Introduction to Guidance and Counselling

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1 semester 6 Introduction to Guidance and Counselling WINDOWS ON PRACTICE GUIDE B.Ed. (Hons) Elementary 2012

2 This product has been made possible by the support of the American People through the United States Agency for International Development (USAID). The contents of this report are the sole responsibility of the authors, and do not necessarily reflect the views of USAID or the United States Government. Technical Support: Education Development Center (EDC); Teachers College, Columbia University

3 Foreword Teacher education in Pakistan is leaping into the future. This updated Scheme of Studies is the latest milestone in a journey that began in earnest in 2006 with the development of a National Curriculum, which was later augmented by the 2008 National Professional Standards for Teachers in Pakistan and the 2010 Curriculum of Education Scheme of Studies. With these foundations in place, the Higher Education Commission (HEC) and the USAID Teacher Education Project engaged faculty across the nation to develop detailed syllabi and course guides for the four-year B.Ed. (Hons) Elementary and the two-year Associate Degree in Education (ADE). The syllabi and course guides have been reviewed by the National Curriculum Review Committee (NCRC ) and the syllabi are approved as the updated Scheme of Studies for the ADE and B.Ed. (Hons) Elementary programmes. As an educator, I am especially inspired by the creativity and engagement of this updated Scheme of Studies. It offers the potential for a seismic change in how we educate our teachers and ultimately our country s youngsters. Colleges and universities that use programmes like these provide their students with the universally valuable tools of critical thinking, hands-on learning, and collaborative study. I am grateful to all who have contributed to this exciting process; in particular the faculty and staff from universities, colleges, and provincial institutions who gave freely of their time and expertise for the purpose of preparing teachers with the knowledge, skills, and dispositions required for nurturing students in elementary grades. Their contributions to improving the quality of basic education in Pakistan are incalculable. I would also like to thank the distinguished NCRC members, who helped further enrich the curricula by their recommendations. The generous support received from the United States Agency for International Development (USAID) enabled HEC to draw on technical assistance and subject-matter expertise of the scholars at Education Development Center, Inc., and Teachers College, Columbia University. Together, this partnership has produced a vitally important resource for Pakistan. PROF. DR SOHAIL NAQVI Executive Director Higher Education Commission Islamabad B.ED. (HONS) ELEMENTARY ii

4 How the Windows on Practice guide was developed As part of nationwide reforms to improve the quality of teacher education, the Higher Education Commission (HEC), with technical assistance from the USAID Teacher Education Project, engaged faculty across the nation to develop detailed syllabi for courses in the new four-year B.Ed. (Hons) Elementary programme. The process of designing the syllabus for each course in years 3 4 of the programme began with curriculum design workshops. Deans and directors from universities where these courses will be taught were invited to attend the workshops. In the first workshop, national and international subject matter experts led participants in a seminar focused on a review and update of subject (content) knowledge. The remainder of this workshop was spent reviewing the HEC Scheme of Studies, organizing course content across the semester, developing detailed unit descriptions, and preparing the course syllabi. Although the course syllabi are designed primarily for Student Teachers taking the course, they are useful resources for teacher educators too. Following the initial workshop, faculty participants developed teaching notes that include ideas for teaching units of study and related resources. Working individually or in groups, participants focused on their own teaching methods and strategies and how these could be useful to future teachers of the course. Subsequent workshops were held over the course of a year to give faculty sufficient time to complete their work, engage in peer review, and receive critical feedback from national and international consultants. In designing both the syllabi and the teaching notes, faculty and subject matter experts were guided by the National Professional Standards for Teachers in Pakistan (2009). All of the syllabi developed by faculty who participated in the workshops are included in this document, along with a list of topical teaching notes. Additional references and resources appear at the end of the document. These should provide a rich resource for faculty who will teach this course in the future. Sample syllabi with accompanying teaching notes are also included to provide new Instructors with a model for developing curricula and planning to teach. This Windows on Practice guide is not intended to provide a complete curriculum with a standard syllabus and fully developed units of study, but rather aims to suggest ideas and resources for Instructors to use in their own planning. Hence, readers will find sample units and materials that reflect the perspective of faculty designers rather than prescriptions for practice. iii HOW THIS COURSE GUIDE WAS DEVELOPED

