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Ujang - Sukmana - One of the best experts on this subject based on the ideXlab platform.

  • PROFIL KREATIVITAS PESERTA DIDIK DI BEBERAPA SMA NEGERI KOTA BandUNG DAN KOTA CIMAHI SERTA IMPLIKASINYA BAGI LAYANAN BIMBINGAN DAN KONSELING (Studi Deskriptif terhadap Beberapa SMA Negeri di Kota Bandung dan Kota Cimahi)
    2020
    Co-Authors: Ujang - Sukmana
    Abstract:

    Kreativitas adalah kemampuan dalam menciptakan ide, langkah atau produk yang baru, berbeda (beragam), dan memiliki nilai guna atau manfaat. Kreativitas membantu manusia untuk dapat menemukan berbagai alternatif solusi dalam menyelesaikan suatu masalah yang sedang dihadapi, dan meningkatkan kualitas dan taraf hidup manusia. Salah satu upaya yang dapat dilakukan untuk mengembangkan kreativitas peserta didik adalah penyelenggaraan layanan bimbingan dan konseling. Penelitian bertujuan untuk mengetahui gambaran mengenai kreativitas peserta didik di beberapa SMA Negeri Kota Bandung dan Kota Cimahi. Penelitian menggunakan pendekatan kuantitatif dengan metode deskriptif. Penelitian menggunakan data sekunder yang diperoleh dari studi dokumenter terhadap data kreativitas yang tesedia di Laboratorium Psikologi Pendidikan dan Bimbingan. Jumlah sampel penelitian adalah 1588 peserta didik. Hasil penelitian menunjukan; 1) kreativitas peserta didik di beberapa SMA Negeri Kota Bandung dan Kota Cimahi memiliki dinamika psikolgis, bergerak dari sangat rendah ke tinggi. Hasil penelitian menunjukkan masih adanya peserta didik yang belum optimal dalam menghasilkan gagasan-gagasan yang baru, beragam, dan unik. Di samping itu, peserta didik juga belum optimal dalam mengungkapkan pemecahan masalah dan memerinci gagasannya; 2) tidak terdapat perbedaan yang signifikan antara kerativitas peserta didik laki-laki dan perempuan. Rekomendasi penelitian ditujukan kepada guru bimbingan dan konseling dan peneliti selanjutnya. Bagi guru bimbingan dan konseling, dapat bekerjasama dengan orang tua peserta didik dan guru mata pelajaran untuk menciptakan suasana belajar yang nyaman, dapat membangun iklim budaya kreatif agar pembelajaran menjadi menyenangkan dan tidak membosankan serta memperhatikan faktor-faktor yang memengaruhi kreativitas peserta didik antara lain jenis kelamin, status sosio ekonomi, urutan kelahiran, ukuran keluarga, intelegensi dan lingkungan. Bagi peneliti selanjutnya, dapat mengungkap tingkat kreativitas dilihat dari kepribadian peserta didik, status ekonomi, dan urutan lahir peserta didik, serta membuat intervensi layanan bimbingan dan konseling untuk mengembangkan kreativitas peserta didik. Kata kunci: Kreativitas, Layanan Bimbingan dan Konseling ABSTRACT Ujang Sukmana. (1407292). Creativity Profile of Students at Several Public High Schools in Bandung and Cimahi City and Its Implications for Guidance and Counseling Services (A Descriptive Study of Several Public High Schools in Bandung and Cimahi City). Creativity is the ability to create new, different (diverse) ideas, steps or products, and have value or benefits. Creativity helps people to find alternative solutions in solving a problem that is being faced, and improving the quality and standard of human life. One of the efforts that can be made to develop the creativity of students is the implementation of Guidance and Counseling services. This research aims to find out the picture of the creativity of students in several public high schools in Bandung and Cimahi City. This research uses a quantitative approach with descriptive methods. This study uses secondary data obtained from documentary studies on creativity data available in the Psychology Laboratory of Education and Guidance. The sample number of this study was 1588 students. The results showed; 1) The creativity of students in several public high schools in Bandung and Cimahi city has psycholgis dynamics, moving from very low to high. This shows that students are still not optimal in producing new, diverse, and unique ideas. In addition, students are also not optimal in expressing problem solving and detailing their ideas; 2) there was no significant difference between the creativity of male and female students. The research recommendations are aimed at Guidance and Counseling teachers and subsequent researchers. For Guidance and Counseling teachers, can work with parents of students and teachers on subjects to create a comfortable learning atmosphere, can build a creative cultural climate so that learning becomes fun and not boring and pay attention to factors that influence the creativity of students such as gender, socioeconomic status, birth order, family size, intelligence and environment. For the next researcher, it can reveal the level of creativity seen from the personality of the learner, the economic status, and birth order of the learner, as well as create intervention Guidance and Counseling services to develop the creativity of the learners. Keywords: Creativity, Guidance and Counseling Service

