The rate of job growth and earnings for school counselors depends greatly on the country that one is employed in and whether the school is funded publicly or privately. School Counselors working in international schools or "American" schools around the world may find similar work environments and expectations to the USA. School counselor pay varies based on the level of school counselor or school counselor roles, identity, expectations, and legal and certification requirements and expectations of each country. According to the Occupational Outlook Handbook[75] (OOH) the median salaryfor school counselors in the USA in May 2006 was (USD) $53,750. In Australia, a survey by the Australian Guidance and Counseling Association found that school counselor salary ranged from (AUD) the high 50,000s to the mid 80,000s.
Friday, June 11, 2010
Education and professional credentials including certification for school counselors
The education of school counselors (school counsellors) around the world varies greatly based on the laws and cultures of specific countries and the historical influences of their respective educational and credentialing systems and professional identities related to who delivers academic, career, college readiness, and personal/social information, advising, curriculum, and counseling and related services.[2].
In Canada, school counselors must be certified teachers with additional school counseling training.
In China, there is no national certification or licensure system for school counselors.
Korea requires school counselors in all middle and high schools.[64]
In the Philippines, school counselors must be licensed with a master's degree in counseling.[65]
Taiwan instituted school counselor licensure for public schools (2006) through advocacy from the [66]
In the USA, a school counselor is a certified educator with a master's degree in school counseling (usually from a Counselor Education graduate program)
School counselor roles, school counseling program framework, professional associations, and ethics
Professional School Counselors ideally implement a data-driven, evidence-based [36] comprehensive school counseling program that promotes and enhances student achievement, career and college access, and personal and social competencies at the elementary, middle, and high school levels [8]. A fully-implemented school counseling program ideally delivers academic, career, college access, and personal/social competencies to every student K-12—-just as a school district's mathematics program is for 100% of the students. School counselors, in most USA states, usually have a Master's degree in school counseling from a Counselor Education graduate program. In Canada, they must be licensed teachers with additional school counseling training and focus on academic, career, and personal/social issues. China requires at least three years of college experience. In Japan, school counselors were added in the mid-1990s, part-time basis and primarily focused on behavioral issues. In Taiwan, they are often teachers with recent legislation requiring school counseling licensure focused on individual and group counseling related to academic, career, and personal issues. In Korea, school counselors are mandated in middle and high schools.
They are employed in elementary, middle, and high schools and in district supervisory, counselor education faculty positions (usually with an earned Ph.D. in Counselor Education in the USA or related graduate doctorates abroad) and post-secondary settings doing academic, career, college readiness, and personal/social counseling, consultation, and program coordination.
School counseling history
The history of school counseling varies in how countries and schools provide academic, career, college access, and personal/social competencies to elementary, middle, and high school children and adolescents based on economic and social capital resources in a school counseling program
[Canada
In Canada, most provinces [6] have adapted K-12 comprehensive school counseling programs similar to those initiated by [7] and adapted in the ASCA National Model[8]. Various school counselors reported in 2004 at the Canadian Counseling Association (CCA) conference in Winnipeg on issues such as budget cuts, lack of clarity about school counselor roles, high student to school counselor ratios, especially in elementary schools, and how using a comprehensive school counseling model helped to clarify school counselor roles with teachers and administrators and strengthen the profession [9].
China
In China,[10] discussed the main influences on school counseling as being Chinese philosophers Confucius and Lao-Tsu, who provided early models of child and adult development [11] that later influenced the work of Abraham Maslow and Carl Rogers [12]. China also developed mental testing over 3,000 years ago, which was used for civil service examinations initially and eventually adopted by the British in the mid-1800s [13] and later in the USA. Currently only 15% of high school students are admitted to college in China, so the entrance exams are fiercely competitive and those who do enter university graduate at a rate of 99% [14].
School counselor
A school counselor is a counselor and an educator who works in elementary, middle, and high schools to provide academic, career, college access, and personal/social competencies to every K-12 student. The interventions used include: Developmental school counseling curriculum lessons and annual planning for every student, and culturally competent group and individual counseling. School Counselors use specific skills in advocacy, leadership, systemic change, technology integration, equity assessment, and teaming and collaboration with other stakeholders in a data-driven comprehensive developmental school counseling program. Older, dated terms for the profession were "guidance counselor" or "educational counselor" but "School Counselor" is preferred due to professional school counselors' advocating for every child's academic, career, and personal/social success in every elementary, middle, and high school (ASCA, 2005) [1].
In the Americas, Africa, Asia, Europe, and the Pacific, the terms school counselor, school guidance counselor, and guidance teacher are also used with the traditional emphasis career development [2]. Countries vary in how aschool counseling program and school counseling program services are provided based on economics (funding for schools and school counseling programs), social capital (independent versus public schools), and School Counselor certification and credentialing movements in Education departments, professional associations, and national and local legislation.[2].
Function, Principle and Principle of Guidance and Counselling
Function Guidance and Counselling is: Understanding the function, ie function of counseling, guidance and help counselees to have an understanding of his (potential) and environmental (education, occupation, and religious norms).Based on this understanding, counselees are expected to develop her potential in an optimal, and adapt themselves to the environment is dynamic and constructive.
Preventive functions, namely functions relating to the counselor's efforts to continuously anticipate any problems that might occur and attempt to prevent it, so that is not experienced by the counselee. Through this function, the counselor will provide guidance to the counselee about how to act or refrain from activities that endanger themselves. The technique can be used is the orientation services, information, and guidance of the group. Several problems need to be informed to the counselee in order to prevent the occurrence of unexpected behavior, including: the dangers of alcohol, smoking, drug abuse, drop out, and free sex (free sex).
