thesis about career guidance program

Bibliography
More Referencing guides Blog Automated transliteration Relevant bibliographies by topics
Automated transliteration
Relevant bibliographies by topics
Referencing guides

Dissertations / Theses on the topic 'Career guidance and counseling program'

Create a spot-on reference in apa, mla, chicago, harvard, and other styles.

Consult the top 50 dissertations / theses for your research on the topic 'Career guidance and counseling program.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

The tag cloud allows you accessing even more related research topics and consulting the appropriate bibliographies.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

Guidance and Counselling Thesis

Comprehensive Guidance Programs That Work II Norman Gysbers and Patricia Henderson A Model Comprehensive Guidance Program Chapter 1 Norman C. Gysbers The Comprehensive Guidance Program Model described in this chapter had its genesis in the early 1970s. In 1972, the staff of a federally funded project at the University of Missouri-Columbia conducted a national conference on guidance and developed a manual to be used by state guidance leaders as a guide to developing their own manuals for state and local school district use.

The manual was published in early 1974 and provided the original description of the Comprehensive Guidance Program Model. From the 1940s to the 1970s, the position orientation to guidance dominated professional training and practice in our schools. The focus was on a position (counselor) and a process (counseling), not on a program (guidance). Administratively, guidance, with its position orientation, was included in pupil personnel services along with other such services as attendance, social work, psychological, psychiatric, speech and hearing, nursing, and medical (Eckerson & Smith, 1966).

The position orientation had its beginnings when guidance was first introduced in the schools as vocational guidance. As early as 1910, vocational counselors had been appointed in the elementary and secondary schools of Boston, and by 1915 a central office Department of Vocational Guidance had been established with a director, Susan J. Ginn. The vocational counselors in Boston were teachers who took on the work with no financial return and often no relief from other duties (Ginn, 1924). What were the duties of vocational counselors? The Duties of a Vocational Counselor: 1.

Order custom essay Guidance and Counselling Thesis with free plagiarism report

To be the representative of the Department of Vocational Guidance in the district; 2. To attend all meetings of counselors called by the director of Vocational Guidance; 3. To be responsible for all material sent out to the school by the Vocational Guidance Department; 4. To gather and keep on file occupational information; 5. To arrange with the local branch librarians about shelves of books bearing upon educational and vocational guidance; 6. To arrange for some lessons in occupations in connection with classes in Oral English and Vocational Civics, or wherever principal and counselor deem it wise; 7.

To recommend that teachers show the relationship of their work to occupational problems; 8. To interview pupils in grades 6 and above who are failing, attempt to find the reason, and suggest remedy. 9. To make use of the cumulative record card when advising children; 10. To consult records of intelligence tests when advising children; 11. To make a careful study with grade 7 and grade 8 of the bulletin “A Guide to the Choice of Secondary School”; 12. To urge children to remain in school; 13. To recommend conferences with parents of children who are failing or leaving school; 14.

To interview and check cards of all children leaving school, making clear to them the requirements for obtaining working certificates; 15. To be responsible for the filling in of Blank 249 and communicate with recommendations to the Department of Vocational Guidance when children are in need of employment. (Ginn, 1924, pp. 5-7) As more and more positions titled vocational counselor were filled in schools across the country, concern was expressed about the lack of centralization, the lack of a unified program.

In a review of the Boston system, Brewer (1922) stated that work was “commendable and promising” (p. 36). At the same time, however, he expressed concern about the lack of effective centralization: In most schools two or more teachers are allowed part-time for counseling individuals, but there seems to be no committee of cooperation between the several schools, and no attempt to supervise the work. It is well done or indifferently done, apparently according to the interest and enthusiasm of the individual principal or counselor. p. 35) Myers (1923) made the same point when he stated that “a centralized, unified program of vocational guidance for the entire school of a city is essential to the most effective work” (p. 139). The lack of a centralized and unified program of guidance in the schools to define and focus the work of vocational counselors presented a serious problem. If there was no agreed-upon, centralized structure to organize and direct the work of building-level vocational counselors, then “other duties as assigned” could become a problem.

As early as 1923 this problem was recognized by Myers (1923). Another tendency dangerous to the cause of vocational guidance is the tendency to load the vocational counselor with so many duties foreign to the office that little real counseling can be done. The principal, and often the counselor himself, has a very indefinite idea of the proper duties of this new office. The counselor’s time is more free from definite assignments with groups or classes of pupils than is that of the ordinary teacher.

If well chosen he has administrative ability. It is perfectly natural, therefore, for the principal to assign one administrative duty after another to the counselor until he becomes practically assistant principal, with little time for the real work of a counselor. (p. 141) During the 1920s and 1930s, as formal education was being shaped and reshaped as to its role in society, a broader mission for education emerged. Added to the educational mission was a vocational mission. How did education respond to these additional tasks and challenges?

One response was to add pupil personnel work to the education system. What was pupil personnel work? According to Myers (1935), “pupil personnel work is a sort of handmaiden of organized education. It is concerned primarily with bringing the pupils of the community into the educational environment of the schools in such condition and under circumstances as will enable them to obtain the maximum of the desired development” (p. 804). In his article, Myers (1935) contrasted pupil personnel work and personnel work in industry.

He then listed eight activities he would include in pupil personnel work and the personnel who would be involved, including attendance officers, visiting teachers, school nurses, school physicians, as well as vocational counselors. In his discussion of all the activities involved in pupil personnel work and the personnel involved, he stated that “Probably no activity in the entire list suffers so much from lack of a coordinated programs as does guidance, and especially the counseling part of it” (p. 807).

In the late 1920s, in response to the lack of an organized approach to guidance, the services model of guidance was initiated to guide the work of individuals designated as counselors. Various services were identified as necessary to provide to students, including the individual inventory service, information service, counseling service, placement service, and follow-up service (Smith, 1951). By this time too, the traditional way of describing guidance as having three aspects – vocational, educational, and personal-social – was well established.

Vocational guidance, instead of being guidance, had become only one part of guidance. By the 1940s and 1950s, guidance was firmly established as a part of pupil personnel services with its emphasis on the position of counselor. Beginning in the 1960s, but particularly in the 1970s, the concept of guidance for development emerged. During this period, the call came to re-orient guidance from what had become an ancillary set of services delivered by a person in a position (the counselor) to a comprehensive, developmental program.

The call for reorientation came from diverse sources, including a renewed interest in vocational-career guidance (and its theoretical base, career development), a renewed interest in developmental guidance, concern about the efficacy of the prevailing approach to guidance in the school, and concern about accountability and evaluation. The work of putting comprehensive guidance programs into place in the schools continued in the 1980s. Increasingly, sophisticated models began to be translated into practical, workable programs to be implemented in the schools.

As we near the close of the 1990s, comprehensive guidance programs are rapidly encompassing the position orientation to guidance. Comprehensive guidance programs are becoming the major way of organizing and managing guidance in the schools across the country. This chapter begins with a brief review of traditional organizational patterns for guidance. Next, the development of a Comprehensive Guidance Program Model that had its genesis in the early 1970s is presented. The content of the model is described, ollowed by a presentation of the structure of the program, the processes used in the program, and the time allocations of staff required to carry out the program. Finally, there is discussion of the program resources required for the model if it is to function effectively. Traditional Organizational Patterns By the 1960s, the evolution of guidance in the schools had reached a peak. The guidance provisions of the National Defense Education Act of 1958 (Public Law 85-864) caused the number of secondary counselors in schools to increase substantially.

Later, due to an expansion of the guidance provisions of the act, elementary guidance was supported and as a result, the number of elementary counselors in schools increased rapidly. Counselors put their expertise to work in schools where three traditional organizational patterns for guidance were prevalent, often under the administrative structure called pupil personnel services or student services; the services model, the process model, or the duties model. In many schools, combinations of these three approaches were used. Services The ervices model had its origins in the 1920s and consists of organizing the activities of counselors around major services including assessment, information, counseling, placement and follow-up. Although the activities that are usually listed under each of these services are important and useful, it is a limited model for three reasons. First, it is primarily oriented to secondary schools. Second, it does not lend itself easily to the identification of student outcomes. And third, it does not specify how the time of counselors should be allocated. Processes The process model had its origins in the 1940s.

It emphasizes the clinical and therapeutic aspects of counseling, particularly the processes of counseling, consulting, and coordinating. This model is appealing because it is equally applicable to elementary and secondary counselors. However, the process model has some of the same limitations as the services model: It does not lend itself easily to the identification of student outcomes and it does not specify allocations of counselor time. Duties Often, instead of describing some organizational pattern such as the services model or the process model, counselor duties are simply listed (duties model).

Sometimes these lists contain as many as 20-30 duties and the last duty is often “and perform other duties as assigned from time to time. ” Although equally applicable to elementary school and secondary school counselors, student outcomes are difficult to identify and counselor time is almost impossible to allocate effectively. Position Oriented Rather Than Program Focused One result of these traditional organizational patterns has been to emphasize the position of the counselor, not the program of guidance. Over the years, as guidance evolved in the schools, it became position oriented rather than program focused.

As a result, guidance was an ancillary support service in the eyes of many people. This pattern placed counselors mainly in a remedial-reactive role – a role that is not seen as mainstream in education. What was worse, this pattern reinforced the practice of counselors performing many administrative-clerical duties because these duties could be defended as being “of service to somebody. ” Because of the lack of an adequate organization framework, guidance had become an undefined program. Guidance had become the add-on profession, while counselors were seen as the “you-might-as-well” group (“While you are oing this task, you might as well do this one too”). Because of the absence of a clear organizational framework for guidance, it was easy to assign counselors new duties. Counselors had flexible schedules. And, since time was not a consideration, why worry about removing current duties when new ones were added? Origin of the Comprehensive Guidance Program Model In October of 1969, the University of Missouri-Columbia conducted a national conference on career guidance, counseling and placement that led to regional conferences held across the country during the spring of 1970.

Then in 1971, the University of Missouri-Columbia was awarded a U. S. Office of Education grant under the direction of Norman C. Gysbers to assist each state, the District of Columbia, and Puerto Rico in developing models or guides for implementing career guidance, counseling and placement programs in their local schools. Project staff in Missouri conducted a national conference in St. Louis in January of 1972 and developed a manual (Gysbers & Moore, 1974) to be used by the states as they developed their own guides.

The manual that was published in February of 1974 provided the first description of an organizational framework for the Comprehensive Guidance Program Model that was to be refined in later work (Gysbers, 1978; Gysbers & Henderson, 1994; Gysbers & Moore, 1981; Hargens & Gysbers, 1984). The original organizational framework for the Comprehensive Guidance Program Model contained three interrelated categories of functions, and on-call functions. The curriculum-based category brought together those guidance activities which took place primarily in the context of regularly scheduled courses of study in an educational setting.

These activities were a part of regular school subjects or were organized around special topics in the form of units, mini courses, or modules. They were based on need statements and translated into goals and objectives and activities necessary for the development of all students. Typical topics focused on self-understanding, interpersonal relationships, decision making, and information about the education, work, and leisure worlds. School counselors were involved directly with students through class instruction, group processes, or individual discussions.