Norman C Gysbers - One of the best experts on this subject based on the ideXlab platform.

  • improving school Guidance and Counseling practices through effective and sustained state leadership
    Professional school counseling, 2006
    Co-Authors: Norman C Gysbers
    Abstract:

    The article by Dean Miller tells a story, a very important story about how Guidance supervisors at the state level served as catalysts and leaders in a sustained effort to improve school Guidance and Counseling practices. The article, "How Collaboration and Research Can Affect School Counseling Practices: The Minnesota Story," describes how they were instrumental in bringing relevant groups together and in initiating the necessary research to improve these practices. Miller knows this story better than anyone because, as a former state supervisor of Guidance and Counseling in Minnesota, he was directly involved in this sustained effort. This story is important for several reasons. First, the article describes an exciting period of time in the evolution of Guidance and Counseling in the schools. The 1960s, 1970s, and 1980s witnessed many substantial improvements in school Guidance and Counseling, in part propelled by collaboration and research such as that described in Miller's article. Second, his article highlights the critical role that state supervisors of Guidance and Counseling can and do play. They are in key positions to make things happen statewide. Personnel in colleges and universities, professional associations, and school counselors can and do influence practice. However, it is often difficult to orchestrate and coordinate statewide work without leadership at the state level. It can be done but it is very difficult. STATE LEADERSHIP FOR Guidance and Counseling Today, the importance of state leadership for Guidance and Counseling is often overlooked and undervalued. This is unfortunate, because as Miller reminded us, state supervisors of Guidance and Counseling did and do play important roles in strengthening Guidance and Counseling in the schools through collaboration and the promotion of research. A few readers today may not understand Miller's premise about state leadership, so some background may be useful. Miller's article, describing what happened in Minnesota, gives me the opportunity, to highlight the importance of state leadership and the work of state supervisors across the country such as Dean Miller and several of his colleagues in Minnesota including Julius Kerlan and Reynold Erickson. I start with when and how state-level Guidance and Counseling supervisors were first employed. Then I briefly describe how these positions evolved over time. Finally, I discuss the importance of state-level Guidance and Counseling leadership for today and tomorrow. In the Beginning According to Kitson (1948), New York state appointed the first supervisor of Guidance and Counseling in 1929, followed by Vermont in 1936. Then, through the Smith-Hughes Act (An Act to Provide for the Promotion of Vocational Education, 1917) and the George-Deen Act (An Act to Provide for the Further Development of Vocational Education, 1936), money became available to "maintain programs of state supervision of occupational information and Guidance" (Studebaker, 1938, p. 105). As a result, by 1947, 41 states had appointed supervisors of Guidance (Kitson). As the number of state supervisors grew during this early time period, they formed an association, the National Association of Guidance Supervisors. They were a powerful group that heavily influenced the direction of Guidance and Counseling in this country during the late 1930s, the 1940s, and 1950s. As more counselor educators (then called counselor trainers) became involved, the title of the organization changed to become the National Association of Guidance Supervisors and Counselor Trainers. Finally, today we have the Association for Counselor Education and Supervision (Wellman, 1978). As an example of their influence, in 1948, with funds from the Vocational Education Act of 1946 (P.L. 79-586), commonly referred to as the George-Barden Act, state Guidance and Counseling supervisors and counselor trainers met to establish the basic training program for school counselors. …

