FUNCTIONS OF THE COUNSELOR

FUNCTIONS OF THE COUNSELOR

What a counselor does in the COUNSELING RELATIONSHIP

Centered upon the person whose primary functions are that of a counselor• Ideal: •What should the counselor do?

• Actual: •What does he actually do?

WHAT SHOULD A COUNSELOR DO?

Depends upon who is asked: Different groups expect somewhat

different things

THE GROUPS

Students Teachers Administrators Parents Counselors themselves Those who, though not counselors

themselves, are professionally involved in the field

“Counselor’s Publics”

VIEWS: STUDENTS

Students see their function as primarily one of helping with educational and vocational planning

Though some see them as able to help with personal problems, this is not typical

VIEWS: TEACHERS

The idea the teachers have depends on what they observe counselors of that school do

Thus they share beliefs of students and parents: they provide educational and vocational assistance

Teachers, more often than students expect counselors to help students with personal-social problems

VIEWS: ADMINISTRATORS

Also expect help with students with school related problems, but:

Sees counselors are involved in instructional or quasi-instructional activities Curriculum-planning Testing Attendance Schedule making

VIEWS: COUNSELORS

Recognizes the role in both counseling and in the guidance program, but with more emphasis on the former

He assumes other roles, such as consultant, resource person, researcher and educator but only as these support counseling relationships

VIEWS: COUNSELORS It is essential that the majority of a school

counselor’s time be devoted to individual or small-group counseling. In a counseling relationship the counselor – Assists the pupil to understand & accept himself as an

indiviual, thereby making it possible for the pupil to express & develop an awareness of his own ideas, feelings, values & needs

Furnishes personal & environmental information to the pupil, as required, regarding his plans, choices or problems

Seeks to develop in the pupil a greater ability to cope wth & solve problems & and increased competence in making decisions & plans for which he & his parents are responsible

VIEWS: COUNSELORS

Responsibilities in planning a Guidance Program

Assisting in defining objectives Developing plans of action Assist in continued Guidance program and

curriculum development Identifying guidance needs of students Evaluating the program Assisting other staff in evaluating their own

contribution to the Guidance Program

VIEWS: COUNSELORS

Others view the functions of the counselor in terms of problem solving or crisis needs. “Trouble-shooting” views

Emphasis is on aiding in development

VIEWS: NON-COUNSELING PROFESSIONS

Commission on Guidance in American Schools

Counseling with students Consulting with staff and parents Studying changes in the character of

the student population Performing a liasion function

ELEMENTARY SCHOOLS

“Elementary school counselor” is comparatively new

Its more difficult to differentiate functions as a specialist and as a member of the guidance team

Secondary counselors frequently work directly with individuals, while elementary counselors work indirectly

ELEMENTARY SCHOOLS

Requires closer teacher-counselor and parent-counselor relationships

Greater need for manipulation of environment

Elementary children are not able to benefit from direct counseling

Must be tuned in to the dynamics of the classroom

SECONDARY SCHOOLS

Although not too different from Elementary Guidance, the context of secondary education focuses on Educational and Vocational assistance Primary role: provide assistance in

development Secondary role: participating as a member

of the guidance team

WHAT DOES THE COUNSELOR ACTUALLY DO?

There is a discrepancy between what he should do and what is done No complete consensus on what should he

do Its only recent that professional groups

presented their detailed views on this Schools have different resources

SAMPLE CALENDAR OF ACTIVITIES

Since there is no consensus, these are generally only suggested activities. Guidance needs vary from school to school.

SAMPLE CALENDAR OF ACTIVITIES

Conducting counseling interviews w/ students Supervising or assisting with the maintenance

of cumulative records Interviews with parents Consulting with teachers Orienting new students Making studies of students having special

problems Arranging referrals Conducting exit interviews

Recurring activities

SAMPLE CALENDAR OF ACTIVITIES

Become acquainted with new teachers Interview new students who were not seen during

spring orientation Review cumulative records of entering students Request records of those students whom records

have not been retrieved from previous schools Alert teachers of students that may need special help Supervise and assist orientation activities Arrange distribution of handbook Have new students fill up questionnaires for the

cumulative record

September

SAMPLE CALENDAR OF ACTIVITIES

Supervise clerical workers in entering cumulative records scores done previously

Check scores for those who needs special help Inform seniors for college entrance testing Make sure the new teachers that are part of

information services are informed about available resources

Review and update occupational information file

Bring up to date information on scholarships

October

SAMPLE CALENDAR OF ACTIVITIES

Assist with orientation meeting for pupils expecting to enter highschool/college next year

Preparing the removal of the graduating seniors’ files form the active file

Assist in students seeking summer employment

Prepare annual reports Complete next years plan for guidance

services

May