensive.
• Position Guides: This includes job descriptions of professional counselors from the elementary to high school lever. This also includes specialist and other staff members.
• Program Component: Includes detail description of all the components as well the design and the decision how it is implemented. It also includes expectations and evaluation the programs overall impact to the students as well as the effectiveness of the program and the counselor’s competencies. Also decision made over the course of the program should be included for future reference.
• Appendixes: This includes policy, standards and ethical practice of guidance and counseling program. This information is accessible through Counselor and Counseling Associations such as the American School Counselor Association and the American Counseling Association.

IMPLEMENTING

Implementing the program is the transition phase where all the guidelines, statements and definition are put into function (this includes planning the implementation, making the transition which includes human resources, financial resources and political resources), and Program Management.

PLANNING THE IMPLEMENTATION

Sink (2005) also noted that when implementing the program it is important to consider the discrepancies between what the school/district wants the program to accomplish and what the program is currently accomplishing. Then goals are established as well as to determine which areas of the program need changes. Comprehensive Guidance Counseling, Nova Scotia (2007) also added that careful planning is essential to create a dynamic process which includes building up from prior framework making sure that the program maintains an efficient, adequate, appropriate and effective by means of planning, assessment as well as evaluation.

MAKE THE TRANSITION

Making the transition involves resources that are needed to fully implement the program. This process includes human, financial and political resources. The table shows responsibilities carried out by these areas.

STEPS ON MANAGING THE PROGRAM

• Improve the Program’s Activity

One of the key to improving the programs activity is streamlining which is an effective way of delegating task and setting priorities to more necessary activities for a more efficient time management. Often the school counselors are doing various task which leads to more time allocations to other activities other than counseling. Therefore, improving the programs activity includes analyzing task and responsibilities as well as to pinpoint inefficiencies for the program productively. This also includes making use of various times and scheduling resources such as the internet.

• Enhance the role of professionals

This step will help guide counselors in managing their time effectively by ensuring appropriate job descriptions, encourage the use of effective planning and calendaring as well as identify the student that potentially needs their help.

• Develop Building Plans

This step specifically describes the plans and what is going to happen in the program. This includes how activities are planned and organized for each grade level, what the expected outcomes, the transition between activities done in the past and the expectations, counseling services offered, as well the guidance lessons taught and who teach them. It also includes educating the parents about the program, staff training, and creating a long range or advance plan calendar for the activities.

• Monitor Progress

By monitoring the progress of the program further adjustments can be made for the improvement of the program as well as be able to establish and attain the goals. Staff are also encouraged to use and try new activities and should be acknowledge by the effort they made.

EVALUATION

After the planning and designing phase are completed and the implementation is being accomplished the next important phase is the evaluation. There are three kinds of evaluation process namely: Personnel Evaluation, Program Evaluation and Result Evaluation.

• Personnel Evaluation - Personnel Evaluation assesses and helps professional counselors maintain their competency. This program will also emphasize the delivery of the program as well as build communication between the staff and the school counselors. It also provides an overall evaluation on how the programs and the process are effective as well as helps the school counselor assess their performance and compare it to the school-wide/district expectations.
• Program Evaluation – The essential part of implementing the program knows whether the actual implementation meets the standard and goals of the program. Sink (2007) suggested that the effective way of evaluating the program is to acknowledge measure to compare or create criteria to be able to make appropriate judgments should there any discrepancies needed to be adjusted. Indicators are also important such that it will provide enough evaluators to ensure that each standard is being implemented in the program.
• Results Evaluation – The important aspect of the guidance and counseling program is to know the impact of the program to the students and how it has affective and help them after completing and participating in the program and by the time they left school. This can be divided into long term or immediate results.  

ENHANCING

The data collected is used to decide on which basis redesign should be made and what areas need necessary changes for the program to effective. Here, examples of program changes base on the evaluation process. However, it should be important to note that every changes or redesign implementation should be reported to the school board.

·         Professional School Counselor time allocation – Time allocation adjusted of how long the counselor spends time on certain programs and what time allocation needs to increase or be decreased base on its effectively.

·         Student Competencies – Develop new programs to depending on the needs of the students.

·         Professional Development – On going training to keep up with the latest practices on counseling.

·         Public Relation activities – More programs for awareness to education the community about the counseling program.

·         Non-guidance Activities – Reassign non-guidance activity assign to counseling professional to give priority to guidance counseling related programs.

·         Professional School Counselor/student ratio – Determine whether additional staff is needed should there be an increase of student ratio or assistance.

·         Clerical support – Indicates the need to delegate clerical task so that the counselor can devote more time to implement the program.

The School Guidance and Counseling Center is a place where students come and be encouraged to make healthy choices, learn about themselves, deal with personal and social conflict as well as gain insight on their future, their career and how to cope with the changing environment. Therefore, it is the aim of the guidance and counseling program to become an integral part of the educational system in the 21^st century and provide school counselors with strong fundamentals and a wide variety of resource to be able to use their expertise in helping students attain their full potential.

References:

Sink, C (2007). Contemporary School Counseling Houghton Mifflin Company. P.151-183

Patrick, S.Y.L (2008). Guidance and Counseling in an International Context: Reaction Paper. Asian Journal of Counseling. Vol. 15. No. 2. 207-208

Department of Education Nova Scotia (2007). Comprehensive Guidance and Counseling Program. Crown Copyright. P.139

Abdul, M., Abdul, R., Nor, J.M., Mohd. I., Azizah, A. (2013) Guidance and Counseling Practiced within Malaysian School. Internal Journal of Education and Research. Vol 1 No. 4