In other instances, school counselors worked directly and cooperatively with teachers, providing resources and consultation. Individual facilitation functions included those systematic activities of the comprehensive guidance program designed to assist students in monitoring and understanding their development in regard to their personal, educational, and occupational goals, values, abilities, aptitudes, and interests. School counselors served in the capacity of “advisers,” “learner managers,” or “development specialists. Personalized contact and involvement were stressed instead of superficial contact with each student once a year to fill out a schedule. The functions in this category provided for the accountability needed in an educational setting to ensure that students’ uniqueness remained intact and that educational resources were used to facilitate their life career development. On-call functions focused on direct, immediate responses to students needs such as information seeking, crisis counseling, and teacher/parent/specialist consultation.

In addition, on-call functions were supportive of the curriculum-based and individual facilitation functions. Adjunct guidance staff (peers, paraprofessionals, and volunteers/support staff) aided school counselors in carrying out on-call functions. Peers were involved in tutorial programs, orientation activities, ombudsman centers, and (with special training) cross-age counseling and leadership in informal dialogue centers. Paraprofessionals and volunteers provided meaningful services in placement and followup activities, community liaison, career information centers, and club leadership activities.

The 1974 version of the model focused on the importance of counselor time usage by featuring “time distribution wheels” to show how counselors’ time could be distributed to carry out a developmental guidance program. A chart was provided to show how counselors’ time could be distributed across a typical school week using the three categories as organizers. REFINEMENTS TO THE COMPREHENSIVE GUIDANCE PROGRAM MODEL In 1978, Gysbers described refinements that had been made to the model since 1974. By 1978, the focus was on a total comprehensive, developmental guidance program.

It included the following elements: definition, rationale, assumptions, content model, and process model. The content model described the knowledge and skills that students would acquire with the help of activities in the guidance program. The process model grouped the guidance activities and processes used in the program into four interrelated categories: curriculum-based processes, individual-development processes, on-call responsive processes, and systems support processes. It is interesting to note the changes that had been made between 1974 and 1978 in the model.

The concepts of definition, rationale, and assumptions had been added. The model itself was now organized into two parts. The first part listed the content to be learned by students, while the second part organized into four categories the guidance activities and processes needed in a program. The category of individual facilitation was changed to individual development, the word responsive was added to on-call, and a new category – systems support – was added. Also in 1978, Gysbers described seven steps required to “remodel a guidance program while living in it”: 1. Decide you want to change. 2. Form work groups. . Assess current programs. 4. Select program model. 5. Compare current program with program model. 6. Establish transition timetable. 7. Evaluate. Between 1978 and 1981, further refinements were made in the model. These refinements appeared in Improving Guidance Programs by Gysbers and Moore (1981). By then, the basic structure of the model was established. The terms “content model” and “process model” had been dropped. Also, the steps for remodeling a guidance program, first delineated in 1978, formed the basis for the organization the chapters in Improving Guidance Programs and were described in detail.

Between 1981 and 1988, the model was being used by state departments of education and local school districts with increasing frequency. During these years, two school districts in particular became involved: St. Joseph School District, St. Joseph, Missouri and Northside Independent School District, San Antonio, Texas. Hargens and Gysbers (1984), writing in The School Counselor, presented a case study of how the model was implemented in the St. Joseph School District. The work in the Northside Independent School District became the basis for much of the most recent description of the model (Gysbers & Henderson, 1994).

As the 1980s progressed, a number of states and a number of additional school districts across the country began to adapt the model to fit their needs. In 1988, the first edition of Gysbers and Henderson’s book Developing and Managing Your School Guidance Program was published by the American Association for Counseling and Development, AACD (now the American Counseling Association, ACA). Using the framework of the model presented in 1981, Gysbers and Henderson expanded and extended the model substantially.

Building upon the experiences of a number of local school districts and states and with particular emphasis on the experiences of the Northside Independent School District, the planning, design, implementation, and evaluation phases of the model were elaborated upon in much more detail. Sample forms, procedures, and methods, particularly those from Northside, were used extensively to illustrate the model and its implementation. The second edition of the book Developing and Managing Your School Guidance Program by Gysbers and Henderson was published in 1994.

DESCRIPTION OF THE COMPREHENSIVE GUIDANCE PROGRAM MODEL Conceptual Foundation The perspective of human development that serves as the foundation for the model and as a basis for identifying the guidance knowledge, skills, and attitudes (competencies) that students need to master is called life career development. Life career development is defined as self-development over a person’s life p through the integration of the roles, setting, and events in a person’s life. The word life in the definition indicates that the focus of this conception of human development is on the total person – the human career.

The word career identifies and relates the many often varied roles that individuals assume (student, worker, consumer, citizen, parent); the settings in which individuals find themselves (home, school, community); and the events that occur over their lifetimes (entry job, marriage, divorce, retirement). The word development is used to indicate that individuals are always in the process of becoming. When used in sequence, the words life career development bring these separate meaning words together, but at the same time a greater meaning evolves.

Life career development describes total individuals – unique individuals, with their own lifestyles (Gysbers & Moore, 1974, 1975, 1981). The meaning of the word career in the phrase life career development differs substantially from the usual definition of the term. Career focuses on all aspects of life as interrelated parts of the whole person. The term career, when viewed from this broad perspective, is not a synonym for occupation. People have careers; the marketplace has occupations. Unfortunately, too many people use the word career when they hould use the word occupation. All people have careers – their lives are their careers. Finally, the words, life career development do not delineate and describe only one part of human growth and development. Although it is useful to focus at times on different areas (e. g. , physical, emotional, and intellectual), it is also necessary to integrate these areas. Life career development is an organizing and integrating concept for understanding and facilitating human development. Wolfe and Kolb (1980) summed up the life view of career development as follows:

Career development involves one’s whole life, not just occupation. As such, it concerns the whole person, needs and wants, capacities and potentials, excitements and anxieties, insights and blind spots, warts and all. More than that, it concerns his/her life. The environment pressures and constraints, the bonds that tie him/her to significant others, responsibilities to children and aging parents, the total structure of one’s circumstances are also factors that must be understood and reckoned with, in these terms, career development and personal development converge.

Self and circumstances – evolving, changing, unfolding in mutual interaction – constitute the focus and the drama of career development. (pp. 1-2) COMPREHENSIVE GUIDANCE PROGRAM MODEL ELEMENTS The model program (see Figure 1. 1) consists of three elements: content, organizational framework, and resources. CONTENT There are many examples today of content (student knowledge and skills) for guidance. The content is generally organized around areas or domains such as career, educational, and personal-social. Most often, the content is stated in a student competency format.

For purposes of this chapter, the three domains of human development that are featured in the life career development concept are presented here: self-knowledge and interpersonal skills; life roles, setting and events; and life career planning (Gysbers & Henderson, 1994; Gysbers & Moore, 1974, 1981). Student competencies are generated from these domains to provide example program content for the model. Self-knowledge and Interpersonal Skills In the self-knowledge and interpersonal skills domain of life career development, the focus is on helping students understand themselves and others.

The main concepts of this domain focus on students’ awareness and acceptance of themselves, their awareness and acceptance of others, and their development of interpersonal skills. Within this domain, students begin to develop an awareness of their interpersonal characteristics – interests, aspirations, and abilities. Students learn techniques for self-appraisal and the analysis of their personal characteristics in terms of a real-ideal self-continuum. They begin to formulate plans for self-improvement in such areas as physical and mental health.

Individuals become knowledgeable about the interactive relationship of self and environment in such a way that they develop personal standards and a sense of purpose in life. Students learn how to create and maintain relationships and develop skills that allow for beneficial interaction within those relationships. They can use self-knowledge in life career planning. They have positive interpersonal relations and are self-directed in that they accept responsibility for their own behavior. See Figure 1. 1 Below The model program consists of three elements: content, organizational framework, and resources.

Comprehensive Guidance Program Elements Content Organizational Framework, Activities, Time Resources COMPETENCIES • • • Student Competencies Grouped by domains STRUCTURAL COMPONENTS • Definition • Assumptions • Rational PROGRAM COMPONENTS SAMPLE PROCESSES Guidance Curriculum Structured Groups Classroom presentations Individual Planning Advisement Assessment Placement & Follow-up • Responsive Services Individual counseling Small group counseling Consultation Referral System Support Management activities Consultation Community outreach Public relations • • RESOURCES • Human • Financial • Political SUGGESTED DISTRIBUTION OF TOTAL COUNSELOR TIME Elementary School 35-45% 5-10% 30-40% 10-15% Middle/Junior School 25-35% 15-25% 30-40% 10-15% High School 15-25% 25-35% 25-35% 15-20% Guidance Curriculum Individual Planning Responsive Services System Support Life Roles, Settings, and Events The emphasis in this domain of life career development is on the interrelatedness of various life roles (learner, citizen, consumer), settings (home, school, work, and community), and events (job entry, marriage, retirement) in which students participate over the life p.

Emphasis is given to the knowledge and understanding of the sociological, psychological, and economic dimensions and structure of their worlds. As students explore the different aspects of their roles, they learn how stereotypes affect their own lives and others’ lives. The implications of futuristic concerns is examined and related to their current lives. Students learn the potential impact of change in modern society and the necessity of being able to project themselves into the future.

In this way, they begin to predict the future, foresee alternatives they may choose, and plan to meet the requirements of the life career alternatives they may choose. As a result of learning about the multiple options and dimensions of their worlds, students understand the reciprocal influences of life roles, settings, and events, and they can consider various lifestyle patterns. Life Career Planning The life career planning domain in life career development is designed to help students understand that decision making and planning are important tasks in everyday life and to recognize the need for life career planning.

Students learn about the many occupations and industries in the work world and of their groupings according to occupational requirements and characteristics, as well as learning about their own personal skills, interests, values, and aspirations. Emphasis is placed on students’ learning of various rights and responsibilities associated with their involvement in a life career. The central focus of this domain is on the mastery of decision-making skills as a part of life career planning. Students develop skills in this area by learning the elements of the decision-making process.

They develop skills in gathering information from relevant sources, both external and internal, and learn to use the collected information in making informed and reasoned decisions. A major aspect of this process involves the appraisal of personal values as they may relate to prospective plans and decisions. Students engage in planning activities and begin to understand that they can influence their future by applying such skill. They accept responsibility for making their own choices, for managing their own resources, and for directing the future course of their own lives.

ORGANIZATIONAL FRAMEWORK The model program (see Figure 1. 1) contains seven components organized around two major categories: structural components and program components (Gysbers & Henderson, 1994; Gysbers & Moore, 1981). The three structural components describe the student focus of the program and how the program connects to other educational programs (definition), offer reasons why the program is important and needed (rational), and provide the premises upon which the program rests (assumptions).

The four program components delineate the major activities and the roles and responsibilities of personnel involved in carrying out the guidance program. These four program elements are as follows: guidance curriculum, individual planning, responsive services, and system support. Structural Components Definition The program definition includes the mission statement of the guidance program and its centrality within the school district’s total educational program. It delineates the competencies that individuals will possess as a result of their involvement in the program, summarizes the components, and identifies the program’s clientele.

Rational The rationale discusses the importance of guidance as an equal partner in the educational system and provides reasons why students need to acquire the competencies that will accrue as a result of their involvement in a comprehensive guidance program. Included are conclusions drawn from student and community needs assessments and statements of the goals of the local school district. Assumptions Assumptions are the principles that shape and guide the program.

They include statements regarding the contributions that school counselors and guidance programs make to students’ development, the premises that undergird the comprehensiveness and the balanced nature of the program, and the relationships between the guidance program and the other educational programs. Program Components An examination of the needs of students, the variety of guidance methods, techniques, and resources available, and the increases expectations of policy-makers and consumers indicates that a new structure for guidance programs in the schools is needed.

