Development of Guidance and Counseling Program

Question: Discuss about the Development of Guidance and Counseling Program. Answer: Introduction: The study concentrates on the development of Counseling and Guidance Unit in Iskandhar School of Maldives. The function of any education system is not only bound to provide academic learning to the students but also all types of development to the students. Socio active development such as self-discipline, independence of thought, recognizing relationships with other natives, taking initiatives should be involvement in the activities if a school (Wichmann, Thomsen Nordentoft, 2015). The personal-social development includes the development of understanding, knowledge, skills and abilities in relation to oneself and others. Guidance and counseling are considered as a part of the curriculum in the eyes of National Curriculum Framework (Egbo, 2015). Rationale: We know that the number of the most number of students in the Iskandhar School of Maldives is local. The local students face several problems alongside with the negative influences that will remain for the next generations. In order to eliminate this issue and make the students able to understand themselves and their circumstances more effectively the need of guidance and counseling is essential (Meijers, Kuijpers Gundy, 2013). Another reason behind using the development unit is making the parents or family of the student able to provide them complete and right guidance. It is because the parents or guardians serve as the main role in the lives of their children. The best activity of the school counselors is collaborating with the parents in terms of making better future of the students (Alemu, 2013). Mission and Vision: The first mission of the task is to develop the guidance and counseling program for helping all the students of Iskandhar School of Maldives. Offering required guidance and information to the students and assisting individual students to take wise decisions. Enhancing self understanding of the students along side with facilitating the adjustments. The student will be assisted in adapting to the new environment and changes. Another mission of the development will be improving and promote the success of the student through the counseling, leadership, guidance, collaboration and advocacy with teachers, community partners, administrator, leaders and mainly with the parents. Preconditions: Assumptions: Assumptions Priority A professionally certified school counselor will be employed High The gender, ethnicity, race, disability, culture and learning ability must not be an issue in accessing the programs (Wichmann, Thomsen Nordentoft, 2015). High The parents will take the responsibility of becoming full partners in terms of providing education to their children. High Some lessons and counsel will be provided to the parents to eliminate their gaps in moral and social knowledge. Medium The authorities of the school will be fully supportive of the demands and priorities of the development (Glasheen, Campbell Shochet, 2013). Medium Program Structure: Individual planning, responsive services, guidance curriculum and system support will be included in the program structure. For meeting the key mission that is providing guidance to the students in Iskandhar School, the implementation of the program must be done through the proper allocation of the resources. Guidance Curriculum: The recognized elements of the guidance curriculum are motivation for achieving, responsible activities, the proper way of communicating with others, decision making, planning, vision establishment, problem solving skills and development of self-confidence. The class room-sized amount of students will be gathered to be taught in the curriculum, and it will be done through units. The classroom will be divided as per the age of the students. Grades Pre-Kindergarten-Kindergarten, grades 1 3, grades 4 6, grades 7 9 and grades 10 12 will be consisting of students of ages 3-4, 5-6, 7-10, 11-16 respectively (Glasheen, Campbell Shochet, 2013). Responsive Services: The need of the responsive services can be considered for those students whose instant personal issues are creating risk for their career, personal-social needs, and education (Bitsika Sharpley, 2014). Though the counselors will be ready to deal with any kind circumstances that is concerning the student, some issues that are listed below has the most priority. school drop-outs harassment issues adolescent and child suicide academic success gang pressures or involvement school-age pregnancy severe stress substance abuse Budget: Field Expenses Amount(rufiyaa) Variable Expenses Amount(rufiyaa) Campus setting 10000 Promotion 4000 Program Materials 5000 Food for the poor 2500 Audiovisual 5000 Clothing and shoes 8000 Computer 25000 Total 14500 Study Material 7000 Student Charity 15000 Total 67000 Complete Expense 81500 Action Plan: Analyzing Counselor Use of Time: Every counselor in the school will be taking part in the task analysis procedure (Barclay et al., 2013). As a result the various aspects of the school counseling program can be recognized and assessed. Task Start Date End Date Status Guidance curriculum 23.07.16 29.07.16 Completed Individual Planning 30.07.16 12.08.16 In progress Responsive Services 13.08.16 26.08.16 To be completed System Support 27.08.16 17.09.16 To be completed Non-guidance 18.09.16 27.09.16 To be completed Table 1: The Activity Log of Counselors (Source: Created by Author) The counselors will be making a document for recording all the processes that they will carry out. Time Guidance Curriculum Individual Planning Responsive Services Leadership System Support Non-program Activity 7.00 7.30 a.m. Abdulla Fazeel Fathimath Suza Ali Ismail Hussain Saeed Mohamed Fahmee Mohamed Adil 7:30-8:00 a.m. Mohamed Adil Abdulla Fazeel Mohamed Hashim Ibrahim Naseem Hussain Saeed Fathimath Shazra 8:00-8:30 a.m. Mohamed Hashim Seema Zakariyya Mohamed Adil Abdulla Fazeel Sheeneez Mohamed Table 2: Counselor Time Analysis (Source: Created by Author) Completing the model audit and program review: Through this model audit and program review the requirements and strong parts of the program can be identified (Chireshe, 2012). The program team will keeping track of the current program regarding foundation, management, delivery and accountability. The school counseling program will be implemented, developed and evaluated through the guidance of philosophy. Criteria Status A philosophy statement regarding the school counseling program. In