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| C. Peer Counseling Class | D. Crisis
Intervention | The Guidance Program of
RIS | Goal of the Program | The
Guidance Program of RIS Elementary School | Service
Delivery |
| C. PEER COUNSELING CLASS |
Peer counseling is a learning situation in which students
counsel and help facilitate the growth and development
of other students. The training program focuses on five
areas: team building and the development of group cohesion;
development of understanding and awareness of self and
others; development of more effective communication
skills; development of effective feedback procedures;
and development of leadership, career awareness, problem
solving, and intervention skills.
The course would be based on experiential learning techniques
where students are encouraged to participate in role
plays and micro-skills workshops to explore and develop
their helping behaviors. There will be a more formal
component where information regarding behavior, group
dynamics and models of counseling is presented to provide
students with a framework to explore themselves and
others.
|
| D. CRISIS INTERVENTION |
Crisis intervention is an immediate intervention designed
to prevent damaging physical and psychological results
following a personal, community, or school traumatic
situation. It can and should be given by persons who
first see the need at the time and place a crisis occurs.
RIS crisis intervention follows a pre-vention, inter-vention,
and post-intervention model. Prevention in implemented
as an educational or training program for students and
staff; intervention remains a first aid approach. Whereas
post intervention is focused on the aftermath and long
range can sequences of trauma. So that the school can
immediately and effectively provide services to crisis
victims, a site team composed of administrators, counselors,
psychologists, and teachers is established. This team
would continue to develop, modify, and follow a well-established
action plan of crisis intervention.
|
| THE GUIDANCE
PROGRAM OF RIS |
The RIS Guidance Program is an integral part of the
RIS educational program. It facilitates students’ intellectual,
emotional, social and physical development. This is
accomplished through individual and group counseling,
evaluation of learning and emotional difficulties and
consultations between the school counselor and parents,
teachers and administrators.
|
| GOALS OF THE
PROGRAM |
a. To promote understanding of children as individuals
and encourage adaptation of instructional content and
teaching methods to meet their individual needs.
b. To identify individual student’s strengths and weaknesses.
c. To help teachers evaluate the important role they
play in children’s lives.
d. To assist in implementing the principles of educational
psychology, child development, learning theory and counseling
in the classroom.
e. To help children in the development of self-understanding
and appropriate interpersonal relationship skills.
f. To guide children in the development of problem-solving
and decision making skills.
g. To coordinate the school’s efforts with those of
the home by working with parents individually and in
groups.
h. To help students explore future educational and career
paths that match students’ values, strengths, and interests.
|
| THE GUIDANCE
PROGRAM OF RIS ELEMENTARY SCHOOL |
The Guidance Program in elementary school has its
emphases on early identification and development of
the pupil’s emotional, social, intellectual, and physical
characteristics; diagnosis of the students’ learning
difficulties, and early use of available resources to
meet their needs. The program is differentiated from
the middle and high school guidance programs because
of the following factors.
a. The elementary school child is more dependent on
parents and teachers.
b. The homeroom teacher typically has a greater amount
of time for daily contact with pupils.
c. The elementary curriculum is usually flexible, thus
enabling the teacher to develop more effective relationships
and perform some of the guidance functions.
|
| SERVICE DELIVERY: |
a. Pupil Appraisal. Information is collected
which enables the teacher to work more effectively with
the pupil and assists the pupil to develop an understanding
of himself in relationship to his learning opportunities.
b. Consulting. The counselor and the teacher
collaborate in assisting the child to learn. The counselor
helps the teacher understand the individual child who
is facing learning emotional, or social difficulties.
Consultation to parents aims to promote understanding
of the abilities, interest, and achievements of their
children, and parent-child relationship.
c. Counseling. Counseling in the elementary school
mainly involves two general areas: modification of attitudes
and behavior; and developmental, emphasizing exploration
and self-understanding. Besides individual counseling,
the service includes group counseling which helps the
child to learn to interact more effectively with their
peers.
d. Parent Education. The goal of parent education
is to help parents learn to relate more effectively
to their children and to support their educational program.
The counselor might form a discussion group in child
development which would meet during the day or after
school to discuss general problems of child rearing.
The group might develop a list of topics of particular
concern to parents and discuss specific procedures for
working with children.
e. Crisis Counseling. Counseling and support
are provided to students or their families facing emergency
situations.
f. Referral. Counselors use other professional
resources of the school and community to refer students
when appropriate.
g. Communication. Efforts are made to publicize
the program.
h. Orientation. Meetings held at the start of
each year familiarize new parents and students with
available guidance services.
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