The position orientation organized around the traditional services (information, assessment, counseling, placement, and follow-up) and three aspects (educational, personal-social, and vocational) of guidance is no longer adequate to carry the needed guidance activities in today’s schools. When cast as a position and organized around services, guidance is often seen as ancillary and only supportive to instruction, rather than equal and complementary. The “three aspects” view of guidance frequently has resulted in fragmented and eventoriented activities and, in some instances, the creation of separate kinds of counselors.

For example, educational guidance is stressed by academic-college counselors, personalsocial guidance becomes the territory of mental health counselors, and vocational guidance is the focus of vocational counselors. If the traditional structures for guidance in the schools are no longer adequate, what structure is needed? One way to answer this question is to ask and answer the following questions: Are all students in need of specific knowledge, skills, and attitudes that are the instructional province of guidance programs? Do all students need assistance with their personal, educational, and occupational plans?

Do some students require special assistance in dealing with developmental problems and immediate crises? Do educational programs in the school and the staff involved require support that can be best supplied by school counselors? An affirmative answer to these four questions implies a structure that is different from the traditional position model. A review of the variety of guidance methods, techniques, and resources available today and an understanding of the expectations of national and state policy-makers and consumers of guidance also suggests the needs for a different model.

The structure suggested by an affirmative answer to the four questions and by a review of the literature is a program model of guidance techniques, methods, and resources organized around four interactive program components: guidance curriculum, individual planning, responsive services, and system support (Gysbers & Henderson, 1994; Gysbers & Moore, 1981). The curriculum component was chosen because a curriculum provides a vehicle to impart guidance content to all students in a systematic way.

Individual planning was included as a part of the model because of the increasing need for all students to systematically plan, monitor, and manager their development and to consider and take action on their next steps personally, educationally, and occupationally. The responsive services component was included because of the need to respond to the direct, immediate concerns of students, whether these concerns involve crisis counseling, referral, or consultation with parents, teachers, or other specialists.

Finally, the system support component was included because, if the other guidance processes are to be effective, a variety of support activities such as staff development, research, and curriculum development are required. Also, system support encompasses the need for the guidance program to provide appropriate support to other programs in including assuming “fair share” responsibilities in operating the school. These components, then, serve as organizers for the many guidance methods, techniques, and resources required in a comprehensive guidance program.

In addition, they also serve as a check on the comprehensiveness of the program. A program is not comprehensive unless counselors are providing activities to students, parents, and staff in all four program components. Guidance Curriculum This model of guidance is based on the assumption that guidance programs include content that all students should learn in a systematic, sequential way. In order for this to happen, counselors must be involved in teaching, team teaching, or serving as a resource for those who teach a guidance curriculum.

This is not a new idea; the notion of guidance curriculum has deep, historical roots. What is new however, is the array of guidance and counseling techniques, methods, and resources currently available that work best as part of a curriculum. Also new is the concept that a comprehensive guidance program has an organized and sequential curriculum. The guidance curriculum typically consists of student competencies (organized by domain) and structured activities presented systematically through such strategies as the following: • Classroom Activities

Counselors teach, team teach, or support the teaching of guidance curriculum learning activities or unites in classrooms. Teachers also may teach such units. The guidance curriculum is not limited to being part of only one or two subjects but should be included in as many subjects as possible throughout the total school curriculum. These activities may be conducted in the classroom, guidance center, or other school facilities. • Group Activities Counselors organize large-group sessions such as career days and educational/college/vocational days.

Other members of the guidance team, including teachers and administrators, may be involved in organizing and conducting such sessions. Although counselors’ responsibilities include organizing and implementing the guidance curriculum, the cooperation and support of the entire faculty are necessary for its successful implementation. Individual Planning Concern for individual student development in a complex society has been a cornerstone of the guidance movement since the days of Frank Parsons. In recent years the concern for individual student development has intensified as society has become more complex.

This concern is manifested in many ways, but perhaps is expressed most succinctly in a frequently stated guidance goal: “Helping all students become the persons they are capable of becoming. ” To accomplish the purposes of this component of the Model, activities and procedures are provided to assist students in understanding and periodically monitoring their development. Students come to terms with their goals, values, abilities, aptitudes, and interests (competencies) so they can continue to progress educationally and occupationally.

Counselors become “person-development-and-placement specialists. ” Individual planning consists of activities that help students to plan, monitor, and manage their own learning and their personal and career development. The focus is on assisting students, in close collaboration with parents, to develop, analyze, and evaluate their educational, occupational, and personal goals and plans. Individual planning is implemented through such strategies as: • Individual Appraisal Counselors assist students to assess and interpret their abilities, interests, skills, and achievement.

The use of test information and other data about students is an important part of helping them develop immediate and long-range goals and plans. • Individual Advisement Counselors assist students to use self-appraisal information along with personal-social, educational, career, and labor market information to help them plan and realize their personal, educational, and occupational goals. • Placement Counselors and other educational personnel assist students to make the transition from school to work or to additional education and training.

Responsive Services Problems relating to academic learning, personal identity issues, drugs, and peer and family relationships are increasingly a part of the educational scene. Crisis counseling, diagnostic and remediation activities, and consultation and referral must continue to be included as an ongoing part of a comprehensive guidance program. In addition, a continuing need exists for the guidance program to respond to the immediate information-seeking needs of students, parents, and teachers.

The responsive services component organizes guidance techniques and methods to respond to these concerns and needs as they occur; it is supportive of the guidance curriculum and individual planning components as well. Responsive services consist of activities to meet the immediate needs and concerns of students, teachers, and parents, whether these needs or concerns require counseling, consultation, referral, or information. Although counselors have special training and possess skills to respond to immediate needs and concerns, the cooperation and support of the entire faculty are necessary for this component’s successful implementation.

Responsive services are implemented through such strategies as: • Consultation Counselors consult with parents, teachers, other educators, and community agencies regarding strategies to help students deal with and resolve personal, educational, and career concerns. • Personal Counseling Counseling is provided on a small-group and individual basis for students who have problems or difficulties dealing with relationships, personal concerns, or normal developmental tasks. The focus is on assisting students to identify problems and causes, alternatives, possible consequences, and to take action when appropriate. • Crisis Counseling

Counseling and support are provided to students or their families facing emergency situations. Such counseling is normally short term and temporary in nature. When necessary, appropriate referral sources are used. • Referral Counselors use other professional resources of the school and community to refer students when appropriate. These referral sources may include: mental health agencies employment and training programs vocational rehabilitation juvenile services social services special school programs (special or compensatory education) The responsive services component also provides for small-group counseling.

Small groups of students with similar concerns can be helped by intensive small-group counseling. All students may not need such assistance, but it is available in a comprehensive program. Adjunct guidance staff—peers, paraprofessionals, volunteers—can aid counselors in carrying out their responsive activities. Peers can be involved in tutorial programs, orientation activities, ombudsman functions and, with special training, cross-age counseling and leadership in informal dialog. Paraprofessionals and volunteers can provide assistance in such areas as placement, follow-up, and community-school-home liaison activities.

System Support The administration and management of a comprehensive guidance program require an ongoing support system. That is why system support is a major program component. Unfortunately, it is often overlooked or only minimally appreciated. And yet, the system support component is as important as the other three components. Without continuing support, the other three components of the guidance program are ineffective. This component is implemented and carried out through such activities as the following: • Research and Development

Guidance program evaluation, follow-up studies, and the continued development and updating of guidance learning activities are some examples of the research and development work of counselors. • Staff/Community Public Relations The orientation of staff and the community to the comprehensive guidance program through the use of newsletters, local media, and school and community presentations are examples of public relations work. • Professional Development Counselors must regularly update their professional knowledge and skills.

This may include participation in school inservice training, attendance at professional meetings, completion of postgraduate course work, and contributions to the professional literature. • Committee/Advisory Boards Serving on departmental curriculum committees and community committees or advisory boards are examples of activities in this area. • Community Outreach Included in this area are activities designed to help counselors become knowledgeable about community resources, employment opportunities, and the local labor market. This may involve counselors visiting local businesses and industries and social services agencies. Program Management and Operations This area includes the planning and management tasks needed to support the activities of a comprehensive guidance program. Also included in the system support component are activities that support programs other than guidance. These activities may include counselors being involved in helping interpret student test results to teachers, parents, and administrators, serving on departmental curriculum committees (helping interpret student needs data for curriculum revision), and working with school administrators (helping interpret student needs and behaviors).

Care must be taken, however, to watch the time given to these duties because the primary focus for counselors is their work in the first three components of the comprehensive guidance program. It is important to realize that if the guidance program is well run, focusing heavily on the first three components, it will provide substantial support for other programs and personnel in the school and the community. Program Time Counselors’ professional time is a critical element in the Model. How should professional certified counselors spend their time?

How should this time be spread across the total program? In this Model, the four program components provide the structure for making judgments about appropriate allocations of counselors’ time. One criterion to be used in making such judgments is the concept of program balance. The assumption is that counselor time should be spread across all program components, but particularly the first three. Another criterion is that different grade levels require different allocations of counselor time across the program components.

For example, at the elementary level, more counselor time is spent working in the curriculum with less time spent in individual planning. In the high school, these time allocations are reversed. How counselors in a school district or school building plan and allocate their time depends on the needs of their students and their community. Once chosen, time allocations are not fixed forever. The purpose for making them is to provide direction to the program and to the administrators and counselors involved.

Since the Model is a “100 percent program,” 100 % of counselors’ time must be spread across the four program components. Time allocations are changed as new needs arise, but nothing new can be added unless something else is removed. The assumption is that professional counselors spend 100 % of their time on task, implementing the guidance program. What are some suggested percentages? As an example, the state of Missouri (Starr & Gysbers, 1997) has adopted suggested percentages of counselor time to be spent on each program component.

All have roles to play in the guidance program. While counselors are the main providers of guidance and counseling services and coordinators of the program, the involvement, cooperation, and support of teachers and administrators is necessary for the program to be successful. The involvement, cooperation, and support of parents, community members, and business and labor personnel also is critical. A SchoolCommunity Advisory Committee is recommended to bring together the talent and energy of school and community personnel.

The School-Community Advisory Committee acts as a liaison between the school and community and provides recommendations concerning the needs of students and the community. A primary duty of this committee is to advise those involved in the guidance program. The committee is not a policy- or decision-making body; rather, it is a source of advice, counsel, and support and is a communication link between those involved in the guidance program and the school and community. The committee is a permanent part of the guidance program. A community person should be the chairperson.

The use and involvement of an advisory committee will vary according to the program and the community. It is important, however, that membership be more than in name only. Members will be particularly helpful in developing and implementing the public relations plan for the community. Financial The financial resources of a comprehensive guidance program are crucial to its success. Examples of financial resources include budget, material, equipment, and facilities. The Model highlights the need for these resources through its focus on the physical space and equipment required to conduct a comprehensive program in a school district.

To make the guidance curriculum, individual planning, responsive services, and system support components function effectively, adequate guidance facilities are required. Traditionally, guidance facilities have consisted of an office or suite of offices designed primarily to provide one-to-one counseling or consultation assistance. Such arrangements have frequently included reception or waiting areas that serve as browsing rooms where students have access to displays or files of educational and occupational information.