  • comprehensive Guidance and Counseling programs the evolution of accountability
    Professional school counseling, 2004
    Co-Authors: Norman C Gysbers
    Abstract:

    This article traces the evolution of accountability from the 1920s to 2003. Attention is given to expressions of concern about the need for accountability as well as recommendations for school counselors about how to be accountable. Then a sampling of empirical studies that provide evidence of the impact of Guidance and Counseling programs is presented. The article closes with the challenge of accountability for today and tomorrow and presents several themes that have appeared consistently in the literature that identify prerequisite conditions that must exist if accountability is to be achieved. ********** Today the issue of accountability is in the forefront of professional dialogue (Dahir & Stone, 2003; Gysbers & Henderson, 2000; Isaacs, 2003; Johnson & Johnson, 2003; Myrick, 2003). School counselors, working within the framework of comprehensive Guidance and Counseling programs, increasingly are being asked to demonstrate that their work contributes to student success, particularly student academic achievement. Not only are school counselors being asked to tell what they do, they also are being asked to demonstrate how what they do makes a difference in the lives of students. Is the focus on accountability a new phenomenon or has our profession always been concerned about assessing the effects of the work of school counselors? The purpose of this article is to answer this question by tracing the evolution of accountability as documented in professional literature. The story begins in the 1920s, soon after Guidance and Counseling was introduced in the schools as vocational Guidance in the early 1900s. A sampling of literature in each decade from 1920 through 2003 was reviewed, first for evidence of expressions of concern about the need for accountability, and then, for any recommendations that school counselors could follow to be accountable. The results of this review are presented in the first part of the article. Then, a sampling of literature for the same period of time was reviewed for empirical studies that provided evidence that comprehensive Guidance and Counseling programs have had an impact on the lives of students. The results of this review are presented in the second part of this article. Finally, the last part of the article identifies several themes from the literature that describe the necessary prerequisite conditions for accountability to occur. CONCERNS and RECOMMENDATIONS ABOUT ACCOUNTABILITY The 1920s Before the 1920s, the work of professionals focused on establishing Guidance and Counseling (then called vocational Guidance) in the schools. Rapid progress was made and this progress carried over into the 1920s. By the 1920s, however, concern about accountability was beginning to be expressed in the literature as indicated by this statement by Payne (1924): What method do we have of checking the results of our Guidance? For particular groups was it Guidance, misGuidance, or merely a contributing experience? We simply must work out some definite method of testing and checking the results of our work. If we do not, some other group will, with possibly disastrous results for our work. (p. 63) During the same year, Edgerton and Herr (1924) described the efforts of school districts in 143 cities across the United States to provide organized educational and vocational Guidance activities in their respective school systems. They did not describe any studies that had been done to assess the impact of these activities, but they did identify some outcomes they thought were achieved. As an outcome of these serious endeavors to meet current and changing demands for purposeful instruction and systematic Guidance, it is found that marked increases in interest, ambition, and school attendance often follow the inauguration and development of suitable courses of study and their accompanying Guidance programs. …

  • school Guidance and Counseling in the 21st century remember the past into the future
    Professional school counseling, 2001
    Co-Authors: Norman C Gysbers
    Abstract:

    As the 21st Century unfolds, the United States continues to undergo substantial changes in its occupational, social, and economic structures. Occupational and industrial specialization continues to increase dramatically. Increasing company size and complexity is the rule rather than the exception. This often creates job invisibility and makes the transition from school to work, and from work to further education and back to work again, more complex and difficult. Social structures and social and personal values also continue to change and become more diverse. Emerging social groups are challenging established groups, asking for equality. People are on the move too, from rural to urban areas and vice versa, and from one region of the country to another in search of economic, social, and psychological security. The United States is becoming increasingly diverse. All of these changes are creating complex challenges for students as they anticipate the future. A rapidly changing work world and labor force; violence in homes, schools, and communities; divorce; teenage suicide; substance abuse; and sexual experimentation are just a few examples of the complex challenges students face today. They are not abstract aberrations. They are real and have and will continue to have substantial impact on the personal/social, career, and academic development of students (Gysbers & Henderson, 2000). As these and other changes are taking place in society, many organizations and groups of interested and involved individuals are providing programs and services at national, state, and local levels to help students deal effectively with these complex challenges. Within the education community, school counselors have been and continue to be in the forefront of efforts to assist students to respond to these complex challenges through their work within the structure of comprehensive Guidance and Counseling programs in school districts across the country (Gysbers & Henderson, 2000). To understand how school counselors are working with students within comprehensive Guidance and Counseling programs, it is important to first understand how Guidance and Counseling evolved in schools. The thesis of this article is that much can be learned from the past that will help professional school counselors structure and implement Guidance and Counseling programs to assist students to deal with the complex challenges they face today and tomorrow. Remember the past into the future. The first part of this article focuses on the evolution of Guidance and Counseling in the schools from the beginning of the 20th Century. It describes the contributions of many people, the influence of legislation, and the impact that social and economic changes have had. It is organized around the changing purposes and organizational patterns for Guidance and Counseling from then until now. The second part of the article analyzes this evolutionary process and highlights some insights from the past, giving specific emphasis to the implications these insights may have for the future work of school Counseling. The article closes with a vision for school Guidance and Counseling programs and the school counselors who work in them. The Evolution of Guidance and Counseling in the Schools The Purposes of Guidance and Counseling "Guidance is a coat of many colors" (Miller, 1961, p. 3). In the beginning, the early 1900s, the term for school Guidance and Counseling was vocational Guidance. It had a singular purpose. It was seen as a response to the economic, educational, and social problems of those times and concerned the entrance of young people into the work world and the conditions they might find there. Economic concerns focused on the need to better prepare workers for the workplace while educational concerns arose from a need to increase efforts in schools to help students find purpose for their education as well as their employment. …

  • helping seventh graders be safe and successful a statewide study of the impact of comprehensive Guidance and Counseling programs
    Journal of Counseling and Development, 2001
    Co-Authors: Richard T Lapan, Norman C Gysbers, Gregory F Petroski
    Abstract:

    The researchers examined the relationships between statewide implementation of comprehensive Guidance and Counseling programs and indicators of safety and success for seventh graders. Hierarchical linear modeling was used to analyze data from 22,601 seventh graders attending 184 Missouri schools and 4,868 middle school teachers. After researchers controlled for differences between schools due to socioeconomic status and enrollment size, students attending middle schools with more fully implemented comprehensive programs reported (a) feeling safer attending their schools, (b) having better relationships with their teachers, (c) believing that their education was more relevant and important to their futures, (d) being more satisfied with the quality of education available to them in their schools, (e) having fewer problems related to the physical and interpersonal milieu in their schools, and (f) earning higher grades.

  • comprehensive Guidance and Counseling programs a rich history and a bright future
    Professional school counseling, 2001
    Co-Authors: Norman C Gysbers, Patricia Henderson
    Abstract:

    How did Guidance and Counseling in the schools begin and then evolve to where it is today? How is Guidance and Counseling in the schools organized and practiced currently and what is its future? In answering these questions we first describe the evolution of Guidance and Counseling in the schools from a position to a service to a comprehensive program. Then we turn our attention to the present and describe the prevailing organizational structure, the comprehensive Guidance and Counseling program. Finally, we look into the future and briefly describe what we think is a bright future for comprehensive Guidance and Counseling programs in our nation's schools. A Rich History By the beginning of the 20th Century, the United States was deeply involved in the Industrial Revolution. It was a period of rapid industrial growth, social protest, social reform, and utopian idealism. Social protest and social reform were being carried out under the banner of the Progressive Movement, a movement that sought to change negative social conditions associated with the Industrial Revolution. Guidance was born during the height of this movement as "but one manifestation of the broader movement of progressive reform which occurred in this country in the late 19th and early 20th centuries" (Stephens, 1970, p. 5). Its beginnings can be traced to the work of a number of individuals and social institutions. People such as Frank Parsons, Meyer Bloomfield, Jessie Davis, Anna Reed, E. W. Weaver, and David Hill were instrumental in formulating and implementing early conceptions of Guidance-- working through a number of organizations and movements such as the settlement house movement, the National Society for the Promotion of Industrial Education, and schools in Grand Rapids, Seattle, New York, and New Orleans. A Position The implementation of Guidance and Counseling in the schools during the first two decades of the 20th Century was accomplished by appointing teachers to the position of vocational counselor, often with no relief from their teaching duties and with no additional pay (Ginn, 1924). They were given a list of duties to perform in addition to their regular teaching duties. No organizational structure other than a list of duties was provided for vocational Guidance, as it was called then. As a result, Guidance and Counseling in the schools was being carried out by persons in positions without formal organizational structures in which to work. In the 1920s and 1930s, concern was beginning to be expressed about the position orientation to Guidance and Counseling and the lack of a unified program. In a review of the Boston system, Brewer (1922) stated that the work was "commendable and promising" (p. 36). At the same time, however, he expressed concern about the lack of effective centralization. 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). This situation presented a serious problem. If there were no agreed-upon centralized structure to organize and direct the work of vocational counselors, then other duties as assigned could become a problem. As early as 1923 this problem was recognized by Myers (1923) when he stated that: 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. …