5 We respect intellectual property rights and to the best of our knowledge, we have not included any suggested materials that are copyright protected or for which we have not secured explicit permission to use. Therefore, all materials included may be used in classrooms for educational purposes. Materials in this document are not intended for commercial use, however. They may not be used in other publications without securing permission for their use. Initial drafts were reviewed by the National Curriculum Review Committee (NCRC) and suggestions were incorporated into final drafts, which were then submitted to the NCRC for approval. Faculty involved in course design: Abid Hussain Chaudry, Punjab University, Lahore; Dr Ali Murtaza, University of Azad Jammu and Kashmir, Muzzafarabad; Amir Bano, Allama Iqbal Open University, Islamabad; Liaquat Hussain, Institute of Education and Research, Gomal University, Dera Ismail Khan, Khyber Pakhtunkhwa; Maroof Bin Rauf, University of Karachi, Karachi; Mubeen Ahmed Langah, Shah Abdul Latif University, Khairpur; Muhammad Nisar-ul-Haq, Karakoram International University, Skardu; Dr Muhammad Sarwar, University of Sargodha, Sargodha; Munazza Ambreen, Allama Iqbal Open University, Islamabad; Nida Mirza, University of Sindh, Jamshoro; Nadeem Khan, Institute of Education and Research, University of Peshawar, Peshawar; Raqeeb Imtiaz, University of Gujrat, Gujrat; Dr Saddaf Ayub Raja, Fatima Jinnah Women University, Rawalpindi; Shahla Ambreen, Sardar Bahadur Khan University, Quetta; and Zarghuna Naseem, University of Education, Lahore. National subject expert leading the seminar: Dr Anjum Kazmi, Dean of Education, Sindh Madressatul Islam University. National Curriculum Advisor who reviewed and compiled the Windows on Practice guide: Martin Thomas, Faculty, Notre Dame Institute of Education, Karachi. NCRC review dates: 24 and 25 April 2013 NCRC reviewers: Dr Asif, Faisalabad University, Faisalabad; Dr Javed Iqbal, Karakoram International University, Gilgit-Baltistan; and Dr Riasat Ali, Kohat University, Kohat. B.ED. (HONS) ELEMENTARY iv

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7 Table of contents 1 Rationale for a course on guidance and counselling...7 Common misconceptions about guidance and counselling Course syllabi Syllabus 1: Maroof Bin Rauf, Nida Mirza, Raqeeb Imtiaz, Dr Saddaf Ayub Raja, and Shahla Ambreen Syllabus 2: Amir Bano, Liaquat Hussain, Mubeen Ahmed Langah, Muhammad Nisar-ul-Haq, and Munazza Ambreen Representative syllabus with teaching notes Dr Ali Murtaza, Zarghuna Naseem, Abid Hussain Chaudry, and Dr Muhammad Sarwar Integrated teaching notes References Readings and resources Methods and strategies to use in planning... 71

8 1 Rationale for a course on guidance and counselling 07 COURSE SYLLABUS: Introduction to Guidance and Counselling

9 Introduction In the HEC 2010 document, Curriculum of Education: B.Ed. (Hons.) 4-year Degree Programme, Guidance and Counselling is added as a professional course. Teachers need a basic knowledge of school guidance and counselling techniques to address the personal and social problems of students that they may encounter in the classroom. This course will assist Student Teachers in understanding the role of various members of a guidance and counselling system in supporting students in addressing their future and social challenges. They will master the basic skills of school guidance and counselling by practicing these skills during their sessions. The course will also increase their ability to exercise active listening skills, reflect on students concerns, assist students in arriving at solutions to problems, advise them on potential solutions to stated problems, and make responsible social choices and informed decisions. Common misconceptions about guidance and counselling It is anticipated that Student Teachers studying the Guidance and Counselling course will hold a number of misconceptions about guidance and counselling. Course Instructors need to be aware of such misconceptions, which are commonly shared by the public, so that they can help Student Teachers confront and critique these misconceptions. Some of the important misconceptions are listed below: Guidance and counselling deal only with severe psychological problems and, hence, are not required for schoolchildren. When dealing with schoolchildren, there is not much relationship between the theory and practical aspects of guidance and counselling. Guidance is always provided in group form, as many students have more or less similar issues on which they need guidance. Counselling is always counselee-centred, and the counselee plays a proactive role. There is a single theory of guidance and counselling that can be applied to all scenarios. Counselling is a complex process that can only be facilitated by professional experts. A teacher cannot be a counsellor. Every teacher can be a counsellor without undergoing any counselling training, as it does not require specific skills. Counselling cannot be given in a classroom situation because it involves the utilization of various resources. Counselling for personal, emotional, and social problems is the responsibility of the parents, not the teacher. Counselling is only for children who are experiencing problems, and not for children who are bright and happy at school. A counsellor can provide a readymade solution to all problems. Guidance is a service or process that should be employed to address an emergency situation. B.ED. (HONS) ELEMENTARY 08