Also, this space has typically been placed in the administrative wing of the school so that the counseling staff can be near the records and the administration. The need for individual offices is obvious because of the continuing need to carry on individual counseling sessions. A need also exists, however, to open up guidance facilities and make them more accessible to all students, teachers, parents, and community members. One way to make guidance facilities more usable and accessible is to reorganize traditional space into a guidance center.

A guidance center brings together available guidance information and resources and makes them easily accessible to students. The center is used for such activities as group sessions, student self-exploration, and personalized research and planning. At the high school level, students receive assistance in areas such as occupational planning, job entry and placement, financial aid information and postsecondary educational opportunities. At the elementary school level, students and their parents receive information about the school, the community, and parenting skills; they also read books about personal growth and development.

An area for play therapy can be provided in the guidance center. Although the center is available for use to school staff and community members, it is student centered, and many of the center activities are student planned as well as student directed. At the same time, the center is a valuable resource for teachers in their program planning and implementation. Employers, too, will find the center useful when seeking part-time or full-time workers. Clearly, the impact of the center on school and community can be substantial.

If community members and parents are involved in the planning and implementation of the center and its activities, their interest could provide an impetus for the involvement of other community members. When parents and community members become involved in programs housed in the center, they experience the guidance program firsthand. Through these experiences, new support for the program may develop. The guidance center is furnished as comfortably as possible for all users. Provision is made for group as well as individual activities.

Coordinating the operation of the guidance center is the responsibility of the guidance staff, but all school staff can be involved. It is recommended that at least one paraprofessional be a part of the staff to ensure that clerical tasks are carried out in a consistent and ongoing manner. Political Education is not simply influenced by politics, it is politics. The mobilization of political resources is key to a successful guidance program. Full endorsement of the guidance program by the Board of Education as a “program of studies of the district” is one example of mobilizing political resources.

Another example is a clear and concise school district policy statement that highlights the integral and central nature of the school district’s comprehensive guidance program to other programs in the school district. Putting It All Together What does the Program Model look like when all of the Model’s elements are brought together? Figure 1 (see page 12) presents the Model on one page so that the three program elements can be seen in relationship to each other. Notice that the three program elements (program content, program structure, processes, and time, and program resources) represent the “means” of the program.

Without these means in place, it is impossible to achieve the full results of the program and to fully evaluate the impact of the program on the students, the school, and the community. Some Final Thoughts The Program Model, by definition, leads to guidance activities and structured group experiences for all students. It de-emphasizes administrative and clerical tasks, one-toone counseling only, and limited accountability. It is proactive rather than reactive. Counselors are busy and unavailable for unrelated administrative and clerical duties because they have a guidance program to implement.

Counselors are expected to do personal and crisis counseling as well as provide structured activities to all students. To fully implement the Program Model it is important that the program be as follows: 1. Understood as student-development oriented, not school maintenance-administrativeoriented. 2. Operated as a 100 % program; the four program components constitute the total program; there are no add-ons. 3. Started the first day of school and ended on the last day of school; not started in the middle of October with an ending time in April so that administrative, nonguidance tasks can be completed. . Understood as program focused, not position focused. 5. Understood as education-based, not agency or clinic based. References Brewer, J. M. (1922). The vocational guidance movement: Its problems and possibilities. New York: The Macmillan Company. Eckerson, L. O. , & Smith, H. M. (1966). Scope of pupil personnel services. Washington, DC: U. S. Government Printing Office. Ginn, S. J. (1924). Vocational guidance in Boston Public Schools. The Vocational Guidance Magazine, 3, 3-7. Gysbers, N. C. (1978). Remodeling your guidance program while living in it.

Texas Personnel and Guidance Association Journal, 6, 53-61. Gysbers, N. C. , & Henderson, P. (1994). Developing and managing your school guidance program (2nd ed. ). Alexandria, VA: American Association for Counseling and Development. Gysbers, N. C. , & Moore, E. J. (1974). Career guidance, counseling and placement: Elements of an illustrative program guide (A life career development perspective). Columbia, MO: University of Missouri, Columbia. Gysbers, N. C. , & Moore, E. J. (1975). Beyond career development—life career development. Personnel and Guidance Journal, 53, 647-652.

Gysbers, N. C. , & Moore, E. J. (1981). Improving guidance programs. Englewood Cliffs, NJ: Prentice Hall. Hargens, M. , & Gysbers, N. C. (1984). How to remodel a guidance program while living in it: A case study. The School Counselor, 30, 119-125. Myers, G. E. (1923). Critical review of present developments in vocational guidance with special reference to future prospects. The Vocational Guidance Magazine, 2 (6), 139-142. Myers, G. E. (1935). Coordinated guidance: Some suggestions for a program of pupil personnel work. Occupations, 13 (9), 804-807. Smith G.

E. (1951). Principles and practices of the guidance program. New York: The Macmillan Company. Starr, M. F. , & Gysbers, N. C. (1997). Missouri comprehensive guidance: A model for program development, implementation and evaluation (1997 Rev. ). Jefferson City: Missouri Department of Elementary and Secondary Education. Wolfe, D. M. , & Kolb, D. A. (1980). Career Development, personal growth, and experimental learning. In J. W. Springer (Ed. ), Issues in career and human resource development (pp. 1-56). Madison, WI: American Society for Training and Development.

This essay was written by a fellow student. You can use it as an example when writing your own essay or use it as a source, but you need cite it.

Get professional help and free up your time for more important courses

Did you know that we have over 70,000 essays on 3,000 topics in our database?

Cite this page

Explore how the human body functions as one unit in harmony in order to life

Guidance and Counselling Thesis. (2017, Dec 30). Retrieved from https://phdessay.com/guidance-and-counselling-thesis/

Run a free check or have your essay done for you

More related Essays

Didn`t find the right sample?

Every classroom presents an exclusive community of learners that varies not only in abilities, but also in so many learning styles. In education it is my role as an educator.

Differences between primary and secondary research sources: A primary research source is a document that provides evidence of a specific event, object, or person. Such sources can include results of experiments,.

CIPS Exam GuidanceUnit content guide Advanced diploma in purchasing and supply The units that make up the award are: • Management in the purchasing function • Risk management and supply.

Whether or not Virtue Ethics provides little moral guidance can be seen to depend upon the sense in which ‘guidance' is meant - how to act or how to be,.

Guidance services in elementary, secondary & tertiary level The school is expected to provide more than just teaching and instruction. A school program includes all those activities other than instructional which.

Counselling is to help the client to open up about there feeling inside and thoughts when the client has no one to talk to and is in need to talk.

Mentoring are both to do with helping people to develop. Counseling helps people to develop with the emotional concern in a safe and trusting relationship. For example, one of the.

3000 WORD ESSAY ON LOSS AND GRIEF – ELIZABETH KUBLER ROSS AND J W WORDEN . Elizabeth Kubler Ross 1926-2004. “ The most beautiful people we have known are those.

THE EFFECTIVENESS OF CAREER GUIDANCE PROGRAM FOR PSYCHOLOGY STUDENTS

Making a career decision is a complex process. Although some people make decision easily, others face difficulties in making their career decision. Therefore, identifying their difficulties in career decision-making process is an essential step to provide students needs in their career planning. According to Gati, Krausz, and Osipow (1996), the proposed taxonomy of career decision-making difficulties was developed through interaction and sequential interplay between theoretical considerations and empirical testing. Specifically, in the proposed taxonomy the difficulties are divided into three major categories. The first major category is Lack of Readiness . Then the second and the third major categories are Lack of Information and Inconsistent Information. The participants of this study were 95 psychology students divided in two groups (experimental and control groups). The aim of this study is to describe career decision-making in psychology students and to determine the difference of career decision-making difficulties in students with different semesters. The result of this study shows that The Career Guidance Program is effective for decreasing difficulties of career decision-making (lack of information, inconsistent information, and total difficulty), but less effective to decrease the lack of readiness.

DOI: https://doi.org/10.24071/ijiet.2018.020212

Capuzzi, D. & Stauffer, M.D. (2006). Career counseling: foundations, perspectives, and applications. Boston: Pearson Education.

Flannery, M.E., (2010). Top eight challenges teachers face this school year. Retrieved on 20 October 2015 from http//www: neatoday.org/2010/09/13.

Gati, I. (2013). Advances in career decision making. In Walsh, W. B. (Ed.), Savickas, M. L. (Ed.), & Hartung, P (Ed.), Handbook of vocational psychology: Theory, research, and practice. London: Routledge. Retrieved from https://books.google.com/books?isbn=1136500006.

Gati, I., & Tal, S. (2008). Decision-making models and career guidance. In Athanasou, J. A., & Van Esbroeck, R (Eds.), International handbook of career guidance (pp. 157-185). Dordrecht: Springer.

Gati, I., Gadassi, R., & Shemesh, N. (2006). The predictive validity of a computer-assisted career decision-making system: A six-year follow-up.Journal of Vocational Behavior, 68(2), 205-219.

Gati, I., Saka, N., & Krausz, M. (2001). Should I use a computer-assisted career guidance system? It depends on where your career decision-making difficulties lie. British Journal of Guidance and Counseling, 29(3), 301-321.

Gati, I. & Asher, I. (2001). The PIC model for career decision making: Prescreening, in-depth exploration, and choice. In Leong, F. T. L., & Barak, A (Eds.), Contemporary models in vocational psychology: A volume in honor of Samuel H. Osipow. , (pp. 7-54). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.

Gati, I., & Asher, I. (2001). Prescreening, In?Depth Exploration, and Choice: From Decision Theory to Career Counseling Practice. The Career Development Quarterly, 50(2), 140-157.

Gati, I., Krausz, M., & Osipow, S. H. (1996). A taxonomy of difficulties in career decision-making. Journal of Counseling Psychology, 43, 510-526.

Gysbers, N.C., Heppner, M.J., Johnston, J,A. (2009). Career counseling: context, processes, and techniques. Alexandria, VA: American Counseling Association.

Imda, A.N. (2016). Efektivitas Pelatihan Model PIC (Prescreening, In-Depth Exploration, Choice) dalam Mereduksi Kesulitan Pengambilan Keputusan Karir pada Remaja. Jakarta: Universitas Tarumanagara. Unpublished thesis.

Isaacson L.E.& Brown, D. (1993). Career information, career counseling, career development. Needham Heights, Massachusetts: Allyn and Bacon.

Kusmayadi, I. (2011). Membongkar kecerdasan anak: Mendeteksi bakat dan potensi anak sejak dini. Jakarta: Gudang Ilmu.

Lemme, B.H. (2006). Development in adulthood (4th ed). Boston: Pearson Education, Inc.

Munandar, S.U. (1997). Strategi pengembangan keberbakatan & kreativitas. Jakarta: Grassindo.

Niles, S.G. & Bowlsbey, J.H. (2009). Career development interventions in the 21st century. Upper Saddle River, NJ: Pearson Education.

Pengertian definisi mahasiswa menurut para ahli. (2012). Retrieved from http://definisipengertian.com/2012/pengertian-definisi-mahasiswa-menurut-para-ahli/

Santrock, J.W. (1999). Lifespan development. Boston: Mc.Graw Hill.

Sarafino. (1999). Health psychology. Boston: McGraw Hill

Walgito, B. (2010). Bimbingan dan konseling: studi dan karier. Yogyakarta: Penerbit ANDI.

There are currently no refbacks.

Indexed and abstracted in:

This work is licensed under CC BY-SA.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License .

