Meta-Narrative on Guidance and Councelling in Schools

Abstract

The purposes of guidance and counselling provide emphasis and strength to the educational program. The major goals of counselling are to promote personal growth and to prepare students to become motivated workers and responsible citizens. The chief aim of an educational guidance is to develop the ability of co-ordinating with the school environment in the pupils to create necessary awareness and sensitivity, so that they may select themselves proper learning objectives, devices and situations. Educators recognize that in addition to intellectual challenges, students encounter personal/social, educational, and career challenges. School guidance and counselling programs need to address these challenges and promote educational success. This article examines the aims of guidance and counselling programs, the role of the counsellor, major guidance and counselling services, methods of counselling, and evaluation of guidance and counselling programs. The focus of guidance and counselling programs in schools are to assist individuals to develop the ability to understand them, to solve their own problems, and to make appropriate adjustments to their environment.

Analisis Aspek Struktural Program Bimbingan dan Konseling: Studi Kasus di Sekolah Menengah Atas Kota Bandung

“…Pemberian bimbingan dan layanan konseling merupakan tanggung jawab dalam upaya membangun capacity building peserta didik untuk memiliki keterampilan mengambil keputusan (decision making) sehingga dapat memecahkan berbagai persoalan. Maka, layanan BK menjadi tugas yang harus dijalankan oleh guru sebagai upaya untuk memaksimalkan perkembangan potensi peserta didik (Syafaruddin et al, 2019).…”

Life Skills Education for Enhancement of Learners’ Wellness in Eswatini: A Case of High School Learners in Shiselweni Region

“…Also, students' academic success programme, and student's welfare rights advocacy component are a part of the educational guidance (Baba, 2014). Also, the counsellor, through classroom individual and group counselling, can assist students in applying effective study skills, setting goals, learning effectively, and gaining test-taking skills (Thamarasseri, 2014). Counsellors also may focus on note taking, time management, memory techniques, relaxation techniques, overcoming test anxiety, and developing listening skills subsequently (Thamarasseri, 2014).…”

Analysis of the Psychoeducational Intervention Models in Students with Autism Spectrum Disorder

“…Joker & Ghaderi, Thamaresseri and Vianden & Barlow and Wilson & Remley [5][6][7][8] define the counselling model as it involves the contribution of direct and personal help to the target people of the *Address correspondence to this author at the University of Vigo, Spain; Tel: 630189639; E-mail: moxea@uvigo.es intervention, as it implies: 1) the assessment or initial evaluation, 2) the interpretation of the information obtained, and 3) the planning of the help that is necessary to facilitate the orientation. Through these intervention models, people with autism spectrum disorders (ASD) increase their capacity for response and improve, in effect their individual and social development, as well as cognitive and emotional growth [9].…”