Destination Guidance and Counselling
To achieve these goals, they should get the opportunity to: (1) recognize and understand the potential, strength, and the development tasks-bangannya, (2) recognize and understand the potential or the opportunities that exist in the environment, (3) recognize and determine the objectives and plans his life and achievement of plan objectives, (4) understand and overcome their own difficulties (5) uses his abilities to the interests, the interests of working places and public institutions, (6) to adjust to circumstances and the demands of environmental and (7) develop all its potentials and strengths optimally. In particular, guidance and counseling aimed at helping counselees in order to achieve its development tasks, including personal-social aspects, learning (academic), and careers. 1. Objective guidance and counseling related to personal-social aspects of counselees are:
Has a strong commitment in practice the values of faith and devotion to God Almighty, both in private life, family, relationships with peers, School / Madrasah, the workplace, and society in general. Having an attitude of tolerance towards other religious communities, with mutual respect and preserve the rights and obligations of each. Having an understanding of the rhythm of life which fluctuated between a fun (grace) and unpleasant (catastrophe), as well and able to respond positively in accordance with the teachings of religion.
Guidance and Counselling
Guidance and counseling comes from two words namely guidance and counseling. Tutoring is a translation of the guidance therein contained several meanings. Sertzer & Stone (1966:3) menemukakan comes word that the guidance is of significant guide to direct the pilot, manager, or steer (shown, determine, regulate, or driving).
Prayitno and Erman Amti (2004:99) suggested that the guidance is the process of assistance made by people who are skilled to one or several individuals, both children, adolescents, and adults so that people can be guided to develop his own abilities and self-reliant by harnesses the power of individuals and facilities that exist and can be developed based on the prevailing norms. Meanwhile, Winkel (2005:27) defines guidance: (1) an attempt to equip individuals with knowledge, experience and information about himself, (2) a way to provide assistance to individuals to understand and use efficiently and effectively every opportunity held for personal development, (3) a type of service to individuals so they can make choices, set goals with precise and realistic plan, so they can adjust to satisfy themselves in environments where they live, (4) a process of granting assistance or aid to individuals in terms of understanding the self, linking itself with an understanding of the environment, choose, decide and plan according to their self concept and environmental demands.
I. Djumhur and Moh. Surya, (1975:15) argues that the guidance is a process of continuous assistance to individuals and systematically solve the problems it faces, in order to achieve the ability to understand himself (self-understanding), the ability to accept herself (self-acceptance), the ability to direct himself (self-direction) and the ability to realize themselves (self realization) in accordance with the potential or ability to achieve self-adjustment with the environment, whether family, school and community. In Government Regulation. 29 Years of Secondary Education in 1990 noted that ";; Guidance is the help given to students in order to find the personal, familiar environment, and plan for the future";;.
Based on the above sense can be understood that the guidance is principally the process of assistance by people who are skilled to one or several individuals in terms of understanding the self itself, linking himself with an understanding of environmental, select, define and plan according to the concept itself and environmental demands based on prevailing norms.
While counseling by Prayitno and Erman Amti (2004:105) is the process of assistance is done through counseling by an expert interview (called counselors) to individuals who are experiencing something of problems (called clients) that leads to teratasinya problems faced by clients. Accordingly, Winkel (2005:34) define counseling as the most basic set of activities from guidance in an effort to help the counselee / clients face-to-face with the aim that the client can take responsibility for themselves on various issues or special problems.
Based on the above understanding of counseling can be understood that counseling is an attempt to help the counselee / clients face to face with the aim that the client can take responsibility for themselves on various issues or special problems. In other words, teratasinya problems faced by the counselee / client
Prayitno and Erman Amti (2004:99) suggested that the guidance is the process of assistance made by people who are skilled to one or several individuals, both children, adolescents, and adults so that people can be guided to develop his own abilities and self-reliant by harnesses the power of individuals and facilities that exist and can be developed based on the prevailing norms. Meanwhile, Winkel (2005:27) defines guidance: (1) an attempt to equip individuals with knowledge, experience and information about himself, (2) a way to provide assistance to individuals to understand and use efficiently and effectively every opportunity held for personal development, (3) a type of service to individuals so they can make choices, set goals with precise and realistic plan, so they can adjust to satisfy themselves in environments where they live, (4) a process of granting assistance or aid to individuals in terms of understanding the self, linking itself with an understanding of the environment, choose, decide and plan according to their self concept and environmental demands.
I. Djumhur and Moh. Surya, (1975:15) argues that the guidance is a process of continuous assistance to individuals and systematically solve the problems it faces, in order to achieve the ability to understand himself (self-understanding), the ability to accept herself (self-acceptance), the ability to direct himself (self-direction) and the ability to realize themselves (self realization) in accordance with the potential or ability to achieve self-adjustment with the environment, whether family, school and community. In Government Regulation. 29 Years of Secondary Education in 1990 noted that ";; Guidance is the help given to students in order to find the personal, familiar environment, and plan for the future";;.
Based on the above sense can be understood that the guidance is principally the process of assistance by people who are skilled to one or several individuals in terms of understanding the self itself, linking himself with an understanding of environmental, select, define and plan according to the concept itself and environmental demands based on prevailing norms.
While counseling by Prayitno and Erman Amti (2004:105) is the process of assistance is done through counseling by an expert interview (called counselors) to individuals who are experiencing something of problems (called clients) that leads to teratasinya problems faced by clients. Accordingly, Winkel (2005:34) define counseling as the most basic set of activities from guidance in an effort to help the counselee / clients face-to-face with the aim that the client can take responsibility for themselves on various issues or special problems.
Based on the above understanding of counseling can be understood that counseling is an attempt to help the counselee / clients face to face with the aim that the client can take responsibility for themselves on various issues or special problems. In other words, teratasinya problems faced by the counselee / client
Subscribe to:
Posts (Atom)