IJIET DOI: https://doi.org/10.24071/ijiet

p-ISSN: 2548-8422 (since 5 January 2017); e-ISSN: 2548-8430 (since 5 January 2017)

IJIET ( International Journal of Indonesian Education and Teaching) is published by the Institute for Research and Community Services of Sanata Dharma University, Yogyakarta, Indonesia.

(SAMPLE) Career Guidance Program

Uploaded by, document information, original title, available formats, share this document, share or embed document, sharing options.

Did you find this document useful?

Is this content inappropriate, original title:.

Reward Your Curiosity

Guidance and Counselling Thesis

You May Also Find These Documents Helpful

Developmental guidance plan.

Our mission is to support each student and though career development by assuring to address each students individual needs. The comprehensive guidance program will facilitate and deliver activities that work within a collaborative effort of home, community and school. The school counselor will foster and nurture students so that…

Career Exploration Paper

Within society, there are many occupations to explore and chose. The Myers-Briggs Type Indicator (MBTI) results showed that my personal career strengths fall under the area of teaching and counseling. Currently, as a school counselor for a high school in Duncanville, Texas, a suburb outside of Dallas, I find the results of the assessment to be very accurate. Making the decision to become a counselor is a rewarding and exciting career choice. In the world of counsling, there are many individuals who place emphasis on not just basic implications, but also on theoretical studies that usually are a part of their professional and personal experiences. As times have change, so have educational curricula. Counselors and educators, their philosophies, and educational standards continue to change; therefore, educators have to take on responsibility and think more about their chosen roles within the educational system and the various means of combining theory and practice. The general examination of the different roles in counseling, personal career assessments and ideological relationships each play a role in the area of education and counseling. As a result of the choice as having a career as a counselor attaches the decision to continue to research theories and then integrate them into areas of education helps to build a solid foundation, which will in due course will led to the creation of a personalized educational philosophy. The choice to be a counselor or educator gives an individual a chance to become more connected and familiar with both primary and present-day educational theories.…

Survey of a school counselor

As I read my first assignment for new students in the School Counseling Program, my reasoning to be a school counselor was simple; to help others. I noted that I wanted to help others in two manners. One, I wanted to help students toward an achievable goal, including graduation. Two, I wanted to help with discipline. This included helping teachers with classroom management as well as helping students to understand the reasoning behind rules and procedures. Because I am so comfortable and familiar with the high school age group, I gave the school counseling survey to three individuals in three different levels of education: elementary, intermediate, and junior high.…

Counseling Philosophy

My philosophy and beliefs come from personal experiences when I was in school. What I thought of a school counselor in high school is a whole lot different than I think of one now. Growing up the only time I saw my school counselor was either I was in trouble or I needed some information about what the ACT was. I thought the school counselor was just someone who sat in their office all day waiting for something to happen. I don’t remember filling out an Individual Education Plan (IEP) or an Educational Development Plan (EDP). I felt like the school counselor was just a waste of school money.…

Comprehensive School Counseling Program

A Comprehensive School Counseling Program (CSCP) is made up of six components or qualities. The following components are essential for implementing a program in the school that truly benefits all children. (1) Holistic – A holistic school program focuses on all aspects of a student’s development. School counselor’s focus on three developmental domains: academic, career and personal/social development; (2) Systemic – A systemic counseling program addresses all people with whom the student interacts and all systems of significance in the student’s life. The systems that student’s grow in influence their development. Counselors must help students understand and cope with the reality of the systems in which they are embedded, and help the student have academic success; (3) Balanced – School counselors must balance their time in the primary activities of counseling, educating and advocacy, consultation, and leadership and coordination. School counseling programs need to be balanced in (a) the ACSA domains: academic, career, and personal/social issues; (b) activities for the school counselor: counseling, educating, and advocacy; (c) partners in the process: students, parents, colleagues, and the community; and (d) between prevention and intervention goals; (4) Proactive – School counseling programs address the effects of any experiences that may compromise the development of the students through prevention, intervention, and sometimes, referral for treatment. Proactive counselors deal with “at-risk” students, determining the level of intensity, and then designing a plan to help the student. (5) Integrated into the academic curriculum – In following the ASCA model, school counselors are full partners in the educational activities of the entire school. A counselor’s job is to promote this view in the school regardless of the school’s philosophy and how they view the counselor’s position; and finally (6) Reflective –…

Professional Identity Paper

House, R. M., & Hayes, R. L. (2002, April). School Counselors: Becoming Key Players in School Reform. Professional School Counseling, 5. Retrieved from http://www.biomedsearch.com/article/School-counselors-becoming-key-players/86059885.html…

School Counseling

From the framework for a school counseling program, there are four elements of school counseling of a profession, foundation, delivery system, management system, and accountability. On the page 9 of the textbook, foundation includes beliefs and philosophy, mission statement, ASCA national standards. Delivery system includes school guidance curriculum, individual student planning, responsive services and system support. Management system includes agreements, advisory council, use of date, use of time and calendars. The last one, accountability…

Interview with a School Counselor

Mrs. Ross Freeman, a school counselor at Meadowcrest Elementary, discusses the many areas and components of counseling. She enlightened me about her choice for the counseling profession, the requirements for licensure and the approximate costs of education. Mrs. Freeman also talks about the rewards and challenges of being a school counselor.…

Professional Positions for Counseling Graduates

Counselors are able to work in different areas and settings depending their own interests and area of expertise. For those who are interested in working in a school setting surrounded by children, School Counseling would be their area of concentration. These professionals work with students in diverse areas helping them in the areas of “academic achievement, personal/social development and career development” (ASCA, 2009). School Counselors may work in Elementary, Middle/Junior and High School, to include Post-secondary School. They also work collaboratively with other school professionals to ensure the needs of the student body are being met. School Counselors may also work in a college setting as Academic and or Guidance Counselors, with this group of students the needs are much different since the counselor is there to offer academic assistance and guidance for college-age students (ONET, 2009). For those that are interested in working with the disabled, their area of concentration and interest would be rehabilitation. Rehabilitation Counselors are professionals that “counsel people with disabilities resulting from birth defects, illness or disease, accidents, or other causes” (OOH,…

counselling theory essay

Psychodynamic counselling was developed from psychoanalytic theory. Its main purpose is the client’s self-awareness and understanding of the influence of the past on present behaviour.…

As I reflect on what I have learned over the last five weeks, I find my personal philosophy of counseling being based on one main theme that I repeatedly saw in different readings; it is our duty to do what is in the best interest of the child. When I think about my reasons for wanting to pursue this career, I naturally feel it is because of my love for children; but more than that, I want to help foster the feeling that each and every student can be anything they want to be if they put their mind to it.…

Research Paper

School counselors play numerous roles to students. Gone are the days of school counselors sitting in their office simply handing out college applications, making schedule changes for students who want to drop a class or meeting with the troublemakers in the school. Their primary goals are to encourage, support, and foster positive academic, career, social, and personal development in child and youth in schools. They play vital roles help all students in the areas of academic achievement; personal/social development and career development, ensuring today's students become the productive, well-adjusted adults of tomorrow.…

School Counselor Interview Paper

Campbell, C., & Dahir, C. (1997). The national standards for school counseling programs. Alexandria, VA: American School Counselor Association.…

Discrimination Model of Supervision

Effective supervision is a benefit for novice as well as experienced school counselors. However, there is a lack of supervision in school counseling in comparison to clinical counseling (Wood & Rayle, 2006). Duties of school counselors have increasingly become much more vast due to cost reduction in education, retirement, increase in student enrollment, and an increase in societal issues such as the economic recession. Many novice and experienced school counselors are facing many more problems in the schools today than ever before. The lack of qualified supervision provided to school counselors force those in the profession to rely on self judgment, consultation, and having ethical knowledge about certain situations that may arise (Henderson, 1994).…

East Islip School District's Comprehensive School Counseling Program

Lapan, R. (2001, April). Special Issue: Comprehensive Guidance and Counseling Programs: Theory, Policy, Practice, and Research. Professional School Counseling, 4(4), Iv. Retrieved May 11, 2009, from Professional Development Collection…

Career Guidance and Counseling Research Paper

Introduction.

Guidance and Counseling have come a long way. In the past century alone, remarkable developments have transpired. Additionally, significant contributions in career guidance and counseling have helped develop career guidance and counseling. This paper will provide a timeline of past developments in career guidance and counseling. The paper will also examine socio-cultural events in career guidance and counseling (Zunker, 2012).

We will write a custom Research Paper on Career Guidance and Counseling specifically for you for only $11.00 $9.35/page

807 certified writers online

1907: Jesse B. Davis

Davis was the first to come up with a formal guidance system in schools. Davis introduced guidance and counseling in public schools in 1907. Davis introduced lessons concerning guidance and counseling in English classes. Additionally, Davis introduced guidance on moral and vocational assistance. In all, Davis made an instrumental contribution to career guidance and counseling.

1908: Frank Parsons

Parsons made important contributions in guidance in counseling. For instance, Parsons established Bureau of Vocational Guidance. In 1909, Parsons chose the mental hygiene movement, which helped to develop career guidance and counseling. Parsons established the vocational guidance movement. Additionally, Parsons contributed to the development of Trait and factor theory.

1920s: Rise of progressive education

This period saw a rise in progressive education. Progressive education grew in schools. Career development quarterly was introduced in 1921albeit as NVGB. Moreover, in 1922, John Dewey came up with the idea of progressive education. More inventions were witnessed during this period, such as the Aptitude test (Hull), among others.

1930s: Hostility to the movement

This period was characterized by the great depression. Moreover, most schools grew hostile to the movement, terming it anti-educational. Opponents of the movement argued that the basis of education was the only thing required in schools. Most countries suffered from economic bust as countries grappled with the effects of the great depression.

1940s: Military era

This period was characterized by war as. The United States was also suffering from the effects of the Great depression. There was a severe global economic depression just before the Second World War. This influenced the progress of career guidance and counseling. Carl Rogers’ technique of psychotherapy came up in 1942.

The 1950s: Occupational outlook Handbook published

Although the first edition of the occupational outlook handbook was introduced in 1949, the second and third editions were published in 1951 and 1957, respectively. Moreover, Client-centered therapy was also introduced in 1951 by Rogers. Additionally, Gilbert Wren coined the term counseling psychology. Maslow’s hierarchy was also introduced in this period.

The 1960s: Career guidance and counseling kept growing

This period saw an increase in funding for guidance and counseling. Additionally, new legislation was created that supported guidance and counseling. Furthermore, new professional developments were introduced. Additionally, focus on guidance and counseling shifted from vocational to social issues. Additionally, it shifted from career development to student’s personal issues. Glasser invented reality therapy and secondary/elementary act.

The 1970s: More Acts introduced

In 1974, family education and privacy act were established. In addition, the special education act was also introduced in 1975. Furthermore, Parloff came up with 130 theories on counseling a year later. The year 1976 was historic in that the State of Virginia became the first to implement counselor licensure law.

The 1980s: CACREP

The accreditation of programs related to counseling began in 1981. The American Counseling Association was also formed in 1983. In 1985, Howard Gardner came up with the theory of multiple intelligences.DSM was introduced by APA in 1987. Moreover, CACREP joined COPA. This period also led to the enactment of the American Disabilities Act, which gave guidance and counseling a new outlook (Taylor, 2014).

