Comprehensive Guidance and Counselling Program (CGCP)

2. Comprehensive Guidanceand Counselling Program (CGCP) Training 2006-2007

3. Origins of School Counselling At the turn of the 20th century, the Industrial Revolution meant rapid industrial growth, social protest and social reform. School guidance was created as one element of this movement.

4. Origins of School Counselling Originally, school guidance and counselling was accomplished by appointing teachers to the positions, with no relief from teaching duties and no additional pay. This position was one of vocational guidance.

5. Origins of School Counselling During this early period, vocational guidance was carried out by staff members in positions without formal organizational structures in which to work.

6. Origins of School Counselling In the 1920’s and 1930’s, concern was expressed about the position orientation to guidance and counselling and the lack of a unified program. The concern was that there were so many additional duties added to the vocational counsellor that little “real” counselling could be accomplished.

7. School Counselling “..there is always the danger that the counselor may come to be regarded as a handy man [woman] on whom may be unloaded any sort of task that no one else has time to do.” J.A. Fitch (1936). Professional standards in guidance. Occupations, 14

8. Origins of School Counselling In 1935, G.E. Myers suggested an organizational framework called pupil personnel work. Myers listed personnel that should be included: attendance officers, visiting teachers, school nurses, school physicians, and vocational counsellors. Myers (1935). Coordinated guidance. Some suggestions for a program of pupil personnel work. Occupations, 13

9. Origins of School Counselling Throughout the following decades of the 20th century, the influence of educational reform movements, the work of theorists and practitioners, and various social, political, and economic events continued to change the shape, nature and structure of guidance and counselling in schools.

10. Origins of School Counselling The vocational focus remained, but was often overshadowed by a more psychological/clinical perspective with an emphasis on counselling and testing.

11. Origins of School Counselling The American National Defense Education Act, passed in 1958, was instituted primarily to stimulate the advancement of education. One of the purposes of this Act was to keep the United States ahead of the Soviet Union during the space race through education.

12. Origins of School Counselling The act contains statutory prohibitions of federal direction, supervision, or control over the curriculum, program of instruction, administration, or personnel of any educational institution

13. Origins of School Counselling A result of the NDEA was the development of eight counsellor education institutes in the state of Maine

14. Origins of School Counselling Dr. Alpheus Sanford, the director of six of these institutes, was influential in establishing a K-12 developmental school guidance program in the state of Maine

15. From Position to Program Throughout the 1970’s, 80’s, and 90’s, the concept of guidance and counselling evolved from an ancillary set of services delivered by a person in a position to a comprehensive, developmental program.

16. From Position to Program Today, Comprehensive Guidance and Counselling programs are replacing the traditional position-service orientation.

17. From Position to Program The Department of Education has offered training in Comprehensive Guidance and Counselling annually since the program was piloted in 1996.

18. From Position to Program Last year, through a survey sent to all counsellors, forty identified that they were running Comprehensive Guidance and Counselling Programs at their schools.

19. From Position to Program The Department of Education has targeted $500 000 in the 2006-2007 school year to add twelve new counselling positions in NS.

20. From Position to Program Counsellors hired through targeted funding must possess a Master of Education (counselling) degree and therefore qualify for Comprehensive Guidance and CounsellingProgram training.

21. From Position to Program The Department of Education feels that Comprehensive Guidance and Counselling Programs are a necessary shift from a position focused model to a comprehensive model that delivers programs and services to all students in the school

22. Comprehensive Guidance and Counselling Program Aims To provide a structure to help meet the guidance and counselling needs of all students

23. Comprehensive Guidance and Counselling Program Aims To encourage respect for individual strengths and needs and social and cultural diversity

24. Comprehensive Guidance and Counselling Program Aims To help students understand themselves and build meaningful relationships with others

25. Comprehensive Guidance and Counselling Program Aims To help students plan and achieve educational goals and explore personal career paths

26. Comprehensive Guidance and Counselling Program Aims To provide consultation and co-ordination services to teachers, parents, administrators, and others who work with students

27. Comprehensive Guidance and Counselling Program Aims To ensure the accessibility of guidance and counselling to all students

28. Program Components Professional Services- counselling co-ordination, and consultation Life and Career Planning Guidance Curriculum Program Management and System Support

29. Program Domains Personal - to understand and appreciate oneself Social – to relate effectively to others Educational – to develop appropriate educational plans Career – to develop life and career plans

30. Program Design and Implementation • Establish an advisory committee • Conduct a needs assessment • Determine resources • Define program activities • Implement program activities • Evaluate the program • Repeat steps 2 - 7

32. Advisory Committee • May be comprised of: • administrator(s) • school board members • counsellor(s) • classroom teachers • specialist teachers • educational assistants • support staff (secretarial, custodial, cafeteria, bus drivers, library technician) • students • parents • community members • other professionals

33. Advisory Committee Mandate • Help to design, score, interpret, and address results of needs assessment • Established to guide the planning, design, implementation, and evaluation of CGCP • Collaborate to ensure CGCP is meeting identified needs effectively, efficiently, appropriately, and adequately • Promote awareness of CGCP value

34. Meeting Schedule and Format • Meet on regular basis to provide input and feedback, oversee program direction • Meeting schedule and format is tailored to unique needs of individual site • May be formal or informal meeting process • Helpful to have written agenda and minutes

35. Needs Assessment • Administered to students, parents, and staff/administration and possible community • Full-scale needs assessment every two to three years • Designed to survey needs in each of four domains: personal, social, educational, career • Informal, smaller-scale assessments ongoing; akin to ‘checking the pulse’ of the school community

36. Needs Assessment • Design (format, content) • Administration (timeline, population) • Interpretation • Sharing of results • Prioritizing needs

37. Program Design & Implementation • Identifying resources • Human, facility, material, budgetary, time, community • Delineating student and program outcomes (See pp. 11, 13-15 of CGCP guide) • Specific, measurable, achievable • Planning and implementing activities to address CGCP domains and components • Realistic timelines and endeavours • Don’t expect full implementation in one year • Goals may be short- and long-term

38. What We Are Already Doing… • Initiatives, Programs, Clubs, Events and Sports