Yanto Yanto - One of the best experts on this subject based on the ideXlab platform.

  • PENDIDIKAN NILAI DAN SPIRITUAL (PNS) DALAM LAYANAN BIMBINGAN DAN KONSELING DI SMP NEGERI 1 BANTUL YOGYAKARTA
    'Universitas Islam Madura', 2019
    Co-Authors: Yanto Yanto
    Abstract:

    The implementation of value and spiritual education in Guidance and Counseling services is the aboligation of schools. It has implications for the nature of individual Guidance and Counseling to help individuals for develop human nature by empowering faith, reason, dan willingness who has given by God so that individuals can develop properly and firmly as God guides. The research method used is qualitative with a descriptive approach and data collected by interview, observation and documentation. Findings data were analyzed using conten analysis techneques. The informan are theachers, students, and parent of students.The result of this study founded, 1) education of values and spirituality in SMP Negeri 1 Bantul is not only become the responsibility of the Guidance dan Counseling teacher, it is was includes within thes school curriculum structure that described in each subject as a hidden curriculum. 2) The values and spiritual education of students is very dependent on education in their family. 3) There isa good tolerance between Muslim dan non-Muslim students during implementation of classroom learning. 4) School appreciation and support in organizing religious activities for Muslim dan non-Muslim students. 5) The school cooperates with other parties (in collaboration with one of the churches) to provide religious education for non-Muslim students

Sari, Novia Rissita - One of the best experts on this subject based on the ideXlab platform.

  • TERAPI WUDU : SOLUSI LAYANAN BIMBINGAN DAN KONSELING UNTUK MENCEGAH PERILAKU DELINKUENSI PADA SISWA SEKOLAH MENENGAH BERBASIS ISLAM
    'Universitas Islam Kalimantan MAB Banjarmasin', 2019
    Co-Authors: Pratiwi, Adelia Oky Setya, Sari, Novia Rissita
    Abstract:

    Sekolah berbasis islam merupakan sebuah lembaga pendidikan yang berperan penting sebagai pembentuk kecerdasan spiritual siswa untuk mengelola sikap dan perilakunya dengan baik. Faktanya, semakin lama masyarakat menganggap bahwa sekolah berbasis islam atau dikenal dengan madrasah sudah tidak mampu menjaga dan memelihara tradisi keagaamannya. Hal ini diperoleh dari temuan bahwasanya perilaku siswa sekolah menengah di sekolah umum yang dianggap lebih baik dibandingkan di sekolah berbasis islam. Perlu adanya peningkatan tradisi keagamaan di sekolah berbasis islam untuk mencegah perilaku delinkuensi atau perilaku yang melanggar norma pada siswa, salah satunya melalui layanan bimbingan dan konseling. Terapi wudu menjadi alternatif layanan bimbingan dan konseling yang akan disajikan dalam tulisan ini. Metode atau pendekatan penulisan ini menggunakan kepustakaan dan pengumpulan data yang dilakukan dengan menganalisis sumber-sumber data serta informasi yang relevan dengan tulisan. Dengan demikian, ditemukan hasil bahwasanya terapi wudu merupakan layanan bimbingan dan konseling yang sesuai diterapkan pada siswa sekolah menengah berbasis islam untuk mencegah perilaku delinkuensi.________________________________________________________________ The Islamic-based school is an educational institution that plays an important role as the defining spiritual intelligence of the student  to manage their attitudes and behavior well. In fact, many people consider that Islamic-based school or known as madrasa, is no longer able to preserve and maintain its religious traditions. This is obtained from the finding that the behavior of middle school’s students in public schools is considered better than in Islamic-based schools. There needs to be an increase in religious traditions in Islamic-based schools to prevent delinquency behavior or behavior that violates the value of students, one of which is through Guidance and Counseling services. Wudu therapy is an alternative Guidance and Counseling service that will be presented in this paper. This method or approach of this writing uses literature and data collection done by analyzing data sources and relevant information to this writing. Thus, it was found that wudu therapy is a Guidance and Counseling services that is suitable to be applied to Islamic middle school’s students to prevent delinquency behavior