The 1990s: ACTE

American College of Counseling Association was established in 1993. Additionally, the School-to-Work Opportunities Act was established in 1994. Moreover, CACREP accredited 115 programs in the field of counseling. Surprisingly, the American School Counselor Association withdrew from ACA in 1997. In addition, American Vocational Association was given a new name (ACTE) in 1998.

2002: 165 programs accredited

CACREP accredited 165 counseling programs in 2002. Additionally, ASCA released a new national model framework, which entailed counseling components and skilled based counseling. ASCA also introduced national standards. Furthermore, RAMP was established. RAMP was introduced to reword counseling programs that show success in implementing ASCA model. These developments were essential in strengthening career guidance and counseling ASCA (2005).

2003: ASCA national model released

ASCA was initially unveiled in 2002. However, it was then released in 2003. Moreover, NCTSC was introduced in 2003. Additionally, the Center for School Counseling Outcome Research was created to promote evidence-based practices in guidance and counseling. Furthermore, an EZAnalyze program was also created in 2003 for data-based interventions in schools (Schmidt, 2003).

2004: NOSCA

The year 2004 saw an extensive revision of ASCA ethics to focus on equity. Moreover, ASCA was revised to allow for inclusive access to counseling for all students. Pat Martin joined College Board and later developed NOSCA. NOSCA was developed to improve practices in college counseling. This was aimed at achieving equity in counseling.

2008: SCOPE introduced

Jay Carey conducted the first NOSCA study in 2008. NOSCA study focused on innovations in counseling. Additionally, school counseling competencies were made to conform to the ASCA model. Dr. Schellenberg also introduced SCOPE and SCORE in 2008. This period saw improvement in the analysis of results as well as reporting techniques.

In 2012, ASCA published its most recent national model for use in guidance and counseling. ASCA has been instrumental in developing career guidance and counseling since its inception in 2002.

Career guidance and counseling have come a long way. America is credited with the invention of pervasive and systematic conditions of guidance and counseling. Theorists such as Jesse Davis, among others, made significant contributions in career guidance and counseling.

ASCA (2005). The ASCA National Model: A framework for school counseling programs . Alexandria, VA: Author. Schmidt, J. (2003). Counseling in Schools: Essential Services and Comprehensive Programs (4 th ed.). Boston, MA: Allyn & Bacon. Taylor, D. (2014). History School Guidance Counseling: Key Dates for School Counselors . Web. Zunker, V.G. (2012). Career Counseling: A Holistic Approach (8 th ed.). Belmont, CA: Cengage, Brooks.

Need a custom Research Paper sample written from scratch by professional specifically for you?

IvyPanda. (2020, July 6). Career Guidance and Counseling. https://ivypanda.com/essays/career-guidance-and-counseling/

IvyPanda. (2020, July 6). Career Guidance and Counseling. Retrieved from https://ivypanda.com/essays/career-guidance-and-counseling/

"Career Guidance and Counseling." IvyPanda , 6 July 2020, ivypanda.com/essays/career-guidance-and-counseling/.

1. IvyPanda . "Career Guidance and Counseling." July 6, 2020. https://ivypanda.com/essays/career-guidance-and-counseling/.

Bibliography

IvyPanda . "Career Guidance and Counseling." July 6, 2020. https://ivypanda.com/essays/career-guidance-and-counseling/.

IvyPanda . 2020. "Career Guidance and Counseling." July 6, 2020. https://ivypanda.com/essays/career-guidance-and-counseling/.

IvyPanda . (2020) 'Career Guidance and Counseling'. 6 July.

- Will you write my paper for me? - Yes, we will.

What we offer:, let’s write a paper for you in no time, follow these 4 simple steps and solve you problem at once.

Provide details such as your topic, the number of pages, and extra requirements, and we’ll do a paper for you in no time!

Log in to your personal account to know the current status of your paper(s). You can also turn to our support team for the same purpose. Enjoy your life while we're working on your order.

As soon as we write the paper(s) for you, check it for correctness, and if everything is good to go, just download it and enjoy the results.

Our customers’ feedback

Still hesitant just look: others have already used our services and were pleased with the results.

Thank you guys for the amazing work! I got an A, and my professor was impressed. You have done the impossible, and I will never forget your help! The best service ever!

I ordered my paper two weeks ago and received it on time. The quality is very good, much better than other companies provide. My support agent is a pro, fast and simple explanations. Thanks!

I am firmly convinced that you will never disappoint me because you haven’t done it before. Amazing approaches and solutions at perfect prices! Please continue working the way you do!

I’ve been using WritePaperFor.me for about five months, and I have nothing to complain about. Excellent quality, perfect grammar, delivery on time, nice support team, pleasant prices, amazing results.

This service helped me focus on my job, and I will never forget the support I received. I’ve got a promotion in the end! Thanks a lot for everything you do for people like me!

I have to admit that searching for a reliable and professional service was a tough quest. Nevertheless, I am happy that I managed to find writepaperforme! Everything is much better than I expected!

The best bargain is just a few clicks away!

Get an original paper that doesn’t cost a fortune!

Still have questions?

Contact our support agents and let them help you!

Is it time to write a paper for you? Contact us and relish the highest academic performance!

Our professionals will do their best!

You’ll write my paper for me, won’t you? We certainly will!

So tired of writing papers that you’re starting to think of your professor’s demise? Relax, we’re only joking! However, even a joke is woven with the thread of truth, and the truth is that endless assignments are constantly nagging at you and keeping you up all night long.

‘Writing my papers is unbearable!’ you may think But you’re not alone… What if we told you that we know a magical place where professionals can write your essays so perfectly that even professors’ most sophisticated requirements will be met? You’ve probably already guessed that we’re talking about WritePaperFor.me — the most delightful, facilitating, and destressing custom paper-writing service!

We are not going to be shy about our wish to see you as our steady customer. As a result, we aren’t twiddling our thumbs but permanently improving our services; we carefully select writers who always bone up on their subjects and disciplines, and we won’t rest unless you’ve gotten your ideal paper(s). All your wishes become our unshakable rules!

Why would I ask you to write paper for me?

Despite the obvious and even natural resistance to the idea of paper writing in principle that may occur with any student, you may also ask yourself, ‘Why would I need you to help me write my paper?’ The answer to this question lies in the spectrum of your routine actions. It’s not surprising that studying becomes part of our lives, but sometimes we’ve just got too much going on!

When you write an essay or academic paper, you just do one of the numerous things you face daily or weekly. This part of your life consumes lots of energy and time, so how can you possibly get around to doing other things like having fun, working, playing sports, helping relatives, and spending time with friends?

People are social creatures, and it’s only natural of us to request help from experts.. That’s why we ask doctors, electricians, or plumbers to help us! They’re all specialists. Who writes essays for you better than you do? Right, people who write numerous essays every day. We are experts in academic writing, aimed at satisfying all your needs related to education.

You just hire a professional to get a paper written, like you normally do in other situations. Our team of writers know everything about writing your paper and can cope with assignments of any complexity and academic level. Well-researched and expertly-written papers are what we do for our customers, and we always do our work professionally so that you could kick back and enjoy your life to the fullest.

The undeniable benefits of our custom paper-writing service

Apart from a paper written in accordance with the highest standards, we provide a wide range of contributory advantages to make your life easier. Let’s take a closer look at them.

Round-the-Clock Support. Our paper-writing service works day and night to help you with all current issues. Our friendly support team is available whenever you need them, even if it’s the middle of the night. They will gladly guide you and answer all your questions on how to order customized papers or consult you about the matters at hand. Feel free to share your questions or concerns with them and get comprehensible answers.

High-Class Quality. ‘Will you write a paper for me that meets all requirements?’ This question is frequently asked by many students, and we always answer in the affirmative. Our main goal is to deliver a perfectly written paper the meets the highest possible writing standards. We don’t rest unless you are satisfied with our work. If you hire a paper writer online, we guarantee you that you get 100% original and plagiarism-free assignments of high quality.

Complete Anonymity. We value your privacy and use modern encryption systems to protect you online. We don’t collect any personal or payment details and provide all our customers with 100% anonymity. ‘Can you write a paper for me and let me stay anonymous?’ Of course, we can! We are here to help you, not to cause problems.

Fast Delivery. We completely understand how strict deadlines may be when it comes to writing your paper. Even if your paper is due tomorrow morning, you can always rely on us. Our writers meet all set deadlines unequivocally. This rule is ironclad! The offered range is wide and starts from 6 hours to 2 weeks. Which one to choose is totally up to you. On our part, we guarantee that our writers will deliver your order on time.

Free Revisions. Our mission is to hone your paper to perfection. That’s why we offer you free revisions to make everything ideal and according to your needs. Feel free to ask for revisions if there is something you would like to be changed. That’s how our paper writing service works.

Money-Back Guarantee. You can get up to a 100% refund if you are dissatisfied with our work. Nevertheless, we are completely sure of our writers’ professionalism and credibility that offer you hard-core loyalty to our guarantees.

Comprehensible Explanations. ‘Can someone write my paper for me and provide clarifications?’ This question arises from time to time. Naturally, we want you to be totally prepared for the upcoming battle with your professor. If you need to fill the gaps in your knowledge, you can always ask for clarifications related to your paper. Moreover, when you order ‘write my paper for me’ service, you can always turn to our support agents for assistance. They will be glad to provide you with the necessary information and comprehensible explanations.

Fast and Customer-Focused Solutions. ‘Is it possible to do my paper for me so that I don’t worry about it at all?’ It certainly is! We offer all-encompassing solutions to all your academic problems by defining issues, determining their causes, selecting proper alternatives, and ultimately solving them. You are free to do your favorite activities while we are taking care of ongoing matters. You can always rely on us when it comes to essay-writing online and taking an individual approach to every case.

Who will write my paper when I order it?

Another crucial advantage of our service is our writers. You may have asked yourself, ‘I’d like to pay someone to write a paper for me, but who exactly will that person be?’ Once you order a paper, our managers will choose the best writer based on your requirements. You’ll get a writer who is a true expert in the relevant subject, and a perfect fit is certain to be found due to our thorough procedure of selecting.

Every applicant passes a complex procedure of tests to become one of our permanent writers. First of all, they should provide their credentials. We need to make sure that any prospective writers we hire have the proper experience.. The next step resides in passing a series of tests related to grammar, in addition to subject and/or discipline. Every paper-writer must pass them to prove their competency and their selected field of expertise.

One more step includes writing a sample to prove the ability to research and write consistently. Moreover, we always set our heart on hiring only devoted writers. When you ask us to write your essay or other academic works, you can be sure that they always do their best to provide you with well-structured and properly-written papers of high quality.

The final chord is related to special aspects of academic paper-writing. It means that every writer is prepared to cite properly, use different styles, and so on, so you don’t have to be worried about formatting at all.

‘So, can they write an ideal paper for me?’ We answer in the affirmative because we select only the best writers for our customers. Approximately 11% of all applicants can pass the whole set of tests and are ready to help you. All writers are fully compensated for their work and are highly motivated to provide you with the best results.

We are online 24/7 so that you could monitor the process of paper-writing and contact us whenever necessary. Don’t forget that your satisfaction is our priority. Our writers fully focus on your order when it comes to the ‘write my paper’ procedure. Our managers will immediately send all the information to your writer if any corrections are required.

It’s time to write my paper! What should I do?

‘I am ready to pay to have a paper written! Where do I start?’ Our team hears these words every day. We really believe that every student should be happy. That’s why we offer you to look at the simple steps to make the process even more convenient.