10 Counselling is for developed countries. Guidance programmes do not work in Pakistani society and schools. Counselling is concerned only with educational issues. No ethical issues are involved in counselling. Counselling is a one-meeting problem-solving strategy. Adapted from teaching notes by: Maroof Bin Rauf, Shahla Ambreen, Nida Mirza, Raqeeb Imtiaz, Dr Saddaf Ayub Raja, Munazza Ambreen, Mubeen Ahmed Langah, Muhammad Nisar-ul-Haq, Liaquat Hussain, Amir Bano, Dr Ali Murtaza, Zarghuna Naseem, Abid Hussain Chaudry, and Dr Muhammad Sarwar. 09 COURSE GUIDE: Introduction to Guidance and Counselling

11 2 Course syllabi GUIDANCE AND COUNSELLING B.ED. (HONS) ELEMENTARY 10

12 GUIDANCE AND COUNSELLING This section contains syllabi that have been written by faculty or groups of faculty. Using the HEC Scheme of Studies for the course, they considered the balance between the demands of the subject itself, active learning pedagogies, their students, and the particular university milieu in which they work. The syllabi all reflect the same key concepts and broad goals, but they vary in sequence and emphasis. COURSE SYLLABUS 1 By Maroof Bin Rauf, Shahla Ambreen, Nida Mirza, Raqeeb Imtiaz, and Dr Saddaf Ayub Raja Year and semester Year 4, Semester 7 Credit value 3 credits (contact hours: 3 hours per week) Prerequisites Successful completion of the Child Development and Educational Psychology courses Course description This course has been designed to introduce the concept, scope, and theories that govern the process of guidance and counselling in education. It will enable Student Teachers to identify areas of guidance and counselling at the elementary level. Through the knowledge and skills acquired from this course, they will be well equipped to explore the talents and potential of their students, while preparing them for life in the 21st century. The course will include both theoretical knowledge of guidance and counselling and the development of Student Teachers counselling skills. It will strengthen their ability to exercise active listening skills, reflect on students problems, and help them choose potential solutions to their problems. The course will also enable Student Teachers to design school-wide guidance and counselling programmes. 11 COURSE GUIDE: Introduction to Guidance and Counselling

13 Course learning outcomes By the end of this course, Student Teachers will be able to: demonstrate knowledge of the importance of guidance and counselling to teachers and students critically analyse the concepts, scope, and theories that govern the process of guidance and counselling use the principles and functions of guidance and counselling to ensure a safe learning environment in school identify and apply different tools of data collection in different situations select and apply appropriate counselling techniques to solve students problems coordinate and communicate with various stakeholders in the process of guidance and counselling. Teaching-learning strategies The course will include an interactive approach and active learning strategies, such as brainstorming, discussions, case studies, and role plays. It should provide Student Teachers with practical experience of identifying and providing better solutions to problems in a classroom and school setting. The emphasis will be on a student-centred approach in order to provide maximum opportunity for them to inquire, present, share their views, and take an active part in all classroom activities. In some sessions, interactive lectures will also be used. Unit 1: Introduction to guidance and counselling Duration of the unit: 3 weeks Unit description This unit will help Student Teachers learn and understand important areas of educational guidance and counselling, an Islamic perspective on guidance and counselling, and its implementation in their professional life. Unit learning outcomes By the end of this unit, Student Teachers will be able to: l differentiate between guidance and counselling l analyse critically the concept of guidance and counselling from an Islamic perspective l identify principles that govern the guidance and counselling process l list the main objectives of guidance and counselling programmes in education l explore various types of guidance and counselling. B.ED. (HONS) ELEMENTARY 12

