Guidance and Counselling for Junior High School Education Study Notes
Guidance and Counselling for Junior High School Education
Course Overview and Introduction
Institution: University of Education, Winneba - College for Distance and e-Learning.
Course Title: Guidance and Counselling for Junior High School Education.
Authors: Seyram Dusu, MPhil, Prince Laryea, MPhil, Michael Nyavor, MPhil. Edited by Mary Afua Ackummey, MPhil.
Publication Information: Published 2023. All rights reserved.
Course Description
Purpose: Equip learner-teachers with skills and knowledge necessary for delivering guidance and counselling services to learners.
Description: Examines fundamental bases and principles of guidance, practices and services provided by schools, techniques for behaviour modification, communication skills, and counselling learners with diverse needs.
Course Learning Outcomes
CLO 1: Understand historical and conceptual issues in guidance and counselling.
Indicators: Provide milestones in guidance and counselling in Ghana. Discuss meanings, purposes, objectives, similarities and differences between guidance and counselling.
CLO 2: Knowledge and use of guidance services, communication skills, and counselling techniques.
CLO 3: Passion in applying techniques and assessment inventories in counselling for behaviour modification of learners, including those with special needs.
CLO 4: Understanding of diverse counselling techniques for learners with various needs.
CLO 5: Understanding ethical standards and legal concerns in counselling.
Unit 1: Conceptual and Historical Issues in Guidance and Counselling
1. History of Guidance and Counselling
Ancient Practices: Existence in Greek societies; influential philosophers (Socrates, Plato, Aristotle).
Development in Africa and Ghana: Transition from traditional advice-giving to formal guidance in education.
Milestones: Establishment of guidance services in the 1960s-1980s, training of professionals and policies for guidance.
2. Meaning, Purpose and Objectives of Guidance and Counselling
Guidance Defined: A dynamic interpersonal relationship intended to influence learner attitudes and behaviours.
Comprehensive term for services aiding individuals in problem-solving and personal development.
Purpose: Discovery and development of educational, vocational potentials leading to personal and social usefulness.
Objectives: Self-direction and decision-making support, motivation in a complex environment, realization of potential.
3. Differences and Similarities Between Guidance and Counselling
Similarities: Both processes aimed at helping individuals prevent or remedy difficulties, require knowledgeable practitioners, client decision-making, are person-centred, goals oriented.
Differences:
Focus: Counselling inward analysis vs guidance outward analysis.
Depth: Counselling is in-depth; guidance is broader.
Purpose: Counselling for personal issues; guidance for educational/career issues.
Initiation: Counselling often initiated by clients; guidance by counsellors.
Confidentiality: Counselling is private; guidance is public.
4. Misconceptions and Barriers to Counselling
Common misconceptions include: counselling is only for serious problems, needing help is a sign of weakness, etc.
Barriers include inadequate resources, societal stigma, and misunderstandings about counselling implications.
5. Principles of Guidance and Counselling
Key principles are personal development focus, accessibility to all, cooperation not compulsion, continuous process, recognition of dignity, teamwork, decision-making, positive emphasis, and evaluation of effectiveness.
6. Roles of Various Stakeholders in Guidance
School Counsellor: Plan and develop guidance programs, conduct research on social issues, provide information services, and offer counselling.
Teachers: Collaborate on guidance service provision, observe students, encourage help-seeking, and assist in evaluations.
Parents: Provide information, support learners' engagement with guidance services, and maintain a conducive home environment.
Unit 2: Guidance Services
1. Orientation Services
Purpose: Helps new learners adjust to new environments, awareness of school regulations, and facilities.
2. Appraisal or Inventory Services
Description: Collecting data for understanding the learner better and developing appropriate education and vocational programs.
Techniques: Observations, interviews, standardised and non-standardised tests.
3. Information Services
Purpose: Provide relevant data for educational, vocational, personal and social opportunities.
Sources include brochures, career seminars, online resources, etc.
4. Counselling Services
Nature: Assistance in resolving personal, educational, vocational issues.
Purpose: Help in self-understanding, personal growth, and effective decision-making.
5. Placement and Referral Services
Placement involves helping learners find suitable educational and occupational opportunities.
Referral is for clients needing specialized assistance beyond the counsellor’s expertise. Implementing procedures include assessing the need for referral, evaluating potential sources, and preparing clients for transition.
6. Follow-up, Evaluation, and Remedial Services
Follow-up helps assess progress post-counselling. Evaluation examines the effectiveness of programmes. Remedial support is for learners with challenges in adjustment.
Unit 3: Communication Skills and Assessment Inventories
1. Communication Skills
Essential for effective counselling; involves verbal, written, and non-verbal communication.
2. Active Listening Skills
Importance of attentive listening in establishing rapport and effective communication flow in counselling.
3. Responding Techniques
Techniques include clarification, paraphrasing, reflecting feelings, summarizing, confronting, and focusing.
Unit 4: Counselling Techniques for Behaviour Modification
1. Behaviour Modification Concept
Approaches such as positive reinforcement, negative reinforcement, and modeling used to change undesirable behaviours.
2. Core Conditions Necessary for Counselling
Empathy, congruence, unconditional positive regard essential to create a supportive counselling environment.
3. Stages of Counselling
Relationship building, assessment, goal setting, intervention, termination, and follow-up outlined as critical phases in the counselling process.
Unit 5: Special Educational Needs (SEN)
1. Understanding SEN
Definition, characteristics, and needs assessment processes crucial for effective counselling.
2. Parent Counselling for Learners with SEN
Emphasizes the importance of supporting parents, providing training, information, and addressing their concerns regarding their learners.
3. Confidentiality and Ethical Issues
Addresses issues pertaining to maintaining client confidentiality, ethical standards, and the limits of confidentiality in case of harm.
4. Legal Issues in Counselling
Involves understanding credentialing, confidentiality, duty to warn, reporting child abuse, and privileged communication.
Activity Responses
Continual assessments and active participation are encouraged through various activities throughout units, providing practical application based on the theoretical content covered.