Every paper we can write for you is expertly-researched, well-structured, and consistent. Take a look at some types of papers we can help you with:

Questions like ‘I would like you to write a paper for me without destroying my reputation. Can you promise to do so?’ or ‘Can you write my paper for me cheap and fast?’ often arise, and we take pride that these options are included in the list. Your safety and anonymity are parts of our common priority, which is to make you fully satisfied with all offered services.

Moreover, our pricing policy is flexible and allows you to select the options that totally suit your needs at affordable prices. You will be pleased with the results and the amount of money spent on your order. Our managers and writers will do the rest according to the highest standards.

Don’t hesitate and hire a writer to work on your paper now!

We believe that students know what is best for them, and if you suppose that it is time to ‘write my paper right now,’ we will help you handle it. ‘Will you do my paper without any hesitation?’ Of course, we will. Our service has all the necessary prerequisites to complete assignments regardless of their difficulty, academic level, or the number of pages. We choose a writer who has vast experience and a breadth of knowledge related to your topic.

Our ‘write my paper for me’ service offers a wide range of extra features to make the ordering process even more pleasant and convenient. Unlike lots of other services, we provide formatting, bibliography, amendments, and a title page for free.

‘When you write my paper for me? Can I monitor the process?’ Naturally, you can. We understand that you may want to ensure that everything is going well. Furthermore, there may be situations when some corrections are needed. We believe that a tool like this can come in handy. The assigned writer will strictly follow your and your professor’s requirements to make sure that your paper is perfect.

‘Is it possible to write my essay from scratch?’ We don’t do just proofreading or editing. Our goal is to fully carry your burden of writing. When this or similar questions appear, we always assure our customers that our writers can do whatever they need. Apart from writing from scratch or editing and proofreading, our experts can effortlessly cope with problem-solving of all kinds;even sophisticated software assignments!

Our ‘write my paper for me’ service is good for everyone who wants to delegate paper-writing to professionals and save precious time that can be spent differently and in a more practical way. We want you to be happy by offering the great opportunity to forget about endless and boring assignments once and forever. You won’t miss anything if your papers become the concern of our professional writers.

Don’t waste your precious time browsing other services. We provide you with everything you need while you are enjoying yourself by doing things you really enjoy. ‘Write my paper then! Do my paper for me right now!’ If you are ready to exclaim these words with delight, we welcome you to our haven, a place where students spend their time serenely and never worry about papers! It’s your turn to have fun, whereas our mission is to provide you with the best papers delivered on time!

Questions our customers ask

Can someone write my paper for me.

Yes, we can. We have writers ready to cope with papers of any complexity. Just contact our specialists and let us help you.

Who can I pay to write a paper for me?

We will help you select a writer according to your needs. As soon as you hire our specialist, you’ll see a significant improvement in your grades.

Can I pay someone to write a paper for me?

Yes, you can. We have lots of professionals to choose from. We employ only well-qualified experts with vast experience in academic paper writing.

What website will write a paper for me?

WritePaperFor.me is the website you need. We offer a wide range of services to cover all your needs. Just place an order and provide instructions, and we will write a perfect paper for you.

Is it safe to use your paper writing service?

Our service is completely safe and anonymous. We don’t keep your personal and payment details and use the latest encryption systems to protect you.

What are you waiting for?

You are a couple of clicks away from tranquility at an affordable price!

- Will you write my paper for me? - Yes, we will.

What we offer:, let’s write a paper for you in no time, follow these 4 simple steps and solve you problem at once.

Provide details such as your topic, the number of pages, and extra requirements, and we’ll do a paper for you in no time!

Log in to your personal account to know the current status of your paper(s). You can also turn to our support team for the same purpose. Enjoy your life while we're working on your order.

As soon as we write the paper(s) for you, check it for correctness, and if everything is good to go, just download it and enjoy the results.

Our customers’ feedback

Still hesitant just look: others have already used our services and were pleased with the results.

Thank you guys for the amazing work! I got an A, and my professor was impressed. You have done the impossible, and I will never forget your help! The best service ever!

I ordered my paper two weeks ago and received it on time. The quality is very good, much better than other companies provide. My support agent is a pro, fast and simple explanations. Thanks!

I am firmly convinced that you will never disappoint me because you haven’t done it before. Amazing approaches and solutions at perfect prices! Please continue working the way you do!

This service helped me focus on my job, and I will never forget the support I received. I’ve got a promotion in the end! Thanks a lot for everything you do for people like me!

I have to admit that searching for a reliable and professional service was a tough quest. Nevertheless, I am happy that I managed to find writepaperforme! Everything is much better than I expected!

The best bargain is just a few clicks away!

Get an original paper that doesn’t cost a fortune!

Still have questions?

Contact our support agents and let them help you!

Is it time to write a paper for you? Contact us and relish the highest academic performance!

Our professionals will do their best!

You’ll write my paper for me, won’t you? We certainly will!

Why would I ask you to write paper for me?

The undeniable benefits of our custom paper-writing service

Apart from a paper written in accordance with the highest standards, we provide a wide range of contributory advantages to make your life easier. Let’s take a closer look at them.

Who will write my paper when I order it?

It’s time to write my paper! What should I do?

Every paper we can write for you is expertly-researched, well-structured, and consistent. Take a look at some types of papers we can help you with:

Don’t hesitate and hire a writer to work on your paper now!

Questions our customers ask

Can someone write my paper for me.

Yes, we can. We have writers ready to cope with papers of any complexity. Just contact our specialists and let us help you.

Who can I pay to write a paper for me?

We will help you select a writer according to your needs. As soon as you hire our specialist, you’ll see a significant improvement in your grades.

Can I pay someone to write a paper for me?

Yes, you can. We have lots of professionals to choose from. We employ only well-qualified experts with vast experience in academic paper writing.

What website will write a paper for me?

WritePaperFor.me is the website you need. We offer a wide range of services to cover all your needs. Just place an order and provide instructions, and we will write a perfect paper for you.

Is it safe to use your paper writing service?

Our service is completely safe and anonymous. We don’t keep your personal and payment details and use the latest encryption systems to protect you.

What are you waiting for?

You are a couple of clicks away from tranquility at an affordable price!

- Will you write my paper for me? - Yes, we will.

What we offer:, let’s write a paper for you in no time, follow these 4 simple steps and solve you problem at once.

Provide details such as your topic, the number of pages, and extra requirements, and we’ll do a paper for you in no time!

Log in to your personal account to know the current status of your paper(s). You can also turn to our support team for the same purpose. Enjoy your life while we're working on your order.

As soon as we write the paper(s) for you, check it for correctness, and if everything is good to go, just download it and enjoy the results.

Our customers’ feedback

Still hesitant just look: others have already used our services and were pleased with the results.

Thank you guys for the amazing work! I got an A, and my professor was impressed. You have done the impossible, and I will never forget your help! The best service ever!

I ordered my paper two weeks ago and received it on time. The quality is very good, much better than other companies provide. My support agent is a pro, fast and simple explanations. Thanks!

I am firmly convinced that you will never disappoint me because you haven’t done it before. Amazing approaches and solutions at perfect prices! Please continue working the way you do!

This service helped me focus on my job, and I will never forget the support I received. I’ve got a promotion in the end! Thanks a lot for everything you do for people like me!

I have to admit that searching for a reliable and professional service was a tough quest. Nevertheless, I am happy that I managed to find writepaperforme! Everything is much better than I expected!

The best bargain is just a few clicks away!

Get an original paper that doesn’t cost a fortune!

Still have questions?

Contact our support agents and let them help you!

Is it time to write a paper for you? Contact us and relish the highest academic performance!

Our professionals will do their best!

You’ll write my paper for me, won’t you? We certainly will!

Why would I ask you to write paper for me?

The undeniable benefits of our custom paper-writing service

Apart from a paper written in accordance with the highest standards, we provide a wide range of contributory advantages to make your life easier. Let’s take a closer look at them.

Who will write my paper when I order it?

It’s time to write my paper! What should I do?

Every paper we can write for you is expertly-researched, well-structured, and consistent. Take a look at some types of papers we can help you with:

Don’t hesitate and hire a writer to work on your paper now!

Questions our customers ask

Can someone write my paper for me.

Yes, we can. We have writers ready to cope with papers of any complexity. Just contact our specialists and let us help you.

Who can I pay to write a paper for me?

We will help you select a writer according to your needs. As soon as you hire our specialist, you’ll see a significant improvement in your grades.

Can I pay someone to write a paper for me?

Yes, you can. We have lots of professionals to choose from. We employ only well-qualified experts with vast experience in academic paper writing.

What website will write a paper for me?

WritePaperFor.me is the website you need. We offer a wide range of services to cover all your needs. Just place an order and provide instructions, and we will write a perfect paper for you.

Is it safe to use your paper writing service?

Our service is completely safe and anonymous. We don’t keep your personal and payment details and use the latest encryption systems to protect you.

What are you waiting for?

You are a couple of clicks away from tranquility at an affordable price!

- Will you write my paper for me? - Yes, we will.

What we offer:, let’s write a paper for you in no time, follow these 4 simple steps and solve you problem at once.

Provide details such as your topic, the number of pages, and extra requirements, and we’ll do a paper for you in no time!

Log in to your personal account to know the current status of your paper(s). You can also turn to our support team for the same purpose. Enjoy your life while we're working on your order.

As soon as we write the paper(s) for you, check it for correctness, and if everything is good to go, just download it and enjoy the results.

Our customers’ feedback

Still hesitant just look: others have already used our services and were pleased with the results.

Thank you guys for the amazing work! I got an A, and my professor was impressed. You have done the impossible, and I will never forget your help! The best service ever!

I ordered my paper two weeks ago and received it on time. The quality is very good, much better than other companies provide. My support agent is a pro, fast and simple explanations. Thanks!

I am firmly convinced that you will never disappoint me because you haven’t done it before. Amazing approaches and solutions at perfect prices! Please continue working the way you do!

This service helped me focus on my job, and I will never forget the support I received. I’ve got a promotion in the end! Thanks a lot for everything you do for people like me!

I have to admit that searching for a reliable and professional service was a tough quest. Nevertheless, I am happy that I managed to find writepaperforme! Everything is much better than I expected!

The best bargain is just a few clicks away!

Get an original paper that doesn’t cost a fortune!

Still have questions?

Contact our support agents and let them help you!

Is it time to write a paper for you? Contact us and relish the highest academic performance!

Our professionals will do their best!

You’ll write my paper for me, won’t you? We certainly will!

Why would I ask you to write paper for me?

The undeniable benefits of our custom paper-writing service

Apart from a paper written in accordance with the highest standards, we provide a wide range of contributory advantages to make your life easier. Let’s take a closer look at them.

Who will write my paper when I order it?

It’s time to write my paper! What should I do?

Every paper we can write for you is expertly-researched, well-structured, and consistent. Take a look at some types of papers we can help you with:

Don’t hesitate and hire a writer to work on your paper now!

Questions our customers ask

Can someone write my paper for me.

Yes, we can. We have writers ready to cope with papers of any complexity. Just contact our specialists and let us help you.

Who can I pay to write a paper for me?

We will help you select a writer according to your needs. As soon as you hire our specialist, you’ll see a significant improvement in your grades.

Can I pay someone to write a paper for me?

Yes, you can. We have lots of professionals to choose from. We employ only well-qualified experts with vast experience in academic paper writing.

What website will write a paper for me?