progress Pointing toward an agreed belief system regarding the capability of each students to gain. Incomplete Table 3: Foundation of Beliefs and Philosophy (Source: Created by Author) Analyzing program strengths and needs: The time analysis and the audit outcome now will be examined and compared. The emerging of the present program requirements and strengths will be discussed through the visual review (Egbo, 2015). Currently the counselors are working on making the philosophy for the program. The counselors are charged with making the program set up ready as soon as possible so that the planned tasks can be initiated in the right time and some analysis can be accessed on the planning so that required modifications can be carried out. The common strengths among the counselor is the bondage and willingness to make the program successful (Dicke et al., 2014). Stakeholder Access Support Students Yes Medium Administrators Yes High Parents Yes Low Community Yes Medium Counselors Yes High Table 4: Engagement of the Stakeholders (Source: Created by Author) Abdulla Fazeel, Ali Ismail and Mohamed Hashim is currently working on reviewing the national standards and state academic standards regarding the counseling program. The process of review will be completed within three to four working days. Obstacle to the development of program Use of data in development of program Low interest of the parents With the data of the first month the parents will be encouraged to take part in the program. Some of the teachers are not seeing the crucibles of the program. Meetings will be conducted with the teachers in which the outcome of the program in other schools will be discussed. Establishing the advisory Council: For making an assessable impact on the success of the students district advisory council will be involved in the program (Thomsen, 2014). The advisory council will be comprised of nine people who are very much interested in the program. The name of the advisory council members are Ibrahim Naseem, Mohamed Hashim, Fathimath Suza, Hussain Saeed Mohamed, Abdhullah Nashidh, Mohamed Ujail, Mizna Fauzee, Hamdhy Majdhy and Aminath Shaheedha. Building the foundation: The advisory council and the counselor will be working jointly on the program development on the basis. The faculty will be providing their support through making the students and guardians understand the importune of the program. As the program is under process the procedure such as achievement gaps, recognition of student standards and other processes will be carried out later. Designing the delivery system: Task Purpose Academic Guidance Curriculum Skill development, student awareness, applying the skills that are required in terms of academic Proper learning within school and during life span. Avoidance, involvement and approachable Services Interventions, responsive services, prevention to groups and individual students. Regarding any instant academic apprehension Individual Student Planning Planning occupationally , individually, decision making, making academic transitions and goal setting Interpreting and facilitating tests. System support Program support and delivery Professional development of school counselor Accountability: Hussain Saeed will be in charge of revisiting the program audit for analyzing the progress of the program. The impact of the counseling program and the effectiveness of it in student areas such as behavior, attendance, career maturity and many others will be analyzed by Mohamed Adil. Abdulla Fazeel will be responsible for keeping track of the growth and performance of the counselors. All the counselors will be conducting meeting once in a month to indentify the gaps in the program and closing the gap. Advantages Experienced by the School: Stake Holder Advantages Student Understudies are set up for the difficulties without bounds when their scholastic, profession, individual/social advancement and group cooperation are bolstered Understudies are taught the aptitudes for a lifetime of learning, profession self-administration and social communication (Egbo, 2015). Understudies vocation investigation and arranging are encouraged Understudies are guaranteed fair get to every individual understudy gets support (Mapfumo Nkoma, 2013). Guardian Their kids are set up for the difficulties without bounds Their tyke's scholastics are attached to the following stride (Low et al., 2013). There are expanded open doors for guardian/school collaboration. Guardian access to class and group is encouraged. Teachers Educators direction part is obviously characterized Counsel is given to help instructors in their direction part. Counselor The part of the school advisor as an understudy supporter is upgraded (Borbely Hutchinson, 2013). A plainly characterized part and capacity are given Basic advising capacities are centered around Administrative Board School advising is coordinated with the scholastic mission of the school Program structure is furnished with particular substance (Low et al., 2013). Importance to the Community: The community will be getting the future generation youths who will be ready to face any challenge and will stand strong any obstacle that can harm them (Mapfumo Nkoma, 2013). As stated in the issue in the local traditional obstacles to the community enhancement can be removed from the root. Conclusion: From the above study, it can be concluded that it is very important to develop the Counseling and Guidance unit in the Iskandir School. The counselor has the most important role in developing and maintaining the programs of the system. Through the individual student planning the issues that are related to distinct students can be eliminated. As the parents or guardians will be provided some lessons, the students will also be continue learning even in their individual homes. All the stakeholders have to behave like a responsible person so that the program doest fail in providing guidance to the students. The counselor and the teachers will be responsible for making the parents understand the significance of the program. References: Alemu, Y. (2013). Assessment of the provisions of guidance and counselling services in secondary schools of East Harerge Zone and Hareri Region, Ethiopia.Middle Eastern African Journal of Educational Research,2, 28-37. Barclay, K., Crocket, K., Kotze, E., Peter, M. (2013). A Window on School Guidance Counselling.New Zealand Journal of Counselling,33(1), 15-35. Bitsika, V., Sharpley, C. F. (2014). 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