14 Essential knowledge Essential knowledge for course Instructors in this unit includes background knowledge of child development; related theories, especially regarding emotional development; educational psychology; and the scope of guidance and counselling. 1 UNIT 1: Week # Introduction to guidance and counselling Session topics/chapter Session 1 Introduction to guidance and counselling Session 2 The basic concepts of guidance and counselling: Guidance, counselling, and psychotherapy Session 3 The Islamic concept of guidance and counselling Session 4 The scope of guidance and counselling: Community, family, administration, and peers Session 5 Principles of guidance and counselling Session 6 Types of guidance and counselling: Educational and personal Session 7 Types of guidance and counselling: Social and vocational Sessions 8 and 9 Theories of guidance and counselling Carl Roger Erik Erikson Alfred Adler B. F. Skinner Teaching strategy group work interactive lecture self-reflection brainstorming group work oral presentation discussion individual reading short lecture individual reading pair-share work completing stories skit-writing presentation group discussion self-reflection writing specimen discussion brainstorming reflection video session computation mini-lecture brainstorming interactive lecture handouts concept note Unit assessment This unit is based on content knowledge; therefore, Student Teachers can be assessed in several ways, including questions and answers in classroom practice, quizzes, miniassignments, and presentations. 13 COURSE GUIDE: Introduction to Guidance and Counselling

15 References Butcher, P. A. (2005). Sociology (9th ed.). Boston: McGraw-Hill. Hurlock, E. B. (2008). Developmental psychology (5th ed.). London: McGraw-Hill. Nayak, A. K. (2007). Guidance and counselling. New Delhi: APH Publishing. Shaffer, D. R., & Kipp, K. (2010). Developmental psychology: Childhood and adolescence (8th ed.). Belmont: Wadsworth. Unit 2: The course instructor as a counsellor Duration of the unit: 3 weeks Unit description This unit will help Student Teachers understand the importance of guidance and counselling in educational discipline. They will be encouraged to implement guidance services in different situations. It will also help them to understand not only the required qualities of a good counsellor but also the related ethical considerations. Unit learning outcomes By the end of this unit, Student Teachers will be able to: l critically analyse the role of a teacher as a guide in school l differentiate among various guidance services l identify various qualities of a teacher necessary for a counselling role l discuss the different counselling services that a teacher can provide to students l demonstrate knowledge of the ethical considerations related to guidance and counselling services. Essential knowledge The basic purpose of a guidance and counselling programme is to ensure the physical, emotional, social, and educational development of learners. Since primary school students spend most of the school day with just a few teachers, these teachers are in a favourable position to perform their role as a counsellor for their students. They can assume their counselling role at two levels school and classroom. At school level, their role as counsellor will be oriented towards the more general and common problems of primary schoolchildren. In contrast, their role as classroom counsellor will be slanted towards the more specific and individual problems of their students. B.ED. (HONS) ELEMENTARY 14

16 2 UNIT 2: The course instructor as a counsellor Week # Session topics/chapter Teaching strategy Session 10 Qualities of a counsellor: Personal and professional Sessions 11 and 12 Guidance services that a teacher can provide Sessions 13 and 14 The teacher as an agent of change: Problems in the classroom for guidance and counselling Session 15 The teacher as an agent of change: Issues in school for change Session 16 The role of a teacher as a counsellor in classroom for improving academic performance Session 17 The role of a teacher as a change agent in school Session 18 Ethical considerations of guidance and counselling group work self-analysis multimedia presentation discussion role play analysis of the content individual work concept paper interactive dissociation writing activity brainstorming pair-share problem-solving self reading brainstorming reading problem-solving interactive lecturing multimedia presentation of news cuttings group discussion panel discussion Unit assessment This unit can be assessed using a quiz and a small-scale project in which Student Teachers, in groups, identify classroom problems that require counselling, such as aggressive behaviour, shy and withdrawing children, slow learners, fear and anxiety, attendance problems, and so forth. In groups, Student Teachers will plan out strategies for solving problems identified by their group and then present them. In this project, Student Teachers can be assessed for their group harmony and participation. Secondly, they can be assessed for the authenticity of their identified classroom problems and suggested strategies for the solution of these problems. References Nayak, A. K. (2007). Guidance and counselling. New Delhi: APH Publishing. Thompson, R. A. (2012). Professional school counseling: Best practices for working in the schools (3rd ed.). New York: Routledge. 15 COURSE GUIDE: Introduction to Guidance and Counselling