WritePaperFor.me is the website you need. We offer a wide range of services to cover all your needs. Just place an order and provide instructions, and we will write a perfect paper for you.

Is it safe to use your paper writing service?

Our service is completely safe and anonymous. We don’t keep your personal and payment details and use the latest encryption systems to protect you.

What are you waiting for?

You are a couple of clicks away from tranquility at an affordable price!

- Will you write my paper for me? - Yes, we will.

What we offer:, let’s write a paper for you in no time, follow these 4 simple steps and solve you problem at once.

Provide details such as your topic, the number of pages, and extra requirements, and we’ll do a paper for you in no time!

Log in to your personal account to know the current status of your paper(s). You can also turn to our support team for the same purpose. Enjoy your life while we're working on your order.

As soon as we write the paper(s) for you, check it for correctness, and if everything is good to go, just download it and enjoy the results.

Our customers’ feedback

Still hesitant just look: others have already used our services and were pleased with the results.

Thank you guys for the amazing work! I got an A, and my professor was impressed. You have done the impossible, and I will never forget your help! The best service ever!

I ordered my paper two weeks ago and received it on time. The quality is very good, much better than other companies provide. My support agent is a pro, fast and simple explanations. Thanks!

I am firmly convinced that you will never disappoint me because you haven’t done it before. Amazing approaches and solutions at perfect prices! Please continue working the way you do!

This service helped me focus on my job, and I will never forget the support I received. I’ve got a promotion in the end! Thanks a lot for everything you do for people like me!

I have to admit that searching for a reliable and professional service was a tough quest. Nevertheless, I am happy that I managed to find writepaperforme! Everything is much better than I expected!

The best bargain is just a few clicks away!

Get an original paper that doesn’t cost a fortune!

Still have questions?

Contact our support agents and let them help you!

Is it time to write a paper for you? Contact us and relish the highest academic performance!

Our professionals will do their best!

You’ll write my paper for me, won’t you? We certainly will!

Why would I ask you to write paper for me?

The undeniable benefits of our custom paper-writing service

Apart from a paper written in accordance with the highest standards, we provide a wide range of contributory advantages to make your life easier. Let’s take a closer look at them.

Who will write my paper when I order it?

It’s time to write my paper! What should I do?

Every paper we can write for you is expertly-researched, well-structured, and consistent. Take a look at some types of papers we can help you with:

Don’t hesitate and hire a writer to work on your paper now!

Questions our customers ask

Can someone write my paper for me.

Yes, we can. We have writers ready to cope with papers of any complexity. Just contact our specialists and let us help you.

Who can I pay to write a paper for me?

We will help you select a writer according to your needs. As soon as you hire our specialist, you’ll see a significant improvement in your grades.

Can I pay someone to write a paper for me?

Yes, you can. We have lots of professionals to choose from. We employ only well-qualified experts with vast experience in academic paper writing.

What website will write a paper for me?

WritePaperFor.me is the website you need. We offer a wide range of services to cover all your needs. Just place an order and provide instructions, and we will write a perfect paper for you.

Is it safe to use your paper writing service?

Our service is completely safe and anonymous. We don’t keep your personal and payment details and use the latest encryption systems to protect you.

What are you waiting for?

You are a couple of clicks away from tranquility at an affordable price!

- Will you write my paper for me? - Yes, we will.

What we offer:, let’s write a paper for you in no time, follow these 4 simple steps and solve you problem at once.

Provide details such as your topic, the number of pages, and extra requirements, and we’ll do a paper for you in no time!

Log in to your personal account to know the current status of your paper(s). You can also turn to our support team for the same purpose. Enjoy your life while we're working on your order.

As soon as we write the paper(s) for you, check it for correctness, and if everything is good to go, just download it and enjoy the results.

Our customers’ feedback

Still hesitant just look: others have already used our services and were pleased with the results.

Thank you guys for the amazing work! I got an A, and my professor was impressed. You have done the impossible, and I will never forget your help! The best service ever!

I ordered my paper two weeks ago and received it on time. The quality is very good, much better than other companies provide. My support agent is a pro, fast and simple explanations. Thanks!

I am firmly convinced that you will never disappoint me because you haven’t done it before. Amazing approaches and solutions at perfect prices! Please continue working the way you do!

This service helped me focus on my job, and I will never forget the support I received. I’ve got a promotion in the end! Thanks a lot for everything you do for people like me!

I have to admit that searching for a reliable and professional service was a tough quest. Nevertheless, I am happy that I managed to find writepaperforme! Everything is much better than I expected!

The best bargain is just a few clicks away!

Get an original paper that doesn’t cost a fortune!

Still have questions?

Contact our support agents and let them help you!

Is it time to write a paper for you? Contact us and relish the highest academic performance!

Our professionals will do their best!

You’ll write my paper for me, won’t you? We certainly will!

Why would I ask you to write paper for me?

The undeniable benefits of our custom paper-writing service

Apart from a paper written in accordance with the highest standards, we provide a wide range of contributory advantages to make your life easier. Let’s take a closer look at them.

Who will write my paper when I order it?

It’s time to write my paper! What should I do?

Every paper we can write for you is expertly-researched, well-structured, and consistent. Take a look at some types of papers we can help you with:

Don’t hesitate and hire a writer to work on your paper now!

Questions our customers ask

Can someone write my paper for me.

Yes, we can. We have writers ready to cope with papers of any complexity. Just contact our specialists and let us help you.

Who can I pay to write a paper for me?

We will help you select a writer according to your needs. As soon as you hire our specialist, you’ll see a significant improvement in your grades.

Can I pay someone to write a paper for me?

Yes, you can. We have lots of professionals to choose from. We employ only well-qualified experts with vast experience in academic paper writing.

What website will write a paper for me?

WritePaperFor.me is the website you need. We offer a wide range of services to cover all your needs. Just place an order and provide instructions, and we will write a perfect paper for you.

Is it safe to use your paper writing service?

Our service is completely safe and anonymous. We don’t keep your personal and payment details and use the latest encryption systems to protect you.

What are you waiting for?

You are a couple of clicks away from tranquility at an affordable price!

IMAGES

Career Guidance Program on Resume Writing
Successful Online Career Guidance Session Held for 2020 A/L Students
(PDF) A Need Assessment on Students’ Career Guidance
Thesis Career Choice Questionnaire Example
(PDF) Evaluation Of Career Guidance Program In Vocational High School
India Abroad Linkers, Kolkata

VIDEO

My Career Research Project
Lack of Career Awareness
Career Guidance Program ZPPPHS, Draksharama

COMMENTS

Dissertations / Theses: 'Career guidance and counseling program'
List of dissertations / theses on the topic 'Career guidance and counseling program'. Scholarly publications with full text pdf download. Related research topic ideas. Bibliography; Subscribe; ... "Effect of a career counselling intervention on women participating in a government-sponsored employment enhancement program." Thesis, National ...
Guidance And Counselling Thesis Essay Example
Individual facilitation functions included those systematic activities of the comprehensive guidance program designed to assist students in monitoring and understanding their development in regard to their personal, educational, and occupational goals, values, abilities, aptitudes, and interests.
(PDF) Career Guidance and Student Counselling
Career guidance not only helps individuals to explore opportunities that exist in the world of work, but also analyzes individual skills, skills, qualifications, and past experiences so that...
The Effectiveness of Career Guidance Program for Psychology Students
The result of this study shows that The Career Guidance Program is effective for decreasing difficulties of career decision-making (lack of information, inconsistent information, and total difficulty), but less effective to decrease the lack of readiness. DOI: https://doi.org/10.24071/ijiet.2018.020212 Keywords
Effectiveness of the Career Guidance Program and the Employability of
Career guidance program effectively assists university students in employability (Buraga, & Caballero, 2018) .In rapid changing environment students need information to excel in world of work...
(SAMPLE) Career Guidance Program
high school track. Counseling Through the help of Academic Peer Counselor Grade 10 Guidance Notebooks as Peer Workshops Evaluation based. counselling services Gain knowledge or Students Counselor/s journal for Counselor - - 3000.00 on General. provided by the awareness about the The guidance peer one school Php Guidance.
What Is Career Guidance? (And Who Can Benefit From It)
Career guidance is a formal way for people to receive advice on their career at different stages. Along with this advice, this process often involves formal programs that help people both plan and execute any decisions they make in their career. Professionals in career development often create generalized programs or custom programs for ...
Guidance and Counselling Thesis
The manual was published in early 1974 and provided the original description of the Comprehensive Guidance Program Model. From the 1940s to the 1970s, the position orientation to guidance dominated professional training and practice in our schools. The focus was on a position (counselor) and a process (counseling), not on a program (guidance).
PDF FACTORS THAT INFLUENCE CAREER UNCERTAINTY IN HIGH SCHOOL STUDENTS by
major objective of high schools' career guidance programs should be in assisting students by the use of research and technology in developing effective career decision-making skills. JoAnn Harris-Bowlsbey (cited in Hayes, 1997, p. 2), the past president of the National Career Development Association, also emphasized the importance of student
PDF Career Guidance, Participation of Students and its Implication for ...
participation in career guidance activities is generally low and no significant difference existed in the pattern of participation among genders. The predictors were determined and implications of the study are discussed. Keywords: Career Guidance, Participation, Career Development, Career information, Exploration, Assessment INTRODUCTION
Career Guidance and Counseling
Career guidance and counseling have come a long way. America is credited with the invention of pervasive and systematic conditions of guidance and counseling. Theorists such as Jesse Davis, among others, made significant contributions in career guidance and counseling. References ASCA (2005).
Career Guidance Program Thesis
Career Guidance Program Thesis | Best Writing Service Super well thought out... Customer Reviews Our Top Proficient Writers At Your Essays Service ID 28506 SO far everything seems to be... Advanced writer Top order status Every day, we receive dozens of orders. To process every order, we need time.
Career Evaluation Guidance In Philippine Program Thesis
Career Evaluation Guidance In Philippine Program Thesis - Education for All focuses on rural outreach programs which provide quality education free of charge to children from all walks of life irrespective of cast, creed, religion or any other background. In many countries including India, quality education is no longer affordable to the general public while private institutions charge hefty ...
Career Guidance Program Thesis
Career Guidance Program Thesis | Best Writing Service Success rate 626 Finished Papers Enter Requirements Show Less Career Guidance Program Thesis Final Paper 12456_Final.docx Download Please enter your email to receive the instructions on how to reset your password. Please enter your email ID 6314 What is the best custom essay writing service?
Career Evaluation Guidance In Philippine Program Thesis
Career Evaluation Guidance In Philippine Program Thesis Affiliate program Refer our service to your friend and receive 10% from every order Amount to be Paid 249.00 USD User ID: 123019 1217 Orders prepared 4.9 (4172 reviews) 4078 Featured Yes, all of our papers are completely free from any type of errors and plagiarism.
Career Guidance Program Thesis
Career Guidance Program Thesis - Agnes Malkovych, Canada 1513Orders prepared We'll get back to you shortly. Your order needs a perfect match, so give us a few mins. Give Yourself up to Extra Pleasures Meeting Deadlines 1084Orders prepared 760 Finished Papers $ 12.99
Career Guidance Program Thesis
Career Guidance Program Thesis, How To Write Horoscope In Malayalam, Cover Letter Examples For Entry Level Resume, Write A Professional Email To Your Boss, Ways To Write Essay, Essay On Dog In Kannada Language, How To Write A Business Letter Sample And Tips