Christopher A Sink - One of the best experts on this subject based on the ideXlab platform.

  • comprehensive Guidance and Counseling programs use of Guidance curricula materials a survey of national trends
    Professional school counseling, 2005
    Co-Authors: William J Rowley, Heather R Stroh, Christopher A Sink
    Abstract:

    Comprehensive Guidance and Counseling programs are being implemented throughout the United States. One of the most widely used programs, the Missouri Model, includes a Guidance curriculum as one of its central program elements. The authors discuss the results of a study exploring the national trends in the use of school Counseling Guidance materials. Implications for comprehensive Guidance and Counseling program implementation are included. ********** The American School Counselor Association (ASCA, 1997) clearly supports a comprehensive Guidance and Counseling orientation through its policy statement, the publication of the National Standards for School Counseling Programs (Campbell & Dahir, 1997), and the ASCA National Model (ASCA, 2003). Variations of the comprehensive Guidance and Counseling program model (CGCP) have been adopted throughout the United States (Sink & MacDonald, 1998). Given its widespread acceptance, this approach is likely to serve as the foundation for delivering Guidance and Counseling services to schools for many years to come. One of the most used programmatic orientations has been the Missouri Model (Gysbers & Henderson, 2000, 2005; Sink & MacDonald, 1998). This model has four major components: Guidance curriculum, individual planning, responsive services, and system support. Although each element of the model is important, perhaps the Guidance curriculum component is the most innovative. It helps transform and focus school Counseling from a collection of practices to an educational program, integrating the CGCP into the academic mission of a school district (e,g., ASCA, 2003; Borders & Drury, 1992; Gysbers & Henderson, 2000, 2001; Lapan, 2001, 2005; Watkins, 1994). A review of the literature describes several dimensions of the Guidance curriculum component. Numerous writers have suggested the Guidance curriculum component must include developmentally appropriate student competencies (e.g., ASCA, 2003; Gysbers & Henderson, 2000, 2001, 2005; Hughey, Gysbers, & Starr, 1993; Lapan, 2001, 2005; Lapan, Gysbers, Multon, & Pike, 1997; Lapan, Gysbers, & Sun, 1997; Sears, 2005; Starr & Gysbers, 1993), educationally focused classroom presentations (Hughey et al,, 1993; Hughey, Lapan, & Gysbers, 1993; MacDonald & Sink, 1999), and Guidance classroom activities (ASCA, 2003; Gysbers & Henderson, 2001, 2005; Hughey et al., 1993; Lapan, 2001, 2005; Lapan, Gysbers, Multon, & Pike, 1997; Lapan, Gysbers, & Petroski, 2001; Lapan, Gysbers, & Sun, 1997). Research studies have indicated that Guidance curriculum activities have a positive impact on student development (e.g., Brigman & Campbell, 2003; Carns & Carns, 1991; Evans & Burck, 1992; Gerler, 1985; Gerler & anderson, 1986; Hadley, 1988; Jarvis & Keeley, 2003; Lapan, Gysbers, Hughey, & Arni, 1993; Lee, 1993; Sears, 2005; Sink & Stroh, 2003; St. Clair, 1989). The importance of integrating current developmental theory into a Guidance curriculum has been emphasized by multiple counselor educators (e.g., Borders & Drury, 1992; Gysbers & Henderson, 2001, 2005; MacDonald & Sink, 1999; Myrick, 2003; Paisley & Hubbard, 1994; Sears, 2005; Sink & MacDonald, 1998). Moreover, content areas, intervention strategies (Lapan, Gysbers, Multon, & Pike, 1997; Lapan, Gysbers, & Sun, 1997), and developmental domains (ASCA, 2003; Gysbers & Henderson, 2001; Sink & MacDonald, 1998) are perceived as important features of a Guidance curriculum. RATIONALE FOR RESEARCH The weight placed on a Guidance curriculum in the Missouri Model and the National Model (ASCA, 2003) strongly suggests school counselors need to be familiar with curriculum materials that can benefit students. This familiarity of available resources should begin in higher-education programs that train future school counselors--given that effective counselors are the product of strong graduate Counseling programs (Kaplan, 2002)--and continue throughout the school counselor's tenure in the role. …

