Page 18 - DEDU502_GUIDANCE_AND_COUNSELING_ENGLISH

Guidance and Counseling

Notes • School guidance programs should be provided to all students regardless of race, creed, sex,
ability, achievements or aspirations; and that every individual is important and to be respected
for his/her individual differences.
• Individual counseling should be made available to each student as needed and that the
counseling relationship remain confidential unless the counselor has approved release of the
information or in emergency situations to protect the individual or others.
• All students need the opportunity to develop a better understanding and acceptance of himself/
herself as well as an understanding of others.
• All students need a broad understanding of the world of work on which to base future career
decisions.
• All students need to develop an appreciation for the contribution of all occupations to society
and develop an understanding of how being male or female relates to jobs and careers.
• All individuals need to be aware of the many career opportunities.
• All students need to be able to make wise decisions.
• All students need to be able to obtain a job upon graduation if not continuing their education in
a college or vocational school.
• All students need assistance with improving basic skills and study/learning skills.
2.2 Structure of Guidance

The guidance programme should three major areas: career planning and exploration, knowledge of
self and others, and educational/vocational development and career development, including effective
employment-seeking and employment-retention skills. The purpose of the curriculum is to provide
structured learning experiences implemented through large and small group and/or individual
activities. Implementation is the responsibility of the counselor with cooperation and support from
the faculty and staff.
Individual Planning
• The individual planning area of the guidance program should involves guidance and counseling
functions that help students formulate their own life-career plan. Goals and objectives in this
area are usually delivered on an individual or small group basis whenever feasible with the
purpose of helping each individual develop his/her personal, educational and vocational goals.
• Implementation strategies include individual appraisal, individual, testing, and placement.
• Students will be able to assess their abilities, skills and interests as part of the life-career planning
process.
• Students will be able to use self-appraisal information along with current educational and
occupational information to help them plan educational, occupational and personal goals.
• Students will acquire the resources to made the transition from school to work and/or post
secondary education or training.
System Support
• The system support area of the guidance program consists of activities that are not necessarily
direct counseling functions, but that are related to guidance and counseling and that help the
school’s programs run efficiently and purposefully.
• Management activities help maintain and improve the guidance program.
• Administrative assignments will be carried out as needed for the maintenance of the school.

• Professional development activities will be pursued by the counselor.

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