17 Unit 3: Procedures and tools for guidance and counselling Duration of the unit: 3 weeks Unit description This unit deals with procedures and tools required in the process of guidance and counselling. It aims to develop knowledge and skills among Student Teachers, so that they can identify students or cases in their classrooms and then select appropriate strategies for intervention. Unit learning outcomes By the end of this unit, Student Teachers will be able to: l illustrate and examine the procedures and steps involved in counselling l identify students who need counselling services l select and devise appropriate strategies for interventions or problem-solving l identify various professionals to whom students with severe problems can be referred. Essential knowledge Essential knowledge for course Instructors in this unit includes theoretical knowledge about procedures and steps of counselling and tools and strategies for collecting information and solving problems, as well as practical knowledge to implement these in different situations. 3 UNIT 3: Procedures and tools for guidance and counselling Week # Session topics/chapter Teaching strategy Sessions 19 and 20 Steps and procedures of counselling Session 21 Strategies for solving problems or staging interventions Sessions Techniques and strategies for problem-solving Observation Interview Cumulative record Sessions 25 and 26 Questionnaire Case study Session 27 Referring cases to the concerned professionals reading and discussion material, case studies, poster-writing panel discussion, individual work, group discussion out-of-class activity (observation), interactive lecturing, group work, role play, group presentations, spaceman analysis, gallery walk, critical friends, pairshare work group discussion, handouts dramatization group discussion individual work B.ED. (HONS) ELEMENTARY 16

18 Unit assessment Student Teachers understanding and skills can be assessed through quizzes, miniassignments, presentations, and a small-scale project in which they, in groups, identify problems in relevant schools related to academic, social, and intellectual capability, as well as major academic problems of students at individual level. References Okum, B. F., & Kantrwitz, R. E. (2008). Effective helping: Interviewing and counseling techniques (7th ed.). Belmont: Thomson. Perry, W. (2008). Basic counselling techniques: A beginning therapist s toolkit (2nd ed.). Bloomington: Author House. Unit 4: School-wide guidance and counselling Duration of the unit: 7 weeks Unit description This unit aims to help Student Teachers understand and identify issues in the primary school setting for which guidance and counselling become necessary. It also aims to equip them with the knowledge and skills required for the effective implementation of guidance and counselling programmes in a school setting. Unit learning outcomes By the end of this unit, Student Teachers will be able to: l identify issues and problems in schools for guidance and counselling l demonstrate the ability to initiate guidance and counselling programmes in a school setting l design strategies for collaborating and communicating with various stakeholders in guidance and counselling programmes l design a school development plan for implementing guidance and counselling in an primary school setting. Essential knowledge The basic aim of a guidance and counselling programme is to help Student Teachers identify problems or issues in schools, and then to develop a rationale for a guidance and counselling programme in a school setting. This unit will provide comprehensive knowledge about school-wide guidance and counselling programmes, which will encourage Student Teachers to use their creativity and fresh ideas to conceptualize their own guidance and counselling programmes in school. It will also develop their ability to perceive, respond to, and manage the whole spectrum of guidance and counselling in schools through an action plan. 17 COURSE GUIDE: Introduction to Guidance and Counselling