  • school counselors perceptions of comprehensive Guidance and Counseling programs a national survey
    Professional school counseling, 2001
    Co-Authors: Christopher A Sink, Amy Yillikdowner
    Abstract:

    Since the inception of the school Counseling profession in the early 1900s, Guidance personnel have attempted to align their functions with the educational mission of schools (Baker, 2000; Borders & Paisley, 1995; Henderson & Gysbers, 1998; Myrick, 1997; Schmidt, 1999). Similarly, national associations such as the American School Counselor Association (ASCA), American Counseling Association (ACA), and U.S. Department of Education continue to encourage school-based practitioners to develop full spectrum programs that reflect the learning goals of local districts. ASCA, for instance, recently published Sharing the Vision: National Standards for School Counseling Programs (Campbell & Dahir, 1997) and its companion volume Vision into Action: Implementing the National Standards for School Counseling Programs (Dahir, Sheldon, & Valiga, 1998), wherein counselors are requested to implement comprehensive Guidance and Counseling programs (CGCPs) that assist students to be more effective learners. By 1997, this goal had been partially reached with over half of the states devising and implementing some form of a CGCP (Sink & MacDonald, 1998). Designed largely on the structure and guidelines outlined by Gysbers and Henderson (2000), and to a lesser extent by Myrick (1997), state- and districtdeveloped CGCPs are service-delivery models for school Guidance and Counseling. They attempt to reframe the traditional work of school counselors from a reactionary and crisis orientation to a proactive developmental-prevention focus (Paisley & Hubbard, 1994; Paisley & Peace, 1995; Wittmer, 2000). Not only are students (ages 5 to 19) provided individual and group Counseling, they are also involved in mastering developmentally appropriate competencies that target essential educational, socio-emotional (personal/social), and career // occupational skills. An important characteristic of the CGCP involves the teaching of Guidance and Counseling curriculum aimed at meeting a range of developmental outcomes (Neukrug, Barr, Hoffman, & Kaplan, 1993; Paisley & Borders, 1995). Even though a synthesis of research indicates that it is possible for counselors to implement effective Counseling programs (e.g., Borders & Drury, 1992; Gysbers, Lapan, & Blair, 1999; Hughey, Gysbers, & Starr, 1993; Hughey, Lapan, & Gysbers, 1993; Lapan, Gysbers, Hughey, & Ami, 1993; Lapan, Gysbers, & Sun, 1997; Prout & Prout, 1998; Scruggs, Wasielewski, & Ash, 1999; Whiston & Sexton, 1998), and CGCPs are currently found in nearly 30 states across the United States (Sink & MacDonald, 1998), a nationwide appraisal of school counselors' concerns and perceptions of their CGCP has not been conducted (Yillik-Downer, 2000). Widespread anecdotal evidence suggests that counselors largely appreciate this systemic and developmental approach to their work; however, similar data also point out that implementing CGCPs remains a challenging process (e.g., Gysbers, Lapan, & Jones, 2000; MacDonald & Sink, 1999). One substantial difficulty with effecting large-scale educational reform relates to the valid measurement of the change or reform process. It is critical that those professionals most accountable for implementing systemic reform be surveyed about their attitudes regarding the innovation. By the mid-1970s, for example, Hall and his colleagues (Hall, Loukes, Rutherford, & Newlove, 1975) began constructing the Stages of Concern Questionnaire (SoC Questionnaire), which measures teachers' developmental concerns about the educational change process (see Hall, George, & Rutherford, 1998, and Hord, Rutherford, HulingAustin, & Hall, 1987, for detailed discussions). The underlying assumptions that define the SoC Questionnaire are: * Change is a process. * Individuals are responsible for change. * Each individual experiences the process of change in a unique manner. …

