Guidance programme

Guidance programme

Guidance programme

Guidance programme

 Guidance is an integral part of students' life at schools and institutions. In reality, many schools, colleges, and universities now have dedicated guidance cells that provide services to students in order to help them grow holistically. It is not a simple process to establish advice programmes for students, and it must be assured that the guidance programmes developed assist students adjust in all aspects of their lives. As a result, guidance programmes must focus not just on how students may enhance their academic achievement, but also on how they can adapt to their social, emotional, and psychological environments. As a result, a guidance programme must offer a student with advice in the areas of personal, educational, vocational, social, avocational, and psychological development.

A guidance programme must be built on the following assumptions:

  • All students require advice and support with certain knowledge and abilities, and the major goal of guidance programmes is to provide this assistance.
  • Guidance programmes are necessary for students' educational, personal, and occupational development.
  • The various educational programmes and staff involved with these educational programmes require support that can only be provided by guidance programmes;
  • Guidance programmes are essential to assist students who have special needs for development in specific areas.

Essentials of a Good Guidance Programme

A guidance programme typically has the following components:

  • One of the most significant aspects of the guiding programme is the guidance curriculum. The guiding curriculum connects the school to the community's social and economic structure, the students' needs to the community's needs, and assists students in developing a formal plan for their future. Guidance counsellors present the curriculum in the classrooms with the help of teachers, or through special school activities.
  • Individual planning is a component that tries to assist pupils in learning more about themselves. At the middle and high school levels, this component is implemented. This component assists students in developing career plans as well as adjusting to school life in every way feasible.
  • Responsive services are components that include preventative programmes that help students avoid making poor educational and professional decisions. These programmes often involve corrective actions for pupils who have previously made poor decisions.
  • The system support component includes staff development, community resource development, policy development, budget and facilities.

The characteristics of a good guidance programme are as follows:

  • It must be established and developed as a school-based curriculum with clear objectives for children in kindergarten to class XII.
  • It must include attainable and quantifiable objectives in each of the four dimensions of the student programme: personal, social, educational, and professional.
  • It must be developmental, in the sense that activities suited for different degrees of student maturity are given in a methodical manner.
  • It should spell out the responsibilities of all members of the school community.
  • It should involve the formation of an advisory board that includes the guidance counsellor, instructors, parents, students, support personnel, and community members.
  • It must be implemented by a competent guidance counsellor who organises and coordinates the programme and delivers programme components that need specialised knowledge.

The fundamental goal of school counselling programmes is to give academic, career, and personal counselling to all students so that they can develop the necessary skills for proactive and effective learning. Academic, professional, personal, and community participation are the four key areas of growth targeted by school counselling programmes. The school counselling program's goal is to help students transition to their academic, personal, and professional environments.

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