19 4 UNIT 4: School-wide guidance and counselling Week # Session topics/chapter Teaching strategy Sessions 28 and 29 Problems and issues in primary schools: Educational, social, physical, psychological, and career Session 30 Initiating guidance programmes in schools: Needs assessment Session 31 Initiating guidance programmes in schools: Support structure Session 32 Initiating guidance programmes in schools: Vision, mission, and goal-setting Session 33 Initiating guidance programmes in schools: Tasks and activities Session 34 Initiating guidance programmes in schools: Assessment of guidance and counselling programmes Session 35 Involving various stakeholders in the guidance programme: Parents Session 36 Involving various stakeholders in the guidance programme: Community Sessions 37 and 38 Visualizing action plans interview questionnaire imaginative thinking jigsaw reading group discussion brainstorming written work critical review (critical friend) designing activities class presentation assessment plan panel discussion lecture brainstorming discussion 14 Session 38 (continued) Sessions 39 and 40 Preparing an action plan Sessions 42 and 43 Emergency drills: Earthquake, fire, and bomb drills Traumatic stress management Sessions Assigning responsibilities Implementation of action plan or doing activity Documentation and report-writing Evaluation Future plan discussion powerpoint presentation presentations and simulations on hypothetical scenarios, group work, role plays use of action plan templates B.ED. (HONS) ELEMENTARY 18

20 References Bannister, C., & McInnes, B. (2005). RCN working well initiative guidance on traumatic stress management in the health care sector. Retrieved from: Ø data/assets/pdf_file/0009/78543/ pdf Dougherty, A. M. (2009). Psychological consultation and collaboration in school and community settings (5th ed.). Belmont: Brooks/Cole. Hederson, D. A., & Thompson, C. L. (2011). Counseling children (8th ed.). Belmont: Cengage Learning. NDMA (National Disaster Management Authority). (2007). National disaster risk management framework Pakistan. Islamabad: NDMA, Government of Pakistan. Retrieved from: Ø NDRM%20Framework%20Pakistan.pdf Sharif, R. S. (2009). Applying career development theory to counseling (5th ed.). Stanford: Brooks/Cole. Zunkar, V. G. (2006). Career counseling: A holistic approach (7th ed.). Belmont: Brooks/Cole. 19 COURSE GUIDE: Introduction to Guidance and Counselling

21 COURSE SYLLABUS 2 By Munazza Ambreen, Mubeen Ahmed Langah, Muhammad Nisar-ul-Haq, Liaquat Hussain, and Amir Bano Year and semester Year 4, Semester 7 Credit value 3 credits (contact hours: 3 hours per week) Prerequisites Successful completion of the Child Development and Educational Psychology courses Course description This is a compulsory course in the B.Ed. (Hons) programme. It is designed to give teachers and other stakeholders an in-depth understanding of the ideas of guidance and counselling. It also covers trends and issues, including an Islamic perspective, a global perspective, and challenges of the 21st century. The major focus is on how these concepts are applied to students to maximize their learning by resolving their issues and to develop them as balanced personalities. The course covers an introduction to guidance and counselling, the major areas in which guidance is provided to schoolchildren, and different theories, types, and techniques of counselling. Student Teachers will be equipped with the skills and qualities of a counsellor, so that they can effectively perform this function in schools in particular and more generally in society. Finally, the action plan is included to prepare Student Teachers to perform counselling functions in real-life situations. Course learning outcomes After studying this course, Student Teachers will be able to: define different concepts associated with the field of guidance and counselling, as well as different trends in and perspectives on guidance and counselling in relation to the present scenario identify different guidance and counselling needs and provide appropriate services in the educational, vocational, and social life of students develop and demonstrate the attributes and qualities of a good counsellor utilize appropriate techniques in the light of counselling theories in an educational setting develop mechanisms for establishing guidance and counselling services in their institutions implement the action plan in collaboration with internal and external stakeholders of their institutions. B.ED. (HONS) ELEMENTARY 20

22 Teaching and learning strategies The following learning and teaching strategies will be used: Interactive lecture method Demonstrations Inquiry approach Group discussions Fieldwork Library assignment Project work Individual assignment or self-study Handouts Unit 1: Introduction to guidance and counselling Duration of the unit: 3 weeks Unit description This course is designed to give Student Teachers an overview of the concept, nature, needs, functions, and principles of guidance and counselling. Islamic and global perspectives are reviewed, while present challenges and issues are also discussed. Unit learning outcomes After completing this unit, Student Teachers will be able to: l describe the nature of guidance and counselling l highlight the difference between guidance and counselling l advocate the importance of guidance and counselling programmes in an educational setting l discuss concepts and processes of guidance and counselling in a global and Islamic perspective l deliberate on the need for and issues in establishing guidance and counselling in Pakistani schools. 21 COURSE GUIDE: Introduction to Guidance and Counselling

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