  • the status of comprehensive Guidance and Counseling in the united states
    Professional school counseling, 1998
    Co-Authors: Christopher A Sink, Ginger Macdonald
    Abstract:

    During this century, school Counseling has experienced a number of shifts in emphasis, each reflecting its own socio-historical context. In brief, the profession, with several intermediary phases in between, moved beyond its initial focus on vocational Guidance during the 1920s and 1930s to a service-delivery model in mid-century (see Gysbers & Henderson, 1994, for a detailed review). Designed essentially for secondary schools, the service-delivery approach endeavors to patch together such varied Guidance services as orientation and articulation, Counseling, student appraisal, referral, placement, and follow-up (e.g., Froehlich, 1958). By the early 1970s, this approach began to intersect with the another traditional organizational pattern called the process model (see Gysbers, 1990). Counselors with this latter orientation tend to view the clinical and therapeutic processes of Counseling, consulting, and coordinating as the primary "services" afforded to K-12 students. As the internal and external demands of their position increased significantly over time, school counselors became primarily crisis-oriented, reactive, focused on remediation over prevention, and overburdened with nonGuidance-related clerical and administrative tasks. Consequently, the public often viewed the typical duties of secondary counselors as largely unrelated to the teaching-learning process. Concurrently, calls for restructuring Counseling practice emerged from within the Counseling field as early as the late 1960s (Gysbers & Henderson, 1994). Additional factors provided a strong impetus for change, including: (a) research-supporting developmental approaches to the pedagogy and learning, (b) rapid societal change and the growing need for Counseling interventions in the elementary years, (c) a resurgence of interest in vocational and career Guidance, (d) the need for developmental Guidance, (e) a concern about the efficacy of Guidance in the schools, and (f) the movement toward increased counselor accountability and evaluation (Baker, 1996; Gysbers, 1990; Gysbers & Henderson, 1994; Neukrug, Barr, Hoffman, & Kaplan, 1993; Wittmer, 1993b). During the 1970s and 80s several organizational models emphasizing "systems thinking" and developmental theory and research were proposed. The Governing Board of the American School Counselor Association (ASCA), for example, issued a series of position and role statements (cf. ASCA, 1974, 1984) concerning the establishment of school-based comprehensive and developmental Guidance and Counseling programs. The fundamental responsibility of school counselors was reconceptualized from an ancillary and position-focused service provider to a developmental Guidance specialist (Myrick, 1997; Paisley & Hubbard, 1994). Because of this change in focus, the developmental counselor is curriculum and program-oriented, available to all students, and is competent to teach important life skills (Wittmer, 1993c). The work of establishing comprehensive Guidance programs nationwide has advanced significantly during the past two decades. Increasingly, sophisticated theoretical models are being translated into effective programs at the state, district, and local school levels. In recent years, comprehensive Guidance programs have rapidly become the preferred way of organizing and managing Guidance in the schools (Gysbers, 1990; Neukrug et al., 1993). On a discouraging note, however, the legacy of traditional organizational models continues to define the job duties of many school counselors (Neukrug et al., 1993). The principal attributes of a comprehensive developmental Guidance and Counseling program are sharply different from those of a traditional service-delivery approach. Comprehensive programs, for example, deemphasize administrative and clerical tasks (nonGuidance activities) and crisis-centered modes of intervention. Instead, they promote Guidance activities and structured group experiences that are designed to support students in the process of skill-development, such as personal, social, educational, and career skills, and to become responsible and productive citizens (ASCA, 1990). …